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NATIONAL FOUCS GROUPS – POSITION PAPERS

Position Papers by Focus Groups :: NCF 2005

Twenty one focus groups have been envisaged, covering the major areas of the curriculum as well as significant areas of national concern. These are:

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NCF 2005 FOR MUSIC EDUCATION

Aug 05, 2014

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NCF 2005 FOR MUSIC EDUCATION. Shri. S.Selvaraj DC & Director KVS ZIET Mysore. REFERENCE MATERIAL. NCF Position Paper ARTS, MUSIC, DANCE AND THEATRE. IMPORTANCE OF ART EDUCATION. To retain our unique Cultural identity in all its richness and diversity

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NCF 2005 FOR MUSIC EDUCATION Shri. S.Selvaraj DC & Director KVS ZIET Mysore

REFERENCE MATERIAL NCF Position Paper ARTS, MUSIC, DANCE AND THEATRE

IMPORTANCE OF ART EDUCATION To retain our unique Cultural identity in all its richness and diversity An understanding of the arts will give our youth the ability to appreciate the richness and variety of artistic traditions To enhances the overall development of the Personality of the youth.

Recommendations of NCF 2005

AT THE PRE- PRIMARY STAGE

At the upper primary stage

Primary and Upper Primary All children should be given opportunities to participate and perform solo, duets, group singing and also enhance their performance.

Secondary Stage

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• Preferences

National Curriculum Framework 2005 (NCF 2005) - PowerPoint PPT Presentation

National Curriculum Framework 2005 (NCF 2005)

National curriculum framework 2005 (ncf 2005) by indu goswami ncf 2005 - background it is the outcome of a mountain of labor spread over ten months of 21 national ... – powerpoint ppt presentation.

• It is the outcome of a mountain of labor spread over ten months of 21 National Focus Groups supervised by a National Steering Committee and chaired by well-known scientist former chairman of University Grants Commission Prof. Yash Pal. The steering committee comprising 35 highly respected educationists professors, NGO leaders, school teachers, intellectuals from across the country edited, abridged and incorporated the recommendations of the 21 focus groups into the draft NCF 2005
• Based on our Constitutions Vision of India
• Independence of thought and action
• Learning to respond to new situations flexibly and creatively
• Pre-disposition for participation in democratic processes social change
• Empower All children to learn
• Our syllabus gets more massive and moves beyond the teaching capacity of the teachers so they rush through the contents with tedious methodology. Students cannot meet the attention span requirement in the classrooms and either fail at comprehension or blank out into daydreaming. Newer topics of many different subjects are covered even before the previous ones have been chewed over.
• The burden of the syllabus is then passed on to the parents or tuition classes. Little children burdened with loads of education on their shoulders trip from school to tuition classes, bypassing childhood. A section of students study harder and harder to beat each other to the top slot. Majority of the students are hounded by parents and teachers to study harder and become stressed, some requiring even clinical treatment.
• Perspectives
• Learning Knowledge
• Curricular Areas Assessment
• Systematic Reforms
• Connecting knowledge to the life outside of school
• Learning shifts away from rote
• Curriculum enrichment going beyond the textbooks
• Making exams more flexible by integrating them with classroom life
• Nurturing a caring identity
• The Child as Learner What should be Learnt
• NCF Perspectives Commonly Held Views
• All children are motivated -gt Not true of large numbers of
• capable of learning children
• Children learn in a variety -gt Children learn in limited way
• Child as a critical learner -gt Child as passive imbibers
• and as the constructor of of textbook information
• of knowledge providing set answers to all
• Developing capacity for -gt Developing generally only
• abstract thinking, reflection skills necessary to helping
• work are most important students pass or excel in
• aspects of learning examinations.
• Local Knowledge is rich source of learning for All Children
• Knowledge brought into school home language
• Integrating outside world and school natural environment
• Integrating outside world and school cultural environment
• Focuses on the child as an active learner
• Recognizes need for developing a enabling environment
• Highlights the value of interaction with
• environment,
• older people to enhance learning
• Learning tasks must be designed to enable children to seek out knowledge from sites other than textbooks.
• Need to move away from the rigid lesson planning to planning and designing activities that challenge children to think and try out what they are learning.
• Traditional Other Areas
• Language Art Education
• Mathematics Health Physical
• Science Education for Peace
• Social Sciences Habitat Learning
• Three language formula reaffirmed importance of home language as a medium of instruction
• Multi-Lingualism as resource learning needs to build a sound language pedagogy of mother tongue
• Position of English and recommendations
• Achieve basic English proficiency in 8 years of elementary education within four years
• A majority of children have a sense of fear failure of Math's they tend to give up early.
• Textbooks are replete with problems, exercises and methods of evaluation which are repetitive and mechanical
• Focus on childs ability to think and reason
• Visualize and handle abstractions
• Formulate and solve problems
• Science should nurture curiosity creativity particularly in relationship to environment
• Science teaching should be placed in the context of childrens environment to help them to examine and analyze their everyday
• experiences
• Awareness of environmental concerns by involving outdoor project work. Environment education to be made part of every subject
• Equip children to think critically on social issues
• Recognize disciplinary markers so that content is not eroded, but also emphasizes integration of themes.
• Recommends paradigm shift to study social sciences from the perspective of marginalized groups
• Gender justice and sensitivity to the issues of tribal and socially deprived groups, and minority sensibilities must inform all sectors of social sciences.
• Significance of history conception of past and civic identity
• Art Education
• Covers four major spheres of music, dance, visual arts and theatre.
• Focus on interactive approaches, not instruction because goal is to promote aesthetic awareness and enable children to express themselves in different forms
• Health Physical Education
• Success in school depends on nutrition and well planned physical activities
• Education for Peace
• As a precondition for national development in view of growing tendency towards intolerance and violence.
• Habitat and Learning
• Work should be infused in all subjects from primary stage upwards
• Agencies offering work opportunities outside the school should be formally recognized.
• Covers need for academic planning for monitoring quality
• Reaffirms faith in local self government
• Teacher education should focus on developing professional identity of the teacher
• Examination reforms to reduce the psychological stress, particularly on children in Class X and XII
• Teacher-centric - gt
• Teacher direction and - gt decisions
• Teacher guidance and - gt monitoring
• Learning passive - gt reception
• Learning within four - gt walls
• Knowledge as given - gt and fixed
• Learner-centric
• Learner autonomy
• Facilitates supports and encourages learning
• Active participation in learning
• Learning in wider social context
• Knowledge evolves is created
• Development of syllabi and textbooks based on following
• considerations
• Appropriateness of topics and themes for relevant stages of childrens development
• Continuity from one level to the next
• Pervasive resonance of the values enshrined in the Constitution of India in organization of knowledge in all subjects
• Inter-disciplinary and thematic linkages between topics listed for different school subjects, which fall under discrete disciplinary areas
• Linkages between school knowledge in different subjects and childrens everyday experiences
• Infusion of environment related knowledge and concern in all subjects and at all levels
• Sensitivity to gender, caste and class parity, peace, health and needs of children with disabilities
• Integration of work related attitudes and values in every subject and at all levels
• Need to nurture aesthetic sensibility and values

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What is NCF 2005? Facts, Importance, Complete Guide

NCF 2005 National Curriculum Framework 2005 PDF has been available in this article. Candidates can download NCF 2005 - National Curriculum Framework 2005 PDF in the below article. Download NCF PDF

Table of Contents

What is NCF 2005?

NCF 2005 – National Curriculum Framework 2005: NCF 2005 is an important topic of CDP in TET and teaching recruitment Examination i.e.  RPSC, UGC NET, CUET PG, CTET, HTET, KVS, TS TET, AEES, etc. As many teaching exams are coming, exam preparation for aspirants has become a necessity for this section.

NCF 2005 comes in all levels, subject pedagogy of teaching exams i.e. primary level, upper primary level, and higher education level. Today Here we are going to learn about Child Pedagogy topic is National Curriculum Framework 2005 /NCF 2005. NCF 2005 study note will help students in better preparation.

Complete Notes on Child Development and Pedagogy For all Teaching Exams

National Curriculum Framework 2005

National Curriculum Framework, 2005: The National Council of Educational Research and Training (NCERT) is an open institution that provides technical resource support for school education, the NCERT charter envisages a special place for designing curriculum; NCERT is expected to review school curriculum as a regular activity ensuring the higher standards in Education.

The NPE-1986 and POA-1992 assign a special role to NCERT in preparing and promoting the National Curriculum Framework. The NPE views such a task as a means of establishing a national system of education, characterized by certain core values and goals relevant to changing needs of children and society and within the constitutional framework of the coming.

UGC NET Study Notes for Paper 1

NCF 2005 PDF – Highlights

Ncf 2005 committee.

A national steering committee was set up under the chairmanship of Prof. Yash Pal eminent Scientist and Scholar. The committee comprised 35 members including scholars from different disciplines, principals, and teachers, representations of well-known NGO and members of NCERT. Its work was supported by 21 National Focus Group, coursing major areas of curriculum national concerns and systematic issues.

Needs of NCF 2005

To make education fulfil its aims, the following needs to frame a national curriculum:

• The national system of education will be based on a national curriculum framework, which contains a common core along with other components that are flexible.
• To frame a curriculum as a means of evolving a national system of education capable of responding to India’s cultural and geographical diversity ensuring a common core of values along with academic components
• To modernise the system of education.
• To have a relevant, flexible and relevant curriculum.

Objectives of NCF 2005

• Curriculum should be child-centred.
• It should provide a fullness of experience for students.
• It should make provisions for flexibility within the framework of accept able principles and values.
• The curriculum should be related to the life needs and aspirations of the people.
• Develop a rational outlook.
• The curriculum should lay emphasis on SUPW.
• It should be able to promote social justice, democratic values and national integration.
• It should help in self experience and expression and in physical development.
• It should be well integrated.
• It should provide continuity in the whole programme.

NCF 2005 Merits 

The NCF 2005 has the following merits attached to it : 

• Its approach and recommendations are for the entire system. A number of its recommendation, infact, focus on rural schools.
• The framework has taken note of the swiftly changing environment and the need to integrate the essential changes in the curriculum.
• It established a rationale for using technology as a tool and an enabler in the teaching-learning environment.
• The framework has placed the onus, on teacher education for curriculum renewal in school education.
• The document paves the way for learning without burden.
• It promotes the theory of inclusive education, which will in a way help to level the inequalities in the social system.
• Decentralisation of educational planning and administration has been emphasised.
• It recommends the softening of the subject boundaries so that children can experience the joy of understanding and have integrated knowledge.
• The document comes across as a liberal document because it was for the first time this document looked at 21 especially produced position par pers on different issues.

NCF 2005 Demerits

The framework suffered following demerits or limitations: 

• It is argued that the document is not sufficiently announced which has led to its incomplete implementations.
• Implementing the suggested curriculum would require a huge infrastructure.
• The framework does not state the academic, social and political context in which it is framed.
• It does not talk about the dangers of community participation and how to ensure the quality of education in such an environment.
• It is unrealistic in projecting constructivism as the universal pedagogy for all subjects and for children of all ages.
• The suggested examination reforms of all ages would lead to a replacement of one form of evaluation with another. Rather the meaning of assessment should be explained to teachers.

Download NCF 2005 PDF

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Q. According to the observation in the NCF 2005 [3.1.3], English is a ……... language in India.

Ans. global

Q. Which one of the following recommended the “Three Language Formula” ?

Ans. Kothari Committee recommends the "Three Language Formula" in 1968 under National Policy Resolution. The Union Education Ministry of India formed a commission under supervision of Kothari to evolve a language learning formula as demanded by non-Hindi speaking states of Southern India like Karnataka, Tamilnadu and Andhra Pradesh. The three language formula: 1. First language to be studied must be mother tongue. 2. Second language: (i) In Hindi speaking state - English or some other modern Indian language. (ii) In non-Hindi speaking state - second language will be Hindi or English. 3. Third language (i) In Hindi speaking state - English or modern Indian language apart from 'Second Language' (ii) In non-Hindi speaking states - English or any other modern Indian language not studied as 'Second language.

Q. The National Curriculum Framework, 2005 advocates that a language learners is a 

Ans. constructor of knowledge/language

Q. According to the national curriculum framework, 2005 learning is ________ and ______ in its character.

Ans. According to the national curriculum framework, 2005 learning is active and social in its character.

Q. National Curriculum framework for Teacher Education in India(2009) was developed by

Ans. National Curriculum framework for Teacher Education in India(2009) was developed by NCTE(National Council of Teacher Education)

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NATIONAL CURRICULUM FRAMEWORK 2005

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