Part A:School stage Design
The National Curriculum Framework (NCF), following the recommendations of the National
Education Policy (NEP) 2020, has divided the school curriculum into four stages:
1 Foundational Stage (Ages 3-8)
Development Domains: Physical, socio-emotional, ethical, cognitive, aesthetic, cultural,
language, and literacy development.
Learning Focus: Emphasis on foundational literacy and numeracy, with the goal of
achieving foundational literacy in the first language (R1) by the end of this stage.
Content: Predominantly concrete play materials like toys, puzzles, and picture books.
Textbooks are introduced only from Grade 1, with children’s literature playing a crucial role.
Pedagogy: Largely play-based, with a balance between individual and group activities,
fostering nurturing relationships between teachers and students.
Assessments: Mainly qualitative observations by teachers, with the use of worksheets in
Grades 1 and 2. Explicit tests and exams are considered inappropriate.
2. Preparatory Stage (Ages 8-11)
Learning Areas: Two languages (R1 and R2), Mathematics, Art Education, Physical
Education, and “The World Around Us” (TWAU), which includes work and pre-vocational
skills.
Content: A gradual shift to more textbook use while maintaining a focus on concrete
materials and activities, particularly in TWAU.
Pedagogy: Activity and discovery-based learning continue, with students gradually being
introduced to more formal classroom settings.
Assessments: Short formal written assessments are appropriate, supplemented by
periodic summative assessments based on competencies defined in the Learning
Standards.
3. Middle Stage (Ages 11-14)
Learning Areas: Three languages (R1, R2, and R3), Mathematics, Art Education, Physical
Education, Science, Social Science, and Vocational Education.
Content: Engagement with theoretical concepts and more abstract ideas, supported by
well-designed textbooks that assist in developing academic linguistic proficiency.
Pedagogy: A balance of direct instruction and opportunities for exploration and inquiry,
with a focus on building on prior knowledge and learning from errors.
Assessments: More formal and explicit assessments designed to shift the focus from
content retention to conceptual understanding, with an emphasis on higher-order thinking
skills.
4. Secondary Stage (Ages 14-18)
Phase 1 (Grades 9-10):
- Continuation of all curricular areas from the Middle Stage, with the addition of
Environmental Education as an interdisciplinary area.
- Learning standards set for reasoning, argumentation, and ethical reasoning within the
context of environmental issues.
Phase 2 (Grades 11-12):
- Introduction of choice-based courses to remove strict separations between disciplines.
- Students study two languages (at least one native to India) and choose four subjects
from at least two groups: Art Education, Physical Education, Vocational Education; Social
Science and Humanities, Interdisciplinary Areas; Science, Mathematics, and
Computational Thinking.
- Encouragement of independent learning, self-study, and diverse classroom interactions.
Assessments and Board Examinations:
Emphasis on higher-order thinking and synthesis through challenging assessments.
Board exams for Grade 10 and Grade 12 are based on competencies, with some subjects
having local assessments certified by the Board.
Future directions include a shift to a semester or annual design, greater course flexibility,
and modular exams for certification.
Implications for Schools and Boards of Examinations
- Schools and boards should be prepared to offer and assess subjects from all curricular
areas by the start of implementation.
- A shift towards easier board exams focused on testing basic concepts rather than rote
learning is recommended.
- Schools should gradually expand subject offerings across all groups, with the goal of
achieving multidisciplinary study across four years of secondary education.
- Boards should move towards modular exams that are taken immediately after course
completion, facilitating a more flexible and dynamic certification process.
