NCF for Foundational Stage 2022 for teacher education
- 1. National Curriculum Framework for Foundational Stage 2022
- 2. 1. National Education Policy 2020: Four stages for curriculum and pedagogy (5+3+3+4) 4 (Class 9 to 12) (Ages 14-18) 3 (Class 6 to 8) (Ages 11-14) 3 (Class 3 to 5) (Ages 8-11) 2 Years (Class 1 & 2) (Ages 6-8) 3 years (Anganwadi/ Pre-school/Balvatika) (Ages 3-6) Previous academic structure New Pedagogical & Curricular Structure Secondary Middle Preparatory Foundational NEP 2020 This policy envisages that the extant 10+2 structure in school education will be modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18 Currently, children in the age group of 3-6 are not covered in the 10+2 structure as Class 1 begins at age 6 In the new 5+3+3+4 structure, a strong base of Early Childhood Care and Education (ECCE) from age 3 is also included, which is aimed at promoting better overall learning, development, and well-being
- 3. 2. National Curriculum Framework (NCF) for the Foundational Stage 01 Five years of flexible, multilevel, play and activity-based learning for children from Ages 3 to 8 02 Based on cutting-edge research from across the world 03 Rooted in India’s deep traditions and knowledge 04 Guide for Teachers and other Practitioners 05 Enables holistic development of all our children across institutions - Schools, Anganwadis, Balvatikas, Preschools “First ever integrated Curricular Framework for children from Ages 3 to 8 in the country
- 4. 3. Process of Developing the NCF Extensive consultations across the country 1 Focus groups formed by 32 States and Union Territories with over 4000 experts 2 Views from over 1.3 lakh teachers and institutions 3 Inputs from over 10 lakh interested citizens 4
- 5. Developed to enable implementation of the National Education Policy (NEP) 2020 Helps develop diverse Curricula in the country, while enabling consonances & harmony across the country and providing a basis for quality and equity. Positively transforming the school education system of India as envisioned in NEP 2020, through corresponding positive changes in the curriculum including pedagogy. 1. Developed for Teachers and Practitioners in education Characteristics of this NCF 2. Lays down the new vision for schools 3. Provides details and guidelines for quality education at Foundational stage Objective 4. About the National Curriculum Framework National Curriculum Framework (NCF) for the Foundational Stage
- 6. 5. Fundamental Principles of the NCF Families and Schools are partners in children’s learning Care is central to learning Play and activity are primary ways of learning and development Children learn through observation, imitation, collaboration and concrete experiences Every child is capable of learning Children learn best when they are respected, valued, fully involved in the learning process Continuous opportunities for children to experience, explore, and experiment with the environment are important for learning Each child is different and grows, learns, and develops at their own pace
- 7. ECCE is defined as the care and education of children from birth to eight years & is the focus of this NCF This National Curriculum Framework aims to address the Foundational Stage in institutional settings, within the overall context of ECCE ECCE Primarily at home (Age 0-3) Foundational stage – Mostly in Institutional Settings (Age 3-8) 3-6 Years: Early Childhood Education Programmes (Anganwadis, Balvatika) 6-8 Years: Early Primary classes in Schools (Grade 1 & 2) Quality ECCE leads to holistic development: Brain Development School Preparedness Overall growth of the country Employability Improved Learning Outcomes 6. Early Childhood Care and Education (ECCE)
- 8. 7. Learning Standards for the Foundational Stage of the NCF Clear flow-down structure from Aims of Education to Curricular Goals to Competencies to Learning Outcomes. Each set must emanate from the immediately higher level, while ensuring full coverage of objectives at immediately higher level. These Learning Outcomes need to be seen as enabling guidelines for Teachers and school leaders and not as constraining demands on them. They have the autonomy to reimagine the Learning Outcomes based on their contexts. An example of Learning Outcomes derived for the Competency “Converses fluently and can hold a meaningful conversation” in the NCF for Foundational Stage. NEP 2020 provided Aims of Education From these Aims, NCF drafted Curricular Goals Learning Outcomes Competencies
- 9. 8. Curricular Goals This NCF comprises 13 Curricular Goals for Foundational Stage divided in 6 Domains mentioned above Physical Development Cognitive Development Language and Literacy Development Positive Learning Habits 1 4 3 6 2 Social-Emotional & Ethical Development 5 Aesthetic and Cultural Development
- 10. Becoming Independent Reader and Writer Once the concept of reading and writing is developed in a child in home language, use of additional scripts can be gradually introduced. The aim is to be an independent reader and writer by age 8 (Grade 3). Medium of Instruction in child's home language Since children learn concepts most rapidly and deeply in their home language, the primary medium of instruction would optimally be the child’s home language/ mother tongue/familiar language in the Foundational Stage. Exposed to multiple oral languages Children should be exposed to and immersed in multiple oral languages from an early age. Schools will aim to ensure the presence of Teachers, and parents so that at least two or preferably three languages present with children on a regular basis. Reading and Writing in child’s home language 1 2 3 4 The concept of reading and writing is initially developed through the home language whenever possible. 9. Approach to Language Education and Literacy
- 11. 10. Approach to Numeracy Number and its Relations Basic Mathematical Operations Shapes and Spatial Understanding Patterns Measurement Data Handling Areas of Mathematics Learning in the Early Years Adoption of various approaches to teach mathematics to students in a playful way: Developing mathematical abstract ideas (concepts) through concrete experience (ELPS) Connecting mathematics learning with children’s real-life and prior knowledge Mathematics as a problem-solving tool Using Mathematical talk, communication, and reasoning Developing a positive attitude towards learning mathematics
- 12. 11. Organizing Content and Learning Material Sensorially engaging - encourages children to examine and explore using all their senses All grade 1 and 2 textbooks – language and maths – will have environmental awareness integrated in them Drawn largely from the context of the child Print-rich environment with range of reading material - stories, poems, picture books Cater to different needs and levels of children Emphasis on local material, made by Teachers and children
- 13. 12. Choosing and Organising Content Content for Language, Maths and Art TLMs and Learning Environment Worksheets/Workbooks Children’s literature Audio-Visual Material Flashcards Project-based Approach Story-based Approach Theme-based Approach Eclectic Approaches Ways of Organising Content
- 14. Assessment Considerations for Foundational Stage Should be a reliable source of information Should allow for diversity in children and in their learning Should not contribute to any additional burden for the child & teacher Method 1:Systematic observation for assessment Suggested Tools: Teachers can use tools such as anecdotal records, checklists, and event sampling to record their observation Method 2: Analysing artefacts Suggested Tools: Compilation of artwork and activity sheets, collection of artefacts from field trips Flow for analysing a child’s response responses Identify the needs, preferences, and interests of the child to identify developmental challenges or learning difficulties the child might be facing Give the Teacher an insight into the learning achievement of the child Teacher Narrative Summary: Anecdotal records, event samples, checklists, portfolios, worksheets Holistic Progress Cards: Assessments done by the Teacher,observations by parents & self-assessments by children 13. Assessment for Furthering Learning Self Assessment framework Purpose Methods & Tools of Assessment Documenting & Communicating Assessments
- 15. PLANNING FOR TEACHING Important Considerations for planning: Panchaadi, a five-step learning process, Differentiated Instruction, Scaffolding and Gradual Release of Responsibility Children blossom when there is a Positive relationships between Teacher, Family, and Communities Children enjoy learning through several ways - talking, listening, using toys, painting and drawing, singing, dancing, running and jumping Four Block approach of teaching for Literacy Instruction and Mathematics Creating classroom norms with children around Self- Discipline and Classroom behaviour BUILDING POSITIVE RELATIONSHIP LEARNING THROUGH PLAY STRATEGY FOR LITERACY & NUMERACY CREATING POSITIVE CLASSROOM CULTURE 14. Pedagogy
- 16. To prepare organised activities that are play-based but guided and structured . Independent Activities for children: Circle Time, Story Time, Concept Time/Pre-numeracy are Teacher- guided and Free Play For a small group : Learning using materials & Allowing children to choose their activity Illustrative Daily Routine for Ages 3-6 Illustrative Daily/Weekly Routine for Ages 6-8 Annual School Calendar Sample routine Informative and accessible annual plan calendar detailing all important events to be shared Activities for ages 6-8 More structured and dedicated time for literacy, numeracy and arts Supporting language development as well as socio-emotional and ethical development 15. Organizing Time Sample calendar Purpose
- 17. 1. Learn as much as possible about the child. 2. Setting goals for the child that are realistic and achievable. 3. Make information as concrete as possible. 4. Using a multi sensory approach. 5. Sensitize other children to the situation Early identification of children who are ‘at risk’ for developmental delays and disabilities is very crucial for timely intervention Ensuring physical and emotional safety of children in schools and providing a secure environment 1. Observe the child to understand the child’s functioning 2. Record daily or weekly observation 3. Share concern with parents and family. 4. Refer the child to an appropriate medical professional 5. focussed work with the child in school.. Role of Foundational Stage Institutions Role of Teachers Adult supervision must always be present No physical violence or corporal punishment with children Adults must not bully, harass, or intimidate children even by implication or covertly. Teachers must intervene inappropriate behaviour Zero tolerance of child sexual abuse. Teachers and all other adults must be aware of child sexual abuse, and the POCSO Act 16. Additional Critical Areas 1 2
- 18. 17. Connections to the Preparatory Stage Gradual shift from Development Domains to Curricular Areas (subjects) in the Preparatory Stage Gentle move from child-led pedagogical exploration to a more formal learning environment Assessment through some formal tasks in addition to structured observation - continues to be an integral part of classroom process Begin to move from concrete, sensorial experiences to more abstract ideas, concepts 1 2 3 4 5+3+3+4 Curricular and Pedagogical design necessitates continuity and change across Stages
- 19. 03 02 04 01 05 ●Parents/family as co-partners with schools to aid child learning and development ●Community can support in ensuring enrolment, attendance, observations etc ●Technology can support in accelerating capacity building, enabling participation and engagement, and synergies among stakeholders ●Use cases: QR code textbooks, translation, disability screening etc ●Ensure joyful and adequate learning infrastructure/resources ●Suitable Pupil Teacher Ratio and appropriate age of admission ●Principals contribute to shaping supportive and empowering culture ●Cluster/Block level functionaries provide critical feedback for improvement/development ●Ensure presence of adequate teachers, TLM, access for SEDGs etc ●Requires a conducive teaching environment, culture, and facilities ●Teachers must be equipped through adequate training, mentoring ●Teachers are provided career progression and autonomy with accountability 18. Creating a Supportive Ecosystem Enabling and Empowering Teachers Ensuring an Appropriate Environment for Learning Role of Academic and Administrative Functionaries Role of Parents and Community Leveraging Technology
- 20. This National Curriculum Framework for the Foundational Stage will be an integral part of the larger National Curriculum Framework for School Education which is currently under development