A TO Z OF NCF - SE (DRAFT) 2023

Compiled by Dr. Swati Popat Vats

a. Curriculum Principle:

A B
The textbook should be designed specifically to achieve the Competencies
AIMS OF SCHOOL EDUCATION- PAGE 24 - 1.2.2 for the Stage and the Learning Outcomes for the Grade and to bring in
horizontal connections across the domains and curricular areas across
the Stage.
b. Discipline Principle:
a. Rational Thought and Autonomy: b. Health and Well-being: The content and sequence included in the textbook should be careful not to
contradict some of the core principles of these disciplines.
Thus, achieving knowledge in depth and Students, and they should acquire BROAD
breadth, becomes one of the key goals capacities and dispositions that keep their
bodies and mind healthy. PRINCIPLES c. Pedagogy Principle:
in the NCF.
Textbook developers need to have a clear understanding of the pedagogy
AND that is appropriate for the Competency and content.

PROCESS OF d. Technology Principle:

c. Democratic Participation:
The knowledge, capacities, and values and dispositions
TEXT BOOK Activities that involve digital technology and references to external material
should be embedded appropriately in the textbook.
developed are to be oriented towards sustaining and DESIGN-
improving the democratic functioning of Indian society. e. Context Principle:
PAGE 64-66 - The local context and environment, moving from the familiar to unfamiliar.
3.2.4 and 3. 2.5 f. Presentation Principle:
d. Economic Participation: e. Cultural and Social Participation:
The textbooks should grab the attention of students. The fonts and size of
The exposure and preparation of The NEP 2020 expect students to have 'a rootedness text material should be both visible and least confusing for young children
vocational education in particular and pride in India, and its rich, diverse, ancient and to decode.
develops capacities and dispositions to modern culture and knowledge systems and
enter the world of work. g. Diversity and Inclusion:
traditions'. They should also acquire capacities and a
Even within States there are regional variations and these need to find
disposition to contribute meaningfully to culture.
adequate representation in textbooks. Balanced gender and community
representation must be ensured.

CONCENTRATION- PAGE 76
C COMPETENCIES/ CURRICULAR AREAS- PAGE 30-1.4.3
D DEVELOPMENT ACROSS DOMAINS-
PAGES 38-43, 2.1.1
Box A-3.3-vi

Importance of Concentration
The Taittiriya Upanishad says that the secret of learning lies in the power of concentration in thought. The science of Yoga
is based on the process of concentration and the methods by which concentration can be achieved on the object of knowledge Each domain is divided into the following stages- infancy, early childhood, middle
in order that the contents, powers, and states of knowledge concerning that object can be realised by the seeker. childhood, adolescence
Sri Aurobindo also lays central importance on concentration and speaks of four principal methods by which concentration
can be attained - meditation, contemplation, witnessing the passage of thoughts as they pass through the mind, and
quietening and silencing the mind.
Concentration is a psychological process - it involves no rituals or ceremonies and is free from any doctrines. Hence, the
cultivation of the powers of concentration is independent of

COMPETENCIES- PAGES- 181-187 EXAMPLES OF COMPETENCIES GIVEN ON THE ABOVE PAGES

These eight curricular areas have their own specific learning standards, and have specific 2.1.1.1-
recommendations for content selection, pedagogical approaches, and ways of assessments. PHYSICAL 2.1.1.2- 2.1.1.3-
Languages: DEVELOPMENT
a. sensory motor
COGNITIVE LANGUAGE
Multilingualism development DEVELOPMENT DEVELOPMENT
and sensitivity to a b. gross motor skills
Vocational Education: diverse set of Mathematics: c. fine motor skills
languages are Mathematics
Intends to develop desirable outcomes
capacities for education also
as articulated in the develops capacities
sustenance and work NEP 2020 2.1.1.4-
and economic for problem- solving
participation. and SOCIO-EMOTIONAL 2.1.1.5 –
logical reasoning. DEVELOPMENT MORAL
a. emotional and
01 personality DEVELOPMENT
development
Physical Education: 08 02 Sciences:
b. role of families
Through engagement c. role of peers
in sports, important 8 Science is a form
ethical and moral of understanding
values and 07 CURRICULAR 03 the natural world.
Constitutional and AREAS-
democratic values
are developed. 06 04
Interdisciplinary Areas: 05 Social Sciences:
Social Science is a
Engagement in form of understanding
interdisciplinary areas Arts: the social (human) world.
develops capacities Like the Sciences,
for interdisciplinary Engagement with Social Science too
thinking and problem arts also builds our promotes rational
solving. capacities for being thought and scientific
creative and develops temper.
cultural sensibilities.
E
Figure A-1.4-i a. The NCF- SE describes the NCF
comprehensively.

b. To enable the objective of making the NCF as

relatable to practitioners as possible, eight
volumes will follow, of which seven would be on
EIGHT the specific Curricular Areas – Arts and Music,
Languages, Math, Science, Social Science and
VOLUMES- Humanities, Sports, and Vocational Education,
PAGE 13 and one will be on School Culture and Processes.

c. The volumes that are to follow will have greater

details on the specific matters, to enable the
implementation of the NCF, and its use
 FROM FEAR TO FOUNDATION IN MATHEMATICS- GRADE 10 (2.4.4.1- page 52,53, 54) and 12
F CHAPTER 3, SECTION 3.1- PAGES 175 ONWARDS G CERTIFICATION- (2.4.4.2- page 54,55)

Box B-3.3-i Grade 10

To complete Grade 10, students will complete two Essential Courses from
Fear of Mathematics a each of the eight Curricular Areas available i.e., a total of 16 Essential
There are two major aspects that cause fear of mathematics; (a) the nature of the subject Courses across two years of Grade 9 and 10.
and how it is being taught and (b) how it is being perceived in the society.
a. Nature of Mathematics and how it is taught: These either Curricular Areas – Humanities (that includes languages),
i. The concepts in Mathematics are cumulative in nature. If students struggle with Mathematics & Computing, Vocational Education, Physical Education,
place value, then certainly they will struggle with all four basic operations, decimal b
numbers and hence in word problems. So, as a teacher we need to prepare plan in
Arts, Social Science, Science, and Inter-disciplinary Areas gives the
such a way that we can work with students of different level in different methods necessary breadth of understanding and capacities for the students.
by using teaching learning materials (TLMs) to engage student and learn the
concepts so that the child can feel comfortable to learn the new concepts that are
connected to the previously learnt concepts. c Grades 9 and 10 will follow an annual structure.
ii. When symbols – part of the ‘language’ of Mathematics – are manipulated without
understanding, after a point, boredom and bewilderment dominate for many
students, and dissociation develops. So, it is important for teacher to start teaching Students must clear 8 Board examinations at end of Grade 10 - these
the concept connecting to the real-life using the local language (especially up to d assess each of the two Essential Courses in each Curricular Area learnt
Preparatory Stage), provide exposure to explore using concrete objects or
examples and gradually shift to the language of mathematics. during Grades 9 and 10.
iii. Most of the assessment techniques and questions focus on facts, procedure, and
memorisation of formulas. However, the assessment should focus on
e The final certification will be based on the cumulative result of each of the
understanding, reasoning, when and how a mathematical technique is to be used
in different context is important.
examinations.
d. Societal perceptions and expectations:
Figure A-2.4-i
i. Prevalent social attitudes which see girls as incapable of mathematics, or
association of formal computational abilities with the upper castes. Such social
discriminations also cause the fear and anxiety in students. We need to break that Physical Ed Arts Ed
belief exist in the society.
ii. Due to immense competition in the world to be a successful person, parents are
Vocational Ed Social Science
burdening the students with immense pressure without considering the interest
of students. Majorly it is observed that parents expect their child to choose career
in science stream and that puts pressure on the children to learn Mathematics.
Hence, we must rethink the approach of teaching where students see mathematics as a part Mathematics
Science
of their life, enjoy mathematics, with a greater focus on reasoning and creative problem & Computing
solving. Also, at the same time we need to work with the society to understand the objective
of education and some of the beliefs that cause harm to the learning of the students
2 Essential Courses
from each of the Cur- Inter-Disciplinary
Humanities
ricular Areas for Grade Areas
10 Certi ication

Mathematics education involves learning creative and logical thinking through fundamental
concepts such as numbers and operations, geometry, algebra, probability, and statistics. It
The inal certi ication will be based on the cumulative result of each of the examinations.
also aims to nurture the fundamental mathematical capacities of finding patterns, making
conjectures, providing explanations through logical reasoning, creativity, problem-solving,
computational thinking, and logical communication (both oral and written). Grade 12

The same set of eight Curricular Areas will continue to be on offer, but
In the Foundational Stage, attaining Foundational numeracy (i.e., understanding, and adding a choice-based courses will be designed based on the Disciplines within the
and subtracting with, Indian numerals) represents the key focus of Mathematics Education. In Curricular Areas
the Preparatory Stage, the focus shifts to the development of concepts such as numbers,
basic operations (including multiplication and division), shapes, and measurement. In the This phase of the Secondary Stage would be divided into semesters and
b each choice-based course would be for a semester.
Middle Stage, the emphasis moves towards abstracting some of the concepts learned in the
Preparatory Stage in order to make them more widely applicable. The Secondary Stage
focuses on developing the ability to justify claims and arguments through logical reasoning.
c Students must complete 16 choice-based courses to complete Grade 12.

To ensure that the students have adequate breadth, they have to choose
d Disciplines from at least three Curricular Areas.
The specific aims of Mathematics Education are to develop:

e To ensure depth, when they choose a Discipline, they have to complete

Capacities such as finding patterns, making conjectures, four choice-based courses in that Discipline.
justification with logical reasoning, creativity, problem solving,
Table A-2.4-i
computational thinking, and clear communication (both oral
# Curricular Areas Disciplines (four courses within each discipline)
and written).
1 Humanities Languages, Literature, Philosophy

Conceptual and procedural knowledge of numbers, operations, 2 Social Science History, Geography, Political Science, Psychology, Economics,
Sociology
geometry, algebra, probability, and statistics. 3 Science Physics, Chemistry, Biology

4 Mathematics & Computing Mathematics, Computer Science, Business Mathematics

5 Arts Music, Dance, Theatre, Sculpture, Painting, Film appreciation,

Values such as rigor and integrity in communication and Scriptwriting, Set design

formulation of arguments; and dispositions such as 6 Vocational education Aligned to the National Skills Quali ications Framework
(NSQF)
curiosity, wonder, and perseverance.
7 Sports Courses on speci ic sports/games/yoga to include all aspects
(e.g., coaching, inancing)

8 Inter-disciplinary Areas Commerce, Sustainability and Climate Change (Environmental

FOR MATHEMATICS LEARNING STANDARDS, OUTCOMES ETC. FROM PAGE 181 Education), Health (Public, community health), Media and Journal-
ism, Family and Community Sciences (the current form of home
science), Knowledge of India/Indian Knowledge, Traditions and
Practices/Indian Knowledge Systems, Legal studies. List may be
enhanced continually.
 H HANDBOOK FOR TEACHERS- Teacher at the heart of
this NCF (page 12) I ILLUSTRATIVE LEARNING OUTCOMES-
(section 1.7, pages 117 onwards)

a c
As such, it is the
perspective of the
The reason being
Teacher that must be Learning Outcomes are interim markers of learning
This NCF is that the Teacher It is the Teacher a
carried by all, including achievement towards the attainment of Competencies.
designed with the is at the heart of who is ultimately syllabus and content
Teacher as the the practice of the torchbearer developers, textbook
primary focus education. for the changes writers, administrators,
we seek. and others.
b d They are defined based on the specifics of the
b socio-cultural contexts, the materials and resources
Box A-3.2-i
available, and contingencies of the classroom.
Teacher’s Handbook
It has been a practice to include notes to Teachers in the textbook. This approach is limiting and not desirable. If
notes are kept to their briefest minimum, it is not really useful for the Teacher. If they are elaborate and detailed,
it unnecessarily increases the size of the textbook for the students and it perhaps would also be intimidating.
It is recommended that each textbook that is being published should be accompanied by a Teacher’s version
(textbook+) of the same textbook. The textbook+ should be organized in the same sequence of chapters as the
students’ textbook but can additional materials: A set of illustrative Learning Outcomes have been
• Intended learning objectives of the chapter and how it is connected to the Learning Standards of the curriculum.
c defined in this NCF, based on the broad understanding
• Recommended pedagogical strategies relevant for that chapter. of the context of our education system.
• Alternative activities for students who are struggling to grasp the content.
• References (through QR-Codes) for digital materials, additional worksheets, formative assessments, pedagogical
content knowledge packages etc. that provide both additional teaching aides and also develops a more profound
understanding in the teacher of the topic under consideration.

Thus, the textbook+ would be valuable compendium for the teacher to go well beyond the textbook’s content,
without burdening or intimidating the students.

J JOY OF PLANNING FOR TEACHING- SECTION 3.3.4

- PAGE 74 ONWARDS
K KEY CHARACTERISTICS OF THIS NCF- PAGE 15
KNOWLEDGE – PRAMANAS -PAGE 23

Few key characteristics of this NCF to keep in mind as you read

1. The entire approach is driven by the curricular goals which are
derived from the aims; these tie everything together and are center
Goal directed:
stage.
Good planning requires understanding of Aims of Education, Curricular Goals,
Competencies and Learning Outcomes to be achieved along with prior learning of the 2.
children for whom the plan is being made, and available teaching learning materials and It attempts to convert and distill mattes to practice which is where
Practice enabling: education happens or doesn't.
content to be used.

3. It's based on sound research, experience, and accumulated

Educationally knowledge in India and across the world.
valid:
The major components of a teaching plan are:
4.
Education must be made interesting and exciting both to the
Engaging: children and teachers.

2 5.
7 Must be able to change things on-the-ground within practical
Teacher-directed, Improvement constraints and limitations and keep moving forward.
Teacher-guided driving:
Specific strategies
and/or Student-led for students who
1 activities to 6. India's diversity in all its forms must not only be addressed but
4 need extra help Diversity
achieve 8 should also become a resource for learning.
Competencies, embracing:
objectives.
Learning Outcomes Content and
and intended material to be Methods of 7. All dimensions mentioned above are mutually reinforcing; as are the
lesson 3 used assessment Mutually reinforcing curricular goals, content, pedagogy, school culture and practices,
6
objectives Prior elements: assessment and evaluation.
Classroom
understanding of
arrangements e.g.,
the student on Box A-1.2-i
which choice of seating, displays, Pramanas
pedagogy is 5 arrangement of Thinking about knowledge, on how does one know, and what are the true sources of
based material knowledge has been a philosophical preoccupation for Ancient Indians. The following six
pramanas were considered as valid means through which one can gain knowledge about
Duration and the world:
sequence of 1. Pratyaksa: This is usually interpreted as direct perception through the ive senses. It
activities can be further divided into anubhava (direct perception) or smriti (remembered
perception).
2. Anumana: Using inferences to come to new conclusions from observations is one
another way of coming to know.
3. Upamana: Knowing through analogy and comparison is upamana. Relating to existing
knowledge and identifying the similarities and differences and thus coming to know
new things or experiences is another valid way of knowing.
4. Arthapatti: Knowing through circumstantial implication is arthapatti.
5. Anupalabdi: Perception of non-existence is considered a valid form of knowledge. To
observe that the well is empty of water is knowing something about the well. People
have come to signi icant conclusions because “the dogs did not bark that night”!
6. Sabda: In some systems of knowledge the testimony of an expert is admissible as true
knowledge. That an individual can only directly know a fraction of all reality through
direct experience and inferences but must rely on other experts was acknowledged
thousands of years ago!
These different pramanas were recognized as valid or invalid sources of knowledge by
different philosophical systems of Ancient India. These ancient investigations of the
nature of knowledge are still relevant for education. By having a deeper grasp of the
nature of knowledge teachers are better equipped to select appropriate content, pedago-
gy, and assessments to achieve the aims of education.

L LANGAUGE LEARNING- THREE LANGUAGES-

PAGE 138 ONWARDS M MEMORY
MODES OF INQUIRY- SECTION 2.3- PAGE 47

Language development plays a very important role in the development of perceptual MEMORY
and practical concepts. Language enables us to check our experiences with others
and to ensure we have a shared meaning emerging from these experiences. Thus,
making sure that we grasp the socially accepted use of the practical concept or the
socially accepted vocabulary that represents the perceptual concept.

Box B-2.4-i The aim is to be an independent

reader and writer in R1 by age 8
Learning three languages (Grade 3). A student will
Students will learn at least three languages in their school years, denoted R1, R2, and R3 in demonstrate similar level of literacy
this document. in R2 by age 11 (Grade 6), and in
R1: This is the language used as medium of instruction (MoI), and in which literacy is irst R3 by age 14 (Grade 9). Schools
attained. Preferably it should be the most familiar language of the students, which is usually will develop in students the capacity
the mother tongue/home language. With India’s linguistic diversity, even within a class- for basic communication for social
room, it may not be possible to have the home language as the R1 for all students; in such purposes and linguistic proficiency
circumstances a language which is familiar to the students should be chosen as R1 -- which
is often the most commonly used local language.
for academic use in the classrooms
in R1 and R2, and only the capacity MODES OF INQUIRY
R2: This could be any other language, including English.
for basic communication for social Beyond the nature of knowledge and growth in capacities for literacy, the modes of inquiry used by
R3: This is any other language that is not R1 or R2. purposes in R3. children to develop conceptual understanding play a very important role in the selection of content,
The state or the relevant bodies need to decide upon R1, R2, or R3. pedagogy, and assessment. The progression of these modes of inquiry also has implications for the
“All efforts will be made early on to ensure that any gaps that exist between the language FROM PAGES 138 ONWARDS- stages of schooling.
spoken by the child and the medium of teaching are bridged. In cases where home lan- This section lays out the Curricular 2.3.1.1 Play and Exploration
guage/mother tongue textbook material is not available, the language of transaction Goals, Competencies, and a few
between teachers and students will still remain the home language/mother tongue wherev- 2.3.1.2 Capacities for Inquiry
er possible….” [NEP 2020, 4.11].
illustrative Learning Out- comes for
R1, R2, and R3 for Preparatory, 2.3.1.3 Methods for Inquiry
The approach to literacy in R1 is taken up in detail in the chapter on the Foundational Stage
– Chapter 3, section 3.2
Middle, and Secondary Stages.
 NOTE THE PRINCIPLES OF PEDAGOGY ACROSS STAGES
N NECESSARY AND NON NEGOTIABLES PRINCIPLES OF
PEDAGOGY- SECTION 3.3.8- PAGE 82
O ORGANIZING EFFECTIVE PEDAGOGY FOR THE
CLASSROOM- SECTION 3.3.3-PAGE 72-74

1. Every child is capable of learning. 2. Learning is an active process that

Ensuring respect and care
4 Using differentiated instruction
involves both understanding and 1
Children are natural learners.
doing.

3. Children learn best when they are 4. Children learn in a variety of ways, Providing opportunities for
respected, valued, and involved in the illustratively, through making something, Building positive 5 independent and collaborative work
learning process. discussion, listening, speaking, reading, 2 Teacher-student relationships
writing, questioning, exploring,
discovering, experimenting. a. Getting to know each student individually
b. Listening carefully to students
c. Observing students 6 Using varied resources
5. Learning happens best when classroom 6. Practice is a critical and integral part
processes make connections with the life d. Encouraging student responses
of the learning process. e. Encouraging questioning
of students and their prior experiences,
f. Recognizing and responding to the
focus on conceptual clarity, and provide emotions and moods of students Helping students develop appropriate
variety and challenge to students. 7 work habits and responsibility

Non Negotiables of Pedagogy-

1. Punishment and fear are detrimental to learning and must not be used in the classroom 3 Providing scaffolding Giving prompt and meaningful
2. Inequity in the classroom on the basis of caste, gender, religion, socio-economic conditions, 8 feedback
student performance or any other factor is unacceptable
3. Rote memorization must not be the primary form of learning or of assessment
4. Students must not be treated as passive receivers of information - this makes classroom
processes lead to boredom and monotonous routines

P PRINCIPLES OF CONTENT SELECTION- SECTION 4.5

-PAGE 229 Q QUESTIONING AND ITS IMPORTANCE – PAGE 71

1. Curricular Goals, Competencies and Learning Outcomes give clear direction as to what content is
to be used for creating learning experiences for students

2. Content in the Foundational and Preparatory Stages should be derived from children's life Box A-3.3-iii
experiences and reflect the cultural, geographical, and social context in which the child is
developing and growing. As students move through the Middle and Secondary Stages, content Importance of Questioning
should move away from the familiar and include ideas and theories not necessarily represented in
the immediate environment. We have a long and ancient tradition of questioning in India. Debate and discussion have
always been held as a critical part of the Indian knowledge tradition.
3. Content should be tied to capacities and values that students need to develop through Stages of
schooling. Special care should be taken to avoid promotion of stereotypes. The Upanishads were written in response to the questions of shishyas. The literal meaning of
the word Upanishad is the sitting down (of the shishya) near (the guru). The usual method
Process for Textbook Development of argument utilized reason and went from simple to complex, from concrete to abstract,
from known to unknown.
1. Creation of a syllabus document –
In the Katha Upanishad, is the powerful story of Nachiketa, a young boy, who dared to ask
Textbook writers and reviewers – Teachers must be part of this group – others could include subject
2. experts, university faculty and research scholars. Yama, the lord of death, a very simple but fundamental question: ‘Is there life after death, or
is death the end?’
3. Designers/Illustrators – At different periods in time, India has produced exceptional scholars who were uncondition-
al masters in their respective schools of thought. It was often the custom among learned
Technical Expert – It is important for the technical expert to be part of the textbook development team men to debate the merits and demerits of these various systems of philosophy. The debates
4. from the start - media content should not be an afterthought.
between Adi Shankara and Mandana Misra, for example, are legendary. Thousands of
Choice of content, pedagogy, and assessment – The content at each Grade should be a precursor scholars gathered every day to watch and learn from them.
5.
to the next.
This debate between two luminaries throws light on the healthy competition that existed
Structure of the textbook – This NCF recommends that each textbook released for students should among followers of different philosophies. They had open minds and the immense courage
6. be accompanied by a Teacher's version of the same textbook.
to test their faith, to question their beliefs, and to change their philosophies, if reason
demanded the change. Through this process, it was always important to remain accepting
7. Presentation and Design
towards new concepts, experiments, or questionings.
8. Writing, review, and pilot run

9. Teacher orientation to the textbooks

SUGGESTED METHODS OF TEACHING- SECTION 3.6.2

R
REMEDIAL TEACHING- MULTILEVEL AND REMEDIAL
TEACHING/ INDIVIDUAL LEARNING NEEDS-
SECTION 3.3.6- PAGE 76 ONWARDS
S - PAGE 199,200

SCHOOL CULTURE AND PROCESSES

Some of the ways in which this additional support could be provided or children could be 1. Play-way (activity based) method
offered varying levels of challenge are listed below.
2. Discovery/Inquiry-based method
3. Problem solving method
4. Inductive method
1. A “bridge” course for a month or so at the beginning of the year. 5. Deductive method

All of the above methods are suggestive and have their appropriateness at different Stages
and with students of different age groups. It is also true that one method does not work for
all students and Teacher has to intelligently choose a combination of methods to ensure the
Specific work on designated days to supplement what has been learning of every individual. The matrix below has suggestive methods in rows and Stages
done in class. 2.
in three columns.
Table B-3.6-I
Suggestive Stages
Methods
Preparatory Middle Secondary

Differentiated assignments - the teacher could provide assignments/ Play-way ü üü üü ü

3. lass tests of varying levels of difficulty using the same content. Discovery/ üü ü üü üü
Inquiry

Problem solving üü ü üü ü üü

Inductive ü üü üü ü
Making specific resources available to students who need them;
extra worksheets for those who need additional practice; 4. Deductive ü üü ü üü
“extra-challenging” worksheets for those who need it. Recommendation on Use: ü üü - More Often, ü ü - Often & ü - Less Often

SCHOOL CULTURE- SECTION 1.1- PAGE 547 ONWARDS

Set up a buddy system wherever appropriate - pair a child who
5. needs help with another child who can provide it informally.
a. Relationships: This refers to how the school staff,
students and the other stakeholders relate with
What is School Culture? each-other.
Setting up a conference time once a month or so with every
student in class. School culture can be understood b. Symbols: These are about various kinds of visual
6.
in terms of values, norms, and displays that we find in schools.
beliefs or their manifestation in
action in the form of relationships,
behaviours, and practices. c. Arrangements and Practices: These are about
Communicate regularly with all parents but particularly those parents arrangements – for example seating - and practices
7. whose students may need special help and support so that parents are – for example, who participates in which sports
also able to provide support when required. – related to various classroom and school processes
which signals the kind of culture the school stands for.

In cases where the school is not equipped to help or support a student with an identified School culture practices should be-
disability adequately, it may rely on external resources or resource persons. Schools will
understand and opt for all exemptions provided by Boards of Education in specific a.Inclusive c.Encouraging good habits of learning
situations. All such decisions should be made in partnership with families. b.Fear free d.Caring
e.Responsibility
 T TIME TABLE - SECTION 2.1.1- PAGE 563 AND TIME
ALLOCATION- SECTION 3.5-PAGES 90 ONWARDS U UNDERSTANDING THE STAGE DESIGN- SECTION 2.4
- PAGE 49 ONWARDS

A timetable provides structure to the daily routines and activities carried out in the school. It must The NEP 2020 recommends that schooling should be imagined in four stages in a new
be decided very imaginatively so that it allows for different engagements without compromising 5+3+3+4 design covering ages 3-18.
the requisite time for different curricular subjects and whole/mixed group activities.
Curricular Structure
1. School assembly, last period of the day, and Saturdays could be
seen serving multiple purposes. Content

2. On alternate days, in place of school assembly, a common sports/

activity period for the entire school can be imagined. DESIGNING OF Pedagogy
ALL STAGES IS
3. Similarly, last period of the day could be dedicated for club activities BASED ON Assessments
(music, theatre, art, literature, sports etc.) where students can
participate or even lead various creative engagements.
Classroom Arrangements

4. This slot can be used for preparing for various events too without
disturbing the flow and consistency which is required for learning Teachers
improvement.

5. The idea of a block period for allowing extra time to certain topics
would be ideal. For example, lab activity or project work require
more time.

Saturdays can provide greater flexibility and scope for doing a variety of engagements such as
V VALUES AND DISPOSITIONS- SECTION 1.3.1- PAGE 25
ONWARDS

short field trips, interaction with local community, dialogue around adolescent issues etc
VOCATIONAL EDUCATION

Illustrative daily routine- age 3-6 years VALUES AND DISPOSTIONS- India has been a great contributor to the discourse of values
from the ancient times till today

a. Ethical and moral values. These values include among others: the “values of seva, ahimsa,
swacchata, satya, nishkam karma, tolerance, honest hard work, respect for women, respect for elders,
respect for all people
b. Democratic values. These values include “democratic outlook and commitment to liberty and
freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion; humaneness and
fraternal spirit; social responsibility and the spirit of service; ... commitment to rational and public dialogue;
peace; social action through Constitutional means; unity and integrity of the nation...” [DNEP 2019,
4.6.8.3]
c. Epistemic values. These are values that we hold about knowledge. “Inculcate scientific temper and
encourage evidence-based thinking throughout the curriculum” [DNEP 2019, 4.6.1.1]

Along with the above values, the NCF would intend to develop the following
Illustrative daily routine- age 6-8 years dispositions in students:
a. A positive work ethic
b. Curiosity and wonder
c. Pride and rootedness in India

VOCATIONAL EDUCATION- PAGE 425 OWARDS

In the Middle Stage, exposure to a wide range of work will be given to students. This will
equip them to achieve skills in a vocation of their choice in the Secondary Stage and help
them progress into gainful employment.
The Draft National Education Policy (DNEP) 2019 states that “Vocational education is
extremely vital for our country to run efficiently and properly, and thus it is beneficial to
increasingly incorporate elements of vocational education into the school curriculum. Indeed,
some exposure to practical vocational-style training is always fun for young students, and for
Preparatory stage time allocation and routine many students it may offer a glimpse of future professions while for others it would at the very
least help teach and reinforce the dignity of all labour.” [DNEP 2019, Para 4.6.6]

With this background, the following aims of Vocational Education will be achieved by all students:
a. Developing an b. Preparation for c. Respect for dignity d. Developing values
understanding and specific vocations of labour and all and dispositions
basic capacities for vocations related to work:
different forms of
work:

Some important considerations

1. Age-appropriate: 2. As localised as possible 3. Aspirational 4. Exposure to different kinds

Middle stage time allocation and routine of work
5. Equity considerations 6. Value for working with hands

W WAYS OF THE GURU

Secondary stage time allocation and routine

X XENIAL RELATIONSHIP OF CURRICULAR INTEGRATION
OF ESSENTIAL SUBJECTS AND SKILLS- PAGE 32,33
Z ZOOMING IN ON ASSESSMENT- SECTION 3.4-PAGES 83-89

The DNEP 2019, recognizes the limitation of the current educational practice in the Indian The aim of assessment in the culture of our schooling system will shift from one that is
context. It attempts to shift the focus of the vision of schooling from an excessive emphasis summative and primarily tests rote memorization skills to one that is more regular and
on remembering facts, to developing capacities and skills for thinking and acting. The formative, is more competency-based, promotes learning and development for our students,
following ten capacities and skills are highlighted as important goals of school education, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity.
which need to be paid adequate attention, along with other critical goals:
Assessment of Learning; Assessment for Learning; Assessment as Learning

1. Develop a scientific temper 6. Develop useful vocational skills a. Assessment of learning refers to. the measurement of achievement of student learning.
and sensibilities
b. Assessment for learning refers to evidence of student learning gathered by the Teacher
that provides inputs to guide the teaching-learning processes.
Develop creativity and innovation Develop digital literacy and c. Recent studies have shown that students can play an active role in taking charge of their
2. 7.
through arts computational thinking own learning. When assessments are introduced as non-threatening tools for self-
reflection and introspection, they become developmental and constructive in nature. This
is referred to as assessments as learning.
Develop excellent verbal and Develop capacities for moral
3. 8.
written communication capacities reasoning and ethical action
Holistic Progress Cards
Develop appropriate practices and Develop an in-depth understanding
4. habits to maintain a healthy body 9. will be a holistic, 360-degree, multidimensional report that reflects in great de- tail
of Indian knowledge systems. a the progress as well as the uniqueness of each learner in the cognitive, affective,
and mind.
and psychomotor domains.

Develop effective problem-solving Develop capacities and

5. 10. dispositions to be engaged with It will include self-assessment and peer assessment, and progress of the child in
and logical reasoning capacities.
current affairs b project based and inquiry-based learning, quizzes, role plays, group work,
portfolios, etc., along with teach- er assessment.

will form an important link between home and school and will be accompanied by
c parent-teacher meetings

Y YOUNG CHILDREN AND HOW THEY GROW AND LEARN

- SECTION 3.3.1- PAGE 68 ONWARDS
d also provide teachers and parents with valuable information on how to support
each student in and out of the classroom.

Research from across the world has provided us with a set of ideas about how
children learn that have practical implications for teaching, most importantly: e AI- based software could be developed

a. The brain plays an important role in learning 3.4.4 Key Principles of Good Assessment
Key principles that could guide our thinking on effective use of assessments to aid better
b. Learning is based on the associations and connections children make teaching and learning are listed below:
c. Emotions are deeply connected to learning a. Assessment should measure achievement of Competencies and Learning Outcomes leading to
attainment of Curricular Goals
d. The learning environment matters: The word environment refers to both the physical b. Assessments should be constructive, developmental, and learning focused
space and the 'atmosphere' or psychological environment in the classroom. c. Assessments should be Stage-appropriate
d. Assessments should accommodate student diversity
e. Learning occurs in particular social and cultural environments: Learning in school
e. Assessments should be supported by timely, credible, and constructive feedback to students
becomes meaningful when it connects to students' lives and experiences
f. Assessments should support in meaningful aggregation/summation of student learning