1_MCF - Intro

Primary Education Curriculum - 2012 Subjects other than Language Part I Standard - 1st to 5th Subjects Mathematics Environmental Studies Part I Environmental Studies Part II Work Experience Art Education Physical Education Maharashtra State Council of Educational Research and Training, Pune 30 (Vidya Parishad)

Primary Education Curriculum 2012Subject other than Language : Part I (Standard : 1st to 5th) Promoter Department of School Education and Sports, Government of Maharashtra. Motivation Department of School Education and Sports, Government of Maharashtra. Publisher Maharashtra State Council of Educational Research and Training, (Vidya Parishad), Pune - 30. Editor Namdevrao Jarag Director, MSCERT, (Vidya Parishad), Pune 30. Executive Editor Dr. Shakuntala Kale Joint Director, MSCERT, (Vidya Parishad), Pune 30. Dinkar Patil, Joint Director, MSCERT, (Vidya Parishad), Pune 30. Co-ordinator L.L. Shinde, Dy. Director, MSCERT, (Vidya Parishad), Pune 30. ---- Head of Department, Curriculum Development Department MSCERT, Pune. First Edition - - Copies - - Printer - Runa Graphics, Pune. © All rights rest with the Publisher. Finance - Maharashtra Prathamik Shikshan Parishad, Mumbai. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Two

Primary Education Curriculum - 2012 Subject other than Language Part I Standard - 1st to 5th INDEXSr. No. Subject Page No. Preface .......................................................................................................... Five1) Mathematics ......................................................................................................... 12) Environmental Studies : Part I ........................................................................... 853) Environmental Studies : Part II ........................................................................ 1754) Work Experience ............................................................................................. 1995) Art Education ................................................................................................... 2576) Physical Education............................................................................................ 3177) Appendix .......................................................................................................... 359Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Three

Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Four

Primary Education Curriculum - 2012 Subject other than languages Classes - 1st to 5th PrefaceBackground : 1. The need for Education and Universalization The beginning of school education is an important milestone on the path of development of children. School supplements the incidental education received through environment, with time bound plan having sound pedagogical background, to facilitate all sided development of personality. We get support of school, teachers and supervisory machinery for execution of this plan. Individuals while achieving self development in the process of education get adjusted themselves in the society through assimilation of the prevalent culture and traditions. Educated person proves to be more capable of fulfilling the aspirations of the society to move forward. Education plays pivotal role in enrichment and empowerment of an individual, society and the nation at large. Acknowledging this very potential of education, social reformers made continuous efforts and even waged a struggle when needed, to ensure quality education to every one. Glorious and inspirational tradition of efforts was created through efforts of great social reformers form Maharashtra, adopting different ways to deliver education to deprived classes like SCs, STs, girls, children with special needs. However, off course, much distance remains to be covered to achieve the goal of Universalization of Education with quality . There are many institutions, individuals and time bound programmes like Sarva Shiksha Abhiyan with definite direction helping to maintain the progress towards achieving this goal. Government of India has started implementation of The Right of Children to Free and Compulsory Education Act, 2009. It has given a definite dimension and support to Universalization of quality education. 2. Overview of the revisions of Primary Education Curriculum Curriculum assumes important role in developing desired personality of a child through education. As curriculum directs what to learn, how much to learn and in what way, it is inseparable part of quality education. Thus framing of appropriate and matured curriculum becomes important step on the path of development of quality. The Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Five

curriculum that acknowledges the needs and aspirations of the society, history of the society, scientific development, social and political changes, advancement in pedagogy and national as well as state policies, results into high quality curriculum keeping pace with the time. As all these aspects change continuously, curriculum also has to be kept updating. State has made several revisions in primary education curriculum on the background of prevalent circumstances. It will be useful to have cursory overview of the revisions.2.1 National Policy on Education, 1968 : This policy was framed on the basis of the recommendations made by 'The National Education Commission' (1944 - 46) appointed under the chairmanship of Dr. Kothari. The policy facilitated uniformity in the language policies and patterns of education prevalent in different states.2.2 Primary Education Curriculum, 1968 : Three separate curricula at the primary level were prevalent at the time of establishment of Maharashtra State. The 'Primary Education Curriculum, 1968' was developed through unification of these curricula and updating them scientifically. The first objective among the 10 basic objectives was to develop interest about education and to enable students to have adequate mastery over basic tools of learning.2.3 Inclusion of Education in the concurrent schedule : There was a need to bring uniformity of education at the national level, at the same time it was necessary to ensure that local needs and traditions of the States are acknowledged in the process of educational planning. On this background it became necessary to include education in the concurrent list of the centre and the States. Amendment in the constitution was made in 1976, to bring education on the concurrent list.2.4 National Policy on Education, 1986 : The policy was finalized after nationwide brainstorming on various issues in education. The emphasis on giving equal opportunity of education to all the sections in the society who are deprived of education was given while framing this policy. The important outcomes of this policy can be named as ; fulfillment of basic needs of schools through 'Operation Black-board' launching of open universities, child centered education and National core. Programme of Action was also developed in 1992, for implementation of important objectives in the policy.2.5 Primary Education Curriculum, 1988 : The curriculum was framed as per the National education programme. The inclusion of 'expected learning outcomes' explaining the specific and desired changes in behaviour of students while transacting any content was a prominent feature of the curriculum. The curriculum also included specific instructions about student evaluation. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Six

2.6 Competency Based Primary Education Curriculum, 1995 : The committee under chairmanship of Dr. R. H. Dave identified graded Minimum Levels of Learning for Mother tongue, Mathematics and Environmental studies. These MLLs were identified in 1990, for class I to V. The MLLs were adapted to the need of the state and competency based Primary Education Curriculum was developed for Language and Mathematics (class I to V) and science (class III to V) 2.7 Curriculum for English (class I to IV) : At the onset of the era of globalization English language started assuming more and more importance as a language of Science and Technology, and also in the view of communication at the International level. Community also exhibited increasing attraction towards English. However it was witnessed that the students in the State are not able to compete due inadequate mastery over English and lack of confidence while using the language in day to day communication. On this backdrop, the Government of Maharashtra took decision to introduce English as a subject from class I, from June 2000 in all primary schools having medium other than English. The relevant curriculum was framed as per this decision. 2.8 National Curriculum Framework, 2000 : The important educational principles reflected in the framework are as under- To develop child centered curriculum and teaching learning material in the light of experimentation and time tested experiences. To bring about reforms in examination system, to introduce Continuous Comprehensive Evaluation process and consequently bring about changes in teaching - learning process. 2.9 Primary Education Curriculum, 2004 : This curriculum was developed on the basis of NCF 2000.2.10 National Curriculum Framework, 2005 : National steering committee under leadership of Prof. Yashpal was appointed for reviewing NCF 2000 in the light of the 'Learning without burden'. The report was prepared under the chairmanship of Prof. Yashpal. Also 21 focus groups were established to capture the status of areas like school subjects, educational processes and awareness etc. and brainstorm about future strategy of implementation. Nationwide consultation was organized with SCERTs or equivalent institutions from different states, other educational institutes, NGOs and experts in the field of education. NCF 2005 was evolved from this consultative process. The Primary Education Curriculum, 2012 was revised on the basis of NCF 2005. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Seven

2.11 Maharashtra State Curriculum Framework 2010 : Until now curricula at the primary and secondary level were developed without complimentary time schedule. It caused difficulty in maintaining continuity in different aspects of curricula like vision, content objectives etc. For the first time all the institutes responsible for developing curricula came together and developed curriculum framework for classes I to VIII viz Maharashtra State Curriculum Framework, 2010. The State Framework was developed by state level institutions in coordination with eachother viz Maharashtra State Board for Secondary and Higher Secondary Education, Pune; Maharashtra Prathmik Shikshan Parishad, Mumbai, Maharashtra State Council of Educational Research and Training, Pune; Maharashtra State Board for Textbook Production and Curriculum Research. While developing State Framework, position papers on 21 subjects which formed basis for NCF - 2005 were referred in context to educational background of the state. On the basis of this exercise, documents indicating direction of implementation about areas like school subjects, teaching - learning process, evaluation procedures were developed in the context of the situation in the state. 'Draft State Curriculum Framework 2010' was developed by compilation of all these documents through co-ordination committee. The draft was further published on website and also in the print form. The draft was finalized after duly considering comments received through regional workshops. The framework was approved by the State Government vide letter dated 12th Oct. 2011.2.12 Appointment of Academic Authority : As suggested in 'The Right of Children to the Free and Compulsory Education, Act-2009' Maharashtra State Council of Educational Research and Training was appointed as 'Academic authority' through notification dated 7 March 2012. The authority was entrusted with the responsibility of developing curriculum and methodology for evaluation. The details of this responsibility have been elaborated in article no. 29 (2) of RTE, 2009. 1) Conformity with the values enshrined in the constitution. 2) All-round development of child. 3) Building up child’s knowledge, potentiality and talent. 4) Development of Physical and mental abilities to the fullest extent of child. 5) Learning through activities, discovery and exploration, in a child - friendly and child - centered manner. 6) Medium of instruction shall as far as possible, be in child’s mother tongue. 7) Making the child free of fear, trauma and anxiety and helping the child to express his views freely. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Eight

8) Comprehensive and Continuous Evaluation of child’s understanding of knowledge 3. and his or her ability to apply the same. 3.1 Need for Revision of Curriculum - 3.2 Various Educational Developments : While State was implementing Primary3.2.1 Education Curriculum, 2004 based on NPE 1986 and NCF 2000, National Curriculum Framework, 2005 was sent by Central Government to different States to review Curriculum prevalent in the States. It was suggested to make scrutiny of Curriculum in the light of educational principles like constructivism, reducing the burden of learning using different alternatives etc. and make changes where needed. While the preparation were in this context, a concrete step in the direction of universalization of education with quality was taken in the state, by enforcing RTE 2009. Maharashtra was the first state in the country to implement the scheme of continuous and comprehensive evaluation as expected by RTE 2009. The implementation of CCE created a need to include tools and techniques for formative and summative evaluation in the curriculum. For acknowling expectations from all these documents, the decision was taken by the state to undertake revision of Primary Education Curriculum 2004. Challenges posed by globalization and other challenges : Every Curriculum has to take cognizance of various events happening around. Appropriate content needs to be included to meet these challenges at the instance of the events. Some of the challenges are new, while some challenges have such a magnitude, that they need to be addressed during every curriculum revision. Also probable challenges in the future need to be taken into account. All such challenges have been considered while framing Primary Education Curriculum 2012. Management of Information : It was not a simple task to compile information and pass it on to the next generation before invention of printing technology. Every generation needed to write down or memorize such information and pass it on to the next generation. Compilation of data became quite easy after advent of printing technology. With further developments like computer and internet the 'ocean of information' was created. It is a great challenge to adjust with such huge reservoir of information and speed of influx of the same. Layman got easy access to gadgets like I-Pod, internet with mobile, which instantly make this information available anywhere at any time. Even children started handling them with ease. On this background, it has now become necessary to master skill to guess exact source of the information desired and verify quality and authenticity of the same. Also it is necessary to understand at the school level and in further life, that 'knowledge' does not mean huge compilation of information. It is necessary to utilize this that one should understand and be able to apply information in the new situation. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Nine

3.2.2 Lifelong Education : One should not assume that learning ends when student completes3.2.3 school / college education. Learning has to be life-long process in the view of vastness3.2.4 of the knowledge and the tremendous rate with which changes are witnessed. Everybody needs to master techniques of self-learning to continue such learning. This technique3.2.5 needs to be introduced and practised at the school level only. Students need to get3.2.6 acquainted with different ways of self-learning and further develop confidence to use them when needed. Sharing Different Resources with Mutual Understanding : Increasing population is creating strain on the available food and water reservoirs, distribution of electricity and availability of land. Everybody needs to develop habit to use these resource with economy and prudence. There is a need to develop awareness to share these resources judiciously, with tolerance and mutual understanding. Use of Technology with Consciousness for Health and Human Welfare : It is good that, now children are getting acquainted with mobile, T.V., Computer and other amazing powers of technology. However many examples are now seen where health of children is adversely affected. Life style changes at the instance of these gadgets. The children need to be continuously made aware about the precautions to be taken pertaining to their health while using technology. The double edged weapon of science and technology needs to be handled by constantly applying discretion and prudence. It is necessary to continuously emphasize on the next generation that science and technology must not be employed for achievements, detrimental to environment and humanity. Inculcation of Values : Here we are referring to values included in the constitution, and consequently listed by the state government or academic authority. It is needed to inculcate these values with greater, determined efforts. The schools, parents and community, in this context should jointly plan and implement programmes to bear challenge of strengthening belief in the values. Universalization and Inclusiveness : The number of efforts are being made to bring in the mainstream of education and development, the children with special needs, girls, SC/ST children and other deprived sections. These efforts are materializing the concept of 'Inclusiveness'. The concept is getting strong support of RTE. It has become crystal clear that receiving education is not a favour but a right. We have almost achieved the target of universal enrolment of children. The next step should be to create feeling among these children that their difficulties duly acknowledged and they are not treated 'differently'. Their should be scope for expression their qualities and they should not Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Ten

develop inferiority complex. Thus they should be completely assimilated in the fraternity of children. To make this happen parents, teachers and society should believe the principle that every child can learn.All these groups need orientation in this direction.3.2.7 Learning without Burden : This issue was brought to the anvil through the report, in 1993 viz 'Learning without burden', prepared by Dr. Yashpal Committee. The CCE being implemented in Maharashtra includes formative and summative evaluation. Undue mental pressure on the children has been reduced through number of measures in CCE like : Changing the nature of tests / test items, by toning down the restrictions on time-table, time-limit, giving weightage to daily participation and by accepting grading system etc. This can definitely be taken as a noteworthy development. However additional measures need to be taken about some other issues in the context of 'the burden'. This can be done by meticulous follow up of the principles from NCF-2005. It will be necessary to relate knowledge to the external world. The notion of equating learning with rote memorization needs to be done away and priority should be given for clear understanding of concepts. The curriculum will need to plan experiences for all round development of children and not limiting them to textbook. Though efforts have been made in this direction while preparing Primary Education Curriculum - 2004, there is opportunity to strengthen these efforts at the instance of revision of curriculum.3.2.8 Constructivism : Constructivism is one of the central themes of NCF - 2005. It expects every student to carry-out entire thinking process, as far as possible on his / her own. No readymade support in this respect is expected from teacher. Student is not supposed to sit on the shoulders of teacher for marching ahead on the path of thinking and 'hold' finger of teacher only when needed. This is the core of constructivism. Teachers have to promote thinking process of students based on their world of experience. Teachers need to use a number of processes to facilitate constructivism like : asking questions, giving opportunity for observation and perform activity and encourage students to draw inferences themselves or through peer group discussion, acknowledging student's experience seriously, developing skill of taking references, introducing different sources of information like dictionaries, internet, experienced personalities etc. Teachers continually need to boost up this mentality and develop skills of facilitation. With these and similar challenges in the mind, SCERT set to revise prevalent curriculum. A number of efforts were made by MSCERT to enrich the process of revision. A brief account of these efforts is presented here with. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Eleven

4. Process of Revision of Curriculum : Designing curriculum requires having overview of entire human life. The experts participating in the design need to have a panoramic and clear picture about learning experiences to be given to the children through different school subjects helpful to achieve goal of human life. There is a need to select experts from different areas, identify principles to design curriculum and develop matured policy to employ these principles effectively while framing curriculum. In the view of meeting these challenges the Council brought about a number of changes in the development process of curriculum and made special efforts to refine it to the possible extent short review of these efforts is taken here with.4. 1 Basic documents : The general principles of education and subjectwise principles from NCF-2005 were taken as reference for revision of state curriculum. Thus NCF- 2005 was taken as a basic document. The State Curriculum Framework - 2010 (SCF- 2010) was developed in the light of policy and recommendations from NCF - 2005 and also considering local status and traditions in the state. It was approved by the Government. SCF-2010, thus became another reference documents. State started implementation of RTE- 2009 from April, 2010. Consequently mandates in the RTE became basis while designing curriculum. Primary Education Curriculum, 2004 was also taken a basic document, as same was revised in the light of NCF-2005 and ultimately Primary Education Curriculum - 2012 was developed. Supplementary Documents : In addition to the basic documents mentioned above, additional supplementary documents were referred while developing curriculum. Some of the documents are as under. The position papers developed by NCERT while designing NCF - the position papers were developed by 21 groups appointed to address different areas like school subjects, teaching - learning process, evaluation process etc. These papers captured present status related to the area and suggested further direction of implementation. Curriculum by S.S.C. Board, Curricula of other states. G R Propagated by State Govt. on Continuous Comprehensive Evaluation dated 20 Aug., 2010. Teacher's Hand Book on Life-skills. All these documents helped to develop appropriate policy while developing syllabi of different subjects. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Twelve

4. 2. Study of Curriculum development by Academic Authority at the national Level : NCERT, New Delhi has been notified as academic authority at the national level. Representatives of SCERT personally discussed with officers from various departments from NCERT and tried to understand the process of designing curriculum and textbooks. The exercise helped to widen vision of SCERT with respect to theoretical and practical aspects of the process.4. 3 Appointment of Curriculum Revision Committee and subject wise Committee : Two tier system viz, State Level Curriculum revision committee and subjectwise committe were established for curriculum revision under chairmanship of Director MSCERT. The major tasks entrusted to the state level committee were : Designing timebound programme for revision. taking necessary action on the recommendation made by subject committees and monitoring their functioning. It was big task to identify subject committees. Lists of expert along with their biodata were invited, for the purpose from various institutes and administrative officers from the state. It was instructed to include experts from different cadres like primary/secondary teachers, professors working at college/university level, expert working in teacher training institutes, non government organizations and field officers etc. 15 to 20 experts were selected for each of the subject committees. by an independent selection committee. The selection was made on the basis of bio-data, special expertise in particular area, willingness to spare adequate time etc. An effort was made to strike regional balance. Chairmen of subject committees were anonymously appointed through discussion with the member. In the view to have co-ordination with curriculum at the secondary level, representatives of SSC Board were included. Representative from Text book - Bureau were included in the subject committees for desired co-ordination between syllabus and the text book. This type of selection procedure was implemented for the first time for curriculum revision. The Government Resolution pertaining to establishment of subject committees has been attached as Appendix No. 1 4.4 Guidance by Academic Authority at the National Level and Other Experts : The experts form various departments of NCERT, New Delhi were invited at SCERT for offering guidance. They directly communicated with the members of the subject committees and explained basic principles of developing curriculum and nature of development process. They also gave some practical tips. The discussion with all these experts helped to develop matured understanding about practical and effective ways to intertwine important concerns like environmental education, gender equity, value- education, education for peace etc. in the curriculum. The experts form NCERT Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Thirteen

demonstrated how constructivism and joyful education can be achieved through simple activities.4.5 Guidance at the SCERT Level : Experts from SCERT and other officers brought about detailed discussion with subject committee on different issues viz value education, expectations in the CCEGR, their educational implementations and expectations about teaching learning and evaluation with respect to RTE 2009 and how all these aspects can be addressed while developing curriculum. SCERT representative reviewed syllabus development process through time to time and held discussions with committee members.4.6 Subject Scheme : Academic authorities received guidance form Department of School education and literacy of MHRD for implementation of provisions of article no 29 from RTE, 2009. It was instructed to keep balance among various subjects and reduce undue burden of subjects. Subject scheme for class I and VIII has been prepared keeping in view these instructions and needs of the state. Subject committees were formulated as per this subject scheme. Main features of subject scheme are as under. Features of subject Scheme : 1. Class I and II at Primary Stage shall have 2 subjects viz Language and Mathematics. Content of Environmental studies will be included in these two subjects. 2. Class III to V will have following subjects as in the earlier curriculum viz Marathi, English, Mathematics, Work-Experience, Art Education, Physical Education. However General Science, Civics and Geography have been presented in the integrated manner as 'Environmental Studies' Part I. The content of Geography for class III included in 'Environment Studies part I' will be related to corresponding districts. 3. History subject have been included in Subject Environmental Studies - Part II. There will be no change in the content of History for class IV. 4. Subject Hindi will be introduced from class V, as earlier. Detailed subject scheme can be seen in Appendix No.3 included in the GR on the subject scheme.4.7 Setting of Vision, Aims and Objectives : On the basis of brain storming at various levels, members of subject committees visualized of a citizen who has completed Primary Education Curriculum 2012 and arrived at a vision of such citizen. (Point No 5.1 Vision). The aims of Primary education were identified accordingly. Finally general objectives of school education and general objectives of primary education were set. They are listed to the end of the preface. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Fourteen

4.8 Formulation of Subjectwise syllabi frame work : In order to decide framework for subjectwise syllabi and formats for their presentation, SCERT facilitated discussion on subjectwise frameworks and formats developed by NCERT, as an example. Every subject committee was given freedom to finalize framework and format as per requirement of the subject. Every subject committee, identified units and sub units for the subject as per the need and included in the format, finalized by the group. 4.9 Internal and External Evaluation of the Draft Curriculum : All the subject committees critically analyzed the draft syllabus developed by them using checklist developed by MSCERT. It was followed by 'third party evaluation' by noted experts for the respective subjects. It was for the first time that such process was employed in the development of curriculum. The drafts were revised suitably in the light of internal and external scrutiny. The curriculum was thus revised by employing a number of new processes for enhancement of quality. 5. Primary Education Curriculum, 2012 : Vision, Goals, Objectives 5.1 The Vision The vision of board of studies (subject committees) about citizen who would bedeveloped through Primary Education Curriculum, 2012 is as follows. 1. Adopting principles mentioned in the preamble of the Constitution of India. 2. Teaching cheerful life through all-sided development of virtues. 3. Who has developed attitude of lifelong learning and scientific outlook. 4. Who is alert about human rights and is dutiful. 5. Advocating peace and harmony. 6. Have strong faith in the notion of 'World as a single family' (dgwY¡d Hw$Qw>å~H$‘²) 5.2 The Goals of Primary Education 1. Everybody should observe values enshrined in the constitution of India like liberty, equity, fraternity, social justice, secularity etc. 2. To develop the sense to preserve rich and inclusive sociocultural heritage of our nation. To develop ability and skill to understand reality of new era while doing so. 3. To develop awareness and sensitivity towards the efforts being done by our country for critical adjustment at the international level. To develop attitude and ability to carry-out our accountabilities and responsibilities as a member of global family. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Fifteen

4. To develop ability to accept and manage upcoming knowledge. 5. To develop ability to maintain, developmental and creative personality. 6. To imprint on the mind the importance of purity of means while achieving goals in the life. 7. To sensitize on dignity of labour, work-culture and artistic sense. 8. To encourage children to participate in the socially useful productive work through developing vocational skills.5.3 General Objective of School Education 1. To help children to understand guiding principles related to the values enshrined in the Constitution of India and inculcate them in their behaviour. 2. To bring about all round development of personality of children to enable them to assume their role as a student from 21st century and as a future citizen. 3. To develop necessary skills to identify problems related to development and preservation of national resources, wealth, environment etc. and finding remedies for the same and also participating in the process of disaster management. 4. To develop attitude to resolve problems at the personal level or at the level of home, society, schools etc. with mutual understanding. 5. To relate experiences by children received at home, environment and society with purposeful experiences at the school level. 6. To help children to find out qualities hidden in the self, through various types of learning experiences and develop them comprehensively. 7. To develop analytical attitude in children to distinguish between 'good' and 'bad' and accept good things. To emphasize on the minds of children that good means are necessary to achieve good objective. 8. To encourage children to respect differences prevailing at the regional, cultural and individual level. 9. To develop affinity with human and non-human unique features of our nation, worth to be proud at and to develop pride for our nation in the minds of children. To develop similar respect for unique features of other countries.10. For construction knowledge urban tools as well as local tools are useful. To inculcate habit in students to co-ordinate both types of tools for construction of knowledge.11. To sensitize children about contribution of women in social development and importance of the same. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Sixteen

12. To develop among children, creative qualities like, taste for beauty, appreciation for arts.13. To develop necessary skills to lead life, by giving vocational education to the students along with the school education.14. To enhance individual quality emerging through collective feeling and awareness about human rights through activities to be preformed collectively.15. To develop the feeling of togetherness and develop the notion. (dgwY¡d Hw$Qw>§~H$‘²)5.4 General Objectives of Primary Education 1. To develop basic skills of language viz listening, speaking, reading and writing through learning of mother tongue and compulsory English / Marathi, at the primary level. 2. To strengthen these basic language skills at the upper primary level. Also strengthen basic language skills for Hindi and English. 3. To develop scientific outlook and curiosity. 4. To create / develop basic scientific skills like : observation, comparing, classification, performing experiment, drawing inference and narrating. Also to develop scientific attitude. 5. To develop skills among students, related to Information and Communication Technology. 6. To acquaint students with Indian Cultural Traditions and geographical and cultural diversity. 7. To sensitize students on social rights and responsibilities along with cooperation and tolerance. 8. To sensitize students on the need for development of gender equality and empowerment of women and deprived sections. 9. To help students to inculcate individual and collective responsibility for growth and preservation of environment.10. To explore inherent qualities of students and nourish them.11. To develop various artistic qualities among children.12. To develop health among students and inculcate hygienic habits.13. To sensitize students on the dignity of labour.14. To develop different life skills.15. To sensitize students about problems like regionalism, superstition, population growth, pollution, corruption etc. and develop humanitarian awareness. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Seventeen

16. To develop awareness about social rights, responsibilities, mutual cooperation, peace and tolerance.17. To develop awareness about mutual relation between daily life and agriculture.18. To develop awareness about social hygiene along with personal hygiene. 6. Some Important Issues in Curriculum : National and State Concerns.6.1 Environment Education : The environment education is assuming increasing importance at the State and at the National levels. It is inevitable, now, to search for technology and different energy sources and their increasing use for meeting the need of increasing population. However this has raised the problem of very existence of human race due to damage caused to the environment. On this background every curriculum revision has to take responsibility to develop awareness, to the possible extent, about environment and the measures to be taken at the individual level. It is expected to transact this issue in integrated manner to the students, as done earlier, through school subjects and co-curricular and novel activities. It should not be handled as a separate subject. It is expected to develop appropriate awareness and action oriented attitude through education of environment, 'Development while maintaining balance of environment' should be the principle to be instilled through different activities.6.2 Value Education : Children imitate from the events happening around them. Hence if we wish to inculcate values, then students need to develop feeling from various occasions, that these values are being observed at least in school and at home. The value education should not remain limited to moral tales and songs. It will be useful that teachers and parents to design a common programme in this respect. Value eduction is not to be taught as a separate subject. It has to be instilled and integrated at appropriate time while teaching different school subjects, as done earlier. One shall not feel burden of inculcation of values, if we take into consideration that a number of values can be inculcated through a single activity.6.3 Gender Equality It is going to be useful to have a local level planning for inculcation of gender equality along with integration with school subjects. We may achieve better effect if we design Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Eighteen

a practical programme to identify instances at home and in school, where such inequality is witnessed; and to do away with the same through mutual discussion. While emphasizing that women possess all abilities by men, we should select examples of the persons from the immediate environment and from the near by. Students will be able to appreciate these examples and believe that gender equality can be achieved.6.4 Education for Peace : The 21st century, along with the amazing manifestations of technology and enrichment in different areas, has also brought with it unrest of mind and tension. For reducing these tensions we should encourage students to make self-observation to trace the reason of development of tension. While orienting students for global peace we should emphasize on the importance to maintain peaceful relations in our family and friend circle and how it will suggest a way for global peace. Teachers may facilitate discussion about tensions at personal level or in family or friend circle and its probable reasons.6.5 Observation of Human Rights : Indian constitution includes rights related to life, liberty, equity and dignity. In addition to these some of the rights at the international level are included in human rights. It is expected to include these rights in curriculum and orientation about implementation of these rights should be done through medium of different subject.6.6 Nurturing of labour : Mankind has invented modern and creative ways to satisfy basic needs viz food, clothing and shelter through physical and intellectual labour. Going beyond these basic needs, human being has created 'Man-made universe which includes different chemicals, panoramic and beautiful constructions, computer, spaceshuttle, amazing machinery etc. Thus it is fundamental and inevitable to include nurturing of labour in school curriculum. Some of the important principles, need to be emphasized on the minds of the students while nurturing students. First principle is to respect physical labour. It is not limited to acknowledge praising labour, and it is further expected to participate in the physical labour without any inhibition, when situation demands so. It is expected that nurturing of labour should be targeted in integrated manner while learning school subjects viz arts, work-experience, physical education and through co-curricular activities. The planning for developing textbooks or teaching learning needs to be done in this direction. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Nineteen

7. Implementation of Curriculum7.1 Teaching - Learning Process : We have accepted constructivism as a basic thought for this curriculum. This, naturally implies that learning will assume more important place than teaching, in classroom teacher - student interactions. The major role of teacher would be to encourage students for self-learning, to make available various sources to construct knowledge, suggesting appropriate source in case students find problem or obstruction while constructing knowledge, to communicate shortcoming to students without discouraging them and to trigger critical thinking process by asking suggestive questions. For assuming this teachers need to forget their role in the past and accept new role. This may appear difficult in the beginning; but it should be remembered that we have to prepare student as a citizen of 21st century. These citizens will have to face a number of problems. Children will be able to overcome them only when they master skills at an early age to understand nature of the problems and to find out key issue in any problem. We will have to do away with the old habits and instill new habits to make this happen. We were inclined to provide readymade answers, as per our old habit. We need to change this habit now. Students have to find answer to a problem themselves or through collective efforts with peers. Students possess this ability. We need to develop this ability further. On this background now - onwards our role will be that of facilitator. We will need to inculcate following habits in ourselves, to discharge this role. 1) The best way is to plan for experiences to motivate students to construct knowledge and arouse their curiosity. This can be achieved by presenting a question or problem before them or giving overview of certain unit and asking students to gather information about different aspects of subunits. 2) Once curiosity is triggered, we have to facilitate students for further exploration. This can be done by making available to them gadgets from laboratory or literature from library or take students to some office and give them opportunity to observe working of the staff or have discussion with them or giving them opportunity to observe trees, creeper plants, animals, birds etc. in the nature. 3) To make available place and time to record the details of information gathered out of curiosity, to find out mutual relationship, to draw inferences, to present them before groups and to have a discussion on the same. 4) To oversee activities of students and appreciate their logical presentation or task accomplished and offer guidance only when and where necessary. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Twenty

7.2 Learning Material As learning process inside and outside classroom, is going to assume prime importance, as described earlier, the learning material will be of utmost importance in the time to come. Students will be required to use books, reference books, for satisfying their curiosity, Treasure of knowledge from all over the world is going to be available at school, through radio, T.V. sets, computer - internet etc. The major need will be locating necessary reference from this huge volume and take decision about finding necessary details directly related to our work, further making systematic record and apply the information exactly where needed in appropriate way. However one needs to keep in mind that all these are secondary sources of information. More important sources are the direct sources of information. They are going to be available in different areas of life and in the nature. Before accessing this information, planning will have to be made about aspects like intension with which the information is to be sought, where to locate, how to gather and store the same. Ofcourse one is likely to confront suddenly with unforeseen live sources as one is visiting various areas of life and avenues of nature. We need to know how to use them by keeping presence of mind. In case we do not have the idea about using them, we need to seek guidance. Teacher need to make students understand the information being received from different sources on the background of their previous experiences. If this information is in harmony with structures of schemes of knowledge, already formed in their brain then there will be no problem for students. However, if it is contradicting, then students will need to decide whether to discard such information or change existing structures of schemes of knowledge. If they are not able to take decision after applying logic and careful consideration, then they have to discuss with their friends, resource persons from respective field or teacher, without hesitation. All this process is going to be materialized through experience. However students will have to start with observation of behaviour of teachers, asking queries and ultimately take decisions by themselves.7.3 Evaluation : The scheme of Continuous and Comprehensive Evaluation was enforced vide GR dated 20th August, 2010 as a part of implementation of article no. 29 (2) after enforcement of RTE, 2009. It has been accepted positively at all levels. The GR has been attached as Appendix No. 3. The same scheme is to be continued while implementing revised curriculum. Also appropriate actions have to be taken as per the circular sent by Academic Authority in respect to the GR. The tools and techniques Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Twenty One

expected to be used by teachers as per the scheme, have been included in the syllabi of different subjects as an example.7.4 Effective Implementation of curriculum using ICT mode : For materializing expectations from curriculum in classroom, they need to be well supported by many factors / processes like high quality set of learning material, effective teacher training, encouraging teaching - learning process encouraging students to learn spontaneously, development and motivating scheme of evaluation etc. It is the need of the time to ICT in day to day transactions to enhance effectiveness of all these processes and inducting meaningful variety among them. Though the gadgets and technology like computer and internet is available in limited number of schools, it is going to be available in all schools in the due course of time. The technology will enable teachers to easily organize learning experiences to be drawn from out of school situations, complex in nature and which were, other wise difficult to organize. To facilitate this, teacher need to be able to select appropriate websites from the lacks of sites available on the internet. Teacher need to develop skill to gather and edit precisely, the learning material, using computers in the due course of time. It will be further needed to develop or make available interactive software for planning graded learning, giving creative practice of diverse nature software to explain complex ideas will also be needed. Launching websites will enable teachers to share selected, successful learning experience. It is expected to give new dimension to process of evaluation using ICT. It is expected to materialize a number of possibilities in phased manner like : compilation of good items (questions) and develop desired number of parallel question papers, ample use of illustrations, figures, quizzes etc. in testing, using audio experiences in evaluation, online testing etc. Children with special needs depend on particular type of experience for their learning as per their profile. ICT can enable teachers to organize lot of learning experiences as per CWSN type. For example children with hearing loss can be provided with visual type of experiences or those having problems with vision can be given audio type of experiences. Special attention should be provided for organizing such experiences. Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Twenty Two

8. Subjectwise percent timespan and number of periods per week Standard Subject % Time Span No. of Periods I and II 1. First Language - English 36 18III and IV 2. Second Language - Marathi 12 06 3. Mathematics 24 12 V 4. Work - experience 10 05 5. Art Education 08 04 6. Physical Education 10 05 100 50 Total 26 13 1. First Language - English 12 06 2. Second Language - Marathi 16 08 3. Mathematics 4. Environmental Studies 18 09 10 05 Part I and EVS Part II 08 04 5. Work experience 10 05 6. Art Education 100 50 7. Physical Education 14 07 08 04 Total 14 07 1. First Language - English 14 07 2. Second Language - Marathi 3. Third Language - Hindi 26 13 4. Mathematics 08 04 5. Environmental Studies 08 04 08 04 Part I and EVS Part II 100 50 6. Work Experience 7. Art Education 8. Physical Education TotalPri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Twenty Three

Standard Subject % Time Span No-of PeriodsVI, VII, VIII 1. First Language - English 14 07 2. Second Language - Marathi 08 04 3. Third Language - Hindi 14 07 4. Mathematics 14 07 5. General Science 12 06 6. Social Science 14 07 7. Work Experience 08 04 8. Art Education 08 04 9. Physical Education 08 04 Total 100 50B The Government, vide GR dated 29April, 2011 has prescribed minimum number of working days in an educational year, minimum period of learning, minimum workload for teachers per week in clock hours. The GR has been included as Appendix No. IVB The timespan of learning per week, for classes I to VIII is 50 periods. Some flexibility can be availed in the distribution of periods if unavoidable due to local circumstances.Pri. Edu. Curri. 2012 : Sub. other than languages : Part - 1 : Std. 1st to 5th : Twenty Four