National Curriculum Framework 2005 (Record no. 1262)

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020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number+Amount 8174504672
040 ## - CATALOGING SOURCE
Transcribing agency IK
100 ## - MAIN ENTRY--PERSONAL NAME
Author Name NCERT
245 ## - TITLE STATEMENT
Title National Curriculum Framework 2005
Sub title NCF-2005
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication New Delhi
Name of publisher NCERT
Date of publication 2005
520 ## - SUMMARY, ETC.
Summary, etc C<br/>ONTENTS<br/>F<br/>OREWORD<br/>iii<br/>A<br/>CKNOWLEDGEMENTS<br/>V<br/>E<br/>XECUTIVE<br/> S<br/>UMMARY<br/>vii<br/>M<br/>EMBERS<br/>OF<br/>THE<br/> N<br/>ATIONAL<br/> S<br/>TEERING<br/> C<br/>OMMITTEE<br/>xii<br/>1.<br/>Perspective<br/>1<br/>1.1<br/>Introduction<br/>1<br/>1.2<br/>Retrospect<br/>3<br/>1.3<br/>National Curriculum Framework<br/>4<br/>1.4<br/>Guiding Principles<br/>4<br/>1.5<br/>The Quality Dimension<br/>7<br/>1.6<br/>The Social Context of Education<br/>9<br/>1.7<br/>Aims of Education<br/>10<br/>2.<br/>Lear<br/>ning and Kno<br/>wledg<br/>e<br/>12<br/>2.1<br/>Primacy of the Active Learner<br/>12<br/>2.2<br/>Learners in Context<br/>13<br/>2.3<br/>Development and Learning<br/>14<br/>2.4<br/>Implications for Curriculum and Practice<br/>17<br/>2.4.1<br/>Teaching for Constr<br/>uction of<br/> Knowledge<br/>2.4.2<br/>The V<br/>alue of<br/> Interactions<br/>2.4.3<br/>Designing Lear<br/>ning Experiences<br/>2.4.4<br/>Approaches to Planning<br/>2.4.5<br/>Critical P<br/>edago<br/>gy<br/>2.5<br/>Knowledge and Understanding<br/>24<br/>2.5.1<br/>Basic Capabilities<br/>2.5.2<br/>Knowledge in Practice<br/>2.5.3<br/>Forms of<br/> Understanding<br/>2.6<br/>Recreating Knowledge<br/>29<br/>2.7<br/>Childr<br/>en’s Kno<br/>wledg<br/>e and Local Kno<br/>wledg<br/>e<br/>30<br/>2.8<br/>School Knowledge and the Community<br/>32<br/>2.9<br/>Some Developmental Considerations<br/>33<br/>3.<br/>Curricular Areas, School Stages and Assessment<br/>35<br/>3.1<br/>Language<br/>36<br/>3.1.1<br/>Language Education<br/>3.1.2<br/>Home/First Language(s) or Mother T<br/>ongue Education<br/>3.1.3<br/>Second Language Acquisition<br/>3.1.4<br/>Lear<br/>ning to Read and W<br/>rite<br/>3.2<br/>Mathematics<br/>42<br/>3.2.1<br/>Vision for School Mathematics<br/>3.2.2<br/>The Cur<br/>riculum<br/>3.2.3<br/>Computer Science<br/>3.3<br/>Science<br/>46<br/>3.3.1<br/>The Cur<br/>riculum at dif<br/>ferent Stages<br/>3.3.2<br/>Outlook<br/>3.4<br/>Social Sciences<br/>50<br/>3.4.1<br/>The Pr<br/>oposed Epistemolo<br/>gical F<br/>rame<br/>3.4.2<br/>Planning the Cur<br/>riculum<br/>3.4.3<br/>Appr<br/>oaches to P<br/>edago<br/>gy and Resour<br/>ces<br/>3.5<br/>Art Education<br/>54<br/>3.6<br/>Health and Physical Education<br/>56<br/>3.6.1<br/>Strategies<br/>3.7<br/>Work and Educa<br/>tion<br/>58<br/>3.8<br/>Education for Peace<br/>61<br/>3.8.1<br/>Strategies<br/>3.9<br/>Habitat and Learning<br/>64<br/>3.10<br/>Schemes of Study and Assessment<br/>65<br/>3.10.1<br/>Early Childhood Education<br/>3.10.2<br/>Elementar<br/>y School<br/>3.10.3<br/>Secondar<br/>y School<br/>3.10.4<br/>Higher Secondar<br/>y School<br/>3.10.5<br/>Open Schooling and Bridge Schooling<br/>3.11<br/>Assessment and Evaluation<br/>71<br/>3.11.1<br/>The Pur<br/>pose of<br/> Assessment<br/>3.11.2<br/>Assessing Lear<br/>ners<br/>3.11.3<br/>Assessment in the Course of<br/> Teaching<br/>3.11.4<br/>Cur<br/>ricular Ar<br/>eas that Cannot be ‘T<br/>ested for Marks’<br/>3.11.5<br/>Design and Conduct of Assessment<br/>3.11.6<br/>Self-assessment and F<br/>eedbac<br/>k<br/>3.11.7<br/>Ar<br/>eas that Requir<br/>e F<br/>resh Thinking<br/>3.11.8<br/>Assessment at Different Stages<br/>4.<br/>School and Classroom Environment<br/>78<br/>4.1<br/>The Physical Environment<br/>79<br/>4.2<br/>Nurturing an Enabling Environment<br/>82<br/>4.3<br/>Participation of All Children<br/>83<br/>4.3.1<br/>Children's Rights<br/>4.3.2<br/>Policy of Inclusion<br/>4.4<br/>Discipline and Participatory Management<br/>87<br/>4.5<br/>Space for Parents and the Community<br/>88<br/>4.6<br/>Curriculum Sites and Learning Resources<br/>89<br/>4.6.1<br/>Texts and Books<br/>4.6.2<br/>Libraries<br/>4.6.3<br/>Educational T<br/>echnolo<br/>gy<br/>4.6.4<br/>Tools and Laboratories<br/>4.6.5<br/>Other Sites and Spaces<br/>4.6.6<br/>Need for Plurality and Alter<br/>nati<br/>ve Materials<br/>4.6.7<br/>Or<br/>ganising and P<br/>ooling Resour<br/>ces<br/>4.7<br/>Time<br/>95<br/>4.8<br/>Teac<br/>her’<br/>s Autonom<br/>y and Pr<br/>ofessional Inde<br/>pendence<br/>98<br/>4.8.1<br/>Time for Reflection and Planning<br/>xvi<br/>5.<br/>Systemic R<br/>eforms<br/>101<br/>5.1<br/>Concern for Quality<br/>102<br/>5.1.1<br/>Academic Planning and Monitoring for Quality<br/>5.1.2<br/>Academic Leadership in Schools and for<br/>School Monitoring<br/>5.1.3<br/>The P<br/>anchay<br/>ats and Education<br/>5.2<br/>Teac<br/>her Educa<br/>tion f<br/>or Cur<br/>riculum R<br/>ene<br/>wal<br/>107<br/>5.2.1<br/>Present Concer<br/>ns in T<br/>eacher Education<br/>5.2.2<br/>Vision for T<br/>eacher Education<br/>5.2.3<br/>Major Shifts in the T<br/>eacher Education Pr<br/>ogramme<br/>5.2.4<br/>In-Ser<br/>vice Education and T<br/>raining of<br/> Teachers<br/>5.2.5<br/>Initiati<br/>ves and Strate<br/>gies for In-Ser<br/>vice Education<br/>5.3<br/>Examina<br/>tion R<br/>efor ms<br/>114<br/>5.3.1<br/>Paper Setting<br/>, Examining and Re<br/>por<br/>ting<br/>5.3.2<br/>Flexibility in Assessment<br/>5.3.3<br/>Board Examinations at Other Levels<br/>5.3.4<br/>Entrance Examinations<br/>5.4<br/>Work-centr<br/>ed Educa<br/>tion<br/>116<br/>5.4.1<br/>Vocational Education and T<br/>raining<br/>5.5<br/>Innovation in Ideas and Practices<br/>119<br/>5.5.1<br/>Plurality of<br/> Textbooks<br/>5.5.2<br/>Encouraging Innovations<br/>5.5.3<br/>The Use of<br/> Technolo<br/>gy<br/>5.6<br/>New Partnerships<br/>121<br/>5.6.1<br/>Role of NGOs, Civil Society Groups<br/>and T<br/>eacher Or<br/>ganisations<br/>Epilogue<br/>124<br/>Appendix I<br/> 126<br/>Summar<br/>y<br/>Appendix II<br/> 131<br/>Letters fr<br/>om Education Secr<br/>etar<br/>y, Gover<br/>nment of<br/> India, MHRD<br/>,<br/>Depar<br/>tment of<br/> Secondar<br/>y and Higher Education<br/>Ind
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    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education Almirah No-32/2 25.09.2012 4 0003738 08.03.2021 20.01.2020 25.09.2012 Reserve Books Section
    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education Almirah No-32/2 11.12.2012 2 0003609 08.03.2021 03.10.2013 11.12.2012 Reserve Books Section
    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education Almirah No-32/2 13.06.2013   0002460 08.03.2021   13.06.2013 Reserve Books Section