Perspectives in Education and Education Policy · Chapter 9

NCF 2005 and APSCF 2011

What to remember

NCF 2005 was prepared by NCERT under a steering committee led by Prof. Yash Pal. Its core idea is that children *construct* knowledge; learning must move away from rote memory.
Five guiding principles: link knowledge to life outside school; shift learning away from rote methods; enrich the curriculum beyond the textbook; make examinations flexible and part of classroom life; nurture a caring identity within a democratic country.
APSCF 2011 is the Andhra Pradesh State Curriculum Framework prepared by the State Council of Educational Research and Training (SCERT). It adapts NCF 2005 and the Right to Education Act to the needs of the state's schools.

Background of NCF 2005

A National Curriculum Framework (NCF) is a guide for syllabus, textbooks, teaching methods and assessment. NCERT has produced frameworks several times, and the 2005 version is the fourth in the line (earlier ones came in 1975, 1988 and 2000). The new framework was needed because of a long-standing problem: the burden of studies on children. The 1993 report "Learning Without Burden", also led by Prof. Yash Pal, had said that children were weighed down by too much information and by fear of examinations. NCF 2005 took this report as a starting point.

The framework was built through National Focus Groups. Each group wrote a position paper on one area, such as teaching of science, teaching of mathematics, examination reform, teacher education, and education of children with special needs. The final document has five chapters: Perspective; Learning and Knowledge; Curricular Areas, School Stages and Assessment; School and Classroom Environment; and Systemic Reforms.

Guiding principles

1. Connecting knowledge to life outside the school. What a child learns must link to home, village and community. Classroom work should start from the child's own experience.
2. Ensuring that learning shifts away from rote methods. Memorising facts without understanding is discouraged.
3. Enriching the curriculum so that it gives overall development of the child instead of staying textbook-centred. Art, work, play and health are part of the curriculum.
4. Making examinations more flexible and integrated with classroom life, with less stress and fewer recall questions.
5. Nurturing an overriding identity that is informed by caring concerns within the democratic polity of the country. Values of equality, justice, secularism and respect for diversity are stressed.

Learning and knowledge

The child is an active participant who builds meaning from experience. This is the constructivist view. The teacher is a facilitator, not only a giver of information.
Knowledge is not a fixed set of facts to be handed over. It is made by the learner through questions, activity and reflection.
Children learn in many ways: by doing, asking, discussing, making things and playing. Both school knowledge and community knowledge are valued.
Every child can learn. Learning must include children from all backgrounds, including girls, children from weaker sections, and children with special needs. The curriculum should be for all children (inclusive).
Silence in the classroom is not taken as a sign of good learning. Talk, group work and questions by children are encouraged.
The framework warns against treating the textbook as the only source. Many sources such as the local environment, newspapers, field visits and the library are encouraged.

Curricular areas and school stages

NCF 2005 discusses language, mathematics, science, social sciences, art education, health and physical education, work and education, and peace education. Some key points:

Language: the mother tongue or home language is the best medium in the early years. Multilingualism is treated as a resource, not a problem. The three-language formula is supported in a flexible way.
Mathematics: the aim is "mathematisation" of the child's thinking, that is, developing the ability to think logically and solve problems, instead of drilling formulas.
Science: learning by inquiry, observation and experiment, with links to the environment. Environmental studies is the approach in the primary years.
Social science: to develop a critical and questioning mind about society, with attention to the marginalised.
Work and education: work is a medium of learning, and knowledge and skills are connected. Vocational education is encouraged at higher stages.
Peace, art and health: these are valued as part of school life and are not treated as "extra" subjects.

Area	Main emphasis in NCF 2005
Language	Mother tongue; multilingualism as a resource
Mathematics	Mathematisation; problem solving
Science	Inquiry, experiments, environment
Social science	Critical thinking about society
Art, work, health	Part of regular curriculum, not extras

Assessment and examination reform

Assessment should help learning and not only rank children. Evaluation is to be continuous and comprehensive and should cover the whole child.
Board examinations should become less stressful, with fewer questions that need only memory. Questions should test understanding, application and thinking.
Examination should be integrated into classroom life. Teachers' own judgement and school-based assessment are given more importance.
Fear of failure is a barrier to learning, so the framework wants to reduce examination anxiety.

Systemic reforms

The last chapter looks at how the whole system must change to support the new curriculum. It includes reform of the curriculum, textbook preparation, teacher education, examination and quality, vocational education, and local participation (decentralisation, with a role for the community and panchayats). It also stresses a school culture that is child-friendly, with a flexible timetable and a school calendar that respects local needs. Teacher education should prepare reflective teachers. The framework also wants textbooks that are not heavy, with space for activities and questions.

The AP State Curriculum Framework (APSCF) 2011

The Right of Children to Free and Compulsory Education Act 2009 asked each state to develop a curriculum in line with constitutional values and the all-round development of the child, with learning through activity, discovery and exploration. NCF 2005 became the model.
In Andhra Pradesh, SCERT prepared the APSCF 2011 for school education, and the state textbooks were redone on its basis.
It follows a child-centred, constructivist approach. The teacher is a facilitator, learning is by activity and discussion, and fear and punishment are discouraged.
It uses academic standards (what a child should know and be able to do in each subject), so that teaching and testing are tied to clear learning outcomes. Examples are conceptual understanding, reading and interpreting, information skills, communication, and appreciation and application to daily life.
Assessment is continuous and comprehensive evaluation (CCE), with formative assessments during the year and summative assessments at the end of terms.
It stresses use of the mother tongue (Telugu) and local context in the classroom, and the inclusion of children from all groups.

Feature	NCF 2005	APSCF 2011
Prepared by	NCERT (national)	SCERT, Andhra Pradesh (state)
Scope	Whole country	Schools of one state
Main idea	Constructivism, learning without burden	Same ideas, linked to state needs
Assessment	Continuous and comprehensive	CCE with formative and summative tests
Legal link	Follows the Constitution	Follows RTE Act 2009 and NCF 2005

What NCF 2005 means in a classroom

Start from the child's experience. A teacher of a lesson on water begins with where the village gets water, and then moves to the textbook idea of the water cycle.
Ask open questions. "Why do you think so?" is better than "What is the definition?"
Use group work and projects. Children make charts, models and surveys, and present them.
Respect the home language. A child may explain an idea in the mother tongue first, and then in the school language.
Value children's mistakes. A wrong answer shows how the child is thinking and gives the teacher a chance to help.
Make the school inclusive. Seating, tasks and questions must give every child a chance, whatever the gender, caste, religion, language or ability.
Use varied assessment. Oral questions, drawings, projects and portfolios are used together with written tests.

Stages of schooling in NCF 2005

The framework looks at the child at each stage. In early years, play and the home language dominate. In primary classes, environmental studies, language and number sense are core. In upper primary and secondary, subjects become more distinct but should remain linked to life. At higher secondary, there should be real choices of subjects, including vocational courses. The framework wants a school day that is not tiring and a timetable with space for art, play and work.

Exam traps

NCF 2005 is a national framework by NCERT; APSCF 2011 is a state framework by SCERT.
"Learning Without Burden" (1993) came before NCF 2005; NCF 2005 was built on it.
Constructivism: the child builds knowledge; it is not "poured" in by the teacher.
Multilingualism is a resource, not an obstacle.
Examination reform in NCF 2005 means less stress and more understanding; it does not mean removing assessment.
Prof. Yash Pal led both NCF 2005 and the "Learning Without Burden" report; the Kothari Commission is a different body (1964-66).
NCF 2005 is not a syllabus; it is a guide for making syllabus and textbooks.
A formative test happens during learning; a summative test happens at the end.

One-liners

1. NCF 2005 was prepared by NCERT.
2. The steering committee chair was Prof. Yash Pal.
3. It builds on the 1993 report "Learning Without Burden".
4. It has five guiding principles.
5. Its approach to learning is constructivist.
6. The teacher is a facilitator.
7. Mother tongue is the best medium of early instruction.
8. Multilingualism is a classroom resource.
9. Examinations should be flexible and stress-free.
10. APSCF 2011 was prepared by the AP SCERT.
11. APSCF follows NCF 2005 and the RTE Act 2009.
12. APSCF uses academic standards and CCE.

Practice questions

Which body prepared the National Curriculum Framework 2005?
1. CABE
2. NCERT
3. NCTE
4. UGC
Answer
B. NCERT
NCERT prepared NCF 2005 through National Focus Groups and a steering committee.
Who chaired the steering committee that guided NCF 2005?
1. Dr K. Kasturirangan
2. Prof. Yash Pal
3. Dr D. S. Kothari
4. Dr S. Radhakrishnan
Answer
B. Prof. Yash Pal
Prof. Yash Pal led the steering committee for NCF 2005.
NCF 2005 built on which earlier report on the burden of studies?
1. Learning Without Burden
2. Learning to Be
3. Education for All
4. Learning: The Treasure Within
Answer
A. Learning Without Burden
The 1993 report Learning Without Burden was the starting point.
How many guiding principles does NCF 2005 list?
1. Seven
2. Four
3. Five
4. Three
Answer
C. Five
NCF 2005 lists five guiding principles.
Which approach to learning is central to NCF 2005?
1. Drill and practice
2. Rote memorisation
3. Behaviourism
4. Constructivism
Answer
D. Constructivism
NCF 2005 holds that children construct knowledge from experience.
In NCF 2005, the main role of the teacher is that of a
1. facilitator of learning
2. strict controller of the class
3. only a giver of notes
4. examiner of memory
Answer
A. facilitator of learning
The teacher guides and facilitates the child's construction of knowledge.
Which body prepared the APSCF 2011?
1. The Central Board of Secondary Education
2. The National Council of Educational Research and Training
3. The University Grants Commission
4. The State Council of Educational Research and Training, Andhra Pradesh
Answer
D. The State Council of Educational Research and Training, Andhra Pradesh
SCERT of the state prepares the state curriculum framework.
APSCF 2011 was prepared in line with NCF 2005 and which Act?
1. Universities Act 1904
2. Right of Children to Free and Compulsory Education Act 2009
3. Indian Education Act 1882
4. National Council for Teacher Education Act 1993
Answer
B. Right of Children to Free and Compulsory Education Act 2009
The RTE Act 2009 asked states to prepare child-friendly curricula.
NCF 2005 treats multilingualism in the classroom as a
1. burden
2. problem
3. resource
4. delay
Answer
C. resource
Children's languages are a resource for learning.
In NCF 2005, which language is considered best for early instruction?
1. Sanskrit
2. English only
3. Mother tongue or home language
4. A foreign language
Answer
C. Mother tongue or home language
Early learning is strongest in the language the child knows.
Which of the following is one of the five guiding principles of NCF 2005?
1. Increasing the number of board examinations
2. Ranking children by marks every month
3. Making the textbook the sole source of learning
4. Making examinations more flexible and integrated with classroom life
Answer
D. Making examinations more flexible and integrated with classroom life
Flexible examinations are the fourth principle.
Which statement best matches the idea of 'learning shifting away from rote methods'?
1. Children should copy lessons many times
2. Teachers should dictate notes
3. Tests should check only recall of definitions
4. Children should understand ideas instead of repeating them from memory
Answer
D. Children should understand ideas instead of repeating them from memory
Understanding replaces rote memory in the second principle.
A teacher begins a lesson on water by asking where the village gets its water. This best reflects which NCF 2005 principle?
1. Making examinations flexible
2. Connecting knowledge to life outside the school
3. Preparing for board examinations
4. Teaching through dictation
Answer
B. Connecting knowledge to life outside the school
Linking classroom ideas to children's surroundings is the first principle.
The final chapter of NCF 2005 deals with
1. systemic reforms
2. only language teaching
3. only mathematics
4. school timetable
Answer
A. systemic reforms
Chapter 5 of the document is Systemic Reforms.
In NCF 2005, 'mathematisation' means
1. memorising multiplication tables
2. drilling formulas for tests
3. solving only textbook sums
4. developing the ability to think logically and solve problems
Answer
D. developing the ability to think logically and solve problems
Mathematisation shapes thinking, beyond calculation.
Which description of science teaching fits NCF 2005?
1. Copying diagrams from the board
2. Learning through inquiry, observation and experiment
3. Learning definitions by heart
4. Teaching only from the textbook
Answer
B. Learning through inquiry, observation and experiment
Science is to be taught through inquiry and links with the environment.
NCF 2005 wants evaluation to be
1. held only at the end of the year
2. limited to written tests
3. used mainly for ranking
4. continuous and comprehensive, covering the whole child
Answer
D. continuous and comprehensive, covering the whole child
Assessment should support learning and cover many aspects.
Which of the following is a characteristic of APSCF 2011?
1. Child-centred, constructivist approach with academic standards
2. Separate textbooks for each caste
3. Exam-centred drill
4. Teacher-centred lecture approach
Answer
A. Child-centred, constructivist approach with academic standards
APSCF follows NCF 2005 ideas and defines academic standards.
Academic standards in a state curriculum framework describe
1. how many holidays are given
2. salary of teachers
3. what a child should know and be able to do
4. size of the school building
Answer
C. what a child should know and be able to do
They tie teaching and testing to clear learning outcomes.
Which pair correctly matches the framework with its maker?
1. APSCF 2011 - UGC
2. NCF 2005 - NCERT
3. NCF 2005 - SCERT Andhra Pradesh
4. APSCF 2011 - NCERT
Answer
B. NCF 2005 - NCERT
NCF 2005 is national (NCERT); APSCF is state (SCERT).
A teacher uses group projects, class surveys and charts so that children discover ideas. This reflects
1. a constructivist classroom
2. a transmission classroom
3. an examination-driven classroom
4. a drill classroom
Answer
A. a constructivist classroom
Children build understanding through activity.
Which is the best example of treating community knowledge as valuable, as NCF 2005 suggests?
1. Inviting a local farmer to explain crops in a science lesson
2. Ignoring local examples in favour of foreign ones
3. Banning home language in class
4. Using only textbook examples
Answer
A. Inviting a local farmer to explain crops in a science lesson
Community knowledge enriches school learning.
A formative assessment is conducted
1. only at the end of the year
2. only by an external board
3. only after the final lesson
4. during the learning process to help improve it
Answer
D. during the learning process to help improve it
Formative tests give feedback while learning is still going on.
Which of the following shows silence in class being wrongly treated as good learning, a view NCF 2005 rejects?
1. Allowing group discussion
2. Encouraging children to ask questions
3. Believing a quiet class is always a learning class
4. Letting children share ideas
Answer
C. Believing a quiet class is always a learning class
NCF 2005 encourages talk and questions.
Which statement about NCF 2005 and the earlier frameworks is correct?
1. It was the first framework ever issued by NCERT
2. It was the fourth framework brought out by NCERT after 1975, 1988 and 2000
3. It was issued by the Kothari Commission
4. It replaced the Constitution's directive principles
Answer
B. It was the fourth framework brought out by NCERT after 1975, 1988 and 2000
NCF 2005 followed earlier frameworks of 1975, 1988 and 2000.
Which of the following correctly distinguishes NCF 2005 from a syllabus?
1. NCF is a list of chapters for each class
2. NCF is a time-table
3. NCF is a guide for making syllabus and textbooks; it is not itself the syllabus
4. NCF is an examination paper
Answer
C. NCF is a guide for making syllabus and textbooks; it is not itself the syllabus
A framework sets directions, not detailed content lists.
Which pair shows a link between NCF 2005 position papers and their origin?
1. Each school wrote its own framework
2. National Focus Groups wrote position papers on different areas
3. UGC wrote position papers
4. State ministers wrote all textbooks
Answer
B. National Focus Groups wrote position papers on different areas
National Focus Groups prepared the papers that fed into NCF 2005.
Which one is NOT a stated aim of NCF 2005?
1. Increasing the weight of school bags
2. Reducing rote learning
3. Reducing examination stress
4. Making curriculum inclusive
Answer
A. Increasing the weight of school bags
NCF 2005 aims at learning without burden.
Consider these statements about NCF 2005: 1. It is a national framework prepared by NCERT. 2. It treats the textbook as the only source of knowledge. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
Statement 2 is wrong; the framework wants many sources beyond the textbook.
Consider these statements: 1. In constructivism the teacher pours knowledge into passive learners. 2. NCF 2005 supports constructivism. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
Constructivism says learners build knowledge; the teacher facilitates.
Consider these statements about APSCF 2011: 1. It was prepared by the state SCERT. 2. It ignores the RTE Act 2009. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
APSCF was prepared by SCERT and follows NCF 2005 and the RTE Act.
Consider these statements about examination reform in NCF 2005: 1. Questions should test only memory. 2. Examinations should be less stressful. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
The framework wants questions that test understanding and application.
Consider these statements: 1. Multilingualism is a resource in the classroom. 2. The mother tongue should be avoided in early classes. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
NCF 2005 supports the home language in early years.
Consider these statements: 1. Prof. Yash Pal was linked to both. 2. Learning Without Burden was released after NCF 2005. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
The report (1993) came before NCF 2005; Yash Pal led both.
Consider these statements: 1. NCF 2005 asks that the curriculum be inclusive of all children. 2. It leaves out children with special needs. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
It wants a curriculum for all, including children with special needs.
Consider these statements about assessment: 1. Formative assessment is done during teaching. 2. Summative assessment is done at the end of a term or year. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both describe the two kinds correctly.
Consider these statements: 1. NCF 2005 treats them as unimportant extras. 2. NCF 2005 includes peace, art and health as part of school life. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
They are valued as part of the curriculum.
Consider these statements about APSCF 2011: 1. It stresses learning without fear and punishment. 2. It uses continuous and comprehensive evaluation. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both reflect the child-friendly and CCE approach.
Consider these statements: 1. NCF 2005 is a national framework. 2. APSCF 2011 is meant only for schools of one state. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
NCF is national; APSCF is a state framework.
Consider these statements about the last chapter of NCF 2005: 1. It talks about teacher education and examination reform. 2. It talks only about school buildings. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
Systemic reforms include curriculum, textbooks, teacher education and examinations.
Consider these statements: 1. Knowledge is constructed by the learner. 2. Learning is a search for meaning. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both are central to the NCF view of learning.
Consider these statements: 1. NCF 2005 wants a fear-free classroom. 2. NCF 2005 wants children's mistakes to be punished to prevent repetition. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
Fear is a barrier to learning; mistakes are used to help the child.
Consider these statements: 1. NCF 2005 asked for school-based assessment with greater trust in the teacher's judgement. 2. It recommended that board examination marks alone decide a child's whole progress. Which is/are correct?
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
The framework gives importance to school-based assessment.
Which of the following is an example of an inclusive classroom practice?
1. Seating only high scorers in front
2. Asking only confident children to answer
3. Giving every child a role in group work, whatever the gender or ability
4. Using examples only from city life
Answer
C. Giving every child a role in group work, whatever the gender or ability
Inclusion means every child gets a chance to participate.
The word 'systemic' in 'systemic reforms' refers to
1. changes in the whole system, such as textbooks, teacher education and examinations
2. changes in one classroom only
3. changes in one child's timetable
4. changes in school uniforms
Answer
A. changes in the whole system, such as textbooks, teacher education and examinations
Systemic reforms look at the entire education system.

Page 1 of 1

Finished reading?

Test yourself in 10 minutes

A free 10-question mini-mock on your exam's real pattern, with negative marking and an instant score. अपनी तैयारी 10 मिनट में जाँचें।

Take a free mini-mock →Topic-wise practice