Critical pedagogy and issue based

curriculum NCF2005 andKCF2007

Charter of NCERT envisages a special place
for designing curriculum.
NCERT expected to review school curriculum
as a regular activity ensuring the highest
standards of potentialities.
National Policy on Education, 1986 assigns a
special role to NCERT in preparing and
promoting a National Curriculum Framework.

STRUCTURE OF NCF

1.National Steering Committee set up

2.NSC comprised 35 members including
scholars, principals and teachers, NGO
representatives and NCERT faculty
3.NSC supported by 21 National Focus
Groups to prepare well researched
Position Papers
4.NFGs chaired by renowned scholars and
practitioners

Keralas effort to develop a

curriculum framework is a
turning point in the history
of the state.
It is for the first time that
the state is making such an
exercise and it is rooted on
the ideas articulated
in the National Curriculum
Framework

Main features of NCF 2005

1.perspective
2.learning and knowledge
3.Curriculam areas , school stages and
assessment
4.School and class room environment
5.Systemic reforms.

GUIDING PRINCIPLES OF
NCF 2005
Connecting knowledge life to
outside school.
Learning away from rote
Overall development of
children
Note text book centric

SCIENCE CURRICULAM IN NCF 2005

Activity based teaching
Emphasis of creative expression of students
Avoid content dominated curriculum
Encourage practical technological components of
the curriculum through non formed channels.
Introduce some carefully designed experiment or
technology based questions on the theoretical
proof itself.
school library should be adequately equipped to
meet the requirements to actively promote reading.
ICT in science education.

AIMS OF SCIENCE
EDUCATION

1. cognitive
2.content
3.process

4.historical
5.environmental
6.ethical

Curriculum at different stages

Primary
stage I-V

Secondary
stage viiiX

Upper primary
stage VI-VIII

Higher
secondary
stage XIXII

INPUTS FOR THE NEW CURRICULAM

UNDER KCF 2007
a. Kerala has a long heritage of educational
reforms initiated by various social
movements
b. Varity of quality initiatives under DPEP
and Later SSA for the last one decade.
c. New text books and teachers support
materials
d. To reform the schooling system prevailing
in the whole country.

THREE PILLARS OF KCF2007

critical pedagogy
issue based curriculum
social constructivism

What is critical pedagogy ?

critical pedagogy is called
conscientization for critical thinking

National Concerns
Problems of SC/ST children, Gender,
Problems of children with special
needs, Peace Education

Some major initiatives KCF

providing text books at low prices

withdrawing tuition fee
allowing concessional rate for students conveyance
providing free lunch in schools
ensuring at least one high expanding vocational and
technical education
taking steps for ensuring higher secondary education
for all
bringing higher secondary within the fold of school
education
envisioning IT as a part of the curriculum
launching of EDUSAT and VICTERS CHANNELS

Assumptions of critical
pedagogy

All education is inherently political and

all pedagogy must be aware of this
condition.
A social and educational vision of
justice and equality should ground all
creation.

Issues of race ,class, Gender, sexuality

,religion and physical ability are all
important domains of oppression and
critical anti-hegemonic action.
Schools must not hurt students
All positions including critical pedagogy

ISSUE BASED CURRICULAM

Issue domains

lack of scientific land water

management.
Issue related to curriculum.
Lack of cohesive universal
vision.
lack of human resource
development.

Lack of eco friendly

industrialization and urbanization.
The issues of the marginalized
Issues related to health and
public health

ROLES TO BE PERFORMED BY A
TEACHER
In issue based curriculum teacher acts
as
a
diagnostician
,researcher,
democratic, leader, facilitator
and
social engineer.

Thank you

DRAW ATTENTION FOUR OTHER

AREAS
Education for Peace As a
precondition for national
development in view of growing
tendency towards intolerance and
violence.
Work and Education Work alone can
create a social temper. Work should
be infused in all subjects from
primary stage upwards
Agencies offering work opportunities
outside the school should be formally
recognised

REFERANCE
A.Faziluluddin & K. Sivarajan, Science EducationMethodology of Teaching & Pedagogic Analysis,Calicut:
Calicut University, 2007.
T.K. Mathew & T.M. Mollykutty, Science EducationTheoretical Bases of Teaching & Pedagogic Analysis,
Tiruvalla: Rainbow Books, 2015.
http
://tquest.org.uk/significance-conducting-exhibitions-schoo
ls/
http://www.csun.edu/lg48405/vsf/ch1/ch1_wha.html
http
://www.ehow.com/about_6515722_purpose-science-fair-pr