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The Curriculum at Different Stage

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The Curriculum at Different Stage: Consistent with the criteria given above, the objectives, content, pedagogy and assessment for differ...

The Curriculum at Different Stage:

Consistent with the criteria given above, the objectives, content, pedagogy and assessment for different stages of the curriculum are summarised below: 

At the primary stage, the child should be engaged in joyfully exploring the world around and harmonising with it. The objectives at this stage are to nurture the curiosity of the child about the world (natural environment, artifacts and people), to have the child engage in exploratory and hands-on activities for acquiring the basic cognitive and psychomotor skills through observation, classification, inference, etc.; to emphasise design and fabrication, estimation and measurement as a prelude to the development of technological and quantitative skills at later stages; and to develop basic language skills: speaking, reading and writing not only for science but also through science. Science and social science should be integrated as 'environmental studies' as at present, with health as an important component. Throughout the primary stage, there should be no formal periodic tests, no awarding of grades or marks, and no detention. 

At the upper primary stage, the child should be engaged in learning the principles of science through familiar experiences, working with hands to design simple technological units and modules (e.g. designing and making a working model of a windmill to lift weights) and continuing to learn more about the environment and health, including reproductive and sexual health, through activities and surveys. Scientific concepts are to be arrived at mainly from activities and experiments. Science content at this stage is not to be regarded as a diluted version of secondary school science. Group activities, discussions with peers and teachers, surveys, organisation of data and their display through exhibitions, etc. in schools and the neighbourhood should be important components of pedagogy. There should be continuous as well as periodic assessment (unit tests, term-end tests). The system of 'direct' grades should be adopted. There should be no detention. Every child who attends eight years of school should be eligible to enter Class IX. 

At the secondary stage, students should be engaged in learning science as a composite discipline,in working with hands and tools to design more advanced technological modules than at the upper primary stage, and in activities and analyses on issues concerning the environment and health, including reproductive and sexual health. Systematic experimentation as a tool to discover/verify theoretical principles, and working on locally significant projects involving science and technology, are to be important parts of the curriculum at this stage. 

At the higher secondary stage, science should be introduced as separate disciplines, with emphasis on experiments/technology and problem solving. The current two streams, academic and vocational, being pursued as per NPE-1986, may require a fresh look in the present scenario. Students may be given the option of choosing the subjects of their interest freely, though it may not be feasible to offer all the different subjects in every school. The curriculum load should be rationalised to avoid the steep gradient between secondary and higher secondary syllabi. At this stage, the core topics of a discipline, taking into account recent advances in the field, should be identified carefully and treated with appropriate rigour and depth. The tendency to cover a large number of topics of the discipline superficially should be avoided.
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CLEAR CTET: The Curriculum at Different Stage
The Curriculum at Different Stage
CLEAR CTET
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