NCF 2005 Study Notes, Materials

Development of NCF 2005

• NCF 2005 begins with a quotation from Tagore’s essay ‘Civilization and Progress’ in which the poet reminds us that a ’creative spirit’ and ‘ generous joy’ are keys in childhood, both of which can be distorted by an unthinking adult world.
• National Steering Committee was set up under the chairmanship of Prof. Yashpal.
• It was finally discussed and passed by a central advisory board of education (CABE) on 7^th September 2005.
• The national policy on education stressed the need to employ educational technology to improve the quality of education.
• The policy led to two major centrally sponsored schemes, educational technology, and computer literacy.

Some of the ideas that have been already discussed previously in the policy documents and reports were:

• Connecting knowledge to life outside the school.
• To shift learning from a rote method.
• To integrate examination within classroom learning and make it more flexible.
• To enrich the curriculum to provide overall development of children so that it goes beyond textbooks.
• Nurturing an overriding identity informed by caring concerns within the democratic polity of the country.

Guiding Principles of NCF 2005

Importance of including and retaining all children in school:

1. According to UEE, each child irrespective of his differences in social, economic, psychological, physical, and intellectual characteristics should be able to learn and achieve success in school.
2. Broaden the scope of the Curriculum to include its rich inheritance of different traditions of knowledge, work, and craft.
3. Decentralization and emphasis on Panchayati Raj institution integration of local knowledge and practice of critical pedagogy.
4. Make children sensitive to the environment and its protection.
5. Building a culture of peace by empowering individuals to live in harmony with oneself one’s natural and social environment. Peace as an integrative perspective for school curriculum.
6. Creation of citizenry conscious of their rights and duties and commitments to principles embodied in the constitution.

Implications

• In the construction, perspective learning is the process of construction of knowledge learners actively construct their knowledge by connecting new ideas to existing ideas based on materials/activities presented to them.
• Learners construct the mental representation of reality through experiences.
• The structuring and restructuring of Ideas are essential features as the learners progress in learning.
• The engagement of learners through relevant activities can facilitate in the construction of mental images.
• Collaborative learning provides room for negotiation of meaning sharing of multiple views and changing the internal representation of the external reality.
• Allowing children to ask questions that require them to relate what they are learning in school to two things happening outside.
• Encouraging children to answer in their own words and from their own experiences rather than simply memorizing and getting answers right in just one way.
• Intelligent guessing must be encouraged.

Aims and Objectives of Teaching Social Science: NCF 2005

•  Recognise disciplinary markers so that content is not eroded but also emphasize the integration of themes such as plants
• Recommendations Paradigm shift to study Social Sciences from a perspective of marginalized groups
• Gender justice and sensitivity to issues of socially deprived groups, tribals, and minority sensibilities must inform all sectors of the Social Sciences
• Critically examine social and economic issues and challenges like poverty, child labour, destitution, illiteracy and various other dimensions of inequality
• Understand the roles and responsibilities of citizens in a democratic and secular society
• In a pluralistic society like ours, it is important that all regions and social groups be able to relate to the textbooks.
• Social Sciences are to be considered from a disciplinary perspective while emphasizing the integrated approach in the treatment of significant themes.
• Enabling pedagogic practices has critical for developing thinking process decision making and Critical reflections on social issues.

 At the secondary stage, the social sciences comprise elements of history, geography, political science, and economics. The main focus will be on contemporary India and the learner will be initiated into a deeper understanding of the social and economic challenges facing the nation.   

Previous Year Questions on NCF:

1. NCF 2005 thinks that textbooks should all regions and social groups must be values of society.

1. To transact the information accepted by the dominant class.
2. To pass the examination.
3. To further inquiry.

Ans. (A)

A student can connect his acquired knowledge to his/her external environment and can nurture an overriding identity informed by peers, family, and caretakers. So according to NCF 2005, textbooks should be seen as a medium to inculcate the accepted values of society.

2. According to the national curriculum framework, 2005, learning is _____ and _____ in its character.  (Ctet Sept 2016)

1. Passive, simple
2. Active, social
3. Passive, social
4. Active, simple

Ans. (B) 

According to the national curriculum framework, 2005, learning is active and social.

3. Choose the most suitable method for developing concepts in social science at the upper primary level.  (Ctet May 2016)

1. Memorizing answers to questions given in the textbook
2. Listing dominant features
3. Learning through a series of guided questions
4. Learning through definitions

Ans. (B)

The methods used for developing concepts in social science is listing dominant features as it includes history which tells about our culture,  political science which tells about the government and constitution of India, geography which tells about the environment and economics which tells about the economic conditions of India.

4. At an upper primary stage, social science comprises. ( CTET Feb 2015),( CTET July 2013)

1. geography, history, political science and economics
2. political science, geography, history, sociology
3. history, geography, political science, environmental science
4. history, geography, economics, political science

Ans. (A)

Geography, history, political science and economics are comprised of social science at an upper primary stage.

5. The chairman of the steering committee was

1. Dr Krishna Kumar
2. Professor Arvind Kumar
3. Professor Govind Das
4. Professor Yashpal

Ans. (D)

National Steering Committee was set up under the chairmanship of Prof. Yashpal.

6. According to NCF 2005, the aim of education in social science should be the enable student to. ( CTET July 2013)

1. Criticize political decisions
2. Analyze socio-political reality
3. Retention of information on the socio-political situation in the country.
4. Present knowledge about the social-political principle lucidly and concisely so that students remember them easily.

Ans. (B)

According to NCF 2005, the aim of education in social science should enable a student to analyze socio-political reality so that they can understand the role of people, government, and media  in society

7. A social science teacher must employ which of the following methods for being effective. (CTET July 2013)

1. Increase involvement of students through thought-provoking and interesting activities
2. Increase the knowledge of students by taking tests every Monday.
3. Award grades in a lax manner to boost the confidence of slow learners.
4. Assign projects to be done at home to involve parents in the studies of their wards.

Ans.  (A)

A social science teacher must employ a method of increasing the involvement of students thought provoking and interesting activities for being effective.

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