NCF 2005 Notes & Study Materials for CTET and B.Ed.

By BYJU'S Exam Prep

Updated on: September 25th, 2023

NCF 2005 was developed by the National Curriculum Framework. It is a document that seeks to provide a framework within which teachers and schools can choose and plan the experiences they feel children should have.

It addresses four issues such as educational objectives, educational experience, organization of experience and assessing the learner. NCF is different from curriculum and syllabus. It provides guidelines on various aspects of education.

  • Earlier NCFs were based on Behaviorist psychology but NCF 2005 is based on Constructivist theory.
  • NCF 2005 owes its present shape and form to a flurry of ideas generated through a series of intensive deliberations by eminent scholars from various disciplines, principals, teachers and parents, NCERT faculty, etc.

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 formed under the chairmanship of  Prof. Yashpal.
  • It was finally discussed and passed by the Central Advisory Board of Education (CABE) on 7 September 2005.
  • The National Policy on Education stressed the need to employ educational technology to improve the quality of education.
  • The policy gave rise 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

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.

  • Expand the Curriculum’s scope to include its rich heritage of different knowledge, work, and craft traditions.
  • Decentralization and a focus on Panchayati Raj institution integration of local knowledge and critical pedagogy practice.
  • Make children aware of the importance of environmental protection.
  • Creating a culture of peace by empowering individuals to live in harmony with their natural and social surroundings. Peace as an integrative viewpoint in school curriculum.
  • Citizenship that is aware of their rights and responsibilities, as well as commitments to the principles embodied in the constitution.

Implications of NCF 2005

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.

  • Through their experiences, students build a mental representation of reality.
  • The structuring and restructuring of ideas are essential features as learners progress in their learning.
  • Learners’ participation in relevant activities can aid in the formation of mental images.
  • Collaborative learning allows for the negotiation of meaning, the sharing of multiple points of view, and the modification of the internal representation of external reality.
  • Allowing children to ask questions that require them to connect what they are learning in school to two events taking place outside.
  • Encourage children to answer in their own words and from their own experiences rather than simply memorizing and getting answers right in one way.
  • Intelligent guessing should be encouraged.

NCF 2005: Aims and Objectives of Teaching Social Science

Recognize 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 2005

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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