NCF Guidelines

National Curriculum Framework - Guiding Principles

The National Curriculum Framework 2005 layout certain grounding principles on what should be taught and how. It brings attention to the fact that education is not a physical thing that can be delivered by the teacher, but a creative process rooted in the physical and cultural groundwork of the child and nourished through interaction. There is a dynamic process between teacher and child in the construction of knowledge.

In this light, the NCF has laid out certain guiding principles to be followed by schools and other educational institutions, to keep in mind the end result of education. Yardstick upholds the following principles recommended by the NCF in our programs and activities:

• Connecting knowledge to life outside the school

• Ensuring that learning shifts away from rote methods

• Enriching curriculum so that it goes beyond textbooks

• Making examinations flexible

Our interactive hands-on learning activities allow them to become leaders in the acquisition of knowledge instead of passive textbook readers. The higher order reasoning skills that children acquire through our workshops assist them in real life situations.  Our assessment techniques too grade children according to their individual skills and capabilities, instead of judging or categorizing them.

The NCF Guidelines advise and promote:

  1. Making learning wholesome, creative and enjoyable. Children must be given the taste of understanding, so that they can learn and construct their own knowledge
  2. Active learning thorough experiential mode
  3. Adequate room for voicing children’s thoughts curiosity, and questions in curricular practices
  4. Learning engagement for construction of knowledge and fostering of creativity
  5. Creating an inclusive environment in the classroom for students
  6. Connecting knowledge across disciplinary boundaries to provide a broader framework for insightful construction of knowledge
  7. Forms of learning engagement – observing, exploring, discovering, analysis, critical reflection, etc – are as important as the content of knowledge

What NCF states at Curriculum Areas:


  • Mathematisation (ability to think logically, formulate, and handle abstractions) rather than “knowledge” of mathematics (formal and mechanical procedures) is the main goal of teaching mathematics
  • Teaching of mathematics should enhance children’s ability to think and reason, to visualize and handle abstractions, to formulate and solve problems. Access to quality mathematics education is the right to every child


  • Content, process and language of science teaching must be commensurate with the learner's age-range and cognitive reach.
  • Science teaching should engage the learners in acquiring methods and processes that will nurture their curiosity and creativity, particularly in relation to the environment.
  • Science teaching should be placed in the wider context of children’s environment to equip them with the requisite knowledge and skills to enter the world of work.

Social Sciences:

  • Social science content needs to focus on conceptual understanding rather than lining up facts to be memorized for examination, and should equip children with the ability to think independently and reflect critically on social issues.
  • Interdisciplinary approaches, promoting key national concerns such as gender, justice, human rights, and sensitivity to marginalized groups and minorities.
  •  Civics should be recast as political science, and the significance of history as a shaping influence on the children's conception of the past and civic identity should be recognized.


  • Language skills — speech and listening, reading and writing — cut across school subjects and disciplines. Their foundational role in children's construction of knowledge right from elementary classes through senior secondary classes needs to be recognized.
  • A renewed effort should be made to implement the three-language formula, emphasizing he recognition of children's home language(s) or mother tongue(s) as the best medium of instruction. These include tribal languages.
  •  English needs to find its place along with other Indian languages.
  • The multilingual character of Indian society should be seen as a resource for the enrichment of school life.