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 titles 1.Perspective 2. Learning and Knowledge 3. Curriculum Areas, School Stages and Assessment 4. School and Classroom Environment 5. 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

-socialising children into a democratic culture. 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.

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