Dr. Lalit Kishore

Views on curriculumCurriculum is the sum total of all the

learning experiences imparted to learners for their all-round development as to become a rational autonomous life-long learner.

Curriculum aims at construction of knowledge, development of attitudes and skills, mastery of processes through constructed experiences by using a variety of learning materials and activities.

Place of a textbook in curriculumTextbook as a learning aid is meant to

provide the focus on the age-grade specific content, attitudes, processes and skills through a teaching-learning-evaluation continuum in the classroom.

The centrality has be on learning, i.e., both teaching and evaluation have to aid learning.

As far as classroom instruction is concerned, the formative evaluation (diagnosis cum remediation) needs to be emphasized.

Need for redesigning textbooksBases~ National Curriculum Framework (NCF)-2005 of

India lays stress on construction of knowledge, processes of learning and multiple intelligences

~Central Board of Secondary Education (CBSE) and other examination boards are emphasizing ‘continuous and comprehensive evaluation’ (CCE) in the form of formative evaluation and positive psychology of all-round development of personality of students and measurement thereof.

Textbooks for primary gradesSince primary grades involve learning of the

literacy and numeracy symbols, skills, vocabulary building, socialization and application of the skills, the emphasis has be on activity-based learning, experiential learning, exploration and structurally-guided learning to formalization in the form of codification of learnt material.

Over-learning or memorization through interesting activities of stories, poems and visuals have be emphasized.

Emergent requirements of textbooks-1Development of the following skills and attitude

along learning various subject-based topics~Knowledge construction skills of exploration,

experimentation, investigation, direct concrete learning, information accessing from various sources

~Cognitive skills of observation, comparison, classification, comprehension, analysis, synthesis or project work

~Developmental and life skills of self-awareness, social awareness, problem solving, decision making, team work, pro-social and value-orientation

Emergent requirements of textbooks-2Linkage between teaching, learning and

evaluation through periodic formative evaluation and revision

Comprehensive and reliable evaluation through portfolios, rubrics, scales, research work, assignments, out-door learning, seminars, quizzes, summative tests through blue-prints

Cross-curricular linkage through project workMaking textbook layout interesting through

child-friendly visuals, illustrations, narratives, general knowledge-linkages, use of iconic visual symbols for various diverse activities.

Emergent requirements of textbooks-3

Teacher training and support system for proper transaction of the textbooks and instructional approaches in the classroom.

Enabling interaction with the parents to help them to provide learning support to their children at home through the textbooks and technology.

Primary ScienceViews~In primary grades, science needs to be seen as

the exploration of the natural and man-made world (both living and non-living world) for seeking an orderly explanation of objects and events which are verifiable or testable.

~Primary science should train senses as the gateways to the scientific knowledge, initiation to the processes of science, perceptual learning of the physical objects, personal health and hygiene, non-standard measurements, use of simple tools, manipulation of materials, simple line drawing and labeling, toy making, and vocabulary building, i.e., scientific literacy with fun.

Structure of Primary Science-1: Grades 1 to 5Themes-and-process-based structure with multiple-

intelligences approach to learning coupled with integrative project work.

Being the theme-based curriculum, across grades concentric model of curriculum will be used.

1. Themes~Air~Water~ Earth and objects (living and non-living) of the world~Energy~Sky~Simple material manipulative experiences and designing~Health science

Structure of Primary Science-22. Processes and skills~Making and recording observations~Doing simple activities and experiments to draw first–

level inferences ~Pattern discerning~Reading (text reading and picture reading) and

comprehension skills~Cognitive skills of comparison and classification~Drawing skill~Life skills of group work, presentation (communication)

and accessing people for gathering information  ~Toy making and design work~Vocabulary building~Collection work

Primary Science: Chapter StructureThere will be 12 chapters each for grades 1 to 3.There will be 15 chapters each for grades 4 and 5.Each chapter will have the following six aspects each

spread into one page as activity- sheet or work-sheet~Related vocabulary building of six words through picture-

word and word-word matching~Vocabulary reinforcement through word search puzzle~Successive drawing, missing part drawing and dot-to-dot

drawing of a related key visuals.~Exploration, investigation or experiment~Material manipulation, toy making or use of simple tool~Simple text reading or picture reading and comprehension

exercise~Some basic facts and figures as general awareness and

general knowledge.

Science: Grade 1Objects and their coloursObjects and their shapesCollecting leaves and exploring their shapes and

coloursManipulating leaves: Leaf-artUseful leaves: Neem and BasilLeafy vegetablesProcess of making leafy vegetable soupLeaf manureShape of hands and finger namesTaking care of handsKnowing about the nail-cutterKnowing about the comb and its use

Science Grade 2Objects with different surfaces and touch-feelObjects that float and sink in waterImportance of waterSafe drinking waterSources of waterManipulating water: making a water wheelSimple properties of water through experimentsSmells of common objectsColour-drops and colour-spray art workThree states of waterRain cycleWater conservation

Some observations on Science: Grades 3 to 5Once children have acquired the basic numeracy

and literacy skills in grades 1 and 2, it would be desirable to have the following aspects for the textbook.

~ Four units for each of the grades from 3 to 5.~Each unit will have three to four related

chapters~Each unit will have the biography of a scientist~Structure of the each chapter will be as earlier

conceived for grades 1 and 2.

Science units for grade 3 The physical world and states of matterThe living world Our foodObservations, measurement and experiments

related to water and air

Science units for grade 4Water, sanitation and conservationPlants and their partsHuman bodyMotion of physical objectsSky

Science units for grade 5Simple machinesEnergy and it’s sourcesHuman body systemsCommon diseases and first aidScientific method