Capacity Building Programme

National Curriculum Framework

for School Education
NATIONAL CURRICULUM FRAMEWORK FOR
2023
SCHOOL EDUCATION 2023

Central Board of Secondary Education

Training Unit

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Source of image: NCF SE 2023

Capacity Building Programme

National Curriculum Framework

for School Education (NCF SE)2023

Central Board of Secondary Education

Training Unit

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 ACKNOWLEDGEMENT
Patron
o Sh. Rahul Singh, IAS, Chairman, CBSE
Mentor
o Sh. Manoj Kr. Srivastava, Director (Training), CBSE
Content Developers/Authors/Reviewers/Editors
o Dr. Ajay Kumar Singh, Department of Educational Sciences, Assam
University, Silchar, Assam
o Prof. Sharad Sinha, CIET, NCERT, Delhi
o Dr. Sapna Yadav, Senior Lecturer, SCERT, Delhi
o Ms. Latha S, Principal, Bhavan’s Munshi Vidyashram, Thiruvamkulam, Kochi,
Kerala
o Mr. Sudhanshu Nayak, Principal, Podar International School, Pune,
Maharashtra
o Dr. Indu Yadav, Principal, Lotus Valley International School, Noida
Extension, Uttar Pradesh
o Dr. Swati Gupta, Joint Secretary, CBSE
o Ms. Ramandeep Kaur, Deputy Secretary, CBSE
o Ms. Shweta Swapnil Moon, Under Secretary, CBSE

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 SCHEDULE OF THE TRAINING PROGRAMME

SESSIONS TIMINGS DURATION

Introduction, Sharing of Agenda, and Ice Breaker 9.00 am – 9.30 am 30 mins

Activity
SESSION 1 – Familiarization with the major recommendations of NCF SE 23 (Part 1)

Activity 1: Setting the Context 9.30 am – 10.15 am 45 mins

Handout: 1A, 1Bi, 1Bii, 1Biii, 1Biv and 1C
Activity 2: Stage-Specific Recommendations of NCF 10.15 am – 11.00 45 mins
SE 23 am
Handouts: 1D
TEA BREAK (11.00 AM – 11.30 AM)
SESSION 2 – Familiarization with the major recommendations of NCF SE 23 (Part 2)
Activity 3: School Subject Areas 11.30 am – 1.00 pm 90 mins
Handouts: 2A to 2I

LUNCH BREAK (1.00 PM – 2.00 PM)

SESSION 3: Cross-Cutting Themes
Activity 4: Cross-Cutting Themes 2.00 pm – 3.30 pm 90 mins
Handouts: 3A

SESSION 4: Implications for Schools and Way Forward

Activity 5: Implications for Schools and Way 3.30 pm – 5.00 pm 90 mins

Forward
Handout: 4A
Closure of the Programme 5.00 pm – 5.30 pm 30 mins
 Key Takeaways
 Feedback and Feedforward

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 FACILITATION TIPS
(FOR RESOURCE PERSONS)

Go with a calm and open Be patient with the

mind participants

Lead by an example Build a safe space for all

Nudge the participants to Use gender neutral terms

think by asking them and inclusive language
reflective questions

One size may not fit all,

therefore responding to any Give them a space to
of their queries, be clear explore, learn and bring
about the context of their forward their knowledge
school setting

Be supportive. When Give participants an

participants discuss their opportunity to speak more
difficulties, do not jump to than you. Have a good
conclusions, try to listen to balance of speaking and
the challenges faced by listening
them

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 INTRODUCTION & SHARING OF AGENDA

Time Required: 30 Minutes

Objectives:

 To create a friendly training atmosphere

 To establish good rapport between the participants and the facilitators
 To share agenda of the Programme

General Guidelines for the Resource Person:

 Welcome Participants, introduce yourself as their Resource Person for the training
programme and share the agenda of the programme.
 Distribute Training Workshop Manual to each Participant (For Master Trainers’
Workshop).
 Invite the participants to share their name, location and one thing they hope to gain from
this workshop. If time permits, ice breaker activity can be taken up during the
introduction. Suggested ice breaker has been given.
 Establish the ground rules.

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 Ice Breaker: Future Classroom Sketch
Time required: 10 minutes
Objectives:
 To encourage imagination and creativity in envisioning classrooms aligned with the
principles of NCF SE and NEP 2020.
Mode: Group Activity
Material required: A4 Size Blank Paper, Colours, Pencil and eraser
Process:
1. Let participants be in groups.
2. Provide each group with a A4 sheet, colours and pencils or other art material.
3. Ask them to sketch their vision of an ideal classroom that reflects the goals and values
of NCF SE and NEP 2020.
4. Encourage participants to think beyond traditional classroom setups and consider
elements such as flexible seating, technology integration, inclusive practices and
collaborative learning spaces.
5. After the sketching session, invite one or two volunteer groups to share their creations
with other groups and discuss how their designs support the principles of the new
educational framework.
6. Conclude the activity with the vision of NEP 2020.

Note for the RPs:

 Variation can be brought in the activity by encouraging the participants to:
o Think about the ways to ensure that their students feel secured, valued and their
voices be heard.
o Transforming your classroom from teacher centric to being student centric.

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 SESSION I
FAMILIARISATION WITH THE MAJOR
RECOMMENDATIONS OF NCF SE 23 (PART 1)

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 Activity 1
Setting the Context
Timings: 9.30 am – 10.15 am
Objectives:
To enable participants to:
 differentiate between NCF and NEP
 differentiate between knowledge, capacities, values, and dispositions essential for the
achievement of aims of school education
 use an appropriate approach to arrive at Learning Standards
Mode: Individual and Group Activity
Material required: Whiteboard, PowerPoint Presentation, A4 Sheets
Handouts: Handout 1A (Aims of School Education), Handout 1Bi (Example on Learning
Standards for Language Teachers), Handout 1Bii (Example on Learning Standards for
Mathematics Teachers), Handout 1Biii (Example on Learning Standards for Science Teachers),
Handout 1Biv (Example on Learning Standards for Social Science Teachers) and Handout 1C
(Approach to Learning Standards)
Process:
Introduction and Task 1
1. Initiate the activity by asking the following questions:
a. What do you mean by curriculum?
b. What is an ideal curriculum?
c. Why do we need an effective curriculum?
d. What is the foundation for curriculum development?
2. Invite responses from the participants.
3. Introduce them to National Curriculum Frameworks brought by NCERT to set the context
for the programme. Give reference to all the previous NCF documents brought out by
NCERT.
4. Shift focus to the NCF SE 2023 developed by NCERT in the light of NEP 2020.
5. Highlight the difference between NEP and NCF.
6. Discuss with them the objectives and the characteristics of the NCF SE 2023.
7. Share with them the strategy to read the framework.
Task 2
8. Let participants be in subject specific groups – Language, Mathematics, Science and
Social Science (04 groups).
9. Have them revisit the vision and purpose of Education as articulated by NEP 2020.
10. Based on the vision and purpose of Education as articulated by NEP 2020, share with
them the aims and curricular areas of School Education as recommended by NCF SE
2023.
11. Talk about the Aims of School Education given in the NCF SE and highlight that certain
knowledge, Capacities, Values, and Dispositions must be developed among the students
to achieve these aims of school education. Bring out the difference between Knowledge,

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 Capacities, Values, and Dispositions. Distribute handout 1A on the Aims of School
Education for their reference.
12. Let participants be in subject-specific groups.
13. Provide each group with their respective subject’s exemplar Learning Standards –
a. Handout 1Bi – Language Teachers
b. Handout 1Bii – Mathematics Teachers
c. Handout 1Biii – Science Teachers
d. Handout 1Biv – Social Science Teachers
14. Instruct each group to:
a. Identify the terms used in the NCF in the context of Learning Standards (aims,
goals, competencies, learning outcomes)
b. Bring out the difference between the following (in bullet points) giving examples:
i. Curricular Aim
ii. Curricular Goal
iii. Competency
iv. Learning Outcomes
c. Make a presentation on the task assigned. (10 minutes for preparation and 5
minutes each for presentation by all the 04 groups)
15. Invite responses from each group. Invite comments from other groups.
16. Add on the missing points, if any.
17. Distribute handout 1C to each group on approach to Learning Standards for their
further reference.
18. Debrief and conclude the activity.
Note for the RPs:
 Strategy to read the National Curriculum Framework for School Education
The National Curriculum Framework for School Education (NCF-SE) is best read from the beginning
to the end — the entire volume. This is because the NCF-SE is an integrated framework where each
part has implications on the other.
However, if there is a need to be selective, then it is recommended that Part A must be read along
with whatever may be the matter of interest from the subsequent parts. This is because Part A lays
the foundations of the NCF-SE.
For example — if a Science Teacher wants to focus only on her subject, she should read the entirety
of Part A and then the chapter on Science Education in Part C.
Education Administrators may want to focus on School Culture and Practices which is in Part D and
on Creating an Enabling Ecosystem which is in Part E, but these must be read along with the entirety
of Part A.
Curriculum and syllabus developers must read the entire volume, while content developers may
adopt the approach as mentioned for Teachers and administrators above.
Other interested stakeholders of the education system may read the summary and then the chapters
of their interest; however, glancing through Part A would be useful even for them.
It is also important to keep in mind that the NCF-SE has many illustrations. These have been used to
bring to life the principles and approach of the NCF-SE for the practitioner. The user of this NCF-SE
is certainly not bound in any way by these illustrations. Similarly, the level of detail articulated in

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this NCF-SE is to bring clarity to the principles and approach in the reality of practice, and not to be
prescriptive in any manner.
Since the explicit objective of this NCF-SE is to help improve the practice of education in the reality
of our schools, it has attempted to be as relatable as possible to the practitioner — by the use of
illustrations, by going into details, and other methods. It is this choice that has made this volume fairly
lengthy.
An Artificial Intelligence-based virtual assistant has been trained to help users navigate through the
NCF-SE and which surely will continue to improve.
A caution: The one thing that people who work in education, from teachers to the highest-level
administrators, must not do is read just the summary and think that the NCF-SE is read.
Source: NCF SE 2023

 Pointers for debriefing:

o Learning Standards with clear, specific and rigorous flow down and
Development of Knowledge, capacities and Values
 Difference between Knowledge, Capacities, Values and Dispositions
o Knowledge refers to descriptive knowledge, i.e., ‘knowing that’ — for example,
knowing that the earth revolves around the sun or knowing that Mahatma Gandhi
played a central role in India’s independence movement. A very large part of the
understanding of the world is attained through this form of knowledge. This form of
knowledge is expressed through theories, concepts, and principles. In a way, this form
of knowledge reveals to us the truths about the world. While knowledge of this form
might appear to be factual, the focus of acquiring such knowledge is not merely on
remembering these facts, but also on the ability to think about why these facts are true,
to inquire further, to connect pieces of such knowledge, and to foster the development
of new knowledge and insight and use such knowledge in life. For example, how can
we know if the statement ‘Earth and other planets of our solar system revolve around
the Sun’ is true? What are the sources of evidence? What are the methods of
justification? Where can this knowledge be used?
School education must focus on all these aspects of knowledge.
o Capacities refer to procedural knowledge, i.e., ‘knowing how’ — for example, knowing
how to communicate effectively or think critically or how to play Kho Kho. The abilities
and skills acquired through this form of knowledge enable us to act based on our
understanding. Usually, procedural knowledge is used in the context of embodied
abilities, such as the ability to drive a car; however, problem-solving and reasoning, for
example, are procedural knowledge too. We refer to such broad know-how, such as
critical thinking, problem-solving, and effective communication as capacities, and these
capacities can be broken down into narrower skills such as addition or decoding. Often,
acquiring descriptive knowledge requires capacities too; for instance, in Science, the
capacities and skills of observation and experimentation are central to building
descriptive scientific knowledge. For example, without the skills of observation, it is
difficult to truly justify that the Earth and other planets revolve around the sun. For a
student to attain a capacity or a skill, the ability needs to be consistent and repeatable,
and it also needs to be adaptable to different situations. For instance, to be skilled in
making pots or performing addition, the student should be able to exercise that ability
successfully not just once, but multiple times consistently and accurately, and should be
able to work with different materials or numbers.
Capacities are broader and deeper than skills. A capacity often consists of multiple
skills. Thus, skills are sub-elements of capacities. In other contexts, or documents, ‘skills’

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 and ‘capacities’ may have been used interchangeably, or ‘skills’ would have been used
for what is classified as ‘capacities’ in this NCF. This NCF should be read with these
distinctions in mind.
o Values and Dispositions. Effective action needs strong motivation in addition to
knowledge and capacities. Our values and dispositions are the sources of that
motivation.
Values refer to beliefs about what is right and what is wrong, while dispositions refer to
the attitudes and perceptions that form the basis for behaviour. Thus, in addition to
developing knowledge and capacities, the school curriculum should deliberately choose
values and dispositions that are derived from the Aims of Education and devise learning
opportunities for students to acquire these values and dispositions.
Source: NCF SE 2023
 To achieve the intended values and dispositions, capacities, and knowledge, the Learning
Standards have been articulated at four levels:
o Curricular Aims — Curricular Aims have been articulated within each of the
Curricular Areas. These aims are to be achieved by the ends of each of the four
Stages of schooling.
The aims of all the eight Curricular Areas put together should result in the
achievement of the broad Aims of School Education as articulated above.
o Curricular Goals — Curricular Goals are more specific statements that give
direction to curriculum development and implementation in order to achieve the
Curricular Aims. They are also specific to a School Stage (e.g., the Foundational
Stage) and a Curricular Area (e.g., Mathematics).
o Competencies — Competencies are specific learning achievements that are
observable and can be assessed systematically. In this NCF, Competencies (which
are only suggestive and may vary in different contexts) are directly derived
from a Curricular Goal and are expected to be attained by the end of a Stage.
Summative assessments at the end of each Stage of schooling should be based
on these Competencies.
o Learning Outcomes — Learning Outcomes (LOs) are granular milestones of
learning and usually progress in a sequence leading to the attainment of a
Competency. These LOs enable teachers to plan their content, pedagogy, and
assessments towards achieving specific Competencies.
Alternative Activity for Task 2
1. Let participants be in subject specific groups – Language, Mathematics, Science and
Social Science (04 groups).
2. Have them revisit the vision and purpose of Education as articulated by NEP 2020.
3. Based on the vision and purpose of Education as articulated by NEP 2020, share with
them the aims and curricular areas of School Education as recommended by NCF SE
2023.
4. Talk about the Aims of School Education given in the NCF SE and highlight that certain
knowledge, Capacities, Values, and Dispositions must be developed among the students
to achieve these aims of school education. Bring out the difference between Knowledge,
Capacities, Values, and Dispositions. Distribute handout 1A on the Aims of School
Education for their reference.
5. Distribute handout 1C on approach to Learning Standards.

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6. Instruct each group to:
a. Identify the terms used in the NCF in the context of Learning Standards (aims,
goals, competencies, learning outcomes)
b. Identify the approach to arriving at Learning Standards /Learning Outcomes
c. Make a presentation on the task assigned with the help of an example of any
subject area taken from the framework.
7. Invite responses from volunteer group. Invite comments from other groups.
8. Add on the missing points, if any.
9. Debrief and conclude the activity.

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 Handout 1A (For Activity 1)
Aims of School Education in this NCF
The Aims of Education in this NCF are derived from the vision and purpose of education
described above and are organised into five Aims.
These five Aims give clear direction to the choice of Knowledge, Capacities, Values, and
Dispositions that need to be included in the curriculum:
a. Rational Thought and Independent Thinking/Autonomy: Making choices based on
rational analysis, creativity, and a grounded understanding of the world, and acting on
those choices, is an exercise of autonomy. This indicates that the individual has gained
the capacity for rational reasoning, critical thinking, knowledge with both breadth and
depth, and discernment to understand and improve the world around them. Developing
such independent thinkers who are curious, open to new ideas, think critically and
creatively, and thereby form their own opinions and beliefs is thus a very important aim
for school education.
b. Health and Well-being: A healthy mind and a healthy body are the foundations for an
individual to pursue a good life and contribute meaningfully to society. School education
should be a wholesome experience for students, and they should acquire knowledge,
capacities, and dispositions that keep their bodies and mind healthy and free from any
forms of abuse. Health and well-being thus also include, in particular, the ability and
inclination to help ensure the health and wellness of others, of one’s surroundings, and of
the environment.
c. Democratic and Community Participation: The Knowledge, Capacities, and Values and
Dispositions developed are to be oriented towards sustaining and improving the
democratic functioning of Indian society. Democracy is not just a form of governance, but
it is a ‘mode of associated living,’ a sense of collaborative community. The goals
articulated in NEP 2020 point to the development of an individual who can participate
and contribute meaningfully to sustaining and improving the democratic vision of India
and the Indian Constitution.
d. Economic Participation: A robust economy is a critical aspect of a vibrant democracy,
particularly for achieving dignity, justice, and well-being for all. Effective participation
in the economy has positive impacts on the individual and on society. It provides material
sustenance for the individual and generates economic opportunities for others in society,
while also contributing to purpose and meaning for the individual.
e. Cultural Participation: Along with democracy and the economy, culture plays an
important, if not central, role in the lives of all individuals and communities. Cultures
maintain continuity as well as change over time. NEP 2020 expects students to have ‘a
rootedness and pride in India, and its rich, diverse, ancient and modern culture and
knowledge systems and traditions’. Culture is thus not seen as merely an ornament or a
pastime, but an enrichment which equips the student (and Teacher alike) to face the many
challenges of life, challenges which may be personal or collective in nature.
Understanding the culture and heritage embedded in the family and community and
relatedness to nature is at the core of cultural participation. Students should also acquire
capacities and a disposition to contribute meaningfully to culture. In a globalised world,

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 understanding and engaging with other cultures from a position of being confident and
deeply rooted in Indian culture is very desirable.
A society with individuals who are healthy, knowledgeable, and with capacities, values, and
dispositions to participate effectively and meaningfully in a community, economy, culture, and
democracy would make for a pluralistic, prosperous, just, culturally vibrant, and democratic
knowledge society.
Source: NCF SE 2023

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 Handout 1Bi (For Activity 1)
Example for Language Group (Source: NCF SE 2023)

Aim of Education
Rational Thought and Independent Thinking/Autonomy: Making choices based on rational
analysis, creativity, and a grounded understanding of the world, and acting on those choices, is
an exercise of autonomy. This indicates that the individual has gained the capacity for rational
reasoning, critical thinking, knowledge with both breadth and depth and discernment to
understand and improve the world around them. Developing such independent thinkers who are
curious, open to new ideas, think critically and creatively, and thereby form their own opinions
and beliefs is thus very important aim for school education.

Language Education

Curricular Aim
Effective Communication Skills: Students should develop their Language capacities to
think critically, identify real-world problems, analyse them, make rational arguments
and work out solutions. The capacity to use language to think and communicate well in
a variety of situations is critical for effective democratic, social, and cultural
participation.

Curricular Goal
Language 1 (R1), Secondary Stage
CG-3: Uses Language to develop reasoning and argumentation skills by engaging
with a variety of audio and written material

Competency
Language 1 (R1), Secondary Stage
CG-3.2: Argues with proper rationale by carefully evaluating premises

Learning Outcomes
Language 1 (R1), Secondary Stage (Grades 9 and 10)

Grade 9 Grade 10
Evaluates the premises of an argument Lists premises (reasons and evidences)
for its clarity, relevance, and reliability that are useful for an argument
(of evidence)
Recognises own emotional biases while Makes logical connections between
reading and listening premises and conclusion in speech and
writing

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 Handout 1Bii (For Activity 1) - Example for Mathematics Group

Aim of Education
Rational Thought and Independent Thinking/Autonomy: Making choices based on rational
analysis, creativity, and a grounded understanding of the world, and acting on those choices, is
an exercise of autonomy. This indicates that the individual has gained the capacity for rational
reasoning, critical thinking, knowledge with both breadth and depth and discernment to
understand and improve the world around them. Developing such independent thinkers who are
curious, open to new ideas, think critically and creatively, and thereby form their own opinions
and beliefs is thus very important aim for school education.

Mathematics Education
Curricular Aim
Basic Numeracy. Numbers and quantities along with words (language) are the two
ways in which human beings understand and interpret the world. Numbers and
quantities also play a very important role in day-to-day interactions within a complex
society. Fluency in quantifying and performing calculating is essential for basic daily
interactions, such as shopping and banking. Mathematics Education in schools should
ensure that all students are fluent in basic numeracy. This would include not just fluency
in numbers and number operations using Indian numerals, but also the capacities to
handle situations that involve space and measurement.

Curricular Goal
Middle Stage
CG -1 Understands numbers and sets of numbers (whole numbers, fractions, integers,
rational numbers, and real numbers), looks for patterns, and appreciates relationships
between numbers

Competency
C-1.1 Develops a sense for and an ability to manipulate (e.g., read, write, form,
compare, estimate, and apply operations) and name (in words) large whole numbers
of up to 20 digits, and expresses them in scientific notation using exponents and
powers

Learning Outcomes (Class VI)

 Represents large whole numbers and understanding their pace value

manipulates them through various operations (addition, subtraction,
multiplication, and division)
 Compares large numbers and arranges them in ascending and descending order

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 Handout 1Biii (For Activity 1) - Example for Science Group

Aim of Education
Rational Thought and Independent Thinking/Autonomy: Making choices based on rational
analysis, creativity, and a grounded understanding of the world, and acting on those choices, is
an exercise of autonomy. This indicates that the individual has gained the capacity for rational
reasoning, critical thinking, knowledge with both breadth and depth and discernment to
understand and improve the world around them. Developing such independent thinkers who are
curious, open to new ideas, think critically and creatively, and thereby form their own opinions
and beliefs is thus very important aim for school education.

Science Education
Curricular Aim
Scientific understanding of the natural and physical world. Scientific understanding
develops through specific observations, questions, experiments, theories, laws,
principles, and concepts. An adequate knowledge of these is essential to build a
systematic and verifiable understanding of the way the natural and physical world
functions. In Science Education, students must thus learn the fundamental methods,
concepts, and theories on which Science rests.

Curricular Goal
Secondary Stage
CG-1 Explores the world of matter, its interactions, and properties at the atomic level

Competency
C-1.3 Describes and represents chemical interactions and changes using symbols and
chemical equations (acid and base, metal, and non-metal, reversible, and
irreversible)

Learning Outcomes (Class IX)

 Analyze and differentiate between various types of chemical reactions like

combination, decomposition, displacement, double displacement, acid-base, and
redox reactions
 Provide examples for different types of chemical reactions

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 Handout 1Biv (For Activity 1) - Example for Social Science Group

Aim of Education
Rational Thought and Independent Thinking/Autonomy: Making choices based on rational
analysis, creativity, and a grounded understanding of the world, and acting on those choices, is
an exercise of autonomy. This indicates that the individual has gained the capacity for rational
reasoning, critical thinking, knowledge with both breadth and depth and discernment to
understand and improve the world around them. Developing such independent thinkers who are
curious, open to new ideas, think critically and creatively, and thereby form their own opinions
and beliefs is thus very important aim for school education.

Social Science Education

Curricular Aim
Capacities for inquiry in Social Science: Students will develop capacities for carrying out
and applying the methods of inquiry available in Social Science, including
i. Sourcing, verifying, and cross-validating evidence through multiple sources, interpreting this evidence, and constructing
coherent narratives
ii. Recognising features of the physical world, spatial and temporal patterns, map reading, analysis, and interpretation of
various interconnected concepts and processes
iii. Creative and critical thinking, forming informed opinions, demonstrating logical decision making, and having a problem-
solving disposition.
iv. Collecting, organising, analysing, and representing data and information on various issues — historical, geographical,
cultural, economic, environmental, and socio-political
v. Proposing meaningful responses to contemporary concerns of society based on these methods of inquiry

Curricular Goal
Secondary Stage
CG-1 Comprehends and interprets sources related to different aspects of human life
and makes meaningful interpretations

Competency
C-1.2 Represents and analyses data related to various aspects of human life given
in the form of text, tables, charts, diagrams, and maps

Learning Outcomes (Class VIII)

 Collect data from various sources related to human life and represent it in tabular form and
graphical formats (e.g., bar graphs, pie charts) to facilitate understanding and analysis
 Compare and contrast data sets to identify similarities and differences in various aspects of human
life, such as demographics, health statistics, or economic indicators
 Communicate their findings through written reports or presentations, using appropriate terminology
and visual aids to enhance understanding

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 Handout 1C (For Activity 1)
Approach to Learning Standards (Section 3.1 of NCFSE 2023)
Education can be seen both as a process and as an outcome. When we view education as an
outcome, we think about a student’s achievement of the desirable knowledge, capacities, values,
and dispositions as derived from the Aims of School Education. To bring clarity to all stakeholders
on what students must achieve in schools, this NCF has articulated these desired educational
achievements as Learning Standards.
‘Goal clarity’ or ‘clarity of objectives’ is a critical element for success in any endeavour; Learning
Standards are intended to provide such clarity in school education to all participants and
stakeholders — Teachers, students, educational functionaries, parents, and society as a whole.
These objectives, starting from Aims of School Education, are referred to as Learning Standards
in the NCF.
From Aims to Learning Outcomes
This NCF strongly emphasizes the importance of the clear ‘flow-down’ that must connect Aims to
Curricular Goals to Competencies to Learning Outcomes. Each set must emanate from the
immediate level above while ensuring full coverage of the objectives at that higher level. This is
a process of ‘breaking down and converting’ relatively abstract and consolidated notions to
more concrete components to make them useable in the practice of education. It is only such
coherence, coverage, and connection arising from a rigorous flow-down, from Aims to Learning
Outcomes, which can align syllabus, content, pedagogical practices, institutional culture, and
more to achieving what we desire from education.
Terms used in this NCF in the context of Learning Standards and the approach to arriving at the
Learning Standards.

Aims of Education

Curricular Goals

Competencies

Learning Outcomes

Definitions
a. Aims of School Education: Aims are educational vision statements that give broad
direction to all deliberate efforts of educational systems — curriculum development,
institutional arrangements, funding and financing, people’s capacities, and so on. Aims
of School Education are usually directed by education policy documents. The NCF has
derived the Aims of Education from NEP 2020. These Aims of Education are to be
achieved through the development of Knowledge, Capacities, Values, and Dispositions,
which guide the Aims within each of the subjects/areas of study.

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b. Curricular Goals: Curricular Goals are statements that give directions to curriculum
development and implementation. They are derived from Aims and are specific to a
Stage in education (e.g., the Foundational Stage). This NCF, which would guide the
development of all curricula, lists and states the Curricular Goals for each Stage. For
example, ‘Develops effective communication skills for day-to-day interactions in two
languages’ is such a Curricular Goal for the Foundational Stage.
c. Competencies: Competencies are learning achievements that are observable and can
be assessed systematically. These Competencies are derived from the Curricular Goals
and are expected to be attained by the end of a Stage. Curriculum developers can
adapt and modify the Competencies to address specific contexts for which the curriculum
is being developed. Examples of some of the Competencies derived for the above
Curricular Goal in this NCF — ‘Converses fluently and can hold a meaningful
conversation’ and ‘Understands oral instructions for a complex task and gives clear oral
instructions for the same to others.’
d. Learning Outcomes: Competencies are attained over a period of time. Therefore,
interim markers of learning achievements are needed so that Teachers can observe and
track learning and respond to the needs of learners continually. These interim markers
are called Learning Outcomes. Thus, Learning Outcomes are granular milestones of
learning and usually progress in a sequence leading to the attainment of a Competency.
Learning Outcomes enable Teachers to plan their content, pedagogy, and assessment
towards achieving specific Competencies. Curriculum developers and Teachers should
have the autonomy to define Learning Outcomes as appropriate to their classroom
contexts, while maintaining clear connection to the Competencies.
e. The following table is an example of Learning Outcomes derived from the Competency
‘Converses fluently and can hold a meaningful conversation’ in the Foundational Stage:

A B C D E

Competency: Converses fluently and can hold a meaningful conversation

Ages 3-8

1 Listens Initiates Engages in Engages in Maintains

attentively conversations conversations conversations, the thread of
and speaks in in daily life based on waits for their the
Illustration

short with peers events, turn to speak, conversation

conversations and Teachers stories, or and allows across
with familiar in a variety of their needs others to multiple
people school settings and asks speak exchanges
around questions

25 | P a g e
 2 Expresses Narrates Narrates Engages with Engages in
their needs daily daily non-fictional discussion
and feelings experiences experiences content read about a
through short in simple in elaborate aloud or topic and
meaningful sentences and descriptions discussed in raises and
Illustration

sentences asks simple and asks why class, is able responds to

questions, questions to link questions
using what/ knowledge
when/ how/ from their own
whom experiences,
and talks
about it

Source: NCF SE 2023

26 | P a g e
 Activity 2
Stage Specific Recommendations of NCF SE 2023
Timings: 10.15 am – 11.00 am
Objectives:
To enable participants to:
 identify the major vocabulary or terminology used in the framework
 implement the stage-specific recommendations of the NCF SE in terms of curricular
structure, content, pedagogy, and assessments.
Mode: Group Activity
Material required: Whiteboard, PowerPoint Presentation, A4 Sheets
Handouts: Handout 1D (Stage Design)
Process:
Introduction
1. Highlight the major recommendations of NCF SE by inviting responses from the
participants. (10 mins)
2. Enlist them on the whiteboard.
Task 1
3. Let participants be in four groups.
4. Distribute handout 1D to all the participants.
5. Instruct each group to:
a. Read the handout
b. Discuss among themselves the interconnections and progression across stages
c. Identify potential challenges in implementing stage-specific recommendations
d. Brainstorm strategies to address the identified challenges and ensure a smooth
transition between stages
e. Identify the vocabulary/ terminology used in the NCFSE 2023
f. State the best practices adopted by them in light of the recommendations of the
NCF SE 2023.
6. Assign 15 minutes for the task and 3-5 minutes for the presentation per group.
7. Invite any two volunteer groups to make a presentation to the larger group on the task
assigned.
8. Invite comments or other points (not covered by the presenter groups) from the other
groups.
9. Add on the missing points, if any.
10. Debrief and close the session.
Note for RP:
 For Debriefing:
Highlight the major recommendations and the vocabulary used in the NCF SE document

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  Major Recommendations:
Foundational Literacy and Numeracy and ECCE Comprehensive Curriculum Framework covering all 4
stages of schooling
Multilingualism and Language Diversity (Priority to Thematic approach to teaching of Social Sciences
Regional languages) (Class 6-8)
Experiential Learning/Competency-Based Education Holistic Approach to understanding of Concepts
(Through Arts Integration, Sports Integration, Rooted
in Indian Culture)
Flexibility and Choice Creation of a Supportive Ecosystem
Integration of ICT Cultural and Ethical values
Assessment Reforms Vocational Education
Teacher Professional Development Interdisciplinary Areas of Study
Inclusive Education Conceptual understanding and procedural fluency in
Mathematics
Gender Sensitivity Multidisciplinary Education
Community Engagement Capacities for Scientific Temperament
Skill Development Learning Standards with clear, specific and rigorous
flow down
Environmental Education Development of Knowledge, Capacities, and Values
 Vocabulary Used in the Framework:
Foundational Stage Preparatory Stage Middle Stage Secondary Stage
 Early Childhood  Interdisciplinary  Experiential  No hard
Care and  Exploration Learning separation
Education (ECCE)  Vocational  Direct Instruction  Choice and
 Socio-emotional- Education  Exploration and Flexibility
ethical  Activity and Inquiry  Interdisciplinary
development discovery based  Active Learning Areas
 Panchkosha Pedagogy  Periodic Summative  Mathematics and
 Foundational  Periodic Summative Assessments Computational
Literacy and Assessments  Frequent Formative Thinking
Numeracy  Frequent Formative Assessments  Contemporary
 Self-Paced Assessments  TLMs Subjects
Individual  Self-Study and
Learning Exploration
 Play based
Pedagogy

28 | P a g e
 Handout 1D (for Activity 2)
Section 2.3 - Stage Design
The curriculum for the four Stages of schooling has been designed based on the vision of NEP
and on the considerations of child development, the conceptual nature (complexity, abstraction)
of subjects, and the appropriate modes of inquiry at each age range.
Stage Specific
Foundational Stage Preparatory Stage Middle Stage Secondary Stage
Age From 3 to 8 From 8 to 11 From 11 to 14 From 14 to 18
Group

Classes Pre-Primary Classes Classes 3-5 Classes 6-8 Phase 1 – Grades 9 and
to Class 2 10
Phase 2 – Grades 11 and
12
Curricular a. Curriculum - a. Curriculum is a. Inclusion of Phase 1 – Grades 9 and
Areas divided into divided into the Science (i.e., 10:
domains — following the study of a. 3 Languages
Physical Curricular Areas the physical b. 7 subjects —
Development, — and natural Mathematics and
Socio-emotional-  At least two world) and Computational Thinking,
ethical Languages Social Social Science, Science,
Development,  Mathematics Science (i.e., Art Education, Physical
Cognitive  Art Education the study of Education and Well-
Development, the human being, Vocational
Language and  Physical world), Education, and
Literacy Education b. Exposure to Interdisciplinary Areas.
Development, and Well- Vocational Each of these subjects
and Aesthetic being Education. will be a well-
and Cultural  The World c. Students integrated and
Development Around Us - engage more coherent study of
(informed by an formally with multiple disciplines; for
Panchkosha) interdisciplin knowledge example, in Science —
b. Emphasis on ary area that and values Biology, Chemistry,
mother tongue encourages Physics, and Earth
for language exploration Science.
and literacy and c. Art, Physical Education
development understandin and Well-being, and
and to ease, and g of both the Vocational Education
make more natural world would be examined
effective, and the social locally
learning in other world. Phase 2 – Grades 11 and
domains as well Aspects of 12:
work in a. More specialized and
Vocational Choice-based courses
Education to enable learners
are also feel more flexible
incorporated and free from rigid
into this boundaries between
Curricular academic areas and
Area. specialties.
b. The preparation b. Enable depth of study
is largely based on choices that
focussed on students make.
capacities and c. To ensure that
dispositions at students have a depth
this Stage. of learning across a
range of human
knowledge, students
will have to:

29 | P a g e
 i. Choose two
Languages from
Group 1, at
least one of
which is native to
India.
ii. Choose four
subjects (with an
optional fifth
subject) from at
least two of the
following
groups:
 Group 2: Art
Education,
Physical
Education
and Well-
being,
Vocational
Education
 Group 3:
Social
Science and
Humanities,
Interdisciplin
ary Areas
 Group 4:
Science,
Mathematics
&
Computation
al Thinking
(See Figure
2.3ii)
Pedagogy a. Largely play- a. Mainly activity- a. Judicious a. More self-study and
based and discovery- balance of exploration, with a
b. Emphasis on based pedagogy direct focus on becoming
nurturing, caring b. Gradually instruction fluent in the methods
relationships encouraging and of inquiry specific to
between the students to be opportunities the Curricular Area.
Teacher and the active within a for b. Classroom interactions
children formal classroom exploration should be a judicious
c. balance arrangement. and inquiry. mix of more direct
between self- c. Some proportion b. Learning instruction from the
paced individual of the self-paced from Teacher with
learning to a individual work to mistakes and discussion, seminars
more social be a part of the expanding for discussion,
group-based classroom activity, on past exploration, and
learning. while some amount knowledge discovery, and
d. Development of of homework can to be opportunities for
foundational be included. considered students to prepare
capacities in while individual and group
literacy and developing projects and present
numeracy with instructional key concepts of the
systematic tactics. discipline.
guidance from c. Within each
the Teacher as Curricular
well as Area, the
adequate time techniques
for the child to of inquiry
practice and should
always be

30 | P a g e
 repeat on their the main
own. focus.
e. Whole class
instruction to be
balanced with
time for children
to work on their
own, either with
materials or with
worksheets.
Assessme a. Mainly a. Combination of a. More formal Grades 9 and 10
nt qualitative observation of and explicit. a. Students must
observations by students’ activity, b. Focus on the successfully ‘pass’ Board
teachers, with correcting their specific examinations at the end
worksheets worksheets, and ways of of Grade 10.
serving as short, formal reasoning b. Examinations to be
information written within each conducted by the
sources about evaluations. form of respective Boards of
the progress of b. Periodic understandin examinations with
the child for summative g and not central evaluation
Grades 1 and 2 assessments should primarily on c. Examinations should
supplement the the recall of assess the Competencies
more frequent facts. defined in the Learning
formative c. Formal tests Standards for each
assessments. and Curricular Area
examination d. Assessment schemes
s play a role (question papers) for
with the Art, Physical Education
expectation and Well-being, and
that students Vocational Education
can process can be prepared by the
larger appropriate Board of
chunks of examinations, and both
information the assessment and
together for evaluation can be done
analysis and locally at the school
synthesis. level with external
d. Periodic examiners.
summative See figure 2.3i
assessments Grades 11 and 12
should a. To complete Grade
supplement 12, students should
the more ‘pass’ the Board
frequent examination. See
formative figure 2.3iii
assessments. b. Assessment schemes
(question papers) for
Art Education, Physical
Education and Well-
being and Vocational
Education can be
prepared by the
appropriate Board of
examinations, and
both the assessment
and evaluation can be
done locally at the
school level with
external examiners.
Resources a. For the first three a. Textbooks in the a. The content a. For Grades 9 and 10,
to be used years: areas of to reflect the textbooks can continue
o practical Language and engagement to be an important
playthings Mathematics. with source of content.

31 | P a g e
 including b. A variety of theoretical b. For Grades 11 and 12,
toys, children’s concepts and each semester-long
puzzles, literature should the course can have its own
picture complement the introduction specific course
books, and Language of theories compendium.
manipulativ textbook to and c. At this stage, a variety
es consolidate conceptual of content addressing
o learning students’ literacy frameworks specific concepts and
experience capacities. specific to methods of inquiry
s organised c. Materials and each form of should be made
through manipulatives understandin available to Teachers
physical continue to play a g. and the Teachers should
exploratio role in b. Shift to more choose appropriate
n of the Mathematics, abstract content packages to
classroom though emphasis ideas and meet the Learning
and shifts to symbolic the students Objectives of the
outdoor representation in are courses.
space correspondence expected to
b. For Grades 1 with concrete engage with
and 2, textbooks materials. unfamiliar
and worksheets d. The World Around contexts and
can start playing Us should rely less situations.
a bigger role. on the textbook c. The
c. Children’s and more on textbooks to
literature is a experiential play a
very important learning with central role
source of content physical in mediating
for language exploration as the the content.
and literacy main source of d. Both the
development. content. The expansion of
content needs to Curricular
be within the Areas and
familiar contexts the
of the student. engagement
with abstract
ideas and
unfamiliar
contexts
could be
challenging
for students.
e. Well-
designed
textbooks
with clear
expectations
and specific
learning
goals would
support
students in
entering
these forms
of
understandin
g in a
structured
and
systematic
manner.

32 | P a g e
 Fig.2.3ii
Group 1 Group 2
Languages Art Education Physical Education & Vocational Education
Well-being
 Languages native to  Indian Classical Music  Yoga & Lifestyle  Agriculture-General
India (Compulsory)  Folk Music  Sports & Nutrition Production
 Other Languages  Contemporary Music  Physical Education for  Agriculture – Seed
(Compulsory)  Theatre Students with Production
 Modern Indian  Puppetry Disabilities  Agriculture –
Languages  Sculpture  Biomechanics and Gardening
 Classical Languages  Fine Arts Sports  Automobile Servicing
 Foreign Languages  Folk Painting  Machining
 Graphic Design  Electronics
 Motion Pictures  Community Health
 Photography  Accounting Services
 Textile Designing  Data Entry &
Management
 Banking Services
 Retail Services
 Textile & Garments

Group 3 Group 4
Social Science Interdisciplinary Areas Mathematics & Science
Computational Thinking
 History  Business Studies  Mathematics  Physics
 Geography  Accounting  Computer Science  Chemistry
 Political Science  Sustainability and  Business Mathematics  Biology
 Psychology Climate Change  Advanced Mathematics  Earth Sciences
 Psychology & mental  Journalism  Probability & Statistics  Astronomy
Health  Indian Knowledge  Modern Physics
 Economics Systems  Biology
 Development  Legal Studies
Economics
 Sociology
 Philosophy
 Anthropology
 Archaeology

33 | P a g e
 Fig. 2.3i
Curricular Areas Subjects Examinations
Languages Language 1 External Examination
Language 2 External Examination
Language 3 External Examination
Mathematics & Mathematics External Examination

10th Board Certification

Computational
Thinking
Science Science External Examination
Social Science Social Science External Examination
Art Education Art Education Local Assessment with External
Examiner
Interdisciplinary Environmental External Examination
Areas Education
Physical Education & Physical Education Local Assessment with External
Well-being Examiner
Vocational Education Vocational Local Assessment with External
Education Examiner

Fig. 2.3iii
Subject 1 At least 1 of Group 1 Languages (ranging from basic proficiency External
Subject 2 these 2 to literary level) Examination
Languages
native to
India

Subject 3 Group 2 Art Physical Vocational Local

Education: Education Education: Assessment
Music, and Aligned to with

12th Board Certification

Dance, Well- NSQF External
Theatre, being: Examiner
Sculpture, Specific
At least 4 Painting sports/
subjects from games/
at least 2 of yoga
Subject 4 these groups Group 3 Social Science: History, Interdisciplinary External
Subject 5 Geography, Political Areas: Examination
Science, Economics, Commerce,
Philosophy, Psychology Environmental
and Sociology Education
Subject 6 Group 4 Mathematics & Science: External
Computational Thinking: Physics, Examination
Mathematics, Chemistry,
Programming & Coding, Biology
Business Mathematics

34 | P a g e
 SESSION 2
FAMILIARISATION WITH THE MAJOR
RECOMMENDATIONS OF NCF SE 23 (PART 2)

35 | P a g e
 Activity 3
School Subject Areas
Timings: 11.30 am -1.00 pm
Objectives:
 To enable participants to identify the major highlights of the recommendations in the
different subject areas.
Mode: Group Activity
Material required: PowerPoint Presentation, White Board, A4 Sheets
Handouts: Handout 2A (Language Education), Handout 2B (Mathematics Education), Handout
2C (Science Education), Handout 2D (Social Science Education), Handout 2E (Art Education),
Handout 2F (Education in Interdisciplinary Areas), Handout 2G (Physical Education and Well-
Being), Handout 2H (Vocational Education), Handout 2I (Template for Task 1)
Process:
Introduction:
1. Sensitize the participants that the NCF SE 23 presents comprehensive information on
different school subjects/areas of:
a. Foundational Stage
b. Language Education
c. Mathematics Education
d. Science Education
e. Social Science Education
f. Arts Education
g. Interdisciplinary Areas
h. Physical Education
i. Vocational Education
j. Secondary Stage Grades 11 and 12
2. Highlight the importance given to the above-mentioned areas in the NCF SE.
Task 1
3. Let participants be in 8 groups and assign one subject/area to each group as given
below:
a. Group 1: Language Education (Handout 2A)
b. Group 2: Mathematics Education (Handout 2B)
c. Group 3: Science Education (Handout 2C)
d. Group 4: Social Science Education (Handout 2D)
e. Group 5: Art Education (Handout 2E)
f. Group 6: Education in Interdisciplinary Area (Handout 2F)
g. Group 7: Physical Education and Well-being (Handout 2G)
h. Group 8: Vocational Education (Handout 2H)
4. Instruct each group to
 read the content given in the handout
 make a presentation on the major highlights of the area assigned

36 | P a g e
  take any one Curricular Goal and corresponding Competency for the area
assigned from the framework. Define an appropriate Learning Outcome as an
interim marker to track learning against the competency. Identify the content to
be taught, pedagogy to be adopted for teaching the identified content, and
assessment practice(s) for assessing the achievement of the identified LO and
competency.
5. Assign 25 mins for the task and 5-7 mins for presentation to each group.
6. Distribute handouts as highlighted above and handout 2I to all the groups.
7. Sensitize the participants about the strategy to read the NCF SE i.e. the flow for each
curricular area i.e. (Aims – Nature of Knowledge and current challenges – Learning
Standards – Pedagogy – Assessments)
8. Invite each group to make a presentation to the larger group.
9. Invite comments from the other groups.
10. Add on the missing points, if any.
11. Sensitize participants to read chapter 10 of the NCF document for Curricular Areas,
Grades 11 and 12, and read the detailed Curricular Goals for each subject along with
the competencies to be developed stage-wise as given in the NCF.
12. Debrief and close the session.
Note for the RP:
1. Participants can be in subject-wise groups as well.
2. Criteria for review of presentation of task by other groups
 Whether the Learning Outcomes are correct interim markers of the competency
identified
 Is the content identified is correct in achieving the identified Competency among
the learners
 Is the pedagogical approaches and assessment practices mentioned are in sync
with the NCF SE recommendations and enable the teachers to assess the
identified LOs.
3. Pointers for debriefing:
a. Engaging and effective Pedagogy – the entire range of age and context-
appropriate pedagogy, from play-based, activity-based, inquiry-based,
dialogue-based, and more. It also advocates the effective use of widely
available and highly engaging teaching-learning material including textbooks
b. Equity and inclusion – informed by principles to ensure equity and inclusion in
all its aspects, from content and pedagogy to school culture and practices.
c. Multilingualism and Indian Languages – necessary emphasis on multilingualism
and on learning languages native to India
d. Conceptual understanding and procedural fluency in Mathematics: The school
subject of Mathematics and Computational Thinking emphasizes conceptual
understanding and procedural fluency – to appreciate the beauty and
universality of mathematics and reduce fear of the subject. Higher-order
curricular goals – problem-solving, mathematical thinking, coding, and
communication
e. Capacities for Scientific Inquiry: Science Education emphasizes the development
of capacities for scientific inquiry

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 f. Interdisciplinary understanding of Social Science through themes – systematic
study of human societies and explore relationships between individuals, society,
the natural environment, social institutions, and organizations through themes in
an interdisciplinary manner at the Middle stage and developing disciplinary
depth at the Secondary Stage.
g. Flexibility and Choice in Secondary Stage: The secondary stage redesigned to
offer more flexibility and choice for students; no hard separation between
academic and vocational subjects, or between science, social science, art and
physical education.
h. Interdisciplinary Areas of Study: introduced as a separate subject of study at
the Secondary Stage to develop the ability to reason about contemporary
challenges using knowledge from multiple disciplines including moral and ethical
concerns.
i. Renewed emphasis on Art and Physical Education and well-being – Art
Education encompasses both visual arts and performing arts and has equal
emphasis on making, thinking about, and appreciating artwork. Physical
Education and well-being emphasizes sports, mind-body wellness through
practices like Yoga, and ideas on incorporating traditional Indian games and
sports into the curriculum.
j. Vocational Education: VE to be an integral part of school education, specific
learning standards, content, pedagogy, and assessments for VE for all stages of
schooling, proposes engagement in three different forms of work – work with life
forms (agriculture, animal husbandry), work with materials and machines and
work in human services.
k. Rethinking Assessment: Assessment of Learning, Assessment for learning,
Assessment as Learning; Self-Assessment, peer assessment, teacher assessment;
Constructive, developmental and learning-focused assessments
4. Reflective Questions: Participants can be asked a few reflective questions like the
following:
a. Developing interest and preference in reading among students
b. Developing reading skills of students
c. Activities for enhancing writing skills
d. Addressing specific learning disabilities in the classroom
e. Removing the fear of the subject of mathematics from among the students
f. Developing scientific temper among the students
g. Integrating Mathematics/Science/Social Science/Arts Education/Vocational
Education/Physical Education with other curricular areas
h. Developing capacities for scientific inquiry among students
i. Enhancing values such as collaboration, sensitivity, empathy, equality of
opportunities, respect for diversity and others, values mentioned in NEP 2020
through teaching of Science and other subject areas
j. Implications of the recommendations of the framework in the assigned area on
teaching practices
5. Subject-specific pages of the handout can be given to the groups

38 | P a g e
 Handout 2A (For Activity 3)
Group 1 Language Education
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Section 2.1 Aims
Language Education in schools must specifically aim to achieve:
a. Oracy and literacy: students develop fluency in expression and understanding of spoken
Language and demonstrate critical reading, writing, and comprehension capacities in
the Language.
b. Effective communication skills: capacity to use language to think and communicate well
in a variety of situations
c. Literary and creative capacities: capacities to appreciate literary aspects of Language
and be creative and imaginative in their spoken and written expressions.
d. Multilingual capacities: Making students an independent speaker, reader, and writer
in at least three languages (R1, R2 and R3), as laid out in NEP 2020.
These three languages are denoted R1, R2, and R3 in this document.
 R1: should preferably be the Language most familiar to the students, which would
be the mother tongue. If that is not possible because of practical considerations,
then it should be the State Language, which would be familiar- By age 8 (Grade
3)
 R2: Any Language other than R1- By age 11 (Grade 6)
 R3: Any Language other than R1 and R2 - By age 14 (Grade 9).
e. Appreciation and engagement in culture: Making students understand and appreciate
the rich linguistic cultures of India.
Section 2.4 Learning Standards
In the Foundational Stage, the focus is on building familiarity of students with two spoken
Languages (R1 and R2). At the end of this Stage, students are expected to:
 read fluently in R1 and comprehend what they read
 begin writing sentences in R1 to express experiences, themes, and what they see in
pictures
 gain some familiarity with reading and writing in R2.
In the Preparatory Stage, students develop
 proficiency in speaking and competencies in reading and writing in both Languages (R1
and R2).
By the end of the Middle Stage, students can:
 understand and appreciate the distinctive features of the language
 engage in collaborative discussions, debates, and presentations
 analyze and interpret what they read

39 | P a g e
  write independently with appropriate structure, grammar, vocabulary, and creativity
 acquire familiarity with the spoken form of the R3 language, along with basics of
reading and writing; read various simple texts with comprehension.
In the Secondary Stage, up to Grade 10
 In R1 and R2 Languages- Students:
o can use these languages for reasoning and argumentation and make effective
presentations
o can read and analyse a variety of texts (from early writing to contemporary
literature), articles, and documents.
o develop their critical reading and listening skills, their ability to evaluate
arguments, and make connections between different texts.
o refine their writing skills through persuasive essays, literary analyses, researched
writing, and creative writing.
o develop linguistic proficiency for academic
 In R3, students
o engage with different forms and types of literature and learn to apply the basics
of linguistic rules in speech and writing
o develop linguistic proficiency for academic use in the classroom to the extent
possible.
 Achieve higher level of familiarity, understanding, and interpretation of literature for at
least one of the Languages — R1, R2, or R3 — that is native to India.
In Grades 11 and 12, at least two languages will be studied, at least one of which is native to
India, and would be chosen by students from the pool of language and literature courses that
are offered.
Particularly for the learning of Languages, it is important to keep in mind that Curricular Goals
and Competencies must be attained by students in an integrated manner and not separately.
Section 2.6 Pedagogy and Assessment
2.6.1 Pedagogy for Languages
2.6.1.1 Strategies for Teaching R1 and R2
2.6.1.1.1 Preparatory Stage
a. Teaching for oracy
 Listening to a variety of texts and literature enhances students’ vocabulary, contributing
to proficiency in speaking a language.
 Listening to/watching the news (radio/TV), movies, serials, educational channels with
subtitles, and audio-video materials gives them an active sense of how to speak and
listen.
 Both free and guided conversations enable development of oral Language skills.
b. Developing reading comprehension
 Teachers must facilitate reading activities for developing the ability to understand
different texts.

40 | P a g e
  Dedicated Library hours will ensure that students continue to engage with a variety of
books on a wide range of topics.
 Some classroom strategies to develop reading comprehension are students reading
aloud, reading, and discussing what was read, repeated reading for fluency, doing
shared readings, guided readings, independent readings, relating readings to prior
knowledge, and summarising.
c. Developing writing skills
 Writing can be taught effectively through purposive speaking first. Teachers should then
expose students to different samples of writing forms and styles.
 Teachers should also model good writing for them. Teachers’ feedback on draft plans is
formative in developing a good piece of writing.
d. Developing vocabulary
 Learning new words and their uses must be integrated with other language skills and
should be part of daily instruction.
 Some useful strategies for developing vocabulary are helping students predict the
contextual meaning of words, engaging them in word games and word-building
activities, teaching them to use a dictionary extensively, and encouraging them to use
new words they acquire in speech and writing.
 Students can also develop their range of vocabulary by engaging with books from the
Library.
2.6.1.1.2 Middle Stage
a. Teaching critical listening and oral presentation skills:
Some specific classroom activities can include panel discussions, debates, interviews, anchoring,
public speaking, and reviews of movies, plays, or short films.
b. Developing reading skills:
i. Functional reading skills can be taught through samples of applications, letters, reports,
invitations, emails, essays, posters, and circulars.
ii. For developing literary reading skills, teachers can conduct a variety of literature-
related activities (e.g., choosing a genre for the week, or a theme for the week).
iii. For developing critical reading skills, the Teacher encourages independent student
reading of a fiction or non-fiction text and gives space to discuss the intent of the author,
understand the context, identify core content, and interpret possible meanings thus
enabling critical reading.
c. Activities for developing writing skills:
i. Functional Language writing skills: Teachers should provide students with opportunities
to write a variety of forms including essays, reports, emails, blogs, and social media
comments and posts.
ii. Literary Language writing skills: This should include experiential writing – i.e., where
students are encouraged to write based on their own experiences and writing
appreciation or critique of literary works.

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2.6.1.1.3 Secondary Stage
a. Oral presentations
Teachers must use methods such as role-play, group discussion, debate, open house dialogue,
and interviews to allow students to ask questions and learn to respond impromptu.
Club-based activities, assembly gatherings, and celebrations in the school should be used as
platforms to practise these methods and should not be seen as a separate exercise.
b. Developing reading skills
i. Literary Language skills: At the Secondary Stage, students should be encouraged to
participate in group activities in critically analysing a literary text in the class (by
engaging with questions related to form and vocabulary used, and ideas and feelings
provoked) and participate in the activities of the school literature club, poetry house,
and fiction-reading groups.
ii. Critical reading skills: The Teacher should focus on enabling students to make meaning
of a variety of texts, move from initial impressions to a closer reading of the text by
asking questions related to the effect of words and ideas expressed, and how the effect
of the language used in a text is working for specific purposes.
iii. Exposure to reading multicultural texts: Teachers must bring a variety of texts from
different regions and languages and should encourage students to read and then share
views on them. Activities such as the comparison of literary works of two different writers
can be done effectively by inquiring into the author’s voice, cultural background, and
context of the work, and talking about other similar works in the genre. Projects, plays,
folk music performances, and posters are important ways in which students in this Stage
can be introduced to texts from a different era.
Multicultural texts should be available in the Library for students to read in their free
time.
c. Developing writing skills
i. Functional Language writing skills: Students should be given enough opportunity to
practise writing reports, essays, notes, applications, letters to editors, advertisements,
and notices. Students should also be encouraged to write in magazines, newsletters,
newspapers, and blogs.
Teachers must encourage students to make well-planned and scripted videos, plan for
educational YouTube channels and podcasts, and should guide students to pick the right
kind of content for these means.
ii. Literary Language writing skills: Teachers must ensure students practise writing poems,
stories, or plays with literary devices (e.g., similes, metaphors, hyperbole, irony, puns,
and oxymorons).
2.6.1.2 Strategies for Teaching R3
2.6.1.2.1 Middle Stage
a. Listening and oral development
 Listening and talking about movies, plays, and short films.

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  Engaging students in basic conversations to develop day-to-day speaking skills in the
language.
b. Development of reading skills
 reading short stories and poems
 read in the language purposively for events such as ‘book for the day’ and ‘author for
the day’
 reading functional material such as recipe books, formal and informal letters, and
invitations.
c. Development of writing skills
 Simple activities such as diary writing, letter writing, and short story writing
2.6.1.2.2 Secondary Stage
The pedagogic strategies for R3 in this Stage will resemble the techniques employed in the
teaching of R1 and R2 for oral, reading, and writing proficiency in the Secondary Stage. The
degree of complexity of literary texts used may not equal those of the texts used in R1 and R2,
but the essential linguistic and literary skills developed could be aimed at matching those of R1
and R2 as much as possible.
2.6.2 Assessment in Languages
Few key principles for assessment in Language are:
i. Students must be assessed for their:
a. fluency and proficiency in the language(s) taught,
b. ability to effectively communicate in those language(s),
c. skill of reading and writing in various forms, such as picture descriptions, simple
stories, complex essays, literary descriptions, and research papers.
ii. Students must be assessed for their:
 fluency and proficiency in reading and comprehending a wide variety of texts,
 ability to answer questions based on familiar/seen as well as unseen
passages/unfamiliar text,
 ability to produce a variety of written materials such as essays, letters, posters, and
other creative writing pieces, oral communication in class discussions, debates, role
plays and other forms of presentation
Source: NCF SE 2023

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Please note:
 Learning Standards (Curricular Goals and Competencies) are given on page 241
onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

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 Handout 2B (For Activity 3)
Group 2 - Mathematics Education
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
The specific aims of Mathematics Education in this NCF are as follows:
a. Basic Numeracy.
i. Fluency in quantifying and performing calculations for basic daily interactions
ii. Fluency in numbers and number operations using Indian numerals and capacities
to handle situations that involve space and measurement.
b. Mathematical Thinking.
a. Capacities for identifying patterns, explaining patterns, quantifying and
measuring, using deductive reasoning, working with abstractions, and
communicating clearly and precisely are some illustrations of mathematical
thinking.
c. Problem Solving.
a. Clear and precise formulation of problems and puzzles, knowing the
appropriate mathematical concepts and techniques that can model the problems,
and possessing the techniques and the creativity to solve the problems
d. Mathematical Intuition.
a. Developing an intuition for what should or should not be true in Mathematics.
b. Focusing on the common themes and patterns of reasoning across mathematical
areas, guessing correct answers (in terms of, e.g., ‘order of magnitude’) before
working out precise answers, and engaging in informal argumentation before
carrying out rigorous proofs.
e. Joy, curiosity, and wonder.
a. Discovering, understanding, and appreciating patterns and other mathematical
concepts, ideas, and models.
Section 3.4 Learning Standards
In the Foundational Stage, attaining foundational numeracy which includes understanding Indian
numerals, adding and subtracting with Indian numerals, developing a sense of basic shapes and
measurement using non-standard tools, and early mathematical thinking through play.
In the Preparatory Stage, develop capacities in procedural fluency, and mathematical and
computational thinking to solve problems from daily life.
In the Middle Stage, developing the ability to form rules to understand, extend, and generalize
patterns, solve problems and puzzles.
The Secondary Stage focuses on developing the ability to:
 justify claims and arguments through logical reasoning
 work with abstractions and other core techniques of Mathematics and Computational
Thinking, such as the mathematical modeling of phenomena and the development of
algorithms to solve problems.

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Across the Stages, students develop mathematical skills such as problem-solving, visualization,
optimization, representation, and communication, and thereby develop the capacities of
Mathematics and Computational Thinking. Through creating and solving puzzles, pictorials, word
problems, and optimisation problems, various values and dispositions such as perseverance,
curiosity, confidence, rigour, and honesty would be developed across grades.
Section 3.6 Pedagogy and Assessment
3.6.1 Pedagogy for Mathematics
3.6.1.1 Instructional Practices
a. Students should be exposed to multiple ways of seeing the same mathematical concept.
This could be through pictures, symbols, different motivations or applications, and
different descriptions in spoken language.
b. The Teacher should encourage students to express their understanding in their own words
using mathematical vocabulary and terms.
c. The Teacher should provide opportunities for students to engage in meaningful
discussions involving questions that require explanations (such as ‘How could you explain
your thinking to someone just beginning to learn this?’ or ‘How do you know?’).
d. The Teacher can incorporate problem-solving tasks in the classroom that serve multiple
purposes. Problems can be chosen to review concepts previously studied by students and
link them to new concepts.
e. Teachers can use physical models, diagrams, graphing calculators, simulations, computer
algebra systems, games, and other tools to help students model situations, visualize
concepts, think through a problem, and devise strategies for solutions.
f. Small-group work involving discussions and problem solving can be an effective way of
learning Mathematics.
g. Meaningful practice, through worksheets, puzzles, games, mental and oral Mathematics,
group work, and homework involving paper and pencil, should be an integral part of
the Mathematics classroom.
h. During the Middle and Secondary stages, opportunities should be provided for reading
simple mathematical text and writing mathematical content.
3.6.1.2 Some Suggested Methods of Teaching
a. Play-way (activity-based) method: In play-way or activity-based learning, students
use toys, games, and puzzles to explore mathematics. This may involve physical games,
or games/activities involving aids such as dice, puzzles, dominoes, and building blocks.
b. Inquiry-based method: This method allows students to explore mathematical content by
posing, investigating, and answering questions and sharing their findings with their peers
for them to critique.
c. Problem-solving method: Word and logic puzzles (including puzzles that use
elimination grids to solve logic problems) are a fun way to teach deductive reasoning.
d. Inductive method: Presenting students with a series of individual concrete cases, and
asking them to come up with a generalized and abstract mathematical representation
of these cases.
e. Deductive method: In the deductive method of teaching, the student proceeds from
general to particular, from abstract to concrete, or from formula to examples. Here, a
pre-established rule or formula is given to the student, and they are asked to solve the

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 related problems by using that formula or to prove theorems using definitions, axioms,
and postulates.
3.6.1.3 Integrating Mathematics with Other Curricular Areas
Mathematics learning can be made more meaningful and interesting by integrating it with other
curricular areas. Some possibilities for doing this are described below:
a. Integrating Mathematics and Art: Some ideas for integrating Art in the Mathematics
classroom are:
i. Creating and analysing different rangoli/kolam patterns.
ii. Creating origami, and using it to understand angles, symmetries, and how a 2D
object can be transformed into a 3D one.
iii. Recognising geometries and symmetries in art and architecture.
iv. Symmetry can also be explored through dance and movement by assigning
mirroring exercises for students.
v. Pattern activities could also include art forms, like weaving, embroidery, and
beadwork, where patterning is heavily reliant on mathematical precision, grids,
and matrices.
vi. Music is an extremely useful way to understand fractions since it uses full notes,
half notes, quarter notes, and one-eighth notes which also relate to tempo in
terms of ek gun, dugun, trigun, chaugun. The way frequencies are chosen in music
also involves understanding simple fractions due to what sounds good and most
resonant to the ear. For example, the ratio of frequencies of the top and bottom
Sa in a saptak is 2:1, and the ratio of frequencies of Pa and Sa is 3:2.
b. Integrating Mathematics and Sports: Integrating mathematics and Sports can benefit
students who enjoy sports and see the relevance of measurement, unit conversion,
probability and statistics, scoring systems, and trajectories of thrown objects in the
context of sports. Student projects can explore mathematical connections such as in the
Fosbury Flop in high jump or the Duckworth Lewis Scoring System in cricket.
c. Integrating Mathematics and Science. The appearance of the Virahanka numbers and
the golden angle in nature (e.g., in pinecones, sunflowers, daisies, kaner and tulsi plants)
make for an excellent interdisciplinary journey of discovery.
Similarly, other Curricular Areas can also be integrated with Mathematics to understand and
see more meaning of Mathematics in daily life.
3.6.2 Assessment in Mathematics
A few key principles for assessment in Mathematics are:
a. Students must be assessed for understanding of concepts and mathematical skills and
capacities, such as procedural fluency, computational thinking, problem-solving,
visualisation, optimisation, representation, and communication.
b. Students must be assessed through a variety of ways, e.g., solving a variety of problems
testing procedural knowledge and conceptual understanding in key mathematical
concepts, geometric reasoning, algebraic thinking, word problems, and working in
groups to solve mathematical problems.
c. Open book assessments can go a long way towards reducing anxiety in students.

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Examinations could provide ‘fact sheets’ consisting of information, such as formulae, and
definitions, so that students need not memorize them but use them in actual problem-solving.
Source: NCF SE 2023

Please note:
 Learning Standards (Curricular Goals and Competencies) are given on page 273
onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

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 Handout 2C (For Activity 3)
Group 3 - Science Education
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Section 4.1 Aims
Science Education aims to enhance the following among the students:
a. Scientific understanding of the natural and physical world through specific
observations, questions, experiments, theories, laws, principles, and concepts.
b. Capacities for scientific inquiry. The abilities to put forth hypotheses, arguments,
predictions, and analyses, and to test hypotheses, evaluate situations, and draw logical
conclusions, are fundamental to the learning of Science.
c. Understanding the evolution of scientific knowledge will develop students’
understanding of how scientific knowledge and the methods of science evolved and still
evolve over time.
d. Interdisciplinary understanding between Science and other curricular areas. Learning
in Science involves understanding interlinkages across disciplines. Concepts, principles,
laws, and theories cannot be viewed as isolated, but instead, they together contribute
to a holistic understanding of the world.
e. Understanding of the relationship between Science, Technology, and Society.
Engaging with issues related to connections between Science, Technology, and Society,
including the ethical aspects and implications, and appreciating the role Science plays
in addressing the challenges and the world is undergoing, will add to the breadth of
students’ learning.
f. Scientific temper. Developing the capacities for critical and evidence-based thinking
and freedom from fear and prejudice; enhancing scientific values and dispositions such
as honesty, integrity, scepticism, objectivity, tenacity, perseverance, collaboration and
cooperation, concern for life, and preservation of the environment among students.
g. Creativity. Developing creativity and a sense of aesthetics in the pursuit of scientific
understanding and exploration.
Section 4.4 Learning Standards
4.4.1 Curricular Goals and Competencies
In the Middle Stage and Grades 9 and 10 of the Secondary Stage, Science is taught using an
integrated approach. This integrated approach
 develops fundamental capacities related to the disciplines of Biology, Chemistry, Physics,
and Earth Science
 helps students appreciate the interrelations between these subjects and make sense of
their observations and experiences.
At all Stages, along with conceptual understanding, the capacities of scientific inquiry are
developed as age-appropriate through discussion and experimentation, and learn to
communicate this understanding in different ways.

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Section 4.6 Pedagogy and Assessment
4.6.1 Pedagogy for Science
4.6.1.1 Pedagogic Principles
Science pedagogy across stages must be informed by the following principles:
a. Learning Science requires an active engagement of students with the world around them
to understand it. Science pedagogy achieves this through:
i. Simulating the processes of Science such as asking questions, hypothesising,
observing, testing, finding evidence, collecting data, analysing, modifying
conclusions, communicating, and re-questioning.
ii. Exposing students to a variety of aspects of learning Science in varied settings
— the laboratory, classroom, and field — through approaches such as inquiry,
discovery, didactic, and hands-on Science.
iii. Encouraging and sustaining curiosity by providing varied experiences that may
challenge students’ existing notions and ideas.
b. Learning Science requires communication and sharing of ideas and observations. Science
pedagogy achieves this through:
i. Using scientific vocabulary during instruction and creating a variety of contexts
and situations for students to communicate their understanding, ideas, and
observations.
ii. Peer and collaborative learning.
c. Learning Science requires a gradual increase in the capacity to engage with complex
and abstract ideas, aligned with the cognitive and procedural capacities of students.
Science pedagogy achieves this by building on students’ existing knowledge and using
multiple representations (mathematical, graphical, diagrammatic, and models).
d. Learning Science requires making linkages between knowledge for the holistic and
multidisciplinary learning emphasized in NEP 2020. Science pedagogy achieves this
through:
i. Connecting scientific knowledge inside and outside the classroom.
ii. Horizontal connections with other curricular areas.
e. Learning Science enables the development of certain values, such as collaboration,
sensitivity, empathy, equality of opportunities, respect for diversity, and other values
mentioned in NEP 2020. Science pedagogy must facilitate this process.
4.6.1.2 Recommended Pedagogical Approaches and Settings
The same pedagogical approach can be used across the three settings most suitable for learning
Science - the classroom, the field, and the laboratory. The following is a list of considerations
based on which Teachers can choose pedagogical approaches and settings:
a. The nature of a concept should guide the decision regarding the approach and setting.
For example, speed can be discussed in the playing field, but the structure of a cell
requires a microscope.
b. The approach and setting chosen should enable the attainment of learning outcomes and
competencies.
c. Each of the recommended approaches and settings must be selected at least once in an
academic year, if not more. This will ensure exposure to varied approaches and settings.

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 d. Even when Teachers choose a didactic approach, areas that students could have
potentially inquired about or discovered should be highlighted.
a. Hands-on Science
The most important part of learning Science is actually ‘doing Science’ through hands-on
experiential learning. ‘Doing Science’ can range from trial and error, using materials around
them, or using basic scientific instruments (measuring instruments), and laboratory apparatus.
b. Discovery approach
Teachers may create opportunities or draw attention to natural phenomena that students can
explore further. Often, this discovery is followed by other, more structured approaches to ensure
learning.
c. Inquiry approach
The inquiry approach
 allows students to navigate through unknown questions and explore solutions on their
own
 engages students with systematic observation, visualizing, experimenting, inferring,
communicating, and discovering relations
 allows Teachers to choose the appropriate type of inquiry concerning the concept and
to scaffold (support as per need) students’ learning.
d. Project-centred approach
This approach allows
 learning within the classroom to continue outside the classroom and extend over a period
of time
 students to develop artefacts/products (charts, presentations, speeches) that reflect and
communicate their emerging understanding
 integration of concepts across different curricular areas.
e. Didactic approach
Often, teaching Science involves communicating certain important information in the form of
scientific terms, phenomena, and the historical development of concepts and ideas. In this
approach, the Teacher largely regulates the direction and flow of the lesson. For example, after
students have discovered changes in the length of the shadows throughout the day, the Teacher
can explain the effect of the position of the sun on the length of the shadow and how students
can use it to keep track of the time as well.
f. Demonstration
The Teacher demonstrates the working of certain instruments or outcomes of experimental set-
ups to draw the attention of the students to relevant concepts and enrich students’ learning
experiences of the concepts.
4.6.1.4 Resources in Science Teaching
Science laboratories are essential for a good Science Education class. However, there are no
separate rooms for Science laboratories in the majority of Middle schools currently, although

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Science kits are provided. In this situation, Teachers can use their classrooms or any open space
for conducting experiments. The following must inform the use of resources:
a. The materials and equipment should be simple and easy to use.
b. Improvised apparatus can be made using inexpensive materials to extend the use of
materials beyond the Science kit. For example, a measuring jar can be made out of
discarded transparent glass bottles, - using measuring cups (that usually come with syrup
bottles) and syringes for calibration.
c. At this Stage, if the school can provide dedicated lab space, with adequate space for
simple materials and resources, it must be done.
d. Classrooms, especially in the Middle Stage, must allow the doing of Science. At the same
time, all safety considerations must be kept in mind.
e. Tinkering laboratories – informal spaces where students can ‘play’ with simple scientific
materials and equipment independently – can be set up in any room within the school.
This will help students strengthen design thinking, creating, and experimental capacities.
Initially, students would have to be supported by the Teacher.
f. Students at the Secondary Stage would require standard scientific equipment and
apparatus and basic infrastructure in which they can perform experiments with
convenience and safety. Therefore, Secondary schools should have well-equipped,
resourceful, and spacious Science laboratories to conduct Science experiments and
investigations.
4.6.1.5 Classroom Management
The flexibility of the classroom is key in terms of allowing enough space to accommodate a wide
range of activities.
The displays, charts, and other TLMs in the classroom should change and get renewed in sync
with the concepts being dealt with in the classroom. Some storage space in the room makes it
easier for the Teacher to have materials handy.
Classroom arrangement should complement instructional strategies – one way to ensure this is to
have the same classroom for Science lessons, with students coming to the room. Having a
dedicated Science classroom for Middle and Secondary Stages will also help in managing the
resources efficiently and reduce the operational load for the Teacher.
4.6.2 Assessment in Science
The following principles must inform assessment in Science across Stages:
a. Students must be assessed for understanding of concepts and for the ability to use the
scientific method, i.e., observe, ask questions, hypothesise, predict, experiment, collect
data, infer, predict, analyse, decide, and evaluate.
b. Students must be assessed through a variety of ways, e.g., answering good questions,
designing, and conducting experiments, developing models, and participating in
debates and discussions.
Source: NCF SE 2023

52 | P a g e
Please note:

 Learning Standards (Curricular Goals and Competencies) are given on page 298 onwards in
NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

53 | P a g e
 Handout 2D (For Activity 3)
Group 4 – Social Science Education
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Section 5.1 Aims
Social Science Education in schools must aim to achieve:
a. Understanding how society functions: Learning Social Science leads to the understanding
of how societies function through the interplay of historical, geographical, social, cultural,
economic, political, environmental, and other factors.
b. Capacities for inquiry in Social Science: Students will develop capacities for carrying
out and applying the methods of inquiry available in Social Science, including:
i. Sourcing, verifying, and cross-validating evidence through multiple sources,
interpreting this evidence, and constructing coherent narratives
ii. Recognising features of the physical world, spatial and temporal patterns, map
reading, analysis, and interpretation of various interconnected concepts and
processes
iii. Creative and critical thinking, forming informed opinions, demonstrating logical
decision-making, and having a problem-solving disposition.
iv. Collecting, organizing, analysing, and representing data and information on
various issues — historical, geographical, cultural, economic, environmental, and
socio-political
v. Proposing meaningful responses to contemporary concerns of society based on
these methods of inquiry
c. Responsible human beings and contributing citizens:
Social Science can play a unique role within the school curriculum to enable the
Knowledge, Capacities, and Values, and Dispositions that underpin this purpose of
education as committed to in NEP.
Section 5.4 Learning Standards
Social Science as a separate subject begins at the Middle Stage. It builds on the capacities built
in the Preparatory Stage, primarily through the study of the subject The World Around Us. In
the Middle Stage, these general capacities of observation, data collection, and the basic
understanding of social life are further sharpened to enable methods of inquiry and
understanding of conceptual structures within Social Science. While in the Middle Stage,
understanding and capacities are developed in an integrated manner, in the Secondary Stage
(Grades 9 and 10), students more formally enter the disciplinary domains of History,
Geography, Economics, and Political Science.
This enables them to develop disciplinary rigour in both, the methods and concepts of Social
Science.
Section 5.6 Pedagogy and Assessment
5.6.1 Pedagogy for Social Science

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5.6.1.1 Pedagogical Considerations
The following pedagogical considerations should be kept in mind while planning for Social
Science classes:
a. Classroom transactions should help students engage with the method of doing Social Science
so that learners can appreciate the methods for knowledge creation in Social Science. For
instance, students may be encouraged to notice patterns in the distribution of different forms of
government, such as democracies, monarchies, and dictatorships across the globe and propose
reasons (historical, geographical, socio-political, and economic) for the existence of those
patterns.
b. Classroom teaching should inculcate an awareness and appreciation of normative concerns.
Students should be given opportunities to reflect on various social and environmental issues in
their own environment.
c. Multidisciplinary thinking should be encouraged and supported to ensure that students
develop a holistic and integrated understanding of concepts as they appear in society. Any
event in history needs to be interpreted in the socio-political or economic contexts of its origin;
any geographical phenomena should be evaluated from its impact on space and human lives
and its influence on the economy and society.
d. A Social Science classroom should be a place for contesting ideas, debating, and arguing
with empathy and care. Students must be encouraged to share their diverse experiences and
reasoning without the fear of being judged or ridiculed.
e. Facts and concepts in Social Science should be made relevant to the students’ contexts and
experiences. Such sharing and interactions must be respectful of the cultural and socio-economic
differences and multiple perspectives among students.
f. Concepts in Social Science need to be clarified with adequate depth and rigour: In a Social
Science classroom, adequate time and attention should be given to concept formation and
clarity.
g. The opportunity to engage with various social-political and environmental matters through
investigating and interpreting multiple sources of evidence available, such as documentaries,
literature (books, local stories, travelogues), newspaper reports, and relevant films should be
undertaken.
h. Authentic tasks/performance-based tasks, such as project-based learning activities and
assignments, should be incorporated to give learners an opportunity to develop different types
of capacities such as surveying, data analysis, problem solving, and collaborative skills to
validate and investigate their assumptions and beliefs.
5.6.1.2 Pedagogical Strategies
To design lessons around these considerations, there are many strategies that Teachers can
deploy. Illustratively:
a. Inquiry: Inquiry-based methods help students understand how social scientists generate
knowledge. For instance, students can make and test hypotheses about factors that influence
migration in their locality or region, the genesis of various settlement patterns in their region,
why specific types of occupations are more prevalent in specific regions, and so on.

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b. Issues-based learning: Issues-based learning can be a conducive tool for acquainting
students with various aspects of social realities, integrating perspectives from different
disciplines in investigating the causes of problems, and thinking about relevant social action. For
instance, students may consider the problem of drinking water shortage in their area, which may
involve engaging with questions such as – What are the available sources of water? How does
water consumption differ across different parts of the region/ locality? Are there wastages that
can be avoided? How is water being made accessible to all sections of society? Is there unequal
distribution? What steps are being taken to purify water? How is it being made available to
the poorer sections of society?
c. Conversations, discussions, and debates: Conversations should lead to focussed discussions
on concepts, ideas, belief systems, and value claims. Sometimes these discussions may turn into
debates in the classroom. It is important to encourage such debates, as it provides students with
the opportunity to put forth their perspectives, resolve conflicts, iron out contradictory ideas, and
learn from each other.
d. Role plays and simulations: Role plays and simulations may help students explore decision-
making processes and find means for conflict resolution. For instance, role plays of the Gram
Panchayat/Corporation may be used as a vehicle to explain the functioning of a democratic
institution.
e. Community service and field excursions: Community Service involves concrete experiences
for learning concepts from the curriculum, enabling students to develop the desired values.
Students may take up various projects to work with local government agencies to acquire first-
hand experience of issues and work with people in need. Similarly, field excursions are
meaningful ways of engaging with the content, e.g., nature walks, heritage walks, food walks,
and visits to police stations, museums, post offices, planetariums, and government and digital
archives.
f. Reflective essays: Students can write reflective essays on various topics related to the
curriculum. These essays can also be used by Teachers to assess the extent to which students
have learnt the desired concepts and skills.
g. Project work: Effective Social Science teaching happens when students collaborate for a
project or a specific task. These could be conducting surveys and interviews (e.g., household
surveys, interviews with stakeholders of the society such as village sarpanch), drawing a map of
their classroom, investigating historical sources in their region, tabulating the types of
bazaars/markets.
h. Some specific opportunities for projects to create models and artefacts: Students should be
given opportunities where they can apply their knowledge to create models and artefacts. These
could be in the form of poster-making, collections (old coins, newspapers, stamps, types of rocks,
leaves, flowers, photographs, pamphlets), models (2-dimensional or 3-dimensional, e.g.,
monuments, volcanoes, still scenes), videos of rallies/haat bazaars/ book fairs/any social events
in their surroundings.
5.6.2 Assessment in Social Science
Some of the key principles having particular relevance to Social Science
a. Students must be assessed for their:

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  understanding of core ideas, facts, and concepts in Social Sciences
 ability to demonstrate an integrated understanding of how society functions through
an interplay of historical, geographical, social, cultural, economic, political, and other
factors.
 ability to look forward and think out possible strategies to tackle current or future
social, political, and environmental issues (not for the effectiveness of those proposed
strategies, which often cannot be assessed, but for the thinking processes the students
engage in and their use of a range of materials, factors).
b. They should be assessed on the skills and dispositions that foster inquiry in Social Sciences,
e.g., sourcing and interpreting evidence, tracing continuity and change, recognising spatial
patterns, respect for diversity.
c. Students must be assessed through a variety of ways, e.g., answering questions using reasoning
and evidence, conducting field surveys, map reading and interpretation, developing
geographical models, participating in debates and discussions.
Source: NCF SE 2023

Please note:

 Learning Standards (Curricular Goals and Competencies) are given on page 325
onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

57 | P a g e
 Handout 2E (For Activity 3)
Group 5 – Art Education
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Section 6.1 Aims
Through a good, effective Art Education programme, schools must aim to achieve:
a. Joy in exploring and creating artwork: This would mean gaining a variety of aesthetic
experiences and deriving joy from all forms of art.
b. Imagination and creativity: Acquiring and applying creative thinking and artistic capacities
through experimentation and sustained practice in the Arts is at the heart of Art Education.
c. Empathy and sensitivity: Meaningful experience in the Arts has great potential to nurture
empathy and sensitivity towards the expressions of others.
d. Understanding of connections with other disciplines: The Arts teaches appreciation of
beauty in nature and the observation of details and patterns. This approach to the
understanding of disciplines makes for aesthetic experiences in themselves.
e. Sense of belonging: Through artistic engagement, students will find connections to their own
culture and traditions, as well as learn an appreciation for India’s multicultural diversity and
knowledge of contemporary artists and art practices.
Section 6.3 Approach to Art Education
NEP 2020 mentions that
…no hard separation among ‘curricular’, ‘extracurricular’, or ‘co-curricular’, among ‘Arts’,
‘Humanities’, and ‘Sciences’, or between ‘Vocational’ or ‘academic’ streams. Subjects such as
Physical Education, Arts and Crafts, and vocational skills, in addition to Science, Humanities, and
Mathematics, will be incorporated throughout the school curriculum.
This NCF, therefore, places the Arts as one of the main Curricular Areas. It recognises the vast
diversity of cultural expressions that exist across the length and breadth of India. Local art and
cultures would be the starting point for Art Education in all Stages of school education.
This approach aims to develop an understanding among Teachers and students that the Arts are
around us as an integral part of our lives and an essential subject for students of all Stages of
education.
6.3.2 Art Integration
In addition to teaching and learning the Arts as a subject, the Arts must also be integrated into
the classroom practices of all other subjects.
Teachers of all subjects can explore Art integration in their classes. It provides experiential and
joyful learning opportunities for students by focussing on meaningful linkages between
knowledge of the Arts and the knowledge of other subjects.

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Art integration works well when Teachers collaborate. When Teachers of other subjects
collaborate with Arts Teachers, they share the responsibility of ensuring that every student
understands concepts through various modes of engagement. This also helps students express
their curiosity, inquiry, and creativity in multiple forms.
Art integration works well when it addresses the Goals and Competencies of Art as well as other
subjects. From the processes of planning, through classroom practices and to assessment,
Teachers must ensure that the goals of all subjects involved, including the Arts, are given equal
importance.
Concepts and processes are emphasised in Art integration. It is important to understand that not
all activities that involve drawing and construction can be presumed to fulfil Art goals.
For example, copying a science diagram from a book is not Art integration. Furthermore, the
ability to observe, visualise, draw well, or build something is as much a desirable capacity in
the Sciences as it is in the Arts.
Arts integration cannot be a replacement for dedicated Art classes in the school curriculum. The
Arts have their own content, skills, methods, and processes that require dedicated space and
time for developing knowledge and practice. NCF focusses on Art Education specific to
knowledge of the Arts, along with Learning Standards in the Visual and Performing Arts. This
would not only guide Teachers in teaching the Arts as a subject, but also find meaningful
connections with other subjects to integrate concepts, content, pedagogy, and assessment
practices.
6.3.3 Emphasis on Process, not Product
Process, more than the product, is central to learning the Arts. Art curricula across the world have
recognised the educational value of developing frameworks for Art Education which focus on
artistic processes, such as ideation, creation, production, performance/presentation, response,
review, and making connections. This ensures that Teachers and students focus on all aspects of
development (cognitive, affective, psychomotor, socio-emotional, and language) while learning
the Arts. Accordingly, the Learning Standards integrate the thinking, making, and appreciation
processes that are fundamental to Art Education.
Section 6.5 Learning Standards
In the Foundational Stage, the Arts contribute to the sensorial, physical, socio-emotional,
aesthetic, and cultural development of young children. They use the space around them freely
and imaginatively while creating body movements, sounds, and images to express themselves
in various art forms. They experiment with objects, materials, and tools playfully and instinctively.
They also express their responses to the arts in various verbal and non-verbal ways.
In the Preparatory Stage, students continue their artistic explorations while also developing a
curiosity towards local art forms and artists. They learn to exercise their choice of materials,
tools, and themes for creative expression. In this Stage, they are initiated into the processes of
ideating, reviewing, editing, rehearsing, and completing artwork while working individually and
collaboratively.
The objective of Art in the Middle Stage is that students develop an appreciation for the artistic
and cultural diversity of their region and other parts of India. They are introduced to basic
concepts, techniques, and processes across the Visual and Performing Arts, as well as local Art

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traditions from different parts of India. Through regular Art practice, students in this Stage are
expected to enhance their imaginative and creative capacities, as well as their appreciation of
effort, originality, and refinement in artwork.
In Grades 9 and 10 of the Secondary Stage, students develop an awareness of the wide scope
of applications in the Visual and Performing Arts. Along with the rigorous practice of
fundamental techniques and processes, students develop the capacity to interpret and evaluate
artwork. The larger objective at this Stage is to inspire meaningful connections between the Arts
and their own lives through a deeper engagement with diverse artistic expressions.
Across the Stages, the Arts nurture creativity and aesthetic sensibilities in all students. At every
Stage, collaborative work provides opportunities for developing mutual appreciation, respect,
love, compassion, patience, persistence, and hard work. Most importantly, the Arts focus on
instilling joy and pride in India’s rich artistic and cultural diversity.
The Learning Standards are for the Visual Arts, Theatre, Music, and Dance and Movement.
Section 6.7 Pedagogy and Assessment
6.7.1 Pedagogy for Art Education
Some common underlying pedagogic principles applicable across all Stages of school education
are below:
a. Art Education must be primarily process focussed: The products of Art and performances are
organic consequences of the various artistic processes that are enjoyable and become markers
of learning achievement. A Teacher would, therefore, need to closely observe every student’s
involvement in the processes of thinking, making, and appreciating artwork while giving the final
products of Art and performances their ‘smaller’ due place.
b. Pedagogy must be driven by students’ experiences and collaboration: When students’
expressions become the starting point in art classes, they would be able to connect Art concepts
more meaningfully.
c. Variety and variations must be encouraged: It is important for students to seek variety and
create variations even while repeating or reproducing tasks in Art. The focus of the Arts is to
discover newness even in the most familiar experiences.
d. Pedagogy that connects multiple Art forms: Drama and Theatre by nature are composite Art
forms that include knowledge and processes of Visual Arts, crafts, design, Literature, Music,
Dance, and Movement. It is important for students to not only learn specific Art forms in a
focussed manner, but also discover the connections among various Art disciplines.
e. Local resources, Art, and culture must be emphasised: The inclusion of local culture in Art
pedagogy could provide variation in perspective to counter popular culture while also making
room for inquiry, analysis, and critical appreciation.
f. Many opportunities for Art exposure and aesthetic appreciation must be made: The larger
aim of developing aesthetic sensibilities and cultural literacy can only be achieved when students
are sufficiently exposed to good examples of Art from different parts of India and the world.
g. Students with disabilities must be included: Students with disabilities must be given equal
opportunities and access to participate in all Art activities. Their participation and engagement

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will depend on the level and severity of the disability. Focusing on what they ’can do’
independently rather than what they ‘cannot do’ would empower them as learners.
h. The physical space, materials, and resources must be prepared before class: Teachers need
to ensure that the materials and the space where Art activities are conducted are prepared and
safe for all students.
i. Teachers’ preparation should reflect their knowledge of effective pedagogic strategies in the
Arts: Being a good artist does not automatically imply being good at teaching art. However, a
Teacher who may not have specific art skills can facilitate interesting and effective Art sessions
for students if they have the required knowledge of Art pedagogy and the relevant pedagogic
skills.
6.7.2 Assessment in Art Education
Assessment in Art Education must be approached with the fundamental belief that all students
can be creative.
Assessment of learning in Art Education needs to be based on evidence from the students’ art
making processes, creative thinking processes, and their capacity to respond to and appreciate
the Arts within and beyond the school context.
Source: NCF SE 2023

Please note:
 Learning Standards (Curricular Goals and Competencies) are given on page 361
onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

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 Handout 2F (For Activity 3)
Group 6 – Education in Interdisciplinary Areas
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Education in Interdisciplinary Areas
This NCF gives specific emphasis to developing interdisciplinary knowledge and capacities, as
also their use for development of values and dispositions, including those related to the
environment.
All subjects would include this interdisciplinary approach and aspects of living in harmony with
nature, and these would be addressed appropriately at each Stage.
a. In the Foundational Stage, Curricular Goals are organised around the domains of
development, and not specific curricular areas/subjects. Therefore, interdisciplinarity is
inherent at this Stage.
b. In the Preparatory Stage, The World Around Us (TWAU) is designed as an
Interdisciplinary Area, specifically meant to help students observe, engage with, and
understand their immediate social and natural environment.
c. At the Middle Stage, Interdisciplinary Curricular Goals are embedded within specific
curricular areas. Interdisciplinary learning, including learning about the environment, is
developed through specific Goals and Competencies in the Learning Standards, and all
the related curricular arrangements for achieving those — from content, and pedagogy,
to assessment.
d. In the Secondary Stage, a specific Curricular Area called Interdisciplinary Areas is
introduced to promote interdisciplinary knowledge, capacities, and thereby values and
dispositions.
i. In Grades 9 and 10, the following essential subjects will be offered under
Interdisciplinary Areas:
1) Individuals in Society (developing moral and ethical reasoning) in
Grade 9.
2) Environmental Education (EE) in Grade 10.
ii. In Grades 11 and 12, Interdisciplinary Areas will include a range of subjects,
illustratively, Sustainability and Climate Change, Public and Community Health,
Media and Journalism, Legal Studies, Commerce, Family and Community
Sciences, and Indian Knowledge Systems.
Section 7.1 Aims
Interdisciplinary Areas in schools should aim to achieve:
a. Holistic understanding through interdisciplinary thinking: The study of Interdisciplinary
Areas must teach students the ability to view their natural and social environment, and
related issues and events, in an integrated manner.
b. Living in harmony with nature: An interdisciplinary approach must form the foundation
for understanding nature and learning to live in harmony with it.

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 i. Sensitivity towards and appreciation of the environment: Interdisciplinary Areas
should help students see the connections between the natural environment and
social processes. They must develop an awareness and appreciation of the
interdependence between the natural and human made environments and the
various economic, sociocultural, political, historical, ethical, and aesthetic
dimensions of human societies.
ii. Environmental literacy: Interdisciplinary Areas should develop an understanding
of ecological systems, natural resources, environmental issues, and
interconnections between human activity and the environment to enable students
to make intelligent and informed decisions about individual and collective work
to solve current problems and prevent new ones.
c. Ethical and moral reasoning: Key ethical and moral questions based on a comprehensive
understanding of issues or events are integral to Interdisciplinary Areas. Students must
learn to reason the ethical and moral dimensions of an issue or event in the light of the
human and Constitutional values mentioned in NEP 2020.
Section 7.4 Preparatory Stage — The World Around Us
7.4.1 Approach
 The approach will be to focus on the immediate environment of students, with gradual
progression of some aspects beyond the city/town/village at the end of the Preparatory
Stage, in order to gain foundational knowledge of Science and Social Science as well
as a grounding in Environmental and Vocational Education. The interdisciplinary
approach taken will reflect the lives of students.
o This will also ensure that students develop a holistic view of the world, with an
understanding of relationships and interdependencies.
o Knowledge, values, and dispositions will be developed through various sources
from the locality, region, and country. The focus will be on stories, poems,
narratives, folklore, histories, and games from diverse sources.
 Vocational Education will be integrated with The World Around Us through the
development of prevocational capacities.
o Capacities related to understanding the occupations around them, observing,
and engaging with animals and plants, and creating simple objects lay the
foundation for development of vocational capacities in the Middle Stage.
o The pedagogy at this Stage will also lend itself to the development of
prevocational capacities, e.g., maintaining flowerpots/kitchen gardens, clay
modelling, and dialogue with shopkeepers during visits to the local markets.
7.4.2 Learning Standards
The Curricular Goals and Competencies for The World Around Us indicate the expectations from
students related to understanding of the social and physical environment at this Stage. A
structured exploration of this environment develops understanding, as well as the capacities to
deepen and extend this understanding.
7.4.4 Pedagogy and Assessment
7.4.4.1 Pedagogy for The World Around Us
7.4.4.1.1 Pedagogical Approaches

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Students’ questions and experiences — related to the social and physical environment, and of
social processes around them (including schools and family) — must be given space. This
establishes trust and empathy between the Teacher and students.
Teachers need to help students develop conceptual understanding instead of accumulating facts.
This implies that sufficient time must be provided for surveys, exploration, visits to institutions,
excursions (including within the school campus), observation, experiments, simple inquiry,
dialogue with Teachers and peers, role play, questioning, and the communication of ideas.
Task-oriented work, wherein they take up some small tasks, helps students connect learning to
doing. Through the creation of simple models and toys, they can communicate their
understanding and make learning concrete in the process. Allowing students to take the lead in
material development, through a variety of modes like art and craft, story, drama, and hands-
on experiments provides space for them to be involved in several small-scale and large-scale
assignments and projects. This is also invaluable for the development of prevocational
capacities.
Teachers must also be aware of values and dispositions that can be developed through activities,
and plan deliberately to offer students experiences. They should also make the values and
dispositions explicit for students by drawing attention to them. They should also make them
explicit for students by drawing attention to specific values and dispositions (e.g., collaborative
learning, developing a scientific temper, working in diverse groups, analysing work distribution
at home, caring for the environment, cleanliness, standing in queues).
7.4.5 Assessment in The World Around Us
A few key principles of assessment are:
a. Students must be assessed for understanding of concepts and for the ability to
demonstrate capacities particular to this subject, e.g., observation, making hypotheses,
testing hypotheses via suitable experiments, identification, and classification.
b. Students must be assessed using oral, written and other performance tasks in a variety
of ways, e.g., answering good questions, making presentations based on group work,
creating artefacts, designing or replicating experiments, analysing data and results,
and participating in discussions.
Section 7.5 Secondary Stage (Grades 9 and 10)
7.5.1 Grade 9: Individuals in Society
Ethical and moral reasoning involves thinking about fundamental questions related to everyday
events – What is right or wrong? Can right or wrong be identified? What actions are justified?
What is the ‘right’ thing to do? What are the reasons that justify the ‘right’ thing? This type of
reasoning is necessary for responding rationally to situations, instead of impulsively or
instinctively.
For example, the instinctive reaction to some situation may be driven by short-term self-interest.
But the process of ethical and moral reasoning enables determining the right actions, not only
for oneself but also for others in the same situation. These questions are equally applicable
across common situations that we encounter in real life.

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Ethical and moral reasoning in this context requires the application of understanding gained
from multiple subjects, as well as the moral and ethical values that are developed as a part of
other Curricular Areas. Therefore, this subject is a part of Interdisciplinary Areas.
7.5.1.1 Learning Standards
In the Middle Stage, students develop multiple capacities, including values and dispositions
related to human and Constitutional values. They engage with various concepts, particularly
those related to science, social science as well as the environment.
Individuals in Society is intended to enable students to use these capacities and understanding
in an interdisciplinary manner in the Secondary Stage. Through this, they will develop the
capacity for ethical and moral reasoning in the context of issues/events with a wide impact and
current affairs.
7.5.1.3 Pedagogy and Assessment
7.5.1.3.1 Pedagogy for Individuals in Society
The Curricular Goals of this area will be best met through giving students the opportunity to
engage with different content in different ways.
To this end, the pedagogical principles should be:
a. Students must be supported through the process of engaging with an issue/event before
they work independently. This must be done through a set of questions and ongoing
discussions to help them examine content from different perspectives.
b. Students must be encouraged to look for information to answer any questions they may
have, or for supplementary materials. Illustratively, they can ask community members,
Teachers, any experts they know, or they can visit the local library, and search the
Internet.
c. Students should engage with as much content as possible, and with different kinds of
content. They should explore this content independently or in groups.
d. Students must present not only their learning but also their opinions on what they have
read. For example, if they have read a case study on biodiversity collapse, they must
present both what they have learnt, and also their opinions on how this collapse can be
managed in their locality.
e. Students must have the opportunity to present opinions that may differ, and learn the
process of listening to each other, put forth well-thought arguments, and be able to
‘agree to disagree’.
7.5.1.3.2 Assessment in Individuals in Society
A few key principles for assessment are:
a. Students must be assessed for understanding the context of a situation or event, the ability to
identify ethical and moral dimensions, and the ability to recommend actions based on sound
rationale and awareness of the consequences of the action.
b. Assessment of engagement with current affairs must never be only on the basis of general
knowledge. It must be assessed with reference to specific situations or issues students are made
aware of.
c. Assessment must be based on specific situations, issues, or caselets.

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7.5.2 Grade 10: Environmental Education
In Grade 10, students will engage with Environmental Education as a separate subject. They will
focus on a holistic understanding of key concerns and issues related to Environmental Education
through drawing upon their understanding across areas, and the capacities developed in Grade
9.
At this Stage, students will deepen their environmental knowledge, assess issues, and analyse
their causes across various areas, make informed judgements on statements and debates in
media and society, and use a range of techniques developed in earlier grades to investigate,
analyse, synthesise, question, critique, and draw their own conclusions. They will use multiple
perspectives to develop an integrated understanding, and advocate actions at multiple levels.
7.5.2.1 Learning Standards
All students must be aware of what is happening around them related to the environment to be
able to advocate and participate in necessary action. Environmental Education intends to
develop the environmental understanding necessary in all citizens, as well as the methods and
capacities they must employ as ordinary citizens (e.g., problem identification, causes, future
impact visualisation, prediction, policy actions, societal actions, as well as actions at the level of
individuals, and the ability to critique specific actions and their impact).
7.5.2.3 Pedagogy and Assessment
7.5.2.3.1 Pedagogy for Environmental Education
Students must examine environmental issues not only from a scientific/technological lens but also
from the lens of the social sciences and humanities. They must examine how the actions of
individuals, communities, and nations – both historical and contemporary – can have far-reaching
consequences. Pedagogy must, therefore, be informed by the following:
a. Teacher must deliberately plan for the development of environmental values and
dispositions. They should be made explicit for students by drawing attention to
environmental values embedded in case studies and narratives.
b. Much of the content should be presented through debates and discussion and not as a
definitely concluded position. This allows for the opening of possibilities and developing
abilities for critical engagement. These abilities must be developed through investigation,
analysis and problem solving, and similar strategies that are relevant to their own
communities.
c. Debates around historical and contemporary issues in education enable the development
of the ability to take actions through critical engagement with theory and practice.
d. Students must identify how they can express their understanding in the community,
whether through advocacy or simply through dialogue.
e. Students must get as much exposure as possible at this Stage – through books, media,
films, dialogue among peers and elders, interaction with peers from other schools, video
conferencing with experts and peers outside the State or country.
f. Teachers must not consider self and textbook as the only sources but enable interaction
with other persons and/or media to expand students’ learning. Teachers must have a
resource pool of persons who can support their learning.
g. A significant platform must be provided to students to share their experiences, findings,
and reflections (school newsletter, seminars, publications, TV interviews, social media).

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 h. For continued learning throughout the year, students can take up a project or participate
in an ongoing project (e.g., cleaning rivers, community projects, sustainable school
practices, green school, volunteering for local organisations dedicated to environmental
causes).
i. Students must be encouraged to read materials on the environment, and present synthesis
of readings; reviews of relevant books and films, videos, programmes, and reflections
can also be shared.
7.5.2.3.2 Assessment in Environmental Education
A few of the key principles for assessment in Environmental Education are:
a. Students must be assessed for understanding of environmental issues and concerns, as well as
their ability to identify actions that can be taken to mitigate these issues.
b. Assessment must be based on the context of a situation/event or use caselets.
Source: NCF SE 2023

Please note:
 Learning Standards (Curricular Goals and Competencies) are given on page 391, 399
and 409 onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

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 Handout 2G (For Activity 3)
Group 7 – Physical Education and Well-Being
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Section 8.1 Aims
Physical Education in schools must aim to achieve:
a. Appreciation for physical activity/sports. Sports and physical activities should be valued
for the opportunities it provides for good health, enjoyment, self-reflection, and social
interaction.
b. Capacities for skilful engagement in physical activity/sports. Physical Education should
develop knowledge and capacity to execute different kinds of skills and movements of
the human body and participate in and enjoy a variety of activities, games, and sports.
c. Resilience. Physical Education must develop resilience, tenacity, and an interest in the
pursuit of excelling in physical capacities.
d. Empathy and Cooperation. Physical Education must nurture empathy, cooperation, fair
play, and fraternity, which are relevant throughout one’s life to be a good human being
and a contributing member of society and learn to meet winning and losing with grace.
Section 8.2 Approach
In this NCF, Physical Education is seen as an important Curricular Area and not just an
extracurricular activity. It has its own set of Learning Standards, content, appropriate
pedagogies, and assessments.
a. Schools must have Physical Education classes for all Stages
Students in the Preparatory Stage enjoy free play and want to participate in most games. We
should encourage free play, creative manipulation of rules, and local games at this Stage.
In the Middle Stage, students should continue to play local games but should get oriented
towards more widely practised games. They should also actively participate in competitive
sports events.
Students at the Secondary Stage should be encouraged to choose one sport/game/activity and
develop proficiency to compete at a high level.
All students across the Stages must have a compulsory Physical Education class as part of their
timetable. In instances where certain students at a very young age become interested in
participating in different interschool, local, State, national, and international competitions,
schools must make reasonable accommodations so that they can pursue their interests. The
Additional Enrichment Period on the timetable or a similar after-school program should be used
for this.
b. Schools must ensure adequate resources for Physical Education
In cases where schools have no playground, they must ensure access to nearby public grounds/
spaces for students. In instances where this is not possible either, schools must develop ways to

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conduct physical activities that do not require much space, such as yoga, static exercises/
movements, table tennis.
Similarly, until a PE Teacher is appointed, other Teachers must be educated to conduct physical
activities under the guidance of any PE Teacher available in the school complex, school cluster,
or nearby schools.
c. Schools must give equal importance and status to the subject of Physical Education Health.
Physical Education is equally important for all students, and we must create enabling conditions
for it in our curriculum, infrastructure, and school operations, including appropriate time in the
school calendar and Teacher preparation.
d. Schools must ensure equal opportunity for all students in Physical Education
i. Students of all levels of interest, inclination, and ability must engage in Physical Education. Like
all other Curricular Areas, some students may be more inclined towards Physical Education than
others. This curriculum framework, therefore, suggests two modes for imparting Physical
Education:
1) The compulsory PE class: All students must attend the regular PE classes as defined in the
timetable.
2) The optional Physical Education after-school program: Those students who wish to engage in
physical activity and sports on a deeper level can be part of this program. Schools may organise
special skill-building classes, provide Physical Education Teacher support, and access to
equipment before or/and after school hours.
ii. Students of all genders should regularly play together across all age groups, keeping in mind
safety considerations.
iii. Schools must ensure the participation of students with disabilities in Physical Education to the
extent that is possible for them. This requires adapting play conditions through thoughtful
accommodation or modification to enable them to participate.
e. Schools must teach cooperation and teamwork through Physical Education Sports, particularly
team sports, give opportunities for working together towards a specific goal.
f. Schools must ensure healthy competition and use it to explore personal capacities and limits
The Physical Education curriculum aims to nurture empathy, cooperation, fair play, and fraternity.
Section 8.5 Learning Standards
Learning Standards for Physical Education across Stages flow across four core areas: motor and
movement skills to participate in different physical activities, appropriate personal and social
behaviours, mental engagement in physical activities, and setting and achieving goals/targets.
8.5.1 Preparatory Stage
By the end of the Foundational Stage, most students would be able to demonstrate basic
movements, motor skills, awareness of rules, and participation in activities and games. The
emphasis in the Preparatory Stage would be to build on this to develop skills such as rolling,
throwing, catching, dribbling, kicking, and striking. The focus should remain on basic skills, the
joy of playing, and the ability to display appropriate behaviours and attitudes during activities.

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Students should recognize the value of rules, fair play, safety, and respect for others. At this
Stage, local games must be preferred and encouraged.
8.5.2 Middle Stage
In this Stage, students are in their adolescence, and differences in physical appearance, weight,
height, and gender-related experiences become pronounced. Preoccupation with appearance
and self-image provides Teachers with opportunities to talk about health and the need for
physical activity. Physical Education classes provide an ideal setting for adolescents to learn
and practise skills of social and personal responsibility while following rules, regulations, and
safety procedures. It provides ground for students to perform, gain and give respect, and build
self-confidence.
Cooperation is an important social skill for this age group and students must be taught to
cooperate with their peers and accept responsibility for their behaviour
8.5.3 Secondary Stage (Grades 9 &10)
By the end of the Secondary Stage, all this ultimately leads to every student being able to:
a. Demonstrate skills and knowledge to participate in diverse physical activities and at
least play/perform one sport/physical activity well.
b. Develop resilience, tenacity, and interest in the pursuit of excellence.
c. Nurture empathy, fair play, and cooperation.
Section 8.7 Pedagogy and Assessment
8.7.1 Pedagogy for Physical Education
Several research studies confirm how students learn Physical Education. The following key ideas
are useful to know how to teach the subject.
a. Physical Education follows the same teaching-learning principles that promote a students’
learning in other subjects. Giving space to students’ context, respecting students as
individuals, providing them opportunities, connecting to their lives, giving them level-
appropriate tasks, deciding content based on Learning Outcomes, understanding the
learning levels of students, and providing periodic assessment and feedback are
effective teaching- learning practices in Physical Education too.
b. Physical Education requires Teachers to demonstrate so that students can observe,
practise those skills/moves, and learn. This is because physical activities fall under the
category of practical knowledge, where ‘to know’ is acquired only by doing the activity.
c. Providing time for interactions before and after the activity improves the development
of cognitive concepts, values, and dispositions. Such interactions must be moderated by
Teachers, and students should be encouraged to voice their opinions freely.
d. Students learn best when they have a diverse set of activities to choose from and equal
opportunities. The practice of motor skills in diverse ways is fundamental to fitness and
mastery of movement in Physical Education. This means designing a range of activities
and sports for all students, including those with disabilities.
e. Encouraging sportspersonship, avoiding personal comparisons, and focussing on skill
acquisition will make Physical Education effective. Teachers should implement methods
to define skill attainment in terms of proficiency rather than comparison to others.

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 f. Planning and instructions: Concrete planning of the Physical Education class is the key to
one’s instructions. Some aspects of planning to consider while planning the sessions are:
i. Planning to avoid injuries through warm up and cool down activities and ensuring
safety in the use of equipment and space.
ii. Planning to be effective through Teacher demonstrations and modelling.
iii. Planning for the right levels of challenge for different groups of students.
iv. Planning should be focussed on the learning outcomes that need to be achieved.
g. Participation and inclusion: Participation of students in all activities is the responsibility
of the Teacher. Some students tend to be overenthusiastic about playing, and the
Teacher must ensure that all students get their turn to participate. Games and activities
must be chosen so that students of all genders and abilities can participate.
h. Motivation: Not all students will be enthusiastic about taking part in sports, particularly
if they fear that they will not be good. Students may be kept motivated by Teachers
themselves demonstrating excitement and enthusiasm in the Physical Education sessions.
Teachers must encourage active involvement, support students to acquire skills,
acknowledge and appreciate growth and improvement rather than mere outcomes,
instruct clearly, give everyone a chance to participate, be sensitive to students’ feelings
of pressure or anxiety, and treat every student fairly.
i. Safety: A safe environment in Physical Education has two components — the physical
and the psychological. The physical refers to the need to ensure students do not get
injured, and that facilities and equipment are safe, teacher preparedness to handle
emergencies with access to a doctor and proper supervision of all physical activities. The
psychological component refers to the need to ensure that students feel emotionally and
socially safe and receive respectful treatment, encouragement, support, and fair redress
of grievances during a Physical Education class.
8.7.2 Assessment in Physical Education
The following principles must inform assessment in Physical Education and Well-being across
Stages:
a. Students must be assessed primarily through demonstrated performance. Performance
can be best assessed through observation of students during field activities, drills, and
games against clear criteria for marking.
b. Values and dispositions must also be assessed through demonstrated performance.
c. Written tests can be used for assessment of specific Competencies, e.g., knowing your
body, growth, and development, the rules and regulations of games/sports, knowledge
of tournaments.
d. Other tools include records maintained by Teachers, reflective journals maintained by
students, self-assessment, and a viva voce to understand the students’ thinking and
understanding.
Source: NCF SE 2023

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Please note:
 Learning Standards (Curricular Goals and Competencies) are given on page 426
onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the below given QR Code.

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 Handout 2H (For Activity 3)
Group 8 – Vocational Education
Instructions:
 Please read the content given below.
 Based on the content read make a presentation as per the task assigned.
Section 9.1 Approach to Vocational Education
Schools must provide students with a broad and experiential introduction to different kinds of
work and develop a deep and defined set of practical Competencies. Students must also learn
to value all types of work based on the inherent dignity of all work, and the social hierarchies
of work need to be eliminated.
Vocational Education will also draw from and build on the Competencies developed in other
Curricular Areas. For example, Mathematics for calculations and estimations, Social Science to
understand the place of work in society and production chains, and Science to understand how
things work and how their functioning can be improved. Thus, it is complementary to and builds
on other Curricular Areas and is not an isolated area.
9.1.1 Objectives of Approach to Vocational Education
The approach to Vocational Education in this NCF aims to achieve the following objectives:
a. Develop vocational capacities, knowledge, and relevant values
b. Provide the possibility of learning a range of vocations –aspirational, local and contextual
(if different), and new and emerging vocations.
c. Provide exposure to various types of work to all students establishing the dignity of work.
9.1.1.1 Aspirational to Locally Relevant; and for the Future - Education for a Range of
Vocations
Given the extraordinary range of vocations that are available today and also the new vocations
being created, the choice of ‘which vocations to educate for’ is very important. Schools and the
education system must be able to address different kinds of demands which would inform this
matter. Some vocations are more aspirational than others. On the other hand, some vocations
may have greater opportunities for employment around. Often, the aspirational vocations are
different from the ones that may have greater employment opportunities locally or in the vicinity.
Hence, the choice of which vocations to educate for must be made at the local level, perhaps
the school or the district – considering these factors. The NCF enables these choices to be made
appropriately by considering all the relevant factors for a school, including resourcing. Such an
enabling framework also gives the flexibility to add new vocations as they emerge.
9.1.2 Distinguishing between Vocational Education and Skills Training
As mentioned earlier in the NCF capacities are broader, deeper, and more complex human
abilities, while skills are narrower and more focussed.
Most capacities are constituted by many skills. In other words, many skills are required to
develop a capacity. For example – critical thinking is a capacity, while sorting data is a skill
which is part of critical thinking.

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Vocational Education focusses on capacities relevant to particular vocations, however, a vocation
requires more than capacities, which is why vocational education is also about developing the
appropriate knowledge base and values. For example – the vocation of ‘grooming and
personal care’ requires not only the skill of haircutting or pedicure, but also requires the
knowledge of different kind of hairstyles and their trends, and methods of pedicure, and the
sources of knowledge for all these. It also requires a disposition of serving with dignity.
Thus, school education focusses on Vocational Education while the large skills training system
complements it by focussing on skills.
9.1.3 Typology of Vocations for this NCF: ‘Forms of Work’
Productive work at its most fundamental level can be divided into three categories – work with
life forms, work with materials and machines, and work on providing human services.
a. Work with Life Forms: Right from the time of hunting and gathering to a more settled life of
animal husbandry and agriculture, human beings have used their capacities to work with life
forms to not just survive, but also to produce an adequate surplus to live a life of thought and
reflection.
b. Work with Materials and Machines: The second significant achievement in human progress
is our ability to use materials and machines in simple to very sophisticated ways. Be it for food,
clothing, and shelter to meet our basic necessities or for far more complex ways to satisfy our
curiosity and creativity, we have developed tools and machinery.
c. Work in Human Services: Starting from trade and transport to media and entertainment, we
have created different services that have allowed us to cooperate well beyond our kinship
groups. These services have improved our lives tremendously well beyond what agriculture or
industry could provide.
The school curriculum at the Preparatory and Middle Stages would endeavour to build relevant
capacities in these three forms of work.
In the Secondary Stage of four years, the first two years would be towards consolidating these
capacities to develop transferable skills that serve students well in any vocation. In the last two
years of schooling in the Secondary Stage, students will be given opportunities to specialise in
specific vocations of their choice.
9.1.4 Other Specific Considerations
Along with the choice of vocations to be offered, the resources and materials required, and
pedagogical and assessment approaches, the following are some important considerations for
the Vocational Education curriculum.
a. Age-appropriate: The approach to Vocational Education must be age-appropriate. It
will start from developing general capacities for work (or prevocational capacities) and
move to more specific capacities for particular kinds of work.
b. As localised as possible: As far as possible, the content, materials, and machinery
necessary for developing vocational capacities must be relevant to the local context and
be locally available.
c. Aspirational: At the same time, students’ aspirations must also be met through helping
them learn vocations beyond those currently available in their village/town/city. This

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 would require a range of vocations to be offered to meet the changing needs of both
the economy and the aspirations of young adults.
d. Exposure to different kinds of work: Students must be deliberately exposed to the
different forms of work so that they have the basic capacities for work in breadth.
e. Equity considerations: Existing social inequities must be consciously addressed. The school
should avoid identifying particular types of work to specific communities or gender.
f. Value for working with hands: Vocational Education offers an opportunity for all students
to learn how to ‘do’ something with their hands and learn to value it.
Section 9.2 Aims
Aims of Vocational Education are:
a. Developing understanding and basic capacities for different forms of work: Students will
develop a broad-based understanding of different forms of work, which will equip them
to successfully manage their personal affairs. This will also equip them to identify, create,
and initiate business, work, and community opportunities.
b. Preparation for specific vocations: Students will develop capacities to be gainfully
employed in one or more specific vocations after leaving school.
c. Respect for the dignity of labour and all vocations: Students will develop respect for the
dignity of labour through the acquisition of positive attitudes towards work and the
workplace.
d. Developing values and dispositions related to work: Students will develop persistence
and focus, curiosity and creativity, empathy and sensitivity, and collaboration and
teamwork.
Section 9.6 Learning Standards
Across the Stages, students develop the essential values of persistence, creativity, collaboration,
empathy, and most importantly, the willingness to do physical work. Students develop the
competencies to contribute to home-based tasks to become productive members of the family.
An integrated approach is taken into consideration for Vocational Education in Foundational
and Preparatory Stages so as to develop prevocational capacities and positive attitude
towards productive work.
In the Middle Stage, students engage in different forms of work to learn a range of common
capacities, knowledge bases, and values that form the basis for later specialisation. The
objective is to make sense of the place of vocations in the world of work and inculcate ‘working
with hands’ as an integral part of the vocation. Through exposure visits and opportunities to
practise, students develop a systematic approach to completing the given task.
In Grades 9 and 10 of the Secondary Stage, students deeply engage in a few vocations
involving rigorous practice and field-based exposure. The larger objective of this Stage is for
the students to develop efficiency while performing the tasks, and the ability to distinguish
between effective and non-effective practices while delivering a fine product/service. In
Grades 11 and 12 students will specialise further in chosen vocations — this is dealt with in Part
C, Chapter 10, §5.5.

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Section 9.8 Pedagogy
Knowledge, capacities, and values related to Vocational Education are acquired through
consistent practice of doing and exposure to on-site work. This, work must result in productive
outcomes, and students must be able to experience actual workplaces and meet people in these
workplaces. They must have opportunities to discuss their experiences and reflect on their own
learning.
9.8.1 Pedagogical Principles
9.8.1.1 Balance of Doing and Thinking
Teacher must plan a judicious mix of theory and practice.
In the Middle Stage, the focus will be on not just the capacities of the selected vocation, but also
the broader knowledge of the domain (e.g., if students are preparing to work as Nursing
Assistants, then the domain will be healthcare), and its place in the world of work.
In the Secondary Stage, the proportion spent on the practical application must be greater.
Students must also build an in-depth understanding of the place of the vocation in the world. At
this Stage, apprenticeships can be offered to students, under the guidance of Resource
Teachers/Master Instructors in nearby facilities where the chosen work is practised.
9.8.1.2 Workshops and Project-based Learning
Having short duration (40 minutes) classes with individual plans for instruction for each class is
not very appropriate for developing capacities for productive work. These require a longer
duration of engagement. Thus, workshops and long-running projects are more suitable for
Vocational Education.
Workshops are appropriate for developing specific skills and these workshops can be planned
on ‘bagless’ Saturdays. For example, cleaning, cutting, and cooking for the entire school can be
done in a workshop mode. Similarly, disassembling and assembling a motor pump can be done
in a workshop. In workshops, usually, the focus can be on individual work.
Projects are of longer duration and can run over multiple weeks or even months. Working on a
kitchen garden would involve preparing the land, planting seeds, periodic and consistent care
and attention to the plants, including weeding and pest-control, and harvesting. Projects are
usually better done as groups and students get to learn to work in teams.
9.8.1.3 Learning in Work Contexts
The pedagogy of Vocational Education will require different sites to ensure opportunities to
learn in real-life work contexts. While this is not always possible, pedagogical approaches in
the classroom must also align with real life. Starting with exposure visits, opportunities for
internships and apprenticeships provide adequate opportunities for developing vocational
capacities.
a. Exposure Visits
Exposure visits to nearby workplaces to observe productive work and interaction with people
involved in productive work gives an experiential understanding of the work involved. For
example, a visit to a hospital to understand the roles and responsibilities of nurses and
healthcare workers, or to nearby factories, and cottage industries can be organised with specific

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objectives in mind. Students must get an opportunity to engage with persons in these workplaces,
and Teachers could organise follow-up visits as well inviting people from these workplaces to
give guest lectures and demonstrations in the school.
b. Internships
Internships are short-duration placements in a workplace to learn about a specific job role.
NEP 2020 emphasises the importance of an internship,
All students will participate in a 10-day bagless period during Grades 6-8 where they intern with
local vocational experts, such as carpenters, gardeners, potters, artists. Similar internship
opportunities to learn vocational subjects may be made available to students throughout Grades 6-
12, including holiday periods.’ [NEP 2020, 4.26]
Specific examples of workplaces where this internship can take place are:
• Working with Life Forms – poultry, dairy farms, pest control units, and nursery.
• Working with Machines and Materials – local mechanic workshops, carpentry
workplaces, and tailoring units.
• Working in Human Services – hotels, restaurants, hospitals, gyms, old age homes, and
beauty salons.
Assessment could be in the form of a reflective note, and/or presentation at the end of the
internship. Students could also do a short project during the duration of the internship.
c. Apprenticeships
Apprenticeship involves on-site work experience over a long-term period to gain experiential
skills and knowledge under the supervision of a mentor. Apprenticeship in the Secondary Stage
will enable students to gain capacities to enter the workplace after completion of schooling or
help them decide whether they would like to pursue a specific vocation.
Assessment could be through a demonstration of work by students, or a portfolio maintained
during the apprenticeship. This should also include observations of students by the mentor.
9.8.1.4 Inclusion
In Vocational Education, all students should be given equal access in terms of working with tools
and resources.
Assistive devices and appropriate technology-based tools must be made available to help
students with disabilities integrate more easily into classrooms and engage with peers, in
addition to textbooks and manuals in Braille or audio-visual formats.
9.8.1.5 Safety
Safety considerations related to Vocational Education involve both the physical and emotional
safety of students.
Section 9.9 Assessment
The approach, principles and methods of Assessment have a lot in common across subjects.
Some key principles of assessment in Vocational Education are:

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 a. Students must be assessed on the capacities and values and dispositions related to the
form of work they have engaged with, such as systematic organisation of tasks,
knowledge of the use of safety protocols, working in groups, attention to details, as well
as persistence and focus, curiosity and creativity, empathy and sensitivity, collaboration,
and teamwork.
b. Students must be assessed primarily through demonstrated performance. Written tests
may be included to assess capacities such as conceptualisation and planning. Portfolios
maintained by students will be the basis of an oral test (viva voce). A consolidation of
Teacher observations can also be used, particularly for the assessment of values and
dispositions.
c. Students may also be assessed on their experience - the challenges they faced, the
efforts to overcome the challenges, and their own assessment of the final product that
they created. This can be done through written self-reports and reflection, and viva
voce.
Source: NCF SE 2023

Please note:
 Learning Standards (Curricular Goals and Competencies) are given on page 456
onwards in NCF SE 2023.
 Download or open the NCF SE 2023 document from the following given QR Code.

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 Handout 2I (For Activity 3)
Template for Task 1
Instructions:
 Read the content given in the assigned handout
 Make a presentation on the major highlights of the area assigned
 Take any one Curricular Goal and corresponding Competency for the area assigned
from the framework. Define an appropriate Learning Outcome as an interim marker to
track learning against the competency. Identify the content to be taught, pedagogy to
be adopted for teaching the identified content, and assessment practice(s) for assessing
the achievement of the identified LO and competency.
(25 mins for the task and 5 mins for presentation to each group)
Template
Curricular Goal

Competency

Learning Outcomes

Content to be taught

Pedagogy

Assessment

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 SESSION 3
CROSS-CUTTING THEMES

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 Activity 4
Cross-Cutting Themes
Timings: 2.00 pm – 3.30 pm
Objectives:
 To enable participants to
o Integrate values in the school culture and practices to enhance the desired values
among the students
o identify the areas in which changes can be made to address the diverse needs
of the students
o use ICT to make teaching and learning effective
o identify the needs of different students e.g., difficulties in learning, career and
higher education choices, maturation-related issues (adolescence, autonomy,
social cohesion), mental health and well-being to be addressed through School
Guidance and Counselling Programme
o integrate environmental education in school curriculum
o embed Learning about India in the curriculum/pedagogy at different stages of
schooling (Foundational, Preparatory, Middle, Secondary)
Mode: Individual and Group Activity
Material required: PowerPoint Presentation, White Board, A4 Sheets
Handouts: Handout 3A (Educational Technology in Schools)
Process:
Introduction:
1. Inform participants that Part B of the NCF SE document talks about cross-cutting themes.
2. Ask participants about what cross-cutting themes mean.
3. Share with them the cross-cutting themes that have been emphasized in the NCF SE 2023
(Values, Inclusion, ICT, Guidance and Counselling, Environment, and Rootedness in India).
4. Let participants delve into the themes one by one.
Task 1 (Values Education)
5. Let participants see a video on share care and joy as available at the link:
https://www.youtube.com/watch?v=HkuKHwetV6Q
6. Invite responses from the participants to the message conveyed through the video.
7. Initiate discussion on Values by asking the following questions:
a. How does the development of values happen in school?
b. Is Value Education as a separate subject/class effective?
c. What do we do about conflict in the lives of children presented by the values
being aimed at in the school versus the violation or differences they see in their
lives?
d. Should the development of values be assessed? If yes, how?
8. Highlight that the development of perspectives and capacities of school leaders and
teachers on values is critical because their understanding of values and integrating them
into the school culture and practices will enhance the desired values among the students.

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 Task 2 (Inclusion)
9. Ask the following questions to the participants:
a. What kind of children do you find in the classroom?
b. Are they all from the same social, cultural, linguistic, and economic background?
c. What are the challenges faced while teaching or transacting curriculum?
d. What is your understanding of NCLB? (No Child Left Behind)
10. Focus discussion on diversity found in all classrooms and how to meet the needs of diverse
students. Sensitize participants with the philosophy of Inclusion.
11. Sensitize them with the types of SEDGs identified by NEP 2020 whose needs must be
addressed by the schools by providing them with an equitable, accessible, and inclusive
environment.
Task 3 (Inclusion):
12. Let each participant reflect on and share their school practices from the point of view of
being inclusive, equitable, and accessible in the following areas: (5-7 mins)
a. Physical environment
b. Curriculum
c. Pedagogy
d. Assessment
13. Invite one or two volunteers to share their findings with the larger group.
14. Highlight that Inclusion can be addressed by making provisions/ changes in school's
physical environment, curriculum and textbooks, and pedagogy.
Information and Communication Technology
15. Highlight the NEP 2020 recommendations on ICT.
Task 4 (ICT)
16. Let participants be in 4 groups.
17. Assign one topic to each group from the below-given topics:
a. Context of ICT in India
b. Potential of ICT in School Education
c. Possible ICT Solutions for Education
d. Precautions in the use of ICT in School Education
18. Distribute handout 3A to all the groups.
19. Instruct each group to:
a. read the content given in the handout on the assigned topic
b. make a presentation of the same in any form to the larger group.
20. Assign 5-10 mins for preparation and 3 mins for presentation by each group.
21. Invite each group to make a presentation to the larger group.
22. Invite comments from other groups.
23. Add on the missing points, if any.
Guidance and Counselling in School
24. Let participants watch the video (as given at the link
https://www.youtube.com/watch?v=kmSinPMVU2U)
25. Invite comments from the participants about the message given through the video.
26. Bring out the importance of School Counselors and the scope of Guidance and
Counselling in schools with the help of the participants.
Developing Sensitivity to and Care for the Environment
27. Sensitize the participants with the recommendations of the NCF SE 23 in this regard.

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 Rootedness in India
28. Sensitize participants with the NEP 2020 recommendations on Rootedness in India.
Task 5 (Rootedness in India)
29. Let participants be in subject-specific groups (Language, Mathematics, Science, Social
Science, Physical Education (if any teachers are present) Arts (if any teachers are
present).
30. Instruct each group to
a. give examples of embedding Learning about India in the curriculum/pedagogy
at different stages of schooling (Foundational, Preparatory, Middle, Secondary)
b. make a presentation before the larger group.
31. Assign 5-7 mins for the task and 2 mins for presentation to each group.
32. Invite each group to present their work before the larger group.
33. Invite comments from the other groups.
34. Add on the missing points, if any.
35. Invite comments from the groups on integrating the above-mentioned cross-cutting
themes into the curriculum of different subjects and overall school functioning.
36. Debrief and conclude the session.

Note for the RP:

1. The message conveyed through the video (first video):
a. Sharing is perhaps the sweetest path to happiness
b. "Happiness doesn't result from what we get, but from what we give."…
c. This advert motivates people to help others and provides a refreshing prospect
to its audience.
2. Cross-Cutting Themes:
a. Cross-cutting themes are additional issues or areas that intersect with the main
subject(s) or can be easily integrated into the subject(s) without losing focus of
the main goal.
3. Pointers for debrief:
a. Values Based learning – Doing what’s right; making ethical decisions; democratic
outlook, integrity, responsibility, justice, liberty, equality; scientific explanations
of the detrimental and damaging effects of substance abuse; gender sensitivity
b. Digital Integration: introducing computing skills in standard 6; using digital tools
for better learning; using digital tools for assessment; learning across media.
c. Rootedness in India: The curriculum is rooted in India and is informed by the
wealth of Indian Knowledge and thought on education. Contributions to the
knowledge in various disciplines by Indians from ancient to contemporary times
have been integrated into the curricular goals of all school subjects

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 Handout 3A (For Activity 4)
Educational Technology in Schools
Educational Technology in Schools
Technology is a broad term used for all types of tools, methods, and processes created by
human beings to improve their lives. In this Chapter, the reference is specific to Information and
Communication Technology (ICT). Information and Communication Technology (ICT) is a wider
term and encompasses in it ‘Technology of Education’ and ‘Technology in Education’. Whereas
the first term talks about human touch and human role, the second one talks about technology
(machines, engineering, and industry) in the field of education which is popularly known as ICT.
It includes a wide range of software and hardware tools and technologies, including devices
such as computers and mobile phones, networks such as the Internet, and software applications.
These technologies enable us to store, process, and access information in digital form. This
information can be stored in both textual and audio-visual forms. These technologies have also
enabled us to communicate information with each other effectively, efficiently, at scale, and at
great distances. In the past few decades, ICT has transformed the way in which humanity
engages with information.
While education will play a critical role in this transformation (India’s transformation into a digitally
empowered society and knowledge economy), technology itself will play an important role in the
improvement of educational processes and outcomes; thus, the relationship between technology and
education at all levels is bi-directional. [NEP 2020, 23.1]
Section 6.1 Context of ICT in India
India is rapidly becoming a society where technology is part of everyday life. People use ICT
for daily transactions such as payments, shopping, and communication. Farmers use technology
to learn and make decisions on farming practices. Various services such as finding work or
finding a marriage partner are also offered through ICT.
Digital platforms are being used to learn new skills and hobbies and even to clarify doubts.
There is increasing use of technology in various shapes and forms by both children and adults
alike.
Technology tools evolve and will continue to do so, it grows integral to life, social interactions
and transactions, communication, and livelihood. The adoption of technology is a bottom-up
process — people adopt the tools that benefit them and will use technology if it serves their
needs and matches their purpose.
The relationship between education and technology is ‘bi-directional’ in the sense that many
innovations in the Information and Communications Technology (ICT) world have found effective
application in education and are making large differences. Similarly, education develops the
capacities amongst our young that drives India’s vibrant technology sector.
Technology evolves and changes every generation, as it has been witnessed with radio,
television, computers, internet, mobile devices, and, more recently, Artificial Intelligence (AI)
including generative AI. Introduction of technology by itself does not radically improve school
education, unless it complements, supplements, and fundamentally supports the growth and
learning of the Teacher and students.

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It is abundantly clear that no technology can fix fundamental problems of resource provision,
Teachers’ capacities and motivation, and students’ readiness for schooling. The centrality of the
presence of a motivated and capable Teacher in every classroom in achieving educational goals
needs continued emphasis. However, with the availability and appropriate use of these
technologies, the effectiveness of Teachers and the experience of learners can be enhanced.
Technology can be a significant enabler of improvement on multiple dimensions of the education
system.
None of this takes away from the fact that inequitable access to technology is a real challenge,
— the digital divide is real. Not everyone can have access to the same technology. For instance,
India has users of smartphones and feature phones, as well as people who have no access to
phones. When we are thinking of solutions and scale solutions in a digital world, this fact cannot
be ignored.
Technology tools are ‘good slaves,’ but ‘bad taskmasters’ — a balanced approach to the
selection and use of tools needs to be taken, including respecting the digital rights of children.
As we move towards becoming a more digitised society, data of individual actions, choices, and
behaviours are generated and also perhaps more accessible. This data, when used to serve the
user, is a convenience, but the same data can make the individual vulnerable. Technology tools
need to be used with caution, especially around data in an increasingly digital society and
inappropriate usage in the teaching-learning processes.
6.1.1 Evolving and Emerging Technology
6.1.1.1 Artificial Intelligence, Machine Learning, Augmented Reality, Virtual Reality
The emergence of technologies such as Artificial Intelligence, Machine Learning, as well as big
data analytics and visualisation will definitely find innovative applications in the education
domain. There are enormous possibilities to use emerging technologies such as Artificial
Intelligence, Machine Learning and Data Science, as well as immersive (AR/ VR/ virtual labs),
interactive, and gamified contents to improve the teaching-learning and assessment processes,
supporting Teacher preparation and professional development, enhancing educational access,
and streamlining educational planning, management, and administration. For this, an ecosystem
of digital education needs to be created where Teachers, students, parents, as well as
administrators are well oriented about the appropriate use of technology while taking necessary
safety and security measures.
These technologies being used and implemented without discerning their impact is a danger of
adding to the digital divide. However, their potential to be used to enhance and support the
capabilities of Teachers and students should not be ignored. Teachers and students as users/
contributors/beneficiaries of these technologies must be made aware of the inherent function of
such technologies. At national, State, and school level, students must be made aware of these
technologies, their role, and how to discern its use and impact on them. For example, Responsible
AI for Youth (YUVAi) is a national programme for government schools to empower the young
generation to become AI-ready. Established by the National e-Governance Division of MeitY,
the platform aims to help students develop a new-age tech mindset and relevant skill sets.
6.1.1.2 Generative AI
The evolution of technology is not entirely predictable. However, in the foreseeable future, the
growth of Artificial Intelligence, Machine Learning, and consequently Generative and responsive

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AI appears inevitable. Irrespective of the nature of technology, the skill sets of Teachers and
students to develop a basic understanding of how these technologies work and therefore to
channel these emerging and disruptive technologies in a manner that serves the need and helps
the Teacher and student in the Indian context is critical.
Generative AI is a type of AI that creates original content by learning from existing data; it
uses patterns and structure from existing data to produce new content. It can generate new text,
images, or music without explicit programming. Some examples of Generative and responsive
AI are Chat GPT and Bard. However, these can be leveraged to create technology solutions,
such as TaraBot, on DIKSHA. They can be used to discover ideas, create innovative content, and
enable exploration and problem solving across design, music, art, and storytelling.
In education, generative AI can be a valuable tool for Teachers. It enables the creation of
engaging educational materials such as interactive lessons, videos, and personalised exercises.
It also aids in content generation in multiple languages, promoting inclusivity. However, caution
must be exercised to ensure that the generated content aligns with the curriculum and avoids
biases. By responsibly incorporating generative AI, Teachers can enhance creativity and
innovation in the classroom, offering unique learning experiences to students.
Generative AI has the potential to play a complementary role in learning by significantly
reducing the time and effort involved in generating content — quizzes, lesson plans, learning
materials, adaptive assessments, interactive simulations, and virtual environments for engaging
learning. However, it is important to note that generative AI is a rapidly evolving field, and
there are ethical considerations and challenges associated with its use. Issues such as bias in
generated content, data privacy, and validity and veracity of generated content are issues that
have come up, and more are being discovered. Also, there may arise real challenges and
disruptions in education by (mis)use of AI, including students and educators ‘outsourcing’ the most
fundamental process of educational work — of thinking — to AI. This could be in the form of
homework and assignments being done by AI, or lesson plans and content being developed
entirely by AI. In the long term, such behaviour starts stunting the growth of the capacities
outsourced — in this case, thinking — and this would be deeply damaging.
Only deeply thoughtful and well-researched integration of AI in the process of education will
let us use its potential fully while not succumbing to its more serious risks. This must be one of the
most important areas of research and attention for the entire education system — eliminating
the risks of AI and using it to its fullest extent. At the time this NCF is being written, nothing more
definitive can be said.
Section 6.2 Potential of ICT in School Education
Technology in education has the potential to play the role of a significant extension of human
capabilities, and ways of making teaching and learning more effective. Here are a few
scenarios to examine what technology can enable:
a. Can break down barriers and constraints. For example: The student is not limited only to
classroom experiences. They can explore and access content beyond the constraints of the book,
Teacher, and the classroom.
b. Enables exploring worlds, ideas, and places beyond that which can be physically accessed.
For example: a student or even the Teacher may not have travelled to see a planetarium or a

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museum, but if a video or a link to an augmented reality experience can be provided, they
would be able to explore any space in the world.
c. It does not discriminate by itself. For example: the user’s ability or location does not matter to
technology. Technology opens up access to people of different abilities. Video content with
subtitles and supported by sign language is critical for the hearing impaired; similarly, audio
content is critical for the visually and print impaired. Text with audio would be a life changer
for learners with learning disabilities.
d. It makes it possible to exercise choice, make connections, and find what they need and want
to learn. For example: Teachers undergo training programmes on predetermined topics; while
this is useful, it can be supplemented by the Teacher accessing training on the web.
6.2.1 Access
This NCF has consistently mentioned learning should not be limited to what is presented in
textbooks. ICT makes it possible for students and Teachers to have access to a wide variety of
content. With the spreading network access to the internet and the ubiquity of digital devices
that can connect to the internet, access to educationally valuable content has become more
equitable and democratised, thereby enabling learning anytime and anywhere.
6.2.1.1 For Students
Direct access to digital content on the internet might not be appropriate for very young children.
Access to digital content should be moderated and mediated by adults in this case.
a. Students can be encouraged to access and engage with relevant digital material that
complements and supplements the content in their curriculum, syllabus, textbooks, and other
materials they are typically unable to access in their physical environment.
b. Students can use ICT to deepen understanding, learn at their own pace, engage with
additional practice, and do self-assessments. More than anything else, ICT can be of immense
value to discover and explore new areas and topics, and as is becoming common — to become
creators and makers (for example, creating ‘how to ….’ videos and demonstrations).
c. Students can utilise technologies such as peer forums and chatbots to clarify their doubts or
just to ask a question through voice or text to clarify or develop understanding and satiate
curiosity.
d. The agency to learn and find spaces for learning without fear or judgement can be enabled
through ICT.
6.2.1.2 For Teachers
More than the students, it is for the Teachers that the use of ICT becomes significantly enabling
and empowering.
a. Teachers can use digital content available on the internet for complementing and
supplementing the textbook material. Such content can enable different pedagogical
approaches, as well as provide different forms of engagement through audio-visual material.
Textbook chapters and Teachers’ handbooks can embed appropriate QR codes, which guide
them to relevant complementary and supplementary content.

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b. Resources for suggested and illustrative lesson plans for specific content areas and textbook
chapters aid the Teachers in preparing for classroom instruction.
c. Well-designed Pedagogical Content Knowledge (PCK) packages for specific concepts can
orient and prepare Teachers conceptually for teaching.
d. Additional assessment tools and readily available worksheets can enable Teachers to create
formative assessments to understand the learning of the students.
e. More in-depth courses can allow Teachers to deepen their perspectives of education as well
as specific content areas. Teachers can enrol in these online courses and develop their capacities
at their own pace and convenience.
f. Teachers can use tools that can simplify administrative tasks to unburden themselves.
6.2.2 Content Creation
ICT has not only eased access to content, but it has also enabled the creation of content. ICT has
the potential to enable a wide variety of practitioners to create educationally valuable and
relevant content.
a. Locally relevant content to be used in classrooms can be created with the assistance of ICT at
the school cluster/complex level by Teachers and resource persons.
b. Teachers can create content dynamically, based on the specific needs of their classroom. They
can access existing digital content and modify it to their specific needs.
c. ICT has made it possible for content to be created and presented in various forms. Videos,
audio clippings, graphic simulations, animated presentations — all these forms of content can
now be easily created by a motivated and capable Teacher with the use of simple tools in ICT.
These different forms allow for a variety in the content used in the teaching-learning process.
d. ICT also enables students to express themselves beyond a simple textual form. They can
capture their educationally relevant understanding in various audio-visual forms for Teachers to
assess.
e. With this NCF’s emphasis on Art, Physical, and Vocational Education, it is not hard to imagine
the central role played by digital content. Instructional videos would be far more effective than
textbook chapters for these Curricular Areas.
f. Teachers can use Generative AI technologies to create content that is localized to their contexts
and specific to their immediate pedagogical needs.
6.2.3 Individual Attention
ICT can help Teachers provide greater individual attention to students and to their specific
needs.
a. ICT can enable the recording of the learning achievements of the students at a fine level of
granularity. This information can assist the Teacher in creating useful learning profiles for a
subset of students in their care. These learning profiles can help Teachers in creating
individualised learning plans, which could also be developed with the aid of relevant technology
solutions. The Teacher is central to this process to assess if the plan is relevant and of use to their
students.

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b. Students can engage with personalised content through digital devices, moderated by the
Teacher in the classroom. ICT can assist in personalising this content by using the students’ specific
profiles, which includes their prior knowledge and preferences.
c. In higher grades, students can access digital content that explains the concepts in different
languages and multimedia formats. Students can engage with these materials at their own pace.
Thus, this facilitates the slow shifting of the responsibility of learning to the students and makes
them independent learners.
d. Teachers too can receive individualised training plans to suit their needs and for improvements
in areas of difficulty for them.
e. Technology can bridge gaps and enable independent learning to support the diverse needs
of students with disabilities. Technological aids in the form of diverse tools for early detection
and intervention will be needed. In addition, specially curated e-content to address the learning
needs of students with disabilities should essentially follow Universal Design for Learning (UDL)
principles and the end products should be available on audio, video, ISL, and other digital
formats such as EPUB, flipbooks, interactive Digitally Accessible Information System (DAISY).
Mobile applications can be used to cater to the specific needs of students with learning
disabilities. Audio modes, such as radio and audio books, and television for hearing impaired
with subtitling and ISL can be leveraged for students with disabilities .
6.2.4 Interactive Content
The use of ICT allows for the possibility of dynamic and interactive content that a textbook
cannot manage. Such use of ICT might be appropriate from the Middle Stage, where students
engage with interactive content through digital devices.
a. In Curricular Areas such as Science and Mathematics, digital simulations can make
engagement with concepts more hands-on and dynamic, thus improving conceptual
understanding.
b. With advanced voice recognition and natural language processing techniques, ICT can assist
in oral language development through interactive software.
c. Digital textbooks can have assessments embedded in them and students can check their
understanding immediately.
6.2.5 Teacher Empowerment — Emerging Innovative Pedagogical Practices and Skills
There are many pedagogic practices, strategies, and ideas that are being tried that have
achieved various degrees of success. These include flipped classrooms, blended learning,
personalised learning, game-based learning, edutainment, computer-assisted learning, and
several others. All of these may be effective in some contexts and not so in other contexts. There
is no one method or use of technology that fits all.
Thus, preparation of Teachers to engage with technology and make the best choices for their
students and schools becomes a critical step in making effective use of ICT in classrooms.
Capabilities of ICT can be used in such capacity building of Teachers at scale. The PRAGYATA
[Pragyata Guidelines, Government of India] guidelines for digital education articulates the kind
of preparation necessary for Teachers to be able to deliver digital education as being a
twofold process.

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a. The first is the requirement of Teacher preparation for adopting digital technology for
teaching their students more efficiently.
b. The second is to use digital medium to keep abreast of new development, in education for
their own professional growth. Teachers must be ready to harness the potential of digital
technology to keep them professionally up to date. The Teacher may:
c. Explore digital technologies such as LMS (Learning Management System), apps, web portals,
digital labs, and repositories of Open Educational Resources (OERs) at national/State/global
levels.
d. Attend webinars, online training programmes, online courses on ICT — Pedagogy and Content
integration.
e. Use appropriate technology for teaching and learning and conducting assessments.
f. Use digital resources embedded in Alternative Academic Calendars (AAC) developed by
NCERT for different Stages.
g. Be part of forums, interest groups, and online communities to interact with peers and know
how the rest of the world is doing with digital education.
h. Get acquainted with copyrighted as well as Free and Open Source (FOSS) e-content and
tools for learning. Teachers can be made aware to use open resources as everything on the
Internet is not available for free download or sharing.
Section 6.3 Possible ICT Solutions for School Education
The above section broadly outlines the potential of ICT to have a positive impact on school
education; this section explores various ideas and solutions that are in use and may be
envisaged. However, this is not by any means an exhaustive list of ideas or solutions, it is merely
indicative.
Technology will evolve and adapt as is its nature, the attempt is to provide a framework for
Teachers, educationists, and administrators to think of and leverage these tools (and also what
may come in the future) to suit the needs of learners. For instance, a policy framework for
developing education technology is National Digital Education Architecture (NDEAR).
6.3.1 National Digital Education Architecture
To fully achieve the potential of ICT in enabling the vision of NEP 2020, NDEAR was launched
in July 2021. ‘The core idea of NDEAR is to facilitate achieving the goals laid out by NEP 2020,
through a digital infrastructure for innovations by, through and in the education ecosystem.’
NDEAR is a blueprint for the future of education in India. It aims to create a unified national
digital infrastructure that will enable the use of technology to improve educational outcomes for
all students. NDEAR creates standards and principles for technology solutions in education. This
will help Teachers find and use solutions that help meet the learning needs of students. NDEAR
will encourage an ecosystem of digital contributors who can develop and use technology in
school education. It follows some core principles for developing technology in a manner such that
it enables open access, agency, and choice for usersas well as diversity and inclusion. It
endeavours to meet the special needs of students with disabilities.

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The NDEAR addresses the following aspects of ICT in education:
a. Core Interactions: NDEAR identifies two core interactions in education — learning interactions
and administrative interactions. Learning interactions are those that take place between students
and Teachers, while administrative interactions are those that take place between Teachers and
administrators.
b. Scenarios: NDEAR defines three scenarios for the use of technology in education — learn,
help learn, and manage learn.
i. Learn scenario refers to the use of technology to enable learning directly
ii. Help learn scenario refers to the use of technology to provide support to learners
iii. Manage learn scenario refers to the use of technology to help administrators manage the
educational process
c. Key Personas: NDEAR identifies five key personas — students (any learner), parents (any
caregiver), Teachers (anyone who is a Teacher, formal or informal), administrators (anyone who
can help manage), and community members (society in its widest term including market players).
Digital resources for learning and for use by the five different personas have a very important
role to play in leveraging technology in a manner that is contextual and relevant to learners.
6.3.2 Digital Books and Libraries
Textbooks, stories, novels, articles, and non-fiction in various languages in digital form are very
important resources for school education.
6.3.2.1 Relevance
Digital books would be relevant across all subjects including vocational training. One example
is to address the issue of low literacy levels requiring more resources for the development of
language. Digital resources can aid in more listening, reading, expansion of vocabulary, and
meaning making. The class and home need to be print rich, but it is also essential to be print rich
digitally and have access to diverse digital content in the form of stories, books for various levels
of readers, audiobooks, read-along digital content, vocabulary builders, digital dictionaries,
word games, video content and online courses in multiple languages, and have access to tools
to get a sense of one’s own learning level in language.
6.3.2.2 Benefits of Digital Books
a. Overcomes physical barriers to access — Many books can be accessed by the individual
even if they do not have access to physical books in their local environment.
b. Portable — They can be accessed from anywhere, anytime, and across devices.
c. Extendable — Textbooks particularly can be extended, modified, and updated quickly when
in digital form.
d. Delays — Delivery delays can be overcome.
e. Inclusive — Digital books lend themselves to accessibility, options to enlarge size of the font,
change the page colour, use the read-aloud, and access the audiobook formats can be enabled.
6.3.2.3 Resources

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There are several platforms and resources available that enable access to digital books. NCERT
has made all its textbooks available online across various platforms, such as SWAYAM, DIKSHA,
ePathshala. In addition, IIT Kharagpur has the national digital library platform. Several private
publishers are enabling access to digital versions of their publications, be it fiction or non-fiction.
6.3.3 Videos, Animations, and Audio
Digital material in the form of videos, animations, and audio is useful to explain topics, and
concepts, and demonstrate through ‘how to…’ for both students and Teachers.
6.3.3.1 Relevance
Across all subjects and domains ranging from an explanation and demo video for Teacher (and
student) on ‘How to teach/learn place value using sticks and stone’ to watching a video on ‘Force
in action in a cricket game.’ Videos and animations are excellent learning aids for both students
and Teachers. The creation of contextual content is as relevant as the consumption of content in
the teaching-learning process. This form of digital content is particularly relevant for the
Curricular Areas of Art Education, Physical Education and Well-being, and Vocational Education.
6.3.3.2 Benefits
a. Deepens understanding — Helps understand the subject matter better by engaging multiple
senses (seeing and hearing) of the learner and also enables visualisation of the topic or concept.
b. Connection — A video helps establish a human connection to the learning process unlike
engaging only with text.
c. Shareable — The Teacher can send a video to the parent via messaging and students can
share with each other.
d. Independence — Enables independent study by students and this becomes relevant as the
learner evolves across Stages.
e. Repeatability and pacing — Videos also give Teachers the opportunity to demonstrate an
aspect or subject repeatedly. The student can go back to ideas and concepts they have not
understood and watch and learn again: it helps a student ‘personalise’ their pace of learning.
f. Builds on an existing habit — Engagement with videos across various platforms is an integral
part of evolving learning habits, be it watching a cooking video to learn how to make an
unfamiliar dish or a Teacher watching a video on how to teach place value using sticks.
g. Makes interdisciplinary learning easier — A well-crafted video on the topic can connect
domains of learning in shorter time periods and a more efficient way. For example, connecting
topics of physics to playing cricket; cooking to chemistry; carpentry to math.
6.3.3.3 Resources
Creating and sharing these videos and animations are possible across several platforms.
Television, OTT platforms, and radio (including community radio) can play a big role — imagine
being able to watch a movie or listen to a play based on a story in the language textbook.
Platforms
Platforms such as SWAYAM and DIKSHA are regarded as well-curated spaces for curriculum-
linked content, in addition to several private platforms. Using the curation along with sourcing

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tools (such as VidyaDaan) available on these platforms, the quality of curriculum-linked content
can be increased. The learning experiences from SWAYAM and DIKSHA can help evolve a
body of knowledge of digital pedagogy which, in turn, can help craft a common set of guidelines
that will enable the creation of better quality and relevant content.
6.3.4 Online Courses
These are micro-courses and courses with certification available online.
6.3.4.1 Relevance
This NCF will open up the need for training and capacity building of Teachers and administrators
across the country. A cascade approach or only an in-person method of training will not be
sufficient. The NCF also focusses on new Curricular Areas such as Vocational Education and
Interdisciplinary Areas. Neither students nor Teachers should be limited by geographical
barriers, language barriers, or any other constraints to develop skills or explore interests outside
of the school framework. Digital courses with or without credentials can enable exploration and
capacity development.
6.3.4.2 Benefits
a. Anytime, anywhere learning.
b. Choice of topics to learn and develop skills.
c. Digital credentials for both students and Teachers enable them to build and showcase their
abilities and body of knowledge.
d. Opportunities to revisit and relearn.
e. Micro-courses as a concept will provide just-in-time, bite-sized learning. For Teachers, ‘How
to teach mathematics connecting to day-to-day living?’, ‘How to conduct read-aloud with stories
to make them engaging’ and ‘Tips on how to link sports and physics’. For students, ‘How to make
pots,’ ‘How to build a wooden table’, ‘How to build a biogas plant’, ‘How to compost organic
waste’, ‘How to play a musical instrument’, ‘How to develop the skills to be a sportsperson’, ‘How
to pursue a certain career, e.g., police official’ are useful educational resources.
6.3.4.3 Resources
SWAYAM, DIKSHA, NISHTHA platforms, and several State training programmes will be
available for skill development, capacity building, and issuance of verifiable credentials.
NCERT’s and State SCERTs’ experience in rolling out large-scale online training programmes are
available to be leveraged to evolve digital pedagogy that will work for the context, scale, and
constraints of India.
Sourcing content for specific demands from the wider ecosystem through NDEAR VidyaDaan
would enable the ecosystem to contribute to the needs of these courses.
6.3.5 QR Codes and Other Technologies that Connect the Physical to Digital — Phygital
6.3.5.1 Relevance
Across all Curricular Areas, access to a wide range of digital resources is needed. These
resources could be in the form of further explanation of content, demonstration videos,
worksheets, Teacher education courses and assessments. QR codes act as the access point to the

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wider array of resources starting from a familiar learning resource — either a textbook or any
physical teaching-learning material.
6.3.5.2 Benefits
a. Bridging — Bridges the physical and digital teaching-learning environments. For example, in
a multilingual classroom, children whose home language is not the MOI may need access to some
basic translation of content in their home language. QR-coded textbooks that connect the student
to the explanation of key terms of each chapter in different languages will help build
vocabulary and better understanding.
b. Extendibility — QR codes on physical books make it possible to ‘extend content’ and
supplement in a seamless way.
c. Connection — Due to the limitation of physical space on the materials, it is easier to make
connections in the digital space — the QR code can provide access to linked materials in the
form of text, audio or video, or any other format.
d. Inclusive — Across all subjects and educational materials, QR codes or similar phygital
technology can become the gateway to access diverse content relevant to different learners,
making inclusive classrooms a reality. Audio added to books helps print-impaired learners
similarly, ISL content can be made available through the same QR codes or similar phygital
technology.
6.3.5.3 Resources
Digital infrastructure available in the form of NDEAR-compliant DIKSHA DIAL code (a registry
of QR codes linked to topics) and content repository enables the generation of taxonomy-linked
QR codes to be used on TLMs. In addition, content repositories such as DIKSHA or any other
NDEAR compliant content repositories can be leveraged to source content.
6.3.6 Virtual Labs and Simulations
ICT allows for democratising access to environments for experiential learning and makes scarce
resources available for all through technology. Virtual Labs and simulations are examples of
such access; however, these need to be used in conjunction with physical teaching methods. Access
to some basic physical labs will enhance the ability of students to leverage Virtual Labs better.
6.3.6.1 Relevance
Practical application of concepts and the ability to conduct experiments in a virtual environment
will deepen learning. While used more often in Mathematics and the Sciences, it can also be
developed to teach Languages and other subjects.
6.3.6.2 Benefits
a. Access anytime anywhere: Students in remote locations get access to labs and enable anytime
anywhere learning for all.
b. Quality: Better quality of labs without being restricted to challenges of funding, procurement
of materials, and equipment.
c. Immersion: Visual aids to teach complex theoretical topics and concepts creates an immersive
learning experience.

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d. Repeatability and flexibility: Time and space to repeat experiments and try new experiments
without resource constraints.
e. Feedback loops: Faster feedback and learning loops where dependence on the Teacher may
be reduced.
f. Equitable: As a shared common resource, Virtual Labs as a common infrastructure provide
equitable access to a scarce resource and remove constraints that apply to setting up high-
quality physical labs.
6.3.6.3 Resources
The Virtual Labs project of the Ministry of Education has participation from many institutes of
repute from higher education. However, more labs need to be created with a focus on the
requirements of school education. One example of such a programme is the Amrita Virtual Lab.
There are many such virtual labs being developed and will evolve to meet the requirements of
Teachers and learners as technology evolves.
Leveraging open-source tools and adapting them to the Indian context, such as the PhET
Interactive Simulations project at the University of Colorado Boulder, creates free interactive
Math and Science simulations. These are based on extensive education research and engage
students through an intuitive, game-like environment where students learn through exploration
and discovery.
6.3.7 Content Creation Capabilities
ICT enables easy creation and sharing of educationally appropriate content for the local context
and ensures equity by enabling the creation of accessible content.
6.3.7.1 Relevance
a. Across Curricular Areas, there is a need for the creation and distribution of contextual local
content. Teachers and administrators are routinely creating and curating TLMs. This capability is
demonstrated through the digital habit of Teachers creating video content and sharing their
work through messenger services.
b. Ideas on how to create and generate local content should be made available to all DIETs
and Teachers across the country. The Social Science Curricular Area requires 20% of the content
to be locally specific to that panchayat or district. Such content should be created and made
available through NDEAR-compliant platforms such as DIKSHA.
c. Local content creation can be implemented as a decentralised process throughout the year
and uploaded onto SWAYAM, DIKSHA, and other platforms, including local TV and radio, and
made available to all Teachers.
d. Micro-courses that guide content creation processes should be made available to Teachers
and other content creators.
e. The NDEAR ecosystem should enable community members to create relevant content,
particularly in the areas of Art and Vocational Education.
f. There is a need to ensure equitable access to accessible content that has been developed
following Universal Design for Learning and made widely available.

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6.3.7.2 Benefits
a. Enabling content creation and building local capabilities will ensure contextual content
development.
b. Self-sufficiency in resource regeneration at various levels will result in a diversity of teaching
and learning resources.
c. Nuances, such as addressing learning gaps and dealing with multilingual classrooms which are
very specific, can be addressed.
d. Enabling personalisation and access to contextual, relevant content for diverse learners.
6.3.7.3 Resources
a. There are multiple digital content creation tools across a multitude of platforms for various
purposes, and there are a wide variety content platforms. As formats of content have evolved,
tools have been evolving, including AI tools.
b. For open and easy access, NDEAR guidelines should be followed by content creators.
c. DIKSHA provides the capability of multilingual content support and creation support at the
local level.
d. NCERT guidelines for digital content creation and the creation of inclusive content are useful
resources in this journey.
6.3.8 Assessments, Question Banks, and Practice Materials
Easy access to a portfolio of assessment tools and question banks that address and test a range
of skills (including conceptual understanding and provoke critical thinking and problem sets)
enables Teachers to use them appropriately in their classroom teaching.
6.3.8.1 Relevance
For achieving several competencies, repeated practice becomes a necessity. At the same time,
this practice work should not be routine and mechanical. To create a set of worksheets that
allows for in-depth practice and, at the same time, sustains the learners’ interest is not an easy
task. ICT can enable Teachers to easily create appropriate practice tasks keeping in mind the
learning levels of the students and their local contexts.
Teachers need question banks and problem sets linked to the curriculum to be able to do
formative assessments of their students. Students can take charge of their own learning if
assessments are non-threatening quizzes.
Assessments and quizzes can be done in many ways — online at scale, online at a local level,
and in an offline manner. Question banks and practice questions appropriate for different levels
of learners will be required across subjects and languages. To accommodate student diversity,
assessments in many forms are to be facilitated, e.g., paper-pencil tests, oral assessments,
project work, and group assignments.
6.3.8.2 Benefits
a. Online assessments give Teachers and administrators data instantly.
b. Teacher aids: Access to question banks to curate regular formative assessments will be a
supportive Teacher aid.

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c. Student aids: Access to practice questions across levels and access to quizzes would be helpful
to students to do independent practice.
d. Inclusion by levelling and enabling formats of assessments — curated levelling of questions
in different languages and enabling various methods of assessment — oral, video, and project
work — would allow the assessments to be within the Zone of Proximal Development (ZPD) of
the learners.
e. Digitisation of assessment responses can help determine gaps across regions and necessary
remedial action to be taken. This needs to be done at the class and school level but is also
necessary for large scale assessments and surveys.
6.3.8.3 Resources
Digital infrastructure may be leveraged to create question banks aligned to Competencies and
Curricular Goals. Tools for assessments may be developed and, where appropriate, the quiz
creation capability of DIKSHA can be leveraged or also sourced from various solution providers
across the ecosystem via NDEAR. For example, NCERT has conducted several national-level
quizzes on the DIKSHA platform for students. While this is not an assessment tool as such, the
same infrastructure can be used by Teachers at a school, district, or State level to generate short
assessments and quizzes on a daily basis for their students.
Section 6.4 Precautions in the use of ICT in School Education
a. Safety
Students in schools have not reached adult age. Safety is thus paramount in any decision related
to technology use. While students can be physically protected within the boundaries of the
school, allowing them to access the internet during school hours creates avoidable risks. It is the
responsibility of the school to protect children from predatory and abusive behaviour often
found on the internet.
The effect of screen time and the use of digital devices on the well-being of young children is
still not fully understood. This implies a cautious approach to the use of digital technology by
students, at least till the end of the Preparatory Stage.
b. Privacy
It is the responsibility of the school to protect the privacy of students when they are expected to
use ICT for educational purposes.
c. Inappropriateness
Controlling access to all content available on the internet is not an easy task. Even inadvertent
access to inappropriate content can cause serious harm to young minds. Schools should be
extremely mindful of this possibility and access to the internet should be under adult supervision
in schools. For students in the Secondary Stage, norms of behaviour in the digital world should
be explicit as the norms of behaviour in the school.
d. Distraction
Several large-scale studies have shown that digital technology can be as much of a distraction
as a useful tool for learning. Schools and Teachers should be very cognizant of this possibility.

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It should not be forgotten that the purpose of the use of ICT is for the achievement of Learning
Standards and not for the general entertainment of students or Teachers.
e. Commercialisation
In recent years, rampant commercialisation of educational content has resulted in very predatory
practices of commercial interests. These profit-seeking enterprises have preyed upon the
anxieties of parents and are promoting ICT-based educational solutions with doubtful efficacy.
f. Deep Risks
As mentioned in the section on AI, we are still discovering the risks of many technologies. For
example, there is growing evidence of the mental health impact of social media on teenagers,
and of its impact on attention spans on children, which then affects all aspects of education and
life. Not using or experimenting with technology in education because of the apprehension of
such deep risks would stop progress. At the same time, using technology at the core of how
children develop and grow (education being one such key process) without addressing the
deepest of such risks can profoundly alter human well-being. Rigorous research and very
thoughtful use of technology is the only way forward.

Source: NCF SE 2023

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 SESSION 4
IMPLICATIONS FOR SCHOOLS AND WAY AHEAD

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 Activity 5
Implications for Schools and Way Forward
Timings: 3.30 pm – 5.00 pm
Objectives:
To enable participants to:
 reflect on their school practices to identify gaps in the light of recommendations of NCF
SE 2023
 enlist the implications of NCF SE 23 for schools and teachers in terms of curriculum,
pedagogy, and assessment given the key objectives and major features of the NCF SE
 suggest ways for ensuring the holistic development of the students – Physical, Cognitive,
Language, Socio-emotional, and moral at different stages
 identify challenges in the implementation of NCF SE 2023
 suggest ways to overcome challenges and creation of an enabling or supportive
ecosystem in the school for the implementation of the framework.
Mode: Individual and Group Activity
Material required: Post its, White Board, PowerPoint Presentation, A4 Sheets, Chart Papers,
Colours, Pens
Handouts: Handout 4A (Template for Gap Analysis)
Process:
Introduction and Task 1:
1. Instruct participants to write at least one major feature of the framework on a post-it
and stick it on the whiteboard.
2. Let them make a GO of the major features through the Post its on the whiteboard. (10
mins for the task)
Task 2:
3. Let participants be in groups.
4. Instruct the participants to:
a. reflect on their school practices, classroom practices, school calendar, Annual
Curriculum and Pedagogical Plan
b. do gap analysis using 4Rs (Review, Reflect, Respond, and Rate) on the following:
i. Holistic Development of learners by focusing on physical, social, emotional,
and cognitive growth
ii. Restructured Curriculum and Pedagogical Approach - 5+3+3+4
iii. Shift from rote memorization to conceptual learning and skill development to
prepare students for the 21st century
iv. Formative Assessment practices where learners get the opportunity to
demonstrate their understanding in meaningful and contextually relevant
ways i.e. implementing evaluation practices that promote authentic learning
v. Capacity Building of Teachers to help them gain the required knowledge,
abilities and skill sets to create an equitable learning environment with a
keen focus on holistic development

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(Initially gap analysis can be done individually by the participants and then can be shared with
the other group members and the most common gaps can be identified by the group and can
be reported/presented)
c. give recommendations to their own school for improving further. Assign 20 mins for
the task and 5 mins for presentation by each group.
d. make a presentation before the larger group.
5. Provide handout 4A – template for doing gap analysis.
6. Invite each group to share their findings with the larger group.
Task 3:
7. Let participants be in stage-specific groups (Foundational, Preparatory, Middle, and
Secondary)
8. Instruct each group to
a. enlist the implications of NCF SE 23 for schools and teachers in terms of
curriculum, pedagogy, and assessment given the key objectives and major
features of the NCF SE
b. suggest ways for ensuring the holistic development of the students – Physical,
Cognitive, Language, Socio-emotional, and moral at different stages
c. identify challenges in the implementation of NCF SE 2023
d. suggest ways to overcome challenges and creation of an enabling or supportive
ecosystem in the school for the implementation of the NCFSE
e. make a presentation on the same to the larger group in any form.
9. Assign 15 mins for the task and 3-5 mins for the presentation to each group.
10. Invite each group to make a presentation before the larger group.
11. Invite comments from the other groups.
12. Add on the missing points, if any.
13. Debrief and conclude the session.
Note for the RP:
1. Key objectives of NCF 2023:
a. Aiming for holistic development of learners by focusing on physical, social,
emotional and cognitive growth.
b. Restructured curriculum and pedagogical approach – 5+3+3+4 designed
strategically to aid value-based learning.
c. Aims shift from rote memorization to conceptual learning and skill development
to prepare students to tackle 21st century challenges effectively.
d. Effective assessment practices - promotes formative assessments, where learners
get the opportunity to demonstrate their understanding in meaningful and
contextually relevant ways i.e. implementing evaluation practices that promote
authentic learning.
e. Improved teacher training & development to help them gain the required
knowledge, abilities and skill sets to create an equitable learning environment
with a keen focus on holistic development.
2. Key Features of the National Curriculum Framework:
a. Holistic Development: The NCF recognizes the importance of holistic
development, focusing not only on academic excellence but also on the social,
emotional, and physical well-being of learners. It emphasizes the integration of

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 co-curricular activities, arts, sports, and life skills into the curriculum, fostering a
well-rounded educational experience.
b. Inclusive Education: One of the core principles of the NCF is inclusive education,
which aims to ensure equal opportunities and access to quality education for all
learners, regardless of their socio-economic background, gender, or ability. It
encourages the adoption of inclusive teaching practices, adaptive learning
materials, and a learner-centric approach to address diverse needs and
promote inclusive classrooms.
c. Learner-Centric Approach: The NCF promotes a learner-centric approach that
shifts the focus from rote memorization to active engagement and participatory
learning. It encourages teachers to create conducive learning environments that
encourage curiosity, critical thinking, and problem-solving skills. The framework
also recognizes the importance of continuous assessment and feedback to monitor
the progress of learners effectively.
d. Integration of Knowledge: The NCF emphasizes the integration of knowledge
across subject areas, promoting interdisciplinary learning. It encourages
educators to facilitate connections between different disciplines, fostering a
deeper understanding of concepts and their real-world applications. This
approach encourages students to think beyond isolated subjects and develop a
holistic perspective.
e. Flexible Curriculum to promote interdisciplinary learning
3. Significance of NCF for Teachers
The National Curriculum Framework has profound implications for educators, shaping
their roles, responsibilities, and teaching practices in the following ways:
a. Guiding Teaching Practices: provides teachers with a roadmap for curriculum
design and design of teaching methods. Educators can align their lessons with the
framework’s learning outcomes, ensuring a coherent and standardized
educational experience.
b. Promote Adaptability: encourages educators to exercise creativity and
adaptability. Teachers can design engaging activities and projects that cater to
the unique needs of their students.
c. Promote Personalized Learning: emphasizes the importance of catering to
diverse learning styles and abilities. Teachers are empowered to personalize
their teaching to accommodate the individual needs of each student.
d. Ensuring Teachers Professional Development: To keep teachers updated with
the evolving pedagogies and approaches of teaching, NCF prompts the need
for continuous professional development of teachers; which often lead to the
development of teacher training programs that equip educators with the skills
needed to implement the framework effectively.
e. Assessment for Learning: The NCF underscores the importance of continuous
assessment and feedback. Teachers can use varied assessment tools to gauge
students’ progress effectively.
f. Feedback and Improvement: Educators play a crucial role in providing
feedback on the effectiveness of the NCF. Their insights can contribute to the
continuous refinement and evolution of the framework.

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4. Challenges for Teachers
a. Time and Resource constrains: Successful implementation of NCF might require
enough time and resources for lesson planning and resource development. It
requires updated teaching materials, technology and trainings.
b. Pedagogical Shift: Adapting to learner-centered approaches can be a bit
challenging for teachers accustomed to traditional teaching methods.
c. Assessment Complexity: Designing assessments aligned with the NCF’s
principles might require rethinking and reframing assessment strategies.
d. Lack of Infrastructure in Schools: All the schools of the country do not have
enough infrastructures in terms of buildings and classrooms. In many cases two to
three classes are taught in a single room, which naturally harms the effective
teaching-learning process.
5. Implementing NCF 2023: Hands-on Strategies for Schools to Integrate the Framework
NCF 2023
a. Fostering a Multidimensional Approach to Education – Schools need to
i. have an all-encompassing approach to learning that goes beyond
academics
ii. cultivating cognitive skills along with the physical, social and emotional
development to nurture well-rounded individuals.
b. Adoption of multidimensional approach by teachers that caters to diverse
student needs and promotes overall growth.
c. Granting Educational Access to All – Creation of an education system that
embraces all learners, including those from marginalized backgrounds. Teachers
should establish a bias-free learning environment where students feel valued and
can learn about diverse cultural perspectives.
d. Competency-Based Education: Focusing on Practical Skills Over Rote Learning
– Schools need to nurture critical thinking, problem-solving and communication
skills through skill-based learning. Teachers are encouraged to design lessons
that encourage active participation, collaboration and real-world applications.
This will prepare students for practical challenges beyond the academic setting.
e. Integration of Technology: Cultivating Tech-Savvy Learners – schools need to
use digital resources to enrich teaching and learning. Additionally, technology
can also be used in assessments and evaluations, fostering innovative methods to
measure student progress. Ensure that your school has access to the latest digital
technology and education resources to facilitate a curriculum that is aligned with
NCF SE objectives.
f. Teacher training initiatives: A robust learning environment requires well-trained
and competent teachers. Launch teacher training programs to equip teachers
with the necessary skills based on NCF 2023’s vision.
g. Continuous evaluation: Establish a solid feedback loop to monitor progress.
Regular assessment and adaptation of strategies will help develop a flexible
approach in addressing challenges, fostering the effective implementation of
NCF’s vision.

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 Handout 4A (For Activity 5)
Template for Gap Analysis
Instructions:
1. Reflect on your school practices, classroom practices, school calendar, Annual Curriculum
and Pedagogical Plan
2. Do gap analysis using 4Rs (Review, Reflect, Respond and Rate) on the following:
a. Holistic Development of learners by focusing on physical, social, emotional and
cognitive growth
b. Restructured Curriculum and Pedagogical Approach - 5+3+3+4
c. Shift from rote memorization to conceptual learning and skill development to
prepare students for 21st century
d. Formative Assessment practices where learners get the opportunity to
demonstrate their understanding in meaningful and contextually relevant ways
i.e. implementing evaluation practices that promote authentic learning
e. Capacity Building of Teachers to help them gain the required knowledge,
abilities and skill sets to create an equitable learning environment with a keen
focus on holistic development
(Initially gap analysis can be done individually by the participants and then can be
shared with the other group members and the most common gaps can be identified by
the group and can be reported/presented)
3. Give recommendations to your own schools for improving further. (20 mins for the task).
4. Make a presentation before the larger group. (5 mins for presentation)
4Rs
1. Review How are we doing?

2. Reflect How well should we be doing?

3. Respond What will we do to improve?

4. Rate How do we evaluate our efforts?

Is what we are doing making a difference?

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Gap Analysis

S. Area Yes/No/In Evidences Recommendations

No. progress for improvement
1 Holistic Development of
learners by focusing on
physical, social,
emotional and cognitive
growth
2
Restructured Curriculum
and Pedagogical
Approach - 5+3+3+4

3
Shift from rote
memorization to
conceptual learning and
skill development to
prepare students for
21st century

4
Formative Assessment
practices where
learners get the
opportunity to
demonstrate their
understanding in
meaningful and
contextually relevant
ways i.e. implementing
evaluation practices
that promote authentic
learning

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5
Capacity Building of
Teachers to help them
gain the required
knowledge, abilities
and skill sets to create
an equitable learning
environment with a keen
focus on holistic
development

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 Central Board of Secondary Education
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi – 110092
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Training Unit