NCF 1975

THE CURRICULUM
. ' · FOR
THE·TEN-YEAR SCHOOL
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NatioMI Council of ~ucatiOlllll Re«earclulld Training
·flie Curriculum for
The Ten-Year School
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National Council of Educational Research and Training

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Publiahod ati tho .Publie-l\tio ll Dopa_rtmont. by Srnt. ,J. Anjnui 1)11y<uttt.ocl,

~rotnry , Nationf\l Council of Educnt.iotud Rete~rch nod 'l'rnining,
NlR Cnmputi, Sri Aurobinrlo :'ifnrg, No'v Oolhi 110CH6, n.ud 1>rintod ""
R.aj(!1H1rn R 11vin1lrn Prinl-\""' (Pvt.) Li.ti .. Ram Nngnr, N'a \v O&lhi 110056
Foreword
l he u;1 ..cent Indian society i> 1cpl:1d11g old idral' by oe\,•. ..rhc Repot•t or
du• Etluc.ation Com1nission ( 19Gif.()f)} uudcrlincs natioa.al Je,•clopment as one
of the nlt>'il i1u1>0rt;11n wur;ents ol ~ducition a11d, iu fatt. ' 'isni:ilizcs it a.s the
o•tl)' i11Mruole111 ot pt.-;•c;eful so'i:tJ "'hange 011 11 g1·nnd sade", ' rhc Co111mission'.s
repon wi1s diM:usstd in 1he l'urli:u:oeru nnd a Policy Resolution \\':ll adopLCd
hr tl1e Go\'crnnlClll o[ rndi!l in 1968 in \\ hid1 the main J'CCOJ'nlt\ClldaLions or
1
tht Conuni~sion \\'Crt· acccptt'tl.

\l\n1lu,:dly 1ht~ l.t·\. of tlr\(·lopi11g ;1 co1r~o,polldulg curriculuua \\'hich l>)
wa~ ~~jooh·es. conuau ,1nd ntcthodology ser\'CS the: t urrt:nt a nd eJnc.r·
ging uccds of 1hc l11di:u1 society ;.uul the eitix.t:n is con1plcx. In a large country,
with diverse 11nguagcs, cuhure.. and 1raditiont where cducnlion is :1 Sune 11oub·
jtct, the necc:ssiLy of C\'Oh ing a u;uion;1I conscusus on Llle curri<:ul!'lr frJ1ne·
work ma.ke.s Ute 1:..sk e,·eu n1ore difficuh. HO\\'C\'Cr, during the Inst fC\\f ytars,
;1s :1 rcsuh or rnanr discussion1i nt different lt\•cls ill\'Olviog cxpcru (ro1n va..ri·
ous fields, :t fr:tnicworl ha~ t.:mcrgcd which is being prcse1ucd in thii Uocu·
mcnt tn spite o( the (:tel 1h:1L pei·fetliou or fin:ility can never lie ::td'tit!\'Cd
in 1he curricu1utu, :.i11u ii is :.1S$0dated with t\ cry1bing that is <l) 0runic, the
1 1
010men1 l1a! 001ne lU 1n:1ke the prtSClll h•a:mework the Startiog point of a liCfi•
o-u' effort to ilnplemc1n the idtas :u1d the consequeuti:il task$. The thrill o{
a co1uinuiog acadc1nic discussion hus to be rt:pl:'H;Cd by tlJc excitc1uent of ac-
1ion: Qther\\'lst. the olJject or the rlistu.ssjou will be Jo.on.
!'he Z':ational Council or E<lueuional RciC;arcb :ind Training expressc.s iis
gra«itucfc 10 the 11111114.!rom. cduanionists \\.'ho luve cootrilJutcd to L.bc 1naking of
.this documcut. 1\ special mi.:ntion ha> LO b e 111adc of 1hc incerest cak.en by the
PrCi.icle1n o( 1be Council , Prot. Nurul Hasnn, and of the guidnncc "'hich he g::ive
to tbe \\'Ork fto1u its inceptiou to its completion. His speeches at the firsl n'tert--
ing of 1hc expt•rt group an<l 'it ~te coufcreHce .at \\'hicb chcsc ideaJ wctc fin:ili.r:·
ed were bo1h in,·:1Junble contributiQn.s to 1he cr)'5t•tllizatiou or ide:as. It is ho~d
th::u this docun1tu1 will ~crvc :1' :1 useful guld~ io re1noulding cducntion ror
11:1rio11al de,·clop1ncn1 in tht" )'ears 10 CO(Jle',
f.lttv D11lhr Rais Ahmed
14 November 1975 D1rccior
NaLional Cou11cil o r Educ:uional -Research
and Tr.lining
The Curriculum CommiLtee
·r11c i\fini.stry of £ducaLion nnd .~oclal rt'elfare r<n1.sttl1tte tAJas
txpauded in 19i4 to it1C'lt1de thr rxf>erls frou1 t1Jithi11 t11t ;VCER1' wl1ich lta<l
tlt<J/ltd a wr.tion of Jiu: c-rtrrirulu111 In J'l72 111111 rrt1ised it in 191). A flUtttber
of s11~<(}111111illcr.r u:ttr~ 11ppointerl for rHJJt•rcnt ,fubjrtt t1rc1u, '""' in the t(J1u'$t
of thiJ 111ork ttrany fJthrr cduralio111fls r1•rirr rr111ut//('(/. ,Jn 1IpprqtJ('h Pn/Jrr i,;os
clicn dtnftr.cl n11tl 'irc11l11ttd for '011u11cuts to t11/ the States aud to nrony other
lt:ac}u:rs. edutational nli111i,,;s1r<1t(>rJ, (lud iurli1iit!ual t•<lurntionist.s iu ,\f(Jrth-A/)rl/
1975. Finally, a 11a1ional rou/l!t'enrr- on lht curritultuu WIU' rorrtic,,rd in Del/ti
in August 19i' to tlisc1Hf tltt rl1nf1. // u·1n 11llr11tll'1I IJy trbnul 2on rrlut1ll1011
uh fro1n all ,n1er thr. wuntry. "fh( pr~1eut tlnru111c11t is !hr' Yr.rult Qf rrll
thc.s~ endr<.JTJOllrS to hnrrr tis u 11dr '' fQ,1J11/1n1ion a< J>os.riblc 11rrd />erlu1p,,
rr:prtJCnLJ.· tltr. lorgcct 111r11.Srtrr c)/ 'n11urrt)1' 1aultr1•stn11d111g which is po.s.sible in
.Htt:lt n ntatlet. l l 1:-: not po$:1lblc to ntunt till lhc f>t'Oplc 1ulto fun;c couu·ib11tr.cl
""''f')t srgtti{itantly ttJ tlti~ frll111ework of lite r:urriculuni (11ul to ui/iorn 11111 ore ;,..
llrlllrtl but o Ji.ti o/ n1t'111bcn of t11r crilargt'd 'cu1uult1tr it git1cu beloiv.
r. PR<•r. R~I .. \ilMt-..1> (C:lin;111u1,,) ~- U1t. R.C. ,\h!!;R.A
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""· J.'ROI, j.f\<l\f,Al'OOR :?·I. K'1 . S.K. RA11

I. JJn. IJ.P. PA"r rAKA' \J: ~5. PRorr. .S.S. i>hk~ll
!P. Pw.t'.>r.. Su· .......-0~1 1 ). f uK IU,Jl'f'." 2G. S'rr. ..-\ . KuANNA
6. l'kOl<. R.U:"\IU.h T1 lhl'hk 27. l'•or. t\.N. Tlos•

7. PROF. ll.C. ~EU IUYl'ltA 28. i''ttcu1. n.. S;\RAS
~ n.... n.c. \VA.KnARKAM :!9. l'MOI~. ~IA!l>\10JIAN S 1Nr.11 .t\M.ORA
9. o.. S.K. MrrRA ~o. S•1R1 c .s. BAov.1t1A
10. PJWI ~IOONC, R ' 7" 31. S111t1 s.c. CUAlDHKt

11 . PRor. H. \!'110.Y.O·UD-01~ f...11\~ j2. ~llRI 1\.J{, St..''
12. l)k. ($'11'.) CHfl'Rh NAIK 33. S111u .J.l>. V1R:.JAN1
13. S 11R1 V.G. Ku1.KAR:o.0 r $ I. 1 1 ~fU . ll.S. R \\\'hT
l.J. S'l'f, VJ!)llA P.\RTll u:AkfJ ll 35. SHltl R.K. (;llOl'RA
15. l'ko1 . :":.\"\\',\K S 1;o.ct-1 '.ifi. S:.t 1, (:., 0111'~
16. Sn1t1 C. I IL!\t.AIA:-01>A.:o. 'Ii. 11". (Sm.) r.r. S11<w
~ i. SHRJ KkLSllNA KANT D 1x.~11n ~g, Suw.1 ~l1i:tsi:;o.uR1\ N,, tu
IS. Ilk.. (S:.11.) RAPJJ.,\ VA01"$\'AY.1\~ 89. l11<.0F. (;.\ '. GO\l?\DA RAO
J9. :SUIU J.P. NAIK 10. PROJ . P.ll. S ll.AR\JA (i\/ t'niber
:!O. S\t'I'. J. J\N'jANt l )h\'ASA'.".O Srcrc·l111y) aurl la1e1·
!!I. PROfl'. P.K.. Rov l'•o•. R.C:. O.u (Member
Secretary)
Con tents
iii
r. Jntrocluction
11 SaHcnl Rccomn1endnlion$
Jl l. Stng~t$~ ObjectiYI"' of Ccnc~J £duc:u ion IU
IV. Subject•'\\risc ln.slruci.ional Objective~ and Con~ent
v. Some At<ipcC:-tl or iJ1c 1\,l e1hodology o( F:dUCltion a1,c1

rite ~rcach;us or SulJjcct\ 32
40
VII. Evilhtation ;ind Fecdb:tck 42
VIJI lmpJiCadons ror lmplemcruation 4S
A 1\lachinery for lmple1ncntat:lon 15
ll. Areas of Work 46
C. Implications £or Schools
D. The ln"oh•e.Jncni. al 1hc Con11nunic.y 52

Introduction
1.1 The gcbooJ curricultun of a courury, like its Constitution, rcflecLs the ethos
of thal <.ountry as :'4o its cltief concen1s. 1~ bnc and :igain i t has been pointed
out b)' our naLional leaders 1hat tbe vt~t i g i;;al ttmnin.s of a <o lon iat.fc u<l~d sy:aem
or «iucacion h i)torically incant for the produclion o[ clerks should be tl1row·n
out ul tJ1e :i.ysten1 ~nd the sys.tern revamped to rt.'Spond to the- g-ro\\fing needs.
:upiralions and dcnHtlldS or ;t 1node roii,iog tgaliLariil!I SOCieLy. Jn bis system
o[ .Basic Education. T\'faha1ma C:lndhi gave ao a1teruativc appl'oach w·hid1 001.1Jd
help the dcvelopn·1elll or 1\ ~)'Stem in tune wilh lhc lndian society. !he Report
of the Educ.1t.ion Com1nis.sion (19&1·66) incorporates the bC$t thtlt Basic Ecluca.·
tion h~ to orrer. and Jars eLnph:u,is on 1.he ''inte111al transformation'' of cduc:a·
lion so as lO rehne it to Lhe lift , needs ~' nd aspir:uious or 1he na1io n . ..n1e
v:i lucs enshrined in out Cons1i1utidu poin1 CO\\'ards the cle\·elopmcnt of a.
pluralist o pen society and a st-t,tc which Ls sccuJa_r, dt'lDottatic 3od soci:'llist in
nature. The school curriculum should rcfleet these alms :i.ud values ia its strut·
ture, con1ent. implied n1ct.hodology-in fa.ct, in h s entire Jcsign.
J.2 lt is not , hOw('\'Cr. eas:y 10 bting about :·1 change in the exisliug system o[
~chool education SO as tO JUCCl lhe requirements o{ national development i 1n-
pJicd by tile sttttCIDcnts Q1:i.de in the parngr:1pb nbovc. IL is going to be incrc;a.s..
iogly difficult to pro' ide good eclucalion in tJ1c counu-y's schools under the
mounting pu:S?liurr or the gro'''ing n11n1b<:r o f children. But the task iJJ n'lade
even 11\ore dir-ficult by tigid postures and orthodox a1titudes. l l i.s necessary to
understand thal aew ways have 10 be lound or teacl1ing :u1d learning, Lbat non-
lormal cducnlion in our wcie1y is n ricb St>utce o f le:Jruing and should be ut.iHt·
ed, 3-n<l t11at an all-rvund Ocx.lbHity in the bd1ool "•iU have to be inLroduccd-
in the courses o [ studies, methods and materials or teaching and ]earning, evalu-
ation, 1hc tin1e·t:tblc, ad1nission _policies 3f1d pr:tcticts, the :."td1ni1liSU':tt.ion or the
i.chool $)'Stem as well as of lndi\'idual sdtools, the pteparation :u1d in·scrvlcc
cducat..ion or tcnd1ers, the utiliz.ation of resources in the community, and $uch
2
c,,Lhcr things. 1-11tl.l. mult iple cnlr')' iuto the school, pnr1-1i1nc cd11011iou in 1hc
school. non-lonnal education outside Lhe sdlool, a nd tead\ing by the exper'ienced
"'orker. urtls..in , n.rli~t :tnd \\Titer in the sr.booJ ~hould be :•II tried out. NQthiflg
short of :L tottd Jearniug S)'Stcm invol\•ing- the optinuun use ot resources in both
men ::uul 1'natcri:th, in!ihle tlic sc:hool a.5 well as in the conm1ani1y out'iide the
schooJ, can nH.'i.!L the gTO\\!irlg- dc1n11n<:h of education todt'\y.
Jicrc.. hO\\'Cvcr, \\~e shall pa.y :·Luention to vnly the in)pol'tant :t.Spects of tltc
devc:Jo1>n1cn1 Qr Ihe ~uniculum ror the hrst I till rears in sd1ool, from C laues 1
to x.
I
II
Sal ieri t R ecommendations
:?. I Flex.ibilit) "·i1hin u Fr.uncwo1·J.. 0£ Accc:11tablc P rint·iples a nd V3IUC!1.

Ju f)tde1 to develop a curriculun1 which ii. SO(:i;1Lly :111d pcrson;llly reh·\·nnt, ic ilj
11ctess.:1ry lo h:•vc fJcxibilil)' anti dynarois1n in ii ror, otltcr'~'ise. wilh the rapid.ly
cxp1nding frontiers o ( kno\vll'dgc in science :l.nd technology 31ld Lhe ehnnging
socio·cconomic wnditions of our soeiet)', the relevanu of any curriculum is like.l)'
to be ~hor1-li"i·~d. For tt \a.51 tuunuy Li~c uurs \\•itJL its diversity o( languages,
social cu-11-tollb. mnnneni., n1orei; nn<l unC\'Cn ecououlic dcvelopruent, the necd1
:.ud clema.nd~ or 1hc iudividuri.ls :111d the society will have differenLial puU.s 011
the school curriculu1n. varying Cronl.. one l'Cgion to the other. For Lhe sake ol
uniforn1ity "f st:1ntlanJs a.ud ol n:ttional 1denlity, thc:rcfore. il is neccs:s:iry lO
develop n oouuuoo curriculwn withio :\ bro:ld Crame,\·ork. o( :tCCCplablc princi·
p ies and v:alucs. Unless t-his i:s accepted, tlu.:re is n likelihood or chc "h idden"
curricuhnn being difterent frorn 1he one prescribed, Cron1 one parl of the
roun1ry 10 the Olhcr. \ '\ 'bile the "hidden.. curriculum oC n. .school cannoL be ur
tnll)' done aw·ay \t1ith, tJac discrepancy between tht' ''h.i<ldcu" a.ad the ''prt'Scribcd''
atn be reducrd by :i.Uo,'li11g sonie frccclon1 to 1each<:n. :i ruJ other euniculu1u
\\"Qrkel'"3 to a~aj>l We curriculu1u tu t.he ne<.'Cl$ of the incliviclu:als and tl1e com·
1nunily, pro\'ided lhc bn:sic v;;i.lue.s uud Lhc n:uiou;d goals :..11·c: ue>t s.;1crific~. Be-
~Jc.lcs, :t rurricultu11, ln order to r<:1nttiu li\'ing :u1d rnoderu, has o r necessity to
be ah"'")'S in 1he pl'OCC!SS ur dcvelop1ncnL9"!and dtange. Curricu)uU\ l'CllC.\'o'~\l should
a-
liO'llte sporadic and periodic effort. ll h;s.s lO be:\ necessary COlllpOUVlt of any
ai:rriculum clc,•clop1nent n1 ::1ny :st:1gc. ll1ii. rne;ins, 1h:n the (.-duca.1iu11al S)steu1
or a State (as \\·ell 3S nt Liu: CenLreJ has I() ha\'C :t built·in mcd\:tuisn\ !or curri·
cohnn rene\•.'nL
2.~ Curriculwn Rc.l:1tcd 10 t he Life, NcNlii! and i.\ SJ>itt1tions or t he P eople.
As the Edu~..1tion Co1n111i\.\ion hnd nou.'<I. rhcrc is a need cod:iy 10 trn.o.sfonn
eduCaliOO ~ :lS 10 TCJaCC it tO the life, needs and aspir.ttiOnS of the people, nnd
10 n1;1.k.c 11 an 1nsu umcn1 ol S0(1=tl d\ange. 1'01 1111) purpo'ie, 1he stl1ool cu1 ti·
culun1 should be 1-clt11ed 10 n:nion:tl intcgratio11, ,o{iul ju:nit.c. produttivity,
1nodcrniz.atiou ol the wucty .u1d cuJLivntiou o l no1n1td Jnd ipiritual valuct.
2.5 Scle:ntc :ind I\f1uhc1natia for Productivity and ~' R:1tional Outlook.
Jn ordt'r 10 reath tl11" ain1. the 'iuriculum )houJ<l h.J\'C lClc1uc ~nd m:ithcm;atia
3.S in integnl p:ul o[ achool eduction up lO Cl:1u x' 1Dc reJ:ching or .science
~ind ma1hcn1lti~ \\ill ha\t" co be upgraded and 1h~ curriculum continually re·
ne\\·00 in otdt"r 10 gi\·c uur t.hildf('n modt"m L.ouwlttlJ;<". dc,clop their <.uru>·
)ily. tea.ch them tht \t1t'Ul1[1c;; metbuJ O[ inquif\ olntl prt;p~rc them for C.01Upt:I
t-11 1 particip:niu11 in ,, tho1nging \uci~t) anJ colon t", inc1ea"ngl) c.lepc11Uc111 ou
Jl r.uion:d ou1looJ.. lc:.uling 10 hc.•11cr 01ilit:nio11 o l ~c 1<•ort.• and l cchno l o;:~·.
2.4.1 \Vork Expcric11Ct' a~ u Source o( Lcar11iug. \\'01k experien ce ~hould be

..tt'Cl'Jlr:tl rr.alurt:• ul \thool l"ChU.tlilJll .tl .1ll lt•\(•I\, It \liouJd he Ufit:lllC'tl tu lhr:
o\pplic:u..ion ol M.aeut.t .11Hl tt'c.l1nolog} .inti tu p1otlU4 ll\e procesS<:> iu :1gricu l
ture 11nd indust') · \\'Q1L cxpc.:rieute 41ould prtn u l1· nn oppc.trtuni1 y 10 lc<1rn
from the use o( tht' h+uul\, gi'c insight into 1he n1.011criJI phtno~oa. and hunt.an
relationships in,·oh·cd 1n :111)" organized produt.ti,·r- \\-url, CTC:1tr the ~uitudn
n«eS:Sat')' for moper.uive iltton1plisbment of 1:i\l.' :.nd disch3tging of soci:al
rc5ponsibility '''it.bin " fr~1n1t1\'ork. uf C..'t]uali1y il' well '" of du: frccdotn of du:
hun1at1 spirir.
2.4.2 TI1c rcpo11 or 1he lntcr11:11ion:ll C0Jnlll1 ~,io n on £cluc:uioD (l l Nl·..SC:C)),
entitled Learning 'l'o /Jc, shov..-.s th:il for 100 long a period in hu111:111 h i111ory,
education has rcrnninccl r loiuc:red and \Cgreg:ucd rro1n fit'e and \vork. \Vht:u
one goes to school one.• don not '''otL On~ lH.:gi11\ 1u worl d/tcr one finiiht'5
school and tht'rt'aftt!r IJ«'I)· inc> to school or ha, .:in nppnrtunir)' for runh ~r
tduc:uion._ 1 bis dichounn)" hc1wecn \\"OJ\ .1uJ C'cluca1tu11 1~ unn:uur.tl 2n<l •hould
be broken. Ille 1<.hool 1i1nc.-..1.Jldc cou~ or i.tucJ~. mt·1hod~ u( instruction, c.·). ·
amin:tt.iOn, ((;rtlfitoJtlUU•,I\ .1 mautr of fact ••111 <1\J>CO" o( the SC:hoof-nc:td 10
be flexible so :u. lb lJ1i11g the.• '\Chool closer 10 the ccunn1unit) On1) thu_.. will
tit<.: SChooJ be ,11Jli,: IO prnnlOIC' t-quali101tiQfl or tCltll.'!UionaJ .:1pportunit.ics anti
tnidge the gulf IJCl\\'CCl1 t'ClUOilion (Ol' lhe C'litc.• :111tl lhnt for lhC 1lHl$SCS.
2.!i Con cern for Soti:al Justice, Dcrnocratic Vul uc~ :u1d Nntionnl lnleg•·a1ion.
The awa.keniui.; of 'iOti;,J con\ciousuciS. thC' dtvclop1ncnt 0£ c.lcmocrutic v;i.l uc!I
:.nd o[ " [ttling ror "'J(.ii.11 junict.• ;ind HJtio11,,I inttgr.ation ;arc CXtrcrucly int·
pun:1n1... Tiu: pru111otion ur n:uion:aJ cou.s<..i<Hbll~S and the development of in·
1,.m:a.tion:a.l undt:f\C.111<li11g 'hould bt- 011c ,inn1ltoinoout pr~<. 'l"oleran<e. tr-irnd
'hip. coopcr.11i,n1 .uut pt.tC<" hc1"·cC'n ua.ti~Hh .trC' po\"iUtc onh r.brough a. p11>·
1~r apprcci:lliu11 rif c.·.uh (uuulr)·,, ton1rih1,1tion tu tl1~ world. '\ational intcg1J1i1>1l
cu1 be acl1ic,·tc.l only 1111011gh .l proper 1111lltr-..1.11uli11g ,111d ,1pprcci::n..iou ol lht
tliffercn1 5UIJ·tt1h 1111' 111 l11llta .1uJ the cu11n11011 huud\ 1h;u. hold Lh.ern 1ogc:1hcr
Distrimi11a1io11 <•I .111> Lin1I h=t'>C'd on >.1(:l\, c..;151r.. n •ligion, l:11tJ.t'l1agc or region is
Jo be lookc<I ac \ulh U\('1,1011 hct..1u~ il i' irrution.11. uunatur.tl i,ancl harmful
10 the growth or u1ocJt'1n India.•\JI subject1 shoul<l be tJught in such a 1nan11cr
J
;n to (o!ler Lhe !pirit o( scientific humanism.
2.6 The T hree L'lnb~t:tge Fonnula. The three languttgc Cormu1a should be
1n1plc:mc1·ued \vlLh ~i11ccriL)'• and. &0 Jar .,,. poisiblc, primary education should
be in the lUOtl\er 1onguc. The aim or lang\lu,gc cduc;:ition should not be Qn!y
the Pl3$lCf)' or th<: lang-unge. L:u1guagc j$ one or Ute mosL PO'"-'CrCul tools lO
develop :1 Cllholicity of OUL)OOk and 3H ttpprCciaLiOn or the basic \ 3lUC5 Of the
1
(On1posi1c c.ullurc of Jndia.

2.? Arli~1jc: ExJ>cricncc and E.xprwion. An area of personal expression i.5 acs·
thctic act ivity. Jn1ercs1 in bettuty allcl the abi lity to discern it and iotegrace il
11110 onc·s person:slity, together with otl1c_r c.ompoucnu or anisUc cxpcricnrc.
t.hot.J ld l>c woven in10 1hc entire 1ex111rc of educnti on:ll <icti\'ity. .Ample oppor·
tunhy iuu~t l>c p10'1idc<l to c;id, one 10 pra.-':!l'\'C and ~IC\'C lop his originalhy
:ind creati'vt u11cnts ~nHI 01akc \J\C or hi .. girts, nptitu<les nud pC®nal Corms or
exp1·C$Sio11
2.8 Pb)'sical Educatiou. 'J"he pro1uo1ion of a<..·sthctic \'alucs include& :a. natural
t'$1CCtn ror physic.-l l \\'('11-heing. ~rhc 111astcrv of the body, i1.s pnwen 3nd quali-
t.iei-., rc<1uirc... knO\\•ledge. 1uc1ho<lial t 1 .tlni11~ ;incl cscrcise. The body must he
!;trengt.hcned :u111 fl} 6kilb :uni capacities t.h:,·clap(:d. che muscles and ncl'\I~
l'l':lined, the scn!>C.'i culdv::u cd. and h)gicoic ~nd proper diecary habits iocuJcated.
2.9.J Charncccr Buildias: anti Rnnnu1 Vn lucs. The school a1rrjc11lu1n should
ha\'e :t core ccnrcring round 11tc oh jccti\.e of d 1:u·:\cte1· building. -n1c best ''t:t.Y
lo dt> 1hifi i'I to help 1hc d1ihl (i11d 1l·~e: righ1 ro3d for his sel.E-actuttlizalion and
!'n(~urage hill\ h') rolkH\' it, \\alChi11g, lil,tgj;~lirlg', hcJping, but. not intcrrcring.
5clf-~ctunliz;uion b n strong need in humnn hcin~: btu the condition.sin ,,•hith
1he child lives-ils soc:i:al, ment:tl and mor:)f environment- may noL be always
Conducive for the rulfihncnt or this need. l~rence. :utcmpu hal'C 10 be m.,;de
to nurture 1he d1ild tr.1 d i @\'C'l jt ~ pntert1i;l!h\es. Educational activity should
he orgilnited in 5uch a \\iay Lhat, :ih...:iys and Cl'Cr. in each :utd every tnsk, the
chH<l is encouraged to c.'<prcss itsclr ttnd find i1s best rulfilment.
2.9.2 Linked \"ith this process o( ch3rac1er building is the cultiv~tion 0£ such
ba.sic qu:ilitjcs :1s comp:usion. endurance, courage. decision·making. resourceful·
ncss, respect for others. the team spi1'it. 1rttthh1hlCS$, fai1h[ulncs.~. f()yalt)' to duty
""d tJic common good. These 'can he encour3ged by all c.urrirular activity
:.nd p::ir Litu1orly 'uhivntcd 1hrough1 a ptog1·aJn1nc (')( ph)'s ical education, co.cur·
ricular ac.dvi1y and worl. experience. :\uivi1ics suc.b as soci:t.I service, :icouting
.unl guiding. NCC. nud Lht like tn:iy be con'>idercd 11-' \\·ell 31 physicnt cduca·
tion, sports. ga1nc,., etc-. __.
2.JO ln1ptication.s o( Lhc P1't>CW or Learning. The UNESCO report Lt!am;ng
To nc cn1phash:cs the proccs:s of Jc;irning. nod pa.rliculn.rly sc.lf·lenrning. The
methods of teachiug- ~hnuld d1angc iu lhc direction or helping iadh·iduals 10
learn bcuer nnd on 1hcir O\,•n. 001 only in the ~hool hut also ou15idc tbc
sd1ool. The te:td1cr \\'ill have ro provide: the l'C"IOurces for learning LO 1he
J ~ouug d1ild .so 1h:u 1hc t hiJtl rna> •fisto, cr knowlc::<lgc antl not just cram i11£or·
1
6
m:ttion doled out t('li1. Jn 1hi~ matter it is necessary, pa.rricuJariy, to emphasiic

the first fi\'C yea~ in school. ""rlli.s if the pc·r iod when the r3te o( lea.ming U
[:\~I aod ..,c sJlotald l:ikc ad\ :in1::i:.;.c or i1. But 1his i\: the tin1c \Vhcn by TIO! tc-ad1-
1
ing 1bc dJild ho,... 10 learn ::incl gh·ing ii 1hc jo} rJf <:uriosity, crca.tiviLy and_ dis·
rovcry. \\'<? 1n:1)' dc.-.n1oth·ate chc child SQ Lh:u it 111ay not "'ish to learn in school.
Chi ldren should be in,-oh'!•c.l in' the learning pruccs.;;. ll111 d1ilclre11 develop 1hrougl1
C\tdercd :.utcl scqucn1till s1:igt:\ fu the ph)"lical, in1cllectual and emotional arca.s
of grow·ch. Ahhou~h .50ci:il i1ne.r\'cntio11 during t1uch t,tTQ\\'lh 1nay help, dtild-
rcn :ire not infinitely 1nall<·:1hl(' In c.-oi.;ni1i\·c dcvclop111.c111. the nl::t..'\tery of sub•
ject maHCr h 1101 :l.S i1nfH..'H C:llll 01) lhC 1nodaJitics or Lhe learning process. The
tcadiing·learning situadon. Lhcrc£orc, \11ould he so :in:ingcrl :\S to give 1he ch ild
1hc experience of ;1c1i,·e ly ~hiuJ:: pnlb!cm' C:lre ...hould be taken to sec tl1aL
the incli\'iduitl d1Hd r :Ln proceed :H hh 0\\'11 1-;uc ol lran1ing :ind <IC\'clopmcnt .
This docs 001 n1ca11 1h:11 the cu11i<.ulum ~houhl 1101 he $lructu)'ed :\l aU; it only
1ncans th:rit 1he \lrUCturc 'ihoulJ take 'IOlC or d1csc racls or dcvC>lopmcnt. Edu·
cition. speciaU)' i11 Lhc p dn1;iry "1:1gt•. 'houlcl 1101 lead tn au o,·er loadin~ t>f tltc
cJ1ild with 1ou mi:u1y hook.1 .1nfl 100 1Tiud~ of ~ul>ject matter. Sd1ool cdur.atiou
1.0M.,'i can be tniniJnized in iJti\ proces5 by cb:Lnging O\'CT rrom a p;ss.sive fOIC learn•
jng and cramming or kn1:twledgc 10 1TI()f(" active lltCthotJs of ~Jf.Jcarrling which
l:tkC care O( lht child's divcr.$il)' Of in1crest and :d}O\'I hin1 lO dcvt"lop and learn
tu his 0\\'11 pace.
2.12 Drop-out and M ultirlc Ent.r)'. TI\crc arc ~me nLhcr 115prets or th~ tur·
riculu1n \1.•hidl require 111tc11tiou . \\Tc have to th ink ~pecinUy of tl1c children
fron1 the back \\1ard M:crion:s nf the comnn1nicy :i.nd 1he girls. ThC'ir numhcn
:.re not miafl and tltC)' e ither do no1 :ineud school, or, after :ittcr1diug for
.!><Hne time. d!'Op ()Ut or M:hool. \Vhilc :utc1npts arc being 1nadc to develop
part·Limc education ;uul non°ronn111 cduc:11io11, ii i~ netcssary to make! suitabl<'
improvcmcnt.s in 1hc org:.ni1:uion o r school ccl110Lion like d1:inging the adrnis·
... ion requircmenti ilnd 5d,ool hours (:o fit in10 chc paucm of hnn-cs1ing or
other produciivc wnrl:.) so as 10 radliunc: cn1ry at di1Tcren1 ~u1ges Cor those '''ho
.:onte from non·Jorm:tl programmes, and 10 reduce the number or those who
t:innot keep up with 1he sd1nol.
2.13 T he Scme.5tcr S)•!Ctcm. l.ike\~i$C i1 \\'C>uld be desirable co cht'lng·e the prt"..
sent course.~ of studies.. ,,•hidi tend to be unironn for everybody and by 1heir
dorat.ioo or :1 full :u::ndcn1ic yca.r 1er.d 1n con1ributC towards i11Rex_ibilhy or
1hc disciplines aud channels of progress for individuals. Jnsleatl. sc1ncstcr·
tcngth COnD~ \\"Ouhl imprt',vt: the 1ead1iug-lean1ir'lg situ3tion and abo reduct'
1he burden or lhe e ru.1 ~.r-course ('valuatiou .
2.14 Units wilhin Scm('SlCf Coursos. Reduction or inflexibility a3 well :t,1 im·
provemcn1 in le:.irniog :'litd evaluation \\'Ould alsc'> be promoted hy dh·iding 1hr
entire course of studie.' for :1 gi\"cn cl:1ss over v:n·iou.s "stibjccts"" into snu1Hcr
u11il$. A proper sequence or units if'l the: 1cad1ing·lc:1ming prOCC§.' could hc
cs:cablishcc.I ror 1hc 010\l 1nc:11dngr111. lo:;in1l :1r11I+ 1hcrcfo1e, C(Olle)11lic1I ;ippro;1ch
7
to the concerned $t1bjcas. B)' thi'I i1pproach 1hc many-sided natvre o[ kDO\V·
ll-dgc will become &elS.c\lidcnL 10 the learner, ,.,,hich is so1ne1.hing IJ'Ull he com·
J)lctcly mi~s while ex:unining prohlenis nnd situations rrom 1he narro"'' :u1g le
vr n single ..discipline'', In ract, even an e.x:unina.tion of proble1u5 in depth
111 1.atcr ye;irs ofLcn 1urn$ out 1.0 be an exercise iu interdisciplinary study. 1\n·
other aclv:111tagc is iJ1at :1rcas such as hcal1.b, sa1Li:t.1.tion 1 nutrition. population
nudiC$, pollu1ion. w11te:r rcsoura:s, c lc.n1cn1s n f psychology and culture, \\1hich
hav~ to fa.nd :i. place in 1.hc modern curriculum :ind ,.,,hid1 are mu1ti·discip1in·
:uy, v?ould be dealc "·ith ff1ore e.:~s.ily 1hrough a unir apprQadt.
2.15 The Core Curr;iculum and 8c~'o 11cl. Jt is visualiied 1ha1 the dct-a_il.s of
3 corr. curricultun ha.<1et'I 011 ll1csc ohjccli\'C<" :1nrl idcns ,..,111 be dra'"" up and
offered hy :ti( '\CCOOfl:J.1'~' 'ifhOOl"' in their progran\mC Of f,-C.11C ra( Studies. llO\'/·
t'\'Cr, Lbc ~pcci:1f nccd1i or 1hc 1ulcnted. rhc batk\\'a-rd and 1J1osc co1njng From
non-fom1a1 du1.nneJ~ ha,·e 10 be looked i nro. 'Vhcte p<>ss.ihle, schools shou Id
provide 3ddition:il u11i1<1 for those who arc kecnJy intcrt$lCd in. $... y. inatltc·
matia. or h<ortc M;:it::nc:c. or painting. c1<;., or tllOsC ·who f>ffer to Jtudy one or
1111ollu:r a<hr;111ccd unit. Sludcu~ 001ulng fro1H llu: Jes~ fortuua.tc 1'Chools or
fron1 non·fonn:.I cducuion 01ay nl'in uccd rcuaedi:ll unit~ or bridging uni~
whid1 particular sc-hool.s '''ould have to pro,•idc.
!.l6 £valuation. \Vhcrca~ in tbe prcscnr system ci1hcr cherc is promotion
for all studentS '\'ithoul t:xa1nination. or dtcre is an annua l examination cover·
ing all lh~ cour~ h1ducing the chi ld to crnn1 a l:argc milss of half.digested
in£ormati0il in a short lin1c and tJ1crc:1rLcr forget il co1tvcnicn1l)', \\thal i:i ncccs-
s1ry is to bting out dc:irly th<: spcrific goaJ5 or cdurntion io the Conn of CX·
pc.-cred outcornt-s or lc;:erning ill c:..cb st.age, and then, in rcla1ion 10 these oul·
co.n1es, ofrer tnurses <>f s1 udies in 1hc forn1 of sequence! o( uniLS. Each unir.
could then be c'•aluatcd .scparatt:1y thcr~b)' reducing thr hurdcn or the cxa'lllli·
nation at 1hc cud. The nece.~sary v.aritty or toob and techniques should be
Cmploycd lO ex:duate not only Lhe pcrfurtnan(c O( the lea.nlCT but or the pro•
(CS$ itself. The deficiCHCiC5 di.s(OvCrCd nHISt be re.moved a~ fnr 3$ J>OS$ibJe by
1crnedi:,J courses, if necessary. ralher th;u1 ·'fniling" students by "'3)' of punish·
ment. Gradually. n.<1 the system or internal asscssmcnl takes rooL. and personal
hiaJICS le:Jding 10 c.hc lowering of '131lt.hu·d~ :llC broughl under check, tbe CXltt·
n•I public examination even al Lhe end or Clll~ X will bt:romc redundant and
)hoa.rd he abolishe<I. It would be neces.~1r)' for cadi Board/ State to evolve a
phased prograu1n1~ of accomplishing th is.
2.17.1 T~xtbook.Ji; und Supplementary l\fatc1i:i.I. Tcxthook5 have lo be con·
t.idcrcd in the light or 1hc ~ugges1io11s in thi~ docurncnt thal, particularly for
primary dASSC5. it is f:,r more importalll to prepare tcad1cn' guides and supple·
mcntary ma1erials . aud 1hat 1hc hroa<l aims :and ohjcets or education ha\'C to
be <:0vered by cad1 suhjec1. arc:l in ic~ o\\·n specific '\'ay. The quc$tions pcr1ain-
ing to social justice or n:Hionril intcgrntlou. (or ex:unplc, have to he dcah \!J'itb
imaginatively hut 1101 only in hook5 in social studies or his1ory and civics.
8
..The question of attiuides• .sud1 ns au..itudc CO\oJ~rds cqualil)' of sexes, or towards

'
I untouch~blli 1y, for example, is (:3pablc of being dealt wit.h with ec.1uul foTCC in
1..hc social sciences and l11c natur:tl ~c:icnc:cs. The to:tbook$ 1nust not only
infonn the reader but :dso rouse his curiosity 1..0 lc~1l'n and iuvc"tignte: 1hili
curlo.sity, in tunt. should Lie satisfied by ~uflJbJc ~upplc1ncnn1ry readers. ·rhcrc·
fore the new approacl1 to the c11rriculu1u ,,,jJJ ha\'C! to be explained to ;uuho1'$
:u1d pubHshcrs so 1h:it bu1h ccx1books and other rnntcrials can play tbeir e:<·
pccted p•trt in 1..be eduanionaJ proce$$.
2.17.2 The idea of units explained here lends it.self to two very useful po~~ i·
biHlies. One L$ Llun the units for a p:irticular Cla~~ or year of g1.udy could be
put cog<:LhCr in 011c \'Olumc. 1n M::rvt ;is :1 book or textboo k, 1hercby rtducing
1hc load ard nucnber of honks ro1 ;a .student 10 :J minimum. Tbc other is 1h..it
w·ith tltC uni\ ;1ppro;1ch i1 n1ar be pos:sible 10 C~tabllsh a 5Ct of COmmonl) acccr
tccl unit~ for 1he \\'ho1c cuuutry. n u~ ).hortagc o( p:tper. and or rund:s iri ~ell •
r r:il, on tl1c one: bond. and the necMshy o f printi11g books in scvcrnl ln11gu:1ges
\Vi.Lhin e:ich SLntc. on 1hc fJthcr, has :Llrc;idy led cllucationi$1S lO cx1)lorc 1hc
possibilit,ics or ::t con1n1on core cutticulurn. A {ommon ly accepted frnmc"·ork
o[ ideals and edoc:Hional ain1s n•ay reinforce 1his desire. T he books may 'hus
h3vc sonlc co1nmon uuits a nd M>me units specific:i l1y n1c:'l11t for and produced
by a State. ·n1«re n1ny tt lw l>c unl·t~ \\•hich generally do not change r:ipitlly
'"ith time, ~ud1 as 1hose in ph~i~. or in history up 10 the: ad1icviog nr inde-
pendence, aud units whid1 d1a11gc w·iih iinlc. <lea.ling \\1ith such items as man·s
progrm in cxplo1·ing 1he universe, or tl1c C.on:i.ti1u1ion or lndi3. Ob"iousl)•,
these prob!e!US tC!<)uire 11cw thinking.
2. 18.1 Need ror (:00rdi:natioo tu1d Collabora1iun. tr the ten·)'tar school curri·
culum ha11 to develop a long the lines noted otbo\•c, it '\'iLI be necess:try to utilit.e
:.od coordinate 1hc in'ititutioa~ :rnd their re~urces ;it ;i ll levels from the distri(l
L1pw:trds to tl1e C"..cntrc. Univ<'rsilies. St;ue ln.slilutes of Ednc3tion and N CEllT,
in pa.rticular. \'+'ill have to work cogclher. Sui1abJe c:.hanges in cduc::ujonal
adminisu·ation. :ind pa rticul:.rly io the inspection and supervision of .;choots
in 1he Sta·cs, \\•itJ have I<' be inttoduced !iO 1ha1 1he curriculum practised in
tbc sd1ools it1 a Suue may have 1he dtaracteristics \\'C h~ve dis,c:usscd earlier in
1hi.s paper.
!?.18.2 The harmonious and judicious ])lending of a certain amount of uni·
forrnit y a.nd a fnir :1moun1 of Ocxibilit)' in the- curriculum should be basctl on
cattful tlll.'IHght ~ince there •ltC differc111 IC\ Cl'i ur dcvclopmcnl. sub·cuhurcs.
rcgionaJ dirrerenccs ~nd the like. \Vi 1.hin " hto3d common rramc\vork, ;1.n
a1tcmp1 shQuld be made 10 prun101c flcxibilily in appro3Ch by giving more free·
dorn to the tt:tthcr to hring co be:n his i11di\hloali1}' nod by cnC'ouraging intli·
viduaJizafj(ln ot int>1ruc;1 ion. It js in I.bis context th:n the proposal!! regardin~
e11vinn11ncn1al t'<luc:11.ion. providing guideline"> co tltc Lc:ad1cr un e'•:1luatiou ancl
a.ssess1ncnt, te11ehcr p:1nic.ipation in curr-iculum development, encouraging ;i
spirit of inno,•atiQn anJ cxpe1·irucn1ntion on 1..hc p are o f the ceachers and locaJ
9
school sys1c1ns 11ndcr 1hc ~dtool co1nph;xCJio sc..hc111c, gre'1te.r n$C o{ Joa.I rcsour·
ces, iovol\'c1ncnt or the local corDnn1nity and the revision of curri<."Ul;t of lCacl\Cr
1rai11iug jnstitutions 11H1~t be \'iC\\'C<.l.
2.18.3 1\ lL1rriculur11 u1ay be regarded as the 5Um tutaJ of ull the deliberately
pfa1111cd ~t <>f edu~Hi4>na l cxp<.!rienccs pro,·idcr.l to 1hc child by the sdtool. J\ s
,ud1 it is concerned \Vilh
(i) Lhc genera l objec.1ivcs o[ cduanion at a particular stage or class
(ii) suhjec:t·\\'i.SC ius11uc.1io11:1I object ives ~\ncl content
(iii) tours.es of stud.it's and. time alloC'3d on
(iv) tca.t hing-lc:::in1ing e.xpcricum
(v) i11strullio11al ~titb ru1d 1u;1tcrials
(vi) evalu;u ion o[ learning outcomes and feedback to pupils, tcad1crs
and parents.
2.19 Oc\•clopntCJJt and lleseai·dt. Developing n curricultun reOecliag all tbc:
;iho,·c cotnpouc.i111i1c1icahlt: i111d £unc1ional. i 1 hns 10 be based on 1t<;u1al iry-out a nd re·
~arch. 1\ well thoughL out :u1d ph:t.M!d progr:uiune £or Lhe devclop1ncnt of n
ttll-)t:t.r curriculu111 ~hou hl be \\·nrkcd out care{uUy. considering :ill the :a.spects
l)f ju1plt-n1C'Ol;:tlio11 i ll 1h~ ~hool $Y$1Cnl o r "' Slate or Union 1-crri1ory.
ill
Stage-wise Objectives of General Educatoin
S. l The bro;td ohjcctives ol gcuc:r:tl education ha\1C a limited utility unless

1hcy are spelt oul in tcrnt'i of s1:.ige·\vise :ind suhject·\li.•ise objectives for the
guicJnncc or t-dUGlliOnal planners, admini.str:'itOrs, Supervisors and tcad1crs.
Objectil'CB or .P1imary .Ec:luc:ation
3.2 This s'"gc of cducoLion cove,., roughly. the children of age fi+ io II+
studying in Classes I to V. l u scn1c parts 1he ~ge n1ay be 5+ to to+. Ju
ro1uc c~:ies 1he dasscs m;1y l>c I 10 IV :ind age in yc.irs may be 5 to 9 or 6 to 10.
But t.bc gcncr:alizolliuu whid' fullc;.ws \\'ill hold. 1l1is ls a very auci:tl stage
in the life or n dli ld. ""rhe d lihl's ~po1uaneity, ettriosity~ crca1h1i1y and acti\•icy.
1n gcucr:U, should not be rcstric1cd by :1 ri~id an<l u11autac1ive method of
1cad1iug nnd e11,•ironrncn1 lor lc:1r1i11g-. ·1-he curricuhnu J1ould u1ke iu10 con·
5idcralion the social, inccJlctllHtl, cn10Lional 11nd phrsical maturity or tbe child
:u ,.,·ell as lite )()Ciu ccono1uic needs or Lhc wn1m1111ity. IL \\•ill he helpful to
identify realistically 1hc basic 1nini111u111 to he achie\led in respe<.1 of cad, o.u1d
every d•ild and Jca\'e enough scope ror i1ull\idual schools 1n go as far bcyoutl
this l>a.sic ruinicnuu1 a1 1heir t:irtt:m.stances perntit. 1-here shou ld Uc enough
.)cope for flexibility aud locrtl a<lju.nmcnts. IL shoulJ I.Jc pointed out here that
!or n nurnbtr u( chHdrcu the primary .nage is tc.r:minal. 11 should, therefore,
be ne<css:iry to provjde an educatiO(J to cben1 ,.,.hich prep:ires thc1n for tire
and for $elf-learning. The objecliw!s of education 3t t.Jtls stage may be stated
as follows:
3.2.1 The fint objccc.ive is literacy. 111c dilld .t1ould learn the first
l:111b"ll;1gc. which '"·ould generally be hi.s n101..her tongue, to :l level
\\'here he an comn1unicue easily \\'ith others through properly
nrticltlrtted speech ant in \\•riling.
3.2.2 'llte sccoucl objecti,•c is :uulinmeut o[ r11u11cracy. The dlild
shouJJ develop facility in tltc [our fundnmental nwncricaJ opera-
11
1 io11~ t1nd be ;iblc 10 ;apply the>c in the life o[ the comniunity to

~Jl\'c prt1c:1 ic:;1I problc1ns.
~$. 2.3 1 ..be th ird ohjct.tive is tcrJ01irur)'. ..ll1c <.Jtild should Jcnrn 1..hc
1ncl11od or inquiry in science :u1d should l>cg1n 10 npprccittte
science ~u<l tcdulology irt 1hc life and world :around it.
$.2A rite dti ld .should tlcvclop a rCS:pCCl ror tH1tional symbol.s, like the
Hag n.nd 1he anthe1u, :tnd fot the den1ocr:itic processes and insti·
lulions o( the cou1t11)'. Ile should kno' " ;il;oul 1l1e co1nposile
:ltld plur:ll culture of India and learn to denigrate un1oucJ1;ibiliLy,
Gl,teisn1 :tnd COO\n1unalis.tn.

3.2.5 The chilli .ihould acquire heahhy attitudes toward.5 hun1an labour
aocl its dignity.
3.2.6 'l11e d1ild should develop lnbiis ol clc:111li1u:ss •nd hcah11£ul living
nnd :iu understanding of the propc1 s;\niLation :ind hygiene ol
iLS neighbourhood .
3.2.7 11ac dtlld ..hou ld na1uirc n 1n.stc Cor 1hc good antl t.bc beautiful
and shou1d take c::irc of itJ surrouutJjngs.
3.2.8 The diild .shou1d lcanl 10 co<Jpcr~tc '~·itb olhers ;u1d appteci:lle
the usefulness of \\'Orld11g together (or the con·unon good. Other
dc.-;irahlc q11:tli1 ies uf dlaracte:r :ind pcrsona1ilf sudt as initiative,
lc:i.det"?ihip, Lindnc&S, honC$1)'• )houlU :sho he dcvclnpc:d as \\'Cll a:s
an understanding or it.$ role ~$ 311 individual in the home, the
school and Lhe neighbourhood.
3.2.9 The child should be abJc 10 express jiseU freely in crc:uivc activi 4
tics anll should occ1uirc habits of sclf 1earning.

4
Objcaives o( E ducation :t! the ~li ddl c Suagc
3,3. 1 111c cla~'S VI lO VIJl C()VCr t.hc 1oiclcllc stage \\•hen lhe nonn:1J agc 4
groups should be fro1n 11·t-- 10 14+. During these years, lhe d1ild rcn become
utlnlc·scent ;111d this period cnu hecome difficult for nuUl)' dtHdren. Problc1TI"i
uf .tdju.Mmc.111 in the- Cantily, 1hc idtool antl 1he :.ocitty begin 10 appear. 11tc
thiJd, ho\\lcvcr. hcconu.:;) :t IJO)' or ~' girl wilh grealer i11tellcctu:iJ, cmolionaJ,
~ocial a nd physical 1n:u11ti1y 1h:H1 the prirn~ry school <.hiJd. Soci:tl dem:tu(li
:uu1 rt..'$pon.~ibilit..ie-s beg-in co app<:~r. For inany boy~ and g-irl~, thi' stngc is
term.inn I after ' \•hic.h they enter life and u•ork. They should, therefore, be
prcpar<.od ndec1uat.cly to (ace lire ;u1d develop cnpaciUcs anJ altitudes ror pro·
<lueti\'c \\'Ork in ''-'hida tl1cy have to participate.
S.3.2 l11us~ in rlic matter o[ naLional integration, th!! dLildrcn should now
develop :in u11dersL:1ndi11g based on kno,~1edgl't Lltrough a proper su..uJy o r Ji.is·
1<. ,ry, geography ::tnd other subjeclS. 11lc ~hould ~now our ConstiLutiuu and
tbc \•uJucs enshrined in it. They sbould have 3 sound kuo"•lcdgc o [ Lbe detuo·
1.r.1ti(' proctsscs, st..ructu)'es anJ iu.st itut-ions in our country. TI1eir und.i.:rst;Lud
4
mg •hould l>c deepened aud widened by t.hdr lmowlcdgc o f world culture oml
/
12
t.h•ilitalh.HI
~tS.! I hiis is 1J1c .!ii.Age \\hen a ~·<one.I lan.J.t-u.igt· ~liouJd he le.irut so 1hi.1 tltt"
child i' prtp2red (en \\·i<lcr p~u1icipation in IOCitl)' and 1h..- nation. ""I he
child
w~ll a' simple
~houh1 lu·gin tn con1prtl1e ud on.1i11;1t')· sptttl1 in 1hat l:ingu3gc M
pieces of writing in 1-nu~c and pot•uy. 11 \ 111.tMcry of 1hc finl langungc. hO\\"·
C:\·cr. J1ould no"' be greouer :.ud 1hc d1Ud 'houltl l.wgin IU ap1>u:ct11c it.s
litcr.uurc
3.3.4 lu tht sci~nc<'1. 11l1)s.iol and life science, "hould be introduce d. \t the
)in1c 1hnc, C:t1\'iron111c111,d c..·th.tt~Hiun, 1u1tti1io11, hcnltll
;uH1 p<>pula1ion rtlura
Uon sJ-1ould rccch·c- adequate attt111i1111 so 1h1H )ticncc h 1el.ucd n1c;inu1~fully
10 life. ll1is is 1hc age "·hen lrorL cxpcrituc c )]1oulcl ernphaiitc ag1K\thur al
.:and tc<h1101ogin.I pruC.l"'-\(.'1 and rool~ to help the integratio n o( science, tn;uhc.
llLillia ;uul lt!dillOIOg)' \\hh prodU(\iO n and \Vith the Ji[C or the
COffill'11111ity.
/'
()bjccti' ('-. of Lo\\ c:.r ~'<01u1W)' £chnatioo
!~I.I I he.· lo"cr 1'C<ond:.ry suge co,c:n onlr 1hc:- two cl3s~. JX and X. :and
1hc: age r;u1ge usually of l·l+ 10 Hi+. Thc....,l' twu cla.s:sci <c.>n•plc::tc the ten
)Cars of gc11rn1 l <:duc.11ion. 1\ hc1 thh. chcrc 11rc three po:ssiblc cnurM'1 opcu
to saudttH~: (a) tllC) c.:u1 <:n1c.:1 Ll\C' wo1L.irig fol'Cc.". (h) llH:) f;Ul t.iLc up \oc;u1on·
"1 co1uv•. utd (c) th«) tan tale 111• hi~hcr h-,cl ;1cadcmic tout'SC\ ol stud) to
. I he
prep:uc (.,r c.•1uuu(.t..• to rhr hr...1 tl1·itrcc d3..\:1 in the co11Cf,:C or uni\Cl'1ity
nin1h ruul teuLb )'c;u""'I i11 1hc u.:11 )tnr lthool ~houhl. thtt!I, he 1cm1in.\I (0 1 a
large ma,r11il)' of ~lud(•IU, \\'htl ~1rt.• Jrkt"I)' lO ChU0\4.' ;altcrll;llh e (•t) alM)\'C, Jt is.
ucccs.sal) 10 hring Uic:1r C"Cluation ht")ooJ the middle ~ug~ up 10 a
tht"~rort-.
!lt:utd.trd \\hit..h will g1\c.· 1he1u 1hc <•nuperenct to t111cr lire. 11lis nlC·.:111' that
,Jtc t>rnll'"\\ ol ::-icciuiliui; uscJul 1..no\d tdgc .111d ~kill, proper work. h:ahir'f, aui·
n
lUdC) ::t11tl <.J1~1r.tCU:r \•1hith tonlrihul c lO proc.luttivit)' tuld 11:11ional inu:g1..1tio
rbat sbautd ha\c st.1nnl rrom 1hc: 1niJdlc \l.1gc ..houW be a.tcclcr.uc.-d and
IJrought lo J. S.1LL\f:IUOI)" )c,tl o( (1C\C'lopnu:111. flu~ F.dut.UitJn Conuni\\j on
h1tt.I lhoughl tJf n u1ini111u111 natio11;1I \t.1ncla.rcl or ;Ht:1iumc111 in thls context 10

thou tho~ ouc;a<i; of the country nnd 1l1osc M"<.lion!I or 1hc· ..nticty 'vluch aro
bJcl"'ard cou1J wnlt' up .iud turnpt:te £airl)' \\'ith the 1-c,1 of the: people:.
t-lcncc. \\hilc maintaini ng :t ro111inuilf or tht ohjc:cti\C\ of cducati()n (rom
the prc\'iUU1' )tars, il is 11CCC$$l•) 10 p01y attention to the .1c:ademic 'llhjecis
,,.s \\'ell :U IO 1he knowledg e :a.nd sL.ilJ required ror doing M>cially p rodutli\'e
Lh
-
1'\ork... ll1r.e: l\\'O )t".Jn. JiO\\'C\"Cr. are O'UCial from the point of viC\lo'
d~clop1n('1u ur pcoon•~lit). \\.hilc from the onset o( pubcny
u;i.bre tht1t ~ire prublc·1us ol -:ulju.sttneut which the young d1ild b:u to cope
in the
O{ the
middJc
# with. i1 i<t i11 this ~H1Ac that LlH:sc l;c:cvme acute a nti 1.hc nddhionn l pre111,r:atiou
JX'f·
for ;a 1r.111,i1iott frum tht life or 2 sthuol s1ucJcnt to that of :a producth c
~1n in '\l..c-ict) has tu t.c undtru.k.c n. It is. thcrt(orc. nc<tuuy to gh·c the
child r.t.»ntc.: l")Cholog irul i11'"ight Into hil problcnlS ;u1d the knowledg e that may
help hinl to 11ndcrsu111cJ hit own bclHtViout Ui well a.s th•H of o Lhcn nrouud
l1i111J
!J.il.2 In ~cicnce and nuuhcn•nliL111, 1hc atudcnl sho\lld h.1vc tlt•\•clnprd the com~
f•C'U'll(t" HI :1ppl)' his kllO\\')CdjtC' IO the ~OhHiOn or lhC' prohlcrn'l arountl him.
fie ..houlil h3\·c 3n u111lent:1uding ol 11te 1ccbnologit;1l pmCC5~ in :igriculturc
.u1d lndu>ttl~ in t~ ill hl\ '""'ouncling\. lie -shoul1I lie :ah1e to contribute
nu·.111inJ;lull) co en' ironn1c-1tt~l con\t'n:t1io11, the n.-.luttiun or pollution, the
dc.-\t·&oprn<:JU o( propt":r nu1ri1.ion ;;nd health ;and h)Kienc in the community.
fie- \ht>uhl be able to hrlp in 1hc clt\Cl<,pn1cnt of proper habilJ ~nd attitudes
i11 c.f1ild care and in the impm\cmcnt o{ th~ home.
:i.-1.3 flt(' ~tudcn1 'fhould h:•"t nC'tp1ircd by now the knowlrtlgc and skills rc-
cp1i1cd ror ('ntry inlo an !ll't:~I or wor5.. J·le: 'lhould IHt\'l' lc.1n11 oue or l\'10 US<.'-
lul 1r:ulc.... lhu ic. is e<p1ully in1pou:1111 to give hi1n cno11Kh knowledge of the
1n.11t•H.d1i, tools. lCChniqucs !l1td processes or a joh f:an1ily 50 1h1u he can enter
lift· "·i1h o.t>me confidence.
:S. t. t-111c fin.I 1.angu:age ).h()uld 1)(' le.'lmt up 10 a paint \\'here some: of 1hc
IK"\l \J>Ctirncus or liltr:aturc in 1h:u lan~uagc e:tn he apprcci:ucd and :a begin·
t11n~ n1.1.dc in uc;ati\C' \\riting. 1 he.· \C:Cnnd l.;1nguage •hould he learnt up (O
.i lt\t·I where one on .i<INJU.ilt-1) t:\.prcs~ oo~lf iu tlt.u J.u1~u.lgc . I\ 1bird
"illouJd be learn1 up to a point ""here the $ttulcnt rnn have reading
l.111s;11.t};t:
tont111chc11~io11 or on.Hoary 1):"),'j:;<.-s, ::nu.I expression.
!S. 1.5 i\p;trt lrom learning the 01hc1 s11hjl>tl$ lik\• hi.,.1ury :11ul RCography, 1he
t.ltulc.·ut ~houh.1 tlcvclo(l rill 1111tlt:n.t.111tlillJ:; or the sodn l :111d c-ullural phc11omcna,
hOt 011ly iu Jutlia but iu 01hrr countrit'!i or 1he "01111. :.nd p:inicul:itly of
our ncighboun. Through curric-ul.1r ::tnd m-curricular <'IC'litvitic\o phyii.caJ edu~
cui<ui. x~nna ;;u1d spore .. he J1ould dC'\elop desirable ..-.oci.,.I .1llitudcs and ,·alucs
like thost or kindn("S:S. cooptr.11ion. ll1e 1c.•am 'l>iril, ft'Uow IC'tling. lt:adtrship.
cnur.ai:;c.-. 1n11hrulnc.-"SS. honC"ll) ;111tl ~iutcri''· Tic should •~ :ihlt to undersr:11.nd
l'n· \alue ()£ n:uion:al .ind <-i'-it pn1pc:11~ and he :i.hle to 1:.lr.c tare of chtm.
11<- \h(lu ld h3\'C a dear ftr.\\P or the principl~ of rlen1ncrac:y, sccularinn an d
~cin l i"n1.
/
IV
Subject-wise lnstrnctional Objectives and Co11tent
.ti.Ilfnving broad ly defined 1he ohjcttivcl" o f cducntion 01 different stages.

1hc next step is to plan lca.r ning experiences Cor their re:.H1::t1.ion. Leaming
experiences in .sd1ool arise out of subjccc tcadiing :u well as other ::ictiviLie5.
'] hercrore, ·w hat subjecu ate to he 1aught, what objeaives 3TC to be realized
1hrout,'1l cacb subject, whai. methods :ind rn.:nerials :trc 10 he used so :ls LO pro·
vidc 1he best possi ble experience to pupils lrtithiu the resources available to
the school,, the nJlootion of time to curricular and ar-curricular acci\•ities and
1he cli.stri!Jution of tin1e over tl1e \1arious curricular ar<i.\s need to be fhought
out. \ Vhat should be <:valuated, how often, by \\'horn, and by '~·hat mciJ1od also
needs thinking o"er. Tfcre '"c shall discus.s the objectives and conlcnL ol dif·
fertnt curritulu.r areas, and on l)' son1e i1tdicltions will he given for the guidanr.c
of curricuhnn \\•orkcrs.
~1.2 As b:1S :1b·cady been poinletl Qlll earlier, 1hc first ten years or school edu-
cation should be si>ent in providjng a hro:ad b:e..se or gcnernl cduca1ion to all
pupil5. Tbc curricul:ar arens proposC\1 ror this purpose :i,rc as (ollo\vs:
(i) The scicnocs
(ii) Matbcma.tics
(iii) \\rork experience
(iv) The social sciences
(v) Languages
(vi) Arc, music and other aes1hclic aa1v1t1es
(vii) Heallh ond ph)'llietl cducotion
tJ.3 1~hc aho\'e lisl should not be takeu lO be cxhnuslive o f all that can or
shoul<l be glve.n iu a school. Other e.."periences should be a''ailnblc 10 stu·
dents through CO·Cl.11Ticul:1r progr.amntes and supplcn1cn1ary r<;:tding. ll)' dcv~
or
loping :\ systcn1 <>f st:1nestcrs i11 ead1 of \\•hich Lhcrc \\'i II be M.:\'Cr.al unit.i
tourses ror instruction nnd c·v;tlll:t1i()n, mud1 nc:.:ibility rao lu: introduced in10
lhc Sc:hool 1')'Ste1n and Oppnrlullilfcs C:\O f-x: fJl'O\lided ror cxprcuion 0 £ diverse
-
15
1ntcr~1~ :uul :1hili1ies. E'Specinlly (or lhC d 't ilclrcn frcnn rhe backward sections
"'l 1hc society. as :Jso for 1he 1alcnlcd, sud1 a flexible sys.tern ,,·oulcl a.llo\'t' ror
provhion or $pedal types o( c..'Ourses. ;\fuJtiplc.entry nnd p11rt-1imc cducntion
\\'Ould also be c11sicr in 1liis sy.s1.c 1n. The e rnphasi,$, however. should be on the
protieu of lc.:;ar11i11g r:tther th:.11 on a routine drill of textbook tn:ttcri:lls :lnd
e.xcrci.}C,, It ia. imrJOn.:u11 to in\·oh•e 1.hc tL":\che"' in 1he prep:-1t:ttion of in."itntc--
lion;ll 111a1eri:d.s for p:trticul>lr u11it.s. ~fhere shou ld be IC\\' textbooks during
1hc prin1ary s1age. TI1c possibiJily of having only one 1cxLbook per scn1es1er
llHI) be explored. This can be <lone i( there is :an integrated curricul um for
Clas!C!i I-\' . ins1ctad of th e U$utl l \ DiricLy of c;uhjCCt!I. 111is: \\'ill require an inlCr·
1
disc:iJ'linnry :1pproad1 in tJ1c devclopmcnl o( uniu. La..ngunge learning, ror cx-

;1111plc. should not be cons idered 10 he taking pl;u;c only in J:ingunge c;}assc5.
~fuch or it goes o n \\ hile learning 01her subjects :tlso. An :tncmpt 5-hould
1
be nlt'tdc lO dC\'Clop Pioneer Palace type or act ivitie.~ ror ch ildren: dtesc
nc1lvilies \'."jJI be sclr·selected and "''ill h elp i n the <lcvcJopment 0£ their per·
ron:ali1y.
The Sciences
11.4 There is hardly any need lo<lay to ju.sliry the p lace or science in :i. schcn1c
ur gcncrn l c..-ducuion for school d1ifdren. Science is :i 11 pcrt:tsi\'C, ~ rodc:rn SO·
dcciec; t:sist on lhC basis ()(scien ce; SciC.llCC i$ ioti01:ltCJy related tO Lhe lllC:l 0$ 0£
prodt1ction :ind 1ne:uu or communic.·uion, including transport. .Even eoononlia
nnd politics. hnve 10 depend <Ju scie111 iflc f-:ictOI"$ s11d1 as p rO<l\1Ctivi1 y Crom the
land or Crom indu~try. the power or n1oclcrn "'capons or the .spet.:d or Lranspor13·
lion or ground ;and :tir rorces. ln die present siluntion, LhercJore. anyone, in any
nalk_ o( Jife, J'OU.!$1 he ;h\•:trC Of a certain <p 1ilnC11111 or SCiC11c:e :111d tCChnOlogy.
Secondly, 1hc scientific method extends far beyond science. AU disciplines a.re
b~coming scien1 ific. 11\c method or observ:i.iion, of maki ng syoohoJic, grnphi·
rat or lingui~t ic models, o f designing experiments, o[ appl ying reason as '"ell
:'IS in1agination lO drn,"'• conclusions fron1 d•H:'I 10 formulate 1heories, the method
of keeping an objective view \\•hile throrics are tes1ed is a method \Yhich per·
'':tdcs every d iscipline. 1l1c fac1s of 1od:1y in.a)' not he 1hc facts or tomorrow.
;uul Lhcorie~ n1ay :tly; undergo chnngc, hu1 there cnn be no going away from
the n1cchnrl o r science.
'J.5 Science should help in reducing obscurantis1n :aod :ill sorts of p rcjudites
haied on sex. ca.~re. tcligioo. Jangu:.ge or region. By emph:ui1.ing a r.uiona I
nr)proad1 science should help the de\'clop1ncnL oC n dcn1ocralic. secular and
socin.lis1 s1:i.tc.
J.G In the primary c.lasses. the c;C:icnCC:i> 5hou ld he tnugltt :t)J. CO\'ironn1COl;iJ 5tU·
ilic.•'I; in Clnr.5C$ I :ind JJ :i11 a con1positc <nur$C in chuling botl1 lbe n:uur:l 1 :u1d
lhe socinl cnviroo111cn1, and lacer on ;'I.\ ,,~·o suhjet<:s, vi1., cn,1ironmentaJ sua~
16
clics I (11::t1ural s.cienre) :tnd Ctl\'iron1ncn1al &ludici n (social .science). 0 11e

need not Ja)' do\\'n ho\v nlt1dl or this s.hould be covered in a particular tlass
Tl1C purpose $hOuld be not 10 $h1ff the minds nf d1ihlrco \\'ilh racrs ancl in
form;uion. but to sha..rpcn their s<:nSC$, to enable thcol {() observe 1hcir en
virou 1ncnt :tnd 10 cnrid1 their experience.
4.7 -h may be pointed out. that sinc.c 1hc cnviron1ntn1 an<l the tx1)crienccs of
the cl1ildren out.side 1hc $d1ool v:iry fm1n place 10 pfac('. the aC1h·i1ics pro,·idtd
in the sc.hool should also vary so that the edifice or k.Jlo,vledgc is huill oat on
abstract concepts alone but also on 1hc Solid found:uions of experience d m"'n
I from 1hc environment of 1be <hi lrl. Jn such "- program.m e an inflc)Ciblc l}'l·
Jabus cannot he dr.1wn up for all the Khoob. In rac1, 1hcrc is some point in
the crilicisnt 1hat <•u; science tcxtboo"J have, generally, an urban bias. 1 he
1extbook n1ay no1 he given ~ 1nucll intpc>rt;tftCC in the leotrning o[ science.
\Vhat is really important at this stage i.s to provide teacher-$ with guide$ and
:'1lln"' 1hcn\ 10 develop 1heir Clwn iniuructional m:ueri:JI. Ho,.,.ever, reading
n1aterial.\ for d1i!Jrcn should he \'t:ry 1hot1gh1full)' prcpa:~ so as to moti,•at.e
them 10 lc:irn.
1.8 In <he •go.group II + t() 11 + (Cl:wcs VJ lO VITI) " numhcr of St•tC.
hove :llre:,dy gone .t'the:td ,..,.i1h the jutrocluetion o( physia. chemistry and
Uiology as di$Cipline.~. So1nt other St:ues could develop integr:itcd courses up
10 Cl:is• VI II. Somo of the States could al!O Lry with groups. e.g., pht~ic;il
.sciences, including ph)•sics and d1cn1i:;1r)'• nnd life science&, inclu<Li.ng bo1aay,
1oology nnd hun1an physiology. 'The unit 3pproach, which <10t$ not violate:
1hc di.sci pHnes, :-ind ac1 ually brings thcnt closer and pro,rides a more logiC31 and
cconon1icnl procedure. has a gTe:tl potcnti3 1 and shou ld be ndoptcd. 11liS
holds good for Cl:\.sliCS lX and X M well. Jn the3c cl:tsset1 laws and 1hcorie1
&houlcl he gr.1cluaUy in1mduccd, 1al:.ing tare lluu they are not introduced as
dog1nns. rupils should he mndc 10 unclcrstnncl dtal 1ntu1y n1odcls nrc ;1\'ail;1blc:
and one of them is the one tl1ey 3rc lc:iming. Opcn·mindcdne,,.5 and :t.Ccpticism
.should be cncourugcd.
r.ta1hematits
1.9 ~·(athcmntics has helped man to quttn1if)' ideas. 10 he precise :incl 10 u1i·
li1.e spac ial concepU; in hi1 day·10 day lh•ing. Its pl:icc in 1he sciences and in
1hc praetical llrti;, from lhc in[ormational nnd comp\Jt:\tional ~tandpoints, :u
wcJI as its c....'Uhura.1 signiftaancc, n1aL.e it fncJispcns;1blc in our lire. Jn .a society
which is r:\pidly transforn1ing itself into :in inch1$trial :t.nd lcchnoJogiral M>cicty.
mnlhc.m...'\ticaJ literncy i! ~nti:il ror every cir i1en. Titc objectives of m:11he-
m:i1ics <.>dueation "'' d\c lchool .!tage should he :
•1.9. 1 To enable the students to rulth•Jltc a mathematical way o[ rhink·
ing. i.e., in lemu or carrying out cxpcri.men1s v.•ith numbers :lnd
gcc;11ne1ri(' [onns, rnal..ing hypo1hcscs. vcrifyin~ thc1n "'ith fuTlhcr
ohscr''lltiotu ttuc.I c..xp<'rimc111s, gencr>l1i1.ing 1ht·1h, tryint; to find
17
proofs :i.nd 1naking abstra.cUon.ll. etc.

·1.9.2 '"1,,.o enable the students 10 qnnnt-ify their c~pcricnce o( the world
around 1hem :ind to u11dcr$t:u1d Lhc process o{ applying roathe-
n)atjcs Lo real life problems.
·L9.3 1 t> enable the s1udc11ls 10 lean• the hasic strueturcs of ma1.hcnuuio:
1.hrough unirying concepts :and to rnodvatc 1hc learning or 1nroc·
1u.res t.brough applications a.nd coacrete situalion$.
;J.9A lo sli1uulatc 1.he stut.lcru.s to stud y mathema1ics on their own and
to dcvclo(> :t ta.ste and feeling for mathcina.tia.
4.10 ·nu: first ten years of sd1oo li11g nrc to provide gcncr11 I education to all
the pupiJ.>. No dive:n;ific:uion or COUl'M!S i.s CJ\\1ts.llgct.I in Classes IX :and x.
..ll1cr<:rorc, nuuhcm:uics should be compulsory ror all students up to C13.S$ X.
•I.I I I he Jc,•cl of the general course should be high enough to provide the
b;1iJC for :i.c.h·tlOC<..'tl study in f;ucr ye-an rind also to equip the individual \vith
l11e necessary competence to be able to t:Ldde day·lQ·day problems. But tbi.,
t!oe-; uol n1lc out 1hc po~ibility of offering son1e units nt h.ighcr level for ra-
lentt.J ~tutlcut~
4. 12 J\t. che prini:u·y !Hage, 1J1e child should IJe introduced to numbers, the
fu udttn~Cnt.al opcr.uions on then1 and tltcil' clcmcn1ary p1opertlc;$. Contepl.S
of Jcngtb, \\ hidJ, tio1e, (Ltta aud cap:icity .shou ld be dc\t::lopecl :dong \villi the
1
uniL'i or n1couuriug Lh~c. '"rhc d•ild ~ho\J IJ gitill f<nniJiaJ'il)' \\'itlt gcotllCtricaJ
fonns :tllcl figures :u1d :100 \Vilb :an c.Jetneot:1ry llOI ion of ;1lgcbraic symbols•
.Si1upfe ;1pplicatiOO.$ or the fuothunellt:tl OpCr;;it iOHS :uni aritlunetical processes
lo C\'Cf)•day pn>blcJJ\.S should lind an in1porta1u place aL this slagc.
•J.l!S 1\L Lhc 111iddlc st:ige:, the nuuJber syslcm "''ill I.le e.xlcntlc<l to rc;1I nu1nbcrs
llli ~Isa the operations. 1~he sludcn t .should he n1ndL• f:unili;Lr '''ilh tltc Jar1gu·
.1gc of :algcLra and liue:,11• c<1untions, and inec1ua.Gdcs in one or l\~·o vnrjnbles
introduced. 1 he concept of sc:1.s nnd their 11ot<11ions, as also the elemcutary
(Qnccpt.-1 of St!tLiM.ics, should be <lc,•cloped. ' I he applic:uio11 o( :irithmclicnl
pro<.t:.!>)CS LO proUJtJn~ o( daily life \Viii he forlhcr extended, and propcrtits of
ui:i11g1t:~, qu:u.l ril;itcrab nud cirtles and ,1rea or rcgul;1r figure~ :ind ~otitls, wiU
l>t' Llc\•clopcd on pr:t.elit:."ll Jiocs.
·l.l<I In Class,cs IX and X, rcal·life 1}rohlen15 s.hould be handled by the students.
The knO\'llcdgc or algebraic processes should be S)'lUC1U:\lizcd and cs.tended. , .he
idt:l Of proo[ ~hould be developed rtJld CICnJCntar)' tJ1eotCJJlS OH triangle), paral·
lelogr;in\s nud circles taken up. The: introduetion of trigonometric ratio5 a1\d
the use of dcscrjpti\'C su1Listic.s a long with n1easures of «ntral tendency :rod
dispersion ~bould be rnnclc at t.hls scagc. The hislory or m>tthcmatics \vith
special re(erencc tQ lndiu ant.I the nature of n1rt1hc1natical 1hi11king ~hould per·
mc:at.c the entire course.
\Vork E%pcricu(C
4.15 For hannonious dctclopn1cn1 or the chilcJ•s personality, it i-1 necessary

18
1101 olll)' to C~J>O"iol h1ua lrt \t..hol.hlit ;1rc;o. ro 1 ii11clll·Ctu:ll tJc·\clop1uc11t h111
al>e1 lO p in huu in MIUt1tio11., \\lit.'re he 111a)' HC!'C oppo1tuniucs ta work wllh
hi!) h;lnds. :and dc,clop proper ,tllltudcs 1ow;1nh nHtnual labour. In ad
dition. lhcrc j, ,Ill Ill ~t'lll ll~('cl 10 bridge tltc i;t•li> hCtWCCH lht worlJ or 5Ch06I
1nd the world nr ''or'-. I hii lf.lP \\ill wid<:n furthc:c. ir not cuntroUt.-d e-... rty,
du.i· 10 the nioth·nt ttth11•1l0Kit.tl dl'\elopn1c11u. ;111tl cite intrc-.uin,;ly cecbnolog)·
bJ..etl ,.,Oc1y of die- futuu.•. J•rote&.<O 211J ,L.ilh of "·u1l ;are ch:angiug. \11
l""Jfl) initi:ation ol c.hildt1.·n into thcsc i'> po~~iblc oul) 1l11oug.h '''ork cx~rientc .
J h.11 i'> \\'h)' 1hc Ecluc.11io11 C:C-unrnt'\\ion (1961 Gh) 1n;1dr a 'itron,g; ~ [or in
tmchaQng wc,rL C'\.pC:iit11cc.• ;-i, Jiii ~111inl c..0 1npontfll u£ j;cn cral cdt1Calio11 :11
;111 -.1:.ge!o or !iC.hool c-tl11t.uio11. A-; a rn>11tcr or l;u..t, 1J1c wurk·cxpc::ricucc ap·
pro.1ch s.holJld pernH.';lll' the: ~u1 1te curricul11111.
1. lCi \\'ork cxpc:rie:ntc provldcii lhe basi.s for 1hr dcvelopn1e1ll o( kuowlc<lgc,
skill! and atlitudc~ u"'4·ful ror l.atcr p:ir1it.ipJ1 iv11 in producth·e \\'ork.. \Vork
c:~p-cricn(C 'hould to\C'f pn~dutdon, otai111e11.JH(l" aud the u:chnologial pro-
lC"''K°"- ~ "c:ll ~' hurn.10 rc:J.-uiuns. org.1ini1:.1inn and rn:111:ige1neut :111d mari.c:1
iu,.;. ll1c ••rc.-a, of \uul <hu..cn should lt.a\e kK;a1 ~i~nillancc and should be
\Uth ;as tv dc\clup 1hc c1un1x:u.·n<.<.' of the stutltnt,, h is not ju'Sl lcan1ing to
clu \\'<Jrl, it I) \n.Ul f.t1U(;atiou.
1.. 17 \\'urk cs.pt·rit'll(l' progr;11111nc:~ (.:.tn -,crve thr ro11owing objective.\. 1 h\.'ir
111:1i11 purpu)C ~hould be to dc\clop prap~1 :ttti111dc:~ H'lwar<.b work, to inrulcatc
dignil) of l.1 bour. h;.1ohh ~l;'llU'J :lncl Cla.~ dis11nctiOll'I, n11d IO Sl rCSS lhC pri11Ci
ph.~ of producuvil)'. \\"her<''t'r pn~ib1c, ''c>rl cxpctt1.ncc 1hould help co .1p
prtt.iate the nt:cd lor ~and u~luln45 o[ Ja.l;our·SJ.,·intt dcviC('I:, ~dgcu. tool\.
that :it( ~ nntth ~ p.arl uf modern life. :.nd tht lc:Chniqoe.. in\·Ol\'cd in tbtir
u-.c ;ind lhl· uudrrl)ing ""ic:n1if1c printiplh \:.riou~ ;ictl\itih of ll.OrL cxptri·"
c:nt~ 1uust nC'("C»-Jril) hr rtl;ircd co the co1nn1unity needs 3nd i1s services. A
c:arc:full) dircttt."11 \\·011. t·\1)(·rit•ncc programn1( would .\ho help to diSCO\'t'r' lbt'
:tplilu<le Uf ;i )llHltltl (or j;.ti nru l \O(::ltion_s \\hicft cltnl,llld (Crtaio l)"pC-\ or
'L ill,, pl1y~itid aJJilh~·. ,1uiH1tlr, tO\\":U'(I, tHht•111 ''·i1h who111 1hcy h;avc: lo \\ Ol"k
.1111.I 1c.':'ipt:n1!1ihili1y i11 1Jl'1fo1111u1~ 1l1C.•ir job> :111tl df"W-hn1j\ln,; 1heir duties.
t.1f' :\t 1lu.:_ pti111.U) \11IHl'. wo1 l cxpe1·if'u<.c .should hcp,i n with sin1ple. cre:11 ivc•.
$Clr-exprmion;i.I atlh itiN perlonn<.-<l witl1 locally a\·;ail.1blc n1;ucrial ant.I Jimplc
cooh Jt i1 dC1lraLlc to .1\·01d :.n) .tc-ti,·in "Jth an clt1nrnt o( monotony in h.
In 1hc upper p•lm.111 (or n1itlcJfc) ;a11d second;tr.v cJJ,\n, the u\C or tools jhould
bt- Jn1rudull."Cl in ;.t "irnlific manntr.
·1.19 \\'orL.. C''-p«ritlttt" :arc:as should be identified 1hrou,:;h community surveys
;uut. \\he1e,1:r nt<t~"'ll). the· t'\:JX·niW! or aui!l."ln> :ind 11ltch;u1jo. should be 111i
li1ed £or 1hc 1noJ;1;11111n<'. l o l C<.hnologit:lUy 01ic111rd ·work c>.:pcricnCC'l, the
d~uc:d lc\'el n f _.,kill 1u1d prt.'(.i\iun sh()uld be auc:rnpltcl.
1.20 In order 10 ~i"t" lhl' ~tudcnt-S M>1uc cxperit·ntc in a 111unbcr o{ area, or
"'""· it i'" '"~g4.....U.-r 'ipcci:1 li1ing iu a p:tnicu lar a ren a(
work hy lollowiug i1 succe.i.sivcly al diffc1cru level~. Suc.h spcc:inlix:ttiun coul<l
help i11 doing :1 regul:tr job, ciLhcr :iftcr Cl:l~ VI II nr af1cr CL::iss X. Jt '\'OuJd
be <lesira1Jk• to pro' i<lc M}111c cxpcricntc in l l:lSSl1:S IX ;:u1d X o[ "·orkint; in a
l.1n11 . .a l.1c.U>1} ut suth 01htr Cllilr• l> li~l 1111c11 t of worL. \\'hich 111:1y be :i.v:iH:i.blc
iu 1hc co11uuu11jLy.
J.22 1·1ic accu;1J .1tt::\s l"Jf \\ Ork ,,•hich should be included in 1hc t:urritu l11n1
\\'Otlld Uc gO\'CfllCd h)' lo<-al needs but I he 3J't'il~ or \\'Ork ihou)d C0\ Cr Lhc v:1ri..-
1
n11...; p1()rt·~..cs, 1cch11 it1 ucs a1u.1 tools of '''orJ:.. ls far as posS'ible.
J.23 \VorJ.. c>.pcricn{c ~hrJ11 ld lJt a i111ed ftl pro\'iJiog experience:$ which are
11u1 othc.•rwisc p 1'0\idL'll iu 1he curriculu111. h hru. in1plialions ro r the tc3d1ing
.111d lcan1ing of sd1ool subjects ~nd provides a basis ror i1ncc,'Til.tiug k.nr>,vlcdgc:.
\\fell org:ani7cd \\'Ork cxpcricuce 1nay, rro1n ti\C higher prim:iry s1age, rcsuh in
~u1c c:1r11iug for the student, ei1hcr iu r.1).)1 or iu kind. :tnd this potentiality
..hould he explo ited where poMiblc.
The Socinl Scicnca

•1.2•t ~llu,: 111ajor objective or the tn1dy ()f the ~ci:tl tl(:iCflC('$ is IQ :1a1u:•i11L lhC
tliiJd with his past :tud present geog:n1phical :incl social environment. Au cffcc·
1i,·c p rogr:unrue ()r teach ing o r 1he social .s(icuces in sd1ools sbould help the
pupib IV l.Lke .1 k.t:ell i 1 1ttl'~l ill lhC: w:L)'~ )>C.'fJplC Jive ;ind runction through
v:1riO\l!J f.Ocio·tcono1nic anti poli1ical insd1utions. fl 5-hou!d :.bo help childrrn
co tlt:, c lop :1n iusighl io10 h u1t1:H~ reh1tio11ships. sotinJ \':tlues and attitudes..
1bcsc ore: c.-sscnti:tl 10 cuable the growing cili.1,cn of tomorrow 10 p:irticipatc
cllcCli\'Cly in 1Uc af£1lin o f dtc coirunouity, the st1tte. the cc>untry, ;i.nd the
\'/Urld :11 lnrge.
'1.25 1-1u: teach ing of Ll1c socia.1 \Cie.nccs .should en:1ble d1ildren 10 apprcci4'tC
India's rid1 cuhuraJ hcrhage as also 10 reco,g11i1C :nul get rid o(What ~nd;
,\lra.blc ;nd :uuiq u:u<:d, especially in the conte>.:1 of ~ci..J ch:1ngc. The sdtools
)11ould M:t! tlla1 n:arl'O\\ [.):t1'0t'hi:~ I. chauvini!5tic a.nd obSGu1·a~ tendencies a rc
nn1 .1llo\\·cd U> gl'O\\' in our pupils. ·rhc ~<'H'>ol' bhould endeavour 10 de\'elop
;t will .ind nbility iu C\C.l'Y p1.1pil lo p:111icip:ue in IJte most irt1puru1nt l~,sk or lhc
acron:;.truc1ion "' our SQde1y 2nd economy with ;, sense or 50cia.J como-titfncnt.
Ch ildren should al50 develop :t lnilh in Lhe destiny or our 11:u.iu11 in lerms o f
pron101ing rt spiril of tolerance and assinlilatiru1, ttn<l peace and h:arn1ony :unong
the pooplcs or the ,Vorld. TI1us in.struaion in lhC' socia-1 scien ces should pr;'
01olc L11c ''a lues- :and ideals or humnnisn1, sccularisn1, socialism :i.nd den1ocrncy.
It should inc.·-ulauc ;i.u icudcs and impart the k.1l<>,,•Jec.Jgc necessary lor tJ1c ncltiC\'C·
IUCOl Of LhC principal \•:dues o r ;_1 jo-Sl \\'Orld order, rlla.'C iJniz:HiOn of CCOllOJDiC !llld
soci;i.l \\'Cl£arc, 1ninimiLation o[ violence and waximiza.tion o{ ecological :11nbili·
ty.
•l.26 1~he s1udy or 1he ~odal sciences i n ClasM!S l·X should include: 1hc ~1utl y
.,1 hi:.tory, g<.:ogrnphy. civic.s and econooliCS. Jn "icw· of c..he lintitctl Lii:ne- that
20
\Viii be ~\' llil.tblt: (ur (!;acia u( lhtiC br.u1dtC$, it would be dc-;\irabJc tO iJHCj,'T:UC
1heir teotching itt :i "''ay that the pupils dc\'Clop a proper undcr:;1a11ding o f the
(ac.LS and prohlenu; iu du; righ1 perspective \\•ithoul causing any damage to
lhc 1ou1lil)' of the indi\•iduaJ disciplines. 11ii:t would rl-<J uirc idc11tirying l.hc
c.:ssc11ti;1I uui1~ iu CllCh o( tlie subjects :ind Lhcu unifying thcnt into an i1ucgr.1tcd
~')' U.nbus £or the sudnl sciences.
•J.27 Since Clns.scs V, \IUJ and X :JJ'e Lbc tenni1111I clas!)es for n large nutn·
ber of ~1.udtn t<., 11 i~ necessary to dcvclc-p S<'lf·oontnincd courses of !)ludy ror ead1
st;1gc. ;uut :n the s;1mc lirnc the courM'!s should be ~u ch as to lay 1ltc round:11..ions
{or llic sub))(.'<IUcnt stage. \ 'Vhilc :ollO\\•ing this principle. it is ::i lso necessary
to 3\'0id repetition a ud \\.~le- o r thnc ~ntl energy a.s Car as possible.
• it.28 The Pri1nrtr) S1.1gc. t he. social $Cic11cc5 ~houlJ be Utughl a.s a part or the
stud y of 1hc Cll\'iro11n1cnl in C.losstit j and J t :ind 3.J> 1.he iudcpenden1 sobj cc1
ol social Sludics in .$Ubitcqucn 1 d:L'-.t.CS. E1lvirvruue11 1al studies wilJ include bot..h
11atur.Ll :1nJ ~oci:1l CH\'iro11i:nc1H i11 Clo1sscs I and I I. IL Ylnu1d be n•orc ~ppr<r
priatc to use the terru social sllulit·) r.1ther 1ha11 social sciences at ~·c 1>riuuu·y
id1oul ~1.agc: ~ince ii rc1•rDc111t a broad t111d 00111posiu: instnacliooaJ are:L lt
dr.:t\\'.S its i11Jon11;u io11 frunl dillt.·rcut soci:.t science~ sud1 :~ hiMory, g<:ography,
civi<.S aud cco1101nics, in ordtr to unrold gr:n1unlly lhc tota.i environ1ueot ol
Ll1e child '''ith :ipccia1 n:ft rtni;.c 1.u the: physicaJ, so<.ial anti c.1111-urnl elcrncnt.s..
\\'hilc prcseHtiug f:ttts Jron1 nil du:sc .1rca.s, 1hc pri1u~11·y concern of 1Jh! .sd1ool
:u this .n..1gc ~liould be 10 de\clop the uc~)111;• :.oci:tl .\kills v:iJues 01nd :ntilu-
dt.•s 1h.:it \\OUJd cuuble 1hc thild le> (on1ribute his 01jte, a1 hc gro\,·s, IO\!t':1rds
Llu; tlc\<cJupnJCJJL 0£ IJtC SOCiCl}' 10 \YJtid' he bcl0Jt$S,
•J.29 D111ing the five )'C:tni of pri111:1ry !i<.hool 1hc dtilcl's lOCntoJ horizon \\'Ould
b(: gr.ulu.,lly \ddcue<l [l'OJJJ the ht>1~1c, the ~c:h<,ol ;:1od 1hc local conunuoity to
the \\'01l<l. Jn 1hc p11.>t.C..$, 1hc thiltl \\'Ould Ucgiu 10 tipprcci:uc the t,rcf>graphic.al
clcuu:nt\ ol hi:. t:Jl\' ito11111e11t. Various hurnnn nl-livities. wllich help hiJn to
11nden.t.uJd f10\\' the g ifts ol u:itnre are p roce.:,sed 10 produce good) (or strviug
tht various nc<:<l.) o f 1nau, would al<Q IJc Sludic<l. l--lc wo uld :ii.S<> gel au idea of
tile soci1d nucl t.ullor-;Ll Ufc iu Ji1fe1cllt p~uts of the cou111r)' :t.41 well 4l$ of sonic
diITl.'rcut w;l)\ vi lh•iui; iu t,Crl.tiH p:1n.~ ur Liu: wu1hl. Sto1ics and n:'lrrati\'CS
al>ou1 pc:N:>n:lJ>C'i rind c\'COL\ Wat h1\'t:. <outributed to our n:i.1ional heritage and
htnnan hcri1.age " rill :ibo be ~1 utlic;cl , Ju addition to these, tbc dtiJd would gel
an1ple opportunides co de\'Clop socia.lly desirable h:l.biLi, aui1uclcs and \'alucs.
l>csidcs l.lccoming btoacl ly ac<1u;,ii111cc.l h'itb Lhe functioning of politicnl and soda)
ittstit ution't.
·l.30 The ~lid&Jlc anti Lo'ver Seco1uhu·)' Stages. f'or the organization of ((UttCnf
in .soti:.I sciences, oou,pri$iug hi5tory, geography. civics aod econo1n.ics, in chc
ne~1 I\\'<.• ,1age:f of school cducaijon. three different approad1cs can be vi~uali7.cd:
·I.SO.I l-lh1tJry, gt'<>g-r.q")h)' and dvia uu1y be introduc.ed 3.!I separate dj,..
tipfint:s in 1hc 111iddl: cl:i.sscs anti cl'l1-ricd over as sudl to high
'l<hrn>I clal)S<:S, \\·bile eco11on·1iu. n1ay t.e i11croduced at the high
21
sdtool s1ogc ns !l scp:ir::11c di~ip l ine.

J-Jis1ory and civics 1n:ly forn1 one group :.ncl geog·r:apby and
4.30.2
cco11on1ics a1101hcr group~ nnd 1hcsc l\\'O groups n1ay be intro·
c.lucc-d right iu (:lass VJ :.11d carried up to Class X.
·1.W.3 111e content or hi:.tory. gcugraphy, ch•ic.' ;u1d cconon1it11 may
be idcn1ific."CI in :i.n irHC:E,rr:uc.-d nulOllCT (or all lhC ilVC: }'t"ars 1:tkcn
together.
\\Thile the lirst t wo approacl1c-s lire co1nmo11 torlny and do not need any c laho·
t:11ion, CX(CJll that they C<>ntribUIC IO the i~la1ion of the d i<eiplincs amongst
1hcn1\Ch'C!i :uu1 or disciplines frorn ptobl en1~ or sizu:nion.s, in lht': third :ipproacb
ii w·oulcl be ncc:e.ssary to idcnriry csscnti:i l units in each subject in tv.'o cycles
of three ye:irs and t'vo years. 1'he unit$ thus idcn 1Hicd for the flrs t cycle o[
three years 1nay be intcgr:.ned :tnd arranged seque:1ui:llly bCl\\"CCn and wiLltin
1u1Jjecu in the forJn o r a common syllttbus for «>cial science. For the next
1wo yc:n"J or cclutadon. ti sirnil;1r exercise m<iy be done tTc;11 ing the earlier cycle ·
:u 1hc hax. Son1c: o ld uuit.s 1nay ht;' takeu i!L ii greater clepLh \\'hilc.: ne\\1 ones
rnay he ilnroduced in each suhjca 5" a<S ro Je;ul 10 it ,sljgh1ly 1norc advanced
in1chrr.ucd syllul>us iu these ~ubjcr 1 s. \>\1hilc selecting uuits fro1n iodividual su~
j<'Cts ore llli:l}' be takt:n to pt'Cs~r\'C th~ general struc.ture of 11tc:: di.\cipH11e and
inch1 ~lc 1husc ract:s and principles whith arc uscf11I 10 ;i b'TO\\•ing adolesc-cnt and
scr-\'C ot'i a l;a.sc tor a S)'ittn1.:uic :-;tudy of 1hc .suhjc<.t ..ubst.'f111e111ly. The s.Copc
->f cliffc1•cn1 suhjc.•ct :irc:is ~·s visunlized :11 1hc n1iddlc ;1nrl ln,\'cr ~CCJH1clary stage.<
i~ gi\'Cll bclO\\..
.J.31 t JistOr)' at the niidclJe stage sJtould acc1u:dnt the pupils \\•ilh the
gruw1h or Indian ~dcty front prch i ~t oric 1imc..- to 1hc prc~n1 . Tt i'" ncc~ary
tU d.:1ngc lht: enl1>ha..,,is rro1n dyna..'il iC hi'.llory :lnd politiC!) dttaiJ'I tn soCiil l
:ind c:<ot101nic condi1ions nnd d'e gro\vfh or v:1riou.s a ~pec1-' of cullure in dif.
fercnt part.s or the CO\llltry. J\L 1J1c .s:unc 1i1nC ;1 broad pCrspCCliVC Of the his•
111ry or n1ar1kind 3S ::i \\•hole shouJ<l also l>c pro\•idcd.
1.32 Jhc otganinu ion or 1hc syllabus and 1hc selection o( the content
1nay be hascd on '\•ha1 is known :i~ 1J1t' •patch' :tppmi\ch, In 1hc ligh1 of the
requirement$ of gencr31 ccluea1 io11 it is uoc ntccss~ry to give a continuous d1ro·
1~0Jog-ietl acC<HHH of the history or Jndia in 1hc sense th:tt every dcadc or
century nr h1tl i:111 h iMOr)' i$ covered. Jlcpre11st11t,ttl,·c pe1io<ls or 'patd·1cs' in
chronok•giral order. dealt wi1h in :a ll 1hcir i1npo11:-i111 1i5pccr'i 1Tiilf be givert.
'J"hi' 1nny he: con1hinc.:d \Villi the 'topical' np1nv>;ac:h in 1hat io n pnnicul:i.r
'p:ndl'. a re\\' a~pCCl\ wou ld b<: St:IC."Cl.e d (O ht' studied in greater dc1:iiJ than
other r1.spccts.
1.33 Jt is .sugge..1ed 1h:11 the cl:lss·" risc distribution of the Indian hi~1ory sylla·
b 1L\ m:'ly he :t~ rollow:4: Clas.s Vl-Ancic11 1 India; Clasli Vll- l\fedie\•:al Tndin:
(:l:t~~ VJ 1 1-~lodem l nrlia, 1\long \\'idl 1Jiis. \\•i1h c:ad1 o f lhcsc major periods
of lndinn hiuory, a hroatl pt•npcclivc: of tf1c COlltC.' tlltJOr.iry hhto1y of 1n:111kind
;-.s :i whol<" -~hould he provi<hxl.
•
22
l,...'lJ f.l,•i1,' xhnu ld ;1hu 111:\in ly ;u irnp;1rting 1r;uu1ng in nv1r lire r:uhcr
tll:111 111<"rt- Mhol:u,,.lii1>. 't'hc ci\•ic..11 prog-rnn1mc should cfn11ni11 ~u1..h soci;11l~
imper.11ivt knO\\'ltdgt· :1s would not only iruparl :i11 undcrsutnding o( tJ\c ch·ir;
p1occs\t'c\ hut nJM> pn">\•idc 1r.1ini11g ; ... 1hc dc,·c:k1pn1c11 1 o f the civic co1npc1cn·
ci("S antl civic nhililics.
•J,35 ,_J he COUl"$C. eJ)\'i~as.;CS lhC .i.Uuly or h~c;tf gO\'Cr111HCllt aucl the h 1<lian
c:onslilution in Classes VJ and Vil. rcspective·l)·: •tt)ll in LhC l:isl yc:ir. i.e .. in
Clnss VIJ I. 1he stud(~UL~ \\'Q1.1hl study the nctuaJ problems tbnt ate racing Jndja
today. 1n 1ltc ('OU~ wn1c pr.u:t-ic:i l il'lpCttci or citizcnsh..ip cducaUon nnd the
clc-n1cn1" o( cconoulit3 ?!hou ltl al'W'I he inet111>orau:d to adopt a h.1netional and
iotegrn1ed appt0ach.
4.36 ' fhough many of du: :1c1ivi1ies and topics or study included under
1his sd1t•n1c m:.i.y b<: organiJ.cd by the te:tdter in the clas.~ or ~choc)l. it is "ill:~ ·
gc•U<."fl th~u cite 1.rait1 i11g \VC>11hl be n1ore fruilrul i f the ~1uclcr11~ nre 1akcn ou1
or 1h1: c1as!;mom and ill\'Ol\'ed in rea l li fe s.itua1ions.
4.37 Ceography ;.H 1he 1nkldle school singe has to perrorrn 1\1/0 dic;1ina
functions: (i) introduc1ion of 11te s1uJeuts to ~eogr.,phy as a school subjccc
SO :t.\ 10 dt:\'C(op their inrcrtst iu the S:tn1e. :tlld (ii) rciu[orcen1cn1 Of V;llUC"t,
altiu1dcs nnd general uodcl'~Huuli ng 1hat ''•ou ld pmmou~ tl1c objee1l\'CS: or
dli1cnship cduc;uion . 1\llbough 1be..c;e two func1 ions hnvr been listed scpnr;tt~·
Jy. in rr.i<fiCf" rJ.t>y :ire n nl t'XClnsi\'E! nf e:tCh Olher.
•1.!18 At chc 1niddlc school stage, cl1c O>Ur'5C v•ould ncct.ssari1y be more
dcscripLivc l'lnd. 'vi1hin 1hc hro;id rrnn1cwork, \\'Ould oonce111r:t1c..• l)ll hnp:irt iUA
knowh'tlgc rtbOUl htdi;1 in the ('OhtCXl o r lhC \\'OTld, \\•ltidt WC' h:t\'C lC) sh;1rc
'\'iLh 01hcr pt.•opl~. ch:tr.1c1e:ri1ed l>y their divene \,·:iys of Ji\ing. It should
bring hnmc lo lbC' pupil:; lhe i1HCrd<'.'pc;·1uJt.:ncc o( che v:irious regions of the
counU')' :intl the world. 111cy should begin 10 r1pprcci:nc 1hat it is onl)' through
Sharing "\\•ith OthC1'S lh:ll the people'\ o [ 1)tc \l/Ofld C"J.ll 1•e:dJy CnjO)' the hlcss·
ings of the 1nather earth.
•t39 For succc..\.11ru 1 Uviug in a developing socie1y where 50c.io·CC01101nic
tli:tnges :1re occurring rapi,!ly. ii will he helplu l if .son1(! rudin1cnHlr)' 11ndcrs1a11d-
'i11g o( 1hc ccono1nic rort<::;. th:1t i11f1ucncc the ci1 izc11s" d:tily life j.-,. give1~ C\'Cll
:n the 1ui<ldlc stage. Front 1his poin1 of \'iC\~·, ii :ippe:1r:'I dc~irnh1e tn in lroducc
!i<>n1c cltnleruary kno,,·Je<Jge or c..011u1n1er cconon1ics, sud\ :t.~ earning :uul spcnd-
i1lg, ronttol<>. price rise :inti chc cOc.'Ch of ina·taising popul>ttiou, iu n very s i111·
pli6ed form.
4.•tO A system;uic course in the history of nl:tn1dod rJ'()rt'I p rehistoric. Lintes
to 1he prese1n d11y should be i111m~l11ctd for Classes JX autl X. This d~s not
mt:'ln a d1rouologiett1Jy rnn1inuous n:1.1 rati,•e 11111 1he sclceli<>n or 'pau::hci:' th:it
ha\•c " ccr1ai11 unit) and di)ti11c1ivc:11es.\ along 'vith rn:1ny d ivcrsi1ie... The 111:1in
h:i•ii" Of lhC: -:clcrtiou .;if lhM.C 'pat<hCS' 111;1)' he: th(• .SUCC.CSsive Stages or disdnct
soJrt l roro1:11iun'I 1h;n ('~i~l('d in cli!lcrcn1 p:i.r1s ()r the , ...ol"ld in spc..-cific ch ron<r
logical periods. The 111ai11 fonts of 1hi' rourse ,.flou lcl be on •he study or sochtl
••
\VSH'•U~ in thtir 1be :ind gro\\'lh ~ind 1hcir rcplaccr,H~111 Uy nth' fo11ns. !111d on
M..ientifie ;u1ll cuhur:-11 clC\'t.'lnpn1cn1. 'll1c hir.torical tlC\'c• lop1 n<~H t of nl1 the
major ::ire:tS (1f 1hc wcu Id. including prc-cnl,.,nial Affic:a nntl rile An1erir-0L\., ~ho uld
be c;:ovcreJ. llu~ scJccdon of th(" t.-"O T1lC111 shoo Jcl he b;i;,cd Oil lhe sp<:cific his-
hlfit.'S of inclh•iduid ro11111 ric' only \\ hcrc 1hcsc hh1ol'i~"' lt;t\'C a signi6ou11 be:lr·
1
ing on the gcncr:ll hhtory o f nwukind :.nt1 n.:prcsc11L HC\\" 1rc11ds which bec:unc
t'CIC\'anL to t1tc hi$tOt)' nr nl:.'utkin<l ni; a whole.
•t.tJl .l\ long with the ;1bovt". 1berc \houlil l1e :t cour.se in clcpiJ1 on cerutin
"'J>C(t.:i of lndi01n hi:nory, pilrticula.rly tbe social. economic and rullural deve-
lop1111.·n1 and Lhc f:, c:tors tJtaL h::ive a close bc.1ring 0 11 1hc 1111dcrstonding of
tu111 cn1ponry ludia.
J.·•2 l n C:las.s~ rx nntl x. the IWO nu'tjor <>bjc.:C'tiv~ or ttaching civi~
>il1011ltl be: (i) 10 pro1noic an active :'nd inccJligcn1 cili;,L•n.ship, and {ii) 10 c1C\'·
t:fop an i111cllige111 undcr'ilaoding or the $ltuc1urc ;ind \\'Qrking or the sot:ial
and p<>li1ical in:;LinuiQns. In acldi 1ion 10 1hi.i , :1n 11ndel"5ti'lnding Lhat tlic UNO
i~ playing :t sig11ifica111 role in st reng1 hen in~ world pc:ttc n.nd coopcra1ion
~ht>ulfl nlsn be promoted.
4.43 Fro1n th is poiul or

view the COUr'iC in C.la ..~ IX should include 1hc
rncauing :-ind scope or civics. co1n1nu11i1y lire. f1)rrns of go,•crn1ncnt, righlS and
dudes :11ul de1nocr.tC)' iu ru;t ion. 111 f :Jass X. thl' ~1udents would 3it1td) the
~1 nu 111rcnnd lunctlon-s or pollllc:1l and soci~ll f11)ti1 111ion"> in Jn(Ha and the
toll• ul th~ UNC) io 1nn1111aini11g \\Orht peace. Sonic (J;i,ic e lcu1ent\ or c;ot'iO·
loJ;y 3ihould ::i lso be inrroduccd.
4.'l'J 1\t the LCm'liu ~•I slagc or genera.I cdtlcation 1he sut.iject of gcogr.1phy
~hould ~hirt hs c-01ph.1sis rrom the 111c1e flt:~c:ripti\'c.• 10 the wmewh:.u :tnalyt ic:al
!1.U<l couc~ptual in il!i prcscui;uion. "fh is !.hould hrinH i1 ch>SCr to tbe philoso-
ph)' :inti l'ipirit CJ( gcucraJ l"il 11ClliOt1, I\ rcw ~lc;t:tc.-d tlctailcc.I ~ludit"S rrom 'vorld
;.;eogr;tphy :111d the c·(onomir gco~phy or India ~houl1I also l:)c undertaken, he.
sides ;1 hricC nn:1ly1.ica.I SLudy or all Lhc <liffcrcn1 aspects of d1c sa1:nc.
4.-15 ·rhc :1rpronch to the lc:tching or ccono1niC$ tit the Jo,\•cr secondary
'111gc ~hould en:tph~i1c not so n1uch the princip!C11 of ccono1nics n1t the curren1
pmbJCJl"l!I and i~·Ult!S lh:U <lrfC<l lhC C'\'Cl")'d:t)' life or the (011101011 013.n . \.VhiJC
tluint; so. ,,,,OH: ligh1 thould, u l con~. he 1hro,rn llfl fin:: priociplc.s of eoono·
mies ou '''ell. Sud• 1111 i1u rocluc:tory course W<JuJd, iJ is hoped. l:'ly dov.111 the
11cccss:11·y roundntion.$ for 3 more systcinaLic nnd rigorous course in Cl:l5.1cs
X I nnd Xll.
•l.•J6 ~rhc: c;ou~c ~hould include a hricf rcvic'v o[ 1he ct:ouornic conditions
of fndia ai IJ1e ~tart ur Hrid'lh Ru ic. 1-hjs ~hould prepnn: che gro11nd 10 under·
Maud 11te uet.-d £or 1he ccono1nir dC\'Cl()pn1cnl or Juclia Lhrou~ll lht' N:u.ion:il
1"-laus nncl help to :1ppJcdr11c their ol>jecti\•c~. J\s n part o( his introduction h'l
COOl10t'n ir i11s1irutio11.s, the t.hild should he introduced 10 lhC role or
rn011C)'
:ln1l finn11ri:1I i11r.titu1io11\, '"11te currrnt cconrunic problc.rn~ such as poverty,
fi,jn~ p1i(c-t, n~ricuh111.-ll !il;ag11;i1icin. etc.. '''ouhl ht• ~liscus.~cl. lhc COUNiC
24
,~·ou l d rhr(')\v M:t1ne Jigh1 on rhe f ,1u1rc cmno111i( pro'ipccr.s o f 1hc country on
lhc h:1:cir. or ii< potc111j~d rc:wurccs fi nd the pcrromlllllCC! shO\Yll f.o Car.
·1.47 Jn the tniddlc ::ind tbe lower seco11dar)' slages, curriculum units b:t~1
on p~yd1()logy .slioultl be developed so a.<1 to help tile adolesccnc.s 10 cuh i "lal e an
insight inLo tl1cir problc1ns of gro,v1h, dC\'Cfnpn><.'nl, social rcJ:uions. pcrson:.I ~
i1y nod adju~1nicnt 10 life 3nd \ \'otk..
1.48 The three language formula ha• been acccp1ed M <he nacional pi>licy. A
child :It 1he con1ple1io11 of ten years, of KJ100J shou ld be compelent in the fir5t
langungc, be able to undcrsu\nd ind cxprc.~ him.self in 1he $CCOnd l:logurige
and be able co <Xnnprchend the third langu:tge in its ordinary prin1ed forn1.
1"hc first l:Lnguagc bhould usu;1lly be 1he nlother to11gue. ·rhc scoonrl l:lngu·
age should he 1liodi \vhcre: it is no1 1hc mother r<>ngue. 11\e Lhird Jangunge
!\huuld usuaJJy be Engllsh. hut could n.bo be :111)' n1hcr foreign langn~ge. San·
.skrh or Pcrsi;1n could be introductd :ts a. p:1r1 of 1he fir.s1 or seo:>nd l:u1guagc,
or introdttcccl sepanucly :1s n fourth subject.
4.49 By lhe cntl of Lhe primary mge. 1he p11pil •hould li;11·c acquired 1he
comperen(C;: to cxprC'iS orally• .is also in 'wit ing, 1hrough 1he s1andard form
of the molJter tongue. correctly. ,,,i1hin the limi1s or 1he struclurcs and vocnlYu-
1.11) n<11111.·'llly C."f'Cl,C.t::ll ... Lhi~ IC\'CI vr t.Jt:\'t;lopntCfU. The pupil should l>c able
to read loudl)' \Vith 0>rrect pronunci:ition, n1cx.luladon o( \'Oicc. posture. pm-
pcr speecl :tnd comprehension. 1."'h e pupil shoultl acquire 1hc right h:ihh or
si lent reading \Vhh cornprchcnsion. He shouJd be :lhlc 10 li$tCn ,,•i1h comprc·
hens.ion simple n:lrr:uJons :IL hig ltvcl. 1\t rhc middle :uul seconda.ry .stage.$ a
greater cnrid\rncnL or all the ::tl>ovc skills through 1norc ach":'lnc:cd linguisiic and
icle:ttional content is expec1cd.
4.!>0 The ohjecti,·cs or teaching the second 3nd 1hird languages nrc also
IJlt Siltlil:lf lillCS, CXCCpl ror the f<l(;l that their teaching i.$ pl:tl\llCd kctping in
view that 1he exposure o( the pupil to lhe$e languages is very much restricted,
and there is har<lly an)' chance ror 1hc child 10 cnrid1 iu command of 1hc.sc
J:lnguagcs except through reading. Therefore, the teacher o( these languages
should be satisfied ir the pup il lcnrns to op<"rnte s:uisf:lctorily "·ithin the limits
of a con1rollcd \1601hu lr1ry and gmdcd s1ructu~. In arl<lilion to aiming :11
1hc dcvclop1ncnt of 1hc rihove skill.!!, l:111gu:igc courses should he ~ d~ignccl
ll~ lo oon~ribute to the inculc:tti t>rl or righ1 ;1tli111de.\ a.nd i1UCrt1flS. the basic
l human values like conlpassion, ho11esty, tolerance, 1ruthfuJncss 1 nru ion:il con·
sciousncss, a sense of d iscritnin:llion an<l tl1c spirit of enquiry.
4..5 1 The SC('J)nd l:angu.age may be introduced in 1.he 11rim:try stage or
in tbc middle $tagc. 1~he third Janguage could be in1roducecl in Cl:ts.s \ f l.
<\II 1he lhrtc languages should. holl.'C\'Cr. he conlinucd up 10 rhc end of Cl:lSS
:<. The selec1 iotl c)f content in J3ngu:l~C IJooks nu1:st he .sudt :1i 10 i11culouc
desirable attitudes and vnluC$ :ind n general apprcci:ui()n or 1hc life nnd Q1J.
25
lure or tht 1)(.'()plc con~rncd. Oral :aural ltd•ni1JUC"< ur l.111gu:1ge 1~.:.d1ing

should he introduced.
'1.&2 No langu.1ge should I;(• trc~tctl a-4. • n op1io11;1I nod non-<',;1tniu:11Jle 1uh
jcct dttrillK lht school SHtgc:, Pn1vision 1 bowl·\('I', 1nay he 1uatlC ror lhc sn1dy
of other Jndlnu :ind forrign l;:n1gu:.1g'"'" at the n1irltllc nud sC<ondni; i,tngcs :h
additionJI \ubjcru. J1 should be Lcp1 iu 1ni11d th:tt language.- lr:irnJng is hclp-
«I <0nsidcrobly by the l0>m1ng of the subj«U It should. therefore. be poui
ble (0 lttp the load or l:ingua.gc tcadung \\"ilhin re:i.~nahlt lin1in;, :and to
include ,1 gcMl<l portion of l<'ltnions rrom Olh<'r diKip1in<•" (t11rric-ul3r or <O
t111·1·icul.1r) a~ th!HcriaJ for laugu.agc tcnching.
Art, f\lusir ~inc.I 01hcr ;\ esthtcic- Attivicy
L55 .\rt cc.luation hcgin1 "'ilh cr-e::uh·e :ics1h~ic ;,ah·i1iM. ru thi} ~10Uld
be addttl 1he culti\;.Hion or flh.cri1njoario r ;and tht ac:nhelie ~11~. the cap;uil)
10 <:hoosc n1ul t.tk<: ur whnt j, beautiful :u1tl l1am1onious, ~i1npl<'. hc:ihhy ant1
pure. 1\s lht' d 1ild grows in rnpacil>' ;tntl u 1uh:1M:'i1hling. he <!rihouhl Llc taught
in 1.hc cnu~ o[ his ccluc:11inn 1n :.dd :teuht'lic 1a.slc and u:flncn1cnt to po"'es
;>nd prtti\1on I le most l><' dtO\\'n, made 10 ;lppn:ci~te. and uu1~ht to lo\'t 1ht'
bn.utih1I. loh)·· h~lthy :uicl noble chin$;S. \\hrll1rr in n:a.ture or in human crca
tion. 1\ methodical and rnlis:;hcened 01h11rc or the scnsa c.,n , liule hy linlt,
remove rm1n the lllihl wh.1tl'\t'f ha.s heen \'ul.,;1r. com1non1, t1C'(" nrul crude in
him; ror <HIC" who h;is dC\Clopcd a trul)' ff:fint.-.,1 l !l\lC, bcGlll\C' o r thi& \'Ct)' re•
h11e111en1, \\•ill feel incapahlr or .ac1ing in ;1 • 111dr, bnual nr \ulgar manner.
TI1is rt'fintnlt:lll \\·ill ~Jsn j\h·t• hi~ dlar.ltltr :a nobHity anJ gencm'!:i1)' '"'hich "•ill
>ponl.lllt,'UU\I) find C.'\.pft'4i.\ion in hi.s ~h1,·iour
4..M n,c-trathiug 0£ tht .,JHTC"rcnL :.rt'l--daucc. rnu,jc. p:tintiu~ ctt.. · -should ht
basetJ OU 1hc 5;1111c fu11d:untnta l prillciple or giving I<> lite 11ttdt•111 ;u1 opporlU·
nity for prrrrcliug his ow-r1 t.1pacitit'S and <tf helping and C'ncn111-.1ging hin1 in
the proce~s.
-1.55 Ari cduatiou is ;a nt"J;lcctfd atta in 1hc school curriculun1 \\11:Ut\·er
liutc 3rl tduation is imp:ancd. the cmph11i\ ,, CUI the l~.tminR or '\Lill'- whcr~
a' th(' go;1I "' ar1 cduauion "tnuld be ro rlc\tlop the at51httic ru1hude \\'fut:h
pcmtC:llCl :111 ac1h•itiCS :lntl llOC 011!>' 1he IC:ln1ing or the 11.l ilh a ( the aru..
~J .56 '] h(' :utiludc 10 tltr n l l'\ in 1he cclur.uional 'l)'Sl c rn is full of prt'jndicc:
1hc 3rt.\ art \UppoSt..'t-1 to bt intc:ndt-<1 rot lht' t11tt1>-<>Ul!t or 1he ~lo\\! lco1rncn. only.
~uch 311itutlt nt't't:I" 10 lioe ch.utj:;nL \ n)dting 1'hi<.h beoom<.'i :t \t·hicle ror ~ll·
cxprts.sion ;and (or CTC"1.ti\it) ~IOUki he: :lU~ht ltJ ;all 'JlUdtnl~. r;athtr th:in 10
1hc h:i.nclrul who 1nay be t'x1r;1orcli11:try 1n t"ithtr \ing·i ng or p:ainting.
4..57 ..rti<' p~npo~c or nn II\ :1 1c::icJ1ing suhjccl hn'i LO be rNIC'fincd. Tite old
Mntep1 ol H_•;u:hiug lhl" \kill or cir.twin~ !-.hOuhl be diS(lC11<('(1 \dlh. TI1c d1ilcl
lhoulcl ht• ton1;jcJcrcd as 1hc crnll"(" o[ :aU rrC"advity. an<l Jnitlif t\pres.. ion (~o
n~uur.il to hi~ in.,,linru) Jtou1cl he: ('OCour.tgnl.
1.58 TI1r principlc: or ~1('arning In d,.,in~.. "'hi1h form' tht h:"i' nr the lilf('r.ll
26
llU,'!lhocl\ n[ IC:S<hi1H;~- :1ri, irnpliC$ td.SO, ,;clr.diSCO\'Cry lhtough stl(-exprC$SiOn [or

1hc <hild. J\n. 1htrcforc. i:o. n training in seeing. scnsi11g. feeling :111d. finall y.
111 <loiog.
·J.59 1\t chc lo,vcr prhna11· sragt". 1hc t<."aching of 3r1 'ihnuld nol be fragmented
i1110 tliffc.rcut disciplilll':\. Arl iuslnu-1ion 1(.htluld he an inlCgT:.itcd tot:i l ex-
perience. TI1c suhjcc1s to IJc iuc.:h"lcd :ire the fu1e arLS. 1Tiu!lic, cl:1nce and
l11·:11n:1. ·rhc l1istruction should rc\'olvc :1rou11cl 1he rel a tiooship or the child '"ith
hi~ Ct1\'i1'<>11111e111 1 hott1 wi1hin :ind wi1hou1. 1'hc re:.tdting apprnach sl1ould be
iUth 11.~ lO prcn·idt• CO chc thild lhC 11l!lXi1num Cntid,ntClll 1ntttcrit1I< (or devc-
l'>ping his liking ouHI unrlcrs1:anding about 1hcm.
4.GO ;\1 1hc n\icld lc school s1age, 1hc 3rt te:i.cher. however, ~hou ld :avoid ~1oy
dircci instruction :inti should induce nnd mo1i\'ilLC 1hc pupil enough 10 Jet hinl
1nohiJi1C hi\ 0\\'11 l'C.~OllrCC!I l O find t>UI i1ppn1pri;11c• 111('tU1$ ror SClf·C.."'prCssiOa.
Cuid:111e<: iu ttd1nicp1cs Mloul<l he inclircc.1 :ind itH111c1ivc, allJ1ough the d likl
'hould he C).)>0\C.d In e\•tiJuntC :iod apptetiatC \o/Orls o r :lfl in his sphere o[ in•
1e1·cl\1. ~ l ore n.nd mor<: mcdin ~hou l d be int 1•oducc<l fur his cxplor::ttian and
i<sc in sclf·cxprc~\icln. "'"I he i1ldividuaJ style o( 1hc child shou ld be cnoouragcd
find rc:-,pcclcd. ll1e topics suggesccd should he rclntccl rn h i' cxpcricrH'.C.
·1.61 1~hc ~l'OOnd:u·r staJtC is :1 1r1111-.itio11:1I period b(•t\\ICcn the t:rc:ll..ivc cxpru-
siou of d1 ildhc:>oll 11nd the \·ocuioH·h!'l\Ctl 1raiui11g uf llu.: ltucr period. t-lcrc
:1g:1in. a~ b<'rorc. clirc:ct i11.51n1c1ion in Lcchniques should he :.voiJc;d. ,lle ~d·
u JCS<;-CHI !lltQn(d be induced 10 ZUX]Uil'C lhCm :l" r:1r ~4$ po~sihft lhTO\lfjh CXplora•
Lion :uul tl~covery.
f·lc.·ahh rind Physical EduCltion
4.62 Fhc Olltiuual pl;111 or phr.sical cduca1 ion 'Whi<h \\•!LS Corn11.1l:t1td hy the
Cu\'Crn1n<·111 or Jntli:t rot the ftn..1 tin1c in 1950 !l!UC$ Lh:Jl ..ph)'Sica) educ.al.ion
should :tint nt 1n:1kj11g 0 1¢ dtild physically. 1ne1u:dly :ind cn1otionally fit and
dr-veioping hi:o. pcrw11al and !.OCial t1ui1 lilit:l \•,ohidt \\•ill help hint to live h:tppily
v;ilh 0 1hc1" :uni huilt.I l1hu into a good cii itcn". II rur1her c1nphn~i1c.s LIHIL Lhc
tlt.•ve:lop1TICUI or
the IOtal pCT$011:&fil)' ;111cJ :1c-hiCV('lll<.'lll o r w·ortby citi1.cnship
rnoti\•:nccl rol' scn·icc .should he the outcome" or phy~ie;tl cduc;nion.
•l.6."' t\ wholesotnc and nH!tht1tlirnl ptogr:lrunic: o( physie:1 l education m:)y b~
expected to hring abou1 the following resu hi:
(i) J\ '"'""' nud hcahliy body. This is " """ suhjc<L on which • good
i'llTIQl1111 or knov.•Jcdge h:t$ alre;idy hccn ;u:<:-111nuhnccl. It includes the
:1cqui-,ition or good hahics in (oocl. ~leep. hygiene. :ind the use of
ph)rsicaJ e:<crciS<:s (0 regulate 1Jtc \'llrious runcti-Oll.!i of the body.
(H) S1rcri;.;1h ;and li111(".\l. N~ll ou ly n11t.\€:ul:tr 'trcngLh and physical $L1·
rnina sh(lttld he clc,ck,pc:d hul 1he !'kill, tlcx1trity :ind endurance,
whid1 sp<>rL~ noel ga1nes <IC\'Clop. a11d "'hich :ire :u·1 exccJJcnc pre·
par:uion fr1r n1any occup:1t io11s. should :1l!i0 be enrour:lgcd.
(iii) · r r:ti11i11z or the M!U~!"~. Ir J1>ht,11J1I ll<: thl' ahn lO tle!\'Clop a quirk )>Cr·
G
~-
--- p PP --,.
c.eplillfl ior the l'H' :111<1 c.'.•I' :tnd ;> •(llid; l<'\J'011W ••f .ill tltC l);UI~ or
-.:or-.·- · . .
~ 11tc t bod) 10 :my <: tll made 11p~n 1hrm. ~incl :t cnor~m.111011 :~tttl 1~1;t"·
ten· - 0H•1· the rdk.xt:,, ao; for 111<.1:111n· 11• g)'m11:a,11c_, .11111 1,;1.lauung.
1('1, ) N~·" only 5tn-n~1lr. hm ;il1<• ~r:iic, h(:;tt!I} •• ml h:trmc.11y 1hOJ11ltl Jt,.
·• p 11rst1Ccl. Ileaul)" i' 001 :1 <;11p('rJ!11it; i1tll llr~ ICl"I s11irir uf 1he phy·
sic:tl WOJ kl.
ScU m;1~1 cry and ili\t.iplin,•. :tml t•J tll<I~(' ;1ml rn11liilt·11ce sh1111ltl he
t ui1h·;11ctl. "Tn co111 rnl ont:'l> impulses, rein io1h :rntl wc:1k11"'•s·~~ j,
; \'ery important g:1iu hn mght ah11111 1>1· till' pt:Jnicr> or ilthl<'tk~.
g:1mrs ancl vog:i.
(vi) Coopcrar ion. irup:nri:1li1y :i11<l 1;1ir dc:ili n~s wi1h ul her~ The~•! .1rc:
e)pcc:iall) tlcn·luped hy r•·am game~ .
..J.&I ;\we ll pln11nc1I pl"rigr.1rnn1<: ol plt)~ilal < tl11c:11im1. ~• HIHi 11~, ~11idl11 •• NC< ,
0
~tc., caJJ be or lu:lp lor rhc cnlti\:nion nf SJll h f);,,j, 'I" tl i ii c~ ·'' cnrlurancC".
courage. decision-m;11ung. rcsourccfu lncs~. rl''Pt" l for otl1rr~. 1111 1hf tiln,·s~. faith
fulnt:ss, loyalt) to ci111y. aud 1lie rommo11 AnncL So11111• ••f :lw~r· :ini i1i1·-; ma~ h"
in addition LO the w rnpubnry prvgr:tmmc· of physic.ti nlm:11io11.
4.65 )fcrc emphaS•l> on physinl 1rai11i11g. drill OT formal ;mi' i1i r~ will lia\'C
lo lie replaced by a hmad.ha~ed programme of phpi<.il nl11.::1tir111. The 11ni-
u1lum in physic:d l'<hrc.uir>n ~hon11 lit ''J d<>~i~m·d :1s to t'll~ure participation
of the entire studen t population, Crom 1hc prima1 v 10 du: lowr r <.<·tnmlar. ~d1011l
stage of edu<.:<Him1. to ~pol 11111 takrn in ~pnrr~ .111<1 R.1mcs ;111rl pnwide oppor·
Lunitics for n11rturing this 1aJtnt
4.66 Si nce physical cduc:uion 15 an 1ntcgml pan of g<:ncral ccluc;uiou . it ~hould
he inntmbenl upo n r 1·ery child to pnrliciparc i11 th< prngrnmrue n~ provitlc•cl
in the Lime-table. ;\ ctivities such as ~otia l sen ice, s<"c111 1i 11~ .in.I g-nidin.~ NCC
and 1.hc like may be in additio11 lo 1hc core and compulson pro~r:mnne ni phy-
~cal education.
•l.67 The warmer hou r:. of the d:iy ~honlcl he arnicled for pln>ical ·11.tivitic'
programmes. 1l1c morning and c\·enini; hours arc the mo~t ~uitahll.'. T hr
J1oms would diifer from sc:l~on 10 c;c:min. J.oc1l diwati<. conditfrm~ ~houhl
also be takeu imo arrnu111 while prm itling pe1 ivd~ in the t imc-1alJl1· :ind pre·
paring programme> fol' tournamen1s. cnmpc1iliom. c:tc.. under pln,ic.i l edu-
cation.
4.68 Mcdkal in,pertiu11 ~ho11ltl hr compuhor} at l''.l<h of dtc ptima11.
inidtllc and lower secondary school stages of educat ion with follow-up m c.;.1sc~
in which medical. phrsic:il del<:a~ are noticed.
IArcas or Sd1ool Work aml Time ;\llO<"ation
4.69 It lias hcrn pt1i1iicd ntu earlier rlr~ t m 01c1<: 1 ti. hnng: 1·d malinn
closer to Hle, i t is t1 cu."l~;1ry to ir11rnllut~· flc,ilJility i11 the nrgani£a1ion <1f
28
SC.hoot '"01k and s<llooJ hours. 1-IO\\'CVcr, a sc:he111C o( the :Lreas O( school
wurk. and lhC ;1lloc.11ion
11ot pre~c.i·ipti ve.
1\rca1 ol SrJ1ool \Vork

p[ Lime i5: given bclo' "· rl1,js scheme is no1 ion:l.I and
-
C/asscJ I and II
I. l~ i n1 Lnngu3gc
2. f\1tuhcn1a1ics
S. Environmcnu.'1 1 studies (soci:al sluclics :uni general science)
•J. \Vork e.xpcrier'cc :ind 1hc art~
5. Ht-:i.ILh education and games
C/lusrs Ill, I V nnrl V

I. F it$L language
2. ~ J i\tbcmatics
~. Environn1ental studies I ('"'cial studies)

'I. £11vironn1cnt:1I studies II (gcncrol .science)
5. Work experience and •he ar1~
6. llcal1h ccluauion nnd g;imcs
Classes rt!, VII 011d P111

I. ,.he firs1 l:111g11:1gc con1i11ucs :'Ind :e second i1; :tddt-d (liinc1i or
}'.nglish)
~- ~·l all1 cnl3tics
(including nlgcbra and geoinc1ry)
3. Soci::il scitn(C (clements o f history. geography. civics. economics)
·I. Science (tlCnlC:111jj or 1he physical SciC'HCCS autl lhC life sciences)
5. The :trLS
6. \.Vork experience
7. Physical educ:nio n. he:thh cducntion and games
Classes IX and X
I. The l'irtt nud second h11'lgu:ige con1inuc a ncl a 1hird i11 ;iddcd
(English or :1'1}' other 1ndi.an langungc).
2. !\fri1hc1n;i1 ics (including algeb ra and gron1¢ll')')
Soci:1I science~ (history. geogrnphy, ci"ics, ccnnn1nici.
Science (1he phy-;ic:-11 ~cicucell :tflcl the li£c <ic-icncc~)
5. 1 'hc ~l11S
6. \ \l()rk experience
7. Physic.ii education. ft(:alth educnion an<l gtirncs.
·t.70 1\ \\' Onl or exrl:in:uion $houlcl be added here. The :tbO\'C sd1eme is
ilh15t1":Hi\'C or schllOI \\'Qrk. Rul Ol1C 1t1;ly get :111 impres.,'l"iOll 1h:u 1hcrc nrc 100
ninny s11hjcc1.s. ii <>nc (00111~ r:u·h nrc~· or fhc~ (11rric~1 h11n 111c111iooed :\.$ :l $\lb-
--
29
jcct. Aclu:JIJy. Lhc arts, n•ork. experience, ph)'sial cducaUon. health ccluea1ion
and garnC$ .$hould not be con.sidcr<..J as subjcclS.
Instructio1J Tiou: in School

·1.7 l ..rhc1·c should he :l ntiniruunt ol 2•10 Wttl'kiug dnys ju a ye;lr, oul c)I v.illich I
220 days arc [or instn1clion o.11d 20 clays £or school c:uups and ron1mun.ity ser·
vite$, etc. fn Mruction:.I 1irnc lu die l<.nvtr pdmnry classes may be 3 to 4 hours
;a day. ln the 11pp<:r prim:Lry or middle classes and the low·cr secondary classes)
in311ructi01l:tl thne .shuu ld not be le:;s tb;in fi\'C hours. In addition to the in-
~lrucliona.J tin1c, c:lch school day is expccte<l 10 devote one hour more in the
priina ..y eta~~$ ror the dnjJy <tMCntbly. rcutin<:: ;iclivitil'S and one or two re-
ccs~. Ju the up1>er priouuy anti Jo,,•er secondary clA.11ses, 50 nlinutcs n1ny l>c
c!cvotc:d to the mon1ing aMCmbly and one recess.
.c\ll.ocation or Ti1nc in Classes r-V

4.72 '"'n •Cl'C '\hOultl lhll he :I rigid :il location of li1nc in lht'SC classes bCOIU~C
projt.'ClS :tnd group :1c1 ivi1ics which cut :1c.Toss .sul.Jjcct boundariC$ need flexible
~heJu l iog. f-lowe\1Cr. :1 hroad i11<licatio11 or the lime tilJOLUJClll Ol:lf be gi\•C.n
here. ..rhb i.s in<lic:ued below in tenns or lhe pcrccot:i.ge of tout! Li1ne to be
alluucd 10 cnch nre:i or ~hoO I \\'Ork.
C/a"u first language 25

f.lf ~ra1hc 1n:uics 10
En\'ironmcnud .stucliC$ ($0dal su.1dic~
:.nd general science) 15
\Vork experience ttnd the n,rts 25
Health t.'Clucation nnd g~oncs 25
Total 100
c1.,,., FiNL l;anguagc 25

IJ/-11 J\'l:tthc1natic.'i 15
E11viror11nc1u:d studies
(soci:ll sLu<lics) 10'
Environn1entttl studies U
(general sdeucc) 10
\ 'Vork ex pcricnce and t.he nru ~o
lfc-:1llh cd11Cllion :tnd g;ln1cs 20
Total 100
·1.73 It ~1uuld be uotcd th:at the first l.inguage will also be learned chn1uAh
cnviro11nu:111;1I ~tuJics nud gan1es. ?\lathcol:ttics also \Viii be lean1ecl tlnough
80
work c.,,pca·irutc.: :u1d Lhc tn1f; ,1\ \\'clJ :.... 1ht'Uugh g-aruc.s. l lc ncc \\'Ori. expcri-
cnte, 01r1-. :ind g.uu~ h;t\'C: bct•u given, •10% share or the t in1c. Oiherwise, a
<h:u1gco\'c·r f ron1 bookish cduonion anti rote lcurning \Vill hr diflic-ulL to
;JC(C)11lpli,fi ,
.\,llouujou o( Tiu1.c i n C:l:1~ Vl -X

J.74 l'ppcr p rin'Jnf)' ;uu.l Jo,v\:r secondary Jidtoob should work ror six da)>s in
1h<: \\'<'Ck. Assu1ni11g 1b.it 1hc1·c \\'ouJd be •JS p ~•iocLc per \lr't.'Ck, C:t{h o[ 30.·10
n1inut1.;?. dur:u iun, 1.hc iru.11oc1ion;1I pctiod., 1nay he cliA1ribu1cd ns gi\'CO bclo''-'·
rle'lwcn;1, ~thvo ls 1uay 111111..c suitalJh: lUodifita1ious 1 \vhe revcr nccess.ary. since
what i.s ind.ic.1ted hc1c i~ uotio11al.
Chin~.) l'."Lrst language 8

/l/. JllJI S<:<tuul lunti"ltagc 5
~iitthc1nat i cs 7
Scienu.-s (life sdcuc~ ;and
ph) .).i(ll I sd e11cci>) 7
!'>od:tl !°>(iCl1(C~ (fu,to r')". ({OOgaaphy.
(.I\ ICS 1111d l'lOTIOl llits) 6
1\ rcs 4
\\'ork <.'xpericn(t: 5
'
Ph)si<..1l c~l11tn1 i1)tJ, hc.ah h
(;duc111nn and games
Tot..t 18
Cl.ruses F11'\1 l.111guagc 6

/ ,.Y uud )(. :O.ctu111.1 lau~uagc 5
"l'liir<l Lu>gu.i.gt!
i\S.11hcu1.uiu 7
Scic11{'~ (lilt" scie11tc5 Olnd
ph)'~icaJ 8CicncC$) 7
!'tut i~11 sd<!11Ct:?t Q1is1or)'. gcngr:iphy,
ci\·io. uutl cconon1ics, ClC.) 7
Aiu 8
'\Tork t:xpc1ience 5
Phy,ic:d cducati<>u, Uc;1:hJi
cduc.atiou :u1J g;uncs 6
Total 48
·1.75 fl 1n.1y he nu1etl 1hru the proporlion of thnc ror J:ulgungcs is sligluly
lt~s th~u1 the :!59<. shown c.atli<·r 101• 1l1c pri1ua.ry st:.1gc. ''l he p roportion re-
JI
Dldll1~ tht ~U11C the w:cond;ary 'ltage, although thC llUIUIK'r or languages in~
Ill
'-fCl\t"\ 11> three. Hui lJn~u.tgc ,.. ill LH: lcJnH thnH•Ah 1hc u-icnCl'S ;uni 1he
"Ki:tl \t1t11U:l • •uul :;;i.s the 1uccliu1n of inl>trut-tion i"J 03ou.1ll) tlu: ho t L311gu.1gc,
the p101w;nio11 o( li111e fur lite fu-~L la11gu.1gt.• Ill the ,-.ClOUtl.ltf tl,1.\lle.'\ go~ down
fu nhc1 . f ht• cUc{ti\c time for language le;1111ing i\ 111ut.h 11101·c IJ.cc:nl5C it
\\'ill t'0111111ue tu he le:1r111 1hrough the t>cicnn:~ :11ul the ~oti.al '1cic11t..CS. . .rhe
1uopot1iu11 ul 1i111t: 10 1 work c:xpc1ic11cc.-. the Ifft\ :uhl phy..h. .:.tl cducalion is slight·
ly h.'~\ th.111 .1 1hiul. J\ '\ 01gai11\t c.01rli<·r )·c:.n ' it ;,;oc' Jo,vn. J"hi"i i'I b<:causc
the \lit·n<t.'•, llu: i.11dal ~cicncr:5, nnJ 111.11h('n1111ic\ t0&kt" .1 larger shJ..rC of the
li111c-~ little h; ..) •h~lll haJr. as a 1nauer of raa.
v
S ome Aspects of the Methodology of Education

and the Teach ing of Subjects
!t.1 l cacher-pupi l :1c-L1\'lltCs :u\d their org;anho::u..iC)n R f C cruci111 in the educ.a·

1ion~1 I process. ']1\c :lthic\•cr.ncnt or curricular o bjectives is contingent upon
their proper \'i~u:i.litation :111<l cJfecti\'e 111anipuln.tion. Keeping in view t.he

uutute- ;u1d IJ:1cLgrou11d or tJ1c learner ;u1d 1lle lnCl.I conditio 11\. and rcsuurccs
;~yailoablc. lc:11·ning .:si1ua1ions have 10 he prepared in ;:a mnnner ch:ll the des-ired
lr.:irning 011tco1ncs are obL~jned. 'fhcse siluntions 1uay be both \\ ithin :ind out·
1
~idc the cl:ut:sroo1n.

!i.2 '1 he tcadu.'t is the guiLlc. the helper. :.'lll<l, alJO\'~ tlll, the \vise rrientl \o,'hom
the dlildrtn look to gladly and <1.1n fidc111ly in c1sc of difficulty. 1\'be.11 they do
llC>l ~c:c t.lie wa) or ,,·hcu Lhcy need some infor1nil1 io11. The tc:1d•cr"s role
5hoold be 10 )11gges1 :u1d 10 prese111, n11her Lhon coounond. IJ c 1nus1 sJio,., 1he
dtild hU\\ to lc:&l'l'I the :i.ubieC1. " nt.1 hc.nv I<> t.lcvise his own n1cthc>ds 0£ l¢;1rning
;11ut cu·g;u1i1jr'I(; the lnowletlgc which he gathers or discovers. 'lhe tt"~ldtcr
~.hould rc1ncn1ber t.11.H 1hc t:h ih1 learns bcuer by \loing. b)' di.s<.'Ovcring and not
by n1crcl)• Jbtcniug suU111i~~hely to "' thsp1ay uf f:sctua.I knowledge. It i.l; onl}'
in 111 i.s act i\'c, crc:uivc p rocess leading 10 discovery tJ1.:a1 the d1ild finds interest
a_ud joy. nnd lh:tt :1ucn1io11 hccxunes spo111ancous.
(, 3 Nounall). n clU Jli ha:, love 3.Ju.l a<l.Iuiratiou for his teacher. Trul)', he must
he rtn ex.uuplc. Out not .set biaisclf u1> 35 sud1. f-lc 1nust Oe aware o [ tl1c
dis;u1rous inrlucncc his defect$ an<l "·c.:ikncs.scs have on the children. \Vhen
a dlild asks a question, he should not be rebuked, or t\ derog:uory rc1nnrk. be
1nadc co the effect thnt 1.hc d1ild cannot tu1dcrsta.ud. J\ 1cad1cr, i£ he 1-nkcs
p.1ius. t 111 aJ\\':t)'i n1akc hintseJI understood.
5.·I There :ire cert~1ia basic rcquirctnc.nt!i 0£ the lean1ing process whidt llu:
1r;u::hcr has to 1akt into ('(>r1.:iidi.:ration lo evolve chc righL approad\ and method.
Proceeding rrorl) 1.hc: ooncrctc 10 1.hc abstr:ict, Lhc simple to the complex. Lbc
knO\vn 10 the unkno\\111, tlac whol(! to tile parts and 1he easy to the diflicull
SS
3.J'C SOlUe 0£ lhC basic tenets of teaching. lOO \\'ClJ knO\\'U lO l>e dH:ucd upon.
<;ornt tllhcr r-:iC10f':\" or learning. hO~\'t\'Cr. m:'y he discussed.
!i.5 -E xJ>cricncc is the RC") 10 Le~1ming. Experience in an ;:1Ctual si1u1ttion give~
first·han<l kne>\\'l<."Clgc of ph)1$iCnl phc11onu;:11:1. Sucl1 experiences, if cohC'rcn1.
in1egra1ctl ;u1tl consh1cn1, n;inror.,c· C\l<h ocher. while 1111co11nc<:1ed or oompnr-l-
rnt•n1;ali1cd learning expc-ric11c<.>S 1akc n1ore li1nc :'Ind in1crrcre ,,·iih c:l.ch 01her
~lorcovcr. experiences utilizing n1any aspetts of 1he d1i1d's p5) d1ologic<iJ JHc iu
1
an intcgr.ucd fonu have better chances of p1·o<lucing ('/feclivc Learning .

.S.6 ~loti,•:uion is J\:1sic 10 Learning. The primary task in ins1n1CLion is to
n1anip11lnte tJ1e environrnent in $uch a '''ay 1hat <hilclren arc stimulated 10 le:lrn.
11 happens best whj_·n go:ils ror learning ;ire CSl;\hlishcd i11 ccrms oJ 1hc child's
needs 1.0 know, to n\~1s1er, LO c:rc:Hc, 10 espJ'CSS, 10 relate oncscl£ to the \\'Orld
:ind others, clc. Jnccnth·cs sue.It as praise and recognition promote leJrning.
"Ou~~ pupil ~hould he prc-~eut<:d witl1 problem.$ and $ituatiOnS, where it e;in USC
what has been le:Lru1, :tnd get Lhc S:ltisf;1clion or succe$5. and thereby ensure
for1her gain in knowledge ;uHI skills. The •hrill or ntquiring llC\V knowlcclge,
:lnd getting sa1is(:icLion oul or i1. is iu itself a strong 111ori":uinJ; forc:c for 1hc::
higher rorrn!i or learning.
r,_7 R eadinc~ is the Fouudalion or Lc:1ming. Readi11CS11 10 le::1rn rlcpends
upon 1hc growch and clcvelop1ncn1;,l fevcJ,. o r tl1e ch ild. 111c ph)'sicA1, in1cl-
lcctun1 anJ CJnorjonaJ lc,els of ll1e dlild'~ gYQ \\~1h provide both Lbe lin1iting
rondiLions ;\S ;,ti~ Lhc roundn1ions o[ l<:;irniag. A d1i1d hi c:apalJlc or ncquir-
iug ntud 1 nlorc th:tn 1.hc :ldu lt" 1hi11k it doc:.;;. pro"idccl i1 i~ csposctl 10 the right
cypc of cxpcric11cc,:, 1..11iJi rcc1uirC\ n \'Cl')' juc.liciou'i J:>la.11uing :ind a keen eye.
10 iden1ify 1hc pupil"s potc::11ti:tli1ie10 anti inclin;,iions in order tu provide snh·
able experieoc~ in lir"le \\'ilh his. lllOli\':tliOn 1111d IC\'Cl o r devclOJ)l!IC:flt.
!i.8 J{c:ulincss CO Jcarn acquires spccinf 'ignificancC in the COlllC)(I or the i;row··
ing lllllllbCrs in Otrr SChooh. Af:tuy children COUIC ftnm f1(UHC$ \Vhcre p::irCnts
;ire not educ:ucd (nncl 1hi ~ nu1nhcr i' fairly large, cspcd:tJI)' in 1hc rural areas).
Thq• do not ha,•c 1he ncce!>Sar)' harkgmund to be 11hlc co p:.rticipatc in the
rcaching-Jcaming process l'.'ilh the same level of motivation and readiness as
d1ilclren rro1n 1hc educ;ationally nclvanced homc5. n 1ese fil'$1 gcoer:u.ion lc:irn-
ers need to be exposed to spcci:,) prep:l.ratOr)' classes in order 'o profit from the
l'<'gular sdaooling. 1l1t'SC prep:1r:1tor)' cl:issei; 01rt- nece'is."lry uot only nt the
beginning of the prhu:u1• cl:i..ucs bu1 e\'cn l:tter on.
5.9 TI1c nbo\'C pdncipk."S or lc;,rning nre hnsic tQ 1hc n1cthod5 or tc:td1ing
young cllildren. nnd cul across ::ill subjc,LS. hl 1hc fo1Jo,\'il1g par:igr:'.tphs :\n
:;tternpt has been tn:'.ldc: to outline briefly subjcct·\•.'isc lncthods nnd approaches
:lt diffCl'CIH Stages of sdtool cduC.1tion. It is roJltn\•¢cl by a brief dii!iCU~'ion or
CQ<11rricul11r nuc:l independc.·111 :i.ctiviLies.
5. to The P1'i.1nnry Singe. Ln.ngunge. the most commonly used medium o f com ·
m11nia 11 io11. is he,1 aQ;p1irecl 1hroupJ1 ac1u:il u~. Lc:irning 10 ~pc:1k s;11isfnctoril)'
rorm.s lhC fil'Sl. blCp of J :1n~u:'.f;C lc:trnin~ tluri11g tit¢ c:arl) i,·c:u~ . 111e11 COlllCS
' -
rtading :ind ''rriLing. l'hc readiness for reaclinJ;. ll1r it1t1oduC1ion ot a g 1.ulccl
\'0(:1bul:ary OOlltt'tll 111 $11ct'C~ivc Sl:'(;CS :ll'1d th<: 11~ or n l>l'O(>Cf SC..'<j\1<"11CC Of
'1r11cturcs :trc iu1por11u11 i11Rr<'dic11LS of a sutcessful 111ethotl or langu:lge tc:ichinR.
&.I I In Clas.!1-t'S J n11d fl , childre n should be ghrn tllt" oppnru1nity co listen
ar~rull')' 10 5tories, 11.•rr.uion*I, rc:ci1ation' .uni ronu.11 1,11k.4. 'l hey sl101.1hl clc\C
lop their po\\·~n vf or.-1 C'\ptC\\io1 through 'tory u:·llini:;, rec:i1:uian n.nd •ing
ing of group 10n~. etc ..llte :ipproad1 t.o 1nd1in~ rc;JclinJ; in a p3.nicular
t.•ns;u;age ";n de1K'.nd on 1hC' n:u urc or the Krip1 of rhc mother tongue, iu
$pclling $)"'$lCt'U. 1he \'t>nllhulary intettslS or lht childtto lll.nd the cnvironmtnl.
llC'~dcrs ror Cl~ I .ind Tl ~hould h;l\'C Jn;tterial whith i'I intCl'C$ting to lht"
d•ildrcn: it sho\alcl he dcvclo1led around thcit daily <'-<prricnf<". TI1e: conLcrtt~
tlC the render~ <i1 ho 11ltl be roonlin:11ecl \\'ilh 1hc 1upi<) o r c11\imnrnc11111 l :11udy
ro r 1heo.c cla~sc:'!I and ~ho uhl nl\Q help to dc\1clop dcsirnble altitudes in the
children.
5.12 For the clC\'C:lopn1c11t or lllathemaliCll cvn<cpl) 1hc child \hould be bclp·
t'd 1hrough hi.s c.·,1.cricucc \\ith aiocn:tc si111ationi in liCc. ']he <liKD\'Cry
approach. guided by the 1..chtr, should be adopted in almost all the situations.
TI1c read1cr mn\t c..;1rcCull)· ~lea m:ucri:d that stin1ul:ue! dtildrcn to be di.s,
tO\Cf) 1nindcd :and 10 M"tl p:n1crru ind gcner.tli1.:uitnl\. 111c indua..i,·c n1e1..hcxl,
which is b:bed «111 <-ouc1ttt" c:xnmplcs. is very hclprul in bringing home to child·
rcn ttnain Untr;_tt:tcri~tiOI ;11ul rcl1'lionships or n u1nbcrs. rorn\s nnd shapes.
!i.13 (;arcru I und \\'l'll tllrccccd oh\crva1 iou is 1ht· fHin1~iry JllCan~ of ncqui1i11J;
._110\\'k·dgc: a nd <:ul\ :1cros.~ se,·cral ~ubj cc1~ . At the prhn.1ry Mngc thi'i h:'l'I nn
:1<•dt't.I signif1au1tc. ( :hildn:u \hould obser'e 1hr: .,.ti;cc.uiun :u1d anima l life
nround thtm. -n1q· \.hnultl ob"Wenc nature in all h\ ;.1 \1~u. they ~ou1d scoJC
:and ftt.1 objttt'\.. ,;tud) 1hc:ir sh:apn and sizes and oluain a notion of their ht2\ i·
n<'S\. They .should ob"'·" r C'lhjcct~ using 'imp Ir aid\. thing\ in motion. and
rhing\ in lhC pro(.(.'\\ or W°U\\'th lilc pJ:1n1~ .•1ni1n:tl\ 01 tlH,• hu111:1n )t3jr or naili.
For rite tcaci1i11g or cn,ironnu~ntotl stuclieO'lile (:QUNC iu Cla\\('~ J
nnd ti nnd tor the 1c.·,1c.hinA or 1hr narural nnd 1ooc-inl <Kirncrs in Classes m co
\I, 1his 1ncrht1tl is the 11trhl i111purt;1111, the purpo'(' ht•ing 1<1 sh:-.rpcn lhe se n1;c~
:ind ro eorich lhC' thfltlrcn's csperience lo rl1c 1n:r'< inuun pomible extent. I"
r.tas."'-Cs I and II. chihl1 c:n 'hould h<' cncouragc."t.I 10 dc·..c rihc their ob5el'\'3tiont
;111d <'>-pc:rientts or.111>· without drawing inrcrc11tc1~ l:arc:r thC"y ctn be made It>
\\'ritt accow1t~ or tht tlil:p<-rien«s tht)· tu:1.,·c had. or c~prc~" 1hemscl,·es tbroug.b
dn"·ing a picture or "riling :1 poem.
5.1·1 \11 inlcgratce.I appm1th en tC\d1ing tn,·lro111nrn1:\l \l\ulit:s is bMC!d on
1opici :and 1hcn1~ r.uher 1h1n on 1hc subjr<1. .and thilcl rtn aft' prti,·idrd oppor-
111nitics 10 learn frn1n 'i1u:uinns. Tlte teacher rujoyic grca1er :uuonomy in
nrg;1ni7ing such o.pcritnrc•. 1llc wrricutum i;hould indirntc the kind or
kno\\•lc:rlgc. u11dc1'Stn11di11g, in 1 erc~1s , vnlues and :111i"1tlr'I 1hnr 5hould be dcvcl
opetl in 1.hc thildrc n. II ~ho ulcl :tls.'J give suggcuinn'i nbnu1 1r:c111:.I mt'lttrinl,
u·;ldling :iidt. t•tr.. 10 h<'IJl achit'\'t' the ohjrctiv("1. 1·hr l~:i rr)in:; cxperltnf'M
thould he plannccl in tc.rms of nctivitics nnd p rognunmcs Cor the children.
J fc lping child t'cn to prtpr11·c sin1ple 1hiug,s rron1 cllly, taking 1J1em io the sd1ool
g:'rdcn and t:tlking abo11r no,,~en. orgnn i1ing visi1s to ncorhy locali1ics. mcas-ur...
ing t.biug:s nva.il~ble in the c;la.~f(>On1 o r outside. discu35ing clirf'erent seasons with
rt'ftrencc to rood. clothing and shelter. and ori;nnizing f('sti\r:tls nnd exposing
t h iklrcn to siturttic>11$ '~·ht-:rC! they nH1y l>cgiu to appreciate the broad clements
of civic and md:tl JiCc arc just :i (e\\' cxrunplcs to denote the nature of attivi·
1ies '"'hid1 ain Corm 1hc hasis of giving knowledge i:tnd skill in different areas.
It m:.y be strC.\.<Cd here 1h:u, 1hc acc iv i1ics nnd methods e1nployed :n tl\iS stnge
\\'ill help co dc,,·clop appreciation ::nnong children or 1hc ' ·:dues ol sel£.sacrilicc.
p:aLrio1ism, lu.nnnn bro1herhood. cu;. fncuJc:uion of valuC$. 1hough emphasized
in tl1c statcmcn1 of objecth·e~. is gcnc1'nll)' paid Lip service in the n1attcr 0£ pro·
viding IC;lrning cxpcricn~:cs. It is n C(CSSary to cn11:ihasiic 1hnt 1nuth of the
le,an1ing in 1hc prilnary 5tagc .should be Ll1roL1gh work exp~ricnc.e, aC$tbc1ic
:ic;tivicics and g:i.mcs. Attempts s.hotild be made to 11~ 1he raourccs in 1hc
conununity. pan icul:trly the hum:1n resources, LO enrich 1hc experiences of the
d1iJtlrc11 and 1Jring 1hc con11nunity closer to the sthooJ. E":'lnation o r lc:u11·
iug outco1ud ~1ould IJe nl:tdC' hc:qucntl)' wilh a ,rjc:w to gi"e tlte teacher an indi·
C'3li1')n ()( 1be H~cfulnc-u of Ille mtllH.JC'I.$ Of l (~:\Ching used :t.' \VCll ;as for recd·
back to the lcoirntr i\nd his parc11u. C.1rcful record.s o f cvaluntion sl1ould be
nlcntioncd.
!;.15 The i\fiddle S1u_gc. Tl1c Mtttly o f the lin.t J.unj;;u:'l~"C: wi ll :ii1H al dc"clopinit
the abilities o( Ustcuj11g, oral c>:pJ'cssioo, reading coJnprehcn.sion 3nd cxprcs-
siou in '"'t iling,. l n\U 1u;;1 io11 -;11 1hi'i o;t.igc s.houhJ l1clp children df!'\•elop their
ac.'ltJ1cLic :tbilhy, origin:tlhy aucl tre:tli\'ity. :uul ;1 (eeli11g of pride in 1hc: n;uio n.
Supplcnl<.'Oltll)' rc;uling mincria l co rc::icl inclcpcndcnt1y for kno,\'lcdge a11d re-
(TCa tion shouJd he introduced. :.uHI interest il'l reading developed. Rccitation 1
drn1nn. (lHnpc1iri,·e h' riting. lhc \\' :.l" newspaper. etc.. .shouJd be enc<ntragctl.
A..:. a second langu11gc \\•ill :i.ha he rhere, it i'i necesi;a'l' 10 1nakc tl1c lc;i ming o r
the second l;ang113gt in1ercsting. ~loti\'nLion is cruciaJ, and Cor thi.s it i.s oeccs--
sary to rcinrorce e,c-r}' liule step ninde by Ll1e d1jld. Al.so, e>:hibi1ion of pie·
1orinl mntc rinls and hooks should be arranged and speaking encouraged.
!I.JG In nHuhcm:11ics. "'hilc 1he c-liMY>very 11ppro~ch 10 tcad1ing should still ~
used. the qucslion·anll'''cr method can ~upplcincnt dircc1 presentation 10 maintain
:1 rca.son;ihlc rate or progress. \Vhile 1.he induCl i\'C appn>ach ba:s<:d o n con·
cretc Situtuions \\1ill C:Ou linue IQ l>e tl.S<'fuJ, ::t gri._dun_I trnnsilion rro1u lhC induc-
lh•c 10 1hc clcdunh•c i.s to be elf<:ctc.-d as the 5tude11L reaches hiP;hcr d:i.sscs. Tiai'
Jnc1hod or :tn:'l ly5.ii c:1u he in1t'()ducec;I very wcfuJly in Lr:lining students in the
~ill o f inrlcpcnclcnt dli11king :.ntJ prob1cn1-sotving.
5.1'7 1\ .spit:ll appronrh rnay be usl't1 10 extend 1he boundnriC$ or 1hc :suhjeet
rrom sulgc to stage. nnd 1he :lf>plica1iQ1'1s or 1nad1cn1atics and scirncc hnxc to
he incegra1cd 1hruughn~1t 1hc cun·icul11n1 in :1 11a111rnl "'"Y· Correlation with
the life nrountl :u1d wi1h 01hC'1 s11hjet:t~ of sturlv shnulc.I p1'o vc to be Vet')' use-
86
rut nnd n10Li"-:uing tu students for Lhe study of the subjec1. Grnph.s and statis-
tiC!'. hnd :1 natural place here.
5. 18 l"or lhl'. lCotthiug of 'ICieUCl'. there ~hou ld he i1 gradual inll'OdttCtion of
<0111 rivcd sit untions. · r1ic s1 ude1u should handle ~c. ie111 ific appur:nus and per·
rorrn cxpc1in1c11t~. Oentonstr:ic.ions hy the 1eachcr interspersed with questions
:1uc1 anS\~cn sJ1uuld help to cstnblisli tl 1<: prop(•rri« oC substtulCCS or causc-cffcct
1·clation~hip!i. Concrc1c c.:.:pt::rienccs b~i11ed 1l1rouJ.th den1011 ..11-;11ion or tl1rougb
c::xpcrin1cn1acio11 by the pupiJs will help the understaoding or theory.
5.19 1 he .';tudcn1 \\'ill be introduced 10 c lca1cnu of history, geography nn<l
civics at this stage. The cffon should he made to 1e:1ch these subjcas from
1he tornpo.ti1c "orin l stucl ie.s pninc o( vie"'• kce1,i.ng ma.Jl ha the focus aU along.
!'i.20 11 ~hnuJd he profi1..1b)C' lO O~ni 1C lhC C011lC111'i in terms Of bro;:td tOpi~ in
lndi:-111 hi ..1ury. geogr.tphy or civics and idc11tiry n1:tjor ideas anc1 uru1ersuanding'5
under a 101>ir to give a proper rocu.s. The \'aloes tl1ac rnn accrue (rom 1hc
study o[ the socia l sciences need ro he en.5ured by the uw or spcci~l devices,
;tclivitic.!I, discussi(>11~ nud cxc1.1 rsicn\S. Chilcli:cn sbouJd. as a result of thC$C' ex·
pcricum, dC\'Clop a Jove (or 1heir country rind :1n ;appreciation Of lhc achieve.
nlClll nr a culturnl b)'ttlhCSi5 from the Wll.lributions or people helonging lo (!jf.
fcrcnt regions, religions :tfnl li11guis1 ie gToups. rar1iripation in camps and
project) '''ith "One Tndi:l" :.~ d1e focus will develop n feeling o f tolerance and
n:uio11:ll intcgr:u ion. .t\ t:ritic:.tl l~k al the pnst and nt <:ulturaJ aod ~(1cin) in
.;tituticHHi ~hnu ld be encouraged d1rough disr1r,_<;.-.ion ur h~u C5 ur n :uional deve-
lopn1cn1.
5.!?J It is ncct'SS:try 10 cn1pha.sizc 1h:i1 \vork c.xpc·rienct, plrly and games should
Coml an i1nportnnt n1c~ns of org-.&ni1ing 1nean.ingr111 lc:i.rning cs.pcrienccs CUI·
<ing acro!tS l:111gunge, 1un:tl1cn1a1ics. sciences and social sciences. ·rherc should
he ;i c(l111in11n11s rt'iSCSSOlent of progress 1hrc>t1f;h lrCiJllt~111. cval11:11ion o( learn·
ing 011tco1nes, :tnd 1hc con1munity nnd dle sdH><>I should 001ne closer 1hro11gh
t.hc use o( 1hc resources of tbe 001n1nunity in le:i.ming and by the school's
help ing in the impro,1cmcnt of the lire and CD\•ironn1ent oC tl1c com1nunit.-y.
5.22 The Lo\\'C:r Secondary Stage. In the matter o[ the fint 1anguage, the
student should now be able to follo\v 1caures or r.:alk.$ from 1hc radio. He
ahould he al>Jc le> ~xpress his ideas effectively in spced1 and in writing. ffc
should he able to read \llith con1prt.hcnsinn \1:l.rious rornu of Jjter:iry pro~
:'Intl IO tnj11~· poetl')'. J\ 111orc :1n:tlytic::i l ;ipproad1 :1nd the 11$C ()( fXCTti.SCS
will he 11eCC'i't.'lf')'· Those :t.~pecc.s or l:inguagc ;tnalysis ,,.hjd1 :ire conducive to
heucr cn1nprehension :ind expression should he ernph:tsbcd in t.bc teaching
ul gr.1111111;1r. S11pplcn1cn1ary re:1ding o[ shorl stories, biogr:'l.phics., c1c.• shou1d
be suggested :ind the Lhinldng nbil itiC$ in l:1nguuge helped th1'ough '''ell dircc·
1cd cxer(:"isc41; or ll\ignrncn1it :t~ we.II :t.~ through 1he dr.nn;uic >1n~. cM;,y com·
petition'(, 1C'Ci1:11ion. lhe sd1nol journ:tl, club dcb:ttes, etc.
V.23 111 the: 1rarhing of n1nthcnl:itics, 1here should he n shift of emphasis from
thr inducrivc tu 1he dcdunivc. The srudcnc should de\•clop 1hc :1nalytic ap·
prooid1 ~nd-~ppl)' it to solve problcnu or prove Lhcotenu. ""r he use uC i11de-
pcn<lca1 Lhinking a.nd a novel :ippn:K1ch to solve problc1ns or derivation o(
prooC should be encour:i.ge<l. A course on probabiLity. gr.1phs 1111d $1.alist.ic.s
ihouJd pcm1c:.1 tc the whole ClUTjcuhuu 011 lhe spiral :1ppro:1cl1 :tnd sllould
he integrated \Vith "-Cl~. 1napping. function aud other :.pplic:11inns. ~rhc con·
ccpt of Clo"' c.h:1rts !ihoukl :11.$<.l he introduled in ma1hcmatical situadoos.
5.24 The hasic prinliplcs ol' <11entlsLry, physiC5 or biology should he ta.ken
up. ·rhc iu,c:stihrn1ory or cxpcri1ncntal ;ipproadt is suited lo chi1' s1ttge u(
lean1ing. l-JO\\C\CJ' opcn·miudedncss and ~cepticism should he <:acouragcd
M> thnt l:aw$ .11ul principles arc not t<lkcn [or grantrcL J nquiry, prcdictiou
:tnd cxpcrhne111:uion to verif)' vr 00111r.ltlil'1 nnd lO d iscover ne'\' rcl:uJons.hips
sltould be 1hc 1-(•y :.ppro;1dl to cc:icbing science. Science club ac:th'ilics c.111
be- introduced 10 en<oun•ge i11 110\·:uion and improvisat ion.
5.25 The :tppro:idt to lhc teaching of hi.uory 511ould be ob jcctive aud cotn·
pan1tivt, ~ues.,iug llu; soc::ial, <:co1101nic and cullurnl :i.:ipecr..s ag~i11M 1hc b:-iC.k·
~roo1uJ uf pc.>li1 i<nl ih!\'Clop1ucnt.s. \VI-tile lC3th ing the ' 'ariotL'i aspects oC life
:tnd ~c-iel)' in <liflc1cnl pt:riod.i;or history, iL is desirable IQ Jiuk lhC p~tS1 '\'il h
the pr~r11. 'Vi1hou1 supprcsi.iug hii.torioal raus. the u·cncls rowards syn1h~ii
:i nd ret:o11c.ili:11itnl ~hou l cJ he erupha.si.ted. Cooflic1s and tensions need lo he
undcrs1ood i11 ::i propc1 histol'ic.11 sc11 ing. 1-hc mc1J1ocls uf preen1ntion ~ho1il rl
help Jc\CIUll ;1U :afJptCLi;11ion or th~ n::u innn J :uHI C.: l•llu rn l heritage.
5.26 ~ lore independenc work >hould be nuomp1ed by pupils through d1:.Lleng-
ing :'.l.$$ign1nl·n1s, group p roject$, debates. drnrnntization :uul history club :u;i-ivj.
dci1. A '':iri<~l)' or de\ icc:s. d.auts, motlcls. Lime-Jines, d ialogues, c1c., can be
usc:d 10 n1.Jkc Ui~lOI )' tcad1Jng livcly a nd 10 5limul:llc the i1nagination or Pll·
J.lih. The ~tuc.k·nt .!lhould Uc iau11duc:etl to the n1cthod ol histOr")' 1hr-ough
pr..clical \\ 0 1 k.
1
5.27 1-hc stud) ol g(.-ogr:1phy bhould devtlop :t ~11npathc1ic understand ing

of lhC flt'OIJJC ~Ill tJ\'Cr lhC world :tlld 1.ltcir ?TOIJlems iu the light or their V:t.T)'•
iug enviton111cuts. , \1 1he ~aa1c Li1uc i111el'Jepc11dc11(c of vnriou~ g-eogr:tphital
regiou~ ;u1d u ..1111111.., 111 llu: \..-urld "hould be brought out. 1-hc relation of tht:
growing popul.1lion HJ lhc na.tuJ:-t l resuurc_ts ;and the need for con~crva1ion
nrc al$0 to he ~u·c$.std. 1-he student should be irlU'Oduccd to the n1ethod of
geography lhrough practic.tl '''Ork.
~.28 (: reating intelligent otnd rnaturc cititen~ i) the prime function o( Lcad1·
lng civic..'I. ~ l cthotl., ,,•hich cncourttge student partidpalion, sudl as scminan
:nul f,'TOl>p dhn1.ssions, should be increa.singl)' used. Children should be given
oppor1uuitics for M>Cial living in canips, so as to learn how lO share rc.sponsi ~
bili1y, 10 be co11.)itlcrr1lc 10 01hcrs and 10 p;trlicip:ue in decision-n1nking.
5.29 £oouo1ui~ .!ihouhl be in1l'o<luced through the study of economic a.c tivi-
1ics. \s 3 lll:lllC.I or fatl, aJI the: SOCial sciences should be learnt through CtlrC•
Iu lly phu111cd Otli\ itic;) ond obsen·;u:ion. T':1c sttulcnu should begiJ1 to w1dcr·
staud \\'h:n are rele,•ant d:u~ a.nJ bo\"' these a.re recorded tuul nnalyscd. TI1rougb
wci3J scit:UCC. \o;ork CXVCticnCC ;u11J lh1,: 5ChooJ ;iC1i\1itiCS of Otg.,11i1J11g funC1.iOns,
week celcb1':"ltiun!, deb:i.les-1 c;tc.• le:i.rnjng sltouJd be Jnadc realist..ic.
5.~0 Clcn1cut.s 0£ psyd101ogy should he l:,ugbt 1hrough ol>scrvr.tioo of bchnvi-
our' ju group$ :1~ well as Lhrough self-observation. r\n uudc1~uu1ding or adjust·

u1c111 prolJlcnlA aud huui:u1 relations .should co1nc fron1 group discuMions and
irldivitlu11J ooun~cll i1~g. Stuc;lenl.$ .sltoulJ know ho'" learning u1k<:s pl;:icc and
abiJitiC!l nrc dcvelopecL
5.31 \Vo11. c:~pcricncc, physical cJuc.ition, aesthetic aaivilies an<l tr-uocs should
coutributc iu lurgc ml.'Murc in c.Jcvelopiug lhc k.no,,•lcdgc. skill and attitudes
requjl'ed for the 1naStCI')' or Lhe languages, the SCiCnC~, Pl:lthCrnatiCS, the social
~cicncts aud the aru.
5.32. There should be [rcqucnt c·v aluation, ttnd .self-evaluation should be also
intt·o<lucctl. Every c1o·aln:ujon should be discussed individually with each stu·
dcm. Result> sbould be dlscuss<d periodically with pareni...
5.53 r ite rolt or co-curricular activities In 1hc c.lcvclopmcut or altitudes, in·
1eres1.s :-uul ''alues h~ been already en1phasilcd. It is not possihle 10 realize all
1he ohjc<.1ivC5 or cduc::11io11 wi1houl gl\'ing sufficient \\'eigluage to co-curricu1ar
acti\•i1ics in the !Otal school progrn1nn1es. A "'ctt-b:ilunccJ individual is one
hlaO is ph)'sic1lly sound, m('nuilly alert, emotionally W('ll adju.stetl and socially
U)Cful. Cla.!t$tc-.on1 iahtruttio.ual progr.unrnts alo11c C'.tJlUDt bring :aboul an in-
1egr.1tcd gro\\'lh. C..:O·curricular activities can be ulilizetl for .supph:n1cn1ing what
,qo~ vu iu tf1e (.laMO)OJll i11 tJ1c areu of abili1ics, skills and social and pe™>nal
traits, ou<l also to provide a good gruund Jor nurcuring" clesin:1ble attiLudes. in·
tCrCbl~ noel \.d uts nucl lO llcJp tJ1c cbiJd to actualize tu potenLialitiC$.
5.34 l he IHtlUfC :u1d (t)lllClll or CO-Curricular <lctivitics bas 10 be conceived
Ul tcnns or the maturity levels or the pupils. At 1Ju: prifnary ~tngc these aai·
''iticis 111l•)' he 111u1c iu d ie 11a.1urc of play, free express-ion of Cant::a.sy and Un·
s1r11cturcd siUH1tious so as to provide enough l'oon1 £or spont:u1city. The-se
:1c1iviti~ shoulil he iu1ercs1ing to the d1HdrCJ1. ln Jtighcr clas:1cs, ll1e situa·
lion~ 11111y hcco1uc 111ore ~uuctuted and tJrga11i1td, leaving. o[ course. enough
~oopc rur ( IC.tli\•ity itHd sporuaucity. They 'hould ::1bo be v:tricd enough to
c;iter ttJ indhridual needs, i111c1'et.ts ~10J aptituc.lcs. Another point "'hid1 has
10 he bCJ1·nc in 1nior.I is to ensure t.hal eadl ::u1d every child p:tr1icipatcs in some
oc1M1y or the other. /IJ far ns possible the choice o f activities .i1ould be left
tQ the pupils and the teacher 5houJ<l only be an advi5cr iu the plan.ning and
CXCCUI ion or ~ucb -.ctivfliCS. His coatroJ o[ the situation 51.JouJd be remote
~"Lnd noL jnm1cdia1e~
5.35 PupiJs' pcrso11alilies blossom forth in nn ntmo.spherc ,..,here they enjoy
f•uough frcct10111 10 init.inte and txetutc some acUvitics on tl1clr o\\•n. The
Kh(l(>l should cncour.1gc d•ildren to go bc)'Ond tbe rcquircmcnis of the syJJa·
bu~ :111tl untlc1lakc projcw and ac.tivitiCj ror tlu: t1evelop1nent of their spcda..1
tolcn1s nnd U11c1·csts. ']l1e:.c ate very necessa1}' to generate selC-confidence,
inilit.11 h·e. leadership, and {or tJ1e blossoming rorlll of the potentialities o ( inlli·
39
vidual pup il5.

5.36 Independent ac1jvitio pro\ ide an c:xccllcnl opportunity to students LO
1
;ux1uirc nC\\' knowlctlge ~•s we ll. lu projcc:.s sud1 as t hose unllc1·tak.en by t:al·
en1<.>d student:> or science. pupils do acquire ne''' knowledge. lcnru new 1ncthods
QUd con~uJ l rc[crcnccs a nd nrrilc o uL S)'~tcma tic rcp<>ns. Such activities are
al~ :1 v.duuhlc n1ea11.s CJf fO,'i ttring creativity.
•
J
VI
I nstructiona l Aids and Materials
G.I \ tc:..cJ1cr .should e:xpk>rc a \\idc \3riCt) of 1n:uc:ri.1f\ to find sui1ablc aids
ror ih\ln1ction to \t1pplt1nc-n1 ''h3l the lt"Xtbool 1'10\idt'. 10 atlJ to inforuJ..1·
11011, 10 bro:tdt'n tontt·pt• dncl 10 arou~ int<'~l
(,,:! \JI tht-~ ~1u1c.c."\, 111.uc·ri:lls :ind rcwur(C\ th;H lit' U\C\ are inst.rucliou;tl
alds. They ma)' he of '"' ious t)pe-s u rollOl\'5:
(i) rexibook• " ''"' In I he dni.<
(ii) Cc11cr:il rt'fc1e11cc 111a1cri:1ls. like entyclop;1cdh1'!', tliction:1rie1, g:a·
1etc.~n. ull.-~C'I, pamphlet-. a nd go,·crnnt("llt public:uions
{iii) .\d,itucctl hook\ 011 1he subject~ taught in the class
(i\} TeJ.dlt"n' h:tndbool..\o tl-ad1us" t-tlitioO\ or 1cx1bools. cuniculunl
guidC1> a net 'uniLt 1na1eria.b wheTe .., :ail.able
(\) Pupils' "·orkbool>. prognm~I insinmion•I materials
('i) 4\udio-,ir.uat aid~
G.3 l he tcxtbool.. 1houg·h \'Cf)' impc·rtant ;:unoug 1hc ioilruction aids, is not
•ulC<J'-'·11'! in ir-.elr 10 help 1hc: thild to ;1(11ui1c 1hc t-.x1>cocd lcarnini,rs in tcrn1s
of kuowlctlgc, UlltlCtSlU IHlillg'• \killli of Jc;1r11f118• IJt:hil\'iOurnJ ~kill<;: :.11d :\Llitutl~5.
h uecd\ to be .!it1pplcnu:11ttcl by other u.irl.s like 1hc wo1kbook, test. il"cms. charts,
Iihn,, e1c., to rurthrr t:'J>lain oand concrcti1c the \J..riou'J conc.cpt). lt may there-
fore bt! desir.ablc lO concci\c or. :and dC\CIOp in.>lnttliOllJl lit~ consisting or a
textbook :lJlcJ Q..((Orup;i1•)°ing m.;atCri.lb. The \ari0\1.$ ton1po11Cnt Clcmcnu or an
i1htruaional lh. bc.iug t.le»c:I~ iiucnthtcd aud in1crdl J>endtn1. "-rill ha\e 10 be
0
pl•nned and Jc,elop<d in «nm of !he o•er-:all objcc1hcs of <e>ching a rubJCCl

in :i particuli1r d::iss.
G.it "I he sclcctio11. ilnprovi~:ttion and use of proper in&truc"Lional :tids pliy an im-
po1 t.:UH p:1rt in the rt.di11uio11 of the in.struttional objccth•C$ in di(fcrcat sub·
jccts. A 111o lti-1nc<lia ;1pJH'Ot1c.J1 i11 the bastruc1jo11al proC:CM r.hout<l lead co bcucr
lc:.rniug. tn view or the ri11.111ci:1I COlbt.rJ..inLS. It b llOL po1slble 10 provide :all
Kltoob h'ilh the brncfu• or the btot <levclopruc11tt in cJuc:ltional technology.
~I
tfowc,•cr, in $pi1c of Lbii obvious li1nitation a good teacher 3hould m\Lkc au·
struc1 ion more effective by n1aldug a good u~c o( lhl' t1\•a ilable nic.h and material!
.11u.l ul.so by iu1pro\·biug \Ollll' whh the hdp o( loc.tU) u\,1i1:1blc r:1w n\atcrlnls.
f1.'> No uoitorn1 Poli(.) or n1C'thod can be re<omn1t'utled in 1he use or aids in
the cl;tmoon1~ E'c.1")· goocJ tt.ac.hcrr knoW'i th;tt difle1cn1 101u~ and lcs~o1u re.
quire panicul.a.r t)-pcs ot :iiJ .and :.I.so that lhe 1c:.ching Qid~ =and naateri;1ls \Jry
act0rd1ug to 1hc d~clopmc:1u01I nte<h ol lhc p.ir1icul.;ar t;roup of childrtn. some·
limfi. \CrbaJ iJlu:stnuon~ JfC 1hc best a.id to be uietl : iu aonat c;uo a pia.utc
l\ :.11 that is u~Ctl: in othrn, .t chart o r i model 01 .l htirLbo;afll diagram 01 a
film or 3 filn1·s1ri1>. Aidl ~houlcl 1ellcct chc purpo)C in U)iug them. rhe pur·
po"C 10;1) be the conuc1i1..11ion nf :in iclta or the i11t ulc.111on of .111 auhudc.
\VC" 1nay use concreLe ohj1:tt;, 111oclcls, piaurcs rind cfu111' lor 1hc fn1111cr• .:uu.l
d1.1n1ac11:i tion, role-playing nnd ~im ulation for the l11ucr.
6.6 A point lO whid1 .1dcq11.11c :utention is not a hvJ)-S p3id rel;ite\ lO the
a>llc,Cion o( suda m:ttcriJh H' thl' Khool. \'Cf) Ohtn, J \thOOI n1.1y fttl inu~r
CSU:d in 30f one \-Uitl) or '" .l1ll one: area. .anJ tonscqutnlll• othtT ,afietiH
or ;trca\ ~· nqltt1ed h •"· thtrt'lott, OC<h:.a.f1· 10 pt111 t.ucfull) the collection
or :tids. ~f a1eri::al' oC diffc1cnt '"r;cc.ie, arc to be collected M> 1h.u no arc:.. or
brand1 or 1bc ~ool curriculum 111ay be ncglectctl. <>111)' 1h11\ c.~n there be .1.
baluncnl coHecriou '''i1hin tht ,l\.ail:ible r'C:$0u rcc'.
-
VII
~ Ev<1/11atio11 and Feedbn cf,;
:.t n1c main purpiost> n( C"\Jluation is to st(' ht>\\ f:.r the ()bjcc1h·cs 1('1 (orlh
10 he: .:1J11c\cd ahrou~h the turriculun1 hot\C been rc..tli1cd I hi' pn>ct'$.'\ is n.11u
rJll) rrl:ited 10 the ll'Jn1ing c:xpcricnc('.\: :and method,) ol u.•.1ching th;u ha\C bc.'t'fl
11·cd in Lhc proct'-' of i11\tt11etio11/lcarnin~. E,· alu.uinn. In OHlc:r 10 bC: u~rul.
should have the rollowiug c.har;1ctctit111a:
7.1.1 le ~houhl give rtli:11Jlc and concrete C\•iclcncc of Lheauainmcn1 or
spcclfir ohjtc1i\'t1.
;.1.2 It 'hnultl gr.uiually cover :a number 0£ objC'Ctht•<C. 3nd the entire
course or itudics.
i.l.! E,·:.Juitinn '.hould be dc.>,c "·ith ::t 'arit·t , "r tools Olnd tcdiniques:
-\\Tilltn cc,t-c.. p1.1c1ic.1t and oral C<'''' oh\otn.iuon. r.ning 5C"JIC"-
etc. 10 mra,urr thfrt'rnt ob1ccti'c' :And to1ucnl.
i . l.·l E\·:tlu.11i,n1 1hould l>C' :u sever.al paint> iu 11mc. lt should nnt he :i
OnC•ShOt nrfair at lh<: C:Ud or six ITIOllth' 01 Ollt" )C:lr, ~CHJ.\C it\
purpose I\ 10 ~he i1l'lmedi:11e r~cdha1J. 10 pulJih .LUd 1cachcr';\.
1 -he pupih \houlcl h;e\'t: <l kuowledi::.e ol lhc rcsoll\ or their le;1rn·
ing :I( in11netli:11elv aftc1 Je.1r11i11g :.r. pn \Ihle. I hey "hould kuO\\'
cltarly \\•hn1 1ht\ ha'e learn1. how n1u<h 1hcv have lc:1rn1 ancJ
how '\\'Cll llu.•,. h;ne; l~unt iL Fll1c H:~<hrr ~.houkl know (roin
C'\'3.lu:uion. \\'h3l hi~ in•tniaion h~\ dC>nr. whr-1-e his instruc1ion
hl.S f°'iltd and \\hcrc hi' in)ITt1clion uttth ch.11111;(' 'O 1lut ~111 llu
pupil'!'. nrt' :.bit 10 n1:t.'l'.ttr the subject he: tt.1thc\, or dClclop the
qualitic1 intt11dt'fl to be de,eJopcd h}' cite.· h:.uning experiences.
Hcutt. C"\'llu;u1on bou1d be dooe h} 1ht 1c.'.1chc.•r hint.«-lf.
7.2 11 h in1pnna111 ll1n1 \1tH.lr11u do not devcJ01> wrong ;ucitut.lcs to evaluation.
hUI l:tkt• il in 1hC righl 'iJ>ll'h 11'1 ;1 1nc:u1~ or hnpro\'lllg' lhti• OWU achit'VClllClll.
ln.!i1 ..1cnce on pa,sing in ;111 1hc .\ubjcas of :. t'CHll''IC' .11 one 1in1l, .111tl r..be lOn1e·
•jUClll rt·:1r OI f;u(Uff', thi\C\ 111.UI\' 3 '-llldcnt out ol i.;c;u \\-ich \ttuJiC) ;u1<l in1
pcdc~ £urthcr gro\\'lh. Sudt a ! it-uadori h:is to be clu~ngcd. There should be
flcxihiliL)'• ..rhe mode of CVil)U:lliOll hat; tO he )Ulh lhat. ~ 1.Ucl Clll.S ilfC cJi\COutngC:d
fron1 1ncrnoriz;u ion :-i nd bcc:on1c co1npc1e1u to :1pply tli (~lr l:.110,,•h.:clAc: in hil 11rl.li11g
llCW SiLuation~ a1ul problc1ns. Ch ilcll'Cll \\'ill llOI \\'Ork ror higher 1ypc-s o r learn·
ing like criticn l 1hi11tdn::;, cre:uivlt)' ;ind cvah.1:11h·e judgment. 1111)('.SS s uch lc::tn 1·
Ing i~ :11tc1np1ccl to h e developed through suiuthlc cxpcrienc.e' :.iud i~ followt.:tl
h)' proper t~\·:il u;uio u. \ VlH:rt the Ollly lcaruiug cxpericttce:~ l')l'O\'idcd in ~dtoo l
a.re or the drill l)'pC: ;a nd where chc n10Uc or e\'.1lua1io11 cucour-.egcs C-l'fl f01nj11g,
:i.11 that \\'C h:t\'I: tli•cussed Ml rar abOUl cduc:uiou hcCOrHl':t 11$.CICltS.
7.3 . \t th<" prioun·} ~1,..gc, d1ilcltcn are young and 1cndcr. No rlgi<l 'Y~1e111 o r
C\':tlu:n ion :-hould be irnposcd ou th <.'ln :tt lhi' 'lt:•gc. E.\:1lu:u ion ' h ould he iu-
1cgr:1tcd with 1hc prolCSS o l lc:1rn iog. :and a s>..C.lC:11\ o ( 001uinuous recording or
lhC )>l'O&l'C'-'- t11tcl dcvclop1nc111 or <":lC'h rhilcl. o n the h;1~i~
t')f ob~rvaliOll 31UJ
or.ti l ~t.., .!lhoulJ he p r~p:,rcd. Pro1no1 iu11 :-hould 1101 he h:ised 011 1hc ;1111111.tl
C"xan1inatio11 :u the eufl qi each )'«•1r, hut 011 thl. tl'totd ol progrc>.\ a' rcgi,len•ft
ovt•r the sc~ion . :1 11d, 1101111all}'• :tll the chihl1 c11 .'>l1o ulcl he pro11lo1c<l. l ltt"'C\1.•1 .
.,peci.tl :11 u•u1ion :-hould he ~ i vcn 10 those chi1Jrcn \\'ho tlo uot .show· adequate
f)l'OJ;rt~, ruul p~1nicu l 11r l y lft lhC thilflrtn ffOUl h:ttk.\\'lUd tiC<.:tio n ~ or lhC ~ i cty.
7.·I CoutinuOU< C\i1lucion of th e d C\1clOJ)tnClll Of the Plll'>il\ iu a ll !lliJ>CCU
hhould be :• rt.-i;ul;tr proc:iedurc. ·Fro1u 1hc 111idll lc '-t;tge 011\\':tr,,h . 1he: '''ri11c11 t~!\:i
n1inaLioo should hn,c a p1acc in cvnlu:ning 1hc •1chi<", en1cn1 ol $ 1utll'nl$ -in
.subject tll'Cil-5. Btll 1herc s.h oulcl l>e !'l \ 'al'iCl}' t1I w;l}S or 1cs1i11g ;u\thOuh l bt UM.'tl i11 JthJit iOll :lS
1
IOOh :11ul ICcl1ni1JUCt; nr C\lllUrllion. 1\unuaJ t''\:llUlinaliOU\ 111:1~ 111,o he:: heltl.
if considered neces~1ry. hut the~<.' sboulft 1101 h;\\t' ;in uuduh g1c;11cr ,,.c.•igh1~1gC'
1han tl1e 01her a·sess1nco1" anadc clwin~ 1hc )'C~u ·11u· <'nl1•l1.1:-i!!> 'houl;L~ for paS..' ()r f:t il ill the aggrc:i.:,:itc; II ~hOlllcJ !,c 0 11 lltC :1S.._C$)U\Clll
o( pupil gTO WLh ror thC guiclnllCC Of :tJI (01\('Cl'H('tl. ~rhCl'C'
\hOultl 11()1 IJc :lll\
pass or fail ill an}' cxanth1adon. a) :t m~llCI
o( (:1c_l LClll'J f.p;1tlini-; ot• u li\'f'· poi111
\C~1lc (A. ll, C. I), E) m ny be O.lO\'Coicndy uSt·cL \Vh:u j, i111por1:1111 h to 1u ilbe
1his cvnluat io11 ror the furth cr.tn cc or lc:.rniHJ(. 1 his C.'111 Ix· done• '» giviug
bild:. lhc corrected :111m,•cr..hook.s lO 1hc :otudl'nts ;111CI diset1 ....-ing ,,uh thcn1 1h("
n1ls1akes c:ommiLte<I h) Lhcrn nntl .showing lhc1n how they ronlcl flo hcur.r, 1i
;tny .student wishes 10 hnprO\'C his gr:ulc i11 auy one C\·alu:uio11. hl· should he
given :u1otJ1er chance b» \\':ty o( s;ivl ng hin1 .111nthcr t:x:1111iua1ion iu 1h:11 llHh-
jc.:n onl)'·
i .5 TI1c ..ehool's cu111uJ:11h·c ~·~cssrncn t in each ~uhjec 1 uniL _)houlll he pJacC!d
1
on record nnd gi\ccn to cadl ~h 1d eoL \ rc.:c:ord o l 'lllCh :is~sso1t 1 tt ~1 1 ouhl co' cr
hoth sc:hol:as1 ic :u1cJ ll(>11-.scho J:·111Lic are-:10:, :iud h<.' \\'11hou1 any ·'AA1·~a1c. ·rhn~.
1here 'houltl b<.' no pass or r:1il in 1he linal ~chool-lc:i' in~ ccrtifir.ne. f'llis ccrli~
lir.tle ~ho uld g-l\ t 0111» the lctlcr gr:idcs (A, B. <:. D. E) of cJch Muth:ut iu the
M:hool. Cr.idu ..dJy, :'1 1he ~)'\tein or intcru:il ,, ..sc,"11'·111 1;1kc'i root :111d a 5Y'1t1n
or ehcckiug b ia~' \\hjcl1 lower '1t:111d:tn.fs i'\ C\ Oh ccl, tJu..• CXteruaJ public CX:I·
m ination :tl rhc rnd of Class X will becomr redundaru r.nd &hould be abolished.
It would IJC nccc\S:lry (or each fk>ard ~Swtc 10 c:vohc :.1. phnsed programme o(
1ccompli.slu11g this.
1 7-G School unnplc'n m:1y M cstJbliifu~d
throughout :. n:ue:. llle teach.en of
1hc 't<;hoc> in ·'''> one c<nnph.-x 1_11;.y rnnn a comJnjuec whidl may, Crom 1imc
to umc, c1ll for :t11'1wCr·scrip1~
anti quc,tion papen. t ro1n 1h<" 11:choob in th~ir
jurhdiction fll'l\I rc.cx111nine s;1n1p lt,1\ 10 rltc<k biasc~ .i nd 1h1·n di ..cu)... the n1;Httr
opcnJv ,,•ith the 1c.1d1ers ronccn1cd n hnict edu01Lio11 offia:n ;ind i111'J>CCtor\
anti ~nior 1t.1chcn io ii dh1rir1 nl:t~ ''' up at commiut'f' 10 do 'l\Jth ~pie
thcckiuJ; .and cJi\C\1~~ rC'l'uhs, \\ith 1hc \Chool complc'"c~ concerned. ,\t the.- St.tlt
lc,·cl. there m.a) be ~imilar co1nmtutc .. Tbii ";u ~ one! "'·1) or ensuring ch:n
e,aJua1ion i\ pror>e:Tl) done: ou1d ''·"·u tards n1aintai11e:d l·.,t•f) ~\ool should hold
<ommunit~ 1ncet 111K' rroru thnc.: to 111nr uot oul) 1n i11\c:,hr Jhc communit) tu
the M:hool 1J10g1.11ntnr. h111 ;1bo 10 ltl du: com1n11nh) ~110"' how C\'alu ;itio u h
1
done and u~d ror 1hc ilnpro,eu1r111 of pupil grow1h :u1d lt·arning as well :1'1
for the irnprO\C:ffiCUI Of ill"ilTlJC-tion h} 1he Leacher"'.
Vlll
lmplicat io11s fo r lmp leme11/at ion
8..1 The implications ror the i1nplcu 1c1Htllio11 of ;ibovr proposal have been
discu$$e<l uoder the toJJo"•ing lour 1najor heJtls:
A. ~loichinery for in1plcn1cnH•1ion
At 1he national level
At the State lt:\'C'I
B Areas or wo1·k
llese(u ch nud de' eJopmcnt
1 ..raining and extculloion
Coordin.1tiou
C lc;aring·hou\e ~c1i,;1ics
c. ln1plic.1.llious ror ~chools
·rhe school ato1osphc1 c
PrO\tision o( (~1cilide.\
D. tnvol vc1ncn1 0£ the conununity
A. J\lnd1i11c.11· fnr ln1plemcn1:nion
tt2 l11e infnuuucturc for curriculum i·enf'w:il already exists bo1h ;o 1hc
nadou;al nud lhc Si:uc IC\'CIS. It nl~) also be round ill good iusti1 ucio11.s. I lo\\'·
ever. it is desirable: to define iu scope and functions more explicitly.
A1 1he Nat.ion:al Le\'el
8.!S.l , -he Nntional Council ol' Educ.1tional Research and ·rraining is expect·
.eel 10 dc\'eJop i1111ov::11i,•e ideas i11 1he Jielcl 0£ curriculum :tnd extend Lhttn to
the field. \Vith the NCERT"s N:11iooal l11.s~ iu11e 0£ Eclucuion :n the CcnL1c,
rour R<.-gionaJ Colleges of .Education ;ind Field lJ nit" in diffcren1 St:ncs. it
should llc po~illlc for i1 10 coorcliu:ue tl1c worl:. in d1is area and :1IM> to pro·
anote ;uni supporl \•;1rious rts<:;1.rd1 :i.nd de;·elop1nc.nL acti\'itics rcJated 10 the
<urric.ulunl. Fur1hcr tlet;iils about its speciric rcspo11.sjhi1itics vis·:,·vis tbc prt....
senl propo-::ils are bcinl{ disc:us.5ed unclcr \':'lrious ;1rcas or work. L' n i\·cni1ies:
should al!(> he brought i1t10 the pic1ure: and :a uct\\'Otk ol c:urriculun1 dC\'('lop-
1n1:11t cc111rc.s C!otaLlishcd .
•\1 1 he State .Lc'' CI
8.3.2 At the St~1tc level. ~1 nu1nl>cr or nge11cic$ :ire din;:c1 Jy or indirectly cooc:em·
cd \\·ith cite currit.uhun. The St:tlt lr1.~titt1ti·~ or Ellucntiou, Sl:.tlC Jni;titUlC$ o[
Science Education, th!' Jloards o( &condary EduC.•Hio,., die 1~cxtbook llurcnu\.
Guid:uu.c Uurc:tu.s ~uuJ "imil:1r otht1· .>peci:llizcd instituLiou~ ~ue :11J tuvoh•cd
io cul'ficulu111 work iu ~>•llC fonu or the Qt.ht:r. It ill \'Cry nCO.:Q~u·y to coordi-
n:ite their work ~tnd defiue 1hclr .speciric rolt."$ in so far ns curricu ltn:u renewal
is couccrucd. Some St:ucs h:i\'c ~d1·c;ttl)' set up State Councils of .Education31 Jl'-...
scarth autl ~rr.li11i11g-. Othc~ 111a)' oho c.l.i 1his '°
a~ to (>l'O\'idc an :i.pc.x hodv
:u 1hc St-ate le\e), OllC or \\'hQ)C nl111~ \\'ttu1d bi: IU look artc1 cun·ic ulu111 J'CllC\\"":tl
i 11 a wcll·i ntcgr.:11..cJ f;1shion.
B. Arc:ui of 'York
8.4 ,\II)' p1vposa l (or c url'icuhuu re new.al h~.is {ar·n:achjng i1nplic:nions toud1·
iug upon different aspect$ or Lf1c cduc.1tio11;.tl process. ']'he)' ha\'c~ 10 be idenlifi·
<'le 1hc nd1iC\ t
anent or the desired ends.
8.5 ( :uu·iculunl ttncw.11 h l1 tCJ111i11uo1~ ucth il). Once a curriculum is dC\'e-

lopcd :and in1plc1ncntcd, it is ncces1.1ry to :.tud) 1hc procc~:,. ol i111plc1ncnuttion.
the a:n.nteri:ds nnd 1ncthods used :u1d tJ1c ouloo1ncs. \\'ork '''ill h:l\e 10 Uc-
u1u.Jc1taken in the following :arca.s:
( i) Dcvdopme111 or derailed >)'ll11bi for n 00111111011 <<we curric\IJum ol
:a 1uiniU1tlll1 OUtUbCI' OJ UlliU followed hy lhc dc\'CJopruCl\I of Uta•
teriah, .)Ud1 ts!t 1cx1boob, Lc:u.hcr.s' guidt.')1 v.•orkbool.~. 1cachi11g aitl~
and kit-., CIC., b:a)Cd on 11ttu;1I lie.Id 1ry-oul. 1~hi.s ,,•ill h:t\'C 10 bc-
doue by NCl:.R'l' iu collabor:u 1on \\'itl1 S1;11..: lio;1rds ol !>econdur~
Educalion. SCJ::l·f l s, S1f..s. c:tc.
(ii) lustrutt ional 1ecJu1i<1ue~ nud Ull•thods LO cni.ur~ 1nn.:< in1111u ellcc.
1 i\·cuo.s will fun c to bC' Jc,·clopc<l.
( iii) E\'aluJthe !t1t.1di~ 1tJ ;1),cer1:1i:11 lu:nv l.lr du; objc:tthc-. uf gc11rn1I
c tluattiOll :I.) :1 \\'JiOJc :1.11d O( lht \ ;OiOU\ t.Ol'lll)(JUeUI.\ c.>I lhL• p1cl
ccss ar~ b..:iug rc:ali1,ed h1\'l' 10 be pcfiodic::tll~· cn'l'icc.l uut L>y ~CE-R ~I
nJtd S(:tlc-lcvel r1gcnti ~.
(h) Sruclies couccl'ning u1o:hutio11, lc;.rniug. devclop1nc11t 1u1d bch::t
viour d 10r.lcteri..\tici: or children \\•ill bavc lO be CtlCOUr:lged.
(\') Studies cona:ruiug •.chool climate ::and the role... of differe111 func·
47
1ion:1ries iu 1hc school 10 en.sure clfcc.ti,·e le:11 ning ct,nclitiou; \\•ill

h:l\'C to be n1;1dc :11 the Suuc Jc.\'tl b) 1hc Statt...lc"cl :1gc11cic!i.
(\•i) Studies ou the ~cio·ps-ychological inlplic;nion.s of Lhe proposed cur·
ricular chnogcs witb ),pedflc reJerence Lo dc:tenuiniug \\'ar~ :u1d
n1c;1n.5 to cnsur~ the cffecih·c p:trticipatlu11 ol Ll1c w111111u11i1y ,\·ill
have to b<: done by tead1crs colleges. uuivc~ities, etc.
(\'ii) Studies will h:t\'C to be conducted to liud out the cflic:icy o l the
rota.sure$ ;idop1ed to d 1:111gc the e:.<a1nin:ltion systtnL
B.G ·'J he N:uional Counci l o( Educalional .Rcse"J.rch :ind ..rraining .Khould pro·
vidc the ncc.'C:rnary Jc::ic:lt:n1hlp in tJ1i.s fie.Id 10 iuiti:ate pro1notc: ;uu.l 1111der1ak:c
1
s.ciculihc studies in the \'adous art•;ts slated :1hovc. (I should not only c:oonlln:nc
research \\'Ork going on in 1.he Sc:Ltes. Uut should also oUcr e~qxrt :1dvicc :inti
guiclnncc for .spccHic 11lod ies. h ~1Qnlcl identify ~pccHic institutions cap.Able o[
uudcrc::1kiug scieutific ~tudics 011 Ulc curriculunt nod 111ppor1. chcru. It should
dc.:,clop ~yllabi. )pcchncn tc>o:1bool..,., tead1l'rs· guides. workbooks. instruct101rnl
aids. kits, <:IC., :ind m:tkt: 1hco1 A\'a.ihablc 10 che S1.oi tC). ror 1hc:ir guid;aucc.
h.7 E\'Cry Sl:llC Co\'crnn1enl should sc1 up a strong Curriculu1u Cell in the
St:11tc Instittnc of Educ;u io11 which ,;hou l<l be res-ponsiblc Coi' coo1•diu:.liug. pro·
mo ting and undert:-1king rt:M:arch :uul dt\'t:lop1nen1.a l 51 udies :at 1he State lt'\'Cl.
Selected readlenl college.' :and 01hcr collcg<.-s a11d iosciunionlo could IJc fruitfully
;nvoh·cd in thh. ac1h•i1y. The Board~ of Sccond:u-y EduclLion. Sl£s1 SCER..r s
and son1e sclcclcd c;ollcgcs and uaivt:rsitics 'hould be: in\folvcd in dt\clopi11g
the sylJabi, 1cxtbook.s, \\'Orkl>ooks, u:achc.rs' guides. instruclion:d :tids. k.i1s, e1c.,
in collaborndou '\v.ilh NC£1:\..T,
TrJisting a nd Excens:lon
8-.8 11te Uf,! W CJnpha.sis g-ivcn in dlC ohjt'CliVCS ::tnd p urpc>S<.'S ()f G,CHCr.tl edu·
C."lLiou 1n:i.kcs the Lcnd1c1 ') rol<' c.1 ucial iu thci r realitaLion. 1"'hc teacher h:t' tu
<levelop ::a nt\\' ourlook nnd e<:111ip hiln\t'.U \Vith 1he tu:ceS-).;tr) lo1owlcdgc, int.....
thod,), :u1d 1edtnic1ues. ,_\ 1horough prcp:1r:11io1t o[ the tC:lChcr hil!'I. Lherelorc:.
to be planned 5)'$tC1n:njt'l.\lly. ·rhis has to l>e done both (or cite in·Jl.Ct\•icc aocl
chc pre..scrvice educ.adou of 1e:.idu:1'i>.
lu·kJ"·ict Teacher Prep:ar.u ion

S.9 Short·tCnn and lvng-1ero\ orien1ation courses [or teadlcrs \\•ill have to he
pl:.inntc.I :tcquaint dic1n with propo,.;cd ch:LJ)ges in \'arious subject ;1rc~s llOd
10
0LJ1tr ~hooJ progrtuunu.>s. to oricn1 tlu.~Jn to the ne"~' c..-oncent ;uicl u1c1hods :l):
also 1naterials in diflereut lllrrieu.Jo.r ~treas. 'l"hcy lll:'tf :tl$0 be nlrule nt.qu:aiutc."<1
'''iLh the ,·ariottJ str.ucgie~ \\ hich 1hc) coultl try tor ianplcmcnting the rrmxi1nu1n
dtang:cs at Lhc nli 1tilnu 111 (OSl by i:xploitiug 1he .l\1:1ilablc conuuunity 1·csour·
ces. Area.s like scicucc.: :ind work·c~pericncc \viii nc.-td spcci:ll phu1ni11g and
effort. It will be aeccssary 10 1-r:i.in 1e~1d1c.rs for the cask ol co1ni11uous inte'rn:-11
assessment. Q~1estion banks "•iJl have lO be developed at the Board lcvc1 for
i8
all cias.scs of the sd1ool. 1"ea.dH·r~ \ViU have to be helped in lean1ing the Jetter
gr.1ding in place of 1nnrks in exarn in.1don~. S11i1ablc chcck,s wiJJ ha\'C to be
de,eloped (or oontrollint the biases of an inte.rn:tl evaluation -.ys1eu1. This
'''ill require sening op sdlool C'Ofnplexes a.11d trai11ing :""Ill the persons in ~u ch
co1nplcxfs to supcn1i.«: the work of evalunlion. The NCtR:r :111d the State agcu·
'ci~ should chalk out :1 Lintc bou11d progr:unn1e.
8.10 The NCERT hns to di~hrirge the rollo'''ing- in1pon:n11 (uncdon1 in thi&
oirca:
(i) l'rep:or:otiou of 0011r.<e• a11d 111ate1·ial• ror 1he in·>crvicc education of
lCOlchcrs in diffcrcut c:111·ricul:1r :lrca..s. "Che 111:ucrial.s n1ay be in t..hc
form of l'Csourcc 0-1.atctiols, teadtcl's' handbooks, audio-visual aids.
etc..
(ii) l"miniug or '-"l pct.,,,mtel tlrnwn lro111 1he Suues.
(iii) Hdpiug the St.1tc' in th< dc,clopmcnt :rnd implomeuc:uiou of
their cx1c11siu11 progran1nlt:S of dirctl rclc,•:incc to Lhc proposed
curricular ch::tngcs..
(i\') Cl'e:uing tlie neccss.-.ry dirualc [or change iD the States L>y o rga.niz-
iug 1e:1che 1~· 1ncc1s, sc1ninars, confcrencci, etc. A1ost of this ~houl<l
be done iu tolJ::i1;o171Lio11 wilb the State ugencit.!i,
S.11 The St•llc ::1ge11cics. ou their p;i.rt, ,,.ilf hn,·e 10 develop comp1·ehenslve
prog·r.un1ne-s for Lbe oricnt:lliOn o( te:tdtcl'S. -rhe)' l'liJI hll\'C to lap various local
resources for de\•Clop ing expertise and 1nau:ri:1ls. ·rhey 1n:.y undertake intcn·
sh·e s11n1>le .,u1' <:''s to a.seen a in loatl 1r:tit1ing :tntl ex 1c u~ion ncc-ds. a.nd p ro·
,.iJe for 1hen\. Siucc lh;o; p1·ogr.imfuc \\'ill it1,·of\'t !iub:u ;intial fLn.aucial and
m:111powcr l'C ourec>, ~" ;llso thne, ic viii be dcs.i rable lor the State-level agcn·
ci~ tt> fix priorities ;u ni phase out ch: p rogr:nnnu:s. Obviously, in the propos-
ed pr<>gl·:~m1ne or CUTl'iC:ulun1 rene,,•nJ lOJ> priorit~· \\'ill have tO be gi\'t'll lO
work experience :nu.I rhc 01·icru:ltio11 or 1eache1s iu scientc :ind 1 n:uhe111 ~ t ia.
8..1!? E·\lef)' State ihould prepare a three-tier p lan or in-service Leacbc1· educa-
don. 1"hc fin.1 lier \\•ill consist ol 1t.'1che1· educ:uor' :ind seh•cted coJl~gc and
uni,·e.rsity 1~~1cbers who "hould be orit111ec.l •u 1he Jleg:io11al <'.::Qllegc or Educa·
tiQ11. ,~he ~(() lid tier will he o r the ltc;ul 1e.achcrs 1111d i;cco11d:try school teach·
cni. org-.u1izcd area•\\'ise '''ithi u :l S1:nc. "'ho ,du be u11inttl by 1he key persons
1r:1inccl in the fif'SI tier. ·1 he third tic-r will consist or primary school teacher$
:uul should he orgauiscd dlstritt·\\'i·c. The 1rnioi11g will h:.\vt- to b<~ givtn by
both the fir.SL and second lier trai11C1"!1. Sclf·lcarning 1n:11crial.'f should be p10-
duc.eU ou ;1 large scale. 1\ national ;1nd Si:nC·le\·cl 1n:1c.hiuery '"HI h:1\'e to Ile
~t·1 up for th ii..
Pl'c·~rvic:e Te.nchcr Prepan1tion

8.18 Thh i.~ ucccssa.I") to tnceL We future need' or tettd1C:rs. It i1 also esscntial
to reduce pressure on in·M:rvicc tcacl•tr <:duau ion progr.11n 1nc~. The nec<ll. :ts
idenli6cJ on the basi.s or the proposed curricul:ir renewal arc ~ (ollo\'IS:
I
Rcvl.$ing Lhc a1rric11la of elementary anrl SCCQnd31 y teacher education
so :15 to reflect the 11c,..• dcmaud~ or the Sf'hool curriculum, suc.h .1s tc·
fnLing tht" _,.d1ool 10 ,..•ork. tlc\1clopi11g proper .01iludc,:.<, :'Intl \l:i luc.,, 1hc
inLcgratcd :1pprvach co 1cac:t1iug. irir11ovls.--.. 1ion or rtich, cnli~ting coo1·
nn1nity help, CXpJoitation of ;n'aih1bJ:• rt.;M) UT<'C~ 10 lhe best advantage,
continuo11~ C\'aluation etc:.
Prcpnrntion of tC':tc:hrr erlucaton. to r.u·e this OC\\' d1:lllc-ngc.
l)_.14 -1 he NUR""r, :u, a:I~) the llcgioual CA>llcge.. nf Edu~1io11 under it. \\'ill
hone to p iny a kr-y ro1c in thi ~ arc;i, ~rhcy \\•ill ha\.; co nnclc-ru1kc 11ncn'ii\'C
teacher cducauon progr:t1111ncs ,,•hh in<lh•iduil S1;ncs und unh·cr·ilic-s n1ul a~~i" l
then\ in rcsLn1c1uring 1he.ir' progr:u11n1cs. 'f'he}' wiU also ha,·e tCJ 01-icnt tcachc1
c;<l uc.itor~ for c.liKhtnging their rc~ pon~ibilitl6 tno1 c tffcctiv<'ly. Couceptual li1e-
r.tturr nntl other 111:11~,·lrih on ,;u-ii:>tu !l!il)CCts of the 1eachc1 ec.l11l"":Uio11 prug1an1111C\
will ha\'C 10 I~ c:IC\'C)oped to U)llk.C good the c.ftf'icic:ut)' or &ll(;h litcr.tturc .uHI n1;11t!·
ri;il\ in 1hr fi<-h1 ';<,•rious 1houghl will hn.\.C 10 he ghcn 10 tl1c oll·r"CpCllted
'h;·l tge :1gainst <ea~ ~·onion progrrim1nt$ of being 1111rc:11is1 ic :11uj unal>lc
10 mtt1 1hc tlc111.0111c:b n( the school .si1u:ttio11 (.01hillcr;uinn oC d1i:, i~uc has
bewrnc urgcnL in \iew ot 1hc lo1t.l that the· !\chool eurric:ul.1 thcmsches att:
going to be geared 10 the nectl.i. of the co111n1u111tv .unl the dCa\•;1~c hct\\'L'Cll the
\dtool aucJ work ha' to be briJgcJ.
8.15 The Strite Dcp:irunt:IHA or Education :n1d 1hc u1l i\•er~i1ics will alw ha,•e
to 1akc in11ncclia1e action 1.0 rc,·i ~ 1hc <.:nrricula ror tc:1cbcn. colleges on the
;aJ>o,·c liucs in collabor;u.io11 'vith the ·Nc:ER'"f. \\'J1ere,er ue<:tlc.:cL
Conrtlinntio n t\./
8.tG Curr-iculun1 tc.'n<'-\\;,l bring " muh.ipmngcd :tfth·il)' in\'olving different
agc11cics .11111 ;1 ,,1rit·ty of pr~n1uu..:~ it h 'cry 11c<-e.•s.tt') 10 hrl\c good coor·
diuatiou ~ullong all the ilJ;C. 11cic1' rind progmn\JHCtt for a u <:fft•cti\T in1pfen1cn1~1·
0
1io11 or the c;11rriruJu1n pn,)poc'SCcl. I hi~ ooorJl11;1C!()l1 h11 .. 10 be bo1h \'Cl'1ic+.al

;incl hori1on:d. in respect or ~•ge11ties a' well a' p 1ns;1.1n11nc".
H.17 1-1,e 7'1C;ERT will ha,·c 10 coord io:uc Lbe cflort of it~ lCH1 .. dcuc111 uni1 ..
witlt th~1 t ol clu· ~t.i1.c·lC\'tl :1~t-'11C'i{'~. '"I hi~ l'nay he •lone 1hro11gh pt rindiCll con·
fe1·cnces autl ntcc1i11~. cJ1;\'cl(1ping 1n:11e1 i:-1h :11ul ,1itls tor ;ul:1ptation or aclop
\inu by dilfereru SHIU!\. 1r.ti11i11g key pCT>OnncJ ro1 \':11io11') pu rpose::- through
"ht1tl·lcnn ;uu-1 long-ccnl) Qrienu11 ion anti iu1erll.!ih i p progl'r1n11rtC'li. 111c SC.l'\ ices
,,r the Field \dvbcrs ::tnd the Regional C:Olle{;t) of Ji(luc:nio11 n1ar .ii~ l ie utiH1.·
rd ror 1.hj~ purpose. r
S, 18 1\t 1hc St:tLc le\cl itse.Jr. 1herc: ii; ;1 11ecil for coorclin::n iou n1crc arc
\ariou$- :tgcucic'o likl' 1hc Dirrc1nr:HC'.'I: nl Eth1G1rion, Boanl' nt Sc<:o111l:u1 Eclu-
c;;ition. Sr:uc l11s1ilU1l') nl £d11c~111<>11 ;11ul ·rc~1hnol.. nur~1 u .. tll'"ali11g \Yith C'urri·
n 1f41,_ for differ<'nt ~11b-s1:1ges r111d \vid1 dirtc1cu1 curricuh11n con-1ro11e1us. ·rh(:rc
may he crC'n son1e o ,·c1 l11p of f11uctiou1 .u1tl iu tt•n!!iH 111:1u<·rs ~ nuul1 or i11·
1crdcpcndc11rc th::u iu 1 h~ nb~11ce- ol proper coo1'tli1union it 111a)' C\Cll le:nd
50
co ''':bu1gc of Lime <lnd cffon. It would. therefore, be desirable to idcntiry the

h.u1c1 ions or these vario1u Jgc-ncie" in rcspcc1 or Lhis curricul111n ;ind assign the
l'u11clion of COQrtlinatiou to one or then1. "J*his \\ UI bcconu: c~t..Sitr H ;Lu agency
1
on the lines or che NCER1- i" ~1 up in each St:1tc, 3S ha~ alrc:idy been tlor\C
iu a few States.
Clco1ring-housc Funct.iun1
8.19 ..r hcsc l1111c.tions arc 10 he di5chargc<I main1y by the NCER.T ac the n~ .
lional level. Ji has 10 collec1 information from \a.riou~ Siatci and feed it 10
other States :111d keep the S1.nles inror1ned about the latest deve1optncno. in the
ilrc;1 o( turritulum, bo1h inside ;uul out~ i dc 1hc country. The St:11<:s on their
p an \\•ill h;a\'C 10 1n;1in1-;d11 " rJo~c li:tisou \dlh 1he: NC.lJt r in 1hh 1°C'"ipf'CI.
t')ll the t>Hl' h:lnd, :lltd t1i(ch.11ge de-:u•ing-hOUM! runctiOO'I for LhC ~chooh ;ind
the lr:cining in~tilut~.l'i ,,•itl1u1 the S1:ur.s, o n 1hc other. Uhin1au.:ly :d i worth·
while inno\•:aLion.' :ind resc;a.rch finding' OlClfUire n1e~11ing on l ~~\Cn lhl!'$C arc
1r:u1sn1iued to 1hc user.
C. hnplic;ttions- fo1· Schools

~.20 1-hc in1pJlc:uionci. j)£ th~ llC\\' tlJ>l'roadt :•re r:.r-l'e:t!h ing £or Lhe ~hoo)s.
rr properly hnplcn1cn1c:d ;t con1plcu.• 1ran~ronn:l1ion Qf 1he ..d1ools is likely to
come about. Th etc :ire 1wo c:o1n1>?uents to be considered fro111 the point of
\•it\\' o f rhc sd1ool.
1 he School A1n1o~htrt
8.21 Opcrnlion3lly, ;a curriculur11 i~ not what i3 4il-atcd on paper, but wba1
uctually happens. in ::e $(11001. lde:ill). e-ad1 school should have the freedorn to
cle\•elop its o'"u curriculurn within the Cr:.1n1ework or thr national objccth·cs.
~\,r.iil.tb ilit y of rcMJurces al the loa:d Je,•c l, teachers. coimnunii ~ nccdi; and :tS·
pirat.ioni.. )uppor1 from 1hc commuui1y, phy~ica l facilities. loc:al, culu1'*'l :lnd
soci;.11 background, job opportunirics :u the local lc,·el. t Lc: •• arc w mc signifi·
(d l H (()ll~ider:u.ion ·, ror developing the- '\Choo! <:urricuhnn. Even with in the cxi·
~t ing M)Ci:d and economic ronstr.i.inu there: is considerable .soope ror local
initi:ui\'C and in,•oh'C1ncn1 . The sc:hooJ ha~ to c.rcatc the 11ccessary aunosphere
:.nd o.lso 1n11kc adjustmcnt.s in tlac St:itl(' prt'Cribe<l c:-urrit ul:i to &ui1 Joo.I con..
dition.!I.. Un l~:i die ~chool n11no:-.pherc j, :uu"Jc.rivc c uough to hold the! pupiJs.
\\"gsuagc nnd ~1.1g 11 111j on wfll co111inue to r~1n:ti 1 1 .
S.22 ·rhe hcadnl~ster is the key person in 1his business of creating an attrac·
1ivc schooJ :nnH)Spherc. There a rc two (<)tnponenLS or 1his <lLOJOsphere. \ ' it...
physic.a l a nd p.srchologictl. The school building m:.iy be simple. yet it can be
ntadC' attrnct.i"c· 1r the hcad1nastcr is able 10 (.'nlist the ("()Opcr:nion o ( the
lt:atlnas• .s1 udcu1o; :111<l p;11c111~, it j, not dlthcult 10 provide the mini1num C.S·
....:nti:1I f.tci li 1ic~ \\'ithou1 incurring huge expc11cliturt. Kc~ ping Lhc p remises 11C31
'and t idy does no1 1n,olve 1uuch cost. In 1hi" nrca 11 con~dous cflort on the par-1
of the headmas1c1 c:~an c:er1ai11ly b ring :1bouL consider.1blc ch anges.
31
:S.23 The so<:i=-1 and cult1,1ra1 a 1mosphcrc of the school is in'lporcant. h should
be :attr;i.c.livc lO the child and cbc parenu. 1L s.l1ould le:td 10 Lbc dcvclopn:1cnl
or a sense of helong-ing among alJ concc1·11ccL There t hould be propel' rap·
port anlong 1he- head, lh<" te~e:hers. the pupils 'lnd the guardians. Good \\!Ork
othould be appreci;uetl. Occ:ision·nu1king ~hould be dcinoc:r:1tic. There ~hould be
flc...~ihiJit)' in lhC: Lin1c-t:1ble. £ach d1ild :.ho11ld he rtC'Ognir,Cd :1'), ;an i11divid11;1)
·rhe $La[ $hould '"'ork ;1~ ;1 1e~1m <iud sho11kl 1101 be distan1 (roo1 the stu<lcnu .
ldcniifying pupib' pcrco11:1I problern~ :Jnd offering ft(._~hLanc<" iu ~ohiu~ 1J1cn1
h~l\illg dirctt con1:1ct with ~uar
show·ing interest itt their physicit \\'t'll·beinA.
di~HS :.nd kcepiug Lhl!"Dl i11forn1cd llboUL the progl'C)S 0£ the thiltf, llOt t)I))\
thro1,1gh ,orre:-poudcncc bu1 through pcrM>nal cont:u..c. c.r1cou ragi11~ :111d :1UO\\'·
ing pupil' tO l :il (" dcci.,iOlb <OllCClhCly 011 1nall('l'S or C'Q011TIOl1 irllCl'C.'ll ancl i11
kt.>epiug '''ith t lu.: o\·er·a11 ohjccthc' ol 1hc S('."hc>ol. ho11onrh1g ~uch dc-<i,101\....
uipping iu rhc.· bud nil unde.sir;tblc clc111cnLS b» :idor,ting; Hn undr.1st:indio~
:1pproach ~ind. :ibovc :111. tre:ning Lhc school progr~ n1 1ne :.s some1hing :tlivc.
:ire· wn1c or the b.1sic requiremc111 s lor providi11g .1 healthy :1111~0.. phcre for
lf-:irnini.
Pio' i~ion or racili1ie5
8.2·1 ~rhc ucxt hnportant requirement i~ the pro,•i.s-io11 nr 1he m1n1m11m c1-
M:n1ial radlit.ies in •'chOOlf In term' or ir..nruc1 io1ud ::tids :lnd equipmcni. fn
subjects like ~cicnct: :ind ,,•ork experitn(t " 'here c:tch ~nd c,·ery thild i" 10
be put chrough the expcrieo~ or "<-loii1g··. 11() ~uch expcliencc i~ r <n·i-iblc uu
fe~~ rhc d1ifdren ger an opponuni1v 10 handle. pcr.'.ionally. app:-tr•nus ;ind tool ...
J11genio11s teachers can ,,.j1h lhe help ol a\'nil3ble re"lotn·c·~ make gootl the dc-
fidcnc.y or ccn aiu 1 y~ o( aicts and cquip1ne11t through i-n1provi~~tion :ind help
from t.Ju.o, ronunun ity. Jn 5pitc of the existing financial con1train1.S ii should ~c:
po.:..:;iblc to pro,·iclc ..01nc minin111n1 .1ids ointl e<p1ip1ncn1 ro 1hc .schooli; '''hith
nH1 y he iupplcmented by Lhc al>o, c ctron.
8.25 The provision or guidance raciliLics in ~hool b alsa \'Cry ncccMary ror
the $,;llisfa(:tOry dcvcJopmcn1 or the pupil~. Stude111J ha\'C: I() be helped in the
sc:lccLion 0£ courses and iu maki_ng ::. "ocational choice ill the end of the period
or geucr:il ctlucatio11. The" ;kfC 10 be pro\'idcd ,o;jth anform:H ion :tbout the
v:1riou11 ' 'ocn1fonal po\c;ibilit.ic~ through oirccr oonferenccs and occ11pation11I
corncn in .schools. Tbey are 10 be helped 1n de\1eloping :t realislic sc:lf·concep1
1hrou~h indh•idual and group counselliua. Studcnl$ \Vil.h special talent~ hr"c
ro be identified and provided opportunitiu to dc\'e)op thc1n 10 tlu: nJaximuJu
po~~iblc cxceut. Fo1 such student~ ei1richnH~111 proj:trJntrnes h;tvC lo be pro,•id ·
Cd. '"'r hc edoc:uion:tl ncc:cls of children C01lli11g rro111 lhC \\'Cakcr sections or the
!.oc-iety have to be loatcd :ind $Uiu1blc! provisio11J 1nade 10 &0llii1fy 1hen1. Ding·
JiOf!.tic 1es1ing aud rctnedial ill\ITUt"lion hai 10 he ptO\'ided for slow lc~rncr~. 111
:icldiliou to problcot\ rel:11 cd 10 uyhj~~J?S•~t f'I..'ili
i!rn~-M~i•"" p,;·rronnl .:.•<l·
juS1mcn1 problems have 10 be idelt
ified!'j/,da ,.. , i!.~(~ Wt11ecif,I Efui,•l•ur$, 1)ilk•11
1
10 o,·ercon:1e tJ1en1. J\11 this is po. libJc tr :1dt<1t\~1~ /t1JdJJ.tur£99f~f.A,pteJ pto
Acc. No
Uwt (N.C.c.R. T.}
-
..•. /.' .. ~?. ..?.-.7 8i
O.:. ...!-,.. _ - L tl ,,.- " .
52
''ided and ~chool coun~ll(lr.!I for indh·idual or group'i nr school~ :ire :\\'ailahfc.
nncl ccad1c1-s :11-e oriented to guidance aa:i'1itic$., 01ud, 'ri1h 1hc coopcr:uion of
paren«.r;, a 1fnulative records of the indi,ridu::il pupil'.$ gto,o/dl nnd dC\clQp1ncnt
:ire 1n:1intaiued.
R.26 \nothcr in1por1anl facili1y needed in AoChO<>ls is the ~d1ool health $Cr-
\'ife-\, :\lthough bc~tllh educuio11 h pmvitlcd £or in the curricuh11u, 1he inLto·
c.lu<.cion or a rcgul~r he:thh ~Cl\iCC j, very n<.'CCS~1ry for rhe h:-innoniou:;: 1!cv<:·
loprnent Of the pnpil.s. fn their 1r.ii11i11g p1•og1'::Unmes IC:lChCrs .;hould bc." :tc
4u:linted with 1he pri11ci1>rc~ or hc;1hh ecl11<.111io11. \ Vith o. Unit ulcrt11~& on
lh('ir ptu l, they C::Ul c..'\.SHy detect physic.::tl clc,-:\·i:lliou1 £rn1n 1h<: nonnr;, sudt a~
dcfcc-1h r 'i$io11. rlcric:icn1 hearing. po,u1ral o ddi 1ic" ;ind .i1pecd1 dcfcct't :ind
hring 1hc:111 10 Lhc llOli<-"C of lht.' gu:•rdiao~ ;uul lhl' M:hooJ bet1hlt C1ff1(CI" (or
correc1he 1ne.1surcs. rc;id1cr' sl:ouhl he 1r;1i11crl 111 1eodenng li.rsc :1id. rhis
1:11o"•lcdge tomc:c h;tndy in 1i1nC!.) n( c,: 1nen:c 11t·~· Te:u:hc:r!\ l\ho·uld m.1i111:1in re--
<.ords of height. wci~lu. cu.:..• nnd Lhi~ record i11 ll1c ca·c of t\'."ery indi,iclnal
child h:t.) lO be iutrrprctcU to pro\'idc 11ccc-.sa.r v guid3nn- iu de\ r.uu c;1'"-~- ISu 1
Lh:ll i1 od1nQ\l all t..IUtl :1 (t-:tcber t1Ul do. In nd<li1io11, the J>fOVi'iiOll or n1cc.liral
')CJ'\'ice:t for 'Choob j, C).\4.:nli:tl £or a S.11 i\ri'ltl0l')' iiuplc1nc.11l:'llio11 of a ~chool
heahh programme.
8 . 27 There is auolhcr :"l.5J>C<L or health services \\•hich is uo lc.s~ i111portunt. 11
it the provision of a nc:lt 11nd hc:tlll•y school CJl\'iro111ncnl. ·rhc ircboot build·
ing rind ron1pound ~ho uld he clean. The.re sbouJd he pro\1isio11 for sale clri 1'1:k·
ing \\'ater. dispo~I of refuge ;uul clc:111 toi let f!Jtilitics.. S11uh;111~ m:ty also br-
pro\'idtcl \\'hh r1 wholc\Ome yet fncxpcn~ivc mi<ltlay 1nc.d.
I), Th<" hn·oh'cnlcnt n£ the Con1ntunity

l'J:.28 ..nu: ron11nuui1y should rc;alizc that the school ·is co se:n•c their need.'i
:incl 1ha1 the educuion of their children is oecess:111 for 1hc pro.spc1·i1y ol Lhc
c.n111n1uui1 y. '1 ht' cxistiog d is1r111cc l?etween tile ~hoot :111tl Lhc cdurntio11to1l
4
.1chni11i'i1r:Horc: :1'\ wc11 r-1i1 1l1c 001n1nu11hy hn.s. 10 bt• rt dutc:d. Fo1 thic; pu1·posc
the ;:1ui1utlc of llu· 1c:ichcr h.1~ to ch1u1i.;c. .\ <iinccn• 1~:1chc.1 t.111 urcly niakc
&.he· school a centre ol romnun1i')' o:1cti\hit.·~ n1e Ct'Ul11H1111ily. ill lUl'O, r.ut
provide r:1cilitic:s in n1cu :tnd n11ucri:el L111ough ils ow11 rffor1 for 1111rluring 1hr
5(),001.
ll.29 \\'i1h th<' ch:1ngc o( auh11de1 :u1cl acthc p:tr1icip::uio11 of the con1111uoity
in lhC: wclfttrC of ihe «:hooJ. ii Oltl)' be J>OSs.ible IC'I Ulilit.c lhC locally avaiJablr.
talent ror \•!lfiOO~ :lSpCCl,.S Of lhC C\IITit ulUlll. ~peci:tll)' iu ll\(• :ut!:I or \\'Ork. C:X·
pericncc Rnd du: aru. The c;o1nnu1nity could ••™'be.• lu.:Jprul in pro,•itling otht!r
physic:i1 f;tciJiti~ ror LhC scbool. Once the comn1unil) acccpl., nn i11~1iLution
a' fl, own :HUI fC:tlilCS the \t;1)ue of ccl\1(.:'tl iOn, 111101)' of lhC" prohlClll~ heing
ra<.t:d 31 1hc n1on1eut, parlicu lorlv :ti Lhe pri1nary IC\"CI, \Will n11toU1a1ic:tJly \'".Ill•
i.sh. It 'houltl Ltc po-;<iblc 10 udli1e the .tnis:.111. the c.'Tlrpe111cr. lh" blacksn1i1h,
1hc c""J>eric11ced (;1r1ner, the ani... 1. the n1u.,it..'ian arul ~uclt olhC'r person$ in lhC
community: lht)' cou ld be brougln 10 p:1ruc1patc in Lhe '''ork experience :ind
other c11rrlc.ul11t' ;lrea_"' i"n the M:ttool. Qui! need not :tl\\.•ays ha\'C! a tr:1ioc<l tC'~lch·
c.r. Studt111 .. :11ul tc.:tche.., on lhcir p:-in ,\ houhl pan ic ipatc iu cosnmuuity Ille,
wlie1hct- it ls clc:u1Uncss, health, MJnit:nion, liu:rncy, bc~1utific;;uon , rond cou·
-,,uuc.tiOO, iJ1ig:niou, Child C.'lrC, ()I' WOik in the f:tnu, the f1.1CtOry :-tnd the; hos--
pi1'1J.
- , -.. ,/ lmtitwe nf Educnti<•n

r. fl. •c11111emollon
I ( "' R.T.)
\CC
I '··IC .............F//)13£"7J
- s--22

NCF 1975

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NCF 1975

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THE CURRICULUM

National Council of Educational Research and Training

Publiahod ati tho .Publie-l\tio ll Dopa_rtmont. by Srnt. ,J. Anjnui 1)11y<uttt.ocl,

tht Conuni~sion \\'Crt· acccptt'tl.

""· J.'ROI, j.f\<l\f,Al'OOR :?·I. K'1 . S.K. RA11

6. l'kOl<. R.U:"\IU.h T1 lhl'hk 27. l'•or. t\.N. Tlos•

10. PJWI ~IOONC, R ' 7" 31. S111t1 s.c. CUAlDHKt

Jl l. Stng~t$~ ObjectiYI"' of Ccnc~J £duc:u ion IU

IV. Subject•'\\risc ln.slruci.ional Objective~ and Con~ent

v. Some At<ipcC:-tl or iJ1c 1\,l e1hodology o( F:dUCltion a1,c1

A 1\lachinery for lmple1ncntat:lon 15

ll. Areas of Work 46

C. Implications £or Schools

D. The ln"oh•e.Jncni. al 1hc Con11nunic.y 52

Sal ieri t R ecommendations

:?. I Flex.ibilit) "·i1hin u Fr.uncwo1·J.. 0£ Accc:11tablc P rint·iples a nd V3IUC!1.

2.4.1 \Vork Expcric11Ct' a~ u Source o( Lcar11iug. \\'01k experien ce ~hould be

(On1posi1c c.ullurc of Jndia.

m:ttion doled out t('li1. Jn 1hi~ matter it is necessary, pa.rricuJariy, to emphasiic

..The question of attiuides• .sud1 ns au..itudc CO\oJ~rds cqualil)' of sexes, or towards

Stage-wise Objectives of General Educatoin

S. l The bro;td ohjcctives ol gcuc:r:tl education ha\1C a limited utility unless

1 io11~ t1nd be ;iblc 10 ;apply the>c in the life o[ the comniunity to

Gl,teisn1 :tnd COO\n1unalis.tn.

tics anll should occ1uirc habits of sclf 1earning.

Objcaives o( E ducation :t! the ~li ddl c Suagc

h1tt.I lhoughl tJf n u1ini111u111 natio11;1I \t.1ncla.rcl or ;Ht:1iumc111 in thls context 10

Subject-wise lnstrnctional Objectives and Co11tent

.ti.Ilfnving broad ly defined 1he ohjcttivcl" o f cducntion 01 different stages.

disc:iJ'linnry :1pproad1 in tJ1c devclopmcnl o( uniu. La..ngunge learning, ror cx-

clics I (11::t1ural s.cienre) :tnd Ctl\'iron1ncn1al &ludici n (social .science). 0 11e

proofs :i.nd 1naking abstra.cUon.ll. etc.

4.15 For hannonious dctclopn1cn1 or the chilcJ•s personality, it i-1 necessary

The Socinl Scicnca

sdtool s1ogc ns !l scp:ir::11c di~ip l ine.

4.43 Fro1n th is poiul or

lure or tht 1)(.'()plc con~rncd. Oral :aural ltd•ni1JUC"< ur l.111gu:1ge 1~.:.d1ing

Art, f\lusir ~inc.I 01hcr ;\ esthtcic- Attivicy

llU,'!lhocl\ n[ IC:S<hi1H;~- :1ri, irnpliC$ td.SO, ,;clr.diSCO\'Cry lhtough stl(-exprC$SiOn [or

f·lc.·ahh rind Physical EduCltion

IArcas or Sd1ool Work aml Time ;\llO<"ation

1\rca1 ol SrJ1ool \Vork

C/lusrs Ill, I V nnrl V

~. Environn1ental studies I ('"'cial studies)

Classes rt!, VII 011d P111

Instructio1J Tiou: in School

.c\ll.ocation or Ti1nc in Classes r-V

C/a"u first language 25

c1.,,., FiNL l;anguagc 25

.\,llouujou o( Tiu1.c i n C:l:1~ Vl -X

Chin~.) l'."Lrst language 8

Cl.ruses F11'\1 l.111guagc 6

S ome Aspects of the Methodology of Education

!t.1 l cacher-pupi l :1c-L1\'lltCs :u\d their org;anho::u..iC)n R f C cruci111 in the educ.a·

their proper \'i~u:i.litation :111<l cJfecti\'e 111anipuln.tion. Keeping in view t.he

~idc the cl:ut:sroo1n.

an intcgr.ucd fonu have better chances of p1·o<lucing ('/feclivc Learning .

5.27 1-hc stud) ol g(.-ogr:1phy bhould devtlop :t ~11npathc1ic understand ing

our' ju group$ :1~ well as Lhrough self-observation. r\n uudc1~uu1ding or adjust·

vidual pup il5.

I nstructiona l Aids and Materials

pl•nned and Jc,elop<d in «nm of !he o•er-:all objcc1hcs of <e>ching a rubJCCl

~ Ev<1/11atio11 and Feedbn cf,;

lmplicat io11s fo r lmp leme11/at ion