New Delhi: Incorporates teaching and stories about the lives of local heroes panchatantra (a collection of Indian fables and folktales), Jataka (about Buddha) and Hitopadesha (another collection of Indian fables) in the curriculum – thus inculcating a sense of purpose in the draft guidelines of the National Curriculum Framework (NCF) Is Indian (Indian) To instill the value of “in and of” children of three to six years of age.Service (Service)”.
In addition, the draft guidelines also suggest that mathematics students be introduced to the contributions of Indian mathematicians such as Baudhayana, Aryabhata, Brahmagupta, Bhaskara and Ramanujan from an early age.
On Thursday evening, the Ministry of Education released the draft of NCF. For school education and invited suggestions from stakeholders such as students, parents, teachers and scholars.
According to the ministry, the response is necessary in view of the diverse needs of students at different stages of school education, multiple pedagogical approaches and teaching-learning materials.
The draft NCF states that “one of the major goals of the curriculum is for students to appreciate the country’s glorious past and the importance of being an Indian by understanding its rich diversity, geographical and cultural”.
In order to teach the social, cultural and technological richness of the country, the four stages of learning – Elementary, Foundational, Middle and Stage II will include platform-based scaffolding material on history, past and present-day India in the students’ learning.
The NCF is being prepared as part of the government’s new National Education Policy (NEP) 2020 – a scheme that proposes comprehensive reform in the education sector of the country.
The process was led by former chief of the Indian Space Research Organization (ISRO) K. Kasturirangan, who was also involved in shaping the NEP. The exercise is being carried out under the supervision of the National Council of Educational Research and Training (NCERT), which works on the school level curriculum.
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Basic and Preparatory Stage
In the foundational phase, students (of classes 1-2) will be introduced to local stories, music, art and sports. To introduce them to the core value of “service,” students will read stories from local heroes and lessons from their origin stories panchatantraJatakas, Hitopadesha, and other amusing fables.
At the elementary (Classes 3-5), middle (Classes 6-8) and secondary (Classes 9-12) stages, the topics in the curriculum will introduce students to the diverse Indian heritage.
For the initial stage, the area of art would include observation of local arts and cultures, and practice of basic art forms such as rangoli, clay work, pottery, puppetry, folk songs and dances.
While in the field of mathematics, students will be introduced to the major contributions made by Indian mathematicians to the number system.
middle School
Intermediate level students will be expected to know about various Indian developments in the subjects of arts, mathematics, science, social science, physical education and language.
The Graft Guidelines also propose that students at this level learn and do comparative analysis on artists and art forms in their own states and neighboring states.
In mathematics, they will be able to understand the development of important mathematical ideas over a period, and trace the contributions of such Indian mathematicians as Baudhayana, Aryabhata, Brahmagupta, Bhaskara and Ramanujan.
Meanwhile, in science, they will be introduced to Indian scientific ideas, which they will be able to apply in their real life. These include local methods of measurement, Indian calendar system, movement of celestial bodies, movements among other things.
For the social sciences, students will learn about the historical underpinnings that shaped the modern Indian state, and how the ideas of peace, nonviolence and coexistence have been a part of Indian culture since ancient times.
secondary stage
As per the draft guidelines, students of class 9 and above will be expected to analyze the similarities and differences in the art traditions of different parts of India.
In mathematics, they will learn about the contributions of Indian mathematicians to advanced mathematical ideas such as algebra and coordinate geometry. While in science, they will be introduced to the major scientific discoveries and contributions made by Indians on ideas such as astronomy, medicine, space research.
As far as social science is concerned, they will go into detail to understand the past of India and appreciate its rich diversity, culture, traditions, literature, philosophy and knowledge systems.
physical education and language
When it comes to physical education, students will be introduced to 50 local sports in the initial phase, the draft NCF added. After middle school, they would be introduced to yoga and other complex Indian sports and martial arts such as wrestling. Malkhamb (wrestling on a pole), archery, chariot and bullock cart races.
For languages, at the initial stage students will be introduced to a regional language with which they are most comfortable. In later stages, they will be introduced to two other languages.
“Learning up to a basic level in the mother tongue or a familiar language (R1) will keep students connected to their cultural heritage. R1, which is often the regional language, will help students build a deeper understanding and connect,” the NCF read.
It added, “Exposure to the other two languages (R2 and R3) will help students become multilingual, appreciate diversity and build a national identity.”
(Editing by Richa Mishra)
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