diff --git a/README.md b/README.md index c75207c..1a49d8d 100644 --- a/README.md +++ b/README.md @@ -1,11 +1,11 @@ # Activity Sakhi API : -A powerful service designed to enhance the educational experience for both parents and teachers. Our service revolves around a curated collection of documents focused on children's activities and curriculum frameworks. With simplicity at its core, "Activity Sakhi" empowers parents and teachers to effortlessly discover relevant content and find answers to audience-specific questions. +A powerful service designed to enhance the educational experience for both parents and teachers. Our service revolves around a curated collection of documents focused on children's activities and curriculum frameworks. With simplicity at its core, "Activity Sakhi" empowers parents and teachers to effortlessly discover relevant content and find answers to context-specific questions. ### Key Features: #### Rich Content Repository: Explore a predefined set of documents tailored to children's activities and curriculum frameworks, ensuring a wealth of valuable information at your fingertips. -#### Audience-Centric: +#### Context-Centric: Targeted specifically for parents and teachers, "Activity Sakhi" caters to their unique needs, providing insights and resources tailored to enhance the learning journey. Discover and Learn: Seamlessly discover engaging content and obtain answers to your specific questions, making the educational process more accessible and enjoyable. @@ -147,7 +147,7 @@ curl -X 'POST' \ "language": "en", "text": "string", "audio": "string", - "audienceType": "teacher" + "context": "teacher" }, "output": { "format": "text" @@ -161,8 +161,8 @@ curl -X 'POST' \ | `input.language` | en,bn,gu,hi,kn,ml,mr,or,pa,ta,te | | `input.text` | User entered question (any of the above language) | | `input.audio` | Public file URL Or Base64 encoded audio | -| `input.audienceType` | parent, teacher (default value is parent, if not passing) | -| `output.format` | text or audio | +| `input.context` | parent, teacher (default value is parent, if not passing) | +| `output.format` | text or audio | Required inputs are `text`, `audio` and `language`. @@ -283,13 +283,13 @@ Make the necessary changes to your dockerfile with respect to your new changes. | Variable | Description | Default Value | |:--------------------------------|------------------------------------------------------------------------------------------------|--------------------------------------| -| database.indices | index or collection name to be referred to from vector database based on input audienceType | | +| database.indices | index or collection name to be referred to from vector database based on input context | | | database.top_docs_to_fetch | Number of filtered documents retrieved from vector database to be passed to Gen AI as contexts | 5 | | database.docs_min_score | Minimum score of the documents based on which filtration happens on retrieved documents | 0.4 | | redis.ttl | Redis cache expiration time for a key in seconds. (Only applicable for `/v1/chat` API.) | 43200 | | request.supported_lang_codes | Supported languages by the service | en,bn,gu,hi,kn,ml,mr,or,pa,ta,te | -| request.support_response_format | Supported response formats | text,audio | -| request.support_audience_type | index name to be referred to from vector database based on audience type | teacher, parent (Default) | +| request.supported_response_format | Supported response formats | text,audio | +| request.supported_context | index name to be referred to from vector database based on context type | teacher, parent (Default) | | llm.max_messages | Maximum number of messages to include in conversation history | 4 | | llm.gpt_model | Gen AI GPT Model value | | | llm.enable_bot_intent | Flag to enable or disable verification of user's query to check if it is referring to bot | false | diff --git a/config.ini b/config.ini index 8b01dcc..4112e8c 100644 --- a/config.ini +++ b/config.ini @@ -11,8 +11,8 @@ ttl=43200 [request] supported_lang_codes = en,bn,gu,hi,kn,ml,mr,or,pa,ta,te -support_response_format = text,audio -support_audience_type = parent,teacher +supported_response_format = text,audio +supported_context = parent,teacher [llm] max_messages=4 diff --git a/indexed_documents.txt b/indexed_documents.txt deleted file mode 100644 index c08e086..0000000 --- a/indexed_documents.txt +++ /dev/null @@ -1 +0,0 @@ -[Document(page_content='1\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '1', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='2\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '2', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='3\nNational Curriculum Framework for Foundational Stage\nNational Steering Committee for National Curriculum FrameworksNational Curriculum Framework\nfor Foundational Stage\n2022', metadata={'page_label': '3', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='4\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '4', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='5\nNational Curriculum Framework for Foundational Stage\n1.1 Foreword \nIt is with a great sense of pride and satisfaction that I submit this National Curriculum Frame-\nwork for the Foundational Stage (NCF), on behalf of the National Steering Committee for Nation-\nal Curriculum Frameworks to Shri Dharmendra Pradhan, Hon’ble Minister of Education, Govern -\nment of India.\nThe National Education Policy (NEP) 2020 is a transformative initiative to usher India to prepare \nitself to meet the challenging demands of a 21st century knowledge society. The NCF is one of the \nkey components of NEP 2020, that enables and energizes this transformation, informed by the \naims, principles, and approach of NEP 2020. Its objective is to realise the highest quality educa-\ntion for all our children, consistent with realising an equitable, inclusive, and plural society as \nenvisaged by our Constitution.\nThis is the first ever integrated Curriculum Framework for children between ages 3-8 in India. It', metadata={'page_label': '5', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='envisaged by our Constitution.\nThis is the first ever integrated Curriculum Framework for children between ages 3-8 in India. It \nis a direct outcome of the 5+3+3+4 ‘curricular and pedagogical’ structure that NEP 2020 has \ncome out with for School Education. \nThe Foundational Stage envisions an integrated approach to Early Childhood Care and Educa-\ntion; for children between ages 3-8. The transformative nature of this phase of education is ex -\npected to qualitatively improve the contents and outcomes of education, thereby, impacting the \nlives of our children towards a better future. All studies and research related to the early period \nof development of a child, unambiguously leads to the conclusion that high-quality care and ed -\nucation during this period has a lifetime of positive consequences for all individuals and thus, the \nnation. \nThis NCF is based on cutting-edge research from across the world in multiple disciplines which', metadata={'page_label': '5', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='nation. \nThis NCF is based on cutting-edge research from across the world in multiple disciplines which \nincludes among other things better understanding in the fields of neurosciences, brain study, \nand cognitive sciences. Further, the accumulated insights from the practice of Early Childhood \nCare and Education, and the wisdom and knowledge from diverse Indian traditions are also im-\nportant considerations. As articulated in NEP 2020, it uses ‘play,’ at the core of the conceptual, \noperational, and transactional approaches to curriculum organization, pedagogy, time and con-\ntent organization, and the overall experience of the child. It also lays a clear path for the goal of \nachieving foundational literacy and numeracy as articulated in NEP 2020, with age-appropriate \nstrategies.\nTo ensure that this NCF is responsive to the needs and aspirations of our people, and the nation, \nand is also informed by the very best experience and knowledge, we have conducted widespread', metadata={'page_label': '5', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='To ensure that this NCF is responsive to the needs and aspirations of our people, and the nation, \nand is also informed by the very best experience and knowledge, we have conducted widespread \nconsultations across the country. This process has benefited from the engagement of over 10 \nlakh interested citizens including students and parents, and over 1.3 lakh teachers and educa-\ntionists from across the country, over 1550 district level consultations from 32 States and Union \nTerritories, and 35 groups of institutions. These consultations are in addition to over 500 papers \non 25 specifically relevant themes written by groups constituted by the States and Union Terri -\ntories which all together had over 4000 experts, and 25 papers on these themes developed by \nexpert groups with over 175 members, constituted by the National Council for Educational Re-\nsearch and Training.', metadata={'page_label': '5', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='6\nNational Curriculum Framework for Foundational StageWhile this NCF is informed by this collective knowledge and wisdom, the real challenge came \nwhen we had to analyse these inputs and develop a cogent, pragmatic, and effective synthesis \nthat will enable changes in practices on the ground. This, in turn, called for the NCF to be present-\ned in a language, structure, and with a variety of illustrations, such that practitioners, including \nmost importantly Teachers, should be able to relate it to their current realities. I emphasise this \naspect of the work of this Committee, primarily, to highlight the several challenges arising from \nthe needs of developing innovative methods and approaches.\nThis curriculum framework will be an integral part of the of the overall National Curriculum \nFramework for School Education, which is under development, and will address the remaining \nthree stages of the 5+3+3+4 structure, covering education for children up to the age of 18. So,', metadata={'page_label': '6', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Framework for School Education, which is under development, and will address the remaining \nthree stages of the 5+3+3+4 structure, covering education for children up to the age of 18. So, \nwhile this NCF is complete in itself, its connections and implications to the other Stages, will be \nsettled in the overall National Curriculum Framework for School Education. Further, this Foun-\ndational Stage framework will also guide the preparation of the Teachers for this Stage of educa-\ntion. \nWe believe that any such framework must be improved with feedback from implementation on \nthe ground, and that we shall do, after a reasonable experience of its implementation. \nWe are grateful for the opportunity to contribute to Indian education and through that to the \ncountry.\nK. Kasturirangan \nChairperson \nNational Steering Committee for National Curriculum Frameworks \nOctober 20, 2022 \nBengaluru', metadata={'page_label': '6', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='7\nNational Curriculum Framework for Foundational Stage\n1.2 Acronyms \nAcronym Full Form \nBEO Block Education Officer\nBITE Block Institutes of Teachers Education\nBRC Block Resource Centres\nCBSE Central Board of Secondary Education \nCG Curricular Goals\nCRC Cluster Resource Centres\nDEO District Educational Officer\nDIET District Institute for Education and Training\nDIKSHA Digital Infrastructure for Knowledge Sharing.\nDISE District Information System for Education\nECCE Early Childhood Care and Education \nECE Early Childhood Education\nFLN Foundational Literacy and Numeracy\nNCF-FS National Curricular Framework for the Foundational Stage\nGDP Gross Domestic Product\nGER Gross Enrolment Ratio \nGOI Government of India\nGRR Gradual Release of Responsibility\nICDS Integrated Child Development Scheme\nIECEI India Early Childhood Education Impact \nITEP Integrated Teacher Education Programme \nMWCD Ministry of Women and Child Development\nNAS National Achievement Survey\nNCERT National Council of Educational Research and Training', metadata={'page_label': '7', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ITEP Integrated Teacher Education Programme \nMWCD Ministry of Women and Child Development\nNAS National Achievement Survey\nNCERT National Council of Educational Research and Training\nNCF National Curriculum Framework \nNCPFECCENational Curricular and Pedagogical Framework for Early Childhood Care and \nEducation\nNCTE National Council for Teacher Education \nNDEAR National Digital Education Architecture\nNEP National Education Policy\nNER Net Enrolment Ratio \nNFHS National Family Health Survey \nNGO Non-Governmental Organization\nNIOS National Institute of Open Schooling\nNIPCCD National Institute of Public Cooperation and Child Development', metadata={'page_label': '7', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content="8\nNational Curriculum Framework for Foundational StageNIPUNNational Initiative for Proficiency in Reading with Understanding and Numeracy \nBharat Programme\nPEEO Panchayat Elementary Education Officers\nPOSHAN Prime Minister's Overarching Scheme for Holistic Nutrition\nPTR Pupil–Teacher Ratio\nQR Quick Response Code\nROI Return on investment\nRtE Right to Education \nSARTHAQ Students' and Teachers' Holistic Advancement through Quality Education \nSCERT State Council of Educational Research and Training\nSEDG Socio-Economically Disadvantaged Groups\nSLAS State Level Achievement Survey\nSMC School Management Committee \nTET Teacher Eligibility Test\nTLM Teaching Learning Materials\nUDISE Unified District Information System for Education\nUNESCO United Nations Educational, Scientific and Cultural Organization\nUNICEF United Nations International Children's Emergency Fund\nUT Union Territory", metadata={'page_label': '8', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='9\nNational Curriculum Framework for Foundational Stage\n1.3 Table of Contents\nForeword 5\nAcronyms 7\nTable of Contents 9\nAbout the National Curriculum Framework 11\nChapter 1: Preamble and Introduction 13\nSection 1.1 Introduction 15\nSection 1.2 The Development of Early Childhood Care and Education in \n India and the World 19\nSection 1.3 Vision of NEP 2020 32\nSection 1.4 How Children Learn at the Foundational Stage 38\nSection 1.5 Context of Schooling at the Foundational Stage 45\nChapter 2: Aims, Curricular Goals, Competencies and Learning Outcomes 49\nSection 2.1 Definitions 51 \nSection 2.2 From Aims to Learning Outcomes 53\nSection 2.3 Curricular Goals 56\nSection 2.4 Competencies 59\nSection 2.5 Illustrative Learning Outcomes 64\nChapter 3: Approach to Language Education and Literacy 71\nSection 3.1 Principles 73 \nSection 3.2 NCF Approach to Language Education and Literacy in the', metadata={'page_label': '9', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Chapter 3: Approach to Language Education and Literacy 71\nSection 3.1 Principles 73 \nSection 3.2 NCF Approach to Language Education and Literacy in the \n Foundational Stage 76\nChapter 4: Pedagogy 81\nSection 4.1 Principles of Pedagogy 83\nSection 4.2 Planning for Teaching 85\nSection 4.3 Building a Positive Relationship between Teachers and Children 90\nSection 4.4 Learning through Play - Conversation, Stories, Toys, Music, Art \n and Craft 93\nSection 4.5 Strategies for Literacy and Numeracy 112\nSection 4.6 Managing the Classroom 123\nSection 4.7 Organizing the Environment 131', metadata={'page_label': '9', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='10\nNational Curriculum Framework for Foundational StageChapter 5: Choosing, Organising, and Contextualising Content for Teaching 135\nSection 5.1 Developing a Syllabus 137 \nSection 5.2 Principles of Content Selection 138\nSection 5.3 Ways of Organizing Content 144\nSection 5.4 Teaching-Learning Materials (TLM) 150\nSection 5.5 Books and Textbooks 159\nSection 5.6 The Learning Environment 165\nChapter 6: Assessment for Furthering Learning Objectives 169\nSection 6.1 Guiding Principles for Assessment 171 \nSection 6.2 Methods and Tools of Assessment 173\nSection 6.3 Analysing Children’s Responses for Effective Teaching-Learning 180\nSection 6.4 Documenting and Communicating Assessment 182\nChapter 7: Organising Time 185\nSection 7.1 Organising the Day 187\nChapter 8: Additional Critical Areas 191\nSection 8.1 Addressing Developmental Delay and Disability 193 \nSection 8.2 Safety and Security in Schools 200', metadata={'page_label': '10', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Chapter 8: Additional Critical Areas 191\nSection 8.1 Addressing Developmental Delay and Disability 193 \nSection 8.2 Safety and Security in Schools 200\nChapter 9: Linkages to the Preparatory Stage 203\nSection 9.1 From Development Domains to Curricular Areas 205 \nSection 9.2 Continuity and Change in Content, Pedagogy and Assessment 206\nChapter 10: Creating a Supportive Eco-System 207\nSection 10.1 Enabling and Empowering Teachers 209\nSection 10.2 Ensuring an Appropriate Environment for Learning 214\nSection 10.3 Role of Academic and Administrative Functionaries 217\nSection 10.4 Role of Parents and Community 219\nSection 10.5 Leveraging Technology 222\nAnnexure 1: Illustrative Learning Outcomes 225\nAnnexure 2: Illustrative Practices 275\nAnnexure 3: Mapping competencies of NIPUN Bharat and NCF for the \n Foundational Stage 325\nAnnexure 4: Research on ECCE from India and Across the World 335\nGlossary of Terms 339', metadata={'page_label': '10', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Foundational Stage 325\nAnnexure 4: Research on ECCE from India and Across the World 335\nGlossary of Terms 339\nReferences 343\nBibliography 345\nAcknowledgements 351\nWide and Inclusive Process for Development of the National Curriculum \nF r a m e w o r k 3 5 4', metadata={'page_label': '10', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='11\nNational Curriculum Framework for Foundational Stage\n1.1 About the National Curriculum Framework\nThe National Curriculum Framework (NCF) for the Foundational Stage is developed based on the \nvision of the National Education Policy (NEP) 2020, and to enable its implementation.\nThe Foundational Stage refers to children in the age group of 3 to 8 years, across the entire range \nof diverse institutions in India. This is the first Stage in the 5+3+3+4 Curricular and Pedagogical \nrestructuring of School Education as envisioned in NEP 2020.\nCurriculum\nCurriculum refers to the entirety of the organised experience of students in any institutional \nsetting towards educational aims and objectives.\nThe elements that constitute and bring to life a Curriculum are numerous, and include goals and \nobjectives, syllabi, content to be taught and learnt, pedagogical practices and assessment, teach-\ning-learning materials, school and classroom practices, learning environment and culture of the \ninstitution, and more.', metadata={'page_label': '11', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing-learning materials, school and classroom practices, learning environment and culture of the \ninstitution, and more.\nThere are other matters that directly affect a Curriculum and its practice or are integrally related \nwhile not being within the Curriculum. These include the Teachers and their capacities, the in-\nvolvement of parents and communities, issues of access to institutions, resources available, ad-\nministrative and support structures, and more.\nCurriculum Framework\nThe Curricula across our country must be informed by and be fully responsive to the glorious \nunity and diversity of India. The imagination of NEP 2020, where institutions and educators are \nhighly empowered - including to develop Curricula - is energized by this diversity and the nur-\nturing of it. States have the Constitutional mandate to provide high-quality education to all chil-\ndren, and their own unique State contexts inform their own approaches to Curricula.', metadata={'page_label': '11', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='turing of it. States have the Constitutional mandate to provide high-quality education to all chil-\ndren, and their own unique State contexts inform their own approaches to Curricula.\nA Curriculum Framework must support exactly that - it is a framework to help develop all \nthe diverse Curricula in the country, while enabling consonances and harmony across the \ncountry and providing a basis for quality and equity.\nThus, a Curriculum Framework provides the guiding principles, goals, structure, and elements \nfor the development of Curricula, informed by which the syllabi, teaching-learning-materials in-\ncluding play materials, workbooks, textbooks, and assessment methods will be developed by the \nrelevant functionaries including Teachers in the States, Boards, and schools.\nObjectives of this NCF\nThe overarching objective of this NCF is to help in positively transforming the school education \nsystem of India as envisioned in NEP 2020, through corresponding positive changes in the cur-\nriculum including pedagogy.', metadata={'page_label': '11', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='system of India as envisioned in NEP 2020, through corresponding positive changes in the cur-\nriculum including pedagogy.\nIn particular, the NCF aims to help change practices in education and not just ideas; indeed, since \nthe word ‘curriculum’ encapsulates the overall experiences that a student has in school, ‘practic-', metadata={'page_label': '11', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='12\nNational Curriculum Framework for Foundational Stagees’ do not just refer to curricular content and pedagogy, but also include school environment and \nculture. It is this holistic overall transformation of the curriculum that will enable us to positive-\nly transform overall learning experiences for students.\nCharacteristics of this NCF to enable its Objectives\nWhile based on the latest research in early childhood care and education, this NCF aims to be \nunderstandable and relatable to, and usable by, practitioners of education, including Teachers \nand other educators, school leaders, and functionaries of the education system such as project \nofficers, cluster and block resource persons, block education officers, teacher educators, exam-\nination boards, and curriculum/syllabus/textbook development teams.\nThe NCF also aims to provide the interested reader a reasonable understanding of what educa-\ntion should look like in our new vision for schools, and why, and what role individuals could play', metadata={'page_label': '12', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The NCF also aims to provide the interested reader a reasonable understanding of what educa-\ntion should look like in our new vision for schools, and why, and what role individuals could play \nas parents, community members, and citizens of India, who all have a large stake in Indian edu-\ncation.\nNevertheless, this NCF is designed with the Teacher as the primary focus - the reason being that \nthe Teacher is at the heart of the practice of education. It is the Teacher who is ultimately the \ntorchbearer for the changes we seek. As such, it is the perspective of the Teacher that must be \ncarried by all, including syllabus and content developers, textbook writers, administrators, and \nothers.\nThis NCF thus aims to adopt a presentation style and structure that enables the above objectives \nof readability, accessibility, and relevance to the Teacher. While it aims to articulate the underly -\ning philosophy and principles, it does not simply leave it at the level of abstraction but also brings \nit to practice.', metadata={'page_label': '12', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing philosophy and principles, it does not simply leave it at the level of abstraction but also brings \nit to practice.\nTo enable this, and to communicate ideas with greater clarity, this NCF contains different levels \nof detail and specificity at the level of practice, with clear real-life illustrations in a variety of \ncontexts. The Teacher or curriculum developers are not bound by these illustrations, but it is \nenvisaged that this level of detail will help to make this NCF graspable, relatable, and useable.\nThis NCF also aims to account for the reality of the current typical institution and Teacher, while \nbeing entirely in harmony with the imagination of the best-resourced institutions. Thus, this NCF \naims to be deeply rooted in the reality of our context, yet aspirational.', metadata={'page_label': '12', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='13\nNational Curriculum Framework for Foundational Stage\nChapter 1\nPreamble and Introduction\nThis Chapter sets the basis for the NCF for the Foundational Stage. \nIt outlines the criticality of Early Childhood Care and Education, it’s rootedness in Indian tradi-\ntions, contemporary research that underlines its importance to life, the centrality of ‘play’ in \nthese years, and the crucial role played by families, and communities at this time. \nThis Chapter also lays out the vision and core principles that guide this NCF.', metadata={'page_label': '13', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='14\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '14', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='15\nNational Curriculum Framework for Foundational Stage\n1.1 Section 1.1 \n Introduction\n1.1.1 Early Childhood Care and Education\nThe first eight years of a child’s life are truly critical and lay the foundation for lifelong well-be -\ning, and overall growth and development across all dimensions - physical, cognitive, and \nsocio-emotional.\nIndeed, the pace of brain development in these years is more rapid than at any other stage of a \nperson’s life. Research from neuroscience informs us that over 85% of an individual’s brain \ndevelopment occurs by the age of 6, indicating the critical importance of appropriate care and \nstimulation in a child’s early years to promote sustained and healthy brain development and \ngrowth.\nThe most current research also demonstrates that children under the age of 8 tend not to follow \nlinear, age-based educational trajectories. It is only at about the age of 8 that children begin to', metadata={'page_label': '15', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The most current research also demonstrates that children under the age of 8 tend not to follow \nlinear, age-based educational trajectories. It is only at about the age of 8 that children begin to \nconverge in their learning trajectories. Even after the age of 8, non-linearity and varied pace con-\ntinue to be inherent characteristics of learning and development; however, up to the age of 8, the \ndifferences are so varied that it is effective to view the age of 8, on average, as a transition point \nfrom one stage of learning to another. In particular, it is only at about the age of 8 that children \nbegin to adapt to more structured learning.\nEarly Childhood Care and Education (ECCE) is thus generally defined as the care and education \nof children from birth to eight years.\n1.1.2 Foundational Stage\na. Primarily at home: Ages 0-3\nUp to 3 years of age, the environment in which most children grow up is in the home with', metadata={'page_label': '15', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='of children from birth to eight years.\n1.1.2 Foundational Stage\na. Primarily at home: Ages 0-3\nUp to 3 years of age, the environment in which most children grow up is in the home with \nfamilies, while some children do go to creches. After the age of 3, a large proportion of chil-\ndren spend significant time in institutional settings such as Anganwadis and preschools. Pro-\nviding high quality preschool education in an organised setting for children above 3 years of \nage is one of the key priorities of NEP 2020.\nUp to age 3, the home environment is (and should remain) almost the sole provider of ade-\nquate nutrition, good health practices, responsive care, safety and protection, and stimulation \nfor early childhood learning i.e., everything that constitutes and forms the basis for ECCE. Af-\nter the age of 3, these components of nutrition, health, care, safety, and stimulation must con-\ntinue at home, and must also be ensured in an appropriate and complementary manner in', metadata={'page_label': '15', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ter the age of 3, these components of nutrition, health, care, safety, and stimulation must con-\ntinue at home, and must also be ensured in an appropriate and complementary manner in \ninstitutional settings such as Anganwadis and preschools.\nAppropriate ECCE at home for children under the age of 3 includes not only health, safety, and \nnutrition, but also crucially includes cognitive and emotional care and stimulation of the in-\nfant through talking, playing, moving, listening to music and sounds, and stimulating all the', metadata={'page_label': '15', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='16\nNational Curriculum Framework for Foundational Stageother senses particularly sight and touch so that at the end of three years, optimal develop-\nmental outcomes are attained, in various development domains, including physical and mo-\ntor, socio-emotional, cognitive, communication, early language, and emergent literacy and \nnumeracy. It must be noted that these domains are overlapping and indeed deeply interde -\npendent.\nThe guidelines and/or suggested practices to enable high-quality ECCE at home for the \nage-group of 0-3 would be developed and disseminated by the Ministry of Woman and \nChild Development (MWCD).\nb. In institutional settings: Ages 3-8\nDuring the ages of 3 to 8, appropriate and high-quality ECCE provided in institutional environ-\nments must be available to all children. In India, where available, this is typically carried out \nas follows:\ni. 3-6 years: Early childhood education programmes in Anganwadis, Balvatikas, or pre \n schools.', metadata={'page_label': '16', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='as follows:\ni. 3-6 years: Early childhood education programmes in Anganwadis, Balvatikas, or pre \n schools.\nii. 6-8 years: Early primary education programmes in school (Grades 1 and 2).\nFrom 3 to 8 years of age, ECCE includes continued attention to health, safety, care, and nutri-\ntion; but also, crucially, self-help skills, motor skills, hygiene, the handling of separation anxi -\nety, physical development through movement and exercise, expressing and communicating \nthoughts and feelings to parents and others, being comfortable around one’s peers, sitting for \nlonger periods of time in order to work on and complete a task, ethical development, and \nforming all-round good habits.\nSupervised play-based education, in groups and individually, is particularly important during \nthis age range to nurture and develop the child’s innate abilities and capacities of curiosity, \ncreativity, critical thinking, cooperation, teamwork, social interaction, empathy, compassion,', metadata={'page_label': '16', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='this age range to nurture and develop the child’s innate abilities and capacities of curiosity, \ncreativity, critical thinking, cooperation, teamwork, social interaction, empathy, compassion, \ninclusiveness, communication, cultural appreciation, playfulness, awareness of the immediate \nenvironment, as well as the ability to successfully and respectfully interact with teachers, fel-\nlow students, and others. \nc. Importance of literacy and numeracy\nECCE during these years also entails the development of early literacy and numeracy, includ-\ning learning about the alphabet, languages, numbers, counting, colours, shapes, drawing/\npainting, indoor and outdoor play, puzzles and logical thinking, art, craft, music, and move-\nment. The aim is to build on the developmental outcomes in the domains mentioned above, \ncombined with a focus on early literacy, numeracy, and awareness of one’s environment. This \nbecomes particularly important during the age range of 6-8, forming the basis for achieve-', metadata={'page_label': '16', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='combined with a focus on early literacy, numeracy, and awareness of one’s environment. This \nbecomes particularly important during the age range of 6-8, forming the basis for achieve-\nment of Foundational Literacy and Numeracy (FLN). The importance of FLN to overall educa-\ntion is well-understood, and fully emphasized in NEP 2020.\nd. National Curriculum Framework for the Foundational Stage (NCF)\nConsidering all of the above, NEP 2020 has articulated the age range of 3-8 as the Foundation-\nal Stage, in the new 5+3+3+4 system.\nThis National Curriculum Framework aims to address the Foundational Stage in institutional \nsettings, within the overall context of ECCE.', metadata={'page_label': '16', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='17\nNational Curriculum Framework for Foundational Stage\nWhile this NCF has an institutional focus, the importance of the home environment cannot be \noveremphasized - including family, extended family, neighbours, and others in the close com-\nmunity - all of whom have a very significant impact on the child, particularly in this age range. \nHence, this NCF will deal with the role of parents and communities in enabling and enhancing \nthe developmental outcomes that are sought during this stage; it will not, however, deal in \ndetail with aspects of ECCE for ages prior to 3 years, which is entirely outside institutional \nsettings.\ne. NEP 2020 goal\nDue to the critical importance of the Foundational Stage for the development of an individual, \nand for the long-term benefit to society as a whole, NEP 2020 articulates a clear goal - that \nevery child in the age range of 3–8 years must have access to free, safe, high quality, develop-\nmentally-appropriate ECCE by the year 2025.', metadata={'page_label': '17', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='every child in the age range of 3–8 years must have access to free, safe, high quality, develop-\nmentally-appropriate ECCE by the year 2025.\nRegardless of the circumstances of birth or background, quality ECCE enables children to par-\nticipate and flourish in the educational system throughout their lives. ECCE is thus perhaps \none of the greatest and most powerful equalisers. High-quality ECCE in the Foundational Stage \ngives the best chance for all children to grow into good, ethical, thoughtful, creative, empathet-\nic, and productive human beings. \nFor the overall well-being and prosperity of our country, all members of our society - from \nTeachers to school functionaries to parents and community members to policy makers and \nadministrators - must come together to ensure that every child is provided this all-important \nphysical, cognitive, and socio-emotional stimulation, along with appropriate and adequate \nnutrition, in these earliest and most critical years of life.', metadata={'page_label': '17', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='physical, cognitive, and socio-emotional stimulation, along with appropriate and adequate \nnutrition, in these earliest and most critical years of life. \nThe compelling rationale for investing in ECCE is further detailed in the next section.\n1.1.3 Rationale for Early Childhood Care and Education\nResearch from across the world on education, neuro-\nscience, and economics demonstrates clearly that en-\nsuring free, accessible, high quality ECCE is perhaps \nthe very best investment that any country can make \nfor its future.\nAs mentioned earlier, brain development is most rap-\nid in the first eight years of a child’s life, indicating the \ncritical importance of cognitive and socio-emotional \nstimulation in the early years.\nChildren naturally take to play-based activity in the \nearly years. Children exposed to age-appropriate, \nphysical, educational, and social activities through \nplay-based methods learn better and grow better.\nWhen the quality of stimulation, support and nurture', metadata={'page_label': '17', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='physical, educational, and social activities through \nplay-based methods learn better and grow better.\nWhen the quality of stimulation, support and nurture \nis lacking, there can be detrimental effects on overall \ndevelopment.', metadata={'page_label': '17', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='18\nNational Curriculum Framework for Foundational StageThe period of early childhood lays the foundation for life-long learning and development and is \na key determinant of the quality of adult life. \nLearning delays can be greatly reduced with the help of intervention in the early years. \nEfforts to improve early child development are thus an investment, not a cost. Investing in qual -\nity early education helps to promote long-term economic growth of the nation while also helping \nto target the development of the health, cognitive skills, and character necessary for the future \nsuccess of the individual. \nPlease see Annexure 4 for details \nIn conclusion: For all these reasons - from brain development to school-preparedness, improved \nlearning outcomes, equality and justice, employability, and the prosperity and economic growth \nof the country - India must invest in accessible and quality ECCE for all children, with proper', metadata={'page_label': '18', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='learning outcomes, equality and justice, employability, and the prosperity and economic growth \nof the country - India must invest in accessible and quality ECCE for all children, with proper \noversight and light regulation to ensure high quality developmentally appropriate stimulation \nfor all children.', metadata={'page_label': '18', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='19\nNational Curriculum Framework for Foundational Stage\n1.2 Section 1.2 \n The Development of Early Childhood Care \n and Education in India and the World\n1.2.1 Enlightened Indian Perspectives \nThe importance of ECCE for supporting children’s all-round development has been integral to \nIndian traditions throughout our long history. The early years of a child’s life have been deeply \nvalued across the diverse cultural landscape of India.\nIndia possesses a rich range of traditions and practices for stimulating all-round development, \nincluding developing values and social capacities in young children. Such traditional childcare \ntook place within joint families and the community - children were surrounded by caring adults \nand peers.\nThe Indian vision of education has been broad and deep, including the idea that education \nmust foster both inner and external development. Learning about the external world \nshould be in consonance with learning about one’s inner reality and self. This is also an', metadata={'page_label': '19', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='must foster both inner and external development. Learning about the external world \nshould be in consonance with learning about one’s inner reality and self. This is also an \neminently practical perspective – developing good health and socio-emotional skills and devel-\noping the ability to think and make good and rational choices and decisions in the world, must \noccur in an integrated and holistic manner. Learning is not merely gathering information but is \nthe development of self, of our relationships with others, being able to discriminate between \ndifferent forms of knowledge, and being able to fruitfully apply what is learnt for the benefit of \nthe individual and of society.\nBox 1.2A\nPanchakosha Vikas (Five-fold Development) - A keystone in Indian tradition\nThe child is a whole being with panchako-\nshas or five sheaths. The layers are \nannamaya kosha (physical layer), prana-\nmaya kosha (life force energy layer), \nmanomaya kosha (mind layer), vijnana-\nmaya kosha (intellectual layer) and', metadata={'page_label': '19', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='shas or five sheaths. The layers are \nannamaya kosha (physical layer), prana-\nmaya kosha (life force energy layer), \nmanomaya kosha (mind layer), vijnana-\nmaya kosha (intellectual layer) and \nanandamaya kosha (inner self). Each \nlayer exhibits certain distinct characteris-\ntics. The holistic development of a child \ntakes into account the nurturing and \nnourishment of these five layers. \nIcon Source: thenounproject.com', metadata={'page_label': '19', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='20\nNational Curriculum Framework for Foundational StageSpecific types of practices are designed to enable the development of each of these koshas. \nHowever, the practices are designed keeping in mind that the koshas are interconnected and \nso activities that focus primarily on one would also contribute to the development of the \nothers. \nFor example, the physical dimensions are developed through a focus on a balanced diet, \ntraditional games, and adequate exercise, as well as yoga asanas (at the appropriate ages), \nwhich build both gross and fine motor skills. Learning to breathe in a way that provides \nnecessary oxygen for the entire body is important; it, trains the voice, and provides direction \nfor increased self-awareness. A wide variety of stories, songs, lullabies, poems, prayer, enable \nchildren to not only develop a love for their cultural context but also provide value-based \ninsights. This contributes to language development beginning with listening or shravana as', metadata={'page_label': '20', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children to not only develop a love for their cultural context but also provide value-based \ninsights. This contributes to language development beginning with listening or shravana as \nwell as the ability to focus and concentrate. The senses, indriyas, are to be sharpened to be \nable to experience the world around in all its beauty and wonder. Seva integrated into \neveryday life enables the experience of joy of relationships along with being a part of and \ndoing good for one’s community.\nThe Panchakosha concept and imagination also maps into the different domains of develop -\nment envisaged in ECCE which are the basis of the Curricular Goals as discussed in the next \nChapter.\n• Physical Development (Sharirik Vikas): Age-specific balanced physical development, \n physical fitness, flexibility, strength, and endurance; development of senses; nutrition, \n hygiene, personal health, expansion of physical abilities; building body and habits \n keeping in mind one hundred years of healthy living in a human being.', metadata={'page_label': '20', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='hygiene, personal health, expansion of physical abilities; building body and habits \n keeping in mind one hundred years of healthy living in a human being.\n• Development of Life Energy (Pranik Vikas): Balance and retention of energy, positive \n energy and enthusiasm, smooth functioning of all major systems (digestive, respiratory, \n circulatory, and nervous systems) by activation of the sympathetic and parasympathetic \n nervous system.\n• Emotional/Mental Development (Manasik Vikas): Concentration, peace, will and will \n power, courage, handling negative emotions, developing virtues (maulyavardhan), the \n will to attach and detach from work, people and situations, happiness, visual and \n performing arts, culture, and literature.\n• Intellectual Development (Bauddhik Vikas): Observation, experimentation, analytical \n ability, abstract and divergent thinking, synthesis, logical reasoning, linguistic skills, \n imagination, creativity, power of discrimination, generalization, and abstraction.', metadata={'page_label': '20', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ability, abstract and divergent thinking, synthesis, logical reasoning, linguistic skills, \n imagination, creativity, power of discrimination, generalization, and abstraction.\n• Spiritual Development (Chaitsik Vikas): Happiness, love and compassion, spontaneity, \n freedom, aesthetic sense, the journey of ‘turning the awareness inwards.’\nPanchakosha is an ancient explication of the importance of the body-mind complex in \nhuman experience and understanding. This non-dichotomous approach to human develop -\nment gives clear pathways and direction towards a more holistic education.', metadata={'page_label': '20', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='21\nNational Curriculum Framework for Foundational Stage\nRange of insights: The Gurukul system of education, one of the oldest in the world, not only \nfostered holistic development, but also emphasized the importance of interrelationships be-\ntween teacher and student, and in learning and growth. The ideal environment of learning is that \nwhich enables the desire to learn and provides opportunities to apply this knowledge. It is learn-\ning that provides the opportunity for exploration and examination of the inner self.\nBox 1.2B\nThe ancient Indian emphasis on Smriti (memory) is critical to the overall development \nof a human being. It has often been misunderstood as an emphasis on rote learning, \nwhich in principle and when practised with fidelity, it was not. \nCurrent cognitive science research indicates that Smriti - both working memory and \nlong-term memory - plays an important role in cognition and comprehension. Insufficient \nemphasis on memory often results in inadequate outcomes in the classroom.', metadata={'page_label': '21', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='long-term memory - plays an important role in cognition and comprehension. Insufficient \nemphasis on memory often results in inadequate outcomes in the classroom.\nUsing memory for learning in the classroom encompass a variety of activities - deliberate \nand regular practice, deep processing, generating cues, making connections, and forming \nassociations. This is reflected in the goals and pedagogical approaches of this NCF.\nThis is relevant across all the years of school education, especially in the Preparatory, \nMiddle, and Secondary Stages.\nIn most Indian traditions, children are rarely seen as blank slates, even as infants. They are con-\nsidered to possess certain dispositions which influence the child’s relationship with the world. \nThe child in these traditions is seen both as a social being and a unique person who is influenced \nby the context as well as by one’s own choices. Learning should help the child prepare for action', metadata={'page_label': '21', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The child in these traditions is seen both as a social being and a unique person who is influenced \nby the context as well as by one’s own choices. Learning should help the child prepare for action \n(karma) and its consequences. The development of the personality becomes an important aspect \nof the way education is understood from a cultural standpoint.\nSince the Vedic era, the ancient Indian holistic natural medical system of Ayurveda has also been \na guide to early childcare practices, with one of its eight branches dedicated to the care of chil-\ndren. The approach to knowledge and understanding of childcare in Ayurvedic texts was holistic. \nThe biological, psychological, sociological, and cultural approaches were seen as mutually inclu -\nsive. \nIn the contemporary practice of Ayurveda, Kaumarabhrithya, the first section of the Kashyapa \nSamhita, is often consulted for the practice of paediatrics, gynaecology, and obstetrics. It is re-', metadata={'page_label': '21', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='In the contemporary practice of Ayurveda, Kaumarabhrithya, the first section of the Kashyapa \nSamhita, is often consulted for the practice of paediatrics, gynaecology, and obstetrics. It is re-\nported to have been written in the 6th century BCE. Ayurvedic texts speak extensively of child \ndevelopment. Illustratively,\na. An environment that is suffused with fresh air, greenery, and ample sunlight promotes the \n overall well-being of a child. \nb. Vacha, a rejuvenating herb, bitter in taste, and used in the dried form has positive effects on \n the nervous system of a child. Vacha in Sanskrit means speaking clearly - this herb \n stimulates intelligence and expression. Taking Vacha with honey every day helps improve \n speech (e.g., memory, diction, tonal quality).', metadata={'page_label': '21', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='22\nNational Curriculum Framework for Foundational StageOperationally, the Vedas view both mother and child as a symbiotic unit and emphasize Sams-\nkaras , or rites of passage, along with prescribed developmental approaches and childcare prac-\ntices. Based on the age of the child, these Samskaras sequence the optimal physical and psycho -\nlogical progress in each phase of the life cycle of the child, marked by distinct developmental \nmilestones.\nFor example, Annaprashana (the first feeding of solid food to the baby, usually in the sixth month \nafter birth) and Vidyarambha or Aksharabhyasa (ceremonially introducing the child to the alpha -\nbet) are Samskaras related to the development of a child and performed within the first eight \nyears of life. These Samskaras are a means for the child to begin to engage in the pursuit of the \nfour Purusharthas in the journey of life i.e., the pursuit of Dharma (righteousness), Artha (wealth), \nKama (pleasure), and Moksha (salvation).', metadata={'page_label': '22', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='four Purusharthas in the journey of life i.e., the pursuit of Dharma (righteousness), Artha (wealth), \nKama (pleasure), and Moksha (salvation).\nSimilar ideas and practices pervade traditions across the country across large cultural regions, \ne.g., tracing back to the Sangama age and beyond in and around Tamil Nadu, in the Naga and Mizo \ntraditions, and the local traditions in the lower Himalayas.\nEvidence of this multicultural lineage of childcare, which was primarily home and family-based \nand passed on from one generation to the next, is manifested in the rich repertoire of infant and \nchild games and lullabies, children’s folk stories, rhymes and riddles, folk toys, and massages for \ninfants, which have been an integral part of childhoods in India. \nThe close correspondence of the samskara stages with modern scientific thought and knowledge \nregarding childcare and development is remarkable. One example is the Annaprashana, or wean-', metadata={'page_label': '22', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The close correspondence of the samskara stages with modern scientific thought and knowledge \nregarding childcare and development is remarkable. One example is the Annaprashana, or wean-\ning, at six months, which is completely synchronous with the current emphasis on exclusive \nbreastfeeding for the first six months of life.\nTraditional folk toys such as spinning tops, flutes, and pouring earthenware vessels were used to \ndemonstrate basic scientific principles to the child in `play mode’. Infant games were largely \nwhat we may consider sensorimotor in nature in consonance with the Piagetian developmental \nstages, and the rhymes, riddles, and stories which children enjoy served to immerse them in a \nrich language environment. While some of these practices are still visible in extended families, \nthe changes in family structures and the trend towards nuclear families has resulted in these \npractices getting diluted.', metadata={'page_label': '22', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the changes in family structures and the trend towards nuclear families has resulted in these \npractices getting diluted.\nTo ensure effectiveness, local relevance, and to keep alive the rich range of India’s diverse and \nvibrant ECCE traditions, developed over millennia, these must also be appropriately incorporat -\ned in the curricular and pedagogical framework of ECCE. This would enable a sense of contextu -\nal relevance, enjoyment, excitement, local culture, and a sense of identity and community. More-\nover, the traditional roles of families in raising, nurturing, and educating children also must be \nstrongly supported and integrated within the curriculum framework for ECCE.\n1.2.2 Pioneers and Thinkers\nMany illustrious personalities have contributed to educational thought in India. Most of their \nconcerns in education went far beyond the immediate, into questions of ethical living and nation \nbuilding. \nThe synopsis below provides a brief perspective of some key thoughts in education. This is by no', metadata={'page_label': '22', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='building. \nThe synopsis below provides a brief perspective of some key thoughts in education. This is by no \nmeans an exhaustive list.', metadata={'page_label': '22', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='23\nNational Curriculum Framework for Foundational Stage\na. Savitribai and Jyotiba Phule\nSavitribai and Jyotiba Phule were strong proponents of social justice committed to the cause \nof the marginalized. They established schools for girls and for children from vulnerable com-\nmunities at a time when this was virtually unheard of.\nJyotiba Phule argued for the expansion and strengthening of primary education with school \ncurriculum designed to meet the requirements of all children, especially the underprivileged. \nAs a pioneer of girls’ education in the country, Savitribai Phule ensured that they were taught \nmathematics and sciences, a markedly different curriculum from what was taught even at \nmany of the schools for boys. \nFor both of them, the cause of education would always be thought of in the context of a larger \nsocial agenda for change in society. \nb. Rabindranath Tagore\nRabindranath Tagore’s ideas on education emphasized harmony, balance, and total develop-', metadata={'page_label': '23', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='social agenda for change in society. \nb. Rabindranath Tagore\nRabindranath Tagore’s ideas on education emphasized harmony, balance, and total develop-\nment of the personality. The crux of Tagore’s educational philosophy was learning from na-\nture and life. The basic objectives of any worthwhile national education system were, accord-\ning to Tagore, promoting creativity, freedom, joy, and an awareness of a country’s cultural \nheritage. Tagore’s ideas on learning in natural surroundings, an emphasis on field trips and \nnature walks, and freedom of expression further propagated play and learning of various life \nskills in early childhood education. \nc. Swami Vivekananda \nSwami Vivekananda emphasised a holistic preparation of the body, mind, and spirit. \nHe asks: Is the empirical world all that we need to know? Is this all that we are? Should the \nimprovement of material aspects of human existence all that we need to strive for?', metadata={'page_label': '23', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='He asks: Is the empirical world all that we need to know? Is this all that we are? Should the \nimprovement of material aspects of human existence all that we need to strive for? \nFor him, the core of human existence and human possibilities lies in atman (the self) and in \nself-knowledge. There are significant reasons for his emphasis on self-knowledge: one, that \nself is the essence of what we are and therefore self-knowledge cannot be set aside as unim-\nportant; two, self is what all us humans have and thus both of the subject and object are uni-\nversal; and three, if self were the essence of human existence, its knowledge would then serve \nas the condition of human perfectibility.\nAn ideal of education grounded on this important insight, then, would be nothing less than \npaving the way for the manifestation of our essence, the seed for our perfection and the foun-\ndation for the redefinition of civilizational ideals. Hence, he says that education is the manifes -', metadata={'page_label': '23', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='paving the way for the manifestation of our essence, the seed for our perfection and the foun-\ndation for the redefinition of civilizational ideals. Hence, he says that education is the manifes -\ntation of the true perfection already latent in human beings. \nd. Mahatma Gandhi\nMahatma Gandhi visualized education as a means of awakening the nation’s conscience to \ninjustice, violence, and inequality entrenched in the social order. Gandhi recommended the \nuse of the immediate environment, including the mother tongue and work, as a resource for \nsocializing the child into a transformative vision of society. He dreamt of an India in which \nevery individual discovers and realizes their talents and potential by working with others to-\nwards restructuring the world, which continues to be characterized by conflicts between na-', metadata={'page_label': '23', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='24\nNational Curriculum Framework for Foundational Stagetions, within society, and between humanity and nature. He formulated a curriculum called \nPre-Basic Education for children less than six years. Learning was based on children’s devel-\nopment and interest with a stress on the three Hs - Heart, Hand, and Head. Gandhi’s ideas fo-\ncussed on the community being responsible for its children, education for heart-hand-head, \nlocal experiences, and local resource persons as Teachers.\ne. Shri Aurobindo\nThe idea of integral education was central to Shri Aurobindo’s teachings. The development of \nthe child is not only the cognitive, but it is also the physical, the vital, the mental, the psychic, \nand the spiritual. \nEducation is the integration of traditional and modern ideas. It should be of universal charac-\nter. According to him, all children have something of the divine in them, something that is \nunique to them. The Teacher should be able to the see possibilities and guide children in find -', metadata={'page_label': '24', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ter. According to him, all children have something of the divine in them, something that is \nunique to them. The Teacher should be able to the see possibilities and guide children in find -\ning themselves and achieving their true potential; he said that the Teacher ‘…. does not call \nforth the knowledge that is within; he only shows him where it lies and how it can be habitu -\nated to rise to the surface.’ Only free and interest-driven learning can nurture the soul of the \nchild. \nAurobindo believed that children’s immediate environment, their familiar experiences, and \ntheir mother tongue should be the basis of teaching and learning and any new knowledge \nshould be connected to the context that the child is already a part of. According to Aurobindo, \nthe child uses all the five senses and the mind as the sixth sense to learn about the world. It is \nthrough these processes that the child begins to develop a sense of consciousness which is', metadata={'page_label': '24', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the child uses all the five senses and the mind as the sixth sense to learn about the world. It is \nthrough these processes that the child begins to develop a sense of consciousness which is \nrelated to spiritual and moral development. Only a creative and free learning environment can \nenable this development.\nSri Aurobindo Ashram’s school founded in the 1950s worked on the principle of ‘Free Prog-\nress,’ where many revolutionary concepts of school education were experimented, possibly \nfor the first time in India, including self-paced learning and evaluation, greater emphasis on \nhands-on education, and absence of textbooks. \nf. Jiddu Krishnamurti\nJiddu Krishnamurti often stated that the purpose of education is to bring about freedom, love, \n‘the flowering of goodness,’ and the complete transformation of society. \nA constant theme in his writings and lectures was freedom and freedom for Krishnamurti was \nmore inner in character than political. The deeper freedom of the psyche and the spirit, the', metadata={'page_label': '24', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='A constant theme in his writings and lectures was freedom and freedom for Krishnamurti was \nmore inner in character than political. The deeper freedom of the psyche and the spirit, the \ninner liberation that he felt was both the means and the ends of education. Education was \nfreedom from conditioning, from its vast accumulated knowledge as tradition. Krishnamurti \nfelt that not only was a person’s nature and deepest aspects to be uncovered, but each person \nalso had a unique vocation that needed to be discovered; what they really love to do had to be \nfound and pursued, and to do anything else was deprivation of the worst kind, especially if \nsuch deprivation was in order to pursue monetary or professional success or other such so -\ncio-cultural aspirations.', metadata={'page_label': '24', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='25\nNational Curriculum Framework for Foundational Stage\nFor Krishnamurti, education was educating the whole person (all parts of the person), educat-\ning the person as a whole (not as an assemblage of parts), and educating the person within a \nwhole (as part of society, humanity, nature) from which it is not meaningful to extract that \nperson.\nIn conclusion: All these ideas have implications for the Foundational Stage, both directly and \nindirectly. Swami Vivekananda and Shri Aurobindo’s focus on holistic education, Rabindranath \nTagore’s emphasis on nature, Mahatma Gandhi’s three Hs, Jiddu Krishnamurti’s idea on freedom \nalong with the significance of social justice for Jyotiba and Savitribai - all these ideas speak to the \nkind of education young children will benefit from.\n1.2.3 Evolution of Early Childhood Care and Education in \n India\nECCE has evolved significantly over the past several decades. While early childhood has always', metadata={'page_label': '25', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='1.2.3 Evolution of Early Childhood Care and Education in \n India\nECCE has evolved significantly over the past several decades. While early childhood has always \nhad a special cultural and social place in India, it has gained greater focus in education systems \nand polices over the years.\nTraditionally, early education was family based and focussed on the learning of values and social \nskills in children. With changes in the socio-cultural and demographic milieu, early childhood \neducation in India has moved from socio-cultural practices which were often informal to a more \nformalised institution-based setting.\nSome of the earliest pioneers of early childhood education in modern India have been Gijubhai \nBadheka and Tarabai Modak. They were amongst the first Indians in modern education to con-\nceptualise a child-centred approach to the care and education of young children. They were of \nthe view that education must be imparted in the child’s mother tongue and should be connected', metadata={'page_label': '25', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ceptualise a child-centred approach to the care and education of young children. They were of \nthe view that education must be imparted in the child’s mother tongue and should be connected \nwith the child’s social and cultural environment and the community should be actively involved \nin the learning process. Since language is the true vehicle of self-expression, children can freely \nexpress their thoughts in the mother tongue or local language. Gijubhai focussed on story-based \ncurricula, especially for socio-emotional and language learning. Contextualizing the views of ear-\nly education pioneer Maria Montessori, he said, ‘early childhood education is the first and fore-\nmost step towards building a great nation;’ while Tarabai Modak advocated formal organizing \nfor community-based early childhood education programmes. \nAlthough models of kindergarten based on ideas of early education thinker Friedrich Froebel', metadata={'page_label': '25', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='for community-based early childhood education programmes. \nAlthough models of kindergarten based on ideas of early education thinker Friedrich Froebel \nwere established in certain towns by the English missionaries in the late 19th century, the first \nindigenous preschool was set by Gijubhai Badheka in 1916. Tarabai Modak established the Nu-\ntan Balshikshan Sangh (New Childhood Education Society) in 1925. The Vikaswadi centre in \nKosbad established by Tarabai Modak later became one of the inspiring settings for developing \ncommunity ECCE programmes in the country.\nWith Mahatma Gandhi’s emerging ideas of Pre-Basic and Basic Education and Montessori’s visit \nto India in 1939, the foundations for organized early childhood education were further strength-\nened.', metadata={'page_label': '25', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='26\nNational Curriculum Framework for Foundational Stage1.2.3.1 Early Education in Independent India\nOur Constitution provides several fundamental rights and directives that address the welfare \nand development of children. \nThe Committee for Early Childhood Education in 1953 emphasized the need for establishing \npreschools within primary school settings. Under a scheme of the Central Social Welfare Board, \nseveral organisations supported the establishment of ‘Balwadis’ in rural areas to provide ser -\nvices that integrated education, health, and care for families and communities. In 1963-64, sev -\neral provisions were recommended by the Committee on Child Care to ensure that education in \nthe early years was relevant in the Indian context.\nThe Kothari Commission (1964) recommended the establishment of preschool centres in the \ncountry. With the National Policy on Education and setting up of the National Children’s Board,', metadata={'page_label': '26', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The Kothari Commission (1964) recommended the establishment of preschool centres in the \ncountry. With the National Policy on Education and setting up of the National Children’s Board, \nfocus on early childhood education as a significant goal that contributes to later schooling was \nestablished.\n1.2.3.2 Integrated Child Development Scheme \nThe Integrated Child Development Scheme (ICDS) was launched in 1975 in 33 experimental \nBlocks in the country. The programme reflected a shift in the focus from welfare-based to devel-\nopment-based services and considering children as a national resource.\nFor many years now, ICDS is the largest and the most comprehensive programme for ECCE ser -\nvices in the world. The Anganwadis under the ICDS provide health, education, and nutrition ser -\nvices to children less than six years old, mothers, and adolescents in the remotest of areas \nthroughout the country. The six services provided under ICDS are: supplementary nutrition, pre-', metadata={'page_label': '26', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='vices to children less than six years old, mothers, and adolescents in the remotest of areas \nthroughout the country. The six services provided under ICDS are: supplementary nutrition, pre-\nschool education, nutrition and health education, immunization, health check-ups, and referral \nservices.\nThe 1986 National Policy on Education viewed ECCE as significant to human resource develop-\nment. As per the Policy, it should act as a feeder to primary education and a support system for \nworking women. With greater financial allocation and a focus on integrated and play-based \nlearning for children, the Policy accelerated developments in the early education domain. In or -\nder to establish training and support needs of the various functionaries, Government bodies \nsuch as the National Council of Educational Research and Training (NCERT) and the National \nInstitute of Public Cooperation and Child Development (NIPCCD) began several research proj-', metadata={'page_label': '26', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='such as the National Council of Educational Research and Training (NCERT) and the National \nInstitute of Public Cooperation and Child Development (NIPCCD) began several research proj-\nects across the country to determine the reach and effectiveness of these programmes. Support \nsystems were set up by NIPCCD and the National Council for Teacher Education (NCTE) to pro-\nvide pre-service and in-service training to Teachers.\nOver the years, these efforts have led to significant improvements in ECCE. However, there have \nalso been gaps in implementation and monitoring of the services that have compromised the \nstandards and goals set by these policies and programmes. \n1.2.3.3 The Last Two Decades\nECCE came under the purview of the work of the Ministry of Woman and Child Development \n(MWCD) in 2006. Under MWCD, the National Early Childhood Care and Education Policy (2013) \nwas formulated which became the first policy exclusively for children in the early years. It had a', metadata={'page_label': '26', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='(MWCD) in 2006. Under MWCD, the National Early Childhood Care and Education Policy (2013) \nwas formulated which became the first policy exclusively for children in the early years. It had a \nvision to ‘promote inclusive, equitable and contextualized opportunities for the optimal develop-\nment and active learning capacities of all children below 6 years of age.’', metadata={'page_label': '26', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='27\nNational Curriculum Framework for Foundational Stage\nThis was followed by a National Early Childhood Care and Education Curriculum Framework in \n2014 brought out by MWCD that made significant commitments to improving education in the \nearly years. It has further strengthened the country’s commitment to providing universal access \nand quality care and education to young children.\nIn 2019, the NCERT developed a Preschool Curriculum for three years of preschool education \nalong with Guidelines for Preschool Education.\nThe most recent has been the transformative NEP 2020 which articulates a very clear goal - ev -\nery child in the age range of 3 - 8 years must have access to free, safe, high quality, developmen-\ntally appropriate early childhood care and education by the year 2025. \n1.2.4 Current State\na. Great potential, yet unfulfilled\nAt the current time, there is a learning crisis in India, where children are enrolled in primary', metadata={'page_label': '27', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='1.2.4 Current State\na. Great potential, yet unfulfilled\nAt the current time, there is a learning crisis in India, where children are enrolled in primary \nschool but are failing to attain basic skills such as foundational literacy and numeracy. A major \nsource of this crisis appears to be occurring well before children even enter Grade 1.\nFar too many 6+ year olds are entering Grade 1 with very limited experience of ECCE. Further -\nmore, far too many children are enrolling in Grade 1 before the age of 6, due to a lack of any \nsuitable preschool options; these are often the children that remain the most behind in the \nearly years school and beyond. \nThe deficiencies in what our children are experiencing is particularly marked between advan-\ntaged and disadvantaged groups. This is because children from more advantaged families \nhave greater access to role models, print materials and awareness, language fluency in the \nschool language, and strong learning environments at home, in addition to better nutrition,', metadata={'page_label': '27', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='have greater access to role models, print materials and awareness, language fluency in the \nschool language, and strong learning environments at home, in addition to better nutrition, \nhealthcare, and, of course, access to preschool education. Providing universal quality ECCE \nhas the potential to give all young children such access, along with all other benefits that arise \nfrom high quality ECCE.\nb. Diverse institutional settings\nAt the current time, most early childhood education is delivered in the form of Anganwadis \nand private preschools, with a very small proportion coming from preschools run by NGOs \nand other organizations. Where well supported, the Anganwadi system of preschool educa-\ntion, under the aegis of the ICDS, has worked with great success in many parts of India, espe -\ncially with respect to healthcare for mothers and infants. Anganwadis have truly helped to \nsupport parents and build communities; they have served to provide critical nutrition and', metadata={'page_label': '27', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='cially with respect to healthcare for mothers and infants. Anganwadis have truly helped to \nsupport parents and build communities; they have served to provide critical nutrition and \nhealth awareness, immunization, basic health check-ups, and referrals, and connections to \nlocal public health systems, thus setting up crores of children for healthy development and, \ntherefore, far more productive lives.\nHowever, while providing some essential cognitive stimulation, play, and day care, most An-\nganwadis have remained relatively light on the educational aspects of ECCE. Anganwadis are \ncurrently quite deficient in supplies and infrastructure for education; as a result, they tend to', metadata={'page_label': '27', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='28\nNational Curriculum Framework for Foundational Stagecontain more children in the 2-4-year age range and fewer in the educationally critical 4-6-\nyear age range; they also have had few Teachers trained in or specially dedicated to early \nchildhood education.\ni. Of the 11.7 lakh government and government-aided schools, 9.3 lakh have primary \n sections and 1.9 lakh have pre-primary sections. 2.7 lakh schools have a co-located \n Anganwadi section.[1]\nii. In case of co-located Anganwadis, the children of ages 4-6 years are considered as \n preschool children; pre-primary sections generally comprise two years of education.\nAccurate data for ECCE institutions (play schools/preschools) in the private sector is not \navailable - though anecdotal and observational evidence suggests a proliferation of such insti-\ntutions - from the very well-resourced to the poorly resourced. Private, and other preschools \nhave largely functioned as downward extensions of school. Though some provide better infra-', metadata={'page_label': '28', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='tutions - from the very well-resourced to the poorly resourced. Private, and other preschools \nhave largely functioned as downward extensions of school. Though some provide better infra-\nstructure and learning resources for children, most primarily focus on formal teaching and \nrote memorization, with high pupil-teacher ratios and limited developmentally appropriate \nplay-based and activity-based learning. Most of them have Teachers untrained in early child-\nhood education. They generally are very limited on health and nutrition aspects, and do not \nusually cater to children below 4 years of age.\nA significant proportion of children in India who complete preschool education, public or pri-\nvate, do not have the needed school readiness Competencies when they join school. Thus, in \naddition to problems of access, quality-related deficiencies such as a developmentally inap-\npropriate curriculum, the lack of qualified and trained Teachers, and less-than-optimal peda-', metadata={'page_label': '28', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='addition to problems of access, quality-related deficiencies such as a developmentally inap-\npropriate curriculum, the lack of qualified and trained Teachers, and less-than-optimal peda-\ngogy have remained major challenges for many, if not most, existing early learning pro-\ngrammes.\nChildren at ages 6-8 are in school. The challenges during this age - pedagogical, curricular, \nsystemic, and more - remain among the key roots of India’s educational challenges. All these \nmatters are addressed frontally in NEP 2020.\nc. Unregulated private pre-schools\nThe National ECCE Policy (2013) clearly states that ‘To standardise the quality of ECCE avail -\nable to children, basic Quality Standards and Specifications will be laid down for ECCE which \nwill be enforced across public, private, and non-governmental service providers. It recom -\nmends that a Regulatory Framework for ECCE across all service providers should be devel-\noped by the National ECCE Council, to be implemented by 2016.’ [2]', metadata={'page_label': '28', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='mends that a Regulatory Framework for ECCE across all service providers should be devel-\noped by the National ECCE Council, to be implemented by 2016.’ [2]\nHowever, the private preschool space still remains largely unregulated. A large number of \nthese schools may not have the intent or the means to invest in quality ECCE. At best, they \nserve as safe places for children to be in for a few hours.\nd. Access and Enrolment \nDespite the remarkable reach of the ICDS scheme (it is one of the largest such in the world), \nand availability of other preschools, many challenges remain, most notably, low enrolment \nand attendance compared to primary school. This issue is also manifest in the phenomenon of \n5-year-olds entering Grade 1 in school.', metadata={'page_label': '28', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='29\nNational Curriculum Framework for Foundational Stage\nThere has been a significant focus on access and enrolment in the past two decades. While \naccess and enrolment in primary school has increased dramatically, enrolment in ECCE pro-\ngrammes still remains low. \ni. The overall coverage of the ICDS scheme has been good in terms of access with \n Anganwadis set up even in remote locations. In 2022, of the 13,99,661 sanctioned \n Anganwadis, 13,91,004 were reported to be operational.[3]\nii. However, despite widespread availability, enrolment remains low. During 2020-21 of the \n 19,344,199 students admitted in Grade 1, only 50.9% had preschool experience. Of these, \n 24.7%, had preschool experience in the same school, 7.9% in another school and 18.3% in \n an Anganwadi/ECCE centre, respectively.[4]\niii. Enrolment in primary school has been excellent, with GER and NER of 103.3 and 92.7, \n respectively, reported for 2020-21.[4]', metadata={'page_label': '29', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='an Anganwadi/ECCE centre, respectively.[4]\niii. Enrolment in primary school has been excellent, with GER and NER of 103.3 and 92.7, \n respectively, reported for 2020-21.[4]\niv. In 2019-20, preschool attendance was reported as being 44% in urban and 39% in rural \n areas. Overall, 40% of children of ages 2-4 years were reported as attending preschool, \n with the lowest attendance among children belonging to Socially and Economically \n Disadvantaged Groups (SEDGs). Among children of ages 6-10 years, 95% attend school. [5]\nv. In 21 States in the country, children enter Grade 1 at the age of 5 years. [6]\ne. Human resources\nWhile the staffing of the Anganwadis is not complete, it is at high levels. Data for private insti-\ntutions is not available. The number of institutions offering relevant teacher education pro-\ngrams is low and inadequate. \ni. The number of sanctioned posts in Anganwadis is 13,99,696, of which only 5% are vacant. \n Of the number of sanctioned posts for Anganwadi helpers, 7% are vacant. [7]', metadata={'page_label': '29', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='grams is low and inadequate. \ni. The number of sanctioned posts in Anganwadis is 13,99,696, of which only 5% are vacant. \n Of the number of sanctioned posts for Anganwadi helpers, 7% are vacant. [7]\nii. The number of teacher education institutions offering programmes preparing Teachers \n for preschool is extremely low. Only 1% of Teacher education institutions in the private \n space (which comprise 92% of Teacher education institutions in the country) offer \n programmes for preschool Teachers. None of the north-eastern States have teacher \n education programmes for preschool. [8]\nf. Nutrition\nGood nutrition is an integral part of ECCE. While, over the years, India has made progress on \nkey nutritional indicators of children, significant challenges remain.\ni. In India, 36% of children under age five years are stunted (i.e., too short for their age). \n This is a sign of chronic under-nutrition. 19% of children under age five years are wasted', metadata={'page_label': '29', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='i. In India, 36% of children under age five years are stunted (i.e., too short for their age). \n This is a sign of chronic under-nutrition. 19% of children under age five years are wasted \n (i.e., too thin for their height), which is a sign of acute under-nutrition, while 32 percent of \n children under age five years are underweight.[5] This has an impact on the holistic \n development of children both in the near and long term. \nii. The prevalence of stunting and being under-weight has decreased since 2015-16. \n Stunting declined from 38 percent in 2015-16 to 36 percent in 2019-21. Over this same \n time period, the prevalence of wasting has declined from 21 percent in 2015-16 to 19 \n percent in 2019-21. However, there are wide variations across States and Union \n Territories with some States having nearly 40% or more children showing stunting.[5]', metadata={'page_label': '29', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='30\nNational Curriculum Framework for Foundational Stageg. Learning Outcomes\nThe focus on, and achievement of, educational outcomes across the range of ECCE institutions \nhas been inadequate. These deficits tend to cumulate through later school years.\ni. The focus on the education component in Anganwadis has been inadequate for many \n reasons e.g., time available, capacity of the Teacher. Activities for pre-reading, pre-writing \n and pre-number concepts are generally very few. \nii. Many children are unable to demonstrate age-appropriate learning levels; this issue \n persists even as children move through primary school.[9]\niii. NAS 2021 shows declining learning levels at Grade 3, and the accumulation of \n learning deficit across Grades. Average scores in Primary Grades dipped considerably \n across language and mathematics as compared to the Upper Primary and Secondary \n Grades.[9]\nh. The way forward\nNEP 2020 squarely lays out the challenges of ECCE in India - ‘quality ECCE is not available to', metadata={'page_label': '30', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Grades.[9]\nh. The way forward\nNEP 2020 squarely lays out the challenges of ECCE in India - ‘quality ECCE is not available to \ncrores of young children, particularly children from socio-economically disadvantaged back -\ngrounds’, and makes a clear commitment to addressing these challenges with strong invest-\nment, and thereby providing universal provisioning of quality early childhood development, \ncare, and education ‘as soon as possible, and no later than 2030.’ (NEP 2020 1.1)\nAmongst the multipronged approach of NEP 2020 to transforming the ECCE landscape in the \ncountry, this NCF is one of the most important. While investments in infrastructure and other \nmatters may take some time, curricular and pedagogical changes can happen in parallel and \noften faster. The objective of this NCF is to enable such a transformation in the practice of \nECCE across institutions, even as other improvements happen alongside. \n1.2.5 Other Ideas that have Shaped Teaching and Learning \n for this Stage around the World', metadata={'page_label': '30', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ECCE across institutions, even as other improvements happen alongside. \n1.2.5 Other Ideas that have Shaped Teaching and Learning \n for this Stage around the World\nAcross the world, thinkers such as Rousseau, Froebel, Dewey, and Montessori were pioneers in \nthe movement of early childhood education.\nDewey emphasized the wonderful learning opportunities that everyday experiences provided \nand believed that the child’s own instincts, activities, and interests should be the starting point \nof education. The implication is that the ‘here and now’ of the child determines what children \nshould be engaged in. Therefore, Teachers must choose topics that are from child’s immediate \nsocial environment and interest as critical starting points. Froebel believed that action and direct \nobservation were the best ways to educate children. The implication is that an alert (and in-\nformed) Teacher, engaged in play and other activities for children, is a critical prerequisite for \neffective teaching-learning.', metadata={'page_label': '30', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='formed) Teacher, engaged in play and other activities for children, is a critical prerequisite for \neffective teaching-learning.\nIn more recent times, scholars in Developmental Psychology and Child Development like Piaget, \nBruner, Vygotsky, Urie Bronfenbrenner, and Gardner have further emphasised, based on their \nresearch, play and activity as the child’s natural modes of learning and that children living and \nlearning in multiple social and cultural contexts influence their learning and development.', metadata={'page_label': '30', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='31\nNational Curriculum Framework for Foundational Stage\nPiaget emphasised that children constructed their knowledge by assimilating their experiences \nand then accommodating them within their own understanding, and that children are adjusting \nand using new information constantly to make sense of perceptions and experiences.\nVygotsky viewed children as actively engaged in social and cultural experiences, and that there \nis active interaction between children and more experienced others in the process of learning \nand development. The implication of this is that multi-level, multi-grade classrooms with small \ngroup activities must be encouraged where more informed peers facilitate learning.\nJerome Bruner proposed that children should represent information and knowledge in their \nmemory in three different but interrelated modes, namely, action based, image based, and lan -\nguage/symbol based. He explained how this was possible through the concept of the `spiral cur-', metadata={'page_label': '31', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='memory in three different but interrelated modes, namely, action based, image based, and lan -\nguage/symbol based. He explained how this was possible through the concept of the `spiral cur-\nriculum’, which involved information being structured so that complex ideas can be taught at a \nsimplified level first where children learn more through concrete experiences, and then revisited \nat more complex levels later on (hence the spiral analogy). Therefore, topics would be taught at \nlevels of gradually increasing difficulty. The implication of this is that different modes of repre-\nsentation must be used in the class - concrete, picture-based, and language or symbol based. This \nis the basis of repeating the same theme or topic in early years curricula with the same set of \nchildren for a full three-year period, through different experiences.\nThese ideas helped open the way for sensorial and practical activities forming curricular con-', metadata={'page_label': '31', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children for a full three-year period, through different experiences.\nThese ideas helped open the way for sensorial and practical activities forming curricular con-\ntent. Indian thinkers were also guided by their own observations concerning young children and \ntheir interests in activities involving different teaching-learning materials. These insights into \nthe importance of exploration and play, art, rhythm, rhyme, movement, and active participation \nof the child led to the inclusion of these elements in the classroom.', metadata={'page_label': '31', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='32\nNational Curriculum Framework for Foundational Stage1.3 Section 1.3 \n Vision of NEP 2020\nBox 1.3A\nThis National Education Policy 2020 envisions an education system rooted in Indian \nethos that contributes directly to transforming India, that is Bharat, sustainably into an \nequitable and vibrant knowledge society, by providing high-quality education to all, and \nthereby making India a global knowledge superpower. \nThe Policy envisages that the curriculum and pedagogy of our institutions must develop \namong the students a deep sense of respect towards the Fundamental Duties and Consti -\ntutional values, bonding with one’s country, and a conscious awareness of one’s roles and \nresponsibilities in a changing world. \nThe Vision of the Policy is to instil among the learners a deep-rooted pride in being \nIndian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop \nknowledge, skills, values, and dispositions that support responsible commitment to', metadata={'page_label': '32', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop \nknowledge, skills, values, and dispositions that support responsible commitment to \nhuman rights, sustainable development and living, and global well-being, thereby reflect-\ning a truly global citizen.\n1.3.1 Overall Guiding Principles in NEP 2020\nNEP 2020 states that the purpose of education is to develop good human beings capable of ratio-\nnal thought and action, possessing compassion and empathy, courage and resilience, scientific \ntemper, and creative imagination, with sound ethical moorings and values. It aims at producing \nengaged, productive, and contributing citizens for building an equitable, inclusive, and plural \nsociety as envisaged by our Constitution.\nA good educational institution is one in which every student feels welcomed and cared for, where \na safe and stimulating learning environment exists, where a wide range of learning experiences', metadata={'page_label': '32', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='A good educational institution is one in which every student feels welcomed and cared for, where \na safe and stimulating learning environment exists, where a wide range of learning experiences \nare offered, and where good physical infrastructure and appropriate resources conducive to \nlearning are available to all students. Attaining these qualities must be the goal of every educa-\ntional institution. However, at the same time, there must also be seamless integration and coor -\ndination across institutions and across all Stages of education.\nThe main guiding principles in NEP 2020 are:\na. Recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing \n Teachers as well as parents to promote each student’s holistic development in both \n academic and non-academic spheres.\nb. According to the highest priority to achieving Foundational Literacy and Numeracy by all \n students by Grade 3.', metadata={'page_label': '32', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='academic and non-academic spheres.\nb. According to the highest priority to achieving Foundational Literacy and Numeracy by all \n students by Grade 3.\nc. Flexibility, so that learners have the ability to choose their learning trajectories and \n programmes, and thereby choose their own paths in life according to their talents and \n interests.', metadata={'page_label': '32', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='33\nNational Curriculum Framework for Foundational Stage\nd. No hard separations between arts and sciences, between curricular and extra-curricular \n activities, between vocational and academic streams, etc. in order to eliminate harmful \n hierarchies among, and silos between different areas of learning.\ne. Multidisciplinary and holistic education across the sciences, social sciences, arts, \n humanities, and sports for a multidisciplinary world in order to ensure the unity and \n integrity of all knowledge.\nf. Emphasis on conceptual understanding rather than rote learning and learning-for- \n examinations.\ng. Conceptual understanding, problem-solving, creativity, and critical thinking to encourage \n logical decision-making and innovation.\nh. Ethics and human and Constitutional values like empathy, respect for others, cleanliness, \n courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, \n liberty, responsibility, pluralism, equality, and justice.', metadata={'page_label': '33', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, \n liberty, responsibility, pluralism, equality, and justice.\ni. Promoting multilingualism and the power of language in teaching and learning.\nj. Life skills such as communication, cooperation, teamwork, and resilience.\nk. Focus on regular formative assessment for learning rather than the summative assessment \n that encourages today’s ‘coaching culture.’\nl. Extensive use of technology in teaching and learning, removing language barriers, increasing \n access for Divyang students, and educational planning and management.\nm. Respect for diversity and respect for the local context in all curriculums, pedagogy, and \n policy, always keeping in mind that education is a concurrent subject.\nn. Full equity and inclusion as the cornerstone of all educational decisions to ensure that all \n students are able to thrive in the education system.', metadata={'page_label': '33', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='n. Full equity and inclusion as the cornerstone of all educational decisions to ensure that all \n students are able to thrive in the education system.\no. Synergy in curriculum across all levels of education from early childhood care and education \n to school education to higher education.\np. Teachers and faculty as the heart of the learning process - their recruitment, continuous \n professional development, positive working environments, and service conditions.\nq. ‘Light but tight’ regulatory framework to ensure integrity, transparency, and resource \n efficiency of the educational system through audit and public disclosure while encouraging \n innovation and out-of-the-box ideas through autonomy, good governance, and \n empowerment.\nr. Outstanding research as a corequisite for outstanding education and development.\ns. Continuous review of progress based on sustained research and regular assessment by \n educational experts.', metadata={'page_label': '33', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='r. Outstanding research as a corequisite for outstanding education and development.\ns. Continuous review of progress based on sustained research and regular assessment by \n educational experts.\nt. Rootedness and pride in India, and its rich, diverse, ancient, and modern culture and \n knowledge systems and traditions.\nu. Education is a public service; access to quality education must be considered a basic right of \n every child.', metadata={'page_label': '33', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='34\nNational Curriculum Framework for Foundational Stage1.3.2 Paradigm Shifts in NEP 2020 that Guide the NCF\nNEP 2020 visualizes three paradigm shifts in School Education which guide the NCF. \na. Transitioning to a more multidisciplinary and holistic education\ni. The goal is to develop good human beings, capable of independent rational thought and \naction, with compassion and humaneness, with courage and creative imagination, based \non sound ethical moorings and a rootedness in India.\nii. For the holistic development of the child in all capacities - intellectual, social, physical, \nethical, and emotional - there must be strong emphasis in the curriculum on science, \nsocial sciences, art, languages, sports, mathematics, and vocational education.\niii. There should be no hard separation between `arts’ and `science’ streams, or between \n`academic’ and `vocational’ streams, or between `curricular’ or `extracurricular’ \nactivities.', metadata={'page_label': '34', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='iii. There should be no hard separation between `arts’ and `science’ streams, or between \n`academic’ and `vocational’ streams, or between `curricular’ or `extracurricular’ \nactivities.\niv. Students will have increased flexibility and choice of subjects to study across the arts, \nhumanities, sciences, sports, and vocational subjects.\nv. Necessary knowledge and skills that must be learned by all students include scientific \ntemper, aesthetics and art, oral and written communication, ethical reasoning, \nsustainable living, Indian knowledge systems, digital literacy and computational \nthinking, knowledge of the country, current affairs, and critical issues facing the world.\nb. Transitioning to an emphasis on critical and analytical thinking rather than rote \n learning\ni. Students must develop the ability to think analytically, participate in discussions, \nbecome adept at speaking, writing and other 21st century skills and learn how to learn.', metadata={'page_label': '34', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='learning\ni. Students must develop the ability to think analytically, participate in discussions, \nbecome adept at speaking, writing and other 21st century skills and learn how to learn.\nii. Emphasis must be on learning key concepts, deeper, experiential learning, analysis and \nreflection, values, and life skills.\niii. The system of assessment in our schooling system must shift from one that primarily \ntests rote memorization to one that is more formative, promotes learning and \ndevelopment, and tests higher-order skills.\nc. Transitioning to a new curricular and pedagogical structure \ni. Curriculum and pedagogical approaches should be in line with the developmental stage \nof the child to be more responsive to the needs of learners at divergent stages of their \ndevelopment and will, therefore, be guided by a 5 + 3 + 3 + 4 design with four Stages:\n1) Foundational Stage: Flexible, multilevel, play-based learning\n2) Preparatory Stage: Discovery and activity-based learning along with some formal', metadata={'page_label': '34', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='1) Foundational Stage: Flexible, multilevel, play-based learning\n2) Preparatory Stage: Discovery and activity-based learning along with some formal \ninteractive classroom learning in order to lay a solid groundwork in reading, writing, \nspeaking, physical education, art, languages, science, and mathematics\n3) Middle Stage: Pedagogical and curricular style of the Preparatory Stage with the \nintroduction of subjects for learning and discussion of more abstract concepts\n4) Secondary Stage: Four years of multidisciplinary study with subject depth, focus on \nanalytical thinking, attention to life aspirations and flexibility and choice of subjects \nfor students', metadata={'page_label': '34', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='35\nNational Curriculum Framework for Foundational Stage\n1.3.3 NEP 2020 – Specific Goals for Early Childhood Care \n and Education\na. Achieving universal provisioning of quality early childhood development, care, and \n education as soon as possible. (NEP 2020, para 1.1)\nb. Attainment, by all children of optimal outcomes in the domain of:\ni. Physical and motor development\nii. Cognitive development\niii. Socio-emotional-ethical development\niv. Cultural/artistic development\nv. Development of communication and early language, literacy, and numeracy. (NEP 2020, \npara 1.2)\nc. Institutionalization of flexible, multi-faceted, multi-level, play-based, activity-based, and \n inquiry-based learning comprising of languages, numbers, counting, colours, shapes, indoor \n and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other \n visual art, craft, drama and puppetry, music and movement in addition to a focus on', metadata={'page_label': '35', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other \n visual art, craft, drama and puppetry, music and movement in addition to a focus on \n developing social capacities, sensitivity, good behaviour, courtesy, ethics, personal and \n public cleanliness, teamwork, and cooperation. (NEP 2020, para 1.2) \n \n NEP 2020 states that the Foundational Stage begins at Age 3 and ends at Age 8 i.e., five years \n of schooling from Preschool to Grade 2. Children should, therefore, begin Grade 1 at the age \n of 6 years.\n1.3.4 Guiding Principles for the Foundational Stage based \n on NEP 2020\na. Every child is capable of learning regardless of the circumstances of birth or background.\nb. Each child is different and grows, learns, and develops at their own pace.\nc. Children are natural researchers with great observational skills. They are constructors of \n their own learning experiences and express feelings and ideas through different \n representations.', metadata={'page_label': '35', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='c. Children are natural researchers with great observational skills. They are constructors of \n their own learning experiences and express feelings and ideas through different \n representations. \nd. Children are social beings; they learn through observation, imitation, and collaboration. \n Children learn through concrete experiences, using their senses and acting upon the \n environment. \ne. Children’s experiences and ways of learning must be acknowledged and included. Children \n learn best when they are respected, valued, and fully involved in the learning process.\nf. Play and activity are the primary ways of learning and development with continuous \n opportunities for children to experience, explore, and experiment with the environment.\ng. Children must engage with material, activities, and environments that are developmentally \n and culturally appropriate and develop conceptual understanding and problem-solving.', metadata={'page_label': '35', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='g. Children must engage with material, activities, and environments that are developmentally \n and culturally appropriate and develop conceptual understanding and problem-solving.\nh. Content should be drawn from the experiences of children. The novelty of the content or its \n challenges should be based on the familiar experiences of children.', metadata={'page_label': '35', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='36\nNational Curriculum Framework for Foundational Stagei. Content should be suited to the developmental needs of children and should provide several \n opportunities for fantasy, storytelling, art, music, and play. \nj. Equity in issues such as gender, caste, class, and disability should be emphasized in the \n content.\nk. Teachers should facilitate and mediate the learning of the children. Scaffolding should be \n provided by asking open-ended questions, enabling exploration. \nl. Family and community are partners in this process and are involved in multiple ways. \nm. Care is central to learning. Children at this age naturally perceive familiar adults as \n caregivers first. Teachers should be sensitive and responsive to the needs and moods of \n children. Classroom activities must emphasize the emotional aspect of learning (e.g., \n through storytelling or art).\nBox 1.3B\nThe Foundational Stage is a single curricular and pedagogical phase which comprises five', metadata={'page_label': '36', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='through storytelling or art).\nBox 1.3B\nThe Foundational Stage is a single curricular and pedagogical phase which comprises five \nyears of flexible, multilevel, play and activity-based learning for children between 3 and 8 \nyears of age.\nNEP 2020 sees these early years as critical to development and learning.\nEducation in these years must focus on developing foundational capacities and skills. \nThese comprise cognitive, linguistic, and socio-emotional skills for the development of \nwhich the early years represent the most sensitive period. They prepare the bedrock for \nchildren to learn academic reading and writing and numeracy as they mature as well as \nprovide a foundation for lifelong learning.\n1.3.5 Key Recent Initiatives on NEP Priorities\na. NIPUN Bharat \nLaunched in 2021, NIPUN (National Initiative for Proficiency in Reading with Understanding \nand Numeracy) Bharat is the National Mission for attaining the goals of Foundational Literacy', metadata={'page_label': '36', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Launched in 2021, NIPUN (National Initiative for Proficiency in Reading with Understanding \nand Numeracy) Bharat is the National Mission for attaining the goals of Foundational Literacy \nand Numeracy (FLN) in the country as directed by NEP 2020. NIPUN Bharat aims to achieve \nFLN by 2026-27 for all children in the country by Grade 3.\nThe challenges of achieving FLN have become deeper and more widespread because of the \nlearning loss due to school closure during the pandemic. NIPUN Bharat brings a focus on stra-\ntegic implementation as well as clear indication of the necessary structures, and roles and \nresponsibilities critical for meeting the goals outlined in Chapter 2 of NEP 2020. It has done \nan excellent job in focussing attention on this critical issue, and work has begun across the \ncountry on the same. It must continue full steam on this important task. \nThe elements of NIPUN Bharat which are curricular in nature (e.g., Curricular Goals, and Com -\npetencies) will be aligned to the NCF.', metadata={'page_label': '36', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='37\nNational Curriculum Framework for Foundational Stage\nb. Vidya Pravesh\nVidya Pravesh is based on the deep emphasis that NEP 2020 lays on attainment of the goals of \nFLN for all children. The Policy expresses the concern that since we are yet to attain universal \naccess to ECCE, a large proportion of children already fall behind within the first few weeks of \nGrade 1. To help overcome this gap in learning, a three-month, play-based school preparation \nmodule has been proposed as an interim measure. \nVidya Pravesh has been developed by NCERT for students entering Grade 1. It will be transact -\ned over three months, with four hours a day devoted to familiarizing children with the school \nenvironment and to provide experiences for maintaining well-being. Vidya Pravesh will also \nenable the learning of ethical values and cultural diversity, and interaction with the physical, \nsocial and natural environment. In addition to these aspects, Vidya Pravesh will be designed', metadata={'page_label': '37', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='enable the learning of ethical values and cultural diversity, and interaction with the physical, \nsocial and natural environment. In addition to these aspects, Vidya Pravesh will be designed \nto build the foundations of mathematics, language, and literacy, in alignment with the learning \noutcomes of NIPUN Bharat.\nc. Balvatika\nNEP 2020 states that ‘prior to the age of 5 every child will move to a “Preparatory Class” or \n“Balvatika” (that is before Class 1) which has an ECCE-qualified teacher’ (NEP 2020 Para 1.6). \nThe Balvatika programme is envisaged as a one-year programme before Grade 1 which is \nmeant to prepare children with cognitive and linguistic Competencies that are prerequisites \nfor learning to read, write and develop number sense through a play-based approach. NCERT \nhas developed guidelines and processes for three years of preschool including the Balvatika.\nIn conclusion: This NCF aims to build a curriculum framework for the Foundational Stage', metadata={'page_label': '37', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='has developed guidelines and processes for three years of preschool including the Balvatika.\nIn conclusion: This NCF aims to build a curriculum framework for the Foundational Stage \nthat realizes the goals of NEP 2020, taking into account the extensive worldwide research on \nECCE, leveraging the rich ECCE traditions of India, and building on the recent initiatives al -\nready launched such as NIPUN Bharat and Vidya Pradesh, in order to have an early childhood \ncare and learning eco-system for all of India’s children that is second to none in the world.', metadata={'page_label': '37', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='38\nNational Curriculum Framework for Foundational Stage1.4 Section 1.4 \n How Children Learn at the Foundational \n Stage \nChildren are natural learners. They are active, eager to learn, and respond with interest in new \nthings. They have an innate sense of curiosity - they wonder, question, explore, try out, and dis -\ncover to make sense of the world. By acting on their curiosity, they continue to discover and \nlearn more. \nChildren learn best through play - through activity and doing. They like to run, jump, crawl, and \nbalance, they enjoy repetition, they respond spontaneously to rhythm, they talk, they ask, and \nthey reason, and answer questions posed to them. They learn by first-hand experiences involv -\ning manipulation, exploration, and experimentation. \nThis playfulness with materials, ideas, thoughts, and feelings helps in developing children’s cre-\nativity, flexible thinking, and problem-solving abilities, and enhances their concentration, atten-', metadata={'page_label': '38', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='This playfulness with materials, ideas, thoughts, and feelings helps in developing children’s cre-\nativity, flexible thinking, and problem-solving abilities, and enhances their concentration, atten-\ntion, and perseverance. Children improve their thinking, vocabulary, imagination, speaking, and \nlistening skills through play, whether they are reconstructing real situations or creating imagi-\nnary worlds. \nLearning at this Stage is, therefore, an active and interactive process in which children learn \nthrough play and through interaction with other children and more experienced others. Children \nare actively engaged in their social and cultural experiences, and they constantly adjust and use \nnew information to make sense of their perceptions and their experiences. \nChildren’s playing and playfulness can be nurtured and strengthened through experiences of \nactive participation with others, and with natural, real-world materials that provoke and en-', metadata={'page_label': '38', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Children’s playing and playfulness can be nurtured and strengthened through experiences of \nactive participation with others, and with natural, real-world materials that provoke and en-\nhance learning, imagination, creativity, innovation, and problem solving in diverse and unique \nways. \nIt is vital that learning of children at this Stage is anchored by nurturing relationships with those \naround them. These relationships help children feel safe, become more optimistic, curious, and \ncommunicative. \n1.4.1 Importance of Play\nPlay is a child’s work. Play by its very nature is something young children like to do and actively \nengage in. We can say that play and learning are a two-way reciprocal process. Play enables \nlearning by allowing children to remain active, engaged, and involved in social interaction with \nother adults and children, thus meeting all necessary conditions for learning to occur.\nWhen we observe children engaged in play, we notice the following:', metadata={'page_label': '38', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='other adults and children, thus meeting all necessary conditions for learning to occur.\nWhen we observe children engaged in play, we notice the following:\na. There is choice: Children choose and decide their goals when they play (e.g., I would like to \n complete the puzzle, build the block tower, or make tea in the dollhouse). This choice \n enables them to be active and engaged.', metadata={'page_label': '38', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='39\nNational Curriculum Framework for Foundational Stage\nb. There is wonder: This enables them to \n think and focus (e.g., the balloon is \n getting so big, how far into the sky the \n kite has gone, where did the \n handkerchief disappear - is that \n magic?).\nc. There is joy: Children are enjoying \n themselves, are excited about playing, \n and are loving what they are doing. \n This enables meaningful social \n interaction and increases the \n desire to continue learning.\nIn this active playing process, children are \nlearning - learning to make sense of the \nworld, learning to solve problems, learn-\ning about themselves, learning about oth-\ners, learning language and mathematics. \nPlay is thus central to children’s learning and development. Learning through play in the class-\nroom provides several opportunities for children, actively catering to all domains of develop-\nment, all Curricular Goals. Choice, wonder, and joy are key aspects of children’s play, and our', metadata={'page_label': '39', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='room provides several opportunities for children, actively catering to all domains of develop-\nment, all Curricular Goals. Choice, wonder, and joy are key aspects of children’s play, and our \nclassrooms would do well to be organized around these three aspects.\nWhile playing, children are active: they organize, plan, imagine, manipulate, negotiate, explore, \ninvestigate, and create while making sense of the world. For example, when playing, children:\n• Make a plan and follow through: I want to draw my home and family; what will it look like, \n and who all should I include in the picture?\n• Learn from trial and error, using imagination and problem-solving skills: My tower keeps \n falling; maybe I need to put more blocks at the base?\n• Apply concepts of quantity, science, and movement to real life: I want to dig a tunnel in the \n sandpit; maybe I need to wet the sand?\n• Reason in a logical, analytical manner: While solving picture puzzles, it may be good to start \n with the pieces on the border first.', metadata={'page_label': '39', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='sandpit; maybe I need to wet the sand?\n• Reason in a logical, analytical manner: While solving picture puzzles, it may be good to start \n with the pieces on the border first.\n• Communicate with friends, interact with them, and negotiate differences in point of view: \n This time I want to play the doctor; maybe next time you could play this role?\n• Derive satisfaction from work or accomplishment: I completed this sandcastle together with \n my friend.\n• Be creative: When I mix red and blue paint, it becomes purple; what will happen when I mix \n green and blue paint?', metadata={'page_label': '39', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='40\nNational Curriculum Framework for Foundational Stage1.4.2 Learning through Play \nThis NCF emphasises the importance of ‘play’ at the core of the conceptual, operational, \nand transactional approaches to curriculum organization, pedagogy, time and content or -\nganization, and the overall experience of the child.\nThe term `play’ in the context of ECCE includes all activities that are fun and engaging to the \nchild. This can take the form of physical play, interaction, conversation, question and answer \nsessions, storytelling, read-alouds and shared reading, riddles, rhymes, or other enjoyable activ -\nities involving games, toys, visual art, and music. \nPlay provides active and stimulating learning opportunities to children, and can be organized in \ndifferent ways:\na. Free Play\ni. Children choose what they would like to play, how they would like to play it and for how \nlong. This is completely child initiated and self-directed, e.g., solving puzzles, role playing \nwith their peers, reading a book.', metadata={'page_label': '40', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='long. This is completely child initiated and self-directed, e.g., solving puzzles, role playing \nwith their peers, reading a book.\nii. Teachers play an indirect role in this, e.g., preparing the environment for Free Play, \nobservation of children at play, and helping when asked for support. \niii. Free Play helps children develop social and self-regulation skills, e.g., leading and \nfollowing, resolving disagreements, being sensitive to others, managing emotions, and \nsharing material. \niv. However, children cannot learn everything through Free Play. In fact, they often need \nspecific guidance even while they are exploring on their own. \nb. Guided Play\ni. Children lead the activity, but adults actively facilitate the play activity. For example, if \nchildren want to play with clay, the Teacher guides the children on how to use the clay, \nroll the clay, make a shape. Teachers engage in this exercise with a specific objective, i.e., \nto help children develop fine motor skills and develop imagination.', metadata={'page_label': '40', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='roll the clay, make a shape. Teachers engage in this exercise with a specific objective, i.e., \nto help children develop fine motor skills and develop imagination. \nii. Guided Play is considered most effective for enhancing skills related to all domains of \ndevelopment as it opens up opportunities for children and Teachers to learn \ncollaboratively and for the Teacher to engage in discussions and ask questions about \nchildren’s play. For example, for development of emergent literacy skills, the Teacher \nintroduces a vocabulary activity, like finding rhyming words from a story and talking \nabout it and introduces games for actively using the vocabulary. \niii. Guided Play is considered effective in the early years as it focuses on child-directed \nlearning with gentle but active scaffolding by Teachers to meet specific learning \nobjectives.', metadata={'page_label': '40', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='41\nNational Curriculum Framework for Foundational Stage\nc. Structured Play \n (also known as Directed Play)\ni. These are Teacher-directed, carefully thought-through activities which are fun and \nplayful but with specific rules and guidelines. For example, the Teacher may ask children \nto create a story by adding a line each to a scenario in a playful manner, and then have \nthem write it, or organize a story card sequence after a read-aloud session.\nii. Structured Play is most useful for focussing on specific Competencies and Learning \nOutcomes at the Foundational Stage. Teachers provide planned playful learning \nexperiences through games and activities with rules. This could include storytelling, use \nof rhymes or songs, guided conversations, language and mathematics games, or a guided \nwalk. This form of play has tighter boundaries set by the Teacher especially the learning \nsequence to be followed, the rules in a game to be followed, and so on.', metadata={'page_label': '41', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='walk. This form of play has tighter boundaries set by the Teacher especially the learning \nsequence to be followed, the rules in a game to be followed, and so on.\nPlay-based learning has been described as a teaching approach involving playful, child-directed \nelements along with some degree of adult guidance and scaffolded learning objectives. \nThe Play-based Learning Continuum highlights different levels of teacher involvement in play \nthat can support children’s learning in a children-centred and playful environment. The Contin-\nuum includes both child-led and Teacher-led activities. Children should get balanced opportuni-\nties for play in each year throughout the Foundational Stage including Grade 1 and 2.\nTable 1.4A\nFree Play Guided Play Structured Play \nRoles Child-led\nChild directed Child-led\nTeacher supportedTeacher-led\nChildren actively partici-\npate\nWhat do \nChildren do?Children decide all \naspects of their play - \nwhat to play, how to \nplay it, for how long to', metadata={'page_label': '41', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Teacher supportedTeacher-led\nChildren actively partici-\npate\nWhat do \nChildren do?Children decide all \naspects of their play - \nwhat to play, how to \nplay it, for how long to \nplay, with whom to play.Children plan and lead \ntheir own play, similarly as \nthey do during free play. Children actively listen, \nfollow rules, participate in \nactivities and games \nplanned by Teachers.\nWhat do \nTeachers do?Teachers organise a \nstimulating play \nenvironment in the \nclassroom, observe \nchildren, and help when \nchildren ask for sup-\nport.Teachers offer support \nand actively facilitate play. \nTeachers guide the \nchildren in different tasks \nthat they are involved in, \nask questions, play with \nthe children to meet \nspecific learning objec-\ntives. Teachers carefully plan \nactivities and games with \nspecific rules to promote \nCompetencies in a learning \nsequence. Language and \nmathematics games, \nnature walks, songs and \nrhymes are planned on a \ndaily basis.', metadata={'page_label': '41', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='42\nNational Curriculum Framework for Foundational StageSome illustrative, but specific, examples of different kinds of play are given below.\nTable 1.4B\n# Type of Play Examples \n1 Dramatic Play/ \nFantasy PlayUse a small stick for a horse to dramatize a story.\nActing like family members, Teachers, Doctors.\nDramatizing a favourite character, e.g., Jhansi ki Rani, Rani Chennamma, \nChota Bheem, Shaktimaan.\n2 Exploratory play Jodo, Todo, Phir Jodo - dismantling and assembling objects (e.g., clock, toilet \nflush, tricycle).\nExperiments with instruments (e.g., magnets, prism, magnifying g lass).\nMixing dals chana, rajma and sorting.\nSand play, Water play.\n3 Environment/ \nSmall World playUsing miniature animals, furniture, kitchen set, doctor set to recreate the \nreal world and engage with it.\nNature walk identifying trees, plants, insects, birds, animals, sounds, \ncolours.\n4 Physical Play Exploring the body through music, movement, dramatization, outdoor play, \nbalancing, games.\n5 Games with', metadata={'page_label': '42', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='colours.\n4 Physical Play Exploring the body through music, movement, dramatization, outdoor play, \nbalancing, games.\n5 Games with \nRulesHopscotch (Kith Kith, Stapu, Langdi), Tag, Snakes and Ladders, Chaupad, \nSpinning tops (Lattu, Buguri ), Marbles (Goli), Kokla Chapaki, Pitthu, \nPallanguzhi.\n1.4.3 Engaging Children for Play \nPlay - of any kind and organized to be free, guided, or structured - can be enabled and facilitated \nby various methods (e.g., activities, tools, artefacts) that engage children. Some of the key such \nmethods are mentioned below. \na. Learning through Play - Art, Craft, Music, Movement\nChildren express themselves, imagine, and create without any inhibition through the arts. The \nopen-endedness and playful qualities of the arts encourage self-expression, intuition, reason-\ning, imagination, and communication. Children need to be supported with ideas and opportu-\nnities to draw, paint, print, create collages, construct structures with blocks. Children also love', metadata={'page_label': '42', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing, imagination, and communication. Children need to be supported with ideas and opportu-\nnities to draw, paint, print, create collages, construct structures with blocks. Children also love \nmoving, dancing, exploring, and improvising with their bodies and playing musical instru-\nments.', metadata={'page_label': '42', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='43\nNational Curriculum Framework for Foundational Stage\nb. Learning through Play - Conversations, Poems, Stories\nChildren enjoy learning through conversations, stories, and poems. This helps them build on \ntheir natural sense of curiosity, develop deeper thinking skills and values especially when \nthey are encouraged to reflect, predict, question and hypothesize. Asking relevant questions \nor posing riddles or puzzles also helps scaffold children’s learning, challenging them to a new \nlevel of understanding.\nListening carefully to what children say, responding meaningfully to their questions, asking \nthem relevant questions to arouse their interest and pushing them to think helps children to \nlearn.\nEngaging children through conversations, poems and stories are also a wonderful way to build \nnurturing relationships with them. \nc. Learning through Play - Material, Toys\nPlaying with toys is something children enjoy and learn from. Toys can be any concrete object', metadata={'page_label': '43', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='nurturing relationships with them. \nc. Learning through Play - Material, Toys\nPlaying with toys is something children enjoy and learn from. Toys can be any concrete object \nthat children can manipulate or use to carry out enjoyable and meaningful play activities that \nare self-directed or facilitated. There is enough experience and evidence to show that children \ndo not need expensive or specialized toys to learn. For younger children, using toys improves \nmotor skills and eye-hand coordination, spatial reasoning, cognitive flexibility, language skills, \na capacity for creative, divergent thinking, social competence, and engineering skills. \nd. Learning through Play - Using the Immediate Environment \nChildren are naturally curious and need opportunities to explore, experiment, manipulate, \ncreate, and learn about the world around them. Children start exploring their environment \nthrough their senses by scanning their environment, touching, holding, and handling whatev -', metadata={'page_label': '43', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='create, and learn about the world around them. Children start exploring their environment \nthrough their senses by scanning their environment, touching, holding, and handling whatev -\ner they see, listening and responding to sounds, music and rhythm, and getting excited by \nunusual noises. \nChildren’s thinking evolves as they construct an understanding of people, objects and real-life \nsituations through first-hand experiences. Children bring their own ideas, interests, and be-\nliefs based on their own experiences and contexts as well as their own abilities. \nWhen Teachers and families provide opportunities to children to explore the world around \nthem, experiment and discover, compare, ask questions, make close observations, think and \ntalk about their observations and predictions, they are being helped to satisfy their curiosities \nand make more discoveries. Sustaining children’s natural curiosity to explore the world', metadata={'page_label': '43', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='talk about their observations and predictions, they are being helped to satisfy their curiosities \nand make more discoveries. Sustaining children’s natural curiosity to explore the world \nthrough first-hand experiences at home and in the school lays the foundation for learning. \ne. Learning through Outdoor Play\nChildren in the early years cannot sit in one place for a long period of time - they need to move \naround. Playing outside gives them a chance to explore the natural environment, test their \nphysical limits, express themselves and build self-confidence. Most importantly, it helps to \nbuild gross motor skills, physical fitness, and balance. \nChildren enjoy the space, the freedom to run and jump and climb and kick and fall. Playing \noutside also helps many children to relax and calm down. And it is a lot of fun!', metadata={'page_label': '43', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='44\nNational Curriculum Framework for Foundational StageIn conclusion: Children at this Stage learn through play which includes a wide range of activities \nand stimulating experiences. All these activities and experiences need to be organized in a man-\nner that children remain engaged along with being emotionally and mentally motivated to learn. \nWithin this broad idea of play, it must be noted that children also learn by observing, doing, lis-\ntening, reading, speaking, writing, thinking, and practicing. They learn new concepts, interpret \nthem, and connect this newly introduced knowledge with their existing knowledge. Explicit and \nsystematic teaching, some practice and application is necessary especially once children begin \nliteracy and mathematics. However, all of this, must adhere to the basic requirement of children’s \npositive engagement with strong elements of fun and play.\nPlease see Chapter 4 for details on how this would unfold in the classroom', metadata={'page_label': '44', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='45\nNational Curriculum Framework for Foundational Stage\n1.5 Section 1.5 \n Context of Schooling at the Foundational \n Stage\nIn the learning and education of children, families, peers, communities, other aspects of the en-\nvironment, and the education system including Teachers, play significant roles. \nHowever, it is important to realize that the characteristics of the role of each of these five and \ntheir relative influence change as children grow. For example, the centrality of the role of the \nmother and the immediate family in infancy is well understood. The influence of peers tends to \nincrease through later childhood and even more in young adults. \nThe 5+3+3+4 curricular and pedagogical structure of NEP 2020 spanning the ages 3-18, ac-\ncounts for and is informed by these changes in the relative roles of the five influencers and sourc-\nes of learning and education. In particular, this NCF for the Foundational Stage accounts for the', metadata={'page_label': '45', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='counts for and is informed by these changes in the relative roles of the five influencers and sourc-\nes of learning and education. In particular, this NCF for the Foundational Stage accounts for the \nage-appropriate requirements for ages 3-8, e.g., as care being the basis of education at this Stage.\n1.5.1 Significance of Family and Community\nMost children in India grow up surrounded by people within and outside the immediate family. \nWhile parents play a pivotal role in the child’s growing up, bringing up children is often a shared \nexperience with the extended family including grandparents, neighbours, and others in the close \ncommunity. \nThe predominant influence during this period are the relationships in the family especially those \nthat ensure adequate nutrition, social engagement, and emotional support. Stable, nurturing, \nand responsive families contribute to healthy development and positive learning for children.', metadata={'page_label': '45', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='that ensure adequate nutrition, social engagement, and emotional support. Stable, nurturing, \nand responsive families contribute to healthy development and positive learning for children. \nFor example, ensuring children eat the right kind of food, talking to children in the mother tongue \nto improve their vocabulary, narrating traditional stories with good values or local history. \nThe relationship and engagement between the child and the family during the early years is one \nof the most powerful predictors of a child’s development. Families are children’s first teachers - \nthe quality of parent-child relationships and interactions can influence children’s learning and \ndevelopment deeply in the early years.\nSchool and classroom processes in the early years must take this critical factor into account. \nSchools, family, and community are partners in the child’s development and learning.\n1.5.2 Centrality of the Local and Indian Context', metadata={'page_label': '45', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Schools, family, and community are partners in the child’s development and learning.\n1.5.2 Centrality of the Local and Indian Context\nMost children grow up with stories, songs, games, food, rituals, and festivals special to their fam-\nilies and community along with local ways of dressing or working or travelling or living that are \nan integral part of their everyday lives. \nWhile contemporary ideas of teaching and learning must be part of the curriculum, it is critical \nthat the diverse experiences of children, their families, and their communities find a place in the \nclassroom. Local stories, songs, food, clothes, art, music, and dances should be an integral part of \nthe learning experiences of children in school.', metadata={'page_label': '45', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='46\nNational Curriculum Framework for Foundational StageAt the Foundational Stage, curriculum must be contextualised and rooted with content \nand pedagogy derived from children’s life experiences that reflect the familiar i.e., the \ncultural and social context in which the child is growing. This helps build deep connections \nwith children and develop ownership of both Teachers and children of the curriculum. \nAll curriculum and pedagogy must be strongly rooted in the Indian and local context and ethos \n- in terms of culture, traditions, heritage, customs, language, philosophy, geography, ancient and \ncontemporary knowledge, societal and scientific needs, indigenous and traditional ways of \nlearning - in order to ensure that education is maximally relatable, relevant, interesting and ef -\nfective for children. Stories, arts, games, sports, examples, problems should be chosen to be root-\ned in the Indian and local context. Ideas, abstractions, and creativity will indeed best flourish', metadata={'page_label': '46', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='fective for children. Stories, arts, games, sports, examples, problems should be chosen to be root-\ned in the Indian and local context. Ideas, abstractions, and creativity will indeed best flourish \nwhen learning is thus rooted.\nIn particular, all languages must be welcomed and celebrated in the classroom, with children \nencouraged to express themselves, interact, and learn through their home languages during the \nFoundational Stage. Opportunities to listen and speak in various contexts using the home lan -\nguage and other languages (with the home or familiar language as scaffolding) best help children \nto learn oral expression. Children must be given sufficient time and opportunity to contemplate \nand articulate their thoughts and feelings to teachers as well as to parents and peers in order to \ndevelop strong language, cognitive, and socio-emotional skills. Stories, poems, rhymes, songs, \ngames, drama, particularly those rooted in the local and Indian context, help make language', metadata={'page_label': '46', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='develop strong language, cognitive, and socio-emotional skills. Stories, poems, rhymes, songs, \ngames, drama, particularly those rooted in the local and Indian context, help make language \nlearning fun, exciting, relevant, effective, as well as culturally fulfilling. \nFor more detailed rationale and strategies for ensuring proper and continued use of the home lan-\nguage while also developing multilingualism and language proficiency and literacy in the class -\nroom, please see Chapter 3 and Chapter 4, Section 4.5.\n1.5.3 Institutional Diversity - Ground Reality\nInstitutional settings enable a systematic approach to holistic development of children in close \npartnership with parents, families, and community. They bring together traditional wisdom, re-\nsearch-based knowledge, practical experience, and the local context to design and implement \nlearning opportunities for children to nurture strong roots for lifelong learning.', metadata={'page_label': '46', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='search-based knowledge, practical experience, and the local context to design and implement \nlearning opportunities for children to nurture strong roots for lifelong learning.\nChildren in the Foundational Stage currently learn in a variety of institutional environments. \na. Children from Ages 3 to 6 years could be in an Anganwadi, Balvatika, a stand-alone \n preschool or as part of a larger school that has Grades 1 and 2. \nb. Children from Ages 6 to 8 years (Grades 1 and 2) could be in a school that has classes only \n from Grade 1 onwards or a school that has classes from preschool onwards. \nThe infrastructure and learning resources available in each of these environments are different. \nTeachers in each of these institutional environments are different. They are recruited through \ndifferent processes; their qualifications are different and their in-service professional develop-\nment processes are different. In some settings, their range of responsibilities are different.', metadata={'page_label': '46', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='47\nNational Curriculum Framework for Foundational Stage\nWhile the curriculum and pedagogy of the entire Foundational Stage must be constructed in a \ncontinuum across all the five years beginning at Age 3 and ending at Age 8, the different institu-\ntional structures have been taken into account while thinking through specifics of the curricular \ndesign. \nThus, this NCF aims to be applicable for all institutional settings of the Foundational Stage.', metadata={'page_label': '47', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='48\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '48', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='49\nNational Curriculum Framework for Foundational Stage\n2. Chapter 2 \n \n Aims, Curricular Goals, \n Competencies and Learning \n Outcomes\nThis Chapter describes and discusses the Learning Standards for the Foundational Stage of the \nNCF. These Learning Standards are derived from the Aims of Education as envisioned by NEP \n2020.\nSection 2.1 defines the terms Aims, Curricular Goals, Competencies, and Learning Outcomes, \ntogether referred to as Learning Standards. Clarity and distinction between goals, competencies \nand outcomes is important for all stakeholders and this Section attempts to provide that clarity.\nSection 2.2 describes the processes of derivation from Aims to Learning Outcomes and the role \nof different stakeholders in these processes. \nSection 2.3 articulates the Curricular Goals, Section 2.4 outlines the Competencies for each Cur-\nricular Goal, and Section 2.4 gives a few Illustrative Learning Outcomes for some of these Com -\npetencies, across the Foundational Stage.', metadata={'page_label': '49', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ricular Goal, and Section 2.4 gives a few Illustrative Learning Outcomes for some of these Com -\npetencies, across the Foundational Stage. \nA more complete set of Illustrative Learning Outcomes for all the Competencies can be found in \nAnnexure 1.', metadata={'page_label': '49', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='50\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '50', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='51\nNational Curriculum Framework for Foundational Stage\n2.1 Section 2.1 \n Definitions\nThis Section defines some of the key terms used in this Chapter. \na. Aims of Education : Aims are educational vision statements that give broad direction to all \n deliberate efforts of educational systems – curriculum development, institutional \n arrangements, funding and financing, people’s capacities and so on. Aims of Education are \n usually articulated in education policy documents. For example, NEP 2020 states that “The \n purpose of the education system is to develop good human beings capable of rational thought \n and action, possessing compassion and empathy, courage and resilience, scientific temper, and \n creative imagination, with sound ethical moorings and values. It aims at producing engaged, \n productive, and contributing citizens for building an equitable, inclusive, and plural society as \n envisaged by our Constitution.”', metadata={'page_label': '51', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='productive, and contributing citizens for building an equitable, inclusive, and plural society as \n envisaged by our Constitution.”\nb. Curricular Goals : Curricular Goals are statements that give directions to curriculum \n development and implementation. They are derived from Aims and are specific to a Stage in \n education (e.g., the Foundational Stage). National Curriculum Frameworks which guide the \n development of all curricula state the Curricular Goals. For example, in this NCF “Children \n develop effective communication skills for day-to-day interactions in two languages” is a \n Curricular Goal for the Foundational Stage. \nc. Competencies: Competencies are learning achievements that are observable and can be \n assessed systematically. These Competencies are derived from the Curricular Goals and are \n expected to be attained by the end of a Stage. Competencies are articulated in Curriculum \n Frameworks. However, curriculum developers can adapt and modify the competencies to', metadata={'page_label': '51', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='expected to be attained by the end of a Stage. Competencies are articulated in Curriculum \n Frameworks. However, curriculum developers can adapt and modify the competencies to \n address specific contexts for which the curriculum is being developed. The following are \n examples of some of the Competencies derived for the above Curricular Goal in this NCF \n - “Converses fluently and can hold a meaningful conversation” and “Understands oral \n instructions for a complex task and gives clear oral instructions for the same to others.”\nd. Learning Outcomes: Competencies are attained over a period of time. Therefore, interim \n markers of learning achievements are needed so that Teachers can observe and track \n learning and respond to the needs of learners continually. These interim markers are \n Learning Outcomes. Thus, Learning Outcomes are granular milestones of learning and \n usually progress in a sequence leading to attainment of a Competency. Learning Outcomes', metadata={'page_label': '51', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Learning Outcomes. Thus, Learning Outcomes are granular milestones of learning and \n usually progress in a sequence leading to attainment of a Competency. Learning Outcomes \n enable Teachers to plan their content, pedagogy, and assessment towards achieving specific \n Competencies. Curriculum developers and Teachers should have the autonomy to define \n Learning Outcomes as appropriate to their classroom contexts, while maintaining the \n connection to the Competencies.', metadata={'page_label': '51', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='52\nNational Curriculum Framework for Foundational StageThe following table is an example of Learning Outcomes derived for the Competency \n“Converses fluently and can hold a meaningful conversation” in the Foundational Stage:\nTable 2.1A\nA B C D E\n| | | | |\nCompetency: Converses fluently and can hold a meaningful conversation\n Ages 3 - 8 \n1\n|Listens attentively \nand speaks in \nshort conversa -\ntions with familiar \npeople aroundInitiates conversa -\ntions in daily life \nwith peers and \nteachers in a \nvariety of school \nsettingsEngages in \nconversations \nbased on events, \nstories, or their \nneeds and asks \nquestionsEngages in \nconversations, \nwaits for their \nturn to speak, \nand allows \nothers to speak Maintains the \nthread of the \nconversation \nacross multiple \nexchanges\n2\n|Expresses their \nneeds and feelings \nthrough short \nmeaningful \nsentencesNarrates daily \nexperiences in \nsimple sentences \nand asks simple \nquestions, using \nwhat/when/how/\nwhom, etc. Narrates daily \nexperiences in \nelaborate de -', metadata={'page_label': '52', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='through short \nmeaningful \nsentencesNarrates daily \nexperiences in \nsimple sentences \nand asks simple \nquestions, using \nwhat/when/how/\nwhom, etc. Narrates daily \nexperiences in \nelaborate de -\nscriptions and \nasks why ques-\ntions tooEngages with \nnon-fictional \ncontent read \naloud or dis -\ncussed in class, is \nable to link \nknowledge from \ntheir own \nexperiences, and \ntalks about itEngages in \ndiscussion about \na topic and \nraises and \nresponds to \nquestions', metadata={'page_label': '52', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='53\nNational Curriculum Framework for Foundational Stage\n2.2 Section 2.2 \n From Aims to Learning Outcomes\nThis NCF strongly emphasises the importance of the clear flow-down that must be there from \nAims of Education to Curricular Goals to Competencies to Learning Outcomes. Each set must \nemanate from the immediately higher level, while ensuring full coverage of the objectives at the \nimmediately higher level. \nThis is a process of ‘breaking down and converting’ relatively abstract and consolidated notions \nto more concrete components, in order to make them useable in the practice of education. This \nprocess, including other considerations that must be accounted for in this ‘flow-down,’ are de -\nscribed in this Chapter. It is only such coherence, coverage, and connection arising from a rigor -\nous ‘flow-down,’ from Aims of Education to Learning Outcomes, that can align syllabus, content, \npedagogical practices, institutional culture, and more to achieving what we want from education.', metadata={'page_label': '53', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ous ‘flow-down,’ from Aims of Education to Learning Outcomes, that can align syllabus, content, \npedagogical practices, institutional culture, and more to achieving what we want from education. \nThis is simply because in the everyday life of the Teacher and institutions, efforts are (or can be) \nmade towards achieving very specific, observable, and short-period learning objectives which \nare marked as Learning Outcomes; and which when arising from the process of ‘flow-down’ de -\nscribed, guide the trajectory of educational efforts towards the attainment of Competencies, \nwhich in turn accumulate to Curricular Goals, and which taken together would fulfil the relevant \nAims of Education. \nNEP 2020 has articulated the Aims of Education. This NCF has drawn the Curricular Goals from \nthese Aims, with other relevant considerations. The Competencies then have been drawn from \nthese Curricular Goals and the Learning Outcomes from those Competencies.', metadata={'page_label': '53', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='these Aims, with other relevant considerations. The Competencies then have been drawn from \nthese Curricular Goals and the Learning Outcomes from those Competencies. \nIt must be noted that the Competencies in Section 2.4 and the Learning Outcomes in Section 2.5 \nand Annexure 1 are illustrative. \nCurriculum developers should carefully consider the set of Competencies in the NCF and use \nthese, after making relevant changes where and if required. Given the relative stability and \ncross-cutting relevance of Competencies across contexts (and time), there may be fewer require-\nments for changes in the Competencies articulated in the NCF; however, decisions on this matter \nshould be carefully considered by curriculum developers. \nThe Learning Outcomes are far more contextual and will, therefore, require close attention and \ncontextualisation, for the curriculum or syllabus being developed. The developers may use the \nsets articulated in the NCF, but this must be done after due consideration, and there must be no', metadata={'page_label': '53', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='contextualisation, for the curriculum or syllabus being developed. The developers may use the \nsets articulated in the NCF, but this must be done after due consideration, and there must be no \nhesitation to use more relevant sets. \nThus, the States and their relevant institutions, and other institutions responsible for cur-\nriculum and syllabus development, would need to conduct a rigorous exercise of such a \nflow-down, to arrive at the full set of Learning Standards for their use.', metadata={'page_label': '53', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='54\nNational Curriculum Framework for Foundational Stage2.2.1 From Aims to Curricular Goals\nThe Aims and vision of education as envisaged by NEP 2020, give direction to the intended edu-\ncational achievements for the Foundational Stage. The three specific sources from NEP 2020 for \narriving at the Curricular Goals for the Foundational Stage of the NCF are:\na. Broad Aims of Education as articulated\nb. Domains of development as imagined both in Indian traditions of inquiry and modern \n science\nc. Focus on Foundational Literacy and Numeracy\nNEP 2020 has quite clearly articulated the purpose of education, and this has been quoted in \nSection 1.3 of Chapter 1 of this NCF. These Aims of Education are applicable for all Stages of \nschool education and higher education and give direction and focus to the Foundational Stage. \nThey are the first important source for arriving at the Curricular Goals for this Stage.\nThe Foundational Stage is for children between the ages of 3 to 8 years. There has been a long', metadata={'page_label': '54', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='They are the first important source for arriving at the Curricular Goals for this Stage.\nThe Foundational Stage is for children between the ages of 3 to 8 years. There has been a long \ntradition of inquiry both in India and other cultures on the various domains of development that \nhave been observed in young children that are both natural and desirable. \nThe Panchakosha description in the Taittiriya Upanishad is one of the earliest articulations of the \ndifferent domains of development of the human being. These descriptions remain relevant along \nwith the more modern understanding that has emerged through Developmental Biology, Psy -\nchology and Cognitive Neurosciences. \nPhysical Development, or annamaya kosha and pranamaya kosha understood together, in-\ncludes bodily awareness and embodied learning through active engagement of all sensorial per -\nceptions. \nEmotional and spiritual development or the manomaya kosha involves becoming aware of and', metadata={'page_label': '54', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='cludes bodily awareness and embodied learning through active engagement of all sensorial per -\nceptions. \nEmotional and spiritual development or the manomaya kosha involves becoming aware of and \nskilfully regulating our emotions. The domain of Socio-emotional and Ethical Development, \nthus emerges as an important domain of development both from the Indian traditions and cur-\nrent research. \nThe development of the intellect, or vijnanamaya kosha, is emphasized to engage meaningfully \nwith the cognitive and conscious aspects of human experience. The domain of Cognitive Devel-\nopment captures this aspect of development. \nAnandamaya kosha, or experience of transcendence, is best addressed for this age group through \narts and culture. Thus, including the domain of Aesthetic and Cultural Development, makes \nthe educational experience holistic and complete. \nNEP 2020 has emphasised on Foundational Literacy and Numeracy as an ‘urgent and necessary', metadata={'page_label': '54', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the educational experience holistic and complete. \nNEP 2020 has emphasised on Foundational Literacy and Numeracy as an ‘urgent and necessary \nprerequisite to learning.’ This emphasis has been realised by giving special attention to Founda-\ntional Literacy through the domain of Language and Literacy Development and Foundational \nNumeracy through the domain of Cognitive Development.\nFinally, the Foundational Stage is also seen as setting the foundations for formal schooling. The \ndevelopment of Positive Learning Habits that are more appropriate for formal school environ-\nments becomes another important Curricular Goal for this Stage.\nThus, the Curricular Goals for the Foundational Stage have been derived by giving equal consid -\neration to the vision and details of NEP 2020, and the domains of development.', metadata={'page_label': '54', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='55\nNational Curriculum Framework for Foundational Stage\n2.2.2 From Curricular Goals to Competencies\nThe four main sources for arriving at the list of Competencies for the Foundational Stage are:\na. Curricular Goals\nb. Current research literature appropriate for the Foundational Stage \nc. Experience of various educational efforts in the country\nd. Our context, which includes resource availability, time availability, institutional, and Teacher \n capacities\nAll stakeholders in school education should have clear visibility of the Competencies that are \nexpected to be achieved. Keeping track of progress in the attainment of these Competencies for \nevery child in the Foundational Stage would allow school systems to ensure that all children re-\nceive appropriate learning opportunities towards reaching the Curricular Goals of the NCF.\n2.2.3 From Competencies to Learning Outcomes\nLearning Outcomes are interim markers of learning achievement towards the attainment of', metadata={'page_label': '55', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='2.2.3 From Competencies to Learning Outcomes\nLearning Outcomes are interim markers of learning achievement towards the attainment of \nCompetencies. They are defined based on the specifics of the socio-cultural contexts, the materi -\nals and resources available, and contingencies of the classroom. A set of illustrative Learning \nOutcomes have been defined in this NCF, based on the broad understanding of the context our \neducation system. \nThese Learning Outcomes need to be seen as enabling guidelines for Teachers and school \nleaders and not as constraining demands on them. They have the autonomy to reimagine \nthe Learning Outcomes based on their contexts.', metadata={'page_label': '55', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='56\nNational Curriculum Framework for Foundational Stage2.3 Section 2.3 \n Curricular Goals\nThe Curricular Goals for the Foundational stage have been outlined in this Section. These Cur-\nricular Goals can be reviewed periodically, informed by the experience of implementation \nof the NCF, and development and changes in national aspirations. \nThe Curricular Goals have been numbered as CG 1, CG 2 and so on.\nDomains Curricular Goals\nPhysical \nDevelopmentCG-1 Children develop habits that keep them healthy and safe\nCG-2 Children develop sharpness in sensorial perceptions\nCG-3 Children develop a fit and flexible body\nSocio-\nEmotional \nand Ethical \nDevelopmentCG-4 Children develop emotional intelligence, i.e., the ability to \n understand and manage their own emotions, and respond \n positively to social norms\nCG-5 Children develop a positive attitude towards productive \n work and service or ‘Seva’\nCG-6 Children develop a positive regard for the natural', metadata={'page_label': '56', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='CG-5 Children develop a positive attitude towards productive \n work and service or ‘Seva’\nCG-6 Children develop a positive regard for the natural \n environment around them\nCognitive \nDevelopmentCG-7 Children make sense of the world around through \n observation and logical thinking\nCG-8 Children develop mathematical understanding and abilities \n to recognize the world through quantities, shapes, and \n measures\nLanguage and \nLiteracy \nDevelopmentCG-9 Children develop effective communication skills for day-to- \n day interactions in two languages\nCG-10 Children develop fluency in reading and writing in \n Language 1\nCG-11 Children begin to read and write in Language 2\nAesthetic and \nCultural \nDevelopmentCG-12 Children develop abilities and sensibilities in visual and \n performing arts and express their emotions through art in \n meaningful and joyful ways', metadata={'page_label': '56', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='DevelopmentCG-12 Children develop abilities and sensibilities in visual and \n performing arts and express their emotions through art in \n meaningful and joyful ways\nIn addition to the above Curricular Goals based on the domains of development, developing \nPositive Learning Habits is another relevant Goal for the Foundational Stage.\nCG-13 Children develop habits of learning that allow them to engage \n actively in formal learning environments like a school \n classroom', metadata={'page_label': '56', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='57\nNational Curriculum Framework for Foundational Stage\nBox 2.3A \nEthics, Values and Dispositions\nIntroducing an ethics component into the curriculum early on and throughout the years \nof school is extremely important in helping students to build character, grow up into good \nhuman beings, lead productive and happy lives, and contribute positively to society. \nThus, basic ethical reasoning should be included throughout the school curriculum. \nStudents should be encouraged to think at a young age about the importance of ‘doing \nwhat is right.’ and should be given a logical framework for making ethical decisions e.g., \n‘Will this hurt somebody? Is that a good thing to do?’ These are questions children should \nbe encouraged to ask themselves before making decisions as part of the everyday class-\nroom process. In later Stages of education, this framework would then be expanded along \nbroader themes (e.g., tolerance, non-violence, honesty, equality, empathy) with a view to', metadata={'page_label': '57', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='room process. In later Stages of education, this framework would then be expanded along \nbroader themes (e.g., tolerance, non-violence, honesty, equality, empathy) with a view to \nenabling children to embrace ethical values in conducting one’s life, formulate a position \nor argument about an ethical issue from multiple perspectives, and use ethical and moral \npractices in all daily activities.\nIncorporation of ethical and moral awareness and reasoning in the curriculum can be \npromoted through direct as well as indirect methods. In the direct method, there can be \nclassroom activities, discussions, and readings specifically designed to address ethical \nand moral awareness and reasoning. In the indirect method, the content of languages and \nliterature can incorporate discussion particularly aimed at addressing ethical and moral \nprinciples and values such as patriotism, sacrifice, non-violence, truth, honesty, peace, \nrighteous conduct, forgiveness, tolerance, empathy, helpfulness, courtesy, cleanliness,', metadata={'page_label': '57', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='principles and values such as patriotism, sacrifice, non-violence, truth, honesty, peace, \nrighteous conduct, forgiveness, tolerance, empathy, helpfulness, courtesy, cleanliness, \nequality, and fraternity. \nAs consequences of basic ethical reasoning, traditional Indian values of seva, ahimsa, \nswacchata, satya, nishkam karma, honest hard work, respect for women, respect for \nelders, respect for all people and their inherent capabilities regardless of background and \nrespect for the environment will be inculcated. Scientifically speaking, these qualities are \nextremely important for society and for. \nThe process and the content of education at all levels will also aim to develop in all \nstudents Constitutional values, and the capacities for their practice, amongst all students. \nThis goal will inform the curriculum as well as the overall culture and environment of \nevery school. Some of these Constitutional values are: democratic outlook and commit -', metadata={'page_label': '57', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='This goal will inform the curriculum as well as the overall culture and environment of \nevery school. Some of these Constitutional values are: democratic outlook and commit -\nment to liberty and freedom; equality, justice, and fairness; embracing diversity, plurality, \nand inclusion; humaneness and fraternal spirit; social responsibility and the spirit of \nservice; ethics of integrity and honesty; scientific temper and commitment to rational and \npublic dialogue; peace; social action through constitutional means; unity and integrity of \nthe nation, and a true rootedness and pride in India with a forward-looking spirit to \ncontinuously improve as a nation.\nRecent research drawing from a large number of scientifically rigorous cross-sectional \nand longitudinal studies demonstrates that introduction of socio-emotional learning \n(SEL) in schools can lead to improved cognitive and emotional resilience and promote \nconstructive social engagement. Examples of activities that inculcate socio-emotional', metadata={'page_label': '57', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='(SEL) in schools can lead to improved cognitive and emotional resilience and promote \nconstructive social engagement. Examples of activities that inculcate socio-emotional \nlearning include carrying out work or tasks in teams or groups, organizing games across \ndifferent ages, role-playing and conflict resolution, discussing stories of kindness, and \nreflective writing, speaking, and art. Explicit training in socio-emotional skills ensures', metadata={'page_label': '57', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='58\nNational Curriculum Framework for Foundational Stage higher levels of attention and emotional and cognitive regulation that are necessary not \nonly for well-being, empathy towards others, and lower stress, but also leads to increased \nacademic success.\nInspiring lessons from the literature and people of India should be incorporated through-\nout the curriculum as relevant. India has a long history and tradition of people and stories \nthat beautifully teach us about so many of the above-mentioned core values and so-\ncio-emotional skills. Children should be given the opportunity to read and learn from the \noriginal stories of the Panchatantra, Jataka, Hitopadesh, and other fun fables and inspiring \ntales from the Indian tradition. Discussions on the Indian Constitution and the values of \nEquality, Liberty, and Fraternity that it espouses must be a part of classroom process. \nStories from the lives of great Indian heroes of history are also an excellent way to inspire \nand introduce core values in children.', metadata={'page_label': '58', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Stories from the lives of great Indian heroes of history are also an excellent way to inspire \nand introduce core values in children.\nIn the NCF for the Foundational Stage, the learning expectations of ethics, values and \ndispositions are embedded as part of classroom processes, in the selection of content, the \npedagogical approaches, and the assessment tools. Of course, there are Competencies \nthat lend themselves to values e.g., ‘Shows kindness and helpfulness to others (including \nanimals, plants) when they are in need’ is a Competency that embodies the value of \ncompassion. Given the developmental Stage that children are in, it is well understood that \nchildren learn these ideas and their practices best when it is an integral part of the \nteaching-learning process.', metadata={'page_label': '58', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='59\nNational Curriculum Framework for Foundational Stage\n2.4 Section 2.4 \n Competencies\nThe Competencies for each of the Curricular Goals have been defined in this Section. These Com -\npetencies are to be seen as guidelines for curriculum developers and should not be considered \nas prescriptive.\nThe Competencies have been numbered as C-1.1, C-1.2, and so on.\n2.4.1 Domain: Physical Development\nCG-1 \nChildren develop \nhabits that keep \nthem healthy and \nsafeC-1.1 Shows a liking for and understanding of nutritious food and \n does not waste food\nC-1.2 Practices basic self-care and hygiene\nC-1.3 Keeps school/classroom hygienic and organised\nC-1.4 Practices safe use of material and simple tools\nC-1.5 Shows awareness of safety in movements (walking, running, \n cycling) and acts appropriately \nC-1.6 Understands unsafe situations and asks for help \nCG-2 \nChildren develop \nsharpness in \nsensorial \nperceptionsC-2.1 Differentiates between shapes, colours, and their shades', metadata={'page_label': '59', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='C-1.6 Understands unsafe situations and asks for help \nCG-2 \nChildren develop \nsharpness in \nsensorial \nperceptionsC-2.1 Differentiates between shapes, colours, and their shades \nC-2.2 Develops visual memory for symbols and representations\nC-2.3 Differentiates sounds and sound patterns by their pitch, \n volume, and tempo\nC-2.4 Differentiates multiple smells and tastes\nC-2.5 Develops discrimination in the sense of touch\nC-2.6 Begins integrating sensorial perceptions to get a holistic \n awareness of their experiences\nCG-3 \nChildren develop a \nfit and flexible bodyC-3.1 Shows coordination between sensorial perceptions and body \n movements in various activities\nC-3.2 Shows balance, coordination, and flexibility in various physical \n activities\nC-3.3 Shows precision and control in working with their hands and \n fingers \nC-3.4 Shows strength and endurance in carrying, walking, and \n running', metadata={'page_label': '59', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='60\nNational Curriculum Framework for Foundational Stage2.4.2 Domain: Socio-Emotional and Ethical Development\nCG-4 \nChildren develop \nemotional \nintelligence, i.e., the \nability to understand \nand manage their \nown emotions, and \nresponds positively \nto social normsC-4.1 Starts recognising ‘self’ as an individual belonging to a family \n and community\nC-4.2 Recognises different emotions and makes deliberate efforts to \n regulate them appropriately\nC-4.3 Interacts comfortably with other children and adults\nC-4.4 Shows cooperative behaviour with other children\nC-4.5 Understands and responds positively to social norms in the \n classroom and school\nC-4.6 Shows kindness and helpfulness to others (including animals, \n plants) when they are in need\nC-4.7 Understands and responds positively to different thoughts, \n preferences, and emotional needs of other children\nCG-5 \nChildren develop a \npositive attitude \ntowards productive', metadata={'page_label': '60', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='C-4.7 Understands and responds positively to different thoughts, \n preferences, and emotional needs of other children\nCG-5 \nChildren develop a \npositive attitude \ntowards productive \nwork and service or \n‘Seva’C-5.1 Demonstrates willingness and participation in age- \n appropriate physical work towards helping others \nCG-6 \nChildren develop a \npositive regard for \nthe natural \nenvironment around \nthem C-6.1 Shows care for and joy in engaging with all life forms', metadata={'page_label': '60', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='61\nNational Curriculum Framework for Foundational Stage\n2.4.3 Domain: Cognitive Development\nCG-7 \nChildren make sense \nof world around \nthrough observation \nand logical thinkingC-7.1 Observes and understands different categories of objects and \n relationships between them\nC-7.2 Observes and understands cause and effect relationships in \n nature by forming simple hypothesis and uses observations to \n explain their hypothesis\nC-7.3 Uses appropriate tools and technology in daily life situations \n and for learning\nCG-8 \nChildren develop \nmathematical \nunderstanding and \nabilities to recognize \nthe world through \nquantities, shapes, \nand measuresC-8.1 Sorts objects into groups and sub-groups based on more than \n one property \nC-8.2 Identifies and extends simple patterns in their surroundings, \n shapes, and numbers\nC-8.3 Counts up to 99 both forwards and backwards and in groups \n of 10s and 20s', metadata={'page_label': '61', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='shapes, and numbers\nC-8.3 Counts up to 99 both forwards and backwards and in groups \n of 10s and 20s\nC-8.4 Arranges numbers up to 99 in ascending and descending \n order\nC-8.5 Recognises and uses numerals to represent quantities up to 99 \n with the understanding of decimal place value system\nC-8.6 Performs addition and subtraction of 2-digit numbers fluently \n using flexible strategies of composition and decomposition\nC-8.7 Recognises multiplication as repeated addition and division as \n equal sharing\nC-8.8 Recognises basic geometric shapes and their observable \n properties \nC-8.9 Performs simple measurements of length, weight and volume \n of objects in their immediate environment\nC-8.10 Performs simple measurements of time in minutes, hours, \n day, weeks, and months\nC-8.11 Performs simple transactions using money up to INR 100', metadata={'page_label': '61', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='C-8.10 Performs simple measurements of time in minutes, hours, \n day, weeks, and months\nC-8.11 Performs simple transactions using money up to INR 100\nC-8.12 Develops adequate and appropriate vocabulary for \n comprehending and expressing concepts and procedures \n related to quantities, shapes, space, and measurements\nC-8.13 Formulates and solves simple mathematical problems related \n to quantities, shapes, space, and measurements', metadata={'page_label': '61', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='62\nNational Curriculum Framework for Foundational Stage2.4.4 Domain: Language and Literacy Development\nCG-9 \nChildren develop \neffective \ncommunication \nskills for day-to-day \ninteractions in two \nlanguages 1 C-9.1 Listens to and appreciates simple songs, rhymes, and poems \nC-9.2 Creates simple songs and poems on their own\nC-9.3 Converses fluently and can hold a meaningful conversation \nC-9.4 Understands oral instructions for a complex task and gives \n clear oral instructions for the same to others\nC-9.5 Comprehends narrated/read-out stories and identifies \n characters, storyline and what the author wants to say\nC-9.6 Narrates short stories with clear plot and characters\nC-9.7 Knows and uses enough words to carry out day-to-day \n interactions effectively and can guess meaning of new words \n by using existing vocabulary\nCG-10 \nChildren develop \nfluency in reading \nand writing in', metadata={'page_label': '62', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='interactions effectively and can guess meaning of new words \n by using existing vocabulary\nCG-10 \nChildren develop \nfluency in reading \nand writing in \nLanguage 1 (L1)2 C-10.1 Develops phonological awareness and blends phonemes/ \n syllables into words and segment words into phonemes/ \n syllables\nC-10.2 Understands basic structure/format of a book, idea of words \n in print and direction in which they are printed, and \n recognises basic punctuation marks\nC-10.3 Recognises all the letters of the alphabet (forms of akshara) of \n the script and uses this knowledge to read and write words\nC-10.4 Reads stories and passages with accuracy and fluency with \n appropriate pauses and voice modulation\nC-10.5 Reads short stories and comprehends its meaning – by \n identifying characters, storyline and what the author wanted \n to say – on their own', metadata={'page_label': '62', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='C-10.5 Reads short stories and comprehends its meaning – by \n identifying characters, storyline and what the author wanted \n to say – on their own \nC-10.6 Reads short poems and begins to appreciate the poem for its \n choice of words and imagination\nC-10.7 Reads and comprehends meaning of short news items, \n instructions and recipes, and publicity material\nC-10.8 Writes a paragraph to express their understanding and \n experiences\nC-10.9 Shows interest in picking up and reading a variety of \n children’s books\nCG-11 \nChildren begin to \nread and write in \nLanguage 2 (L2)C-11.1 Develops phonological awareness and are able to blend \n phonemes/syllables into words and segment words into \n phonemes/syllables\nC-11.2 Recognises most frequently occurring letters of the alphabet \n (forms of akshara) of the script and uses this knowledge to', metadata={'page_label': '62', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='phonemes/syllables\nC-11.2 Recognises most frequently occurring letters of the alphabet \n (forms of akshara) of the script and uses this knowledge to \n read and write simple words and sentences\n1 This should be the goal for most classrooms given the need for multilingualism, but in circumstances where Language 2 is very \nunfamiliar to the children, many of the Competencies (from C-9.1 to C-9.7) can be in the emergent stage for Language 2 by the end of the \nFoundational Stage and consolidated in the early Preparatory Stage.\n2 L1 is the home language/mother tongue/familiar language and L2 is the less familiar language. The idea of L1 and L2 are explained \nin more detail in Chapter 3', metadata={'page_label': '62', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='63\nNational Curriculum Framework for Foundational Stage\n2.4.5 Domain: Aesthetic and Cultural Development\nCG-12 \nChildren develop \nabilities and \nsensibilities in \nvisual and \nperforming arts \nand express their \nemotions \nthrough art in \nmeaningful and \njoyful waysC-12.1 Explores and plays with a variety of materials and tools to \n create two-dimensional and three-dimensional artworks in \n varying sizes\nC-12.2 Explores and plays with own voice, body, spaces, and a variety \n of objects to create music, role-play, dance and movement.\nC-12.3 Innovates and works imaginatively to express a range of ideas \n and emotions through the arts\nC-12.4 Works collaboratively in the arts \nC-12.5 Communicates and appreciates a variety of responses while \n creating and experiencing different forms of art, local culture, \n and heritage\n2.4.5.1 Positive Learning Habits\nCG-13 \nChildren develop \nhabits of learning \nthat allow them', metadata={'page_label': '63', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and heritage\n2.4.5.1 Positive Learning Habits\nCG-13 \nChildren develop \nhabits of learning \nthat allow them \nto engage \nactively in formal \nlearning \nenvironments \nlike a school \nclassroom.C-13.1 Attention and intentional action: Acquires skills to plan, focus \n attention, and direct activities to achieve specific goals\nC-13.2 Memory and mental flexibility: Develops adequate working \n memory, mental flexibility (to sustain or shift attention \n appropriately), and self-control (to resist impulsive actions or \n responses) that would assist them in learning in structured \n environments \nC-13.3 Observation, wonder, curiosity, and exploration: Observes \n minute details of objects, wonders, and explores using various \n senses, tinkers with objects, asks questions \nC-13.4 Classroom norms: Adopts and follows norms with agency and \n understanding', metadata={'page_label': '63', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='64\nNational Curriculum Framework for Foundational Stage2.5 Section 2.5 \n Illustrative Learning Outcomes\nIn this Section, one Competency from each domain has been elaborated further into Learning \nOutcomes. This is a sample to guide how Learning Outcomes for the Foundational Stage can be \narticulated. \na. Domain: Physical Development\ni. Curricular Goal (CG-2): Children develop sharpness in sensorial perceptions \n1) Competency (C-2.1): Differentiates between shapes, colours, and their shades\nTable 2.5A\nA B C D E\n| | | | |\nC-2.1: Differentiates between shapes, colours, and their shades\n Ages 3 - 8 \n1\n|Differentiates and \nnames the prima-\nry colours (red, \nblue, yellow) and \nother common \ncolours in their \nenvironment \n(black, white, \nbrown)Differentiates \nshades within \nprimary colours \nand secondary \ncolours (e.g., light \nblue, dark blue, \nlight green, dark \ngreen)Attempts to \npredict resulting \ncolour when two \ncolours are mixed \n(e.g., blue and \nyellow makes \ngreen, or red and \nwhite makes', metadata={'page_label': '64', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='colours (e.g., light \nblue, dark blue, \nlight green, dark \ngreen)Attempts to \npredict resulting \ncolour when two \ncolours are mixed \n(e.g., blue and \nyellow makes \ngreen, or red and \nwhite makes \npink)Predicts result -\ning colour when \ntwo colours are \nmixedExperiments and \nuse colours in art \nforms and \ndrawings, \ndecorating, \ndisplay\n2\n|Groups objects \nbased on their \ncolour (e.g., all red \nthings together)Groups objects \nbased on dimen-\nsion - length, \nbreadth, height \n(e.g., all long things \ntogether)Groups objects \nbased on combi-\nnations of visual \ncharacteristics of \ncolours and \nshapes (e.g., all \nred triangles \ntogether, all large \ngreen leaves \ntogether)Makes patterns, solves puzzles, plays \ngames using identification and \ngrouping of various shapes, colours \nand shades', metadata={'page_label': '64', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='65\nNational Curriculum Framework for Foundational Stage\nb. Domain: Socio-Emotional and Ethical Development\ni. Curricular Goal (CG-5): Children develop a positive attitude towards productive work \nand service or ‘Seva’ \n1) Competency (C-5.1): Engages in age-appropriate work at school and/or at home\nTable 2.5B\nA B C D E\n| | | | |\nC-5.1: Demonstrates willingness and participation in age-appropriate physical work \ntowards helping others\n Ages 3 - 8 \n1\n|Places materials \nand toys back in \ntheir appropriate \nlocations after useAssists the teacher \nand organizes the \nclassroom • Cleans their \nown plates or \ntiffin after \neating food\n• Performs \nappropriate \nchores at home \nand/or at \nschool (e.g., \nputting away \ntoys, watering \nplants)Germinates and \ntakes care of \nseedlings of local \ntrees\n • Assists \nteachers to \ncreate TLM\n• Helps in the \nkitchen for \ncleaning and \ncutting', metadata={'page_label': '65', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='66\nNational Curriculum Framework for Foundational Stagec. Domain: Cognitive Development\ni. Curricular Goal (CG-8): Children develop mathematical understanding and abilities to \nrecognize the world through quantities, shapes, and measures\n1) Competency (C-8.4): Arranges numbers up to 99 in ascending and descending order\nTable 2.5C\nA B C D E\n| | | | |\nC-8.4: Arranges numbers up to 99 in ascending and descending order\n Ages 3 - 8 \n1\n|Arranges familiar \nincidents/ events/ \nobjects in an order \n(e.g., daily routine, \nstory, shapes, size \n- 2 to 3) Arranges objects in \norder based on size \nup to 3 levels and \nverbalizes their \nlevels (Big – Small \n– Smaller; Long – \nShort – Shorter; \nTall – Short – Short-\ner)Arranges up to 5 \nobjects based on \nsize/length/ \nweight in increas-\ning or decreasing \norder Arranges the \nsame set of \nobjects in \ndifferent se-\nquences based \non different \nproperties of \nobjects (e.g., by \nsize/length/\nweight/colour)Arranges \nnumbers from a \ngiven set of \nnumbers in \nascending and', metadata={'page_label': '66', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='same set of \nobjects in \ndifferent se-\nquences based \non different \nproperties of \nobjects (e.g., by \nsize/length/\nweight/colour)Arranges \nnumbers from a \ngiven set of \nnumbers in \nascending and \ndescending \norder', metadata={'page_label': '66', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='67\nNational Curriculum Framework for Foundational Stage\nd. Domain: Language and Literacy Development\ni. Curricular Goal (CG-10): Children develop fluency in reading and writing in Language 1\n1) Competency (C-10.5): Reads short stories and comprehends their meaning – by \nidentifying characters, storyline and what the author wants to say – on their own \n(L1)\nTable 2.5D\nA B C D E\n| | | | |\nC-10.5: Reads short stories and comprehends their meaning – by identifying characters, \nstoryline and what the author wanted to say – on their own (L1)\n Ages 3 - 8 \n1\n|Listens to “Read \nAlouds” and \nresponds to \nquestions posed \nby the TeacherParticipates in \n“Shared Reading” \nalong with the \nTeacher and in the \ndiscussions about \nthe reading.Participates in \n“Guided Reading” \nalong with the \nTeacher and in \nthe discussions \nabout the read-\ning.Begins “Indepen-\ndent Reading” of \nbooks of equal \ntextual and visual \ncontentBegins “Indepen-\ndent Reading” of \nbooks of more \ntextual content \nthan visual \ncontent\n2', metadata={'page_label': '67', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='about the read-\ning.Begins “Indepen-\ndent Reading” of \nbooks of equal \ntextual and visual \ncontentBegins “Indepen-\ndent Reading” of \nbooks of more \ntextual content \nthan visual \ncontent\n2\n|Reads picture \nbooks and identi-\nfies objects and \nactionsReads picture \nbooks and identi-\nfies characters and \nplots and narrates \nthe story in short \nsequenceReads books \naloud with short \nsimple texts and \nuses both visual \ncues and text to \ninfer and retell \nthe story with \naccurate se -\nquence and \nelaborationBegins to read \nunfamiliar story \nbooks and \ncomprehend \nwith guidance \nfrom the Teacher \nIdentifies plots, \nand characters Reads and \nidentifies \ncharacters, plots, \nsequences, and \npoint of view of \nthe author', metadata={'page_label': '67', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='68\nNational Curriculum Framework for Foundational Stagee. Domain: Aesthetic and Cultural Development\ni. Curricular Goal (CG-12): Children develop abilities and sensibilities in visual and \nperforming arts and express their emotions through art in meaningful and joyful ways\n1) Competency (C-12.1): Explores and plays with a variety of materials and tools to \ncreate two-dimensional and three-dimensional artworks in varying sizes\nTable 2.5E\nA B C D E\n| | | | |\nC-12.1: Explores and plays with a variety of materials and tools to create two-dimension -\nal and three-dimensional artworks in varying sizes\n Ages 3 - 8 \n1\n|Grasps relevant \nart materials, \ntools, and instru-\nmentsExplores a variety of grasps and grips \nwhile using art materials, tools, and \ninstruments (e.g., sticks, seeds, pebbles, \nstones, chalk, thread, pencils, brushes, \ncrayons, powder, scissors)Able to vary pressure while using \ntools to create dark and light impres -\nsions/ marks/ lines\nExplores large and small sizes while', metadata={'page_label': '68', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='crayons, powder, scissors)Able to vary pressure while using \ntools to create dark and light impres -\nsions/ marks/ lines\nExplores large and small sizes while \ncreating marks, lines, scribbles, and other \n2D and 3D imagery in visual artworks Creates large \nscale work (e.g., \nfloor rangolis, \nwall murals, \nsculptural forms) \nin collaboration \nwith peers, \nfacilitators, and \nlocal communityAble to scale own work in large and \nsmall sizes, based on available space \nor materials (e.g., creating a small clay \ndoll, or a big paper doll)\nCreates forms and \nimprints by \nmixing materials \n(e.g., mud and \nwater, sand and \nwater, flour and \nwater, paint and \nwater)Creates three-di -\nmensional forms by \nrolling and patting \nmaterials like clay \nor dough• Creates collages by combining materials of varying \nconsistencies, colours, and textures in one’s own ar -\nrangement\n• Creates three-dimensional arrangements/ assemblages \nby combining a variety of found materials and objects\n2\n|Creates imprints using blocks, stencils,', metadata={'page_label': '68', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='rangement\n• Creates three-dimensional arrangements/ assemblages \nby combining a variety of found materials and objects\n2\n|Creates imprints using blocks, stencils, \nfound objects and natural materialsCreates simple \npatterns using \nblocks, stencils, \nfound objects and \nnatural materialsCreates patterns \nby combining \nand arranging \nmaterials in a \nvariety of shapes, \nforms, textures, \nand coloursCreates a variety \nof textures with \none material \nthrough its \nmanipulation \n(e.g., clay, cloth, \npaper, rubber, \nwood)', metadata={'page_label': '68', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='69\nNational Curriculum Framework for Foundational Stage\ni. Curricular Goal (CG-13): Children develop habits of learning that allow them to engage \nactively in formal learning environments like a school classroom.\n1) Competency (C-13.4): Classroom norms: Adopts and follows norms with agency and \nunderstanding\nTable 2.5F\nA B C D E\n| | | | |\nC-13.4: Classroom norms: Adopts and follows norms with agency and understanding\n Ages 3 - 8 \n1\n|Observes and \nimitates adult \nbehaviour for \nclassroom \nnormsFollows class-\nroom norms \nwith Teacher’s \ncues• Follows and \nassists others in \nfollowing \nclassroom norms\n• Creates do-it-\nyourself (DIY) \nclassroom job \ncharts/posters \nwith the support \nof Teachers and \nfollows it• Participates in \ndiscussing the \nclassroom \nnorms and \nbehaves \naccording to \nnorms\n• Creates DIY \nclassroom job \ncharts/posters \nand follows it• Participates in \nestablishing \nclassroom \nnorms and \nbehaves accord-\ning\n• Creates DIY \nclassroom job \ncharts/posters \nand illustrates \nthem as well;', metadata={'page_label': '69', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='classroom job \ncharts/posters \nand follows it• Participates in \nestablishing \nclassroom \nnorms and \nbehaves accord-\ning\n• Creates DIY \nclassroom job \ncharts/posters \nand illustrates \nthem as well; \nfollows it \nresponsibly\nA more exhaustive set of Illustrative Learning Outcomes is in Annexure 1. \nAs mentioned at the beginning of this Chapter in Section 2.2, the Learning Outcomes that are to be \nfinally used must be carefully developed by the relevant curriculum developers and institutions \nwhich would include the SCERTs, NCERT and others.', metadata={'page_label': '69', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='70\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '70', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='71\nNational Curriculum Framework for Foundational Stage\n3. Chapter 3\nApproach to Language \nEducation and Literacy \nThe recommendations of NEP 2020 on language learning were based on the latest research on \nlanguage acquisition. Following NEP 2020, the overarching aim of the NCF’s Approach to Lan-\nguage Education is to ensure that children learn languages in such a way so as to optimize learn-\ning (across all domains and areas), communication skills (both oral and written), and socio-emo -\ntional skills, during their early years and throughout their lives.', metadata={'page_label': '71', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='72\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '72', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='73\nNational Curriculum Framework for Foundational Stage\n3.1 Section 3.1 \n Principles\nThe key principles behind the NCF’s approach to Language Education, drawing from NEP 2020, \nare as follows:\na. Children learn spoken language most rapidly between the ages of 0 and 8.\nIt is well known that children pick up oral language most rapidly during the first eight years \nof life. There are sensitive periods for language acquisition during these years which must not \nbe lost. Delaying the learning of languages in the early years makes it more difficult for chil-\ndren to acquire new languages later on (not impossible but harder).\nb. Multilingualism has both cognitive and societal/cultural benefits.\nResearch clearly indicates that exposure to multiple languages in oral form provides signifi -\ncant cognitive and socio-emotional stimulation to the child that are beneficial. Furthermore, \nchildren are able to pick up multiple oral languages in the early years, and easily keep track of', metadata={'page_label': '73', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='cant cognitive and socio-emotional stimulation to the child that are beneficial. Furthermore, \nchildren are able to pick up multiple oral languages in the early years, and easily keep track of \nwhich language is which and which language should be spoken to whom.\nChildren best attain multilingual skills when a rich and natural environment of meaningful \nand purposeful use of languages is created around them. Young children are not best equipped \nto learn a language through formal teaching. This is an important distinction that can help \ncurriculum developers, Teacher educators, and Teachers to design and provide appropriate \nearly language learning experiences for young children in the Foundational Stage.\nMultilingualism is pervasive in India and most children are exposed to more than one lan -\nguage from their early years. In our multilingual country and world, becoming multilingual \nearly on also makes it easier to communicate across many communities over one’s lifetime.', metadata={'page_label': '73', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='guage from their early years. In our multilingual country and world, becoming multilingual \nearly on also makes it easier to communicate across many communities over one’s lifetime.\nA key part of the NCF is thus aimed at instilling foundations of excellent multilingual skills \norally in children as early as is possible in a manner that is developmentally appropriate.\nc. While spoken language comes naturally to young children, written language comes \n less naturally, and thus the concept of reading and writing must be learned.\nAs already mentioned, a key aspect of the NCF is to immerse children in multiple oral languag -\nes early. However, the concept of reading and writing - including the concepts of phonemes \n(small units of sound) and graphemes (the smallest units in a writing system), and the corre-\nspondence between them - is optimally taught first through a single language, which ideally is \nthe home language whenever possible.', metadata={'page_label': '73', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='spondence between them - is optimally taught first through a single language, which ideally is \nthe home language whenever possible.\nOnce the concept of reading and writing and basic literacy skills are developed in a child, fur-\nther scripts can be introduced over time and are more easily learned. While visual familiarity \nwith more than one script in the early years is considered beneficial, initial learning of the \nskills of literacy is best carried out first through a single language.', metadata={'page_label': '73', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='74\nNational Curriculum Framework for Foundational StageBasic skills of literacy include decoding, i.e., the association of phonemes to corresponding \ngraphemes (consonants, vowels, and their combinations) to sound out unknown words. Read-\ning and writing is best taught first through one familiar language - a language that children \nunderstand and speak well. Early literacy skills develop best and most quickly on a foundation \nof strong oral language skills.\nd. Young children learn and grasp nontrivial concepts most quickly and deeply in their \n home language/mother tongue/familiar language.\nResearch evidence confirms the importance of teaching children in their mother tongue \nduring the foundational years and beyond, for the following reasons:\ni. Children come to a preschool or school after the age of three years, by which time they \nhave already accumulated significant competence in the home language to enable them \nto listen, comprehend, and empathize with others, speak, and express their feelings and', metadata={'page_label': '74', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='have already accumulated significant competence in the home language to enable them \nto listen, comprehend, and empathize with others, speak, and express their feelings and \nthoughts, and successfully interact with others meaningfully. Over these three years \nchildren have, along with ‘picking up the language’, also simultaneously been able to \ndevelop a host of other essential skills, particularly in communication, information \nprocessing, and social interaction as well as skills and concepts foundational to \ncreativity, critical thinking, literacy, and numeracy. The children take these foundational \nskills with them into preschool and school; these serve as essential building blocks that \nget built upon further, to enhance the child’s cognitive and socio-emotional competence, \nwhen the child’s home language or mother tongue is used to teach other subjects all \nthrough the Foundational Stage and beyond. Thus, the home language serves as a', metadata={'page_label': '74', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='when the child’s home language or mother tongue is used to teach other subjects all \nthrough the Foundational Stage and beyond. Thus, the home language serves as a \nfacilitator for all learning and enables children to form connections with prior learning \nand home learning.\nii. On the other hand, if the child is taught with a new or unfamiliar language as the \nmedium of instruction, the 3-4 years of experience that the child comes with gets \ncompletely disregarded as a new language is taught from the beginning, at the cost of \nnegating the foundational experiences, skills, and learning that the child has already \naccumulated, thus reversing the entire learning process. There is indeed overwhelming \nevidence from across the world, including from India, that shows that children who \nstudy through their mother tongue or a home or familiar language perform better in \nother subjects such as Mathematics and Science compared with their peers who are', metadata={'page_label': '74', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='study through their mother tongue or a home or familiar language perform better in \nother subjects such as Mathematics and Science compared with their peers who are \ntaught through an unfamiliar language as the medium of instruction.\niii. Research clearly indicates that any skills and concepts gained in the child’s home \nlanguage do not have to be retaught when they learn a new language alongside or \nsubsequently.\niv. The mother tongue or home language is more than just a mode of communication for the \nchild, but also relates closely with the child’s personal, social, and cultural identity. \nRejecting this rich experience through imposition of a new language as the medium of \ninstruction is neither fair to children nor desirable at the early stage of their education, \nwhendevelopment of self-confidence, positive self-esteem, and sense of autonomy and \ncapability is a vital objective that Teachers need to work towards.', metadata={'page_label': '74', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='75\nNational Curriculum Framework for Foundational Stage\nv. Studies show that, for young children, positive and supportive relationships and an \nemotionally secure environment is crucial for learning, which is fostered through the use \nof a familiar language as medium of instruction.\nvi. Young children learn through listening, talking, and interacting with others. Only a \nfamiliar language (a language they understand well and also speak) can provide a \nnatural,communicative environment that is necessary for their holistic development. \nHence, the language of interaction should predominantly be the child’s mother tongue/\nhome language/familiar language through the Foundational Stage.\nvii. NEP 2020 has identified the paradigm shift to interactive learning, emphasis on \ncreativity and discovery as opposed to rote memorisation. A corollary to this is to \ndiscourage the use of an unfamiliar language as the medium of instruction at least \nthrough the Foundational Stage.', metadata={'page_label': '75', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='discourage the use of an unfamiliar language as the medium of instruction at least \nthrough the Foundational Stage.\nHence, another key aspect of this NCF is to respect the child’s home language, encourage the \nchild to communicate and learn in their home language, and use the home language as the \nlanguage for teaching to the extent possible. Bilingual or multilingual approaches in the early \nyears - with the home language as the main language - enable children to do efficient code \nswitching across languages.\ne. Language forms a critical aspect of cultural awareness and expression, which is \n considered among the major competencies important to develop in children.\nThe competencies of cultural awareness and expression provide children with a sense of iden -\ntity, belonging, as well as an appreciation of other cultures and identities. International stud-\nies over the last decade have demonstrated that cultural awareness/expression and a positive', metadata={'page_label': '75', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='tity, belonging, as well as an appreciation of other cultures and identities. International stud-\nies over the last decade have demonstrated that cultural awareness/expression and a positive \ncultural identity in children leads to increased levels of prosocial behaviour, self-esteem, \nself-development, as well as tolerance and appreciation of other cultures.\nIt is through the development of a strong sense and knowledge of their own cultural history, \nlanguages, arts, and traditions that children can build a positive cultural identity and self-es -\nteem, in addition to developing related competencies such as communication and creativity. \nThus, cultural awareness and expression are important contributors to both individual as well \nas societal well-being.\nThis is a further reason that home languages, local languages, and other Indian languages, \nwith their oral and written literatures and traditions, form an important aspect of children’s', metadata={'page_label': '75', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='This is a further reason that home languages, local languages, and other Indian languages, \nwith their oral and written literatures and traditions, form an important aspect of children’s \neducational experiences for their overall holistic development and well-being.', metadata={'page_label': '75', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='76\nNational Curriculum Framework for Foundational Stage3.2 Section 3.2 \n NCF’s Approach to Language Education and \n Literacy in the Foundational Stage\nIn order to be in consonance with the principles and goals of language education as outlined in \nNEP 2020, the NCF’s Approach to Language Education in the Foundational Stage is thus as fol-\nlows.\na. Since children learn concepts most rapidly and deeply in their home language, the \n primary medium of instruction would optimally be the child’s home language/mother \n tongue/familiar language (also referred to below as L1) in the Foundational Stage.\nThis should be the approach in both public and private schools.\nTo ensure that each child has continued proper use of their L1 when they begin at the Foun-\ndational Stage, it is essential to have Teachers (e.g., from the local community) who not only \nunderstand the language but also the local culture and traditions. More than at any other', metadata={'page_label': '76', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='dational Stage, it is essential to have Teachers (e.g., from the local community) who not only \nunderstand the language but also the local culture and traditions. More than at any other \nStage, Teachers of the Foundational Stage should be proficient in the child’s L1. \nParents should also be included as partners in the educational processes of children. This \nmakes the schooling process more enjoyable and more secure for children, and also enables \nand fosters a closer home-school relationship, which is important for a child’s holistic devel-\nopment and learning. \nFor the age group of 3-8 years, most learning occurs through play, listening, and talking. This \nshould necessarily be conducted in the children’s L1. \nThe inclusion of children’s L1 as the primary language of interaction and teaching for the \nFoundational Stage would require development and publication of good children’s literature \nin these languages, especially in languages where there is a dearth of such literature. This may', metadata={'page_label': '76', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Foundational Stage would require development and publication of good children’s literature \nin these languages, especially in languages where there is a dearth of such literature. This may \nbe taken up as a National Programme for the languages that are already used as mediums of \ninstruction, as well as for additional languages that would be introduced as mediums of in-\nstruction or for extensive and formal use for teaching and learning at the Foundational Stage. \nSeveral State government and non-government organisations are also working on develop-\nment and publication of children’s materials including storybooks, poem posters, and big \nbooks in a large number of home languages.\nWhile L1 is the best option as the language used for teaching, often it is not possible due to \nvarious factors, including the availability of Teachers who are proficient in the relevant lan -\nguages. This is seen in many contexts, including dispersed communities across geographies or \nin remote areas.', metadata={'page_label': '76', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='guages. This is seen in many contexts, including dispersed communities across geographies or \nin remote areas.\nIn such scenarios, L1 should be used to support a child’s transition to the new language, which \nis the language used for teaching, without losing out on their previous learning; for this the \nTeachers would have to be supported and encouraged to develop familiarity with the chil-\ndren’s language.\nIt may also be possible to find supplementary options that can support a child’s transition to \nthe new language, which is the medium of instruction, without losing out on their previous \nlearning, by having someone consistently supporting them in helping them make connections.', metadata={'page_label': '76', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='77\nNational Curriculum Framework for Foundational Stage\nFor example, having a parent come in every day by rotation, engaging community youth as \nsupport for Teachers, and panchayats organizing community centres to carry out play-based \nactivities as after-school programmes, are options that can be considered based on what \nworks best for each community. Teachers who come from a really different language back -\nground can also aim to pick up some basic vocabulary and communication ability in the chil-\ndren’s languages to build bridges and ease transitions.\nIn all classrooms where Teachers have a satisfactory proficiency of children’s languages, the \nchildren’s L1 should be formally used for teaching and learning.\nWhenever children’s L1 are not used officially as the language for teaching other subjects, \nthey should still be used formally, at least in the oral domain, and at the initial stages of learn-\ning to read and write and serve as a bridge to the language used for teaching other subjects.', metadata={'page_label': '77', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='they should still be used formally, at least in the oral domain, and at the initial stages of learn-\ning to read and write and serve as a bridge to the language used for teaching other subjects. \nThis ensures that children’s L1 are always used in the classroom, both by the Teacher and \nchildren for thinking and reasoning, higher order comprehension, expression, and communi-\ncation. \nFinally, a child must NEVER be discouraged from speaking, or made to feel ashamed by, their \nhome language. On the contrary, use of home languages should always be celebrated, appreci-\nated, and encouraged, both in spirit and (to the extent possible) in practice, by Teachers, peers, \nparents, school functionaries. \nAs far as possible, Teachers should allow and encourage children to respond and discuss in \ntheir L1, read simple storybooks to children in their L1, and explain difficult words or con-\ncepts through their L1. Languages need not be taught and learned in watertight compart-', metadata={'page_label': '77', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='their L1, read simple storybooks to children in their L1, and explain difficult words or con-\ncepts through their L1. Languages need not be taught and learned in watertight compart-\nments at separate times. There can be a mixing of languages and children should get an oppor -\ntunity to learn new concepts and languages using the foundation of their L1 as scaffolding.\nb. Children should be exposed to and immersed in multiple oral languages (also referred \n to as L2 and L3 below) from an early age. Schools will aim to ensure the presence of \n Teachers, and parents so that at least two or preferably three languages present with \n children on a regular basis.\nChildren in the first 6 to 8 years of life have the ability to readily pick up new languages if ex -\nposed to them, particularly as oral communication in meaningful contexts. Thus, adopting \nbilingual or multilingual approaches within the early grades with L1 as the main language of', metadata={'page_label': '77', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='posed to them, particularly as oral communication in meaningful contexts. Thus, adopting \nbilingual or multilingual approaches within the early grades with L1 as the main language of \nteaching enables children to do efficient code switching across languages.\nExposure to multiple languages in oral form can also provide significant cognitive stimulation \nto the child that is beneficial, including the development of creativity and critical-thinking \nabilities, in addition to socio-emotional skills, as sounds and gestures by Teachers, parents, \npeers, and others are transformed in a child’s mind into words, phrases, and sentences.\nThe use of children’s context and experiences and themes that are close to children’s hearts \nfor oral language and literacy development is important when an unfamiliar language is being \nused or taught formally. Songs, poetry, games, drama, total physical response (TPR), and other \ncreative interactions - such as narration (and discussion) of experiences, places, events, and', metadata={'page_label': '77', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='used or taught formally. Songs, poetry, games, drama, total physical response (TPR), and other \ncreative interactions - such as narration (and discussion) of experiences, places, events, and \nfavourite items/toys - develop aesthetic and creative sensibilities while also making lan -\nguage-learning more fun and also thereby more effective.\nSome of the strategies that can be used in the Foundational Stage include: balanced and stra-\ntegic use of children’s L1 and L2/L3 that is aligned to the development of children’s language', metadata={'page_label': '77', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='78\nNational Curriculum Framework for Foundational Stageproficiencies at any point in time; providing a natural setting for conversation and other oral \nlanguage development activities for L2/L3; acceptance and encouragement to the mixed use \nof L1 and L2/L3, including children’s cultural and contextual knowledge in teaching-learning; \nand taking help of children’s L1 in teaching how to read and write. Efforts must be made to \nproduce high-quality learning materials in children’s L1.\nFor young children to acquire skills of speaking fluently in their L2 or L3 (which could also be \nEnglish), a natural, communication-focussed approach that also uses scaffolding of their L1 \nneeds to be adopted. Some effective strategies include use of action songs, rhymes, fun games, \nshort conversations in phrases and simple sentences (with the scaffold of real objects or pic-\ntures), adopting a multilingual approach where familiar stories are first told/read aloud by', metadata={'page_label': '78', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='short conversations in phrases and simple sentences (with the scaffold of real objects or pic-\ntures), adopting a multilingual approach where familiar stories are first told/read aloud by \nthe teacher in L1 several times and can then be retold in L2 or L3, using the target words and \nstructures, and using stories and read-alouds with repetitive sentence structures.\nChildren should develop strong oral language skills (including listening comprehension, ade-\nquate vocabulary, and oral expression) in at least two languages by the end of the Foundation-\nal Stage. These oral language skills will form a critical aspect of learning to independently read \nand write in at least one language (and script) by the end of the Foundational Stage.\nc. The concept of reading and writing is initially developed through the language R1, \n which is preferably the home language L1 whenever possible. (We define R1 to be the \n language in which a child first learns the concept of reading and writing, R2 the', metadata={'page_label': '78', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='which is preferably the home language L1 whenever possible. (We define R1 to be the \n language in which a child first learns the concept of reading and writing, R2 the \n second such language, R3 the third such language, and so on.)\nThe concept of reading and writing (i.e., emergent literacy and emergent reading comprehen -\nsion and written expression) are developed in a child through the development of oral lan -\nguage; meaning-making (including making sense of and interpreting images and other sym-\nbol-systems such as gestures, facial expressions, art, music, dance, drama, games); and \nexposure to print material.\nTherefore, in addition to the emphasis on early development of oral language skills in the \nFoundational Stage, there must also be exposure to plenty of print material early on, particu-\nlarly in R1 (which preferably is L1, but may be L2 in certain scenarios as described in point a. \nabove). This print material would start with picture/story books. Letters of the alphabet of R1', metadata={'page_label': '78', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='larly in R1 (which preferably is L1, but may be L2 in certain scenarios as described in point a. \nabove). This print material would start with picture/story books. Letters of the alphabet of R1 \nor R2, and simple words and phrases in each language, accompanied by pictures, shapes, and \nnumbers, can be displayed on the walls of the school at children’s eye level. In some cases, R1 \nand R2 may have the same letters, but in some cases they would be different.\nBecause reading and writing does not come naturally the way oral language does, there must \nbe plenty of ‘handholding’ through meaningful contexts. Children will experience a progres -\nsion from picture books with word labels (in order to gain visual exposure to written words), \nto read-aloud books (which are read aloud to the child to develop a sense of correspondence \nbetween phonemes and graphemes), to shared reading, to guided reading, and finally to more \nindependent reading of simple and then more complex stories and text (via e.g., graded read-', metadata={'page_label': '78', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='between phonemes and graphemes), to shared reading, to guided reading, and finally to more \nindependent reading of simple and then more complex stories and text (via e.g., graded read-\ners). Picture and story books should be fun, relatable, colourful, and engaging, and rooted in \nthe local and Indian context, traditions, and literature, in order to maximize children’s inter -\nest.\nTeaching phonics/decoding can be made fun through games and conversation (e.g., what oth-\ner words do you know that use the sound ‘b,’ what other sounds other than ‘b’ can you make \nwith your lips, what word is the same backwards and forwards).', metadata={'page_label': '78', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='79\nNational Curriculum Framework for Foundational Stage\nThe approach to writing should be that it is a form of expression, and not a task. As such, the \nfirst step for a child is drawing, then labelling the drawing (which may initially involve ‘inven-\ntive spelling’ which is an important step in meaningful literacy), then realizing that one can be \nmore expressive through multiple words (phrases), and finally moving towards complete sen-\ntences. Practice can be conducted through workbooks, games requiring some writing, and \nother forms of guided writing.\nBoth meaning-focused and skills-focused activities are required in Grades 1 and 2 when chil-\ndren are learning reading and writing. Teachers need to arrive at a good balance between the \nteaching of individual skills (e.g., decoding, fluency, spelling, writing correctly etc.) and pro-\nviding opportunities for the meaningful use of whole language for reading, writing and oral \nlanguage development activities.', metadata={'page_label': '79', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='viding opportunities for the meaningful use of whole language for reading, writing and oral \nlanguage development activities.\nThere should be workbooks that give children the opportunity for regular practice of reading \nand writing. The worksheets in them should also be graded.\nd. Once the concept of reading and writing is developed in a child in R1, use of additional \n scripts can be gradually introduced. The aim is to be an independent reader and \n writer in R1 by age 8 (Grade 3).\nThe approach to reading and writing is the same for R2 and R3 - starting with read-alouds, \ngames, and activities to understand the phoneme-grapheme correspondence, to shared read-\ning to guided reading to writing exercises that eventually lead to independent writing, with \npoems, songs, literature, drama, games, and other creative interaction employed copiously to \nenhance learning.\nBecause the concept of reading and writing has already been learned through R1, the process', metadata={'page_label': '79', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='enhance learning.\nBecause the concept of reading and writing has already been learned through R1, the process \nof learning a new script is conceptually much easier for R2 and R3.\nInteractive language classes involving R1, R2, and R3 will continue with the support of L1 \ncontinuing as above if different than R1–R3. The aim must be to focus on higher-order think -\ning questions as children progress in their speaking, reading, and writing abilities across all \nlanguages in the Foundational Stage and beyond.', metadata={'page_label': '79', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='80\nNational Curriculum Framework for Foundational StageBox 3.2A\nSummary of Key Ideas related to Language in the Foundational Stage\nThe medium of instruction will be the home language (L1) in the Foundational Stage to the \nextent possible. Where not possible, measures will be taken to support the child’s formal use \nof L1 in teaching- learning activities, and to build bridges from L1 to the school languages.\nChildren will be immersed in multiple oral languages as early as is possible, which will be \nenhanced through interactive activities (e.g., conversation, TPR, poetry, songs, drama, \nnarration of experiences). The aim will be to achieve oral language proficiency (not neces-\nsarily at the same level) in two languages by Grade 3.\nThe concept of reading and writing is initially developed through R1, which is preferably L1 \nwhenever possible, via early exposure to oral language development, meaning-making \nactivities, and print materials. Understanding of phonemes and graphemes and the corre-', metadata={'page_label': '80', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='whenever possible, via early exposure to oral language development, meaning-making \nactivities, and print materials. Understanding of phonemes and graphemes and the corre-\nspondence between them (decoding) will be developed through games and interactive \nexercises.\n• Reading skills will first be developed in R1 through picture and story books, read-aloud \n books, shared reading, guided reading, and more independent reading through graded \n readers, with interactive activities involving poetry, songs, literature, drama, games to \n enhance learning. In cases where R1 is not L1, support with L1 will be arranged to the \n extent possible.\n• Writing skills will be developed in R1 through drawing, labelling, inventive spelling, \n writing workbooks, games requiring writing, and other forms of guided writing, followed \n by more independent writing of words, phrases, and then complete sentences in \n meaningful and creative contexts.', metadata={'page_label': '80', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='by more independent writing of words, phrases, and then complete sentences in \n meaningful and creative contexts.\nThe approach to subsequently developing reading and writing skills in R2 and R3 will be \nsimilar. The aim will be to achieve literacy skills in R1 by Grade 3.\nNote: In this Chapter, we have conceptually distinguished the language in which the child will learn \nto read and write in school (R1 and R2) from the languages which the child may be familiar with \norally (L1, L2). \nHowever, since L1 and L2 are commonly understand as the language of learning in school, we have \nused L1 and L2 as synonymous with R1 and R2 in the rest of the document.', metadata={'page_label': '80', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='81\nNational Curriculum Framework for Foundational Stage\n4. Chapter 4 \nPedagogy\nA safe, secure, comfortable, and happy classroom environment can help children learn better \nand achieve more at the Foundational Stage. Care and responsiveness with ample opportunities \nto experience, experiment and explore are the hallmark of pedagogy at this Stage. \nSection 4.1 outlines the principles of pedagogy for the Foundational Stage based on which the \nrest of the Chapter is articulated. Planning is the first step to good teaching as described in Sec-\ntion 4.2. Children blossom when their relationship with their Teacher is a nurturing one - Section \n4.3 focusses on how this can be achieved in the classroom. Learning through play is what chil-\ndren of this age do - Section 4.4 details the various ways of learning through play. Section 4.5. \nfocuses on the teaching of literacy and numeracy. The entire pedagogical process is enabled by a', metadata={'page_label': '81', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='dren of this age do - Section 4.4 details the various ways of learning through play. Section 4.5. \nfocuses on the teaching of literacy and numeracy. The entire pedagogical process is enabled by a \npositive classroom culture, which is described in Section 4.6. Section 4.7 touches upon the class-\nroom environment that could support such pedagogy.', metadata={'page_label': '81', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='82\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '82', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='83\nNational Curriculum Framework for Foundational Stage\n4.1 Section 4.1 \n Principles of Pedagogy \nPrinciples of pedagogy underly all decisions related to teaching strategies in the classroom ap-\npropriate for the Foundational Stage. \nThe following principles inform classroom planning and instruction: \na. A safe and stimulating environment is fundamental to development and learning at \n this Stage.\ni. Activities are joyful and encourage the use of all the child’s senses.\nii. Classrooms provide variety and challenge.\niii. Physical and emotional safety is paramount while making pedagogical choices.\niv. Classrooms are clean, cheerful, well-ventilated, and well-lit learning spaces.\nb. Play is central to learning and development at this Stage.\ni. Play can be free, guided, or structured.\nii. Conversations, stories, music, music, movement, arts, craft, toys and games are part of \nplay, and of the methods to engage children in play - other methods could be innovated.\niii. Outdoor play is actively encouraged.', metadata={'page_label': '83', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='play, and of the methods to engage children in play - other methods could be innovated.\niii. Outdoor play is actively encouraged.\nc. Nurturing relationships between Teacher and child are the basis of teaching and \n learning.\ni. Listening carefully to children and ‘being with them’ fully is important.\nd. Physical development is very important at this Stage.\ni. Classroom activities encourage gross and fine motor skills, and physical movement.\nii. This also helps socio-emotional and cognitive development.\ne. Every child learns at their own pace and learning needs are addressed individually.\ni. Different children respond to the same situation differently.\nii. The same child may, at different times, respond differently to similar situations.\niii. Opportunities are provided for all children to participate in the classroom in ways that \nsuit each child best.\nf. Children at the Foundational Stage are most comfortable and learn best in their home \n language.', metadata={'page_label': '83', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='suit each child best.\nf. Children at the Foundational Stage are most comfortable and learn best in their home \n language.\ni. The language of instruction and transaction is the child’s home language/mother \ntongue/familiar language.\nii. Use of home languages is celebrated and encouraged in the classroom.\niii. Transition into school languages, when different from home languages, is gentle and \nalways scaffolded by the home language.', metadata={'page_label': '83', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='84\nNational Curriculum Framework for Foundational Stageiv. Children are encouraged to express themselves as much as possible and never judged or \nreprimanded for the language that they speak in.\ng. Learning experiences in the classroom are deeply connected to children’s lives and \n their contexts.\ni. Local stories, rhymes, songs, games, crafts, material are used extensively.\nii. Children’s home language is welcome and indeed encouraged in the classroom.\nh. Learning experiences are designed to build on children’s previous understanding.\ni. Planning moves from simple to complex ideas and concepts based on this principle.\nii. Using the home language facilitates this\ni. Classroom processes address all domains of development.\ni. Balance is maintained between activities pertaining to physical development, socio-\nemotional and ethical development, cognitive development, aesthetic and cultural \ndevelopment.', metadata={'page_label': '84', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='85\nNational Curriculum Framework for Foundational Stage\n4.2 Section 4.2 \n Planning for Teaching\nTeaching is a deliberate act carried out with the intention of bringing about learning in children. \nThis deliberate act needs to be well planned. Planning is central to good teaching.\nPlanning includes construction and organization of classroom tasks as per competencies and \noutcomes to be achieved, pedagogy to be followed, resources to be used and assessment to be \ncarried out. Planning also includes support activities for children, home assignments, and dis -\nplays in the class relevant to what is being taught.\nPlans are made for the entire academic year, for the term, for the week, for the day, and for a les-\nson. The State/District/School may have the responsibility for coming up with the annual and \nterm plans. Teachers must, therefore, plan for the week, the day, and the lesson.\n4.2.1 Components of a Teaching Plan \nGood planning requires understanding of Curricular Goals, Competencies and Learning Out -', metadata={'page_label': '85', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='4.2.1 Components of a Teaching Plan \nGood planning requires understanding of Curricular Goals, Competencies and Learning Out -\ncomes to be achieved along with prior learning of the children for whom the plan is being made, \nand available teaching learning materials and content to be used.\nThe major components of a teaching plan are:\na. Competencies, Learning Outcomes and intended lesson objectives.\nb. Teacher-directed, Teacher-guided and/or child-led activities to achieve objectives. \nc. Duration and sequence of activities.\nd. Content and material to be used in the activities.\ne. Classroom arrangements e.g., seating, displays, arrangement of material.\nf. Specific strategies for children who need extra help.\ng. Methods of assessment.', metadata={'page_label': '85', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='86\nNational Curriculum Framework for Foundational StageBox 4.2A\nThe five-step learning process - ‘Panchaadi’ - is a good guide to formulating the sequence \nthat a Teacher may adopt in planning for instruction:\n• Aditi (Introduction): As a first step, the Teacher introduces a new concept/topic by \n establishing a connection with the child’s prior knowledge. Children gather relevant \n information regarding the new topic with the help of the Teacher by asking questions, \n exploring, and experimenting with ideas and material.\n• Bodh (Conceptual Understanding): Children try to understand core concepts \n through play, enquiry, experiments, discussion, or reading in the second step. The \n Teacher observes the process and guides the children. The teaching plan has the list of \n concepts to be learnt by the children.\n• Abhyas (Practice): The third step is about practice to strengthen understanding and \n skills through a range of interesting activities. Teachers can organize group work or', metadata={'page_label': '86', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='• Abhyas (Practice): The third step is about practice to strengthen understanding and \n skills through a range of interesting activities. Teachers can organize group work or \n small projects to reinforce conceptual understanding and attainment of competencies.\n• Prayog (Application): The fourth step is about applying the acquired understanding \n in the child’s everyday life. This can be accomplished through various activities and \n small projects.\n• Prasar (Expansion): The fifth step is about spreading the acquired understanding \n through conversations with friends, telling each other new stories, singing new songs, \n reading new books together and playing new games with each other. For each and \n every new topic learnt, a neural pathway is created in our brain. Sharing knowledge \n strengthens our learning. A neural pathway is incomplete if we don’t teach what we \n have learnt. Teaching makes learning clear and long-lasting.\nFigure 4.2A: Panchaadi, a five-step learning process', metadata={'page_label': '86', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='87\nNational Curriculum Framework for Foundational Stage\n4.2.2 Other Important Considerations for Planning\na. Planning for Differentiated Instruction\nHow can a Teacher plan her class in a way that engages children with varying interests and \ncapabilities meaningfully, and encourages better learning? \nOne way to think about this is differentiated instruction i.e., tailoring the teaching process \naccording to the individual needs of children. Content, methods of learning, material, and as-\nsessment may be different for different children. \nIt is often difficult to do this for individual children, especially in a large class. In that case, the \nTeacher could identify small groups of children who have similar needs and address them \ndifferently as a group. \nBefore planning for this, it is important for the Teacher to observe the children carefully and \ngather as much information as possible about them (e.g., how they interact with each other,', metadata={'page_label': '87', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Before planning for this, it is important for the Teacher to observe the children carefully and \ngather as much information as possible about them (e.g., how they interact with each other, \nwhy they choose to play a particular game, what kind of conversations they have, how they \nwork with material, how they use oral language and their response to the written word). \nSome possibilities for planning:\ni. If the Teacher is planning a session on playing with blocks, she could plan for different \nchildren doing different things. Some children build towers, and the Teacher can ask \nthem why they are building a tower, how many blocks they have used, what colours they \nhave used, and why. Some children can be asked to identify blocks of the same colour or \nthe same size and compare blocks of different sizes and colours. Other children can be \nencouraged to use blocks to make something e.g., bed, house, or to use them individually \nfor play e.g., mobile phone or car.', metadata={'page_label': '87', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='encouraged to use blocks to make something e.g., bed, house, or to use them individually \nfor play e.g., mobile phone or car.\nii. If the Teacher plans to show children plants in the garden or potted plants in the \nclassroom, some children can be prompted to point out differences between plants in \nterms of size, texture, smell, and colour. Other children can be asked to touch the plants \nand name their parts. Others can be asked to draw the plant. Children who can read \ncould help other children place labels appropriately once the picture is done.\niii. While planning a session about butterflies, the Teacher could use a storybook on \nbutterflies for one group of children, a small audio-visual clip for another, an interesting \nbutterfly puzzle for a third group and a butterfly model for a fourth.\niv. For children who are at different levels of reading, the Teacher could plan to use different \ntexts or reading material.\nv. The Teacher could plan to use worksheets of varying levels, starting with simple', metadata={'page_label': '87', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='texts or reading material.\nv. The Teacher could plan to use worksheets of varying levels, starting with simple \nworksheets and progress to more complex ones according to what different groups of \nchildren in the class are able to do.\nb. Scaffolding and Gradual Release of Responsibility\nChildren can easily learn new knowledge when systematic support from experienced chil-\ndren or adults is provided. Learning new knowledge should be a challenge, but the challenge \nshould be within the reach of children - something that relates to their existing knowledge \nand can be done with the support of an experienced person.', metadata={'page_label': '87', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='88\nNational Curriculum Framework for Foundational StageHence, to learn, children need systematic scaffolding. Scaffolding refers to providing support, \nstructure, and guidance during instruction. This scaffolding can be provided through a ‘Grad-\nual Release of Responsibility’ (GRR) where first, Teachers model or explain ideas or skills; \nafter which children and Teachers work together on the same ideas and skills where the \nTeacher provides guided support; and finally, children practice individually and independent -\nly. [10]\nActivities can be planned and designed to follow Gradual Release of Responsibility.\nProcess of Gradual Release of Responsibility: \n• Step 1: I do - the Teacher demonstrates/explains/models the main ideas or skills.\n• Step 2: We do - the Teachers and children work together on the ideas or skills.\n• Step 3: You do - the children practice or work on the ideas or skills independently. \nThis method works well for literacy and numeracy learning but it is important to remember that', metadata={'page_label': '88', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='• Step 3: You do - the children practice or work on the ideas or skills independently. \nThis method works well for literacy and numeracy learning but it is important to remember that \nevery skill of literacy or numeracy cannot be learnt in this way. Teachers may use their judge-\nment on what could work best in their classroom and build it into their teaching plan.\nc. Homework \nWhen we say the word ‘homework,’ the immediate picture that comes to mind is a child bent \nover a book industriously writing page after page for hours. \nFor children at the Foundational Stage, that is exactly what should not happen!\nHomework can be fun and provides a different kind of interesting challenge - it can also help \nto connect school with the child’s home. Some examples of what children could do at home \nare given below. \ni. Ask your grandparents their names and the names of their parents - talk about it at \nschool.\nFigure 4.2B: Gradual Release of Responsibility', metadata={'page_label': '88', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='89\nNational Curriculum Framework for Foundational Stage\nii. Observe the rangoli drawn outside your house or your neighbour’s house - try and draw \nthe same in school. \niii. Help your mother or father or aunt or neighbour - talk about it at school. \niv. Look around near your home and see the different colours of flowers - talk about it at \nschool.\nv. Borrow a story book from the class library, spend time with it at home, look at the \npictures, try to read the words and understand the story.\nThe Teacher may plan for this only after children are well settled in school and have got into a \ncomfortable routine. While doing this, the Teacher must also ensure that children can do these \ntasks on their own and they do not require parents or others to do anything on their behalf.\nPlease see Annexure 2 for illustrations on Planning', metadata={'page_label': '89', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='90\nNational Curriculum Framework for Foundational Stage4.3 Section 4.3 \n Building a Positive Relationship between \n Teachers and Children\nWhen we walk into our classrooms, what do we see? Who are these wide-eyed children?\nThey are bright, quick to observe and interested in everything around them. They constantly ask \nquestions. Sometimes they can quietly observe something for a long time. At other times, they \nlose interest in a matter of minutes. Sometimes they need to jump and move around. At other \ntimes, they enjoy a quiet story. Sometimes they cry and clamour to go home. At the same time, \nthey like to be comforted and cajoled, and are willing to be convinced to stay back! They can be \ncurious and considerate, delightful, and determined, affectionate, and adventurous, funny, and \nfearless.\nAt this Stage, for many children, it could also be their first experience of spending several hours \naway from their homes. Children require tenderness, nurturing and love. Working with them,', metadata={'page_label': '90', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='At this Stage, for many children, it could also be their first experience of spending several hours \naway from their homes. Children require tenderness, nurturing and love. Working with them, \nbeing with them, caring for them means enjoying all the very different personalities that they \nare!\nTeachers need to be warm and genuine, patient and calm, understanding and empathetic - we \nneed to give our children unhurried time and attention.\nChildren must feel that they belong, they can trust, they must feel free to try out and explore and, \ntherefore, learn better.\n4.3.1 How can Teachers Build a Positive Relationship with \n Children \nIt is our job as Teachers to ensure that children settle and enjoy their time at school. A safe, pos-\nitive relationship between Teacher and child is enriching both for emotional and cognitive devel-\nopment.\nSome important ways to build such a positive relationship are:\na. Getting to know each child individually - their homes, their families, their interests, things', metadata={'page_label': '90', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='opment.\nSome important ways to build such a positive relationship are:\na. Getting to know each child individually - their homes, their families, their interests, things \n they do outside school, their pets, their favourite people - this helps to understand each \n child and plan learning experiences for each of them.\nb. Listening to children - their stories, their narrations of what happens at home, their \n opinions and views on everything that interests them - this conveys care and respect, builds \n trust, helps children think and communicate, and gain confidence.\nc. Observing children - consciously observing while continuously interacting with children \n - this helps to discover how each child thinks, reasons and responds to different situations, \n which is critical to planning for teaching and learning.\nd. Encouraging children’s intuitional responses - words, actions, solving a small problem, \n analysing what happened - this helps to meaningfully build on children’s naturally creative', metadata={'page_label': '90', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='d. Encouraging children’s intuitional responses - words, actions, solving a small problem, \n analysing what happened - this helps to meaningfully build on children’s naturally creative \n and resourceful selves.', metadata={'page_label': '90', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='91\nNational Curriculum Framework for Foundational Stage\ne. Recognizing and responding to the emotions and moods of children - through \n conversation, music, storytelling, art, playing together - this helps children to settle better, \n learn better, learn to slowly regulate their own emotions, and begin to understand and \n respond to the emotions of others.\nf. Visiting their homes regularly - this is important to understand children and their home \n environment and build trust and a positive bond.\n4.3.2 How can Teachers Support Children to Learn Better\nEarly learning classrooms aim at enhancing children’s learning and development through activ -\nities and play. Teachers play a critical role in supporting children through this in many ways, \nmost importantly:\na. Listening : Teachers need to carefully listen and attend to young children’s conversations, \n enquiries, questions, and theories about the world. For example, if a child says, ‘a spider has', metadata={'page_label': '91', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='a. Listening : Teachers need to carefully listen and attend to young children’s conversations, \n enquiries, questions, and theories about the world. For example, if a child says, ‘a spider has \n many eyes,’ the Teacher may need to repeat and emphasize the same, ‘yes, you are right, a \n spider has many eyes - how did you know that?’ This tells the child that the Teacher has \n heard, acknowledged, and is helping extend the topic. The Teacher may further guide them \n to a book on insects, share a fact, or show a video expanding their curiosity and learning.\nb. Modelling : One of the ways through which children learn is through observation and \n imitation. Teachers need to consciously model different behaviours for children to pick up \n new concepts and skills. For example, while teaching one-to-one-correspondence for pre- \n numeracy, the Teacher can take five coins and five stones, and show exactly how every coin \n corresponds to a stone and tell the children the corresponding number. She can say: One', metadata={'page_label': '91', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='numeracy, the Teacher can take five coins and five stones, and show exactly how every coin \n corresponds to a stone and tell the children the corresponding number. She can say: One \n stone - one coin, two stones - two coins and so on while counting and pointing. Children will \n see and repeat this. Similar modelling would occur in all routine behaviour - songs, actions, \n clay work, word pronunciations, and so on. Teachers must, therefore, be alert to what they \n are saying and doing in the presence of the children.\nc. Solving problems: Children are curious, constantly engaged in trial and error, and exploring \n new things. When children play with blocks, cardboard, or even in sand, they are trying to \n solve simple problems. How much water to add to the sand to make a good sand mould? \n How to stick cardboard such that it can form a curve, or not get unstuck? How to place \n blocks or dominoes such that the tower or domino sequence does not break? The Teacher', metadata={'page_label': '91', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='How to stick cardboard such that it can form a curve, or not get unstuck? How to place \n blocks or dominoes such that the tower or domino sequence does not break? The Teacher \n then provides scaffolds to the child in the form of questions (e.g., can you think about it in a \n different way?) or physical support (e.g., holding the cardboard while the child puts glue on \n it) or an idea to solve the puzzle (e.g., perhaps putting in the red piece first may help). Such \n scaffolding helps children imagine and think through solutions on their own.\nd. Questioning : Children think while verbalizing their ideas. Questions from the Teacher will \n help them think through a particular subject in depth while responding. This also supports \n language development. For example, asking ‘why did you put the big block at the base?’ will \n help children verbalize the reason behind a choice they have made. It is important for the', metadata={'page_label': '91', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='language development. For example, asking ‘why did you put the big block at the base?’ will \n help children verbalize the reason behind a choice they have made. It is important for the \n Teacher to be attentive to what children are doing in their play activities and ask relevant \n questions.', metadata={'page_label': '91', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='92\nNational Curriculum Framework for Foundational Stagee. Provoking: Challenging children’s ways of knowing, thinking, and doing deepens their \n understanding of the world around. Children tend to pick up stereotypical notions based on \n what they see and hear around them. The Teacher needs to be proactive to question, to \n provoke and provide alternate perspectives e.g., picking a story that talks about the \n capabilities of a child with disability or women as bus drivers or pilots.\nf. Researching : Teachers needs to provide children with tools and skills to learn how to \n understand their inquiry into a topic - where to look, whom to ask, what to use for solving \n questions and arriving at some understanding. Teachers themselves need to practice \n researching in order to understand children better, respond to their queries, and develop \n and conduct new activities to enhance children’s learning.\ng. Making children independent : Planning well helps Teachers take active steps with', metadata={'page_label': '92', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and conduct new activities to enhance children’s learning.\ng. Making children independent : Planning well helps Teachers take active steps with \n children to make them independent - first, closely work with them, then gradually release \n support to make them confident in a new skill or a new understanding.\n4.3.3 Relationships between Teachers, Families and \n Community \nFamilies are children’s first Teachers. Children are, therefore, a shared responsibility between \nschools and families in supporting their learning and development.\nFamilies are partners in the child’s learning and development. It is important for families to un-\nderstand and support what happens in school as well as for the Teacher to understand the child’s \nsituation at home.\nCommunication between the Teacher and the home should be continuous - this could be \naccomplished by families visiting the school regularly or by the Teacher visiting the child’s home \non a regular basis.', metadata={'page_label': '92', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='accomplished by families visiting the school regularly or by the Teacher visiting the child’s home \non a regular basis.\nTeachers and Families should work together to understand the child better and together create \na more positive experience for the children. When families ask questions and clarify doubts in \ntheir minds, they learn more about school processes. When Teachers understand a child’s home \nenvironment, they are able to plan better learning experiences for the child. By sharing and \nworking together, Teachers and families support the child’s development across all domains. \nThis kind of involvement helps families to support the learning that happens in school through \ngood practices at home as well. Families could also contribute to assessing the child’s progress \nand areas of need. They would also gain further confidence in their own parenting abilities \nthrough this process.\nFamilies and members of the local community can also be involved in other ways in the function-', metadata={'page_label': '92', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='through this process.\nFamilies and members of the local community can also be involved in other ways in the function-\ning of the school e.g., sharing their knowledge and experiences, planning and celebrating special \ndays together, joint forums to ensure regular attendance of children, responses to specific situa-\ntions such as simple resource requirements in the school.\nPlease see Chapter 10, Section 10.4 for more details on the relationship between schools, families, \nand community.', metadata={'page_label': '92', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='93\nNational Curriculum Framework for Foundational Stage\n4.4 Section 4.4 \n Learning through Play - Conversation, \n Stories, Toys, Music, Art and Craft \nClassrooms for young children are vibrant and full of life. Children enjoy learning through sever -\nal ways - talking, listening, using toys, working with material, painting and drawing, singing, \ndancing, running and jumping. As Teachers, we use all these ways to work with our children.\n4.4.1 Conversations\nLanguage is the medium through which children talk to themselves and to others, and it is with \nwords that they begin to construct and get a grip on their reality. The ability to understand and \nuse language clearly and cogently is essential for learning.\nConversations are very important for children’s ability to connect with people and things \naround them. Continuous conversations with children in the classroom help to build rela-\ntionships of trust.\nConversations in the classroom can be of two kinds:', metadata={'page_label': '93', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='around them. Continuous conversations with children in the classroom help to build rela-\ntionships of trust.\nConversations in the classroom can be of two kinds:\na. Free conversations : During free conversations, the Teacher gathers a few children around \n and allows them to talk about interesting things that have occurred during the day, on their \n way to school or any information they wish to share. The task for the Teacher is to draw \n children out with simple questions that will help them to talk about their experiences.\nb. Structured conversations : Structured conversations are planned and organized by \n Teachers. These typically occur in the morning hour to assemble children together and talk \n and think through a topic together. Topics are often about children’s daily life events and \n happenings, and their feelings. \n When all the children sit in a circle with the Teacher and talk, this kind of conversation time', metadata={'page_label': '93', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='happenings, and their feelings. \n When all the children sit in a circle with the Teacher and talk, this kind of conversation time \n is called Circle Time. Children enjoy sitting in a circle and gain a feeling of togetherness, and \n the Teacher can see every child during this period. It is good to have one session of Circle \n Time every day. \n When a specific topic is chosen, there is a focus which helps increase children’s language, \n information and understanding of that topic. \n Conversations around a specific topic (e.g., vegetables) can be held using real objects. E.g., \n while talking about vegetables, real vegetables can be used so that children can look at \n them, feel them, talk about their shape, colour, texture, and even taste them. The Teacher can \n also use picture cards to explain further and even construct a story around vegetables. \n One other possibility is for the Teacher to demonstrate small experiments at this time e.g.,', metadata={'page_label': '93', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='also use picture cards to explain further and even construct a story around vegetables. \n One other possibility is for the Teacher to demonstrate small experiments at this time e.g., \n placing a bowl of water in the middle of the circle and putting small objects in to see what \n sinks and what floats. This helps children talk about why this would happen and \n hypothesize on properties of objects. \n Questions with yes and no answers are not very helpful at this time. Questions that push \n children to speak, describe something using more words and sentences are useful. Children \n should never be reprimanded for giving incorrect answers. All children should get equal \n opportunities to participate and to express themselves without being judged.', metadata={'page_label': '93', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='94\nNational Curriculum Framework for Foundational StageTeacher’s Voice 4.4A \nGuided Conversation during Circle Time\nI teach in a school situated in a buffer zone of a Tiger Reserve. Around 9 children, ages \n3-6, come regularly to my class. For Circle Time, I usually pick up a topic interesting to \nthem, like animals. Since, in my village, most families have livestock, all my children are \nused to being around animals especially dogs, rats, goats, pigs, frogs, fish, and ducks. It is \nnot unusual for them to, have heard and sometimes even have seen an elephant, bear, or \ntiger from the forest. I prepare required material such as flash cards or shortlist a video \nrelated to what they might have seen or heard the previous day. On the day itself, I begin \nby asking them to sit in a circle, in a way that we all can see each other. \nThen, one by one, I pick up the flashcards to talk about their content. For example, the \nflashcard we picked up was that of a tiger – so we started talking about it like this. Do you', metadata={'page_label': '94', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Then, one by one, I pick up the flashcards to talk about their content. For example, the \nflashcard we picked up was that of a tiger – so we started talking about it like this. Do you \nknow which animal is this? Have you ever seen it? How does this animal speak!? What \ndoes it eat? Where does it live? And so on. I encourage all children to respond and appre-\nciate all responses without any judgements. The idea is to encourage them to talk as \nmuch as possible. Sometimes, I also give each child a card and we do a role play. One \nwould become a tiger; another would become a goat and we all create a mad ruckus of all \nanimal sounds! It is a lot of fun! By the end of Circle Time, I ensure children are aware of \ndifferent animal names, how they look, how they walk, what noise they make and where \nthey live. \nIn the next day’s conversation, I will take up animals that are not around us, say, camel, \nand discuss why it doesn’t live around us. \nPhoto 4.4A: Animal Flash Cards', metadata={'page_label': '94', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='95\nNational Curriculum Framework for Foundational Stage\nBox 4.4A\nShow and Tell sessions\nThe concept of ‘Show and Tell’ has been a great success in India and around the world in \ndeveloping public speaking and listening skills and promoting communication and interac -\ntion among children in the early years. All children in the Foundational stage will have the \nopportunity (along with their Teachers) to participate in an enjoyable ‘Show and tell’ \nsession at least once every week. \nThis will involve children and Teachers bringing in their favourite toys, games, family \nphotos, flowers, books, original stories, and personal anecdotes (e.g., about family members, \nfriends, festivals, experiences, holidays, favourite lessons that week, favourite subjects), and \nspeaking for a few minutes about them in front of the class. These ‘Show and Tell’ sessions \nwould initially be in the children’s home languages, but eventually would also include other \nlanguages that children are learning.', metadata={'page_label': '95', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='would initially be in the children’s home languages, but eventually would also include other \nlanguages that children are learning. \nChildren and Teachers would also ask questions and give comments during or at the end of \neach presentation to make the sessions more fun and interactive. Teachers can lead the way \nwith their own presentations to set an example. They must participate throughout, while \nencouraging discussion, in order to truly bond with children and for children to bond with \neach other.\n4.4.2 Storytelling\nStories are a window to the world for children. They are fascinating, beautiful, enchanting!! Lis -\ntening to stories is great fun and young children, particularly, love to listen to them. Stories told \nwith feeling, with gestures and animated expressions are magical and take your breath away. \nEvery word becomes an experience in itself.\nStories are a particularly good medium for learning about social relationships, ethical', metadata={'page_label': '95', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Every word becomes an experience in itself.\nStories are a particularly good medium for learning about social relationships, ethical \nchoices, for understanding and experiencing emotions, and becoming aware of life skills. \nWhile listening to stories, children learn new words thus expanding their vocabulary, and \nlearn sentence structure and problem-solving skills. Children with very short attention \nspan concentrate for a longer time while engrossed in a story. Through culturally contex -\ntual stories, we can acquaint children with their culture, social norms and create aware-\nness about their surroundings.', metadata={'page_label': '95', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='96\nNational Curriculum Framework for Foundational StageBox 4.4B\nBrave and Courageous Kanaklata Barua\nKanaklata Barua was born in Barangabari, Assam, many, many years ago. She grew up like \nall other girls in her village, playing and looking after her brothers and sisters.\nBut she was very, very special. She knew that her family needed her but as she grew up, she \nrealised that her country needed her even more.\nThere was trouble all around her. This was because the English ruled India at that time. The \nPolice Inspector in her village never allowed anyone to hoist the flag of India. She bravely \ntried to do that, and they shot her dead.\nIt was a sad, sad day but she became a hero who fought for her country. We are proud of \nher.\nNow there are schools named after her, there are two statues of her and there is a big ship \nnamed after her. And there is a stamp with her picture and her name on it which we use for \nall our letters!', metadata={'page_label': '96', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='named after her. And there is a stamp with her picture and her name on it which we use for \nall our letters!\nYoung children like listening to the same story again and again. Over a period, they make better \nmeaning of the content and also remember it when reinforced. Repeated listening of the same \nstory in different forms helps them engage better with the characters, events, and ideas of the \nstory, and of course, imagination, and vocabulary development.\nWhile narrating stories orally, the Teacher should know the story very well. Stories should be \nnarrated with voice modulation and expressions. A well-told story can help children visualize \nand participate in the events that are unfolding through the story.\nBooks should also be used to tell stories. A child need not know how to ‘read’ to enjoy books \ntouching books, turning pages, looking at pictures, finger reading - this must be encouraged at all \ntimes\nPictures in books support content and retain the interest of children. When children observe', metadata={'page_label': '96', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='times\nPictures in books support content and retain the interest of children. When children observe \ntheir Teacher reading stories from books, they understand the importance of print and books, \nand value reading as a skill. Teachers can read stories aloud from books, pointing to the words \nwith their finger, thus drawing children’s attention to the fact that each spoken word has a form. \nReading aloud stories also helps children realize that formal written language is a little different \nfrom the spoken language. Books can be picture books, story books with or without pictures, or \nstory books in multiple languages. \nPuppets, both ready-made and made by the Teacher with children, can be used to narrate stories. \nStick puppets, glove puppets, finger puppets, box puppets, paper bag puppets or sock puppets \ncan be used. Children can be involved in making simple puppets. Marionettes or string puppets \nare attractive but may require special training for the Teacher.', metadata={'page_label': '96', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='can be used. Children can be involved in making simple puppets. Marionettes or string puppets \nare attractive but may require special training for the Teacher.\nFlash cards that have story scenes drawn or printed on them can also be used to tell stories. They \nmay be larger than a book and also easy to hold. Flash cards serve as sequence cards to be given \nto children, to organize in the correct order. Besides these, story charts, posters and other story \ntelling aids are available in the market or can be created.', metadata={'page_label': '96', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='97\nNational Curriculum Framework for Foundational Stage\nChildren and Teachers can dramatize stories, act, and speak the dialogues and thus experience \nthe story. Children can be shown stories on television or laptops. They can also listen to audio \ntapes of stories.\nBesides listening to stories, children must also have the opportunity to tell stories. Stories \ntold by children can be the same ones they have heard or something they have created. \nThe Teacher can begin to tell a story and ask children to complete it.\nSelecting the right story is critical. Stories should be age-appropriate, in familiar language, and \nshould be of interest to children. Stories could be connected to whatever else is being taught in \nthe classroom e.g., counting or shapes or colours. Stories could also be used to reinforce import-\nant learning objectives like sensitivity to others and good work habits. They should be rooted in \nthe local or in the Indian context to the extent possible to maximise relevance and relatability.', metadata={'page_label': '97', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ant learning objectives like sensitivity to others and good work habits. They should be rooted in \nthe local or in the Indian context to the extent possible to maximise relevance and relatability.\nIndeed, India has a long history and tradition of people and stories that beautifully teach us \nabout many core values and the importance of relationships. Children should have the opportu-\nnity to listen to, read and learn from the original stories of the Panchatantra, Jataka, Hitopadesha, \nand other fun fables and inspiring tales from the Indian tradition. \nAfter telling a story, the Teacher could find out whether the children have understood the con-\ntent of the story. The Teacher can ask questions of what, whom, why, where, how and what if. As \nchildren grow a little older, the Teacher can discuss why a character behaved in a certain way, \nwhat was the consequence, and talk about right and wrong actions. Another follow-up activity', metadata={'page_label': '97', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children grow a little older, the Teacher can discuss why a character behaved in a certain way, \nwhat was the consequence, and talk about right and wrong actions. Another follow-up activity \ncould be drawing. Children can draw a scene or characters in the story. Role play and dramatiza -\ntion can be other follow-up activities.\n4.4.3 Toy-Based Learning \nThis is an important sub-set of play-based pedagogy. Young children learn from first-hand expe-\nriences and working with actual objects. They try out and explore and learn. The classroom en-\nvironment should cultivate this spirit of exploration through playing with toys and manipula -\ntives. Many local toys are available in every child’s surroundings. These should be used as \nimportant resources for teaching and learning.\nWhether a toy is simple or complex, it has a lesson for the child to learn. When a child holds \na toy, and manipulates it, she is practicing her motor skills and strengthening her hand-eye coor -', metadata={'page_label': '97', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Whether a toy is simple or complex, it has a lesson for the child to learn. When a child holds \na toy, and manipulates it, she is practicing her motor skills and strengthening her hand-eye coor -\ndination. Toys that require children to push, pull, grab, pinch, turn, or otherwise use their hands \nand body to make it do something are instrumental in a child’s growth. When a child builds a \ntower with blocks and eventually watches it fall to the ground, she learns concepts and thinks \nabout a solution to stop this fall. A puzzle helps a child explore patterns. When children use \nblocks, dolls, animal toys, balls, mini-cars, or pretend toys, they start creating stories and living \nout scenarios in their minds. Board games teach children to follow simple rules and enhance \nunderstanding of language and mathematics.\nPuzzles encourage experimentation with cause and effect, strategic thinking and problem solv -\ning. The use of craft materials such as clay, beads, collage materials, paint, washable inkpads and', metadata={'page_label': '97', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Puzzles encourage experimentation with cause and effect, strategic thinking and problem solv -\ning. The use of craft materials such as clay, beads, collage materials, paint, washable inkpads and \nstamps, washable markers, and scissors support creative expression and aesthetic awareness. \nComplex construction sets and accessories allow children to experiment with how things fit and', metadata={'page_label': '97', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='98\nNational Curriculum Framework for Foundational Stagework together, increase their fine motor skills, and express their creativity. Fitness and fun mate-\nrials such as balls, beanbags and jump ropes help children gain self-confidence, exercise, release \ntension, have fun with others, and develop fine and gross motor skills.\nToys can also be made from readily available items such as fabric, bottles, cardboard boxes, yarn, \ncooking pans, bangles, pipe cleaners and pinecones.\nSome examples of traditionally used toys are:\na. Ring Set Puzzle: This is a set of seriated rings, made up of wood. Made in Channapatna, \n Karnataka, it can be used to learn seriation and also helps in development of fine motor and \n gross motor skills, understanding of colour and shape.\nb. Dhingli (Cotton dolls) : Dhingli is one of the traditional toy dolls from Gujarat. It is made of \n cotton and decorated with embroidered cloth in different, attractive colours like red, blue,', metadata={'page_label': '98', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='b. Dhingli (Cotton dolls) : Dhingli is one of the traditional toy dolls from Gujarat. It is made of \n cotton and decorated with embroidered cloth in different, attractive colours like red, blue, \n green, yellow. These dolls are available in small and large sizes. They can be used for \n dramatic play; they are also used by very small children to nap with to feel secure.\nc. Rasoi (Kitchen set) : Rasoi is a set of kitchen utensils used for play by children in many \n parts of India. They are made of wood and painted to look attractive and appealing. \nNCERT’s handbook on Toy-Based Pedagogy is an excellent guide for this.\n4.4.4 Songs and Rhymes\nChildren love singing songs and rhymes, and dancing to music. Songs are also a wonderful means \nof learning language.\nSongs can be selected so that they support the concept that children need to learn. For example, \nthe song ‘Five little monkeys, jumping on the bed, one fell off and hurt his head, mama called the', metadata={'page_label': '98', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Songs can be selected so that they support the concept that children need to learn. For example, \nthe song ‘Five little monkeys, jumping on the bed, one fell off and hurt his head, mama called the \ndoctor and the doctor said, no more monkeys, jumping on the bed.’\nThis song can be used to learn about animals, their movement, being careful, getting hurt, the \nwork of a doctor and counting. Singing and acting on this song is also a lot of fun!\nChildren understand different concepts through songs and their vocabulary also expands. \nPhysical movements accompanying the songs enhance gross and fine motor movements, \nand body movements and gestures help children in understanding concepts. Songs pro-\nmote interaction among children and lead to cooperation.\nLocal context specific songs and rhymes (e.g., Pancharakunju in Malayalam, ghum parani mashi \npishi in Bangla, machili jal ki rani hai in Hindi, aane banta in Kannada) are another good way to', metadata={'page_label': '98', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Local context specific songs and rhymes (e.g., Pancharakunju in Malayalam, ghum parani mashi \npishi in Bangla, machili jal ki rani hai in Hindi, aane banta in Kannada) are another good way to \nincrease vocabulary, imagination, and expression in different kinds of songs. Songs of different \nlanguages provide children an ability to infer, make connections between common and different \nwords in a language. Most of us in India are multilingual, and it is important that the songs and \nrhymes promote children’s ability to remain multilingual. \nThe Teacher could select a few rhymes or songs in two or three local languages, practice them \nand sing with children. Grandparents, parents, and community members can be wonderful re-\nsources for this. The Teacher can choose songs that have rhyming words, those that have a few \nlines and those which are popular and known to the local community. Songs can be humorous \ntoo - children enjoy funny songs.', metadata={'page_label': '98', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='99\nNational Curriculum Framework for Foundational Stage\nBox 4.4C\nTo develop musical literacy, singing scales with the group can be a useful and fun activity. \nThe Teacher sings a scale ‘Sa re ga ma pa dha ni sa,’ then asks the group to repeat. Once the \nchildren master the notes going upward, the Teacher says ‘Can you sing it downwards? Sa ni \ndha pa ma ga re sa’. Once the children master that, more complex exercises with group \nsinging (and individual singing) can be pursued: ‘sa re ga, re ga ma, ga ma pa, ma pa dha, \npa dha ni, dha ni sa’, ‘sa ni dha, ni dha pa, dha pa ma, pa ma ga, ma ga re, ga re sa’ (triplets), \nfollowed by quadruplets ‘sa re ga ma, re ga ma pa, …’. Then the Teacher can ask the children \nto sing ‘sa re ga ga ga ga ga ga ga ga ga re ga ma’ and ask them if they recognize the tune!\nAnalogously, clapping exercises in groups can be used to develop rhythm. Musical instru-\nments at hand can also be employed to enhance these group and individual activities as', metadata={'page_label': '99', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Analogously, clapping exercises in groups can be used to develop rhythm. Musical instru-\nments at hand can also be employed to enhance these group and individual activities as \nchildren explore both melody and rhythm. \nBox 4.4D\nHow to conduct Rhymes with Children\nBe familiar with the rhyme and the actions that go along with it. Write the rhyme on a chart \npaper in large print with a related illustration at the corner and display it at the eye level of \nthe children. Let the children look at the rhyme.\nNote: All rhymes should be done at least 3-4 times.\nIntroduce the rhyme and explain what it is about.\nRecite the rhyme fully with rhythm, expression, and intonation while children listen.\nAsk the children to repeat each line after you and explain the meaning of each line showing \nthe picture.\nShow the actions that go along with the words and ask children to follow.\nChildren now sing along with you with actions.\nEncourage the children to sing by themselves in groups or individually\n4.4.5 Music and Movement', metadata={'page_label': '99', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Children now sing along with you with actions.\nEncourage the children to sing by themselves in groups or individually\n4.4.5 Music and Movement\nMusic is joy. Children grow up listening to lullabies and the humming of their grandmothers. \nThere are so many sources of music around us - farmers singing in the field, buzzing of the bees, \ncooing of the koyal or rain pattering on a window.\nMusic is also a strong stimulation for brain development and formation of synaptic con-\nnections. So, following rhythm and playing simple musical instruments, and singing \nshould be encouraged. Body movements can accompany claps or rhythm played on a tin \nbox or a khanjari (tambourine) or manjira (cymbals).', metadata={'page_label': '99', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='100\nNational Curriculum Framework for Foundational StageThere are different ways to use songs. The Teacher can sing a song and have the children repeat \nit. This can be accompanied by actions, gestures, and body movements. The children can also \nsing songs by themselves in groups, pairs or individually. The Teacher can sing the tune of a pop-\nular song and have children play a small game to identify it. Children can hum tunes of different \nsongs without the words. The Teacher and children can sing songs that have already been learnt \nin different tunes. Children can be encouraged to make simple songs.\nMusic and movement activities can also be done in different ways. Children could quietly listen \nto instrumental music or dance freely to rhythm or make body movements accompanied by \nrhythm. Children could also make simple musical instruments from available material e.g., uten-\nsils as drums, putting small bells on a ribbon and making a ghungroo. They could play the tam -', metadata={'page_label': '100', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='rhythm. Children could also make simple musical instruments from available material e.g., uten-\nsils as drums, putting small bells on a ribbon and making a ghungroo. They could play the tam -\nbourine, manjira, lyziums, and clap together, creating an orchestra. Children could also dance \nusing props such as ribbons, small branches with leaves or dupattas.\nChildren are naturally attracted to the sounds of musical instruments and enjoy playing drums, \nbells, rhythm sticks and tambourines. Children can be involved in music making through body \npercussion and musical instruments, and by playing movement and musical games. A range of \ninstruments, which are either local, homemade or purchased, should be made available to chil-\ndren for first-hand experiences in sound exploration and music-making.\nTeachers could include a variety of music, dances, sound sources, rhymes, chants and songs with \ndifferent moods, contexts, and languages for children to listen to and perform in the classrooms.', metadata={'page_label': '100', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Teachers could include a variety of music, dances, sound sources, rhymes, chants and songs with \ndifferent moods, contexts, and languages for children to listen to and perform in the classrooms. \nDancing, singing, rhymes, folk songs, action songs and finger plays provide opportunities for \nchildren to learn musical concepts. \nTeacher’s Voice 4.4B\nAction Song: When you are happy and you know it!\nI request all children to stand up and get them to clap their hands in different rhythms by \nfollowing my lead. Then I ask them “Can you show us what other ways in which you can \nmove your body and create sounds?” Some would snap their fingers, stamp their feet and \nso on. I also ask them “What do you do when you are happy?” Some say they clap their \nhands in joy and some say they shout in joy. \nThen I tell them “Let’s make a song of all these sounds”. I sing first and ask them to join \nme whenever I make a sound. \nWhen you are happy and you know it, clap your hands!', metadata={'page_label': '100', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Then I tell them “Let’s make a song of all these sounds”. I sing first and ask them to join \nme whenever I make a sound. \nWhen you are happy and you know it, clap your hands!\nWhen you are happy and you know it, clap your hands!\nWhen you are happy and you know it and you really want to show it,\nclap your hands!\nWhen you are happy and you know it, stamp your feet!\nWhen you are happy and you know it, stamp your feet! \nWhen you are happy and you know it and you really want to show it,', metadata={'page_label': '100', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='101\nNational Curriculum Framework for Foundational Stage\nstamp your feet!\nWhen you are happy and you know it, say hurray!\nWhen you are happy and you know it, say hurray!\nWhen you are happy and you know it and you really want to show it,\nsay hurray!\nSuch action songs never fail to get my children engaged and they have a lot of fun.\n(Image Source: Sikkim Textbook Grade 1)', metadata={'page_label': '101', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='102\nNational Curriculum Framework for Foundational Stage4.4.6 Art and Craft\nChildren enjoy playing with colours and creating something that is of interest to them. Art and \ncraft provide another medium for children to express their ideas, emotions, and feelings.\na. Drawing could involve the use of paper and \n crayons, sketch pens, coloured or black pencils \n or charcoal. Children can also draw on slates, \n blackboards, or floors. The advantage of \n blackboards and the floor is that it provides lot \n of space to children to create large drawings. \n Paper too can be of different sizes, shapes, and \n colour. Instead of a white paper and crayons of \n different colours, if children are given black \n paper and yellow or white crayons, the images \n that emerge are different and unique. Young \n children who learn to hold crayons for the first \n time begin to scribble and gradually move to', metadata={'page_label': '102', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='that emerge are different and unique. Young \n children who learn to hold crayons for the first \n time begin to scribble and gradually move to \n drawing random shapes, and finally they are \n able to draw specific shapes and designs. \n Drawing is a valuable activity for expression as \n well as fine motor coordination.\nPhoto 4.4B : Drawing\nb. Painting is exploring the use of wet colour on \n paper, floor, or fabric. Children can use brushes \n that are available in the market, or the Teacher \n can make brushes with sticks and fabric or \n cotton. Variations with wet paint are thumb \n printing, palm printing, printing with vegetable \n waste, printing with other materials like bottle \n caps, blocks, vegetables (e.g., potato or lady \n finger). Children also enjoy thread printing, \n finger printing, as well as finger painting. \nPhoto 4.4C: Painting', metadata={'page_label': '102', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='103\nNational Curriculum Framework for Foundational Stage\nc. Pasting involves use of glue and things than can \n be stuck on paper or fabric. The Teacher or \n children can draw a shape on which children \n paste matchsticks or coloured paper or it can \n be a free pasting activity. Different materials \n like sand, pencil shavings, saw dust, dry mud, \n coloured, or newspaper print paper can also be \n pasted on paper. A collage using different \n materials can also be created. Readily available \n glue as well as glue made by the Teacher can be \n used for the same.\nPhoto 4.4D: Pasting\nd. Potter’s clay or wet mud with a little glue added \n to it can be used for clay moulding . Dough \n made by the Teacher, with or without food \n colours added to it, can be provided. Play \n dough is also available in the market. Children \n should be encouraged to explore this medium', metadata={'page_label': '103', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='colours added to it, can be provided. Play \n dough is also available in the market. Children \n should be encouraged to explore this medium \n and create different shapes and objects. As an \n extension of the activity, the clay objects \n created by children can be dried and painted on \n a later day.\nPhoto 4.4E: Clay Moulding\ne. Children can begin by tearing paper of different sizes and thickness and then move on \n to cutting with scissors. Blunt scissors can be provided to 4+ and 5+-year-old children \n to snip at paper, and later on cut shapes and make designs. The cut and torn pieces can \n be used for pasting activities.\nf. Children can be taught the skills of folding paper, pressing it to create fine paper fold \n models. They can begin by folding paper in half and later on a variety of folds can be \n taught. This promotes fine motor coordination and creativity.', metadata={'page_label': '103', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='models. They can begin by folding paper in half and later on a variety of folds can be \n taught. This promotes fine motor coordination and creativity.\ng. Children can use empty cardboard boxes, sand, mud, and their cutting and pasting skills \n to construct new things e.g., vehicles, animals, buildings.', metadata={'page_label': '103', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='104\nNational Curriculum Framework for Foundational Stage4.4.6.1 Things to Keep in Mind during Art and Craft work\nAll these should be open-ended activities. Minimal direction from the Teacher is best. Chil -\ndren should be encouraged to think for themselves and think differently. \nIf a child wants to draw a tree, it is best \nthat the Teacher not draw a tree and ask \nthe child to copy it. Instead, she could ask \nquestions (e.g., how does the tree look - \ntall or short, what is the shape of its \ntrunk, how are the branches spread, are \nthere many branches or only two or \nthree, what is the shape and colour of the \nleaves) and thus encourage children to \ndraw a tree as they see it. Of course, the Teacher can contribute to ideas and suggest ways of \ndoing things better (e.g., cutting and paper folding). \nFor young children, the process involved in art and craft is more important than the product.\na. Uninhibited artistic expression: Children must be allowed to create visual arrangements,', metadata={'page_label': '104', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='For young children, the process involved in art and craft is more important than the product.\na. Uninhibited artistic expression: Children must be allowed to create visual arrangements, \n artworks, tunes, songs, role-play, dramatic play, dance, and creative movements from their \n own imagination; as well as through guided exercises facilitated by the Teacher. Notions of \n ‘right’ and ‘wrong’, ‘good’ and ‘bad’ in terms of artistic expression must be avoided. \n Instead, different viewpoints, experiences, expression, and imagination are \n encouraged and celebrated.\nb. Exploration of materials, mediums, and tools : It is important for children to develop and \n apply their curiosity in exploring a variety of materials and expanding the possibilities of \n using them as tools and mediums in the arts in multiple ways. A brush might be used as a \n tool in the visual arts but might also have the possibility of being used as a musical', metadata={'page_label': '104', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='using them as tools and mediums in the arts in multiple ways. A brush might be used as a \n tool in the visual arts but might also have the possibility of being used as a musical \n instrument, or a theatrical prop. Within each arts discipline too, children need to be \n encouraged to discover their own methods and techniques of using instruments and \n materials, in addition to conventionally accepted methods.\nc. Observation : Children not only need to observe their surroundings visually, but also \n become keen observers of their own thoughts, feelings, emotions, expressions, \n actions, and overall behaviour. Introducing children to the basic elements of the arts \n provides them multiple frameworks to organise and understand multisensorial stimuli and \n develop their aesthetic sensibilities. Simple exercises based on elements of sound, colour, or \n movement, can be applied to their everyday contexts to corelate these with emotions, \n thoughts, and actions.', metadata={'page_label': '104', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='movement, can be applied to their everyday contexts to corelate these with emotions, \n thoughts, and actions.\nd. Conversation and dialogue : The Teacher should ensure that the arts classroom is always \n an inclusive environment. The Teacher must pay keen attention to children’s verbal and \n non-verbal communication, appreciate their visual and performance artwork, and ask \n questions that merit personalised responses from every child.\ne. Aesthetic appreciation : The art class must include regular conversations and discussions \n around the appreciation of what we like personally, what is appreciated collectively, and \n what is desirable aesthetically. These conversations must be based on the practical work', metadata={'page_label': '104', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='105\nNational Curriculum Framework for Foundational Stage\n done in the class and aesthetic experiences that children can relate to from their everyday \n lives (e.g., their preferences in colour, clothing, food, dance, festivals, performances). The \n Teacher’s role in these conversations must be participatory and non-judgmental. \n Discussions need not take up more than 8 to 10 minutes during an art class. \nFor Grades 1 and 2, planning for blocks of time for arts and craft may be useful. Since the arts \nrequire time and opportunities for exploring a variety of materials, their preparation, organisa-\ntion, distribution and cleaning up, one-hour blocks that focus on making art, can be scheduled on \nalternate days (Block 2). Arts processes related to performance, presentation, conversation, and \nappreciation can be organised into shorter time blocks of 20 minutes every day (Block 1).\nTable 4.4A: Blocks of teaching for Arts in Grade 1 and 2\nBlocks Monday Tuesday Wednesday Thursday Friday Saturday\n1 Music', metadata={'page_label': '105', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Table 4.4A: Blocks of teaching for Arts in Grade 1 and 2\nBlocks Monday Tuesday Wednesday Thursday Friday Saturday\n1 Music \nexerciseTheatre \nexerciseDance/ \nMovement \nexerciseMusic \nexerciseTheatre \nexerciseDance/ \nMovement \nExercise\n2 Making and \nappreciating \nart- Making and \nappreciating \nartMaking and \nappreciating \nart\n4.4.7 Indoor Games\nJust as exercising the body is important to keep it fit and healthy, so too is exercising the mind. \nGames of strategy, logic and word puzzles, and recreational mathematics are the best way to ex -\ncite children about mathematics, and to develop the logical skills that are so critical throughout \ntheir school years and indeed throughout life. \nJigsaw puzzles, playing with blocks, and solving mazes help to develop a child’s spatial reason-\ning; games of strategy (e.g., tic-tac-toe, and leading up to deeper games like chess) develop stra-\ntegic thinking and problem-solving skills.', metadata={'page_label': '105', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing; games of strategy (e.g., tic-tac-toe, and leading up to deeper games like chess) develop stra-\ntegic thinking and problem-solving skills.\nPlaying games (e.g., Chaupad, Snakes and Ladders, Ludo) is fun - it also teaches counting, strate-\ngy, collaboration, healthy competition, bonding with peers. \nBox 4.4E\nA Simple Arithmetic Game with Pebbles\nSome games require minimal material, but such games can often be the most fun, addictive, \nand instructive. The following ‘10 Pebbles Game’ can be appreciated at many levels. It can \nbe played by the youngest children yet be revisited again and again due to the deep mathe -\nmatical concepts it reveals and leads to.\nStart with a pile of 10 pebbles (10 coins, stones or beads or anything else may be used \ninstead of pebbles). Two players alternate taking away one or two pebbles from the pile. \nThe player to take away the very last pebble in the pile wins!', metadata={'page_label': '105', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='106\nNational Curriculum Framework for Foundational StageThis game can be played multiples times, with the two players alternating as to who starts \nthe game first. The children can play this game over and over until they start to pick up \ndifferent strategies for winning. After some games, the Teacher can ask a child, “Do you \nprefer to be the first player or the second player? Why?” This fun game teaches arithmetic \nreasoning as the child starts to think about strategy. \nVariations include using, e.g., 10 or 21 objects, where the player is allowed to take 1, 2, or 3 \nobjects in each turn.\nOnce children can count and add small numbers, one does not even need any objects any \nmore to play the game. The first player starts by saying the number 1 or 2; then the second \nplayer adds 1 or 2 to the first player’s number and says that number; then the first player \nadds 1 or 2 to the last number said and says that number as it goes on. They alternate, and', metadata={'page_label': '106', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='player adds 1 or 2 to the first player’s number and says that number; then the first player \nadds 1 or 2 to the last number said and says that number as it goes on. They alternate, and \nthe player that says “10” first wins. The Teacher can ask children, “Why is this game the \nsame as the 10 Pebbles Game?” This exercise gets children to think about the concept of \ncorrespondence between number words and cardinalities of objects.\nRiddles and jokes are questions or statements that are intentionally phrased so as to require out-\nof-the-box thinking in order to understand the answer or meaning - they are also generally pre-\nsented as games. Riddles and jokes are well known to be cognitively beneficial, as they help \nknock children and adults alike out of standard ways of thinking, thus encouraging creativity and \ninnovation. \nBox 4.4F\nA well-known musical riddle\nतीतर क े दो आगे तीतर\nतीतर क े दो पीछे तीतर\nआगे तीतर पीछे तीतर\nबोलो ककतने तीतर', metadata={'page_label': '106', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='innovation. \nBox 4.4F\nA well-known musical riddle\nतीतर क े दो आगे तीतर\nतीतर क े दो पीछे तीतर\nआगे तीतर पीछे तीतर\nबोलो ककतने तीतर\nThis can be sung in a group in class before discussing the answer to the riddle - there are \ntwo pheasants in front of a pheasant; there are two pheasants behind a pheasant; there is a \npheasant in front of and behind a pheasant; tell me how many pheasants!\nWord and logic puzzles are another fun way to teach deductive reasoning. Simple puzzles such as \nthose in the box above help develop in children’s skills of logical and creative thinking in an en-\njoyable manner. The puzzles can get more challenging, and incorporate arithmetic and other el-\nements, as children get older. Arithmetic puzzles and games can help develop a comfort with \nnumbers and develop quantitative reasoning.\nMaking learning enjoyable through fun exercises, games, and puzzles can be a key aspect in en-\nsuring that children stay engaged and at the same time develop mental capacity and creativity.', metadata={'page_label': '106', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='107\nNational Curriculum Framework for Foundational Stage\nPuzzles and problem-solving activities that involve spatial reasoning, wordplay, strategy, logic \nand arithmetic, should be part of the classroom throughout the Foundational Stage, in order to \ndevelop a love for thinking, logical deduction, mathematical reasoning, and creativity. Examples \nrelevant to India, and which incorporate India’s rich local and national traditions of problem-solv -\ning and riddles should also be extensively incorporated. \n4.4.8 Outdoor Games\nWalking, running, jumping, chasing, kicking, and throwing balls, playing in water or sand \nor mud, jumping into puddles, crawling through tunnels, climbing over fallen trees or \nclimbing small trees help children develop gross motor skills. Going on a nature walk and \nnaming different sounds they hear, looking for birds or insects or plants and naming them is also \npart of outdoor activity of a different kind.', metadata={'page_label': '107', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='naming different sounds they hear, looking for birds or insects or plants and naming them is also \npart of outdoor activity of a different kind.\nOld tires can be used creatively to make play equipment. The Teacher can use bricks to make \nchildren balance themselves and walk, provide play materials like big balls, rings, hoola-hoop \nand rope-jump. Local material such as bamboo can be used to make play structures. A short tree \nof manageable height can be a great source of outdoor play.\nYounger children can play group games with no rules or simple rules (e.g., run and catch, throw \nand catch, throw the ball into the hole). As children grow older, they enjoy group games following \nsimple rules (e.g., pithoo, gitte, zanjeer, blind man’s buff, statue, look up and look down).\nTeacher’s Voice 4.4C\nFire in the Mountain! Run, Run, Run!\nThis is a very old and popular game. I begin by \nasking all my children to do a slow jog around me in \na circle, while I sing “Fire in the mountain, run run', metadata={'page_label': '107', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Fire in the Mountain! Run, Run, Run!\nThis is a very old and popular game. I begin by \nasking all my children to do a slow jog around me in \na circle, while I sing “Fire in the mountain, run run \nrun!” After saying this a few times, I would suddenly \nsay a number, say, “Number 3”. All children must \nimmediately stop and break from the circle to form \ngroups of 3. In a short span of time, they must stop, \nfollow instruction, understand which group has 3 or \nneeds more and accordingly leave or join a group. \nThis requires adapting to the situation (changed \nnumber of participants in the group) and flexibility \n(finding different children every time to group with). \nThis is one fun way to develop positive learning \nhabits such as applying various strategies to remem-\nber instructions, being attentive and patient, in the \nchildren. \n(Illustrated by Anjali Shekhawat)', metadata={'page_label': '107', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='108\nNational Curriculum Framework for Foundational StageIt is important to keep an eye out for safety while playing outdoors. The Teacher will have to \nwatch children while they play and ensure that injuries do not happen.\nIn case there is no safe outdoor space, children can play indoor physical games that promote \ngross motor development, but this is sub-optimal. Children at this age need to be out in the sun \nto help them develop and grow well.\nBox 4.4G\nThe Japanese have a practice called Shinrin-Yoku. Shinrin in Japanese means ‘forest,’ and \nYoku means ‘bath.’ So Shinrin-Yoku literally means forest bath. It is a means of connecting \nwith nature, through senses of sight, hearing, taste, smell, and touch.\nThis practice can be translated simply into enabling children to spend time in and with \nnature. While rural areas will allow access to woods or ponds or forests or fields; in urban \nareas, school gardens or local parks or lakes, could be adequate substitutes.\n4.4.9 Spending Time in and with Nature', metadata={'page_label': '108', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='areas, school gardens or local parks or lakes, could be adequate substitutes.\n4.4.9 Spending Time in and with Nature \nIt is so much easier to understand what a fish is when you see it in front of you than only reading \nabout it in a book or hearing about it in a story. And it is great fun too!', metadata={'page_label': '108', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='109\nNational Curriculum Framework for Foundational Stage\nTeacher’s Voice 4.4D \nSome of my children have gardens at home. When we discussed plants, the other children \nbecame interested, and asked many questions about how plants grow, what they need \nand how do we know when to eat them. \nSo, I decided to use a part of the small open area in the school as a vegetable garden. \nSome of the children brought seeds from home, and I planted them with their help. The \nchildren took the responsibility of caring for and tending to the garden. As we harvested \nthe ‘crops’, which were tomatoes and pumpkins, we distributed the produce among the \nchildren to take home to share with their families. \nNext, we tried growing some dhania and pudina, and I brought in some potted flowering \nplants. Again, the children took care of the class ‘garden!’\nAs the children began to develop more interest in plants, we decided to explore the parks \nand green zones near our school. We took many nature walks, and the children and I were', metadata={'page_label': '109', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='As the children began to develop more interest in plants, we decided to explore the parks \nand green zones near our school. We took many nature walks, and the children and I were \nsurprised to ‘discover’ flowers and weeds in the cracks at the side of the road, butterflies \nalong with bugs, bees, ants, worms, and spiders. \nMy goal was to encourage children to observe, explore, question and respect nature in \ntheir immediate environment. My desire was to develop in them an affinity with the \nnatural world, which would hold them in good stead as they grew older.\nThere are so many bright and beautiful and interesting things out there that intrigue a child or \nencourages her curiosity. A visit to the local woods or small forest or local park and seeing all the \nbirds around would leave a child awestruck.\nSpending time with plants and trees and birds and animals or just being quiet around \nnature can develop the basis for Lifestyle for Environment (LiFE).', metadata={'page_label': '109', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='birds around would leave a child awestruck.\nSpending time with plants and trees and birds and animals or just being quiet around \nnature can develop the basis for Lifestyle for Environment (LiFE).\nAncient Indian texts have said that whether it is the individual human body or the larger cosmic \nbody, essentially, they are made of five elements or the Panchabhutas – earth, water, fire, air, and \nether. Illustratively: the Bala Chikitsa, one of the eight sections of Ashtanga Ayurveda, says the \nPanchabhutas manifest in different parts of our bodies. At this Stage, it is, therefore, important to \nintroduce direct experience with water, air and earth so that children can experience this deep \nconnection with the elements.', metadata={'page_label': '109', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='110\nNational Curriculum Framework for Foundational StageTeacher’ s Voice 4.4E \nWhen I take the children out into the garden, when I stay close to them when they are \nplaying outside the classroom, or while waiting for their parents to pick them up, I \nwonder at the questions they ask. \nShireen asked the other day, pointing to a small rock leftover from construction work that \nlay by the side of the road ‘What is under that rock?’ \nSushma asked, upon seeing a small flock of birds descend into the school during assem -\nbly, ‘What are those birds picking up from the ground?’ \nHarpreet’s attention was drawn to the birds, and he exclaimed, ‘Why are the birds made \nof so many colours?’ \nI found Doma squatting near a wall, peering closely at something. It was a line of ants \nmoving into a crack in the wall. ‘Where are they going? How will they find their way \nback?’ she asked when I checked on her.\nI am not always sure how to deal with their questions. However, I want my children to', metadata={'page_label': '110', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='back?’ she asked when I checked on her.\nI am not always sure how to deal with their questions. However, I want my children to \nkeep asking these questions, since I understand that they can help children develop \nrespect and appreciation for nature, and all its beauty. \nI also understand that I must display the same curiosity and enthusiasm to ensure that \ntheir engagement with nature grows. \nMost important of all, I understand that my response to their questions must be, ‘I am not \nsure of the answer, but let us try and find out together’.\n4.4.10 Field Trips\nThe local vegetable market could be an equally exciting place full of new sights and sounds! The \ndoctor’s clinic, bus depot, post office and police station could all introduce children to an unfa-\nmiliar but interesting world, teaching them many new things. Small, local field trips as part of \nthe learning process reinforce the knowledge the children have gained in the classroom', metadata={'page_label': '110', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='miliar but interesting world, teaching them many new things. Small, local field trips as part of \nthe learning process reinforce the knowledge the children have gained in the classroom \nand push them to ask more questions and build further connections with things that they \nalready know. Children also learn to manage themselves and learn to be with others \nthrough these experiences.', metadata={'page_label': '110', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='111\nNational Curriculum Framework for Foundational Stage\nTeacher’ s Voice 4.4E \nWhen I take the children out into the garden, when I stay close to them when they are \nplaying outside the classroom, or while waiting for their parents to pick them up, I \nwonder at the questions they ask. \nShireen asked the other day, pointing to a small rock leftover from construction work that \nlay by the side of the road ‘What is under that rock?’ \nSushma asked, upon seeing a small flock of birds descend into the school during assem -\nbly, ‘What are those birds picking up from the ground?’ \nHarpreet’s attention was drawn to the birds, and he exclaimed, ‘Why are the birds made \nof so many colours?’ \nI found Doma squatting near a wall, peering closely at something. It was a line of ants \nmoving into a crack in the wall. ‘Where are they going? How will they find their way \nback?’ she asked when I checked on her.\nI am not always sure how to deal with their questions. However, I want my children to', metadata={'page_label': '111', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='back?’ she asked when I checked on her.\nI am not always sure how to deal with their questions. However, I want my children to \nkeep asking these questions, since I understand that they can help children develop \nrespect and appreciation for nature, and all its beauty. \nI also understand that I must display the same curiosity and enthusiasm to ensure that \ntheir engagement with nature grows. \nMost important of all, I understand that my response to their questions must be, ‘I am not \nsure of the answer, but let us try and find out together’.\n4.4.10 Field Trips\nThe local vegetable market could be an equally exciting place full of new sights and sounds! The \ndoctor’s clinic, bus depot, post office and police station could all introduce children to an unfa-\nmiliar but interesting world, teaching them many new things. Small, local field trips as part of \nthe learning process reinforce the knowledge the children have gained in the classroom', metadata={'page_label': '111', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='miliar but interesting world, teaching them many new things. Small, local field trips as part of \nthe learning process reinforce the knowledge the children have gained in the classroom \nand push them to ask more questions and build further connections with things that they \nalready know. Children also learn to manage themselves and learn to be with others \nthrough these experiences.\nTeacher’s Voice 4.4F\nLearning Math through Nature Walk!\nI often take my entire class to the nearby park for a ‘Nature Walk’. I usually start with \nasking my children to close their eyes and hear all the noises and see if they could name \nthem. There are many possible ways I can engage my children here on. For example, we \ngo around to find five things that are bigger than they are (e.g., tree, swings, car, gate, \nfountain) and five things that are smaller than them (e.g., pebbles, leaves, sticks, worms, \nbutterfly). As we go around, I ask them to remember names of these things and how they', metadata={'page_label': '111', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='fountain) and five things that are smaller than them (e.g., pebbles, leaves, sticks, worms, \nbutterfly). As we go around, I ask them to remember names of these things and how they \nlook so that when we go back to the classroom, we can fill it in our worksheet. \nI find this a great activity to break the monotony of sitting in a classroom and to make \nlearning more fun and a very useful way to engage them in important concepts like \nsorting and comparing objects around them according to various properties like size.\nThings that are:\nSmaller than me Bigger than me', metadata={'page_label': '111', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='112\nNational Curriculum Framework for Foundational Stage4.5 Section 4.5 \n Strategies for Literacy and Numeracy \nA significant component of structured learning will be added for literacy and numeracy especial-\nly for Grades 1 and 2. It is important to ensure that the curriculum for children of ages 3-6 on-\nwards must be planned in a way that builds on children’s capacities of that particular age and \nleads to formal learning instead of a downward extension of the curriculum from Grade 1.\n4.5.1 Teaching Language and Literacy\nAt present, early language classrooms are focussed mainly on teaching the varnamala and ma-\ntras, choral repetition of a text being read by the Teacher or children and copying or handwriting \npractice. There is little emphasis on meaning-oriented work, and few opportunities are provided \nfor children to develop as readers and writers. \nIn the early years, the teaching of language and literacy should provide children ample opportu-', metadata={'page_label': '112', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='for children to develop as readers and writers. \nIn the early years, the teaching of language and literacy should provide children ample opportu-\nnities to explore themselves as readers and writers, along with providing a balance of learning \n‘lower-order’ skills (e.g., phonological awareness, decoding, writing letters and words correctly) \nand ‘higher-order’ skills (e.g., oral language development, engaging with books, drawing, and \noriginal writing) which are meaning-focused.\n4.5.1.1 Emergent Literacy\nEmergent Literacy is defined as the skills, knowl-\nedge, and attitudes that children develop about \nreading and writing before they become conven-\ntional or fluent readers and writers. With adequate \nexposure to print and opportunities to read and \nwrite, children could start learning to read and \nwrite from a very young age and much before they \nare able to decode and write conventionally (using \nletters and words).\nThe emergent literacy phase is an important part of', metadata={'page_label': '112', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='write from a very young age and much before they \nare able to decode and write conventionally (using \nletters and words).\nThe emergent literacy phase is an important part of \nthe process for young children to learn how to read \nand write. Emergent literacy includes both emer -\ngent reading and writing:\na. Emergent reading skills include print \n awareness and learning print concepts, pretend \n reading, and reading words as pictures \n (logographic reading). Concepts about print is \n an awareness about how print works: that print \n conveys meaning, that it is used for different \n purposes, and that written texts and books have different features, forms, and conventions.', metadata={'page_label': '112', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='113\nNational Curriculum Framework for Foundational Stage\nb. Emergent writing skills include drawing and scribbling to represent something. Children \n express themselves in a form of writing and talking about what they have written. Young \n children’s writing is related to their talk, experiences, drawing, reading, and pretend-play. At \n later Stages, children also use letter-like shapes and invent their own spellings (e.g., kat for \n cat, बनद for बबं दु) before gradually understanding the relationship between sound and \n symbols and moving towards conventional spellings and writing. \nChildren acquire emergent reading and writing skills through exposure to print at home and \noutside (e.g., recognizing labels, listening to story books being read to them, seeing people write \nor draw). Many children do not get exposure to print and may join school with little awareness \nof print. They need to be initiated into understanding print through a print-rich environment at', metadata={'page_label': '113', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='or draw). Many children do not get exposure to print and may join school with little awareness \nof print. They need to be initiated into understanding print through a print-rich environment at \nschool and through engagement with books. Children need to understand how literacy is useful \nfor them before they are taught to read and write letters.\n4.5.1.2 Strategies that support Emergent Literacy\nSome strategies that support emergent literacy include:\na. Encouraging children to engage with books and to ‘pretend read’ (look and say), illustrated \n storybooks that they have listened to being read aloud by the Teacher. \nb. Encouraging children to draw and write or scribble on the floor, on their slates or notebooks \n to express themselves (e.g., after a storytelling session).\nc. Creating a print-rich environment in the classroom through use of print resources (e.g., big \n books, picture books, story posters, poem posters, children’s magazines) displayed or kept \n in the classroom within children’s reach.', metadata={'page_label': '113', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='books, picture books, story posters, poem posters, children’s magazines) displayed or kept \n in the classroom within children’s reach. \nd. Setting up a ‘reading corner’ and ‘writing corner’ in the classroom.\n4.5.1.3 Components of Early Language and Literacy\nDevelopment of early language and literacy in the formative years requires developing a wide \nrange of skills, knowledge and attitudes. Skilled reading and writing require a child to distin -\nguish different sounds in spoken words, recognize letter-sound relationships, make words by \ncombining sounds, develop vocabulary, comprehend what is written and develop reading fluen-\ncy. This requires teaching of literacy to include several processes that build comprehension, vo-\ncabulary, fluency, word recognition, letter knowledge and phonological awareness.\nThe components of early language and literacy include:\na. Emergent literacy skills: Developing awareness about print, pretend reading (reading', metadata={'page_label': '113', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The components of early language and literacy include:\na. Emergent literacy skills: Developing awareness about print, pretend reading (reading \n pictures), logographic reading (reading words as pictures), drawing and scribbling to \n represent and express something. Concepts about print include:\ni. Knowing printed words are symbols for words in a spoken language, which help to see \nthe interconnectedness between oral and written language.\nii. Functions and forms of print e.g., in a storybook, in notices and advertisements, posters, \nfor writing letters, and communicating thoughts to others.\niii. Knowing that writing mostly has a left to right orientation (with exceptions e.g., Urdu); \nthat a word is preceded, and followed by a space; that there are letters, words, and \nsentences in a printed text; knowing punctuation marks and how words differ in length.\niv. Book awareness and ways of handling a book.', metadata={'page_label': '113', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='114\nNational Curriculum Framework for Foundational Stageb. Oral language development: Improved listening comprehension, oral vocabulary \n development, and using talk and conversation for learning with peers and knowledgeable \n others (e.g., older students, Teachers, parents)\nc. Phonological awareness: Phonological awareness is the understanding of the sound \n structure of language, i.e., sentences which are made up of words, syllables, and smaller \n units of sound. This knowledge is first developed orally. Phonological awareness and print \n concepts are the two most important foundational skills for learning decoding.\nd. Decoding: Deciphering written words by sounding them out, based on understanding the \n relationship between symbols and their corresponding sounds. It is the ability to associate \n sounds with individual letters and letter combinations (aksharas) and blending the sounds \n together to pronounce (or read) the whole word and identify the meaning (if the word is \n known).', metadata={'page_label': '114', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='sounds with individual letters and letter combinations (aksharas) and blending the sounds \n together to pronounce (or read) the whole word and identify the meaning (if the word is \n known).\ne. Reading with comprehension : Constructing meaning from a written text and critically \n thinking about it.\nf. Fluent reading: Accurate, automatic recognition of words and reading with expression.\ng. Writing: Ability to write words correctly, along with presentation of thoughts or \n information in a logical and organised manner.\nh. Developing a desire or habit of reading: Engaging with a wide variety of books and other \n reading materials and developing an appreciation for literature\n4.5.1.4 Balanced Literacy Approach\nResearch has shown that developing the above components of language and literacy requires a \ncomprehensive and systematic approach known as the Balanced Literacy Approach. The Bal -\nanced Approach focuses on developing word recognition skills as well as a focus on mean-', metadata={'page_label': '114', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='comprehensive and systematic approach known as the Balanced Literacy Approach. The Bal -\nanced Approach focuses on developing word recognition skills as well as a focus on mean-\ning-making. It balances decoding work with the use of whole language (sentences); as well as the \nbalance between oral language and reading and writing. \nIn the early years, teaching of language and literacy should be focussed on children acquiring \nskills related to two broad categories:\na. Word recognition and accuracy in writing words (lower order skills): These include \n print awareness and phonological awareness (considered as foundational skills before \n teaching of decoding), decoding, writing letters and words correctly.\nb. Language comprehension and expression (higher order skills): Oral language \n development, vocabulary development, reading with comprehension (including active \n response to reading), and original writing or composition.', metadata={'page_label': '114', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='development, vocabulary development, reading with comprehension (including active \n response to reading), and original writing or composition.\nA balance between these lower order and higher order skills is planned through the use of a va-\nriety of activities such as oral games, phonological awareness activities, explicit instruction for \nletter recognition, decoding and word-work, fine motor activities, read alouds, shared reading, \nguided reading, independent reading, modelled writing, guided writing and independent writ-\ning.\na. Oral Language development: Strategies for this can include storytelling and discussion, \n conversation on pictures and themes, opportunities for children to talk and share their \n experiences through free and guided conversations, role play activities.', metadata={'page_label': '114', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='115\nNational Curriculum Framework for Foundational Stage\nb. Decoding Instruction and Word Solving: This refers to explicit instructions to establish \n letter-sound relationships. Decoding instruction should follow activities of phonological \n awareness, where attention needs to be directed to sounds in words (beginning, middle, \n ending sounds). Letters and words are to be introduced simultaneously so that meaning \n making remains at the centre of language and literacy instruction (since words are \n fundamental units of meaning). \n Indian scripts contain numerous aksharas and hence akshara groups need to be carefully \n chosen and ordered so that children can generate meaningful words with their recently \n acquired akshara knowledge. Explicit instruction needs to be given for word decoding and \n spelling with segmenting and blending words and aksharas. In the case of English, phonics \n instruction would mean paying attention to specific letter combinations that represent', metadata={'page_label': '115', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='spelling with segmenting and blending words and aksharas. In the case of English, phonics \n instruction would mean paying attention to specific letter combinations that represent \n sounds in English, rather than a sequential introduction of the alphabet. \nc. Reading Strategies:\ni. Read-aloud : The Teacher reads aloud to the children from well-chosen children’s \nliterature (not textbooks). The intent is not for the children to repeat after the Teacher \nbut to develop their language capacities and vocabulary. Read-alouds are opportunities \nto introduce children to good literature, and familiarise them with vocabulary, language \nuse and meaning making. Discussions and conversations are an essential part of this \nactivity, where the children are actively engaged with text being read out to them. \nii. Shared Reading: Teachers choose texts with large print which is visible from a distance \nand encourage children to read along with them. As children read aloud stories and', metadata={'page_label': '115', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ii. Shared Reading: Teachers choose texts with large print which is visible from a distance \nand encourage children to read along with them. As children read aloud stories and \nparticipate in shared reading, they can progress beyond the level at which they are \ncurrently reading and become confident about their reading abilities. \niii. Guided Reading: In guided reading, the responsibility for reading shifts from the \nTeacher to the children. This is different from shared reading, where the Teacher takes \nthe lead in reading while children contribute occasionally. In this case, the children read \nwhile the Teacher supports them as needed. In this process, strategies and techniques \nthe Teacher may have modelled during read-alouds and shared reading are reinforced \nand practised.\niv. Independent Reading: Children must be given opportunities to read independently \nor with a partner. While reading independently, they develop the habit of reading quietly,', metadata={'page_label': '115', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and practised.\niv. Independent Reading: Children must be given opportunities to read independently \nor with a partner. While reading independently, they develop the habit of reading quietly, \nbegin to value the act of reading, and of reflecting on and experiencing a book for \npleasure. It follows that children should have the freedom to choose the book they would \nlike to read independently or with a partner.\nd. Writing Strategies:\ni. Modelled Writing : Teachers need to model the writing process to young children who \nare learning to write. If we want to keep meaning at the centre of language instruction, \ncopywriting is not a very meaningful activity for children, even if it helps in developing \nwriting fluency. Teachers, by modelling the writing process, encourage young children to \nbegin seeing writing as an expressive activity along with speaking.\nii. Shared Writing: Like shared reading, shared writing is a more collaborative process', metadata={'page_label': '115', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='begin seeing writing as an expressive activity along with speaking.\nii. Shared Writing: Like shared reading, shared writing is a more collaborative process \nwhere the Teacher assists the children in writing with them. For example, they can start \na sentence “I ate ___ for breakfast” on the board and ask a child to come and complete it. \nTalk, conversation, and writing goes along side by side, and the Teacher is continuously \nmodelling, prompting and guiding children in the writing process.', metadata={'page_label': '115', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='116\nNational Curriculum Framework for Foundational Stageiii. Guided Writing : While free writing by children is desirable, it doesn’t emerge on its \nown, by just giving writing tasks to young children. From shared writing, responsibility \nis partially shifted to the child, while the Teacher gives frequent feedback, suggestions \nand prompts to the keep the writing flowing. Setting appropriate tasks for writing, which \ncombine elements of purposiveness, functional and imaginative, would sustain the \ninterest of young children to write. Guided writing could include peer writing and \nmultiple drafts of writing with Teacher feedback. \niv. Independent Writing: Children should be given time write on their own. \nEncouraging them to write stories, poems, messages, instructions, and recipes gives \nthem opportunities to use their creativity and imagination as well engaging with \nfunctional aspects of literacy. \nAnother dimension of balanced language and literacy teaching at the Foundational Stage is that', metadata={'page_label': '116', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='functional aspects of literacy. \nAnother dimension of balanced language and literacy teaching at the Foundational Stage is that \noral language development, decoding related work, reading and writing activities should happen \nsimultaneously and on a daily basis. An approach to use these as four blocks of instructional time \nis presented next.\n4.5.1.5 The Four-Block Approach for Literacy Instruction\nThere are four major components in language and literacy instruction - oral language, word rec-\nognition, reading, and writing. While activities for the four blocks may be implemented in an in-\ntegrated manner, it is important that children spend time working on each of the blocks on a \nregular basis. \nWhile children are learning decoding, they should continue to engage with storybooks e.g., listen \nto and respond to interactive reading-aloud of storybooks and write or draw in response to the \ntext being read to them. Also, teaching of letters and vowels or varnas and aksharas can be organ-', metadata={'page_label': '116', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='to and respond to interactive reading-aloud of storybooks and write or draw in response to the \ntext being read to them. Also, teaching of letters and vowels or varnas and aksharas can be organ-\nised in a clustered manner so that children can begin to read and write simple words and mean-\ningful sentences soon after learning a few symbols, instead of waiting to learn all varnas and \nmatras together. The four-block model [11] comprises:\nFigure 4.5A: Four Blocks Model - Language', metadata={'page_label': '116', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='117\nNational Curriculum Framework for Foundational Stage\nBy the end of Grades 1 and 2, there would be a need to provide time for additional support to \nchildren who have not acquired basic word recognition skills. A differentiated approach to \nteaching (Please see Section 4.2 in this Chapter) for addressing the needs of such children should \nbe a part of the activities in all the four blocks.\n4.5.1.6 Some strategies for teaching an unfamiliar language\nThe Teacher might encounter children in their classroom who are not familiar with the language \nthat is being taught. The pedagogy of teaching an unfamiliar language needs to be understood \nbetter with strategies like Total Physical Response (TPR) activities, extended oral and communi-\ncative work, vocabulary development, simple phrases and sentences used as commands, conver -\nsations, and stories. \nSome strategies for teaching of an unfamiliar language are below:', metadata={'page_label': '117', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='cative work, vocabulary development, simple phrases and sentences used as commands, conver -\nsations, and stories. \nSome strategies for teaching of an unfamiliar language are below:\na. Promote oral language development initially with lots of fun-filled and interactive activities; \n like TPR (e.g., physically demonstrating action words - jumping while saying the word \n jump), extended oral and communicative work, vocabulary development, simple phrases \n and sentences used as commands (e.g., shut the door, look outside) and conversations and \n stories.\nb. Provide comprehensible input in the unfamiliar language. It includes providing many \n opportunities of listening to the language and reading it in a form that is within the \n children’s sphere of comprehension, also called ‘comprehensible input.’ The language used \n by the Teacher should be simple and supported by gestures, pictures, actions, and use of \n words from the children’s home languages. Using a familiar context that children can easily', metadata={'page_label': '117', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='by the Teacher should be simple and supported by gestures, pictures, actions, and use of \n words from the children’s home languages. Using a familiar context that children can easily \n relate to is important for better comprehension.\nc. Build a meaningful and purposeful context. It means children should be encouraged to \n acquire an unfamiliar language by using it for effective communication instead of being stuck \n with purity and correctness of language. This will improve the oral expression of children in \n an unfamiliar language.\nd. Provide ample exposure to unfamiliar language. This could be done by providing \n opportunities of listening, using the language for communication, and ample print materials. \ne. Create a stress-free and safe environment. There should not be any pressure on early \n production or speaking and formal assessment of learning for an unfamiliar language. A \n positive and supportive classroom environment where children are motivated and have high', metadata={'page_label': '117', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='production or speaking and formal assessment of learning for an unfamiliar language. A \n positive and supportive classroom environment where children are motivated and have high \n self-esteem and low level of anxiety helps children learn better and at ease.\n4.5.2 Teaching Mathematics\nChildren bring various mathematical skills from their surroundings and culture into the class-\nroom, which must be the basis of learning mathematics. \nMathematics learning goals can be categorised into higher goals such as mathematization of a \nchild’s thought processes (e.g., ability to handle abstract thinking, problem-solving, visualisa-\ntion, representation, reasoning, and making connections of mathematics concepts with other \ndomains) and content-specific goals (those related to different concepts in mathematics (e.g., \nunderstanding numbers, shapes, pattern).', metadata={'page_label': '117', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='118\nNational Curriculum Framework for Foundational StageChildren achieve content-specific goals once they are mathematically proficient in it. So, teaching \nand learning in the early years must emphasise achieving both higher goals and content-specific \ngoals as both goals are interdependent and interconnected.\nLearning mathematical skills must follow the simple to the complex path. It means that in the \ninitial years, children learn mathematical vocabulary (e.g., matching, sorting, pairing, ordering, \npattern, classification, one-to-one correspondence) and mathematical concepts related to num-\nbers, shapes, space, and measures. These skills gradually move to more complex and higher skills \n(e.g., quantity, shapes and space, measurement) at later ages. In the mathematics teaching-learn-\ning process, those mathematical skills which are more focused on applying mathematical skills \nin a real-life situation to understand, solve, reason, communicate, and make decisions need em-\nphasis.', metadata={'page_label': '118', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing process, those mathematical skills which are more focused on applying mathematical skills \nin a real-life situation to understand, solve, reason, communicate, and make decisions need em-\nphasis.\nThere are various mathematical processes which help children achieve both higher and con-\ntent-specific goals. These are problem-solving i.e., solving mathematical problems both realistic \nand ‘pure;’ reasoning i.e., justifying and reasoning about solutions and processes; connec-\ntion-making i.e., connections between one concept and another; representation i.e., using con-\ncrete, visual diagrams to represent mathematical concepts and ideas; communication i.e., ex -\nplaining and communicating mathematical ideas; and estimation i.e., using approximation to \nquantify and solve.\nIncorporating these processes in the classroom helps children to get a comprehensive mathe-\nmatical experience and achieve mathematical proficiency as part of conceptual understanding,', metadata={'page_label': '118', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Incorporating these processes in the classroom helps children to get a comprehensive mathe-\nmatical experience and achieve mathematical proficiency as part of conceptual understanding, \nprocedural understanding, application, adaptive reasoning, and a positive attitude towards \nmathematics.\n4.5.2.1 Approaches to Teaching Mathematics\nThe following approaches can be integrated into mathematical teaching-learning processes to \ngive children comprehensive mathematics experiences considering the nature and cognitive de -\nmand of the tasks and skills.\na. Developing mathematical abstract ideas (concepts) through concrete experience \n (ELPS)\nMathematical concepts are abstract e.g., learning to understand numbers, doing operations, \nand drawing 2D shapes. So, it is important that children learn these abstract concepts through \nconcrete experience and gradually move from the concrete to the pictorial to abstract notions. \nWhen children engage with a concrete experience, they can understand the meaning of math-', metadata={'page_label': '118', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='concrete experience and gradually move from the concrete to the pictorial to abstract notions. \nWhen children engage with a concrete experience, they can understand the meaning of math-\nematical concepts easily. The following sequence can be followed to teach the abstract math-\nematical concept.', metadata={'page_label': '118', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='119\nNational Curriculum Framework for Foundational Stage\nChildren achieve content-specific goals once they are mathematically proficient in it. So, teaching \nand learning in the early years must emphasise achieving both higher goals and content-specific \ngoals as both goals are interdependent and interconnected.\nLearning mathematical skills must follow the simple to the complex path. It means that in the \ninitial years, children learn mathematical vocabulary (e.g., matching, sorting, pairing, ordering, \npattern, classification, one-to-one correspondence) and mathematical concepts related to num-\nbers, shapes, space, and measures. These skills gradually move to more complex and higher skills \n(e.g., quantity, shapes and space, measurement) at later ages. In the mathematics teaching-learn-\ning process, those mathematical skills which are more focused on applying mathematical skills \nin a real-life situation to understand, solve, reason, communicate, and make decisions need em-\nphasis.', metadata={'page_label': '119', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing process, those mathematical skills which are more focused on applying mathematical skills \nin a real-life situation to understand, solve, reason, communicate, and make decisions need em-\nphasis.\nThere are various mathematical processes which help children achieve both higher and con-\ntent-specific goals. These are problem-solving i.e., solving mathematical problems both realistic \nand ‘pure;’ reasoning i.e., justifying and reasoning about solutions and processes; connec-\ntion-making i.e., connections between one concept and another; representation i.e., using con-\ncrete, visual diagrams to represent mathematical concepts and ideas; communication i.e., ex -\nplaining and communicating mathematical ideas; and estimation i.e., using approximation to \nquantify and solve.\nIncorporating these processes in the classroom helps children to get a comprehensive mathe-\nmatical experience and achieve mathematical proficiency as part of conceptual understanding,', metadata={'page_label': '119', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Incorporating these processes in the classroom helps children to get a comprehensive mathe-\nmatical experience and achieve mathematical proficiency as part of conceptual understanding, \nprocedural understanding, application, adaptive reasoning, and a positive attitude towards \nmathematics.\n4.5.2.1 Approaches to Teaching Mathematics\nThe following approaches can be integrated into mathematical teaching-learning processes to \ngive children comprehensive mathematics experiences considering the nature and cognitive de -\nmand of the tasks and skills.\na. Developing mathematical abstract ideas (concepts) through concrete experience \n (ELPS)\nMathematical concepts are abstract e.g., learning to understand numbers, doing operations, \nand drawing 2D shapes. So, it is important that children learn these abstract concepts through \nconcrete experience and gradually move from the concrete to the pictorial to abstract notions. \nWhen children engage with a concrete experience, they can understand the meaning of math-', metadata={'page_label': '119', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='concrete experience and gradually move from the concrete to the pictorial to abstract notions. \nWhen children engage with a concrete experience, they can understand the meaning of math-\nematical concepts easily. The following sequence can be followed to teach the abstract math-\nematical concept.\nAn example of learning numbers through ELPS :\n• E – Experience: Learning the mathematical concept of concrete objects, e.g., counting \nconcrete objects for learning numbers.\n• L – Spoken Language : Describing the experience in language, e.g., what is being counted, \nhow many have been counted.\n• P – Pictures: Representing mathematical concepts in a pictorial form e.g., if 3 balls have \nbeen counted, these can be represented through 3 pictures of the ball.\n• S – Written Symbols: Mathematical concept that has been learned through concrete \nexperience and pictorial can be generalized in written symbol form such as writing the \nnumber 3 for three balls.', metadata={'page_label': '119', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='• S – Written Symbols: Mathematical concept that has been learned through concrete \nexperience and pictorial can be generalized in written symbol form such as writing the \nnumber 3 for three balls.\nb. Connecting mathematics learning with children’s real-life and prior knowledge\nLearning mathematics must relate to children’s real life and their prior knowledge. Real life \nexamples also help children to understand a mathematical concept, develop the ability to \napply mathematical skills in real life and, more importantly, see mathematics as worth learn-\ning and doable. So, while teaching mathematical skills, Teachers should use real life examples \nto build conceptual and problem-solving abilities.\nc. Mathematics as a problem-solving tool\nProblem-solving is an important higher goal of mathematics learning and children must \nquickly understand that mathematics can be used as a problem-solving tool to solve a real-life \nmathematical problem. So, learning should not only focus on developing concepts but also on', metadata={'page_label': '119', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='quickly understand that mathematics can be used as a problem-solving tool to solve a real-life \nmathematical problem. So, learning should not only focus on developing concepts but also on \nproblem-solving skills. Problem-solving abilities provide children an opportunity of making', metadata={'page_label': '119', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='120\nNational Curriculum Framework for Foundational Stagemeaning of skills and knowledge as well as an understanding of where they can apply their \nknowledge or skills. Setting up rich mathematical tasks, understanding the problem, devising \nstrategies, solving, and checking the solution and justification are important steps to help \nchildren build problem-solving abilities.\nThe following steps could help develop problem-solving abilities among children:\ni. Understand the problem - What is known? what is unknown? \nii. Devise a strategy/plan- Do I know a related problem? What strategies could be useful to \nsolve it?\niii. Solving the problem - What steps I am taking to solve it? Am I taking the correct steps? \nCan I argue about why and how I solved this problem?\niv. Looking back/Checking the solution - Did I do the right thing? Did I answer the \nquestion?\nv. Encouraging flexible thinking and use of multiple strategies for problem-solving.', metadata={'page_label': '120', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='iv. Looking back/Checking the solution - Did I do the right thing? Did I answer the \nquestion?\nv. Encouraging flexible thinking and use of multiple strategies for problem-solving.\nChildren should learn more than one way of problem-solving. For example, what would be \ndifferent strategies to solve 8+7? Children can count on 7 more from 8 or some children can \nsplit 7 into 5+2 and add 2 in 8 to make it 10 and then add both 10 and 5 to arrive at 15. Hence, \nteaching-learning must be focused on helping children to invent multiple strategies to solve \nthe problem and not only a single way of problem-solving. Children must be encouraged to \ninvent their own strategies but for these strategies, children need a strong understanding of \nmathematical concepts and processes.\nd. Using Mathematical talk, communication, and reasoning.\nMathematics has its own language, different from everyday language in many ways. It has its \nown unique vocabulary, symbols, and sign systems which are often not used in daily lives e.g.,', metadata={'page_label': '120', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Mathematics has its own language, different from everyday language in many ways. It has its \nown unique vocabulary, symbols, and sign systems which are often not used in daily lives e.g., \naddition, multiplication, +, -, =. \nA child may be encountering these for the first time in a mathematics classroom. There is a \nneed for rich conversation between Teachers and children around mathematical concepts, \nprocesses, applications, and reasoning. This discussion must also focus on mathematics that \nchildren encounter in their real life and provide an opportunity for children to explain their \nmathematical thinking, reason, justify and listen to other mathematical ideas and also the \nopportunity to listen to the Teacher’s explanation, reasoning, and justification. So, an oral \nmath talk must be encouraged in the classroom rather than engaging in written tasks silently.\ne. Developing a positive attitude towards learning mathematics', metadata={'page_label': '120', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='math talk must be encouraged in the classroom rather than engaging in written tasks silently.\ne. Developing a positive attitude towards learning mathematics\nThere is vast research on the strong dislike and negative attitudes children may develop to-\nwards mathematics even as early as Grade 3. Early learning should not only focus on develop-\ning mathematical competencies but also on supporting children to develop a positive rela -\ntionship with mathematics as a domain. The system needs to generate awareness of the \nstrong affective responses mathematics as a subject can generate, and the pivotal role a strong \nfoundation in early mathematics can play in pruning the negative image the subject has for \nmany. Children should learn to enjoy mathematics.', metadata={'page_label': '120', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='121\nNational Curriculum Framework for Foundational Stage\n4.5.2.2 Components/Areas of Mathematics Learning in the Early Years\na. Number and its Relations refers to understanding number concepts (Sound, Symbol, and \n Quantity) in various contexts, counting, representation, and its relation.\nb. Basic Mathematical Operation refers to understanding concepts of calculation and \n developing strategies to solve problems using them.\nc. Shapes and Spatial Understanding refers to developing an understanding of shapes and \n making and classifying shapes as well develop spatial sense understanding.\nd. Patterns refers to the understanding of the repeated arrangement of numbers, shapes, and \n designs and making a generalisation based on some rules and structure.\ne. Measurement refers to understanding units of measuring something and using it to \n quantify. \nf. Data Handling refers to understanding the collection of data, collecting and analysing it.\n4.5.2.3 Blocks of Teaching for Mathematics Instruction', metadata={'page_label': '121', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='quantify. \nf. Data Handling refers to understanding the collection of data, collecting and analysing it.\n4.5.2.3 Blocks of Teaching for Mathematics Instruction\nTo become mathematically proficient, children need to build conceptual understanding, proce -\ndural understanding, strategies competence/application, communication and reasoning, and a \npositive attitude towards mathematics. \nAll these strands of mathematical proficiency can be designed in the following four blocks for the \ndaily classroom process. A mathematical approach/process must be the basis of and based on \nthe nature of the task.\na. Block 1: Oral math talk : At the beginning of class, for 5-10 minutes, children could sing a \n poem with numbers or discuss their experiences with mathematics or problems they \n encounter in their life. Discussion can also be on oral calculation, concept, strategies, and \n reasoning. It works as a warm-up activity before going into the formal teaching process.', metadata={'page_label': '121', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='encounter in their life. Discussion can also be on oral calculation, concept, strategies, and \n reasoning. It works as a warm-up activity before going into the formal teaching process.\nb. Block 2: Skills teaching (combining all strands): This is teaching mathematical concepts, \n problem-solving, and communication through concrete experience, systematic activities, \n and instruction that follow the Gradual Release of Responsibility (Please see Section 4.2 in \n the Chapter) approach, though not necessarily in the same sequence for every activity or \n mathematical task. Teachers could also anticipate a mathematics task and let children solve \nFigure 4.5B: Four Blocks Model – Mathematics', metadata={'page_label': '121', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='122\nNational Curriculum Framework for Foundational Stage it independently before providing guiding support. Every child must get an opportunity to \n learn, explain, and be given feedback.\nc. Block 3: Skills practice: Providing children with various kinds of rich mathematical tasks \n based on concepts, processes, problem solving, reasoning, and communication for practicing \n mathematical skills. This can be through a workbook, textbook or a Teacher-created task set.\nd. Block 4: Math game for reinforcing learning/problem solving: Children enjoy playing \n games. There could be various kinds of mathematical games which help children to \n strengthen their learning in various ways. These games must be based on problem-solving, \n concepts as well as reasoning. Group-wise games can also be planned according to the \n learning levels of the children.\nThe total suggested time in the day for mathematics is 60 minutes.\nTable 4.5A\nBlocks ObjectivesSuggested Strategies and \nApproachesSuggested time\nBlocks', metadata={'page_label': '122', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='learning levels of the children.\nThe total suggested time in the day for mathematics is 60 minutes.\nTable 4.5A\nBlocks ObjectivesSuggested Strategies and \nApproachesSuggested time\nBlocks \n1 & 2Math Oral \nTalkAs warm-up \nactivities for \nencouraging oral \nmathOpen-ended/large group \ndiscussion \nSinging, poems, talk about \nchildren’s real life math experi-\nence, concept, oral calculation, \nreasoning 5-10 mins\nSkills \nteaching \n(Combining \nall strands)Helping children \nto achieve \nmathematical \nskills through \nstructured \ninstruction/\nactivitiesGRR/ELPS/Problem-solving \napproach\nConducting activities to build \nconcepts, processes, application, \nstrategies and reasoning20-25 mins\nBlocks \n3 and 4Skills \nPractices Helping children \nto master skills \nthrough skills \npractice Providing math tasks through \nworkbooks or worksheets \nIndividual, peer, group practice 15 mins\nMath game \nfor rein-\nforcing \nlearningReinforcing \ntaught skills \nthrough games\nFocusing on \nproblem solvingPlaying math games with', metadata={'page_label': '122', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='workbooks or worksheets \nIndividual, peer, group practice 15 mins\nMath game \nfor rein-\nforcing \nlearningReinforcing \ntaught skills \nthrough games\nFocusing on \nproblem solvingPlaying math games with \nchildren to reinforce learning \nand supporting children who \nare struggling 15 mins', metadata={'page_label': '122', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='123\nNational Curriculum Framework for Foundational Stage\n4.6 Section 4.6 \n Creating a Positive Classroom Environment \nAs children enter school, their worlds expand, they make friends, begin connecting with adults \nbeyond the family, and become more and more mobile and verbal. They want to explore and \nlearn about everything. The role of the Teacher is very important in guiding children in their \nbehaviour and in forming strong positive relationships.\nTeachers, therefore, have to be thoughtful and responsive to the needs of children. Caring for \nchildren is complex and important work. It is complex because there are many parts involved in \nestablishing relationships with children and their families.\n4.6.1 Classroom Environment \nThe word environment refers to both the physical space and the ‘atmosphere’ or psychological \nenvironment in the classroom. The physical environment provides a structure that allows safe \nexploration, cognitive growth and challenge. The atmosphere or psychological environment is', metadata={'page_label': '123', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='environment in the classroom. The physical environment provides a structure that allows safe \nexploration, cognitive growth and challenge. The atmosphere or psychological environment is \nmade up of all the relationships and social interactions that happen in the classroom.\nA safe, secure, comfortable, and happy classroom environment can help children to learn better \nand achieve more. For this, it is important that the necessary facilities such as learning materials, \naids, equipment, and space for doing activities, working together and playing so as to help each \nchild learn better are made available. The classroom must be an inclusive, enabling learning \nenvironment that provides every child freedom, openness, acceptance, meaningfulness, \nbelonging and challenge.\nCare is central to the classroom environment at the Foundational Stage. Empathy and respect are \nat the heart of care. This is an attitude of concern and responsibility for children and relation -\nships.', metadata={'page_label': '123', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='at the heart of care. This is an attitude of concern and responsibility for children and relation -\nships. \n4.6.2 Creating Classroom Norms with Children\nIntroducing children, gently but clearly, to agreed norms of being in a classroom together should \nbe done as early as possible. This gives them both clear direction and a way to settle well in class.\nIt is best to have conversations with children and agree on norms with them. This leads to \nan enhanced sense of ownership and responsibility while helping nurture and build a \npositive classroom culture. Norms should be short, clear, and easy to understand with positive \nphrasing. Once the norms are agreed upon, each one must be explained in detail with examples.\nListing the norms with a corresponding visual for each on a poster and hanging it up at the chil-\ndren’s eye-level would help children understand and follow them better. The norms could be:\na. Listen when another person is talking\nb. Raise your hand before speaking in a group', metadata={'page_label': '123', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='dren’s eye-level would help children understand and follow them better. The norms could be:\na. Listen when another person is talking\nb. Raise your hand before speaking in a group\nc. Speak respectfully to your classmates and your Teacher\nd. Keep your hands, feet, and any objects to yourself', metadata={'page_label': '123', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='124\nNational Curriculum Framework for Foundational StageEnforcing norms should be done in a positive manner. When rules are broken, gently point chil-\ndren to the ‘norms’ poster up on the wall and talk about it\nTeacher’s Voice 4.6A \nAttendance Bucket!\nIn my class of 20 children who are between 5 and 6 years, we \nhave decided that we will not have usual attendance marking \nsystem. Instead, we have created name plaques of children in \nclass; there is a plaque for me too and we put them in a bucket. \nThose who come to class, pick up the plaque with their name and \nkeep it in their shelf next to their other belongings. While going \nback we put these plaques back in the bucket. \n4.6.3 Managing Difficult Behaviour \nChildren behave inappropriately for many reasons. Behaviour is often the unspoken language \nthrough which children act out feelings and thoughts. It is also because they are unaware of \ngroup behaviour norms or alternative ways of behaving, and not because they are ‘bad’ or they \nwant to ‘trouble us.’', metadata={'page_label': '124', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='group behaviour norms or alternative ways of behaving, and not because they are ‘bad’ or they \nwant to ‘trouble us.’ \nSometimes they use behaviour to seek extra attention. They could be angry or helpless and don’t \nknow any other way to express this. Children need to feel secure and in control - when that con-\ntrol is taken away, they may seek to regain it through this kind of be- haviour. Sometimes this \nbehaviour could be because of lack of sleep, poor nutrition, health reasons or developmental \ndelay or deficits, family dysfunctionality or stress.\nSome examples of difficult behaviour which harms children or disrupts the classroom are:\na. Aggressive behaviour (e.g., hurting others - hitting, biting, pinching, throwing objects)\nb. Antisocial behaviour (e.g., using inappropriate language, name-calling, refusing to share)\nc. Disruptive behaviour (e.g., disrupting circle time, running around the classroom, shouting in \n the classroom, dropping objects, tearing books, breaking toys, destroying the work of', metadata={'page_label': '124', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='c. Disruptive behaviour (e.g., disrupting circle time, running around the classroom, shouting in \n the classroom, dropping objects, tearing books, breaking toys, destroying the work of \n others)\nd. Inappropriate expression (e.g., excessive crying, pouting, whining)', metadata={'page_label': '124', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='125\nNational Curriculum Framework for Foundational Stage\n4.6.3.1 Helping Children Settle, Guiding their Behaviour Positively \nEvery adult who cares for children has a responsibility to guide, correct, and socialize children \ntoward appropriate behaviours. Positive guidance is crucial because they promote children’s \nself-control, teach children responsibility, and help children make thoughtful choices.\nCaring and respectful adults create a supportive atmosphere to help young children explore al -\nternative behaviours, develop social skills, and learn to solve problems. This is called a positive \napproach to guidance. An effective guidance approach is interactive. Adults and children both \nlearn to change as they interact with one another toward a common goal.\nUnderstanding the development of a child will help us set appropriate standards of behaviour/ \nexpectations from children, think of appropriate alternatives, as well as age-appropriate expla -', metadata={'page_label': '125', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Understanding the development of a child will help us set appropriate standards of behaviour/ \nexpectations from children, think of appropriate alternatives, as well as age-appropriate expla -\nnations or ways to explain to the child. This will also preserve the child’s self-esteem and dignity.\nActions that insult or belittle are likely to cause children to view their Teachers, parents and oth-\ner caregivers negatively, which can inhibit learning and can teach the child to be unkind to oth-\ners.\nHowever, actions that acknowledge the child’s efforts and progress, no matter how slow or small, \nare likely to encourage healthy development.\n4.6.3.2 Illustrations of Positive Guidance by the Teacher\na. Tell children what is expected from them. Make directions and suggestions in positive \n statements, not in negative forms. For example, ‘Walk around the edge of the grass, Shubha, \n so you won’t get hit by the swing’ instead of ‘Don’t go near the swing.’', metadata={'page_label': '125', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='statements, not in negative forms. For example, ‘Walk around the edge of the grass, Shubha, \n so you won’t get hit by the swing’ instead of ‘Don’t go near the swing.’\nb. Reinforce what children do right and what Teachers want to see repeated. This helps build \n the relationship on positive grounds. For example, ‘Good job, Jacob. You worked hard on \n building those blocks.’\nc. Give direct suggestions or reminders emphasizing what you want children to do. Help them \n refocus on the task without nagging or confrontation. For example, ‘I know you are excited \n about the nature walk, Nemi, it looks like you have almost finished putting on your sandals \n so we can go’ instead of ‘Hurry up and buckle your sandals so we can go.’\nd. Use positive redirection whenever possible. For example, ‘Let’s get a basket for you to toss \n those balls into, Selva. That way you won’t bother the other children who are playing nearby.’\ne. Use encouragement appropriately, focusing on helping children achieve success and', metadata={'page_label': '125', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='those balls into, Selva. That way you won’t bother the other children who are playing nearby.’\ne. Use encouragement appropriately, focusing on helping children achieve success and \n understanding what it is you want them to learn. For example, ‘Now that you have finished \n two puzzles, can you finish the third one, Tenzing?’\nf. Give reasons for your request. Let children know in simple, straightforward statements the \n reasons behind your request. Children are more likely to cooperate when they can \n understand the reason why. For example., Pallavi, if you move those chairs, then you and \n Abdul will have more room to dance’ instead of ‘Move the chairs, Pallavi.’', metadata={'page_label': '125', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='126\nNational Curriculum Framework for Foundational StageTeacher’s Voice 4.6B\nTelling the Truth\nMost children at the Foundational Stage are naturally honest and direct. It is important to \nbuild on this and encourage it in every way.\nMany Teachers find simple ways to recognise and appreciate children for telling the truth \nthus reinforcing it as the right thing to do. This also helps strengthen the bond between \nTeacher and child.\nVoices from two Teachers are below.\n----------------------------------------------\nThe start of school each day is a hectic time for Teachers like me. \nToday, as I was making my mental preparations for my class and interacting with parents \ndropping off their children, and the children themselves, I got a phone call. The voice on \nthe other side said ‘Teacher, I am Gurpreet’s mother. Gurpreet is refusing to come into the \nschool. Can you please talk to him?’ \nI agreed, and asked Gurpreet what was the matter. He replied, ‘My shoes are quite worn', metadata={'page_label': '126', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='school. Can you please talk to him?’ \nI agreed, and asked Gurpreet what was the matter. He replied, ‘My shoes are quite worn \nout. Mama has agreed to buy me new shoes and I want to go shopping with her.’\nI appreciated the fact that he told me the truth and did not try to make up a reason. I \nthought about it for a few seconds and then told him, ‘You must get the new shoes, but \nyou can go to the shop during the long break and then come back in your new shoes. So, \nyou won’t miss any class.’\nHe agreed. The smile on Gurpreet’s face when he came back to class in his new shoes was \nall I needed to be assured of the value of such honest engagement with children.\n------------------------------------------------\nAt the end of every day, I give very short workbook tasks to the children. One day, I \nnoticed that Mumtaz didn’t have any task in her workbook. She remained silent when I \nasked if I had missed giving her a task. I let it go. However, this happened frequently over \nthe next couple of weeks.', metadata={'page_label': '126', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='asked if I had missed giving her a task. I let it go. However, this happened frequently over \nthe next couple of weeks.\nWhen I asked her again, she replied ‘You have been giving me the tasks. But I have been \ntearing off the pages as I am finding it difficult to complete them. I am sorry.’ \nI was impressed by her honesty. I didn’t scold her. I told her that I really appreciated her \nhonesty and would give her simpler tasks and she promised to do them. And that is how \nthings panned out over the next few weeks.', metadata={'page_label': '126', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='127\nNational Curriculum Framework for Foundational Stage\n4.6.4 Discipline\nDiscipline is a part of the guidance strategies adults use to help children become respon-\nsible for their actions, learn self-control, and behave appropriately. Discipline does not \nmean punishing and preventing behaviours.\nOne of the major goals of a good guidance process is to help children achieve self-discipline. This \nhappens only if adults lead in ways that support children’s developing ability to control them-\nselves. By gradually handing over to children the opportunity to govern their actions, adults \ncommunicate trust.\nFor young children, with their emerging initiative, this is an important step to take. With added \nresponsibility and trust comes an added dimension of self-respect and self-confidence. Such chil-\ndren feel capable and worthwhile. For example, on a nature walk, let children handle the basket \nin which you want them to gather pebbles. During indoor play, encourage children to bring ma-', metadata={'page_label': '127', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='dren feel capable and worthwhile. For example, on a nature walk, let children handle the basket \nin which you want them to gather pebbles. During indoor play, encourage children to bring ma-\nterials from the shelves/boxes and put them back. Encourage older children to serve food to ev -\neryone.\nAlong with self-respect, the child must taste the freedom that comes with a reduction of adult \ncontrols. Children do not learn to handle freedom by being told what to do all the time. Only \nwhen they have an opportunity to test themselves and make some decisions on their own will \nthey know their capabilities. Young children must learn this in safe places with adults who allow \nthem as much freedom as they can responsibly handle.\nTeacher’s Voice 4.6C\nAs I walked into class today, I was greeted by something unusual. In one corner of the \nclass, Moite was crying and Siama was standing beside her. Siama is one of the more \nmischievous children in my class and my first thought was that he had done something to \nMoite.', metadata={'page_label': '127', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='class, Moite was crying and Siama was standing beside her. Siama is one of the more \nmischievous children in my class and my first thought was that he had done something to \nMoite. \nI asked what was happening and heard the chorus, ‘Moite hit Sangtei, and she has gone to \nget medicine for her wound.’ \nI was surprised. Moite and Sangtei were good friends and Moite had never done some -\nthing like this before. \nI asked Moite why she was crying but didn’t get an answer. Soon, Sangtei was back in class \n- there was a small wound on her forehead that had been covered with plaster. She too \nsaid, ‘Moite hit me.’\nI asked the children to settle down and tell me what had happened. The versions were \nconsistent. It so happened that Moite had taken one of the learning materials in the class \n– a string of wooden beads – and swung it around, hitting Sangtei on her head. Sangtei \nconfirmed the description of the event. \nI continued discussing the incident with the children. Finally, all of them, including', metadata={'page_label': '127', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='confirmed the description of the event. \nI continued discussing the incident with the children. Finally, all of them, including \nSangtei, agreed that Moite had hit Sangtei by mistake. Both Moite and Sangtei calmed \ndown. I then continued the conversation to help Moite, and the rest of the children,', metadata={'page_label': '127', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='128\nNational Curriculum Framework for Foundational Stage understand that it was dangerous to play with the string of beads like that and that the \nbeads were meant for a different purpose. Moite apologised.\nIt would have been wrong if I had responded to my first thought that Siama had hurt \nMoite. It would also have been wrong if I had assumed Moite had hit Sangtei. \nBut it was important for all the children to understand that actions have consequences, \nintended or otherwise. I was satisfied with both the way I handled this situation and with \nthe outcome as well.\n4.6.5 Language Used by the Teacher\nAs Teachers gain experience in handling problem behaviours, they learn to use the right kind of \nlanguage. Teachers discover how potent the voice can be and what words will work best and \nwhen. They become aware of facial expressions and what a touch or a look will convey to chil-\ndren. How they use their body reflects a distinct attitude and approach to discipline. Through', metadata={'page_label': '128', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='when. They become aware of facial expressions and what a touch or a look will convey to chil-\ndren. How they use their body reflects a distinct attitude and approach to discipline. Through \nexperience, new Teachers learn how to use these tools in ways that will work best for them and \nthe children.\na. Voice: Talk to children in the same way you talk to other people. Learn to control the volume \n and use good speech patterns for children to imitate. To be heard, get close enough to speak \n in a normal tone; get down to the child’s physical level. Often, lowering volume and pitch is \n effective.\nb. Words: The fewer the words, the better. Simple, clear statements, spoken once, will have \n more impact. The child will be able to focus on the real issues involved. A brief description of \n what happened, a word or two about what behaviour is acceptable and what is not, and a \n suggestion for possible solutions are all that are necessary.', metadata={'page_label': '128', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='what happened, a word or two about what behaviour is acceptable and what is not, and a \n suggestion for possible solutions are all that are necessary. \n Teachers have to choose the words carefully. They should convey to the child exactly what is \n expected. E.g., ‘Kinnari, move the block away from the truck so Anand will not bump into it \n again.’ This tells Kinnari in a positive, concrete way what she can do to protect her block \n building. If she had been told, ‘Kinnari, watch where you are building’ she would not know \n what action to take to solve the problem.\nc. Body Language: When working with small children, the Teacher must be aware of body \n height and position and get down to the level of the child. It is difficult to communicate \n warmth, caring, and concern from two or three feet above a child’s head, or by shouting \n from across the room. \n The way Teachers use their body invites or rejects close relationships and familiarity. A child', metadata={'page_label': '128', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='from across the room. \n The way Teachers use their body invites or rejects close relationships and familiarity. A child \n will find Teachers more approachable if they are seated low, with arms available, rather than \n standing, with arms folded. \n Making full use of the senses can soften the impact of words. A firm grip on the hand of a \n child who is hitting out, or a gentle touch on the shoulder, tells children the adult is there to \n protect them from themselves and others. Eye contact is essential. Teachers learn to', metadata={'page_label': '128', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='129\nNational Curriculum Framework for Foundational Stage\n communicate the seriousness of a situation through the eye and facial expressions. They \n also show reassurance, concern, sadness, and affection this way. Physical presence should \n convey to the child a message that the Teacher is there, available, and interested.\nd. Attitude: Attitude is part of the unspoken language of guiding children. Attitudes are \n derived from experience. The Teacher has to examine the way she was disciplined and \n acknowledge her experiences and feelings about it, particularly assumptions she may have \n on how children be- have depending on their context and background. \n As Teachers gain experience in handling problem behaviours, they learn to use the right \n kind of language. Teachers discover how potent the voice can be and what words will work \n best and when. They become aware of facial expressions and what a touch or a look will', metadata={'page_label': '129', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='kind of language. Teachers discover how potent the voice can be and what words will work \n best and when. They become aware of facial expressions and what a touch or a look will \n convey to children. How they use their body reflects a distinct attitude and approach to \n discipline. Through experience, new Teachers will learn how to use these tools in ways that \n will work best for them and the children. \n4.6.6 What Not to Do\na. Avoid constantly telling children what they cannot do. If adults use many negative words \n such as NO, don’t, stop it, cut it out, or shut up, children may decide to tune the Teacher, \n parent, or caregiver out. Too many ‘don’ts’ also cause negativism in children.\ni. E.g., instead of ‘Vijay, don’t drop the egg’ you could say ‘Carry the eggs in both your hands \nlike this, Vijay, so they won’t break or fall from your hands. ’\nii. E.g., instead of ‘Chitra, don’t drag your dress in the mud ’ you could say ‘Tie your dress \naround your waist like this so it won’t get dirty.’', metadata={'page_label': '129', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ii. E.g., instead of ‘Chitra, don’t drag your dress in the mud ’ you could say ‘Tie your dress \naround your waist like this so it won’t get dirty.’\nb. Be careful of damaging children’s self-esteem.\ni. E.g., When Pavani spills the milk that she was carrying onto the table instead of saying \n‘Can’t you do anything right ’ say ‘That’s a hard job, we’ll wipe it up and you can try again \ncarefully.’\nc. When a child makes a mistake, respond genuinely, and avoid sarcasm. \nd. Try not to ignore a child, irrespective of their behaviour.\ne. Never criticise a child in front of others.\nThe most effective methods of guidance are clear, consistent, and fair rules that are enforced in \nconsistent, humane ways. Children should be aware of the consequences if the rules are broken. \nGood guidance practices emphasize the positive aspects of a child’s behaviour, not just problem \nbehaviours. Guidance measures have greater meaning to children if they are encouraged to take', metadata={'page_label': '129', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Good guidance practices emphasize the positive aspects of a child’s behaviour, not just problem \nbehaviours. Guidance measures have greater meaning to children if they are encouraged to take \nresponsibility for their actions and are part of the problem-solving process.', metadata={'page_label': '129', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='130\nNational Curriculum Framework for Foundational StageBox 4.6A\nLearning to make Ethical Choices and Learning to be Sensitive to the Environment\nIt is important for children at the Foundational Stage to learn to do the right thing as part \nof their everyday. They also must learn to care for all beings and nature. \nHowever, given the way they learn at this age, all this must be done as a part of their every-\nday - through their everyday conversations and play activities, the stories they tell and listen \nto, and, more than anything, their Teacher’s responses to their actions. \nThere are illustrations of this throughout this Chapter especially in the Teacher’s Voices. It is \nthe way Teachers pick the right cues and use the immediate situation to reinforce and \nencourage the right choices that children learn the most from.', metadata={'page_label': '130', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='131\nNational Curriculum Framework for Foundational Stage\n4.7 Section 4.7 \n Organizing the Environment\n4.7.1 Seating\nSitting together is one good way of learning to be together in a simple and natural manner. Sitting \ntogether encourages friendships, bonding, and being with other children who may be ‘different \nfrom me,’. Sitting together e.g., in small groups or in a large circle, encourages learning together, \ncollaboration, and a natural acceptance of diversity.\nClassroom seating at the Foundational Stage should be flexible and reflect the pedagogy \nbeing used in the class. Sometimes children need quiet individual time, sometimes they work \nin pairs or small groups and sometimes they work with the whole group together.\nSeating can be organized in different ways, giving children variety and choice while ensuring that \npedagogical requirements are met. Fixed individual seating is not necessary at this Stage. In \nfact, it could come in the way of both Teacher and children.', metadata={'page_label': '131', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='pedagogical requirements are met. Fixed individual seating is not necessary at this Stage. In \nfact, it could come in the way of both Teacher and children.\n4.7.2 Displays and Print-Rich Environment\nClassroom displays constitute part of the learning process. Displays in the classroom are not \nnecessarily limited to ‘finished’ products of what children have created but includes aspects of \nwork in progress e.g., a collection of pebbles or plants that are being used for a particular study. \nWork of all children is displayed and not only the ‘best’ ones selected each time.\nTeachers must ensure age-appropriate language and style in organizing displays so that they are \naccessible and comprehensible to all children. Displays are best kept at the eye level of children.\nChildren could be involved in displaying their own work, replacing them from time to time. Se-\nlected finished and used displays can be added to individual children’s portfolios.', metadata={'page_label': '131', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='132\nNational Curriculum Framework for Foundational StageGiven the focus on language learning in these early years, the availability of a print-rich environ-\nment (e.g., word walls, word cards, word labels on objects in the classroom and easily accessible \nclassroom libraries) to encourage reading and writing is critical. \n4.7.3 Creating Vibrant Learning Corners in the Classroom\nLearning Corners help to or -\nganizes spaces in a way that is \ninviting, provokes children’s \nthought, interest, and curios -\nity. They provide flexibility and \nfreedom to participate in a vari-\nety of activities along with op-\nportunities for independent \nand collaborative play. They \nalso enable quiet play in an area \nthat is separated from active \nplay. They promote both inde -\npendent learning and Teach-\ner-guided interactions, provid -\ning opportunities for holistic development through various types of play encouraged in different \nLearning Corners. Learning Corners include Corners for Dramatic Play, Blocks/Puzzles, Math,', metadata={'page_label': '132', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ing opportunities for holistic development through various types of play encouraged in different \nLearning Corners. Learning Corners include Corners for Dramatic Play, Blocks/Puzzles, Math, \nArts/Drawing, and Books.\nTeachers play an active role in setting up and maintaining Learning Corners. They are responsi -\nble for keeping these Corners attractive and vibrant, and ensuring that they cater to the learning \nneeds of all children.\na. The Teacher should choose materials appropriate for different groups of children. The \n materials should be such that any child, one who has just begun to learn a concept or \n another who has learnt more about it, finds something suitable.\nb. Children should be allowed to explore whatever material they want. Initially, children may \n move from one Corner to another often. Once they settle, they begin to engage seriously \n with activities and materials of their choice for longer periods of time.', metadata={'page_label': '132', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='move from one Corner to another often. Once they settle, they begin to engage seriously \n with activities and materials of their choice for longer periods of time.\nc. The Teacher should encourage children to visit all the Corners during the week. If there is \n limited material, the Teacher could decide on the number of children allowed in each Corner \n every day. Some of the material could be changed every 15 days. This will encourage \n children to explore new things. The Teacher could align the material to the Learning \n Outcomes of that period.\nd. When children are playing in the corners, the Teacher may need to move from one group of \n children to another, interact with them, and play with them. She could let half the group of \n children use their time as Free Play and could focus on Guided or Structured Play for the \n other half of the group, helping them learn something specific.', metadata={'page_label': '132', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='133\nNational Curriculum Framework for Foundational Stage\ne. The Teacher must observe children as they use the Corners. She could ask questions, \n introduce, or extend an idea, give a clue to solve a puzzle, clarify something in a story, record \n children’s responses and note anecdotes of what children are doing. This process helps the \n Teacher take informed decisions while planning for the next day, next week or month \n based on observations.\nf. Safety of children must be ensured while they use the Corners.\nPlease see Chapter 5, Section 5.6 on Learning Environments for more details.', metadata={'page_label': '133', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='134\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '134', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='135\nNational Curriculum Framework for Foundational Stage\n5. Chapter 5 \n Choosing, Organising, and \n Contextualising Content for \n Teaching\nThe content to be used in the teaching-learning process includes the learning environment, the \nteaching learning materials (TLMs), and books. The choice of content is largely determined by \nthe Competencies and Learning Outcomes to be achieved along with the pedagogical approach \nbeing adopted.\nThe arrangement and organization of the learning environment is very important for the \nFoundational Stage. Children in the Foundational Stage, learn most effectively through \nmanipulating and engaging actively with the material world around them using all their \nsenses. To enable this rich sensorial experience, carefully chosen TLMs play an essential \nrole in classrooms.', metadata={'page_label': '135', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='136\nNational Curriculum Framework for Foundational Stage\nSection 5.1 elaborates on the process of developing a syllabus for the Foundational Stage based \non the NCF. Section 5.2 outlines the principles and considerations for content selection across all \nthe age groups in the Foundational Stage. Language, mathematics, and arts provide their own \nspecific considerations for content selection. Section 5.3 outlines different approaches to organ-\nising content. Section 5.4 lists out the relevant TLMs that are appropriate for the Foundational \nStage. Section 5.5 gives guidelines for selecting books and for textbook design appropriate for \nthe Foundational Stage. Section 5.6 provides guidelines and suggestions for organizing the learn-\ning environment, both indoors and outdoors.', metadata={'page_label': '136', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='137\nNational Curriculum Framework for Foundational Stage\n5.1 Section 5.1 \n Developing a Syllabus\nThis curriculum framework puts down the Curricular Goals and Competencies to be achieved \nand gives guiding principles for content selection, pedagogical approaches relevant for the Stage \nand assessment practices that are appropriate. The framework also gives suggestions on the al -\nlocation of time for different curricular areas that is proportional to the intended Learning Out -\ncomes. \nSyllabus developers need to take these as inputs and develop a syllabus after considering the \nlocal context – the socio-cultural environment and practices, capacities of teachers, the infra-\nstructure and material environment of the schools and so on.\na. The syllabus should rearticulate the Learning Outcomes for each of the Competencies \n outlined in the NCF. This should be done based on the considerations of the local contexts as \n mentioned above. The Learning Outcomes articulated in the NCF can act as a useful', metadata={'page_label': '137', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='outlined in the NCF. This should be done based on the considerations of the local contexts as \n mentioned above. The Learning Outcomes articulated in the NCF can act as a useful \n illustration for this purpose.\nb. The syllabus should make specific choices for content and materials based on the \n Learning Outcomes, the principles and guidelines of NCF along with considerations \n for the local context. Principles of content selection, approaches to organizing content, \n choice of TLMs are further elaborated in the following Sections of this Chapter.\nc. Based on the Learning Outcomes and content selection, the syllabus should articulate the \n sequence of activities and learning experiences that are to be facilitated by Teachers. For \n this sequencing, time allocation for achieving different Learning Outcomes needs to be \n appropriately balanced. Guidelines and approaches articulated in Chapter 4 on Pedagogy \n would assist syllabus developers in creating activities and learning experiences.', metadata={'page_label': '137', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='appropriately balanced. Guidelines and approaches articulated in Chapter 4 on Pedagogy \n would assist syllabus developers in creating activities and learning experiences.\nd. For the Foundational Stage it would be appropriate to develop activity books and \n other handbooks for Teachers, that would guide them through the sequence planned \n in the syllabus. Section 5.5 on books and textbooks in this Chapter gives further guidance \n for syllabus developers.\ne. The syllabus should design broad guidelines for assessments that check for the \n achievement of Learning Outcomes articulated in the syllabus (Please see Chapter 6 on \n Assessments) . These guidelines should assist Teachers in developing specific assessments to \n be conducted in school. The syllabus should design a specific format for the Holistic \n Progress Card, based on the Competencies and Learning Outcomes appropriate for this \n Stage.', metadata={'page_label': '137', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='138\nNational Curriculum Framework for Foundational Stage5.2 Section 5.2 \n Principles of Content Selection \nWhile the Competencies and Learning Outcomes give clear direction as to what content is to be \nused for creating learning experiences for children, there are several other considerations to be \nkept in mind for content selection. Some of these considerations are given below:\na. Concepts formed in the Foundational Stage are largely perceptive (e.g., colour as visually \n discriminated) and practical (e.g., spoon used as a lever to open a tin cover, money to buy \n things in a shop) but not theoretical (e.g., colour as a spectrum of light, lever as a simple \n machine, or money as a medium of exchange). Exploring the theories behind the perceptive \n and practical concepts is expected only in the later Stages of schooling. Hence content \n chosen should be sensorially engaging (e.g., activate the child’s senses, have aesthetic', metadata={'page_label': '138', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and practical concepts is expected only in the later Stages of schooling. Hence content \n chosen should be sensorially engaging (e.g., activate the child’s senses, have aesthetic \n appeal) and/or be practically relevant in the context of the child’s experiences.\nb. Content should be derived from children’s life experiences and reflect the cultural, \n geographical, and social context in which the child is developing and growing. Day-to- \n day activities of working, cooking, traveling, folk songs and stories, festivals, and rituals in a \n community or group are also worth knowing and experiencing systematically.\nc. Content should move from familiar to unfamiliar, simple to complex, and from self to others. \n Young children can handle and are interested in objects and events in their immediate \n environment - things that they can relate to themselves and are simple. Gradually, the \n content can get more complex and can also include topics that are not found in children’s \n immediate environment.', metadata={'page_label': '138', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='content can get more complex and can also include topics that are not found in children’s \n immediate environment.\nd. Since the goal of cognitive development is to know about the world around and adapt to \n one’s environment successfully; the content should reflect topics and themes which will \n acquaint children with the natural and human environment in which they are \n growing and developing, the social and the physical world, people, places, living and \n non-living things.\ne. Content should be tied to emerging skills i.e., individual characteristics of children. All \n children are different and learn at their own pace. The content should be diverse and \n inclusive to accommodate the varied interests of individual children and offer multiple \n levels of activities and experiences so that it meets the challenges for individual children in \n terms of their abilities and skills.\nf. Special care should be taken to avoid promotion of stereotypes e.g., owls and snakes as', metadata={'page_label': '138', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='terms of their abilities and skills.\nf. Special care should be taken to avoid promotion of stereotypes e.g., owls and snakes as \n evil, or dark-skinned people as scary, or the mother always handling the kitchen.\n5.2.1 Content for Language\nThe texts for language should be a good balance of stories and poems, along with content \non the local natural and human environments. While stories and poems enhance the \nimaginative and linguistic capacities of young children, content on both flora and fauna as \nwell as social and cultural aspects allow children to gain understanding of the world \naround them.', metadata={'page_label': '138', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='139\nNational Curriculum Framework for Foundational Stage\nTextual Content\na. The textual content in early Grades should have adequate visual cues in terms of pictures \n and illustrations, to assist the beginning reader in meaning-making.\nb. The choice of fonts should give preference to reducing visual complexity rather than adding \n aesthetic appeal.\nc. The fonts should be a minimum of 14-point size.\nd. The vocabulary used needs to have a judicious mix of familiar and unfamiliar words closer \n to the spoken form of language than the standard written form (many Indian languages have \n a very distinct vocabulary in the spoken and written forms).\nForms of Content\na. Textbooks/Workbooks : While textbooks can make an appearance in Grade 1, they need to \n allow for active engagement of children. Textbooks and workbooks should complement each \n other well.\nb. Children’s Literature: For a comprehensive literacy classroom, access to good and', metadata={'page_label': '139', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='allow for active engagement of children. Textbooks and workbooks should complement each \n other well.\nb. Children’s Literature: For a comprehensive literacy classroom, access to good and \n abundant children’s literature is a must. This should include stories, songs and other forms \n of literature of local culture. For example, this lullaby in Bangla could be included as sing- \n along song in the classrooms\nGhum parani mashi pishi,\nModer bari esho\nKhaat nai palang nai\nChokh pete boshoSleeping aunts,\nCome to our house.\nNo bed, no bed.\nBring the sleep to our eyes.\nBata bhora bhaat debo\nGaal bhore kheyo\nKhokar chokhe ghum nai\nGhum diye jeyo.I will give you a bowl full of rice,\nEat until your cheeks are full.\nThere is no sleep in the boy’s eyes,\nGive him sleep.\nThe classroom should have a bookshelf with an attractive display of children’s literature. \nThe Teacher should take an active interest in changing the display with different books, \nbased on their weekly plan.', metadata={'page_label': '139', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The Teacher should take an active interest in changing the display with different books, \nbased on their weekly plan.\nc. Worksheets : Simple worksheets that children pick and work on and complete on their own \n play an important role in both practice and formative assessment of children’s work in \n literacy.\nd. Materials: Flashcards, akshara forms in cardboard/sandpaper, games, puzzles, and \n materials for other activities keep language and literacy activities engaging and interesting\ne. Audio-Visual Material: With ubiquity of digital devices like smartphones, good quality \n audio material can be very effective content for Grades 1 and 2. Rhymes, stories, and other \n narratives can be a good source of oral language input for children.', metadata={'page_label': '139', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='140\nNational Curriculum Framework for Foundational StageTeacher’s Voice 5.2A\nRoll, Read and Write!\nI teach Grade 1, and my children just don’t like sitting in one place. So, to practice recog-\nnising, reading, and writing 3-lettered high frequency words, I came up with this game of \nRoll, Read and Write! For this, I just need a worksheet, dice, and a pencil. Kids take turns \nto roll the dice and read the word that matches that number and write it in the corre-\nsponding box in the worksheet. \nWe continue to play till either an entire column is filled, or the entire board is filled \ndepending on the time. With this activity, I am also able to work on their ability to identify \nnumbers on the dice and on their pincer grip. It is a simple, fun, and engaging activity. \nThe worksheet I used for practicing ‘the, is, at and, he, she’ is given below:', metadata={'page_label': '140', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='141\nNational Curriculum Framework for Foundational Stage\n5.2.2 Content for Mathematics\nSimilar to language, content in mathematics can reflect engagement with the local envi-\nronment. Mathematical activities, whether understanding shapes or counting, can be in-\ntegrated with engagement with the natural and human environments.\na. The conceptual content for mathematics in grades 1 and 2, in textbooks and workbooks, \n needs to be embedded within a narrative that is engaging and interesting for children E.g., in \n the illustration below the concept of bigger and smaller is introduced through a simple \n story.\nPhoto 5.2-A: An illustration from Sikkim Mathematics Textbook\nb. The content in textbooks and workbooks should be complemented with appropriate \n manipulatives in the classroom. Counting, shapes, seriation – they all need to be engaged \n with both in the concrete form of manipulatives and through pen and paper.', metadata={'page_label': '141', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='142\nNational Curriculum Framework for Foundational StageTeacher’s Voice 5.2B\nHathira Hathu!\nTo practice adding numbers up to 20, we came up with this game “Hathira Hathu” mean -\ning Near 10. For this, we need a deck of cards numbered from 1-10, set of 10 pebbles for \neach pair of children, few pieces of chalks and a chalkboard. We begin by pairing the \nchildren. Each pair will be given a deck of cards, to be kept face down and a set of 10 \npebbles to do the calculation. Each child will pick up 2 cards. Each of them will add the \nnumbers on the two cards and see which one is closest to 10. For example, Hira picks up \nthe cards 8 and 1, which has a total value of 9. Rohan picks up the cards 6 and 7, which \nhas a total value of 13. Hira would win this round since 9 is closer to 10 than 13. Both of \nthem use the set of pebbles to add and subtract. \nThis activity could be modified to practice different concepts, such as: choosing 3 cards to', metadata={'page_label': '142', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='them use the set of pebbles to add and subtract. \nThis activity could be modified to practice different concepts, such as: choosing 3 cards to \nsee who is closer to the number 30; subtracting the 2 cards to see who is closest to 0.\nc. Worksheets : The primary purpose of worksheets is to provide children with adequate \n practice of mathematical skills and strengthen their learning. This practice should be in a \n meaningful context, and it must focus on specific mathematical tasks. The worksheet should \n have adequate space with clear instructions. \nSample worksheet below:', metadata={'page_label': '142', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='143\nNational Curriculum Framework for Foundational Stage\n5.2.3 Content for Arts\nArt learning experiences are to be planned as activities focused on specific Learning Out -\ncomes and the content is drawn from the local context of the school. The Teacher should be \nattentive to the colours and patterns around the lives of the children in their school and bring in \nthose to the visual arts classroom. Similarly, local forms of singing, tunes, dance, and stories (both \nfolk and contemporary) can be used in the performing arts context of music, movement, and \ntheatre.\nPhoto 5.2-C: Collage Art\n Photo 5.2-B: Rangoli Art', metadata={'page_label': '143', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='144\nNational Curriculum Framework for Foundational Stage5.3 Section 5.3 \n Ways of Organizing Content\nContent for learning in the early years can be organized in many ways with ‘play’ being the pri -\nmary experience of the child. Some of the most commonly used approaches are illustrated below.\n5.3.1 Project-based Approach\nLearning by doing is critical in early education. Projects, especially those involving collab -\noration with peers, enable children to develop a wide range of skills. Children gain knowl-\nedge and skills in learning environments centred around projects, as they are able to work con-\nsistently over a period of time on a specific question, problem or challenge. By their very nature, \nprojects involve flexibility and continuity over a period of time. This in turn allows each child to \nexplore and discover, thereby developing critical thinking and problem-solving. Children also get \nopportunities to collaborate with each other, learn to manage themselves, ask questions, inquire,', metadata={'page_label': '144', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='explore and discover, thereby developing critical thinking and problem-solving. Children also get \nopportunities to collaborate with each other, learn to manage themselves, ask questions, inquire, \nand thereby learn. All these are critical life skills not only for schooling but also later success as \nyoung adults.\nProjects, for this Stage, can be short and simple to be within the grasp of young children. Authen-\nticity is key to project-based learning. Children engage with a real-world context and are allowed \nto pursue their own interests and questions. Sustained, and real-world opportunities are provid -\ned to children for exploration, discovery, and critique, which contribute to their growth and \nlearning.\nThere is no correct or incorrect answer either during the process of doing a project or in its out-\ncomes. The implication is that a child can, without fear of failure, explore their own creative \nthinking. In this way, projects nurture the natural curiosity of children, and allow for exploration', metadata={'page_label': '144', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='comes. The implication is that a child can, without fear of failure, explore their own creative \nthinking. In this way, projects nurture the natural curiosity of children, and allow for exploration \nand discovery. Children’s learning needs are met, while their ideas are valued, and their interests \nand creativity nurtured.\nAn advantage of project work is that it allows students to work with a broad range of content, \ninstead of simply reading about and attempting to memorize content from a textbook. In this \nway, Teachers do not cover the content but rather set up opportunities for students to discover \nand interact with the content and to connect it with any number of disciplines and real-life expe-\nriences. This interaction involves the acquisition and application of skills, discussed later in more \ndetail.\nBy nature, projects are interdisciplinary, involving as many subjects as language arts, social stud-\nies, math, science, art, drama, dance, and health-along with any number of real-life experiences.', metadata={'page_label': '144', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='By nature, projects are interdisciplinary, involving as many subjects as language arts, social stud-\nies, math, science, art, drama, dance, and health-along with any number of real-life experiences. \nIn addition, projects provide occasions to acquire, practice, and apply skills used within academ-\nic disciplines and real-life scenarios.', metadata={'page_label': '144', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='145\nNational Curriculum Framework for Foundational Stage\n5.3.2 Story-based Approach \nEverybody loves a good story, especially children.\nStories are one of the oldest tools of communication. In our culture, stories play a very important \nrole in binding together our families and communities. Stories have been used to talk with chil-\ndren about the world around - nature, animals, people, tell them about the richness of tradition, \nintroduce them to different ways of doing things and engage them in questions of ethics and \nmorality. Stories have also been an effective means of maintaining family and community rela-\ntionships.\nStories are also able to stimulate the attention and the memory of children because of their emo-\ntional connect. Stories play an important role in everyday conversation – different aspects of life \nare communicated through stories. Since most children have already been introduced to stories \nin their home language, their use in school is an effective introduction to new languages in a', metadata={'page_label': '145', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='are communicated through stories. Since most children have already been introduced to stories \nin their home language, their use in school is an effective introduction to new languages in a \nmeaningful context. \nStories, through involving children directly in their learning process, help them build \ntheir own vocabulary. Besides being a rich resource in language learning and teaching, \nstories also introduce the world beyond their immediate experience, thereby helping \nchildren learn much more than words.\nThere is an infinite variety of stories to choose from. At the same time, authentic stories or those \nthat reflect the child’s reality are preferable to adapted stories. These stories not only provide a \nrich source of ‘authentic input’ but are motivating and challenging. It is not necessary for chil-\ndren to understand each word since pictures, gestures and intonation help them understand the \ngist of the story and provide them with a sense of achievement.', metadata={'page_label': '145', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='dren to understand each word since pictures, gestures and intonation help them understand the \ngist of the story and provide them with a sense of achievement.\nStories also serve as a powerful tool for the holistic development of children. They foster \nlanguage learning as well as emotional, social, and intellectual development.\nTeachers can choose from a rich repository of children’s literature, preferably stories in their \nhome language that children are already familiar with, e.g., traditional stories and tales. Other \ngenres include picture books, myths, legends, folktales, fables, poetry, songs, rhymes, alphabet \nand counting books, animal stories, stories with humour, and so on.\nTeachers must carefully consider the aims they want to achieve while planning a story-based \napproach. They must think of possible activities, time required, links across the curriculum, the \nlanguages children speak – these and similar considerations must inform material preparation \nas well as lesson planning.', metadata={'page_label': '145', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='languages children speak – these and similar considerations must inform material preparation \nas well as lesson planning.\nA story-based approach is generally developed on the basis of three phases - pre-story activities, \nactivities while reading a story and post-story activities.\na. The first step is to select stories based on teaching objectives and children’s needs. This \n must be followed by considering as well as brainstorming ideas for activities based on the \n stories, leading to preparation of a lesson plan.\nb. Pre-story reading activities could include the following: Show the cover of the book and the \n title and talk about it, ask children questions on the name of the story and the picture being \n used, ask questions about the story to be read, play small games around the story to be read.', metadata={'page_label': '145', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='146\nNational Curriculum Framework for Foundational Stagec. Activities while reading could include the following: Repeat and mime vocabulary, hold up \n cards, predict what is going to happen next, sequence parts of the story, ask yes/no \n questions, guess the ending.\nd. Post-reading activities could include the following: Choose another title, order pictures or \n sequence events, make a mini-book or poster, read or act out the story, play games around \n the story, sing a song about the story, make puppets/masks, retell the story.\nTeacher’s Voice 5.3A\nUsing Stories \nI teach 3-6-year-olds where stories form an important way of keeping all of them en -\ngaged, build their imagination, vocabulary as well as to convey and have dialogue on \npositive learnings. I select a story based on what children like or a value that I want to \nemphasise and discuss with them. I already have a collection of age-appropriate stories. \nUsually before the class, I plan a pre-story activity for context setting, the story itself', metadata={'page_label': '146', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='emphasise and discuss with them. I already have a collection of age-appropriate stories. \nUsually before the class, I plan a pre-story activity for context setting, the story itself \n(which I sometimes narrate, sometimes play an animated video and sometimes do a role \nplay) and a post-story activity. I also keep in mind the new words they should learn by the \nend of this period. For example, I have already done an activity on animal flash cards in \nmy circle time as pre-story activity. Now, I plan to do the Panchatantra story on the \nelephants and the mice. \nThe story goes like this:\nOnce upon a time there lived a group of mice under a tree peacefully. But once a group of \nelephants came that way and destroyed the homes of all the mice because of which many of \nthem were crushed to death. Then the king of mice decided to approach the elephant chief \nand request him to guide his herd through another route. The elephant king agreed to this', metadata={'page_label': '146', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='them were crushed to death. Then the king of mice decided to approach the elephant chief \nand request him to guide his herd through another route. The elephant king agreed to this \nand took another route to the water. And so, the lives of the mice were saved. One day a \ngroup of elephant-hunters came and trapped many of the elephants in huge nets. Then the \nelephant king suddenly remem-\nbered the king of the mice. He \nsummoned one of the elephants of \nhis herd which had not been \ntrapped, to go and contact the \nking of mice. On listening to the \nelephant, the mice king took his \nentire group of mice and they cut \nopen the nets which trapped the \nelephant herd. So, the elephant \nherd was totally set free. \nA friend in need is a friend \nindeed! \n(Source: YouTube channel - MagicBox English Stories)', metadata={'page_label': '146', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='147\nNational Curriculum Framework for Foundational Stage\nThe new words we focused on were ‘peaceful’, ‘approach’, ‘guide’, ‘summoned’ and a \ndiscussion about friendship. \nAfter the story I initiate a discussion by asking questions such as “what all did you see? \nWhat was happening in the story? What did the elephants do when the mice asked for \nhelp? Why did the elephants help the mice? What did the mice do when elephants asked \nfor help? Why did the mice help elephants? Do you have friends? How many friends do \nyou have? Can you tell us their names? What do you do with your friends?” And so on.\nIn any such activity, I accept all responses, appreciate them without judgement and \nencourage all my children to answer and participate.\nAs a post-story activity, we will create a drawing about ‘My friends’.\n5.3.3 Theme -based Approach \nThe thematic approach is a way of teaching and learning where many areas of the curric -\nulum are connected together and integrated within a theme. Rather than learning differ -', metadata={'page_label': '147', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The thematic approach is a way of teaching and learning where many areas of the curric -\nulum are connected together and integrated within a theme. Rather than learning differ -\nent skills at different points of time or learning different subjects, children are helped to \nmake meaningful connections through a theme and explore different topics or aspects \nwithin the theme.\nA theme is defined as an overarching idea/topic that guides the development of specific learning \nexperiences. Children explore a topic through different modes for a long period of time rather \nthan learning different subjects for shorter periods. We can look at it as the common thread that \nis used to weave learning experiences together.\nChildren explore various aspects of the themes not as isolate discrete concepts but as processes \nthat take place in real life situations. It makes experiences relatable, contextualized and concrete \nfor children. It helps children in developing an integrated understanding about the topic.', metadata={'page_label': '147', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='that take place in real life situations. It makes experiences relatable, contextualized and concrete \nfor children. It helps children in developing an integrated understanding about the topic.\nThe theme provides familiar situations on which new knowledge can be built. Each theme comes \nwith immense possibilities of learning for children. Any event, idea, object, relationship, or expe-\nrience within the theme can be imagined as a base for building a learning experience.\nWithin the theme, children explore topics about themselves, their interests, relationships and \ninteractions with people, objects in the environment. They ask questions to understand these \nbetter, explore, experiment, experience and thus build on their already existing knowledge.\nExamples of some themes are: My Home, My Neighbourhood, My Garden, My School, Market, \nFields and Forests, Hills and Mountains, Rivers and Oceans, Vehicles. All themes have sub-themes \nwithin them so that children can explore different aspects within themes.', metadata={'page_label': '147', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Fields and Forests, Hills and Mountains, Rivers and Oceans, Vehicles. All themes have sub-themes \nwithin them so that children can explore different aspects within themes.\na. Children are at the centre of the themes. When the focus is on children, the curriculum as \n well as the Teacher will focus on helping children connect learning experiences to their life.\nb. Knowledge and learning will not hang in isolation but will be connected to children’s \n everyday life experiences.', metadata={'page_label': '147', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='148\nNational Curriculum Framework for Foundational Stagec. The diversity of contexts and children’s personal experiences is integral to planning the \n learning experiences within the themes.\nd. The process is more significant than the product in this learning journey.\ne. The role of the Teacher is that of a facilitator who mediates the process of learning. Some \n experiences may emerge out of children’s interests and are facilitated by Teachers. Other \n experiences may be Teacher-initiated with enough opportunities of decision-making and \n exploration for children. Children and Teacher have the creative freedom to explore various \n ideas/strands within the sub-themes.\nThe theme and the sub-themes provide a concrete base for children to make sense of experiences \nso that they can make connections/generalizations to other experiences and eventually build on \nmore abstract ideas. Children develop new concepts, practice new skills, build dispositions and \nhave emotional experiences in each sub-theme.', metadata={'page_label': '148', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='more abstract ideas. Children develop new concepts, practice new skills, build dispositions and \nhave emotional experiences in each sub-theme.\nBox 5.3A\nTheme: Home\nSub-theme: What is happening in the kitchen?\nYoung children are quite fascinated by the kitchen. The smell of the food, the different \nutensils and the cooking processes attract them. Often parents or grandparents will talk to \nchildren in the kitchen area as they to cook the food. A lot of sharing happens around the \nkitchen area. So, we see that the kitchen is already a meaningful space for children.\nThey are learning a lot of things too. They learn about the physical properties of different \nobjects in the kitchen- using all their senses to gain knowledge about these objects. The \napply different skills to draw relationships between the objects like using skills of seriation \nto place spoons from biggest to smallest or categorize the different food items. While doing', metadata={'page_label': '148', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='apply different skills to draw relationships between the objects like using skills of seriation \nto place spoons from biggest to smallest or categorize the different food items. While doing \nso they are also building scientific and mathematical concepts through inquiry and experi-\nmentation.\nThey also learn about and question gender roles through concrete experience of how these \ncooking and caring roles are taken up in their families. They are also building dispositions \nand are relating to these experiences emotionally.', metadata={'page_label': '148', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='149\nNational Curriculum Framework for Foundational Stage\n5.3.4 Eclectic Approaches \nAll the above approaches have different strengths. We do not recommend a single, specif-\nic approach for the early years. It is left to schools and Teachers to choose the right kind of \napproach to design content for learning depending on their context and needs.\nSchools and Teachers often use specific approaches to organizing content for a specific set of \ncompetencies. Learning experiences can also be planned for individual learning outcomes with \na specific combination of content, pedagogy, and assessment which does not fit into any specific \n‘approach.’. While this kind of planning has a risk of appearing incoherent, a well-designed se -\nquence of learning experiences without adhering to any specific approach can be equally engag-\ning and effective in achieving Learning Outcomes.', metadata={'page_label': '149', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='150\nNational Curriculum Framework for Foundational Stage5.4 Section 5.4 \n Teaching-Learning Materials (TLM)\na. Children in the Foundational Stage are more engaged in learning when they use \n multiple senses and actively use their hands. From simple toys for play to specific \n manipulatives for counting and numeracy, a variety of TLM is essential in this Stage \n Books in general, and children’s literature in particular, are mandatory to make early \n childhood learning environments print rich and promote the excitement of reading. As \n children grow, use of workbooks and worksheets are also appropriate. Some of the \n important principles for the choice of TLM are:\nb. Material chosen should be attractive and safe to use by children of this age group. Since \n 3-year-olds put things in their mouth, it is important that the materials and colours are \n appropriately chosen and do not have components or paint that can be toxic.', metadata={'page_label': '150', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='3-year-olds put things in their mouth, it is important that the materials and colours are \n appropriately chosen and do not have components or paint that can be toxic.\nc. Material chosen should provide adequate opportunities for the children to explore and \n experiment with curiosity. Durable and well-made material would allow ‘rough’ use and still \n be available for future use.\nd. Material chosen should be preferably locally made or locally available. This would allow for \n easy replacement.\ne. The mix of TLM should include materials purchased, materials locally made, materials made \n by Teachers and even materials made by children.\nAlong with materials, books play a very important role in developing language and litera-\ncy. Having a small but good collection of children’s literature completes the TLM set for \nthe Foundational Stage.\n5.4.1 Materials that can be prepared by Teachers\nMost of the TLM required for the Foundational Stage can be made using locally available and', metadata={'page_label': '150', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the Foundational Stage.\n5.4.1 Materials that can be prepared by Teachers\nMost of the TLM required for the Foundational Stage can be made using locally available and \nlow-cost materials. Teachers should develop capacities for creating simple TLMs from lo-\ncally available materials. Cardboards, straws, packaging material, old clothes, bottle caps/\nseeds/pebbles (for counting), match sticks (with chemicals removed), old tires, plastic bottles, \nand containers (for measuring), coconut shells, used paper, used egg cartons (for sorting) all \nbecome sources for developing TLMs.\n5.4.2 Materials that can be prepared by Children\nChildren can make simple TLMs as part of their art and craft work. Teachers can bring used fab -\nric to make soft cloth balls, puppets, and toys for play. Making simple toys, puzzles and board \ngames can be very engaging activities for young children and they can employ all domains \nof development in designing and creating these materials.', metadata={'page_label': '150', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='151\nNational Curriculum Framework for Foundational Stage\n5.4.3 Materials that can be purchased from the market\nSome of the TLM are made of materials that might not be locally available. They might require \nmore sophisticated tools and equipment to produce. These materials can be procured from the \nmarket. An illustrative list of such material is given below:\nTable 5.4A\nBuilding block set (basic shapes that vary in colour, size, and thickness)\nColourful beads and wires Modelling materials (e.g., dough, clay)\nLacing board Balls of varying sizes\nSimple puzzles (e.g., jigsaw puzzle, colour puzzle, body parts puzzle and shape puzzle)\nMagnifying glass Magnets of varying strength\nDot and number dominoes Alphabet and number cards\nPicture cards or flash cards Picture books with one or two text lines\nStory books Dafli or small drum\nPicture conversation chart Soft toys (e.g., dolls)\nKitchen set Doctor set\nModel fruits and vegetables Plastic balance scale\nMeasuring cups of various sizes Mats\nPaste, Glue, Tape Ropes', metadata={'page_label': '151', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Picture conversation chart Soft toys (e.g., dolls)\nKitchen set Doctor set\nModel fruits and vegetables Plastic balance scale\nMeasuring cups of various sizes Mats\nPaste, Glue, Tape Ropes\nBlunt scissors\nVariety of containers (e.g., bowls, buckets, jugs)\nVariety of tools (e.g., spoons, funnels, measuring cups, spoons/cups, paint brushes)\nVariety of paper (e.g., newsprint, glazed, recycled paper)\nCrayons, markers, coloured pencils, coloured chalk\n5.4.4 Mathematics TLM for Grades 1 and 2 \nHere are some basic TLM that are simple to make with locally available materials. These materi -\nals make learning mathematics a more concrete experience for children.', metadata={'page_label': '151', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='152\nNational Curriculum Framework for Foundational StageCounters: Can be anything that can be counted – pebbles, seeds, but -\ntons, legumes, grains, pulses, beads. \nEven simple counters can be made using used cardboard packing \nmaterials\nBundle-sticks: Bundle and sticks can be made with any sticks of \nroughly the same size. Twigs, straw, hay, coconut broom sticks (cut \nto roughly 10 cm long pieces), toothpicks, dried up sketch pens - all \nthese can be used along with rubber bands to make bundles. It is \nimportant that these are introduced when children are learning \nnumbers from 0-100 and that they get a lot of practice of making \nbundles of 10 sticks. 10 bundles can be combined to make a bigger \nbundle of 100. These are fundamental for the understanding of \nplace value (decimal or base-10 system) and can be used to com-\npare numbers as well. They are also very useful in understanding \nthe standard algorithms for addition and subtraction. \nGanitmala: 100-beads Mala in 2 colours for learning whole numbers', metadata={'page_label': '152', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='pare numbers as well. They are also very useful in understanding \nthe standard algorithms for addition and subtraction. \nGanitmala: 100-beads Mala in 2 colours for learning whole numbers \nand operations (and more) can be extended to a Mala in 4 colours \nfor integers.\nArrowcards: Numeral cards that help in understanding place-value.\nFlats-Longs-Units: 2D base 10 materials for whole numbers.\nShapes Cut-outs: Geometrical shapes cut out of cardboard help in \ndeveloping an understanding of shapes.\nStraw Models: Models for angles and polygons.', metadata={'page_label': '152', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='153\nNational Curriculum Framework for Foundational Stage\nPolyominoes: This is a popular puzzle where each piece is made of \nidentical square(s) and can be used in different ways\n5.4.5 Library and Children’s Literature\nThe idea of a library, a space for a collection of books, for browsing through the books and read-\ning books is essential in the Indian context where the culture of reading texts from books is still \nemerging. A big challenge in learning to read is the motivation and libraries, and easily accessible \nchildren’s literature are one part of the solution to generate this motivation and interest in read-\ning.\nA library is not merely a collection of books. An attractive display of books captures children’s \nattention and changing this display periodically is essential for the library to be an active place \nfor reading.\nThe library should not just be seen as a storage space for books, rather as an active environment', metadata={'page_label': '153', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='for reading.\nThe library should not just be seen as a storage space for books, rather as an active environment \nfor engagement with books. Read-alouds and other engagements with texts is best done in a li-\nbrary environment. Teachers and other adults can also model reading behaviour in the libraries.\nChildren should be encouraged to “borrow” books from the library, take them home and bring \nthem back in time to return them to the library.\nIf the school has space for a library, the Teacher should ensure that the classroom displays give \naccess to good quality children’s literature. This can be done by periodically ‘borrowing’ books \nfrom the library and placing them in the classroom. Where schools don’t have enough space for \na separate library, reading corners can be set up within classroom environments.\nBox 5.4A\nPanchatantra\nThere is something to learn from every Panchatantra story! The great scholar, Vishnu \nSharma, wrote the Panchatantra tales a very, very long time ago to teach four princes, the', metadata={'page_label': '153', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Box 5.4A\nPanchatantra\nThere is something to learn from every Panchatantra story! The great scholar, Vishnu \nSharma, wrote the Panchatantra tales a very, very long time ago to teach four princes, the \nwisdom for life.\nA collection of beautiful interwoven fables, magical tales and animal stories, the Panchatan-\ntra has enchanted young and old over centuries. These fables have stood the test of time and \nare pertinent even today.\nThe Panchatantra found their way outside India through oral folklore and by way of trans-\nlations. They substantially influenced other writers of fables across the world. It is also one \nof India’s most influential contributions to world literature.', metadata={'page_label': '153', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='154\nNational Curriculum Framework for Foundational StageIndia has a diverse and rich tradition of folklore and local legends. These can be translated into \nhigh quality children’s literature and made available in different languages\nGraded readers, from simple picture books to books with short paragraphs on each page (along \nwith pictures), is appropriate for this Stage. Books in both L1 and L2 should be in the list along \nwith books in other languages, particularly home languages of children which may be different \nfrom L1 and L2. Books written in different dialects of languages would also promote the idea of \nlinguistic diversity and give legitimacy and dignity to all forms of language use.\nAlong with print books, audio books, and books that engage with the tactile abilities of young \nchildren make books more accessible to diverse learners.\n5.4.6 Usage Culture\nAs important as stocking of materials and books in the school, adequate attention needs to be', metadata={'page_label': '154', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children make books more accessible to diverse learners.\n5.4.6 Usage Culture\nAs important as stocking of materials and books in the school, adequate attention needs to be \ngiven to the culture of care and maintenance in use of these materials. Teachers should see this \nas part of their pedagogic practice and model careful use of material. Schools often swing from \nlocking up material to careless use of material, in both cases the children are left with no materi -\nal to work with meaningfully. A culture of care and responsibility in using and sharing material \nshould be seen as an essential Learning Outcome for this Stage. These habits form early and are \ncarried through the later Stages of schooling.\nLibrary books when borrowed and taken home should be returned by the due date and in good \ncondition. Equally important to this usage culture is the actual and effective use of TLMs in the \nclassroom.\n5.4.7 Technology, Digital and Audio-Visual Material \na. How should Technology be used at this Stage?', metadata={'page_label': '154', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='classroom.\n5.4.7 Technology, Digital and Audio-Visual Material \na. How should Technology be used at this Stage?\ni. Ena bling access to a diverse range of content and material that is contextual for \nthe child, age-appropriate, and in a range of languages, and materials.\nii. Enabling access to content in diverse forms, spaces, and formats to ensure \nequitable access and to ensure inclusion of Divyang children.\niii. Ensuring that the key focus of the material would be to create an enjoyable \nexperience for the learner and feed the child’s innate curiosity and agency.\niv. Supporting the capability development of Teachers, parents, and the community. \nb. Diversity in Content, Formats, and Access\ni. Diverse formats of content for multimodal access\n1) Audio - will enhance listening skills and aid language development.\n2) Video - visuals are engaging and content with subtitles will enhance language \nacquisition; video content in sign language will ensure wider access.\n3) Text in accessible digital formats.', metadata={'page_label': '154', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='2) Video - visuals are engaging and content with subtitles will enhance language \nacquisition; video content in sign language will ensure wider access.\n3) Text in accessible digital formats.\n4) Text with images (e.g., picture books)\n5) Interactive content (e.g., games, puzzles, quizzes)', metadata={'page_label': '154', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='155\nNational Curriculum Framework for Foundational Stage\n6) Augmented Reality/Virtual Reality-based content, which can give children and adults \na virtual experience of an event, place, or experience that is difficult to experience \ne.g., inside the human body, on the surface of the moon, under the ocean\nii. Multi-Modal access\n1) Radio, loudspeaker\n2) TV, projectors\n3) Interactive Voice Response (IVR) - messaging services\n4) Smartphones (audio, video, text, and interactive content)\n5) Tablets (audio, video, text, and interactive content)\n6) Computers/Laptops (audio, video, text, and interactive content)\n7) Smartboards (audio, video, text, and interactive content)\n8) Assistive technologies \nc. What could be the different types of Technology based TLM?\ni. Content repositories - enabling wide and diverse access\n1) Age-appropriate and relatable audio content as distinct from video content and \naudio-visual content will be a useful aid for educators, parents, and the community.', metadata={'page_label': '155', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='1) Age-appropriate and relatable audio content as distinct from video content and \naudio-visual content will be a useful aid for educators, parents, and the community. \nThey should be made accessible to Balvatikas, Anganwadis, and schools.\n2) Unfamiliar ideas (e.g., dinosaurs, planets, or introducing the ocean to children living \nin the desert or vis-a-versa) explained simply in an entertaining manner will help \nbuild vocabulary and background knowledge in children which they can carry as \nthey move along in their learning journey.\n3) Themes such as family, animals, the universe and planets, food, natural elements, and \nseveral others may be explored.\n4) Listening to a story a day or watching a video together and talking about the same \nwill be able to generate lively interactions among children.\n5) The Teacher or parent having access to a range of story books digitally will enable \nthem to “read aloud” to their children; especially for those parents who may be', metadata={'page_label': '155', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='5) The Teacher or parent having access to a range of story books digitally will enable \nthem to “read aloud” to their children; especially for those parents who may be \nunfamiliar with the language of instruction or not fluent in reading.\n6) In addition to digital puzzles and games, using videos on “how to play” diverse games \nbe it sorting, counting, or physical games indoors and outdoors are greatly beneficial \nfor the mind and body of little children.\n7) Content to develop digital literacy among children which is age appropriate without \noverexposure to screen time or undermining the central role of the Teacher.\nii. Leveraging digital infrastructure and platforms\n1) Sourcing content through ecosystem contributions: The vibrant ecosystem of content \ncreators may be encouraged to contribute content for children, teachers, parents, \nand the community by using NDEAR (ndear.gov.in) and VidyaDaan (vdn.diksha.gov.\nin) capabilities. Through these platforms, teachers have ready access to a variety of', metadata={'page_label': '155', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and the community by using NDEAR (ndear.gov.in) and VidyaDaan (vdn.diksha.gov.\nin) capabilities. Through these platforms, teachers have ready access to a variety of \ncontent in different formats. They can use digital material judiciously based on the \nneeds of their classroom.', metadata={'page_label': '155', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='156\nNational Curriculum Framework for Foundational Stage2) ‘Energizing’ Teacher and student material using QR codes for ease of access to \ncontextual curriculum-linked content. Leveraging QR codes also ensures that content \nlinked can be updated/modified at any point in time.\n3) Technology in multilingual situations, assist teachers so that they can take care of \neach child’s need to be engaged in their mother tongue. Bhashini (https:// bhashini.\ngov.in/en/ and ULCA (https://bhashini.gov.in/ulca) programs can be leveraged for \nthe translation of TLM in local/regional languages.\niii. Digital infotainment for children\n1) Recognising the reality that children of all ages and backgrounds have become \nconsumers of digital content and users of the internet, responsible creation of \ncontent even for entertainment purposes is essential. It is also an opportunity to \ninvest in and develop quality materials catering to the diverse needs of children', metadata={'page_label': '156', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='content even for entertainment purposes is essential. It is also an opportunity to \ninvest in and develop quality materials catering to the diverse needs of children \nacross the country. Songs, rhymes, riddles, puzzles, stories, movies, short films, and \nanimation series are much needed in the early years.\n2) TV and OTT shows have been educational and entertaining for children. There have \nbeen examples of specific channels and programming for early years in many parts of \nthe world. India with its vast entertainment and creative talent could generate \nunparalleled materials in many languages based on scientific knowledge of the \ndevelopment of children in the early years.\n3) Radio - public broadcast media, as well as community radio initiatives, could be very \npowerful allies to distribute content for early years children.\n4) The Internet - children can have access to devices even for a short while using \nvarious forums to seek content for their entertainment. Generating bite-sized', metadata={'page_label': '156', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='4) The Internet - children can have access to devices even for a short while using \nvarious forums to seek content for their entertainment. Generating bite-sized \nmaterials such as the 90-second stories are useful and can be easily shared on social \nmedia or content sharing applications.\n5) A story being read aloud from a picture book or even access to an audiobook would \nbe highly beneficial. While reading aloud is ideal in person, having access to a video \nof stories read aloud by an expert narrator would be just as beneficial. The ecosystem \nof publishers of books and content for children in the early years must be \nencouraged to develop and generate content on such ideas.\n6) Tools in the form of apps for children to help them read along, access free digital \nbooks, and puzzles and games would be beneficial for cognitive development.\nd. Technology for Inclusive Access (Divyang)\ni. Digital Content: All digital content must be accessible, inclusive, and usable. Usability in', metadata={'page_label': '156', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='d. Technology for Inclusive Access (Divyang)\ni. Digital Content: All digital content must be accessible, inclusive, and usable. Usability in \ntech solutions must receive specific focus and attention. The need for developing \nlanguage and numeracy skills for all Divyang children using any digital means for \nlearning is critical.\nii. Tools designed in accessible formats to quickly sense many words a child knows to \nidentify and read; or a tool to assess the reading level and numeracy level of a hearing- \nimpaired child available digitally to teachers could enable action and remediation. Often \nscreening and assessment tools are not designed for children with special needs', metadata={'page_label': '156', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='157\nNational Curriculum Framework for Foundational Stage\niii. Platforms to encourage the creation and curation of content must be representative \nof children of all kinds. Stories, songs, poems, and plays created digitally with the \nrepresentation of Divyang children are required so as to counter marginalization or the \nlack of relatability.\niv. Specially curated e-content to address the learning needs of Divyang students should \nbe available on audio, video, ISL, and other digital formats like Epub, Flip Books, \ninteractive, Digitally Accessible Information System (DAISY), etc.\ne. Cautions in using Digital Technology in ECCE\nDigital Rights of Children: Equity requires that every child have the right to and access to \nparticipation and use of technology. A balanced approach between protection and participa-\ntion must be ensured. Children have the right to information, freedom, and privacy, and the \nright to be protected from abuse and harm. The principles of non-discrimination in enabling', metadata={'page_label': '157', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='tion must be ensured. Children have the right to information, freedom, and privacy, and the \nright to be protected from abuse and harm. The principles of non-discrimination in enabling \naccess to digital environments, while at the same time ensuring their protection of privacy, \nsafety, and protection from abuse. The UN commission on the Rights of the Child adopted \nGeneral Comment 25 on the digital rights of children in 2021 and issued the following guid-\nance. There are four principles for children’s rights:\ni. Non-discrimination: Children must be protected from discrimination and treated fairly, \nwhomever they are.\nii. Survival and development: Children must be supported to grow up into what they \nwant to be without harmful interference. In this context, the privacy and use of data of \nchildren must be handled with care.\niii. Best interest of the child: When making any decision, adults — including governments \nand businesses — must do what is best for children rather than themselves.', metadata={'page_label': '157', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='iii. Best interest of the child: When making any decision, adults — including governments \nand businesses — must do what is best for children rather than themselves.\niv. Respect for children’s views: Children have opinions that must be taken into account \nin all things they care about.\nf. As recommended by UNICEF1 & Acknowledged in NDEAR\n“In a digital world, where their actions and interactions could impact them into adulthood, \nthe duty to protect children is that of governments, private organizations, and civil society\ni. Children have the right to privacy and the protection of their personal data.\nii. Children have the right to freedom of expression and access to information from a \ndiversity of sources.\niii. Children have the right not to be subjected to attacks on their reputations.\niv. Children’s privacy and freedom of expression should be protected and respected in \naccordance with their evolving capacities.\nv. Children have the right to access remedies for violations and abuses of their rights to', metadata={'page_label': '157', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='accordance with their evolving capacities.\nv. Children have the right to access remedies for violations and abuses of their rights to \nprivacy and free expression, and attacks on their reputation.”\n1 India’s data protection bill and laws related to the protection of children contain principles that must be applied in the digital \ncontext as well. Children have to be protected from tracking, tracing and in the context of education, labelling and discrimination.', metadata={'page_label': '157', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='158\nNational Curriculum Framework for Foundational Stageg. Other Concerns\nSeveral concerns have also been raised about the time children spend using digital technology \nand its effect on their physical activity and mental health. Evidence suggests moderate and \ncontrolled use of digital technology can be beneficial to children’s mental wellbeing, whereas \nexcessive use can be detrimental.', metadata={'page_label': '158', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='159\nNational Curriculum Framework for Foundational Stage\n5.5 Section 5.5 \n Books and Textbooks\nChildren at the Foundational Stage need to engage with texts in a variety of forms (e.g., picture \nbooks, storybooks, graded readers, and worksheets). However, given the current ground reali-\nties, Teachers in Grades 1 and 2 are more familiar with the idea of using textbooks. Textbooks \nmay be developed for Grades 1 and 2, but in accordance with the pedagogical ideas of this NCF, \nthey must be completely different in their imagination and usage. This Section describes the \ndevelopment and use of all kinds of books including textbooks appropriate for the Foundational \nStage.\n5.5.1 Children’s Books\nThe previous section talked about the relevance of concrete materials in the form of toys and \nother manipulatives that is essential for a classroom environment in the Foundational Stage. It is \nequally important to give children access to a variety of books and other reading material. The', metadata={'page_label': '159', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='other manipulatives that is essential for a classroom environment in the Foundational Stage. It is \nequally important to give children access to a variety of books and other reading material. The \nwealth of human heritage is captured in books, and it is an important function of school educa-\ntion to encourage young children to enter this world. As mentioned in Section 4.5, good quality \nchildren’s literature plays a very important role in the language and literacy development of the \nchild.\nA wide variety of books that are appropriate for all children including 3-year-olds should be \nmade available to schools. Large picture books, colourful graded readers, books with engaging \nstories and poems, all these would make reading books an exciting and engaging experience for \nchildren. Our country has a rich heritage of stories, folklores and legends that vary from region \nto region. These stories need to be translated into all languages and good children’s literature', metadata={'page_label': '159', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children. Our country has a rich heritage of stories, folklores and legends that vary from region \nto region. These stories need to be translated into all languages and good children’s literature \ncan be produced from these sources and be made available to all.\nWell-designed bilingual books can be used to promote competencies in multiple languages. Bi-\nlingual texts have been useful in certain contexts when Teachers have the capacities to use them \neffectively. \nBy making a variety of books available in schools, a sense and taste of sahitya can be encouraged \nin young minds.\n5.5.2 Importance of Textbooks for Children Aged 6-8 years\nNEP 2020 has made specific recommendation regarding textbooks. NEP 2020 (4.31) states that \n‘the reduction in content and increased flexibility of school curriculum - and the renewed em-\nphasis on constructive rather than rote learning - must be accompanied by parallel changes in \nschool textbooks. All textbooks shall aim to contain the essential core material (together with', metadata={'page_label': '159', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='phasis on constructive rather than rote learning - must be accompanied by parallel changes in \nschool textbooks. All textbooks shall aim to contain the essential core material (together with \ndiscussion, analysis, examples, and applications) deemed important on a national level, but at \nthe same time contain any desired nuances and supplementary material as per local contexts \nand needs. Where possible, schools and Teachers will also have choices in the textbooks they \nemploy – from among a set of textbooks that contain the requisite national and local material - so \nthat they may teach in a manner that is best suited to their own pedagogical styles as well as to \ntheir students and communities’ needs.’', metadata={'page_label': '159', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='160\nNational Curriculum Framework for Foundational StageThe role of textbooks for the Foundational \nStage must be very clear:\na. In the first three years of the Foundational \n Stage, for ages 3 to 6, there should not be \n any prescribed textbooks for the children. \n The learning environment, the TLMs and, \n where appropriate, simple worksheets are \n more than sufficient for meeting the \n curricular goals and pedagogical needs. \n Children in this age group should not be \n burdened with textbooks. While \n textbooks might be inappropriate for \n children of ages 3 to 6, activity books \n can guide Teachers to sequence activities and learning experiences. Syllabus \n developers can develop such books along with handbooks for Teachers to plan and organize \n classroom experiences for this age group.\nb. In the last two years of the Foundational Stage, for ages 6 to 8, simple and attractive \n textbooks can be considered. Textbooks for this Stage should not only contain content', metadata={'page_label': '160', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='b. In the last two years of the Foundational Stage, for ages 6 to 8, simple and attractive \n textbooks can be considered. Textbooks for this Stage should not only contain content \n for classroom instruction but also act as workbooks to give opportunities for children to \n work on their own and also as a record of their work.\nc. Utmost care needs to be taken to ensure that the content and activities in the \n classroom are not limited only to what the textbook contains. Particularly for language \n and literacy development, a wide variety of sources of text, including good children’s \n literature, needs to be brought into the classroom. Teachers should supplement the textbook \n with worksheets where necessary and appropriate.\nd. Textbooks can be appropriately augmented with digital and audio-visual material references \n through appropriate QR codes.\nWell-designed textbooks play a critical role in providing the Teacher direction for classroom', metadata={'page_label': '160', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='through appropriate QR codes.\nWell-designed textbooks play a critical role in providing the Teacher direction for classroom \nprocesses – the content in focus, pedagogy, and assessment. Areas for further exploration can \nalso be indicated in textbooks. While providing Teachers the scope to use material of their choice \n(and this can be indicated in the textbook as well), they help the Teacher by providing a ready \nresource for organizing sequential, coherent, and meaningful learning experiences so as to \nachieve the expected learning outcomes.\nTextbooks are often the only books many children will engage with. Their understanding of the \nworld beyond their immediate surroundings is built through the illustrations in the textbooks, \nthe activities and assessments introduce them to the expectations from them, and the content of \nthe textbook, as well as the language it uses, motivates them.\nGiven their centrality to the work of the Teacher and the learning of children, textbooks are often', metadata={'page_label': '160', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the textbook, as well as the language it uses, motivates them.\nGiven their centrality to the work of the Teacher and the learning of children, textbooks are often \nthe means for bringing about change in classrooms. This is even more so when we consider that \ntextbooks are an important medium through which the Aims of Education, Curricular Goals, \nCompetencies, Learning Outcomes, principles related to pedagogy, content and as articulated in \nthis NCF are translated into classroom processes.\nWith a shift of focus towards Competencies, the textbooks should also reflect coherent mapping \nof content towards enabling achievement of specific Competencies.', metadata={'page_label': '160', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='161\nNational Curriculum Framework for Foundational Stage\n5.5.3 Principles for Textbook Design\nThe following principles for textbook design are a useful guide to textbook development.[12]\na. Curriculum Principle : The textbook should be designed specifically to achieve the \n Competencies as articulated for the Foundational Stage. Textbook developers and designers \n should not only be aware of the competencies of the particular domain or subject area for \n which the textbook is being developed, but also of the Competencies for the whole Stage. \n This would allow them to bring in horizontal connections across the domains in the \n Foundational Stage.\nb. Discipline Principle: Textbook developers should have sound knowledge of applied \n linguistics and mathematics. The content and sequence included in the textbook should be \n careful not to contradict some of the core principles of these disciplines.\nc. Pedagogy Principle : Textbook developers need to have a clear understanding of the', metadata={'page_label': '161', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='careful not to contradict some of the core principles of these disciplines.\nc. Pedagogy Principle : Textbook developers need to have a clear understanding of the \n pedagogy that is appropriate for the Competency and content (e.g., in language the balanced \n approach of including oral language, phonics and word solving instruction and meaning \n making needs to be incorporated all together). \nd. Technology Principle: Textbook developers should be aware of the current technology and \n audio-visual materials available for enhancing the learning experience of children. Activities \n that involve digital technology and references to external material should be embedded \n appropriately in the textbook.\ne. Context Principle: The local context and environment of the child should be a very \n important consideration for choice of content in the textbook. Moving from the familiar to \n unfamiliar is an important aspect of learning and the textbook should contain a balance of', metadata={'page_label': '161', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='important consideration for choice of content in the textbook. Moving from the familiar to \n unfamiliar is an important aspect of learning and the textbook should contain a balance of \n both familiar contexts that is a comfort for the children and unfamiliar contexts that should \n generate curiosity and challenge to their thoughts and preferences.\nf. Presentation Principle: The textbooks need to be attractive and should grab the attention \n of young children. For the Foundational Stage, the balance between visual material and text \n should be tilted towards visual materials. The colour schemes and design themes should be \n attractive and \n consistent. The fonts \n and size of text material \n should be both visible \n and least confusing for \n young children to \n decode.\ng. Diversity and \n Inclusion : In the Indian \n context, it is important \n to maintain diversity \n and inclusion as an \n important principle in \n the choice of content \n for textbooks. Even \n within States', metadata={'page_label': '161', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Inclusion : In the Indian \n context, it is important \n to maintain diversity \n and inclusion as an \n important principle in \n the choice of content \n for textbooks. Even \n within States \nPhoto 5.5A: Source- Sikkim EVS Textbook for Grade 2', metadata={'page_label': '161', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='162\nNational Curriculum Framework for Foundational Stage there are regional variations and these need to find adequate representation in textbooks. \n Balanced gender and community representation (e.g., through use of stories, characters, \n pictures) must be ensured. \n5.5.4 Process for Textbook Development\nApplying the principles of textbook development, the process could be the following:\na. Creation of a syllabus document – Drawing from the guiding principles of the curriculum, \n stated Competencies, Learning Outcomes; nature, pedagogy and assessment of a subject; the \n syllabus document could include the objectives of teaching the subject, approach to the \n content to be included (concept or theme), structure of the syllabus document (as questions, \n key concepts, suggested strategies or activities), choosing content that is cognitively and \n socio-culturally relevant. The syllabus document could also use literature from research', metadata={'page_label': '162', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='key concepts, suggested strategies or activities), choosing content that is cognitively and \n socio-culturally relevant. The syllabus document could also use literature from research \n studies, policy papers, Teacher experiences, subject matter expert opinions for deciding the \n extent and depth of the content.\nb. Panel of textbook writers, reviewers, and designers/illustrators - The people involved \n in textbook development could be: \ni. Textbook writers and reviewers – Teachers must be part of this group – others could \ninclude subject experts, university faculty and research scholars.\nii. Designers/Illustrators – People/organisations that have both design understanding \nand understanding of the local context, preferably local experts and should be involved \nfrom the start of the process.\niii. Technical expert – A lot of content that complements the textbook can be made \navailable through digital media. It is important for the technical expert to be part of the', metadata={'page_label': '162', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='iii. Technical expert – A lot of content that complements the textbook can be made \navailable through digital media. It is important for the technical expert to be part of the \ntextbook development team from the start - media content should not be an \nafterthought.\nThe group should work together from the beginning to create a common understanding of the \nprocess and be open to feedback, suggestions, and multiple iterations of the textbook.\nc. Choice of content, pedagogy, and assessment – The topics/themes chosen would need to \n include the context of the learner (including previous experiences, language) and scope for \n further exploration. For example, in Kumaon this popular lullaby could be used in \n classrooms to initiate conversation. \nGhughuti basuti\nKya khandi\nDudh bhati?\nKe unda kansey thakuli!\nKu deli\nBwey meri!Dove is cooing\nWhat will you eat?\nMilk and rice?\nIn a platter of bronze!\nWho will serve it?\nMy mother!', metadata={'page_label': '162', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Ghughuti basuti\nKya khandi\nDudh bhati?\nKe unda kansey thakuli!\nKu deli\nBwey meri!Dove is cooing\nWhat will you eat?\nMilk and rice?\nIn a platter of bronze!\nWho will serve it?\nMy mother!\n The content at each Grade should be a precursor to the next. It is essential to ensure an \n alignment of the pedagogy and assessment with the content and the Learning Outcomes.', metadata={'page_label': '162', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='163\nNational Curriculum Framework for Foundational Stage\nd. Structure of the textbook and language used – Considering that the textbook is an \n important point of connect between the Teacher and the child, it would need to be useful for \n both. Apart from the content, the textbook could include a note to Teachers and parents, \n Teacher notes that guide the Teacher towards the suggested pedagogy and Teacher pages \n that provide a brief overview of each textbook chapter, the pedagogic style and assessment \n opportunities with specific examples.\ne. Presentation and design – The presentation of a textbook relies on the font size, images, \n sketches, the colours used, and on the amalgamation of the three e.g., textual content in the \n early Grades may be limited with a large number of images. Font size should be large, and \n the illustrations used should be sensitive and inclusive. The language used would need to be \n Grade-appropriate and relevant to the subject.', metadata={'page_label': '163', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the illustrations used should be sensitive and inclusive. The language used would need to be \n Grade-appropriate and relevant to the subject.\nf. Writing, review, and pilot run – The writing of a textbook needs sufficient time, regular \n peer reviews and panel reviews. Regular sittings with the illustrators to define and reiterate \n the requirement of the content being worked on is necessary. This adds to the rigour of \n textbook creation and assists in avoiding repetitions in text, images, ideas across subjects as \n the illustrators work with all the writers. \n The review provided would need to be constructive and encouraging. The feedback should \n include suggestions and alternative ideas. The writers should be open to multiple iterations \n and be cognizant of the principles of writing content. The review process must be done \n chapter wise and then for the textbook as a whole. Meticulous proof reading of the textbook \n is essential and contributes to their quality.', metadata={'page_label': '163', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='chapter wise and then for the textbook as a whole. Meticulous proof reading of the textbook \n is essential and contributes to their quality. \n Selected schools must be identified for the pilot run of the textbooks. During the pilot run of \n the textbooks, the writers must visit schools and schedule classroom observations, \n conversations with Teachers, children, parents, and receive feedback about the textbook.\ng. Teacher orientation to the textbooks - There must be provision for Teacher orientation on \n the genesis of the textbook, its rationale, the approach to pedagogy and assessment to \n ensure its appropriate use in the classroom. This orientation must be followed up through \n school visits, webinars, sharing of best practices and regular interactions with the Teachers \n to understand the challenges being faced in the use of the textbooks.\n5.5.5 Textbooks and Assessments\nThe textbook must provide Teachers with concrete ways of integrating assessment with teach-', metadata={'page_label': '163', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='to understand the challenges being faced in the use of the textbooks.\n5.5.5 Textbooks and Assessments\nThe textbook must provide Teachers with concrete ways of integrating assessment with teach-\ning-learning. A few possible ideas that could guide such assessment exercises in the textbook are \nlisted below:\na. The textbook should explicitly state the Competencies and Learning Outcomes that are \n meant to be achieved through the entire book, and the respective chapters. If needed, these \n outcomes can be simplified and presented in an easy-to-read manner for Teachers and \n parents.\nb. Multiple opportunities can be provided in the textbook for the Teacher to assess learning. \n These could be in the form of questions and assessments tasks.', metadata={'page_label': '163', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='164\nNational Curriculum Framework for Foundational Stagec. Assessment exercises could be interspersed throughout the textbook. Guidelines for \n conducting these exercises and suggested assessment tools and rubrics could be provided in \n the textbooks.\nd. Providing timely, credible, and individualized feedback is a key component of effective \n assessments. Within the textbook, prompts and cues can be provided for Teachers to provide \n feedback on specific assessment tasks.\ne. Worksheets and activity sheets comprising simple exercises that children can do \n independently, usually accompanied by attractive visuals are of particular help not only in \n assessment but also learning.\n5.5.6 Teacher Support for Meaningful Use of Textbooks \nA textbook must contain guidelines for the Teacher to indicate the broad approach to teach-\ning-learning, as well as how to use the textbook optimally. It must indicate the Competencies', metadata={'page_label': '164', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='A textbook must contain guidelines for the Teacher to indicate the broad approach to teach-\ning-learning, as well as how to use the textbook optimally. It must indicate the Competencies \nchildren are to attain as a result of transacting a set of materials/activities suggested in the text -\nbook, as well as expected Learning Outcomes for each chapter or unit or lesson.\nThe textbook must also provide the Teacher guidelines on processes like learning tasks, activi-\nties, projects, field trips, simple experiments as well as assessment. It must contain tables, fig-\nures, flow charts, cartoons, pictures that enable attainment of Learning Outcomes while also \nproviding inputs to the Teacher on similar materials that can be sourced locally.\nNotes to the Teacher explaining the rationale for content or activity as well as suggestions, and \ndedicated Teacher pages containing notes at strategic points in the textbook, as well pages pro-', metadata={'page_label': '164', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Notes to the Teacher explaining the rationale for content or activity as well as suggestions, and \ndedicated Teacher pages containing notes at strategic points in the textbook, as well pages pro-\nviding practical suggestions which can extend to both the Teacher’s classroom transaction in \naddition to the scope of the textbook are some devices that can be used within the textbook.\nIf practicable, a Teacher manual can be developed as a companion to the textbook, aligned \nto both its approach and content. While the Teacher manual is primarily intended for the \nTeacher, its use will benefit children as well. For example, the Teacher manual can include \nsuggestions on accommodating diversity in the classroom, contextualizing content that may \nhave been selected at the State level and linkages with other subjects. It can explain the develop-\nmental needs of children and how learning happens in the specific subject that will help the \nTeacher align pedagogy and assessment accordingly.', metadata={'page_label': '164', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='165\nNational Curriculum Framework for Foundational Stage\n5.6 Section 5.6 \n The Learning Environment\nAn inclusive, welcoming, colourful, and joyful environment that supports every child’s participa-\ntion is very critical for achieving the Competencies outlined in the NCF.\na. The indoor environment needs to be well lit and well ventilated.\nb. It should feel safe and inviting for the children.\nc. It needs to be inclusive.\nd. It should have a balance of both familiar and novel experiences for the child.\ne. It should have a balance of materials that encourage different domains of development.\nf. It should allow for both individual work and cooperative work.\ng. It should include displays of children’s work and also allow for children’s work-in-progress \n to be preserved.\n5.6.1 Organising the Indoor Environment \nBased on the above principles, one way to organize the classroom has been illustrated below. \nThis arrangement has been made using some of the fundamental principles of ECCE. Teachers', metadata={'page_label': '165', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Based on the above principles, one way to organize the classroom has been illustrated below. \nThis arrangement has been made using some of the fundamental principles of ECCE. Teachers \nhave the autonomy to arrange their classroom environment based on the dimensions and shape \nof the classroom, local conditions, and materials available.\nBoth the floor space and the wall space has been represented in the drawing and the different \nlocations and their uses have been numbered and detailed below:\nPhoto 5.6A', metadata={'page_label': '165', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='166\nNational Curriculum Framework for Foundational Stagea. Running Blackboard: Running blackboards can be painted on the bottom of the three walls \n of the classroom after leaving half a foot of space at the bottom of the wall as children can’t \n write in that space. Each child needs at least 3 feet of space on the blackboard. The running \n blackboard can be put to use in multiple ways for children to express themselves in the arts as \n well as for literacy and numeracy activities. The advantage of this arrangement is that \n children’s work becomes immediately visible for both the Teacher and other children in the \n environment.\nb. Circle: It would be good to draw a set of concentric circles on the floor for children to sit \n during circle time. Keeping the floor space clean and organized is very import for the \n children to work with a sense of order and purpose. \nc. Corners set up : Corners can be planned inside the classroom. This space could', metadata={'page_label': '166', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children to work with a sense of order and purpose. \nc. Corners set up : Corners can be planned inside the classroom. This space could \n accommodate around four children at a time. The corners can be demarcated by cardboard \n boxes or low height shelves and the appropriate materials can be kept within them. This \n could be of various kinds, illustratively:\ni. Dramatic Play Corner - This corner could be covered with transparent curtains on two \nsides. Along with masks and puppets, different kinds of material sets can be placed in \nthe corner. These materials can be gathered or prepared with the use of low cost and \nlocally available material. Children get the opportunity to play without hesitation and \nimitate what they observe adults doing. \nii. Blocks/Puzzles and Math corner - In this corner, we could arrange blocks, puzzles, \nbeads, pegboards, matching, classification materials and so on. Materials would need to \nbe changed often. Activities for sensorial development as well as numeracy are very', metadata={'page_label': '166', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='beads, pegboards, matching, classification materials and so on. Materials would need to \nbe changed often. Activities for sensorial development as well as numeracy are very \neffective using such material. Children can also use blocks and other materials to build \nmodels and talk about these models to develop their imagination and oral expressions.\niii. Art/Drawing corner - This corner can have paper, crayons, pencils, colours, brushes, \nleaves, and sticks. This corner would give opportunities to children for free drawing and \nexpress their views and emotions. Cloth, thread, origami paper, cardboard sheets, would \nalso enable 3-D expressions through craft work. \niv. Books/language corner - This corner can contain picture books, picture charts, picture \ncards, and children’s literature. Through this corner, children would get the opportunity \nto browse through books, read books quietly on their own, talk about the picture cards', metadata={'page_label': '166', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='cards, and children’s literature. Through this corner, children would get the opportunity \nto browse through books, read books quietly on their own, talk about the picture cards \nand share their thoughts with other children in the group, and so on. Through these \nactivities children gain oral language competence, print awareness and reading abilities.\nAdditional corners can be added based on the space availability. A tinkering corner where \ncommon household devices that are safe for young children to dismantle and put it back to-\ngether would be ideal to challenge young minds.\nd. Classroom Display: A specific place in the room to display both children’s and Teachers’ \n work is important to keep the classroom lively and dynamic. The display can be arranged \n with the use of a cardboard piece with a white sheet pasted on it. The display needs to be \n hung on the wall, not very high, but at the eye level of the children. It is important to make', metadata={'page_label': '166', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='with the use of a cardboard piece with a white sheet pasted on it. The display needs to be \n hung on the wall, not very high, but at the eye level of the children. It is important to make \n sure that all children’s work is put up for display by rotation. \ni. Weather chart: The daily and weekly weather along with the day of the week \ninformation can be displayed in this location. Again, a cardboard piece with a chart \npaper can be the background and the weather for the day can be indicated pictorially \nand through text.', metadata={'page_label': '166', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='167\nNational Curriculum Framework for Foundational Stage\nii. Timetable: It is important that the timetable is displayed clearly in the classroom, and \nthis guides the Teacher as well as the children. Children of this age appreciate structure \nand sequence. \niii. Teacher prepared charts: This location in the classroom can display charts prepared by \nthe Teacher. It can contain relevant stories, or picture of objects found in the vicinity of \nthe school or in the children’s’ homes that is relevant to the topic being learnt. Teachers \nand children can prepare these charts together for display. \niv. Norms charts: It is important to prominently display classroom norms. These charts \nshould not be mere sequence of instruction, rather should be conveyed creatively \nthrough pictures and stories. \ne. Portfolio Bags : It is important to record and store children’s work. Making it accessible and \n visible to other children is equally important. This becomes relevant for assessment too.', metadata={'page_label': '167', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='e. Portfolio Bags : It is important to record and store children’s work. Making it accessible and \n visible to other children is equally important. This becomes relevant for assessment too. \n Portfolio bags can be hung on a wire/rope and should be neatly labelled with each child’s \n name.\nAlong with these display areas, every classroom should have a mirror, clock, allotted spaces out-\nside to keep footwear and a dustbin. \nThe labelling of these locations, the text in the displays and the reading corners should make the \nenvironment print rich, colourful and a happy place.\n5.6.2 Outdoor Equipment and Materials\na. Sand pit: If adequate space is available, a sand pit would be an excellent play area for \n children. For environments where such space is a premium, a sand box can be setup with \n the use of bricks and filled with sand or mud. The sand pit/box should be periodically \n cleaned to remove stones and other sharp objects. During free play, children can use the \n sand area.', metadata={'page_label': '167', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the use of bricks and filled with sand or mud. The sand pit/box should be periodically \n cleaned to remove stones and other sharp objects. During free play, children can use the \n sand area. \nb. Clay box: A small box built with bricks and containing claying soil would allow children to \n mix and knead clay and make clay figures and toys. This is a very good exercise of both their \n gross motor and fine motor abilities. \nc. Water: Very young children find playing with water calming. Pouring water without spilling \n helps coordination of multiple muscles and increases attention. Water is useful for \n measurement too. A simple arrangement of buckets, mugs and a tub for water activities \n should be kept along with the sand and clay areas.', metadata={'page_label': '167', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='168\nNational Curriculum Framework for Foundational Staged. Kitchen garden: A small kitchen garden adjoining the indoor environment with a variety of \n plants (e.g., flowers, climbers, roots, vegetables, leafy vegetables) gives children sensorial \n experiences, opportunities to work with their hands and concepts about the natural \n environment. Group work, physical labour and other such positive attitudes towards work \n can also be achieved by children working in a kitchen garden. \ne. Outdoor play equipment: Slides, see-saws and swings are some essential outdoor play \n equipment. If the slides have a ladder to climb, that gives opportunities for very young \n children to climb, which is an important developmental activity, especially if they don’t have \n access to small trees to climb. Otherwise, short ladders can be placed in the outdoor area for \n them to climb. In later years, simple rope ladders can be set up for a more demanding', metadata={'page_label': '168', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='access to small trees to climb. Otherwise, short ladders can be placed in the outdoor area for \n them to climb. In later years, simple rope ladders can be set up for a more demanding \n climbing experience. Simple swings can be fabricated by using used tyres.', metadata={'page_label': '168', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='169\nNational Curriculum Framework for Foundational Stage\n6. Chapter 6 \nAssessment for Furthering \nLearning\nAssessment is a part of the teaching-learning process. It involves the systematic gathering of in-\nformation from different sources regarding children’s learning. While content and pedagogy \nhelp to organize learning experiences for children, it is assessments that help provide informa-\ntion to the Teacher, parents, and children themselves about their achievements. Teachers can use \ninformation from regular ongoing assessments for planning and organizing learning experienc -\nes for children. \nAll children are unique and have different ways and a different pace of learning. Assessment \nshould be designed to accommodate such diversity. Assessment findings can also help Teachers \nidentify children who need additional support and attention.\nSection 6.1 lays down some of the fundamental principles of assessments that are relevant for', metadata={'page_label': '169', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='identify children who need additional support and attention.\nSection 6.1 lays down some of the fundamental principles of assessments that are relevant for \nthe Foundational Stage. Section 6.2 details the methods and tools of assessments that are appro-\npriate for the Foundational Stage. Section 6.3 elaborates on how Teachers can analyse children’s \nresponses. Section 6.4 details the ways in which assessments and progress of the child’s learning \nare documented and communicated.', metadata={'page_label': '169', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='170\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '170', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='171\nNational Curriculum Framework for Foundational Stage\n6.1 Section 6.1 \n Guiding Principles for Assessment\n6.1.1 Nature and Purpose of Assessment\nIn a Competency-based curriculum as proposed by the NCF, assessment is, simply, ways and \nmeans through which evidence of the learning achievements of children is gathered. \nAssessment in the Foundational Stage can serve the following purposes:\na. Identify the needs, preferences, and interests of the child - this information can guide the \n Teacher in the selection of content and pedagogical approaches.\nb. Give the Teacher an insight into the learning achievement of the child and guide the Teacher \n on the future course of action - children’s responses to assessment tasks are a wealth of \n information on which Teachers can further act. These responses give a window into the \n child’s thinking and learning process. Careful analysis of a child’s responses is as much a \n task for the Teacher as designing well thought-out assessments.', metadata={'page_label': '171', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='child’s thinking and learning process. Careful analysis of a child’s responses is as much a \n task for the Teacher as designing well thought-out assessments.\nc. Allow consolidation of learning - assessment tasks, when well designed, help children in \n consolidating their learning through meaningful activities and exercises. Through the \n application of recently acquired knowledge and skills, children further deepen their \n understanding and abilities.\nd. Make collaboration and coordination possible in efforts to provide the appropriate learning \n opportunities for the child - information gathered through the assessments can be shared \n with all stakeholders who have an interest in promoting learning of the child.\ne. Give the rate of progression over a period of time for each child - it is not just the \n achievement of Competencies, but also the time taken to achieve these Competencies that \n give important information about the learning process.', metadata={'page_label': '171', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='achievement of Competencies, but also the time taken to achieve these Competencies that \n give important information about the learning process. \nf. Give an overall view of the learning achievement of children in a classroom, at an aggregate \n level - this information is helpful for both the Teacher and the school leader in planning and \n organising content and pedagogy to achieve Curricular Goals for all children. \ng. Given the different socioeconomic backgrounds of children and differences in the pace of \n learning, gaps in learning between children in the same class begin to emerge early and \n could get pronounced by Grade 2, if not addressed in good time. Ongoing, well-designed \n assessment can help a Teacher design appropriate additional learning experiences for \n children who are not learning adequately.\nh. Give early signals about possible developmental challenges or learning difficulties the child', metadata={'page_label': '171', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children who are not learning adequately.\nh. Give early signals about possible developmental challenges or learning difficulties the child \n might be facing - while this is particularly important in the Foundational Stage, equal care \n must be taken not to label children especially based on poorly designed assessments. Please \n see Chapter 8 for more details on this.', metadata={'page_label': '171', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='172\nNational Curriculum Framework for Foundational Stage6.1.2 Assessment Considerations for the Foundational Stage\nChildren in the Foundational Stage are very young, and any unnecessary emotional strain caused \ndue to the process of assessment is antithetical to any good teaching-learning process. The fol-\nlowing considerations need to be kept in mind:\na. Assessment should not contribute to any additional burden for the child. Assessment tools \n and processes should be designed such that they are a natural extension of the learning \n experience for the child. Explicit tests and examinations are completely inappropriate \n assessment tools for this Stage.\nb. Assessment should be a reliable source of information. Since it is such crucial evidence of \n the learning of the child, the assessment should accurately reflect the intent of evaluating \n the achievement of a Competency or Learning Outcome. The connection between the \n intended Learning Outcome and the assessment should be clear and precise.', metadata={'page_label': '172', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the achievement of a Competency or Learning Outcome. The connection between the \n intended Learning Outcome and the assessment should be clear and precise.\nc. Assessment should allow for diversity in children and in their learning. Children learn \n differently and express their learning differently too. There might be many ways to assess \n the achievement of a Learning Outcome or Competency. The Teacher should have the ability \n to design different kinds of assessment for the same Learning Outcome and use each \n assessment appropriately. \nd. Assessment should enable recording and documentation. Children’s progress should be \n described and analysed through systematic collection of evidence.\ne. Assessment should not overly burden the Teacher. The Teacher should have the autonomy to \n judiciously choose the appropriate tool for assessment and the periodicity in which \n assessment-related record keeping is maintained. While such autonomy is important,', metadata={'page_label': '172', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='judiciously choose the appropriate tool for assessment and the periodicity in which \n assessment-related record keeping is maintained. While such autonomy is important, \n systematic record keeping of children’s assessment should be seen as an important part of a \n Teacher’s professional responsibilities.', metadata={'page_label': '172', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='173\nNational Curriculum Framework for Foundational Stage\n6.2 Section 6.2 \n Methods and Tools of Assessment\nThe two broad methods of assessment that are appropriate for the Foundational Stage are \nobservations of the child and analysing artefacts that the child has produced as part of their \nlearning experience. \nThis Section elaborates how these methods and tools can be put into use in the Foundational \nStage. Other tools and methods that are created should follow the principles of assessment as \narticulated in the previous Section. \n6.2.1 Observations of the Child\nObservation across time provides the Teacher with a comprehensive understanding of the child’s \nlearning. There can be several contexts where children exhibit their behaviour, attitudes, and \ntheir learnings.\nChildren show their understanding by doing, showing and telling. Observations can help Teach-\ners see the child’s achievement of different Competencies which children can exhibit in many', metadata={'page_label': '173', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Children show their understanding by doing, showing and telling. Observations can help Teach-\ners see the child’s achievement of different Competencies which children can exhibit in many \npossible ways. The Teacher can also make a note of the factors influencing this. Sometimes, spe-\ncific situations or objects can stimulate the child to act in a certain way. For example, if the Teach-\ner wants to find out the child’s ability to share toys and take turns, then a particular circumstance \nmust be created so that the child is able to display their ability to share or take turns. The Teach-\ner may ask a child to play with something that requires taking turns with another child in a quiet \ncorner of the classroom. \nSystematic observation for assessment involves the following steps:\na. Planning: Identify a few children for observation in the classroom. Determine which \n Curricular Goals would you like to observe. Make a list of the Competencies and Learning', metadata={'page_label': '173', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='a. Planning: Identify a few children for observation in the classroom. Determine which \n Curricular Goals would you like to observe. Make a list of the Competencies and Learning \n Outcomes you would like to observe within that. Determine and prepare the tool that would \n be needed to record observations.\nb. Gather evidence: Find out a time where the selected Competencies or Learning Outcomes \n can be exhibited by children. For example, if it is related gross motor development, then \n outdoor play would preferably be a good setting for observation. If it is about social \n development, then children can be observed in group activities or in the dramatic play \n corner. Keep recording exactly what you observe, e.g., if you see a child being able to take \n turns independently and you may mark a tick on your checklist and note down the exact \n observation as evidence. \nc. Reflect and assess: Read the evidence and the records to track the progress of each child', metadata={'page_label': '173', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='observation as evidence. \nc. Reflect and assess: Read the evidence and the records to track the progress of each child \n over a period of time. Every concrete evidence would inform the Teacher how to plan and \n modify her teaching for the children in future.', metadata={'page_label': '173', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='174\nNational Curriculum Framework for Foundational StageSome illustrative pointers for observation during a few common pedagogical processes are be-\nlow:\na. Story telling:\ni. Is the child getting involved in the story?\nii. Is the child describing the pictures?\niii. Is the child asking questions about different characters of the story?\niv. Is the child connecting personal experiences with the events of the story?\nv. Is the child recalling familiar words from the story?\nvi. Is the child expressing likes or dislikes about the story?\nb. Guided conversation:\ni. Is the child listening to others during Circle Time?\nii. Is the child waiting for their turn to speak?\niii. Is the child expressing their pleasure or displeasure listening to others?\niv. Is the child able to predict what is going to happen next?\nc. Play - Free, Guided, or Structured:\ni. Is the child solving simple problems?\nii. Is the child able to use large and small muscles to engage with play material?', metadata={'page_label': '174', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='c. Play - Free, Guided, or Structured:\ni. Is the child solving simple problems?\nii. Is the child able to use large and small muscles to engage with play material?\niii. Is the child able to express different emotions?\niv. Is the child able to respond appropriately to the emotions of others?\n6.2.1.1 Tools to record observations\nTeachers can use tools such as anecdotal records, checklists, and event sampling to record their \nobservation. \na. Anecdotal records\nAn anecdotal record is an attempt to record in detail a specific episode or event that is of par-\nticular interest or concern. \nWhen a specific event catches the attention of the Teacher, they can write a narrative account \nof the event as soon as possible. An anecdotal record is an observation of what children say \nand do while they are engaged in a particular activity.', metadata={'page_label': '174', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='175\nNational Curriculum Framework for Foundational Stage\nTeacher’s Voice 6.2A\nSample Anecdotal Observation Record\nContext : I teach a class of 4-5-year-olds. This is an observation I made of something that caught my \nattention while I was doing ‘story time’ with my children.\nName: Devi Age: 4.5 years\nDate & Time of observation: DDMMYY, HH:MM Setting/Area: Classroom \nPurpose of observation: Emotional regulation\nObservation: \nI read the story ‘Rajesh hugs her sister’ to my class. Devi got agitated and pushed around the children \nsitting beside her. After the story reading, I asked the children to draw a picture of their family. Devi \ndid this but blackened out the boy in the picture using her crayon. I asked her about it, and she said \n‘That’s my brother. I don’t like him. He always teases me and takes my food. Mother and Father like \nhim.’\nInterpretation:\n• Devi seems to be having difficulty coping with her feelings for her brother.\n• She may not know how to communicate her feelings to her parents.', metadata={'page_label': '175', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='him.’\nInterpretation:\n• Devi seems to be having difficulty coping with her feelings for her brother.\n• She may not know how to communicate her feelings to her parents. \n• This was affecting her behaviour with other children too.\nPlan of action:\n• Talk to Devi’s parents about this. They may need to do few things at home - like making her \n brother and Devi play together, do some chores together share food, and explicitly assure \n her how they love her equally. \n• Give more attention to Devi’s responses and attitudes in class towards stories and role play \n involving characters of parents and brothers; observe and record progress.\nb. Checklists\nA checklist is a tool for identifying and recording whether a child has accomplished a listed \nLearning Outcome. It usually offers a yes/no format in relation to the child’s demonstration of \nthe outcome.\nChecklists are usually based on a sequential approach to learning and assume that all children', metadata={'page_label': '175', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the outcome.\nChecklists are usually based on a sequential approach to learning and assume that all children \nwill proceed through the sequence in the same systematic order. Checklists are used when \nmany outcomes are to be observed. They can be used quickly and easily. Teachers should use \nchecklists and questionnaires for the purpose of improving and not as a ‘report card’ of chil-\ndren’s achievement. When using checklists, a ‘mix and match’ approach that combines check -\nlists with another data collection method is preferred (e.g., checklist with observation record \nto take a decision). \nA sample checklist for observation of skills for language and literacy is below which can be \nused for an individual child and for a group of children.', metadata={'page_label': '175', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='176\nNational Curriculum Framework for Foundational StageTable 6.2A: Sample Checklist for Observation\nListening and speaking Quarter1 Quarter2 Quarter3\n1 Listens with attention to spoken conversation and stories \n2Recites, repeats small poems, action songs and partici -\npates in music and rhythmic activities \n3 Able to follow 2 or 3-step instructions\n4Responds to questions through sentences used appropri -\nately \n5Uses appropriate vocabulary and speaks complete \nsentences about an idea/object/picture/experience \nEmergent reading \n6Print awareness and meaning making - demonstrates \nawareness of print in the classroom and environment\n7Able to associate and recognize their own name and \none-to-one association of spoken words and written \nwords\n8Bonding with books - Demonstrates the ability to explore \na range of age-appropriate books (e.g., picture books, \nrhyme books, story books)\n9Pretend reading - Demonstrates interest and looks \nthrough books and tries to read them', metadata={'page_label': '176', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='a range of age-appropriate books (e.g., picture books, \nrhyme books, story books)\n9Pretend reading - Demonstrates interest and looks \nthrough books and tries to read them\n10Able to comprehend and interpret the meaning of the \nprint from picture books or story books \nc. Event sampling\nWhile anecdotal records are detailed qualitative observations and checklists are summarized \nobservations in tight formats, event sampling allows for a combination of both. Each time a \ntargeted event occurs, the Teacher may capture, in writing, as many details as possible from \nthe beginning of the event until the end. \nEvent or frequency sampling is especially useful when Teachers want to redirect children’s \nunacceptable behaviour or action. Recording can take the form of a simple table where the \nTeacher checks off the number of times the unacceptable behaviour or action occurs. Details \nsuch as events leading up to the behaviour, time of the day and the presence of another person \nand situation can also be included.', metadata={'page_label': '176', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='such as events leading up to the behaviour, time of the day and the presence of another person \nand situation can also be included. \nSimilarly, if the Teacher wants to assess certain behaviour or actions at regular intervals to \nunderstand the intensity of the problem, they can do it in ‘time sampling,’ like recording an \naction in the span of 10 minutes throughout a one-hour activity, over two morning sessions \n(e.g., if the Teacher wants to observe the aggressive behaviours of a child, she can record every \n10 minutes, during free play time for two days on the same activity, she will get a clear sense \nof tantrums and conflicts of the child and understand their socio-emotional behaviour in a \nparticular situation).', metadata={'page_label': '176', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='177\nNational Curriculum Framework for Foundational Stage\nTeacher’s Voice 6.2B\nEvent Sample – Observation record\nContext: This was a class of 4-5-year-olds. I had given group work to my children and recorded my \nobservations. This led me to useful insights for further action.\nNames of the children: Muthu, Chandri, Suryan, \nKarthik Age: 4.5 years\nDate & Time of observation: DDMMYY, HH:MM Setting/ Area: Creative activity, outdoor\nPurpose of observation: Children’s group work \nDescription of the incident Interpretation\n• I had given them a task to work in small groups of 3 \nor 4 and create a picture using twigs and leaves. They \nhad to collect these from outside, and then come in \nand finish the task. \n• Muthu, Chandri, Suryan, and Karthik were in one \ngroup. Karthik touched the twigs and leaves but did \nnot contribute towards completing the task. He ran \naround, disrupting other children. \n• Chandri and Muthu cooperated with each other \nand created a tree model from the twigs and leaves \nthey collected.', metadata={'page_label': '177', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='around, disrupting other children. \n• Chandri and Muthu cooperated with each other \nand created a tree model from the twigs and leaves \nthey collected. \n• Suryan seemed to enjoy the process but didn’t \ncontribute much.• These children are at different levels:\n• Karthik exhibits disruptive behaviour, is \nnot able to focus on the task. I will need to \nwork with him on this.\n• Suryan, while not disruptive, will need \nsupport to demonstrate appropriate social \nbehaviour.\n• Muthu and Chandri can work well in \ngroups, complete tasks.\nI was specifically concerned about Karthik’s disruptive behaviour. To understand it more, I decided to \ndo a frequency-sample observation of Karthik e.g., observing him every 5 minutes in a period of 30 \nminutes every alternate day and interpreting his behaviour, how much time he is able to focus on a \ngiven task and understanding the cause of his behaviour. I recorded this in a simple checklist format.', metadata={'page_label': '177', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='given task and understanding the cause of his behaviour. I recorded this in a simple checklist format. \nI could then work on the solution along with his family, give him tasks based on interest, and appreci -\nate him on completion of the tasks.\n6.2.2 Analysing Artefacts\nAn artefact in an early childhood classroom refers to an object created by a child during the \nteaching-learning process. Artefacts could be used by looking at the child’s work and seeing \nhow their level of understanding of a particular Learning Outcome affected what they were \nable to produce. Artefacts provide a rich source of information about a child’s strengths and \nabilities. \xa0\n6.2.2.1 Some examples of such artefacts\nTeachers may keep children’s completed work or photographs of their work in progress in a \nfolder. Children will take the entire folder home at the end of the term. This compilation of art-\nwork and activity sheets, collection of artefacts from field trips, photographs of children in ac-', metadata={'page_label': '177', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='178\nNational Curriculum Framework for Foundational Stagetion, video or sound recordings (if possible), together with a systematic record of Teachers’ com-\nments and observation notes can provide comprehensive information of a child’s learning, \ndevelopment, and progress. \nThis can be treated as evidence for the child’s progress and maintained for documentation in an \norganized way in a Child Portfolio.\nA portfolio is an intentional collection of significant work samples and records of children that \nallow for assessment by providing evidence of effort and accomplishment related to specific \nLearning Outcomes. The Teacher should analyse the portfolio of the child with regard to specific \noutcomes and mark the child’s progress against competencies. The organization of a child’s port-\nfolio should clearly indicate outcomes to be achieved. Each child should have a dedicated folder \nto store their relevant artefacts.\na. Work samples such as artwork\nTeacher’s Voice 6.2C\nStudent work as evidence', metadata={'page_label': '178', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='to store their relevant artefacts.\na. Work samples such as artwork\nTeacher’s Voice 6.2C\nStudent work as evidence\nDeveloping fine motor skills is one of the learning outcomes for the 3-4-year-old children I work with. \nArtwork is one of the key methods I have been using to help children develop these skills. The artwork \ndone by children at the beginning and towards the end of the term also serve as clear evidence of the \nprogress they have made. This is a sample from one child’s work. As you can see, there is progress in \nhand-eye coordination and fine motor skills over this period. \nBeginning of the term\n Towards end of the term', metadata={'page_label': '178', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='179\nNational Curriculum Framework for Foundational Stage\nb. Worksheets\nWorksheets contain tasks that children perform and respond to in written form. These tasks \ncan be designed to achieve specific Learning Outcomes. \nWorksheets can be very effective assessment tools for Teachers. Analysing student responses \nin worksheets can give the Teacher a clear understanding of the learning level of the child. \nFor specific literacy and numeracy competencies, it is useful to include such assessment work -\nsheets as part of the workbooks for children in Grades 1 and 2.\nA sample worksheet and the insights that can be obtained from analysis of student responses are \nillustrated in Annexure 2.', metadata={'page_label': '179', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='180\nNational Curriculum Framework for Foundational Stage6.3 Section 6.3 \n Analysing Children’s Responses for Effective \n Teaching-Learning\nAssessment provides us with several insights into children’s learning. These insights help us \nplan and design classroom pedagogy that is better aligned with children’s needs and interests. In \nany classroom, assessment should typically follow a cyclical and iterative process to meet their \npurpose as illustrated below.\n Figure 6.3A: Flow for analysing responses\n6.3.1 Analysis of evidence\nHow should the Teacher analyse and interpret this evidence for furthering learning? What are \nsome prerequisites and general principles for analysing student work?\n6.3.1.1 Pre-requisites for analysing evidence from assessment\na. Teachers should be unbiased and open-minded towards the children they teach. Their \n opinions about children and their abilities or capabilities should not be influenced by other', metadata={'page_label': '180', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='a. Teachers should be unbiased and open-minded towards the children they teach. Their \n opinions about children and their abilities or capabilities should not be influenced by other \n factors (e.g., caste, gender, religion, socioeconomic status). \nb. Assessment should be well-designed and aligned to the Learning Outcomes and \n Competencies of the Foundational Stage. Only then will they provide accurate and useful \n information about children’s learning.\nc. Assessment should be formally and informally integrated through the course of the day in \n the classroom and out-of-classroom activities. These assessment instances should be used \n as evidence of children’s learning. Teachers should be able to glean such evidence from \n children’s behaviour, responses, moods, likes, and dislikes.\nd. There should be a system of collecting and documenting evidence of children’s learning \n from various assessments (e.g., observations, worksheets, artwork).', metadata={'page_label': '180', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='181\nNational Curriculum Framework for Foundational Stage\n6.3.1.2 Principles for analysing evidence from assessment\na. Teachers should not focus on what children don’t know and can’t do. For their assessment to \n be fair and accurate, they should focus on what children know and can do.\nb. Teachers should analyse evidence to judge the extent to which children have demonstrated \n understanding and acquisition of skills - completely, partially, or incorrectly.\nc. Teachers should be able to identify misconceptions or alternative conceptions, or gaps in \n children’s learning while analysing such evidence. \nd. Teachers should use multiple sources of evidence before making conclusions about a child’s \n learning. For example, they should integrate information from classroom responses, written \n work, and observed behaviour to form a reliable and coherent interpretation of the child’s \n learning.\ne. Evidence gathered from assessment should be utilized to plan or alter instruction for', metadata={'page_label': '181', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='work, and observed behaviour to form a reliable and coherent interpretation of the child’s \n learning.\ne. Evidence gathered from assessment should be utilized to plan or alter instruction for \n meeting children’s learning needs. Such instruction may take the form of targeted activities, \n ability grouping, and independent homework assignments.\n6.3.2 Acting upon the analysis \nHow should the Teacher act upon this evidence of learning? One of the most important and crit-\nical aspects of assessments is utilizing the information from observation or children’s work to \nprovide scaffolding for their learning. \nSome strategies that can be used are: \na. Revision or practice of skills not been learnt by most children.\nb. Organising learning experiences through strategies and methods of a different kind (if the \n earlier pedagogy was not effective).\nc. Identifying children who need extra attention and support for specific Competencies in \n order to be able to work with them separately for some time.', metadata={'page_label': '181', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='182\nNational Curriculum Framework for Foundational Stage6.4 Section 6.4 \n Documenting and Communicating \n Assessment\nWhile assessments can be ongoing, even daily, in the Foundational Stage, it is important to peri -\nodically aggregate, summarise and analyse all the assessments during a term. \nThe school should maintain a folder for each child. The folder can contain all information about \nthe child and the Teacher’s narrative summary for each term/year. \nThe summary of such an analysis can be captured into a Holistic Progress Card (HPC) and this \ncan be used to communicate to the parents and families of the child.\n6.4.1 General Information about Family Background\nThe general information is at the heart of the profile of the child. It plays a vital role in interpret-\ning children’s behaviours, participation, and progress. Basic details like the child’s name, date of \nbirth, information about the family, the child’s likes and dislikes, information about the health of', metadata={'page_label': '182', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='birth, information about the family, the child’s likes and dislikes, information about the health of \nthe child like height, weight, growth, immunization needs to be recorded and periodically up-\ngraded. \n6.4.2 Teacher Narrative Summary \nThe narrative summary is a description of the child’s learning with qualitative information about \nthe child’s progress based on interpretation of multiple sources of information (e.g., anecdotal \nrecords, event samples, checklists, portfolios, worksheets). \nThis is of help to parents and other Teachers to know about the children’s learning progress in \nan in-depth manner. The narrative summary covers the following: \na. Child’s strengths and challenges, development and learning progress \nb. Child’s interests \nc. Areas that need strengthening \nIf recording and maintaining a narrative summary is found too burdensome, the narrative sum-\nmary can be considered as an optional additional input, but the HPC, described in the next sec -', metadata={'page_label': '182', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='If recording and maintaining a narrative summary is found too burdensome, the narrative sum-\nmary can be considered as an optional additional input, but the HPC, described in the next sec -\ntion, is an important piece of documentation of the child’s progress and hence needs to be main-\ntained for every academic year. The Teacher will need to maintain enough records to be able to \nmake the HPC for each child. \n6.4.3 Holistic Progress Card (HPC)\nNEP 2020 suggests that HPC is a ‘multidimensional report that reflects in great detail the prog-\nress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor do -\nmains.’ (Para 4.35)', metadata={'page_label': '182', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='183\nNational Curriculum Framework for Foundational Stage\nThe HPC can contain not just the assessments done by the Teacher but can also include com-\nments and observations by the parents and simple self-assessments by the children themselves. \n Figure 6.4A: A sample self-assessment form for children\nThe HPC is an individualized and comprehensive reporting of a child’s progress based on evi-\ndence gathered through classroom activities over a period of time. It is important to capture \nparents’ assessments and understanding of the child’s learning in the HPC as well.\nThere are different stakeholders for whom the HPC would be relevant. HPCs are the medium \nthrough which the school communicates the learning progress of the child to families. Teachers \ncan get a very good understanding of the child by analysing the HPC. It is the primary source of \ninformation upon which parent-teacher meetings can be effectively conducted.', metadata={'page_label': '183', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='can get a very good understanding of the child by analysing the HPC. It is the primary source of \ninformation upon which parent-teacher meetings can be effectively conducted. \nHPCs maintained systematically and organized consistently, are important sources for school \nsystem functionaries. Aggregated data from HPCs can be used to effectively understand the \nlearning achievements of children at scale and this understanding can be used to provide effec-\ntive and relevant intervention where appropriate. \n6.4.3.1 Competencies in the HPC\nThe HPC needs to have a section that is Competency based. This section would track the progress \nof the child against each Competency that is defined for specific Curricular Goals. \nThese competencies can be further broken down into Learning Outcomes with five stages of \ngrowth (A,B,C,D,E) on a trajectory. These stages, while they approximately map to an age group, \nare not necessarily tied to a specific age group. Children can progress from one stage of growth', metadata={'page_label': '183', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='growth (A,B,C,D,E) on a trajectory. These stages, while they approximately map to an age group, \nare not necessarily tied to a specific age group. Children can progress from one stage of growth \nto another at a pace they are comfortable with. Some of them may achieve it at a faster pace and \nsome of them might take more time. Each of these five stages have indicative Learning Outcomes \nwhich act as a rubric for evaluating the achievement.', metadata={'page_label': '183', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='184\nNational Curriculum Framework for Foundational StageThe Teacher can mark against each Competency based on the child’s current stage in the learn-\ning trajectory. Further, each stage can be marked for different levels (I,II,III, IV) of achievement as \ngiven in the table below:\nTable 6.4A\nGrading children Level I Level II Level III Level IV\nDescription of \ngradation of the \nchildren to \nsupport their \nlearning and \ndevelopment\n Tries to achieve \nthe Learning \nOutcomes with \nTeacher \nsupport in the \ngiven timeframeAchieves the \nLearning \nOutcomes with \nteachers’ \nsupport in the \ngiven time \nframeAchieves the \nLearning \nOutcomes on \ntheir ownAchieves the \nLearning Outcomes\nHelps and supports \nothers to achieve the \nLearning Outcomes \nRequires more \nchallenging tasks\nDescription BEGINNER PROGRESSING PROFICIENT ADVANCED\nIn effect, each competency can have A-I which is the lowest level of achievement to E-IV which is', metadata={'page_label': '184', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Requires more \nchallenging tasks\nDescription BEGINNER PROGRESSING PROFICIENT ADVANCED\nIn effect, each competency can have A-I which is the lowest level of achievement to E-IV which is \nthe highest level of achievement. For example, for the Competency “Listens to and appreciates \nsimple songs, rhymes, and poems”, the illustrative Learning Outcomes are given below:\nTable 6.4B\nA B C D E\n| | | | |\nCompetency: Listens to and appreciates simple songs, rhymes, and poems\n Ages 3 - 8 \n1\n|• Listens to a \nwide variety of \nsongs and \npoems• Listens and enjoys \nhumming a variety \nof songs in different \nlanguages regularly \nheard in the \nenvironment• Listens to longer \nsongs/poems \n(familiar) with \nattention and has \nconversations about \nthem• Listens to \nlonger songs/\npoems \n(unfamiliar) \nwith attention \nand has \nconversations \nabout them• Shows \npreferences in \nlistening to \ncertain kinds \nof songs and \npoems and \nexplains the \nreason for \ntheir \npreference\n2\n|• Repeats a \nsimple song or', metadata={'page_label': '184', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and has \nconversations \nabout them• Shows \npreferences in \nlistening to \ncertain kinds \nof songs and \npoems and \nexplains the \nreason for \ntheir \npreference\n2\n|• Repeats a \nsimple song or \na rhyme • Sings along to songs \nand rhymes with \nintonation and \ngestures• Sings/recites short \n(4-5 sentences) \nsongs/poems from \nmemory• Sings/recites \nlonger (10 \nsentences) \nsongs/poems \nfrom memory• Sings/recites \nsongs/poems \nwith multiple \nstanzas from \nmemory\nThe HPC would be marked E-IV for this Competency if the child shows preferences in listening to \nsongs and poems and sings and recites poems with multiple stanzas from memory fluently. This \nmarking assumes that the child has achieved the learning outcomes of the previous stages (A to \nD).', metadata={'page_label': '184', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='185\nNational Curriculum Framework for Foundational Stage\n7. Chapter 7 \n7. Organising Time\nSimple and well-organised daily routines are very important for young children. They help chil-\ndren to settle in well and they make children feel secure because they know what will happen in \nthe day. \nOrganising time in a way that ensures that children are comfortable and get opportunities and \nlearning experiences across all development domains is the main purpose of this Chapter.', metadata={'page_label': '185', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='186\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '186', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='187\nNational Curriculum Framework for Foundational Stage\n1.1 Section 7.1 \n Organising the Day\nYoung children enjoy free time exploring their immediate environment. However, as they grow \nolder, they also need organised activities that are play-based but guided and structured. \nThe day needs to be carefully organised so that all domains of development receive adequate \ntime and attention. While activities of each domain of development are connected with other \ndomains (e.g., a good story will help language development as well as socio-emotional and ethi-\ncal development), the routine must ensure that children get ample opportunity for a range of \nexperiences in every domain.\na. Considerations for the Daily Routine \nThe organisation of the day is based on the institutional setting and the number of working \ndays, and daily working hours for each day. \nEach activity may be planned keeping in mind the attention span of the child. There may be a', metadata={'page_label': '187', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='days, and daily working hours for each day. \nEach activity may be planned keeping in mind the attention span of the child. There may be a \nbalance between child-initiated and Teacher-guided activities, group (whole group or small \ngroup) and individual or pair activities, and alternating activities (e.g., quieter activity after \nphysical activity, group activity after individual activity, indoor activity after outdoor activity).\nArt and Craft, Outdoor Play and Free Play must have adequate time and focus in the day.\nb. Illustrative Daily Routine for Ages 3-6\nThere are multiple ways to organise the daily routine for children of ages 3-6. \nTwo illustrations given below. \nThe first illustration is more appropriate in contexts where experiences like Circle Time, Story \nTime, Concept Time/Pre-numeracy are Teacher-guided and Free Play and Corners Time are \nindependent activities for the children.', metadata={'page_label': '187', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='188\nNational Curriculum Framework for Foundational StageTable 7.1A\nFrom To Duration Activity\nMorning Routine/Free Play/Corners Time\n09:30 10:15 45 minutes Circle time/Conversation\n10:15 10:30 15 minutes Snack Break\n10:30 10:45 15 minutes Rhyme/Song/Music/Movement\n11:45 11:45 1 hour Concept Time/Pre-numeracy \n11:45 12:15 30 minutes Arts/Craft/Free Play\n12:15 13:00 45 minutes Corners Time\n13:00 13:45 45 minutes Lunch Break (ages 3-4 go home)\n13:45 14:30 45 minutes Emergent Literacy/Story Time\n14:30 15:00 30 minutes Outdoor Play and Wind Up\nThe second illustration is more appropriate in contexts with fewer children and a range of \nappropriate material available for them to use. Emphasis is on self-learning and children learn \nto use materials independently and with care.\n‘Work Time’ is allotted for children to independently choose the activity they would like to \nengage with. Children select activities of their choice and work with materials for those activ -', metadata={'page_label': '188', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='‘Work Time’ is allotted for children to independently choose the activity they would like to \nengage with. Children select activities of their choice and work with materials for those activ -\nities independently. Teachers observe children’s activities and extend support as and when \nrequired. Teachers also decide and present the next activity to an individual child based on the \nobservations during Work Time. Activities and the corresponding materials are arranged ac-\ncording to the domains of development (e.g., Physical, Cognitive, Language, Arts) and children \nare made familiar with this arrangement. \nTable 7.1B\nFrom To Duration Activity\nMorning Routine + Silent Game\n09:30 10:15 45 minutes Circle Time (Conversation, Songs, Poems)\n10:15 10:30 15 minutes Snack Break\n10:30 12:15 1 hour, 45 minutes Work Time\n12:15 13:00 45 minutes Arts/Craft/Sports/Free Play\n13:00 13:45 45 minutes Lunch Break (ages 3-4 go home)\n13:45 15:00 1 hour, 15 minutes Language and Emergent Literacy (ages 4-6)', metadata={'page_label': '188', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='12:15 13:00 45 minutes Arts/Craft/Sports/Free Play\n13:00 13:45 45 minutes Lunch Break (ages 3-4 go home)\n13:45 15:00 1 hour, 15 minutes Language and Emergent Literacy (ages 4-6)\nBoth the illustrations have a five-and-a-half-hour school day with about four-and-a-half hours of \nactive instructional time for children of ages 4-6.', metadata={'page_label': '188', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='189\nNational Curriculum Framework for Foundational Stage\nc. Illustrative Daily/Weekly Routine for Ages 6-8 \nThe daily routine for ages 6-8 would be slightly longer and a little more structured. \nWhile for ages 3-6, all languages can be handled together; for this age group, dedicated time \nfor each language is necessary. Specific blocks of time for literacy, numeracy and arts can be \nincorporated. L1 would need 90 minutes every day and L2 would need 60 minutes. Mathe -\nmatics and numeracy would require 60 minutes a day. These periods of time can be organized \ninto blocks as described in Chapter 4.\nTable 7.1C\nFrom To Duration Activity\n09:00 09:30 30 minutes Circle Time - Song/Movement\n09:30 10:00 30 minutes L1 - Oral Language\n10:00 10:30 30 minutes L1 - Word Recognition\n10:20 10:35 15 minutes Snack Time\n10:35 11:35 1 hour Mathematics \n11:35 12:05 30 minutes Arts and Craft\n12:05 12:45 30 minutes L1 - Reading/Writing\n12:45 13:30 45 minutes Lunch Break\n13:30 14:30 1 hour L2 - Oral Language, Word Recognition', metadata={'page_label': '189', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='11:35 12:05 30 minutes Arts and Craft\n12:05 12:45 30 minutes L1 - Reading/Writing\n12:45 13:30 45 minutes Lunch Break\n13:30 14:30 1 hour L2 - Oral Language, Word Recognition\n14:30 15:00 30 minutes Play\nA longer day would allow more time for activities like arts, sports and gardening. The illustra-\ntive weekly timetable below allows for such possibilities. As mentioned earlier, Mathematics \nand L1 would include activities in blocks of time as described in Chapter 4, Section 4.5. \nTable 7.1D\nFrom To Mon Tue Wed Thu Fri\n09:00 10:00 Math Math L2 Math L2\n10:00 10:45 L1 L1 L1 L1 L1\n10:45 11:00 Snacks\n11:00 12:00 L1 L1 L1 L1 L1\n12:00 13:00 L2 L2 Math L2 Art\n13:00 13:45 Lunch\n13:45 14:45 Art Math Art Art Math\n14:45 15:30 Library Gardening Sports Gardening Sports', metadata={'page_label': '189', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='190\nNational Curriculum Framework for Foundational Staged. Annual School Calendar\nThe school calendar is an annual plan of knowing when specific events will occur over the \nyear. This allows Teachers to plan their classroom activities accordingly. It informs children \nand families of what is coming up as far as the school is concerned so they too can plan for it. \nThis calendar should be accessible to all, including parents and families.\nThe annual calendar detailing all important school events and timings may be drawn up prior \nto the commencement of the school academic year. This should be done collaboratively keep-\ning in mind local requirements. Minor changes may be made to accommodate exigencies of a \nparticular school’s situation. \nThe calendar should cover all important events of the school over the year (e.g., duration of \nthe school term, vacations, annual day, sports day, other school celebrations, exhibitions/field', metadata={'page_label': '190', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The calendar should cover all important events of the school over the year (e.g., duration of \nthe school term, vacations, annual day, sports day, other school celebrations, exhibitions/field \ntrips, parent teacher meetings, teacher professional development programs, school meet-\nings). \nSchools may also plan an annual calendar of teaching topics. This helps Teachers to schedule \nclassroom activities and track progress on the curriculum better.', metadata={'page_label': '190', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='191\nNational Curriculum Framework for Foundational Stage\n8. Chapter 8 \n Additional Critical Areas \nThe Foundational Stage is critical to learning and development. It is our aim to provide a safe, \nsupportive, and responsive environment that upholds the dignity of every child learning with us. \nSection 8.1 speaks of children at risk - it is important for Teachers and educational institutions to \nidentify and address such risks as early as possible so that all children attain their learning goals.\nOur children must be safe and secure while they learn. Section 8.2 outlines aspects of safety and \nsecurity that are the responsibility of the institution that our children are in.', metadata={'page_label': '191', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='192\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '192', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='193\nNational Curriculum Framework for Foundational Stage\n8.1 Section 8.1 \n Addressing Developmental Delay \n and Disability \nDeepti is an active six-year-old who loves to play board-games and read stories. Deepti \nuses a wheelchair to move around and uses her hands to engage with work at school. Her \nschool replaces the three steps that lead to the classroom with a ramp for her. Her Teach-\ner arranges the classroom in such a way that Deepti can move around easily in her wheel-\nchair. She gives Deepti activities that can be accomplished on a table under which her \nwheelchair can go. Deepti’s friends listen to her patiently, though Deepti’s speech is slow. \nThe Teacher is in constant communication with Deepti’s parents and doctor to under -\nstand her progress, and plans activities at the school accordingly.\nIsmail is a cheerful five-year-old who loves to talk and have fun with all his classmates. \nFor more than a week now, he has been very quiet, and has no energy. The Teacher', metadata={'page_label': '193', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Ismail is a cheerful five-year-old who loves to talk and have fun with all his classmates. \nFor more than a week now, he has been very quiet, and has no energy. The Teacher \nobserves him, talks to him gently, meets his family, and realizes that he has continuous \nstomach pain which leaves him hungry and undernourished. The Teacher ensures that \nthat his family takes him to the health centre, and that he eats his meals well. After a few \nweeks of medical treatment and regular food, Ismail is back to being his cheerful, happy \nself.\nSelvi is a happy three-year-old who loves to play with water and sand. She doesn’t speak \nmuch. The Teacher notices that Selvi does not respond if anyone calls her name from \nbehind. She also notices that Selvi takes time to understand a simple story when narrated \nonly with words. She draws her family’s attention to this, and Selvi’s mother also begins \nto notice the same things. They quickly decide to meet the local doctor and get advice.', metadata={'page_label': '193', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='only with words. She draws her family’s attention to this, and Selvi’s mother also begins \nto notice the same things. They quickly decide to meet the local doctor and get advice. \nSelvi now wears a hearing aid, has started using a few words, and is able to participate \nbetter in classroom activities.\nEvery child is unique. We know that no two children learn in the exact same way. Like Deepti, \nIsmail and Selvi, many children may have difficulty in participating in school activities for many \nreasons. Some reasons could be temporary (like Ismail), and some could be long-lasting (like \nDeepti and Selvi).\nThough the development of children follows a consistent trajectory, and every individual passes \nthrough each major stage, there are individual differences in development in various domains. \nAll children do not achieve developmental milestones at the exact same time. These individual \ndifferences occur due to various factors.', metadata={'page_label': '193', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='All children do not achieve developmental milestones at the exact same time. These individual \ndifferences occur due to various factors. \nThe first eight years of a child’s life are the most important years for growth and development. \nThese are vital years which lay down the pathways on which future learning is based. The soon -\ner we recognize and address any challenges to learning and development, the better the chance \nfor redressal and success. Optimal nutrition, and a caring and stimulating environment are cru-\ncial to learning and development at this Stage.', metadata={'page_label': '193', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='194\nNational Curriculum Framework for Foundational StageWe need to support children in such a way that there are bridges, rather than gaps, between ear-\nly and later school learning.\n8.1.1 Recognizing Developmental Delay and Disability \nDevelopmental delay refers to very \nnoticeable lags in achieving develop-\nmental milestones. This kind of delay \nis well beyond the individual differ -\nence that we all know exists among \nchildren. The delay could be in any de -\nvelopment domain - physical, lan -\nguage, socio-emotional, cognitive - or \na combination of domains. For exam-\nple, a child struggling to climb up or \ndown three stairs at four years or a \nchild struggling to understand three-\nword sentences in a familiar language \nat five years or a child struggling to sit \ncomfortably at three years. \nDevelopmental disability - e.g., autism \nspectrum disorder, cerebral palsy, in-\ntellectual disability, visual impair-\nment, hearing impairment - usually \nbecomes apparent during infancy or', metadata={'page_label': '194', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Developmental disability - e.g., autism \nspectrum disorder, cerebral palsy, in-\ntellectual disability, visual impair-\nment, hearing impairment - usually \nbecomes apparent during infancy or \nchildhood and is marked by delayed \ndevelopment and functional limitations in learning, language, communication, cognition, be-\nhaviour, socialization, or mobility. \nSometimes it is hard to know the difference between delay and disability, and these terms are \noccasionally used interchangeably. Children often catch up or outgrow developmental delays \nwith continuous support and stimulation. Developmental disabilities are long-lasting though \nchildren can make a lot of progress in managing them as well with similar support. \nEarly identification of children who are ‘at risk’ for developmental delays and disabilities is very \ncrucial for timely intervention. Timely intervention can help address both developmental delays \nand disabilities. \n8.1.2 What Should Foundational Stage Institutions Do?', metadata={'page_label': '194', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='crucial for timely intervention. Timely intervention can help address both developmental delays \nand disabilities. \n8.1.2 What Should Foundational Stage Institutions Do?\nEducational institutions and Teachers are not authorized to make any diagnosis of developmen-\ntal delay or disability. That is the job of authorized medical professionals.\nBut Teachers play a crucial role in identifying children at risk for developmental delay and dis -\nability. This is critical for children to receive the right kind of support as early as possible so that \nfuture difficulties are mitigated as much as possible.', metadata={'page_label': '194', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='195\nNational Curriculum Framework for Foundational Stage\na. Teachers must start with the assumption that each child learns at their own pace. \n Differences in levels of learning and development are part of every child’s growing years.\nb. But if they do see a noticeable concern or persistent issue, the first step is to observe the \n child carefully to understand the child’s functioning in all developmental domains. \nc. The second step would be to keep a record of daily or weekly observations of the child \n based on some basic questions. The WHO list of Ten Questions below could be used as a \n guide to identify and observe children at risk.\nBox 8.1A\nThe World Health Organization’s Ten Questions Screening\n• Compared with other children, did the child have any serious delay in sitting, standing, or \n walking?\n• Compared with other children does the child have difficulty seeing, either in the daytime \n or at night?\n• Does the child appear to have difficulty hearing?', metadata={'page_label': '195', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='walking?\n• Compared with other children does the child have difficulty seeing, either in the daytime \n or at night?\n• Does the child appear to have difficulty hearing? \n• When you tell the child to do something, does she seem to not understand what you are \n saying?\n• Does the child have difficulty in walking or moving her arms or does she have weakness \n and/or stiffness in the arms or legs?\n• Does the child sometimes have fits, become rigid, or lose consciousness? \n• Does the child learn to do things like other children her age?\n• Does the child speak at all (can she make herself understood in words; can she say any \n recognizable words)?\n• For 3-to-9-year-olds, ask: Is the child’s speech in any way different from normal (not \n clear enough to be understood by people other than her immediate family)? For 2-year- \n olds ask: Can she name at least one object (for example, an animal, a toy, a cup, a spoon)?\n• Compared with other children of her age, does the child appear in any way dull or slow?', metadata={'page_label': '195', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='olds ask: Can she name at least one object (for example, an animal, a toy, a cup, a spoon)?\n• Compared with other children of her age, does the child appear in any way dull or slow?\nIt is important to remember that all children need nurturing and care, whatever their level of \nfunctioning or development. The Teacher must keep playing and working with the child just the \nway they do with other children. Sometimes, children need something small - extra attention or \nadjustment in the daily schedule or some time alone or a change of diet - for things to settle.\na. If the concern is persistent and does not get corrected by everyday actions, the third step \n would be to share this concern with parents and family. Conversations must be as gentle as \n possible, with no judgement or final conclusions on the child’s situation - it should just be a \n shared concern.', metadata={'page_label': '195', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='196\nNational Curriculum Framework for Foundational Stageb. If the family is in agreement, the fourth step would be to refer the child to an appropriate \n medical professional to check whether the concern is valid and whether the child is indeed \n at risk for delay or disability. A developmental paediatrician would be the best person to \n consult. The institution should have a list of local institutions/organizations and \n professionals for such references, so that the Teacher can guide the family accordingly. \nc. If the medical professional confirms the risk, the family, the Teacher, and the medical \n professional should together plan for the next steps. This could include consulting a \n disability rehabilitation professional (e.g., physiotherapist, speech therapist, special \n educator), starting medicines, using aids (e.g., hearing aid or crutches), simple speech and \n language activities or therapy, simple physical activities or therapy, cognitive exercises, and', metadata={'page_label': '196', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='educator), starting medicines, using aids (e.g., hearing aid or crutches), simple speech and \n language activities or therapy, simple physical activities or therapy, cognitive exercises, and \n instructions for the classroom, or anything else that is necessary for the child.\nd. The fifth step would be to begin focussed work with the child in school. \ni. The Teacher should start a documented profile of the child that is regularly updated.\nii. Regular assessment will have to be done based on an appropriate checklist or tool \nsuggested by the medical or rehabilitation professional.\niii. The Teacher needs to prepare an Individualized Education Plan in consultation with \nparents and caregivers. Please see the sample at the end of this Section\niv. If the child has a severe disability for which the school does not have adequate resources, \nit would be important to discuss this in detail with the family, relevant education \nfunctionaries and the medical/rehabilitation professional to find an alternative solution.', metadata={'page_label': '196', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='it would be important to discuss this in detail with the family, relevant education \nfunctionaries and the medical/rehabilitation professional to find an alternative solution.\nBox 8.1B\nNCERT’s PRASHAST is a checklist that enables identification of children at risk. It com -\nprises two parts - for use by regular teachers for first level screening, and for use by \nspecial educators and others for second level screening. It is a safeguard against unscien-\ntific diagnosis, and needless labelling of children. It is aligned with the Rights of Persons \nwith Disabilities Act (RPWD) Act 2016.\n8.1.3 What Can Teachers Do in the Everyday Class? \nAll children learn by listening, by watching, and by connecting with the Teacher in different ways. \nIrrespective of whether the child at risk receives support from other professionals, Teachers can \nhelp children by using the following simple strategies: \na. Learn as much as possible about the child.', metadata={'page_label': '196', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='help children by using the following simple strategies: \na. Learn as much as possible about the child.\ni. For example, what the child can and cannot do, what the child likes and do not like to do. \nii. For example, what are the different ways in which the child learns best; what is the \nchild’s home environment, family, and the community like.', metadata={'page_label': '196', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='197\nNational Curriculum Framework for Foundational Stage\nb. Make for success by setting goals for the child that are realistic and achievable. \ni. For example, ‘ Amit will start speaking in 3–4-word sentences in a month’ is unrealistic \nwhen Amit has only 30 words in his vocabulary and struggles to combine two words. A \nrealistic goal would be ‘ Amit will be able to speak around 50 meaningful words in one \nmonth and try to combine two words to form phrases.’ \nc. Seat the child as close to you as possible.\nd. Use simple, familiar language, speak clearly and slowly.\ne. Praise and encourage generously.\nf. Use a multisensory approach. \ni. For example, use action rhymes, speaking and doing at the same time.\nii. For example, teach a concept by simultaneously showing pictures, talking about them, \nand doing a related craft activity.\ng. Make information as concrete as possible. \ni. For example, to teach patterns, use available objects like sticks and stones, toys, blocks, \nand then move on to paper-pencil tasks.', metadata={'page_label': '197', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='g. Make information as concrete as possible. \ni. For example, to teach patterns, use available objects like sticks and stones, toys, blocks, \nand then move on to paper-pencil tasks.\nh. Allow for plenty of practice, and plenty of time to complete a task.\ni. Give breaks from tasks whenever needed.\nj. Show, demonstrate, and model - repeat this cycle as often as possible.\nk. Encourage interactions with other children. \nl. Sensitize other children to the situation.\ni. Hold a question-and-answer session on the subject, e.g., Do you think Suresh looks \ndifferent? Do you feel that Ashwini does not understand when you talk to her? Why do \nyou think Ahmed does not talk to you? \nii. Explain when children get impatient, e.g., Can you wait till Narendra finishes talking? I \nknow that he takes a long time to say some words and he repeats a lot of words; but can \nyou be patient with him?\nm. Use stories, role plays that highlight different abilities. \nSome examples of this are available in Annexure 2, Section 2.10', metadata={'page_label': '197', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='you be patient with him?\nm. Use stories, role plays that highlight different abilities. \nSome examples of this are available in Annexure 2, Section 2.10\nn. Teach and encourage other children to communicate and play with the child.\no. Choose a mentor/buddy for this child from among the rest of the class (make it a great \n honour to be chosen!).\np. Actively discourage the use of hurtful language or behaviour towards the child. \nq. Have a list of clear do’s and don’ts to ensure the safety of the child and communicate this to \n all the other children. \nr. Always encourage, support, and honour the child.\ni. Do not use labels/terms that are hurtful and derogatory (e.g., lame boy, blind girl, dumb \nfellow, stupid girl) or allow others to do so.\nii. Do not make negative remarks about the child or allow others to do so.', metadata={'page_label': '197', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='198\nNational Curriculum Framework for Foundational StageTeacher’s Voice 8.1A\nSample Individualized Education Plan (IEP)\nShashank is a five-and-a-half-year-old child. He can fully understand whatever is being said to him \nand can speak about twenty words meaningfully. He speaks in one-word utterances. Although he \ncannot walk independently, with some help, he can stand, and he tries to walk a few steps forward. He \ndrools most of the time.\nThis is a 3-month individualized education plan (IEP) I put together for him.\nGoals Learning Outcomes Specific Classroom Activities\nPhysical Devel-\nopmentStand without support\nWalk ten steps forward with \nsupportDraw a line, place a red ball (which he loves) at \nthe end point.\nSupport him to walk up to the ball.\nCount from 1-10 as he takes 10 steps with \nsupport.\nContinuously encourage him as he does this. \nLanguage \nDevelopment Speak 50 words meaningful-\nly\nIndicate needs using two \nwords \nReduce drooling by strength-', metadata={'page_label': '198', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='support.\nContinuously encourage him as he does this. \nLanguage \nDevelopment Speak 50 words meaningful-\nly\nIndicate needs using two \nwords \nReduce drooling by strength-\nening mouth musclesPlace different objects, e.g., ball, cup, plate in a \ncolourful box close to him.\nHelp him take them out one object at a time, and \nprompt him to name them.\nThe same activity can be done using clear \npictures of objects or people. \nEncourage him to make animal sounds and say \naction words during song-time and rhyme-time.\nUse play activities such as feeding a doll, giving \nit a bath, putting it to sleep and ask him to use \nwords to describe the same. \nUse a mirror to show him how to make each \nsound, specifying the shape of the mouth and \nplacement of the tongue.\nDo specific mouth muscle exercises four times a \nday.\nSelf-Help Brush his teeth on his own\nEat food on his own \nIndicate toilet needs using \nwords and gesturesBreak down each activity into simple steps and \ntake him through each step.', metadata={'page_label': '198', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='day.\nSelf-Help Brush his teeth on his own\nEat food on his own \nIndicate toilet needs using \nwords and gesturesBreak down each activity into simple steps and \ntake him through each step. \nUse a mirror to show him how he is doing it. \nUse pictures to help him point to what he is \ndoing. \nUse beginning sounds for each activity, e.g., ‘su’ \nfor toilet needs, ‘eee’ for brushing, ‘um’ for \neating.', metadata={'page_label': '198', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='199\nNational Curriculum Framework for Foundational Stage\nCognitive \nDevelopmentSort objects based on \ncategories\nMatch objects to pictures\nCount meaningfully from 1 to \n10Mix different categories of objects together, e.g., \nanimals and fruits. Place two bowls before him \nand help him sort/separate them into the two \nbowls.\nPlace pictures that are familiar to him (e.g., ball, \ncup, doll) on the table. Give him an object \ncorresponding to the picture and help the child \nmatch the picture accordingly. Name the \nobject-pictures while doing the activity.\nUse building blocks or clothes clips and help \nhim fit them correctly. Once done, help him \ncount them meaningfully and say the number \nthat is present. Vary the numbers and help the \nchild count. \nSocio-Emotional\nDevelopmentSit in a group, acknowledge \nthe presence of peers, greet, \nand call out for his friendsAsk a group of children to sit with him in a circle \nto play passing the ball. As he passes the ball, \nprompt and encourage him to name himself and', metadata={'page_label': '199', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and call out for his friendsAsk a group of children to sit with him in a circle \nto play passing the ball. As he passes the ball, \nprompt and encourage him to name himself and \nothers. \nGive him a set of chikkis – ask him to call each \nchild in the group by name and give each a \nchikki. Thank you can also be learnt by the \nothers in this process.', metadata={'page_label': '199', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='200\nNational Curriculum Framework for Foundational Stage8.2 Section 8.2 \n Safety and Security in Schools\nAll our educational settings are committed to providing an environment that is not only stimu-\nlating and joyful but safe and secure as well. \n8.2.1 Physical Safety \na. Teachers must ensure that children are physically ‘visible’ at all times. A responsible adult \n must supervise children during breaks and playtime.\nb. All buildings and equipment must adhere to safety standards, e.g., grills on windows, railings \n on balconies, safe electrical connections, earthed electrical equipment, open wells which are \n covered. \nc. Safety equipment (e.g., fire extinguishers) must be immediately available and maintained in \n good working condition. \nd. Windows should not open into classrooms as they are often the source of accidents (e.g., \n children often hit their heads on window shutters as they stand up or move around).', metadata={'page_label': '200', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='d. Windows should not open into classrooms as they are often the source of accidents (e.g., \n children often hit their heads on window shutters as they stand up or move around). \ne. All materials that may be potentially hazardous must be stored carefully and not be \n accessible to children; they must be used under adult supervision (e.g., knives, scissors, \n blades, cleaning liquids). \nf. A first aid kit should be kept in working order in the school, and all Teachers must be trained \n in the use of basic first aid. \ng. Nutritious mid-day meals must be served under safe and hygienic conditions. \nh. In case of an accident or a medical emergency, the supervising adult (e.g., Teacher or Head \n Teacher) must take a decision and inform parents immediately. \ni. If a child feels unwell in school but it is not a medical emergency, the Teacher may contact \n the parents, and ask them to pick the child up or, if possible, some responsible person from', metadata={'page_label': '200', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='i. If a child feels unwell in school but it is not a medical emergency, the Teacher may contact \n the parents, and ask them to pick the child up or, if possible, some responsible person from \n school may take the child home after ascertaining that there will be somebody responsible \n at home. Alternatively, if there is a place to rest, the child may rest in the school, and return \n home at the normal time. \n8.2.2 Emotional Safety \na. No adult in school may use physical violence or corporal punishment with children. \nb. Adults must not bully, harass, or intimidate children even by implication or covertly. They \n may not use abusive or demeaning language or label children. \nc. Teachers must provide equal opportunity and ensure equal participation of all children in \n everyday activities.\nd. Teachers must use positive language with the children at all times and provide \n encouragement that reinforces affirmative behaviour and actions in the classroom, and \n otherwise.', metadata={'page_label': '200', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='201\nNational Curriculum Framework for Foundational Stage\ne. Teachers must intervene if they encounter inappropriate behaviour that hurts others. If a \n child crosses a significant boundary, the first step would be to try and understand the \n reasons or underlying causes and address them. \nf. Confidentiality of sensitive information (e.g., regarding a child’s particular circumstances) \n must be maintained.\nBox 8.2A\nThe Ministry of Education’s Guidelines on School Safety and Security clearly define the \nmeasures that schools, and other relevant stakeholders must take to create a safe and \nsecure environment for all children. They are an excellent resource for all educational \ninstitutions and settings.\n8.2.3 Child Sexual Abuse \na. In accordance with the Protection of Children from Sexual Offences (POCSO) Act, 2012, there \n must be zero tolerance of child sexual abuse.\nb. Teachers and all other adults must be aware of child sexual abuse, and the POCSO Act, and', metadata={'page_label': '201', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='must be zero tolerance of child sexual abuse.\nb. Teachers and all other adults must be aware of child sexual abuse, and the POCSO Act, and \n recognise possible indicators of sexual abuse (e.g., unexplained bruises or injuries on the \n face, legs, bottom, or torso, becoming withdrawn, aggressive, or self-destructive). \nc. Through stories and play (e.g., use of puppets), Teachers could introduce ideas of safe touch \n and unsafe touch to children. \nd. If Teachers notice a significant pattern of change in the child’s behaviour, they must report it \n immediately to the Head Teacher/Principal/Supervisor. \ne. All procedures to deal with such incidents must ensure safety of the child. In all cases, the \n most important consideration to be taken into account is the protection of children. \nf. Confidentiality at all times needs to be maintained. Information regarding concerns of \n possible child abuse should only be shared on a need-to-know basis. \n8.2.4 Other Overall Safety Measures', metadata={'page_label': '201', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='f. Confidentiality at all times needs to be maintained. Information regarding concerns of \n possible child abuse should only be shared on a need-to-know basis. \n8.2.4 Other Overall Safety Measures \na. Addresses and phone numbers of parents should be regularly updated and kept accessible. \n Emergency contact numbers must be available for all children/adults. \nb. Information about any particular medical condition, and the associated medication or \n preventive measures should be obtained at the time of admission and be updated regularly \n and made available to all concerned. This is important for all children and particularly for \n children at risk. \nc. Particularly, everybody in the school should be aware of children having asthma, epilepsy or \n known allergies. Anti-epileptic or anti-allergic medicines as prescribed by the doctor \n treating these children should be available in the school. The school must have written \n consent from parents/care-givers to use these.', metadata={'page_label': '201', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='202\nNational Curriculum Framework for Foundational Staged. Information about any emotional upheaval or trauma that the child may be going through \n temporarily must be made available to all concerned Teachers. \ne. Telephone numbers of the closest medical centre/hospital/ doctor, ambulance, fire station \n and police station must be easily accessible or put up in a central place for all to see.', metadata={'page_label': '202', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='203\nNational Curriculum Framework for Foundational Stage\n9. Chapter 9 \n \n Linkages to the \n Preparatory Stage\nThe 5+3+3+4 design of school stages necessitates both continuity and change when the child \nmoves from the Foundational Stage to the Preparatory Stage.\nThe most significant change is the shift from a developmental imagination in the Founda-\ntional Stage to a focus on development of capacities and skills that are necessary for gain-\ning a systematic understanding of the world around us. These capacities are broadly – lit -\neracy, numeracy, and the abilities to hypothesize, make observations, collect data, and \nanalyse data. Along with these scholastic capacities, engagement in arts and sports become an \nimportant part of the Preparatory Stage, as also the development of values, beliefs, and social \ncapacities. Children are expected to attain Foundational Literacy and Numeracy by the end of \nGrade 3, which is part of the Preparatory Stage.', metadata={'page_label': '203', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='204\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '204', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='205\nNational Curriculum Framework for Foundational Stage\n9.1 Section 9.1 \n From Development Domains to \n Curricular Areas\nIn the Foundational Stage, the Curricular Goals are organized based on development domains – \nphysical, socio-emotional-ethical, cognitive, language and literacy, aesthetic and cultural, and \npositive learning habits. In the Preparatory Stage, the Curricular Goals would be organized into \nCurricular Areas – Languages, Mathematics, World Around Us, Arts, Physical Education, Voca-\ntional Education.\na. Languages – Both L1 and L2 language and literacy development would continue in the \n Preparatory Stage. While children would achieve Foundational Literacy in L1 in their first \n year in the Preparatory Stage, they would be expected to achieve the same in L2 by end of \n the Preparatory Stage. So, by end of Preparatory Stage, the goal would be to make children \n independent readers and writers in both L1 and L2.', metadata={'page_label': '205', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the Preparatory Stage. So, by end of Preparatory Stage, the goal would be to make children \n independent readers and writers in both L1 and L2.\nb. Mathematics – In the Foundational Stage, mathematical abilities are seen as part of \n cognitive development. In the Preparatory Stage, specific focus would be given to \n mathematics as a curricular area. Foundational Numeracy is expected to be achieved in the \n end of the first year in the Preparatory Stage.\nc. World Around Us – This curricular area in Preparatory Stage expands from the cognitive \n domain of the Foundational Stage. Children would engage both broadly and deeply with the \n environment around them, both natural and human environments. They would further \n develop their skills of observation, data collection, and analysis for forming and verifying \n hypothesis. They would also gain socio-cultural understanding of the human world around \n them.\nd. Arts – There is continuity in the Preparatory Stage from the Foundational Stage. While in', metadata={'page_label': '205', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='hypothesis. They would also gain socio-cultural understanding of the human world around \n them.\nd. Arts – There is continuity in the Preparatory Stage from the Foundational Stage. While in \n the Foundational Stage, it is freer and more exploratory in nature, in the Preparatory Stage, \n children would start gaining specific skills in different forms of arts that would enable them \n to express themselves in more elaborate ways.\ne. Physical Education – In the Preparatory Stage, physical development is given specific focus \n in the form of Physical Education. While in the Foundational Stage, exploratory and free play \n is the emphasis; in the Preparatory Stage, introduction to sports and more formal \n engagement in physical activity would be the emphasis.\nf. Vocational Education – In the Foundational Stage, there one curricular goal for “seva”. This \n would further expand significantly so that children engage in productive work in the', metadata={'page_label': '205', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='f. Vocational Education – In the Foundational Stage, there one curricular goal for “seva”. This \n would further expand significantly so that children engage in productive work in the \n Preparatory Stage. NEP 2020 sees education holistically, not just understanding of the world \n but acting upon the understanding meaningfully and productively. From simple activities, \n like growing vegetables and cooking, to more skilled work, like stitching, children would be \n encouraged to use their minds and bodies towards productive work.\ng. Socio-Emotional-Ethical Learning and Positive Learning Habits – In the Foundational \n Stage, it is appropriate that these two domains are given special emphasis in terms of \n articulating Curricular Goals, given the developmental needs in early childhood. This \n emphasis would continue in the Preparatory Stage, with the goals being met through a \n diverse set of approaches.', metadata={'page_label': '205', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='206\nNational Curriculum Framework for Foundational Stage9.2 Section 9.2 \n Continuity and Change in Content, Pedagogy \n and Assessment\nThe second shift is in the form of content used in the classroom. Children in the Preparatory \nStage are ready to deal with more abstract presentation of content, rather than only concrete \nexperiences. Textbooks and workbooks can start to play a bigger role in organizing learning. The \ncontent can also expand the context of understanding and need to be fully local to the child’s \nexperience. Children’s imagination expands both in terms of space and time, and the content \nused should reflect this expansion. The choice of content can reflect a judicious balance of famil -\niar and unfamiliar, that both comforts and challenges children.\nThe third shift is in classroom organization and pedagogy. While the pedagogy needs to continue \nto allow children to learn through their own exploration and inquiry, children would enter a', metadata={'page_label': '206', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='The third shift is in classroom organization and pedagogy. While the pedagogy needs to continue \nto allow children to learn through their own exploration and inquiry, children would enter a \nmore formal classroom setup, and the learning experiences become more cohort based. Children \nare expected to learn in group environments and become more independent in learning. More \nself-directed work can be expected of children in the Preparatory Stage. Strengthening and deep -\nening skills would require more repetition and practice. While settings become more formal, it \nis important to continue the learner-centric approaches of the Foundational Stage into the Pre-\nparatory Stage. Some children would continue to need more individual attention, and it is im-\nportant that in the Preparatory Stage, the pedagogical strategies adopted are chosen so that all \nchildren have attained foundational capacities in preparation for more formal engagement with \ndifferent forms of understanding in the Middle Stage.', metadata={'page_label': '206', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='children have attained foundational capacities in preparation for more formal engagement with \ndifferent forms of understanding in the Middle Stage.\nFinally, there would be a shift in the ways of assessment. While in the Foundational Stage most \nof the assessments are based on Teacher ‘observations’ of student work, in the Preparatory \nStage, more explicit assessment tasks can be introduced. Again, the continuity would be in terms \nof keeping assessments ‘low stakes’, even though they are explicit. In the Preparatory Stage, it is \nuseful for children to have some aspects of meta-cognitive awareness of their own learning, and \nthis can be provided by more explicit assessment tasks. Apart from worksheets, children can be \ngiven written assessment tasks that they need to complete within a specific time.', metadata={'page_label': '206', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='207\nNational Curriculum Framework for Foundational Stage\n10. Chapter 10 \n Creating a Supportive \n Ecosystem\nThe NCF is one of the core transformational forces of NEP 2020. As is evident from the previous \nchapters, the curricular implementation of the NCF for the Foundational Stage requires several \nactions around content, pedagogy, and assessment. All of this needs a supportive environment. \nThis Section mentions the role of Teachers, functionaries and parents and community in making \nthis happen.\nSection 10.1 talks of empowering teachers in different ways in line with the NEP 2020. The infra-\nstructure and learning resources support required to implement this curriculum are mentioned \nin Section 10.2. Section 10.3 outlines the role of academic and administrative functionaries. Sec-\ntion 10.4 enumerates the importance of parents and community supporting the learning of their \nchildren at the Foundational Stage. Technology is an important enabler - Section 10.5 describes', metadata={'page_label': '207', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='tion 10.4 enumerates the importance of parents and community supporting the learning of their \nchildren at the Foundational Stage. Technology is an important enabler - Section 10.5 describes \nways in which technology can be used to support teaching and learning at the Foundational \nStage.', metadata={'page_label': '207', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='208\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '208', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='209\nNational Curriculum Framework for Foundational Stage\n10.1 Section 10.1 \n Enabling and Empowering Teachers\nTeaching is an intellectually and ethically demanding profession. Teachers of the Foundational \nStage are required to have particular qualities that enable them to work with young children \nwith care, energy, rigour, patience, and humour.\n10.1.1 Ensuring an Enabling Environment for Teachers\nA culture that encourages people to learn and work together, and is characterised by trust and \nrespect for all is critical to a good school - this is possible in an environment that is open and \ncaring, and where dialogue, collaboration, enquiry, and reflection are embedded practices.\nTeachers need resource-rich, motivating environments and continuous opportunities for profes -\nsional learning and interaction. Teachers must feel a sense of pride in belonging to a well-quali -\nfied, close-knit, and vibrant professional group.\n10.1.2 Conducive Facilities and Work Environment', metadata={'page_label': '209', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='sional learning and interaction. Teachers must feel a sense of pride in belonging to a well-quali -\nfied, close-knit, and vibrant professional group.\n10.1.2 Conducive Facilities and Work Environment\nAdequate and safe physical infrastructure, facilities, and learning resources must be made avail -\nable with safe drinking water, functioning toilets with running water, and basic hand washing \nfacilities.\nThe infrastructure and teaching materials necessary to teach students effectively, including func-\ntional classroom boards, material for arts/crafts, material to set up learning corners, and a range \nof children’s literature must be made available.\n10.1.3 Pre-Service Teacher Education\nThe first step is to estimate Teacher demand and supply for the Foundational Stage. This must be \nundertaken by NCTE on priority, building on existing studies related to demand and supply of \nTeachers for specific Stages.\nThis will help to ensure that the right number and type of universities offer the four-year Inte-', metadata={'page_label': '209', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Teachers for specific Stages.\nThis will help to ensure that the right number and type of universities offer the four-year Inte-\ngrated Teacher Education Programme (ITEP) with specialization in the Foundational Stage.\nThe curriculum for the Foundational Stage specialization within the ITEP must be based on the \ncurriculum and pedagogy of the NCF for the Foundational Stage. It must also ensure adequate \npractice opportunities for student Teachers in all environments of the Foundational Stage, e.g., \nAnganwadis, Balvatikas, stand-alone preschools, preschool classes of larger schools, and Grades \n1 and 2.\nThe Teacher Eligibility Test (TET) should also be extended to all teachers of the Foundational \nStage once the re-structuring of school stages is complete. NEP 2020 envisages the extension of \nthe TET to cover all stages of education, including the Foundational Stage. This certification of \nsuitability to teach will cover teachers across all kinds of schools.', metadata={'page_label': '209', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='210\nNational Curriculum Framework for Foundational StageRecruitment of teachers must be through a rigorous process comprising not only a written test \nbut also an interview and classroom demonstration, as stated in NEP 2020.\n10.1.4 In-Service Teacher Education, Mentoring, and Support\nTeacher professional development is a journey, and Teachers progress through it at their own \nindividual pace. Teachers will be at different phases of their development journey, and will have \ndifferent development needs. Each phase requires exposure to different content. Within each \nphase, the learning experience needs to be holistic and complete to a point that it can help Teach-\ners to bring about sustained change in their practice, and move to the next phase.\nProfessional development of Teachers must be such that they become competent and reflective \nindividuals with the ability to drive educational improvement. Support structures and enablers \nmust be in place to facilitate their work, and further their learning.', metadata={'page_label': '210', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='individuals with the ability to drive educational improvement. Support structures and enablers \nmust be in place to facilitate their work, and further their learning.\nTeachers must engage continuously with their professional development through a variety of \nmeans. Content must be comprehensive and complete, relevant, and connected to the classroom, \nand address challenges Teachers face. Platforms for peer learning with mentoring and coaching \nsupport must be made available.\nTeachers of the Foundational Stage focus on helping young children learn in a safe, stimulating, \nand engaging environment that emphasizes play and discovery. The NCERT , SCERT , DIETs, BITEs, \nBRCs, CRCs provide academic mentoring and support to schools and Teachers through the devel-\nopment of support material, capacity building sessions, on-site visits, and quality monitoring \nand supervision. These academic resource institutions play a key part in ensuring that teacher', metadata={'page_label': '210', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='opment of support material, capacity building sessions, on-site visits, and quality monitoring \nand supervision. These academic resource institutions play a key part in ensuring that teacher \nprofessional development opportunities are continuously available.\nProfessional Development for Teachers - Illustrative Components and Modes\nTable 10.1A\nComponents of Professional Development\nGlobal Research Brain development\nDevelopmental stages, developmental milestones\nHow children learn, why play is important\nUnderstanding families, communities\nImplications for learning in school\nUnderstanding Content All domains of development\nEarly language and literacy, Early mathematics\nCurricular Goals Competen-\ncies Learning OutcomesUnderstanding Curricular Goals - rationale and connection to Aims \nof education, domains of development\nUnderstanding Competencies and Learning Outcomes to be at -\ntained\nImplications for the classroom', metadata={'page_label': '210', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='211\nNational Curriculum Framework for Foundational Stage\nPedagogy Making children feel safe, comfortable, respected, encouraged\nUsing play - toys, story, art, games, music, conversations\nReading, writing, mathematics in the classroom\nContent and Material Identifying appropriate content - rationale for choices\nSelecting appropriate material\nCreating appropriate material using local resources\nUsing technology\nAssessment Principles of assessment\nUsing appropriate tools and techniques for assessment\nUsing assessment data to improve teaching and learning\nChildren at Risk Recognising red flags for developmental delay and disability\nAppropriate classroom processes\nWorking with professionals\nPlanning Creating multi-level teaching plans adapted to student needs across \nall learning areas\nWorking with Parents and \nCommunityBuilding positive relationships\nInvolving parents and community in school\nBuilding a Teacher Learning \nCommunityForums for teacher engagement\nFace to face, Using technology', metadata={'page_label': '211', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='CommunityBuilding positive relationships\nInvolving parents and community in school\nBuilding a Teacher Learning \nCommunityForums for teacher engagement\nFace to face, Using technology\nResearch and Documentation Using research literature\nWriting case studies', metadata={'page_label': '211', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='212\nNational Curriculum Framework for Foundational StageTable 10.1B\nModes of Professional Development\nIn-School Processes\nScaffolding and support in \nSchoolPlanning, weekly discussions, sharing meetings, peer classroom \nobservation and feedback.\nMembers of the CRC, BRC, DIET and other support organizations \ncould visit schools on a regular basis. During the visit, they can \nobserve Teachers, hold discussions with them, demonstrate pedagogy, \nwork on material development with Teachers, share information \nabout upcoming events, and activities.\nFormal Workshops\nMaterial Development \nWorkshopsThese are face-to-face sessions on all domains of learning and \ndevelopment. They can be of varying durations and formats, ranging \nfrom 3-day residential workshops for large groups of Teachers to \nhalf-day sessions on specific topics for small groups.\nEarly years learning needs plenty of teaching learning material. If \ngroups of Teachers (e.g., within a large school or at the Cluster or', metadata={'page_label': '212', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='half-day sessions on specific topics for small groups.\nEarly years learning needs plenty of teaching learning material. If \ngroups of Teachers (e.g., within a large school or at the Cluster or \nBlock) could get together and develop material, it would be an \nexcellent learning opportunity for all of them.\nTeacher Forums\nSocial Media GroupsForums for Teachers of the Foundational Stage (e.g., at the Cluster) \ncould have monthly meetings to discuss work. Teachers could take \nresponsibility for particular topics, and design teaching plans, \nresources that could be shared with all. This could reduce preparation \nload, and Teachers could adapt such resources for their own students.\nGroups on social media platforms that support and moderate sharing \nof experiences, teaching resources, and discussion amongst \nlike-minded or subject-specific Teachers - these could be adminis -\ntered by Teachers themselves.\nHandbooks\nUsing DIKSHAHandbooks that guide Teachers to plan on achieving Learning', metadata={'page_label': '212', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='like-minded or subject-specific Teachers - these could be adminis -\ntered by Teachers themselves.\nHandbooks\nUsing DIKSHAHandbooks that guide Teachers to plan on achieving Learning \nOutcomes could be prepared. References of additional material that \nthey can read/access and use may be a good addition to such hand-\nbooks.\nContent on DIKSHA specific to early years learning could be used by \nindividual Teachers and Teacher groups.\nMentor Teachers Experienced, dedicated teachers could be identified for each Cluster. \nThey can visit other schools, support other Teachers. Teachers \nwanting support can reach out to these mentor Teachers inde -\npendently.\nAnnual Teacher Seminars Large scale, short duration events focussed on specific topics where \nTeachers could present their ideas/practices/material, and listen to \nexpert speakers. Teachers can be exposed to new and different ideas \nrelevant to teaching in the early years.\nPlease see a few Illustrations in Annexure 2', metadata={'page_label': '212', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='213\nNational Curriculum Framework for Foundational Stage\n10.1.5 Career Ladder and Professional Development \n Opportunities\nEarly stages of school education are critical, and will require Teachers who are highly qualified \nin the practice of early childhood education.\nNEP 2020 speaks of parity in service conditions across all Stages of school education. This means \nthat, as soon as possible and in the long term, pay and service conditions of Teachers have to be \ncommensurate with their social and professional responsibilities, and must be set so as to attract \nand retain talented Teachers in the profession. All Teachers, from Foundational Stage Teachers to \nSecondary Stage Teachers, will be recruited with standard service conditions as per their work \nrequirements, and the same salary structure.\nAll Teachers must have the opportunity to progress in their career (in terms of salary, promo -\ntions, etc) while remaining as Teachers in the same stage of education (i.e., Foundational, Prepa-', metadata={'page_label': '213', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='All Teachers must have the opportunity to progress in their career (in terms of salary, promo -\ntions, etc) while remaining as Teachers in the same stage of education (i.e., Foundational, Prepa-\nratory, Middle, or Secondary). The approach will be to ensure that growth in one’s career (salary \nand promotion) is available to Teachers within a single school stage, and that there is no career \nprogression-related incentive to move from being Teachers in early stages to later stages (though \nsuch career moves across stages will be allowed, provided the Teacher has the desire and qual -\nifications for such a move).\n10.1.6 Teacher Autonomy and Teacher Accountability\nTeachers are responsible for student learning and must be held accountable for it. But Teacher \nempowerment and autonomy are preconditions for accountability. Accountability is critical but \nso is autonomy - an empowering culture based on autonomy is a necessary condition for ac-\ncountability.', metadata={'page_label': '213', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='empowerment and autonomy are preconditions for accountability. Accountability is critical but \nso is autonomy - an empowering culture based on autonomy is a necessary condition for ac-\ncountability.\nCompetent and capable Teachers are critical to improve the quality of learning. Supportive envi-\nronments within schools and the eco-system improve teacher effectiveness. Teachers are unique \nindividuals, with their own set of beliefs and personal theories about learners, learning, and ed -\nucation.\nTo a creative and discerning Teacher, every learning episode presents unanticipated opportuni-\nties to spontaneously and naturally stimulate and support learning of what was not planned, and \nto omit, on that particular occasion, learning of what was originally intended or planned.\nTeachers must have the pedagogic autonomy to plan and organize content, decide the se-\nquence, and methods of teaching children as the situation demands, along with ways of', metadata={'page_label': '213', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Teachers must have the pedagogic autonomy to plan and organize content, decide the se-\nquence, and methods of teaching children as the situation demands, along with ways of \nassessing their learning. All this must be based on the prescribed Curricular Goals, Competen-\ncies, Learning Outcomes, and pedagogical approaches and principles in the Foundational Stage.', metadata={'page_label': '213', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='214\nNational Curriculum Framework for Foundational Stage10.2 Section 10.2 \n Ensuring an Appropriate Environment \n for Learning\n10.2.1 Design Imagination\nThe importance of physical spaces to provide \nsafe, joyful, and comfortable environments, \nwhich are enablers of learning in the Founda-\ntional Stage cannot be overstated. It is such \nvibrant spaces that must be developed with \nthe significant investment thrust of NEP 2020 \non ECCE in the Foundational Stage. \nHighly creative imagination would be re-\nquired for the design and implementation of \nthese spaces, so as to fulfill this important role \nas an enabler of high quality ECCE. And this \nwould have to be done while considering the \npractical aspects of cost-optimization, opera-\ntional feasibilities, and implementation ca-\npacities. \nThis creative imagination would have to cover \nnot only all the aspects of buildings that house \ninstitutions implementing Foundational Stage \neducation, but also their immediate environ-', metadata={'page_label': '214', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='pacities. \nThis creative imagination would have to cover \nnot only all the aspects of buildings that house \ninstitutions implementing Foundational Stage \neducation, but also their immediate environ-\nment. Both buildings (or rooms) being newly constructed or those that are being remodelled \nfrom existing infrastructure, should be informed by this imagination. \nOne of the more effective approaches, for such imagination to flower and take concrete shape, is \nto construct cross-disciplinary/cross-field teams, which are chartered to develop these ideas, \nblueprints, and guidelines. The disciplines/fields could include ECCE, Child Development, Engi-\nneering and Architecture, Sociology and Anthropology, and more. Multiple such teams may be \nrequired across the country to be adequately responsive to local contexts and requirements. \nThese could be formed by the relevant bodies in the states, such as the DWCD, SCERT , etc.', metadata={'page_label': '214', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='required across the country to be adequately responsive to local contexts and requirements. \nThese could be formed by the relevant bodies in the states, such as the DWCD, SCERT , etc. \nActioning this quickly will be critical for investments in ECCE to be channelled appropriately.', metadata={'page_label': '214', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='215\nNational Curriculum Framework for Foundational Stage\n10.2.2 Infrastructure and Learning Resources \nAppropriate and adequate infra-\nstructure and learning material to \nlearn in an optimal manner must be \navailable for all children. Availability \nof adequate and appropriate infra-\nstructure facilities, and learning re-\nsources has significant impact on \ncreating a conducive environment \nfor learning. Quality, completeness, \nand maintenance of infrastructure is \na key differentiator between a good \nschool and a not-so-good one, espe -\ncially in the eyes of parents and com-\nmunity.\nA high-quality programme for chil-\ndren should help satisfy their curios -\nity, provide freedom for exploring \nthe environment, opportunities for \ninteraction, and promote optimal holistic development. Children should get opportunities to en-\ngage with materials, play outdoors, and interact with each other, and the Teacher every day.\nA supportive learning environment would give children a holistic experience for learning and', metadata={'page_label': '215', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='gage with materials, play outdoors, and interact with each other, and the Teacher every day.\nA supportive learning environment would give children a holistic experience for learning and \ndevelopment. Child development does not only depend on Teacher-student interaction but also \non sensory experiences children have in the physical environment in and outside the classroom.\nSafe, barrier-free, and adequate physical infrastructure must be available as per prescribed \nnorms. Buildings and equipment must meet safety standards as per the law. Adequate budgets \nand utilization for infrastructure development, infrastructure maintenance, and teaching-learn-\ning material must be available.\nThis includes:\na. Clean, safe, and functioning toilets, and safe drinking water.\nb. Safe and nutritious meals (as per committed norms), and health support for all children.\nc. Clean, well-ventilated, and well-lit classrooms maximising the use of natural light and \n ventilation.', metadata={'page_label': '215', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='b. Safe and nutritious meals (as per committed norms), and health support for all children.\nc. Clean, well-ventilated, and well-lit classrooms maximising the use of natural light and \n ventilation.\nd. Learning spaces segregated from other spaces (e.g., cooking) in an optimal way that does \n not hinder safety or learning.\ne. Separate classrooms for Grades 1 and 2.\nf. Safe outdoor spaces, and/or small gardens for children to play.', metadata={'page_label': '215', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='216\nNational Curriculum Framework for Foundational Stageg. Buildings and walls painted in cheerful colours (children could participate in this painting).\nh. Appropriate high-quality learning resources/material, and books.\ni. Material organized and stored in specific spaces with appropriate safety mechanisms (e.g., \n cleaning material or knives are stored in locked spaces).\nj. Learning corners and appropriate displays at the eye level of children.\nk. Cleanliness/hygiene maintained with regular checks of spaces, material. \nPlease see Chapter 5, Sections 5.4, 5.5 and 5.6 for details. \n10.2.3 Pupil Teacher Ratio\nIt is widely understood and accepted that the right Pupil-Teacher Ratio (PTR) enables individual \nattention by Teachers, and therefore can increase student engagement and achievement. It is \nimportant to look at the PTR as not just a number, but as a measure that would lead to better \nLearning Outcomes for the child. Many crucial classroom processes can be better implemented', metadata={'page_label': '216', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='important to look at the PTR as not just a number, but as a measure that would lead to better \nLearning Outcomes for the child. Many crucial classroom processes can be better implemented \nif the Teacher could operate in an environment of favourable PTR.\nPedagogy specialists argue that a lower PTR has a larger impact during the early years of school -\ning. It is found that children who attend schools with lower PTR have a greater likelihood of \ncontinuing schooling for a greater number of years.\nOne important caveat is that reducing PTR does not imply filling schools with underqualified and \ncontractual Teachers. PTR must be improved through the appointment and professional devel-\nopment of qualified Teachers. Along with improved PTR, issues of infrastructure, and the aca-\ndemic and pedagogic capability of Teachers must also be taken care of to take full advantage of \nlower PTR. There must be a full complement of Teachers for all children at the Foundational \nStage.\n10.2.4 Age of Admission', metadata={'page_label': '216', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='lower PTR. There must be a full complement of Teachers for all children at the Foundational \nStage.\n10.2.4 Age of Admission\nPolicy documents such as RTE 2009, National ECCE Policy 2013, and NEP 2020 have emphasized \nthat children should participate in a preschool or Anganwadi from age 3 to 6 years, after which \npoint, they should enter Grade 1 of primary schools.\nNEP 2020 states that the Foundational Stage begins at Age 3 and ends at Age 8 i.e., five years of \nschooling from preschool to Grade 2. Children should, therefore, begin Grade 1 at the age of 6 \nyears. However, many State policies do not reflect these age and developmental milestones.\nGiven the rapid pace of brain growth, and overall development of the child in the early years, a \ndifference of even a few months is significant. The curriculum for Grade 1 is designed with the \nassumption that children will be over 6 years old.\nThe trend of officially advancing the entry age for Grade 1 to below 6 years defies this assump-', metadata={'page_label': '216', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='assumption that children will be over 6 years old.\nThe trend of officially advancing the entry age for Grade 1 to below 6 years defies this assump-\ntion and can pose significant damage to children’s cumulative learning.', metadata={'page_label': '216', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='217\nNational Curriculum Framework for Foundational Stage\n10.3 Section 10.3 \n Role of Academic and Administrative \n Functionaries\n10.3.1 Head Teacher/Principal\nThe most important role of the school leader is to create a supportive and empowering culture \nin the school through processes that provide autonomy and ensure accountability.\nHead Teachers/Principals/Supervisors must support Teachers in every way so that they teach \nwell. This can happen through helping them to plan their classes, providing access to appropri -\nate resources, observing classes and providing constructive feedback, and creating an ethos \nwhere Teachers think and talk about teaching and learning of children.\nIt would be very useful if Head Teachers could also teach a class from time to time at the Founda-\ntional Stage to stay in touch with children, to build rapport with them, to lead by example, and to \nstay in touch with the Teacher’s perspectives and challenges. This would also demonstrate how', metadata={'page_label': '217', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='tional Stage to stay in touch with children, to build rapport with them, to lead by example, and to \nstay in touch with the Teacher’s perspectives and challenges. This would also demonstrate how \nimportant this Stage is to the entire school, and give the Teacher further confidence.\nThe Head Teacher should build rapport with parents, families, and the local community to en-\nsure regular attendance of young children, and ensure parents/families understand the critical-\nity of this Stage of learning and development. This would also help the school respond appropri -\nately to relevant issues and challenges, e.g., sensitively informing parents/families when a child \nhas a suspected developmental delay or behavioural concern. \n10.3.2 Academic Functionaries\nSchool visits and on-site support through classroom observation and constructive feedback to \nTeachers is the most important role of this group at the Cluster and Block level. Functionaries at', metadata={'page_label': '217', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='School visits and on-site support through classroom observation and constructive feedback to \nTeachers is the most important role of this group at the Cluster and Block level. Functionaries at \nCluster and Block level should also regularly demonstrate the pedagogy that Teachers must use \n- this helps Teachers understand better, and helps them to stay in touch with teaching and chil-\ndren.\nThe Cluster level meetings must be used to discuss classroom processes, and one meeting every \nfew months could be held exclusively to discuss classroom experiences at the Foundational \nStage. They should also be part of discussions with parents and the community on the impor -\ntance of the early years for learning development, and ensuring regular attendance and partici-\npation in school. Academic initiatives by the school, e.g., setting up learning corners, adding chil-\ndren’s literature, must be fully encouraged and supported.', metadata={'page_label': '217', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='pation in school. Academic initiatives by the school, e.g., setting up learning corners, adding chil-\ndren’s literature, must be fully encouraged and supported.\nThe focus of academic functionaries at the DIETs should be to develop extensive engaging, joyful, \nand innovative material for children and Teachers in the local language rooted in the local con-\ntext. This could include a comprehensive Teacher support plan to use this material. Each DIET \ncould also develop a pool of academic resource persons for every Block in the district with exper-\ntise in supporting Teachers for the Foundational Stage.', metadata={'page_label': '217', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='218\nNational Curriculum Framework for Foundational StageThe focus of the academic functionaries at the SCERT should be to develop the State curriculum \nfor the Foundational Stage, textbooks and workbooks for Grades 1 and 2, sample additional ma-\nterial which DIETs could further contextualise and build on, and assessment checklists and pro-\ncesses that Teachers could use. The SCERT should take responsibility for sourcing, contextualis -\ning, and anchoring translation of materials for use in the Foundational Stage. \n10.3.3 Administrative Functionaries \nEnsuring availability of teachers, and facilitating timely supply and distribution of teaching-learn-\ning resources (e.g., play materials, books, activity books) would be critical for the implementa -\ntion of the curriculum at the Foundational Stage. Appropriate budgetary allocations may be \nmade for curricular requirements, and teacher professional development needs, with regular \nmonitoring and review of progress.', metadata={'page_label': '218', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='made for curricular requirements, and teacher professional development needs, with regular \nmonitoring and review of progress.\nCarefully planned and thoughtfully collected data would help with ensuring access for Socially \nand Economically Disadvantaged Groups (SEDGs). Specifically, it is necessary to have an accurate \nestimate of the population of children aged 3-8 years, so that appropriate planning can be done \n– this would require both projection and tracking. Technology should be used, where possible, to \nensure accurate data is collected with minimal effort but maximal accountability, such that the \ndata is available to decision makers in a matter of days, and not weeks and months.\nAn indicator of the quality of education in the Foundational Stage will be the attainment of out-\ncomes, particularly those related to FLN in Grade 3. The NAS makes this tracking possible. In \naddition to NAS, States may plan State Learning Achievement Surveys (SLAS) with this focus.', metadata={'page_label': '218', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='comes, particularly those related to FLN in Grade 3. The NAS makes this tracking possible. In \naddition to NAS, States may plan State Learning Achievement Surveys (SLAS) with this focus.\nLarge-scale advocacy through public service messages and media campaigns, direct communica-\ntion with parents, and wide-scale dissemination of simple methods and materials needed to en-\nable parents to actively support their children’s early learning needs could also be designed.', metadata={'page_label': '218', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='219\nNational Curriculum Framework for Foundational Stage\n10.4 Section 10.4 \n Role of Parents and Community\n10.4.1 Parents and Family\nParents and family are co-partners with the school in the child’s learning and develop-\nment. In the early years, it is even more important for parents to understand and support \nwhat happens in school as well as for Teachers to understand the child’s situation at home \nso that they can take cognizance of it in their interactions with the child.\nRelationships with parents and families may be built and sustained with focus. Communication \nwith parents needs to be frequent and ongoing, with parents being treated as equal partners in \nthe process, not as people who are talked down to or only reported to. Parents need to be kept \nabreast of the child’s progress. This could be done by inviting parents to school regularly for \ndiscussions about their child’s learning, and by the Teacher conducting home visits. The meet-', metadata={'page_label': '219', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='abreast of the child’s progress. This could be done by inviting parents to school regularly for \ndiscussions about their child’s learning, and by the Teacher conducting home visits. The meet-\nings also provide space to elicit their views about the school’s functioning. Parents may solicit \nmeetings with Teachers as and when required.\nA shared understanding would be useful, especially of the importance of child development in \nthe early years, different domains of development and learning, the need for stimulation and \nengagement in a conducive and safe home environment, the importance of basic health and nu-\ntrition, the effects of deprivation and child abuse, and the importance of the family and Teachers \nin the child’s development.\nParents and family can individually contribute to the school in several ways. Illustratively: partic-\nipate in special celebrations, important days of the school, and school events; help with organis-', metadata={'page_label': '219', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ipate in special celebrations, important days of the school, and school events; help with organis-\ning and supervising small local field trips; share their knowledge and experience when particu-\nlar topics are being studied (e.g., growing plants and controlling for pests, how to perform first \naid for basic injuries, cooking a simple healthy meal, demonstrating basic woodwork, talking \nabout animals or vehicles); help the Teacher to align aspects of school practices to the local con-\ntext (e.g., local festivals, local food, local art forms); and be part of the classroom on designated \ndays as an observer or co-teacher.\nParents can also be part of the School Management Committee, and become the bridge between \nthe parents, the community and Teachers. They can take responsibility for ensuring clear, trans-\nparent communications about all matters between other parents and the school, they could help \nto collect additional resources or learning material, and be part of parent groups to plan, coordi -', metadata={'page_label': '219', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='parent communications about all matters between other parents and the school, they could help \nto collect additional resources or learning material, and be part of parent groups to plan, coordi -\nnate and manage events like Teachers Day or Sports Day.', metadata={'page_label': '219', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='220\nNational Curriculum Framework for Foundational Stage10.4.2 Community \nThe local community is defined as parents, family, residents of the neighbourhood, youth \ngroups, community leaders, and local governance institutions. The community could be \ninvolved in and support the school in several ways. Illustratively: ensure enrolment and reg-\nular attendance of all local young children, share observations with Teachers, provide support \nwith additional infrastructure, learning materials, better nutritional sources for children’s meals \nor other services (e.g., the Gram Panchayat could use funds from other schemes for providing a \nwater connection), motivate all parents and community members to become active partners \nwith the school, and help make the school an integral part of the community.\nTeacher’s Voice 10.4A \nBal Mela\nI have always believed that it is important to get parents and the larger community \nengaged in children’s learning. Bal Melas are very effective for this. In a Bal Mela, my', metadata={'page_label': '220', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Bal Mela\nI have always believed that it is important to get parents and the larger community \nengaged in children’s learning. Bal Melas are very effective for this. In a Bal Mela, my \nchildren enjoy displaying and demonstrating their learning to their parents and the local \ncommunity. Such an event helps create a better connect between the school and the \ncommunity. It helps create awareness among parents and community on the importance \nof learning at the Foundational stage. \nAll Teachers in our village, and other functionaries work together for this. While we keep \nchanging the details each time, a typical Bal Mela goes something like this.\n• We Teachers decorate the venue and display the following:\n à Children’s artwork with the name of the child, age, and date of creation\n àTeaching-learning materials prepared by us\n àChildren’s portfolios with all their work\n àCharts, posters on the importance of early years, brain development, how children', metadata={'page_label': '220', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='àTeaching-learning materials prepared by us\n àChildren’s portfolios with all their work\n àCharts, posters on the importance of early years, brain development, how children \n learn, how a friendly learning environment should be - we use pictorial \n representation so that everyone can understand easily \n• Children enjoy drawing and painting till other participants reach the venue. \n• Once the participants arrive, we (along with some of the older children) explain the \n purpose, event schedule, and expectations of lots of encouragement from them.\n• Activities begin – some with children, some with children and parents, and others \n could even be exclusively with parents. \n• At the end of each activity, the Teacher concerned and some of the older children \n explain the purpose of that activity, how the activity enhances or supports the \n development of children, and how these activities can be conducted at home with \n available resources.', metadata={'page_label': '220', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='221\nNational Curriculum Framework for Foundational Stage\n• We try to specially ensure active participation of fathers, and encourage them to share \n their thoughts on their child’s development\n• After the activities, we discuss important elements like brain development, the \n importance of early years, the role of parents in child development, etc using charts \n and posters.\n• Parents share their experiences in sending their children regularly to class.\nIn the end, we, the Teachers, share our expectations from parents and the community, \nespecially in terms of enrolment and attendance of the children, and thank them for their \nparticipation. Bal Melas are truly a celebration where the entire village comes out to \nparticipate in their children’s learning!', metadata={'page_label': '221', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='222\nNational Curriculum Framework for Foundational Stage10.5 Section 10.5 \n Leveraging Technology\nIn addition to using technology as a source of content for teaching (Please see Chapter 5, Section \n5.4), technology can significantly contribute to building a supportive ecosystem for the Founda-\ntional Stage.\nLeveraging existing technology, and building upon digital infrastructure and frameworks can \nhelp in accelerating capacity building, enable participation and engagement, and synergies. An \nexample is the National Digital Education Architecture (NDEAR), which was launched on the first \nanniversary for NEP 2020 as a key enabler for NEP implementation, with a vision ‘to create a \nunifying national digital infrastructure and act as a super connector to cross leverage ecosystem \ncapabilities.’\nWhile the NCF may suggest a few ideas for use of technology in the early years, one cannot imag-\nine all possible scenarios for the future, and certainly not solutions that will be relevant going', metadata={'page_label': '222', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='While the NCF may suggest a few ideas for use of technology in the early years, one cannot imag-\nine all possible scenarios for the future, and certainly not solutions that will be relevant going \nahead. It would be prudent to leverage technology frameworks, such as NDEAR, that will enable \ndevelopment of diverse and modular solutions as needed from time to time. \n10.5.1 Technology for Capacity Building \nDigital courses to enhance understanding of children in the early years, bit-sized ‘how to’ guides \non a range of topics related to supporting and enriching young children, demonstration of inno-\nvative practices, planning for teaching are available to teachers and parents across Indian lan -\nguages. These need to be further enhanced.\nSome ways of doing this could include informative and educative content (e.g., value of conver -\nsations, information on developmental milestones), good practices (e.g., using locally available', metadata={'page_label': '222', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Some ways of doing this could include informative and educative content (e.g., value of conver -\nsations, information on developmental milestones), good practices (e.g., using locally available \nmaterial for young children), transforming static lesson plans into interactive, personalized \nplans that give Teachers flexibility and choice.\nTechnology also significantly enables peer learning, sharing of content and practices, asking for \nhelp and feeling a sense of community with others who may be navigating similar contexts. This \nworks best when material is available in local languages, which technology can enable.\nNISHTHA is a National Mission which aims to improve the Learning Outcomes of students \nthrough a digitally enabled teacher training programme offered through an online mode. It \nshould be leveraged and continually improved.\nTeachers can upload self-made content on platforms like DIKSHA and can also leverage NDEAR \ncompliant open-source content authoring tools for creating a variety of content.', metadata={'page_label': '222', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='223\nNational Curriculum Framework for Foundational Stage\n10.5.2 Leveraging Digital Infrastructure, Platforms, Tools\nThe vibrant ecosystem of content creators may be encouraged to contribute content for children, \nteachers, parents, and the community by using NDEAR (ndear.gov.in), and VidyaDaan (vdn.dik -\nsha.gov.in) capabilities.\n‘Energizing’ material for teachers and children using QR codes for ease of access to contextual \ncurriculum-linked content works very well. Leveraging QR code also ensures that content linked \nto it can be updated/modified at any point of time.\nTools to note and identify developmental challenges, and early screening tools will help Teachers \nto recommend necessary support for the child e.g., PRASHAST , a disability screening checklist.\nPractical and efficient technology-enabled tools to ease the administrative tasks of teachers save \ntime, and enable efficiencies. Enabling tools could be used by teachers and administrators to', metadata={'page_label': '223', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Practical and efficient technology-enabled tools to ease the administrative tasks of teachers save \ntime, and enable efficiencies. Enabling tools could be used by teachers and administrators to \nhelp plan and execute ideas and programs for micro-improvements in their learning spaces. \nTechnology could also enable building cohesive parent-teacher communities. Tools to discover \nspecialist and expert resources, especially where support is needed for children with special \nneeds or developmental delays, can also be addressed. In multilingual situations, technological \ntools assist teachers, so that they are able to take care of each child’s needs. \nArtificial Intelligence (AI) and Machine Learning (ML) can be used to solve some of the challeng -\nes such as translation (e.g., Bhashini https://bhashini.gov.in/en/ and ULCA https://bhashini.\ngov.in/ulca), and content discovery solutions to enable discovery of relevant materials by and for', metadata={'page_label': '223', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='es such as translation (e.g., Bhashini https://bhashini.gov.in/en/ and ULCA https://bhashini.\ngov.in/ulca), and content discovery solutions to enable discovery of relevant materials by and for \nteachers when they need them (e.g., Chatbots). AI and ML must be strictly avoided for any solu-\ntions that are child facing or child related. \n10.5.3 Technology for Parents and Community\nResponsive parenting may be encouraged by using broadcast media Radio, TV, OTT platforms as \nwell as messaging through IVR and other means. Several innovative programs currently being \nimplemented in States in partnership with civil society organizations could be expanded.\nIdeas for parental engagement with children through enabling access to ‘a story a day,’ activities \nof play and learning, reading or listening together, and even practice through worksheets are \ncurrently made available using community radio stations. Many parents now use messaging ser -', metadata={'page_label': '223', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='of play and learning, reading or listening together, and even practice through worksheets are \ncurrently made available using community radio stations. Many parents now use messaging ser -\nvices to connect with people and consume content. These could be leveraged as well.', metadata={'page_label': '223', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='224\nNational Curriculum Framework for Foundational Stage', metadata={'page_label': '224', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='225\nNational Curriculum Framework for Foundational Stage\n1.1 Annexure 1: \n Illustrative Learning Outcomes\nThe Illustrative Learning Outcomes for each competency are articulated here. These are learning \ntrajectories over the five years in the Foundational Stage that lead to the achievement of the re-\nlated competency. \n• As the Curricular Goals are developmental, so are the Competencies and the Learning \n Outcomes. \n• All the Learning Outcomes have a developmental trajectory across every age group \n through the Stage. They must be seen as a continuum and a trajectory, rather than \n exact age-specific goals.\n• As learning between ages 3 and Age 8 is developmental, it happens at a varied pace for \n different children. All children will not achieve the same age-wise Learning Outcomes \n at the same time. \n• The age-wise categorisation below is indicative and will help the Teacher to organise \n learning experiences for each child in the classroom.', metadata={'page_label': '225', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='at the same time. \n• The age-wise categorisation below is indicative and will help the Teacher to organise \n learning experiences for each child in the classroom. \n• Each Learning Outcome is observable. The Teacher will be able to observe the child’s \n progress on Competencies using these Learning Outcomes. \n• The Learning Outcomes need to be read as cumulative. The child’s learning of previous \n age groups continues to be observed in later stages. For example, if the Learning \n Outcome for ages 4-5 is ‘eats without spilling’ this is assumed to continue for age 5-6 \n onwards.\nIn the section below, Curricular Goals are numbered as CG-1, CG-2, CG-3… and Competencies \nare numbered as C-1.1, C-2.1, C-3.1… Learning Outcomes are mapped to Competencies.\nAs mentioned above, the Learning Outcomes must be seen as a continuum. In the tables below \nthey are placed in reading grids – with 1,2,3…in the vertical axes and A,B,C…in the horizontal', metadata={'page_label': '225', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='As mentioned above, the Learning Outcomes must be seen as a continuum. In the tables below \nthey are placed in reading grids – with 1,2,3…in the vertical axes and A,B,C…in the horizontal \naxes – only for easy referencing. For example, readers can refer to Learning Outcome D.1 against \nCompetency C-2.1 to point to a specific Learning Outcome within this illustrative list. \n1.1.1 Physical Development\nA healthy body houses a healthy mind. Also, in this Stage, children learn most when they use all \ntheir senses and whole body to engage in playful activities. Hence, the focus here is on develop-\ning healthy eating and hygiene habits, becoming aware of safety, sharpening sensorial attention, \nand exercising and coordinating their different muscle groups.', metadata={'page_label': '225', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='226\nNational Curriculum Framework for Foundational StageCG-1: Children develop habits that keep them healthy and safe\nChildren develop both habits of healthy eating and understanding of nutrition. Early exposure to a \nrange of food groups is essential for developing a taste for a variety in food.\nLack of hygiene often causes ill-health and children lose the gains made through nutritious food. This \nmakes it important to develop good hygiene practices in early school years. While early childhood is \na crucial time when the immunity of the child is also developing, since children come to school in \nconcentrations, some basic hygiene practices become necessary for a school context. \nSince schools are public places, school readiness necessarily involves special attention to safety and \nsecurity. By acquiring specific practices of safety and security, children are better prepared to engage \nwith learning in schools, which may be distant from home, both geographically and culturally.', metadata={'page_label': '226', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='security. By acquiring specific practices of safety and security, children are better prepared to engage \nwith learning in schools, which may be distant from home, both geographically and culturally.\nCompetencies are attained over a period of time. Therefore, interim markers of learning achieve-\nments are needed. These interim markers are Learning Outcomes. The table below illustrates the \ndetailing of Learning Outcomes for a Competency. Each column in the table (A-E) are milestones, and \nthese milestones in a sequence indicate a Learning Trajectory for attainment of a Competency.', metadata={'page_label': '226', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='227\nNational Curriculum Framework for Foundational Stage\nC-1.1: Learning Outcomes\nTable 1\nA B C D E\n| | | | |\nC-1.1: Shows a liking for and understanding of nutritious food and does not waste food\n Age 3 - 8 \n1\n|• Identifies things \nthat can be eaten \nand cannot be \neaten\n• Begins to eat and \nname a variety of \nfoods with adult \nprodding• Eats a variety of \nfood from \ndifferent food \ngroups – grains, \nvegetables, \nfruits, and \nproteins (e.g., \ndal, beans, nuts, \ndairy) with \nadult support• Eats from a \nvariety of food \ngroups \nindependently• Enjoys the variety \nin food from \ndifferent food \ngroups• Seeks for a \nvariety to fulfill \nnutritional \nrequirements\n2\n|• Names a few \nhealthy food \nitems and a few \nunhealthy food \nitems• Identifies \nhealthy and \nunhealthy food \nitems in a shop\n• Gives reasons \nfor why some \nfood is healthy • Recognises foods \nfrom different \nfood groups and \nexplains the \nbenefits/ill-effects \nof different food \ngroups\n• Names some \nqualities of good \nnutritious food', metadata={'page_label': '227', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='for why some \nfood is healthy • Recognises foods \nfrom different \nfood groups and \nexplains the \nbenefits/ill-effects \nof different food \ngroups\n• Names some \nqualities of good \nnutritious food \n(e.g., eggs and dal \nbuild strength, \npalak ‘cleans the \nblood’, milk gives \nstrong teeth)• Identifies major \ningredients in \nfamiliar food with \nhelp (e.g., dal in \nsambar, peanut in \nchutney)\n• Names the \nconnection \nbetween \ningredients and \nnutrition (e.g., \ngur and peanut in \nchikki is good for \nhealth)• Guesses \ningredients of \ncooked food and \nsays whether \nthey are good or \nbad for health\n• Recognises \ningredients in \npackaged food \n(e.g., biscuits, \nnoodles) and \nsays whether \nthey are good or \nbad for health\n3\n|• Follows picture \nrecipes to \nprepare simple \nsnack• Participates in \npreparing \nnutritious snacks \n(e.g., mixing \nboiled chana, \nsprouted salads, \nbhelpuri) with \nadult support• Prepares nutritious snacks based on \nrecipes, independently\n4\n|• Eats without \nspilling• Eats without \nwasting food', metadata={'page_label': '227', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='(e.g., mixing \nboiled chana, \nsprouted salads, \nbhelpuri) with \nadult support• Prepares nutritious snacks based on \nrecipes, independently\n4\n|• Eats without \nspilling• Eats without \nwasting food \nwhen served \nappropriate \nportions• Asks for \nappropriate \nportions of food• Serves \nappropriate \nportions of food \non their own \nwithout spilling', metadata={'page_label': '227', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='228\nNational Curriculum Framework for Foundational StageC-1.2: Learning Outcomes\nTable 2\nA B C D E\n| | | | |\nC-1.2: Practices basic self-care and hygiene\n Ages 3 - 8 \n1\n|• Gets help to wash \nand dry hands \nbefore and after \nusing the toilet or \neating• Begins to wash \nand dry hands \nbefore and after \nusing the toilet or \neating • Always washes \nand dries hands \nbefore and after \nusing the toilet \nor eating• Demonstrates \nappropriate \nuse the of toilet• Becomes \nindependent in \nbasic self-care \nand hygiene\n2\n|• Can wear clothes \n(without \nbuttoning them) \nand put on their \nfootwear with the \nhelp of adults• Can wear clothes \nand footwear \nindependently• Begins using \nneedle and \nthread to do \nsmall mends \nunder \nsupervision• Fixes buttons \nand mends \nsmall tears \nwith needle-\nthread with \nhelp• Fixes buttons and \nmends small \ntears with needle-\nthread \nindependently\n3\n|• Begins to use personal care objects \n(combs, toothbrush) on their own• Use personal care objects \nappropriately\nC-1.3: Learning Outcomes', metadata={'page_label': '228', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='mends small \ntears with needle-\nthread \nindependently\n3\n|• Begins to use personal care objects \n(combs, toothbrush) on their own• Use personal care objects \nappropriately\nC-1.3: Learning Outcomes\nTable 3\nA B C D E\n| | | | |\nC-1.3: Keeps school/classroom hygienic and organised\n Ages 3 - 8 \n1\n|• Aware of their \nbelongings such as \nbags, bottles, shoes, \nhandkerchiefs, etc.• Keeps and retrieves \ntheir personal \nbelongings from the \ncorrect place• Maintains \ntheir \npersonal \nbelongings \nin good \nshape• Handles study \nmaterial with \ncare• Takes care of \nschool property, \nbooks, \nmaterials, and \nfurniture\n2\n|• Places soiled plates \nand utensils in the \ndesignated space \nwith the help of \nadults• Identifies and uses \nclean glasses and \nplates, and places \nsoiled plates and \nutensils in the \ndesignated space \nindependently• Washes their \nplates and \nutensils• Begins to \nmaintain \ncleanliness in \nclassrooms, \nplaygrounds, etc• Participates in \nthe cleaning of \nclassrooms and \nplaygrounds\n3\n|• Uses dustbin with', metadata={'page_label': '228', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='plates and \nutensils• Begins to \nmaintain \ncleanliness in \nclassrooms, \nplaygrounds, etc• Participates in \nthe cleaning of \nclassrooms and \nplaygrounds\n3\n|• Uses dustbin with \nassistance• Begins to use a \ndustbin to dispose of \nwaste• Always uses \na dustbin to \ndispose of \nwaste• Begins to \nsegregate waste \n(wet waste and \ndry waste)• Segregates \ngarbage \nappropriately', metadata={'page_label': '228', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='229\nNational Curriculum Framework for Foundational Stage\nC-1.4: Learning Outcomes\nTable 4\nA B C D E\n| | | | |\nC-1.4: Practices safe use of material and simple tools\n Ages 3 - 8 \n1\n|• Avoids danger by \nnot touching \nharmful objects \nlike fire, hot \nstove, knife, \nelectric plugs • Handles harmful or \ndangerous objects \nwith care like \nscissors, knife, \nmatchstick • Uses scissors, \nknife with care \nunder \nsupervision • Uses nail cutter, \nsmall knife with \ncare under \nsupervision • Independently \nuses scissors, \nsmall knife, nail \ncutter\nC-1.5: Learning Outcomes\nTable 5\nA B C D E\n| | | | |\nC-1.5: Shows awareness of safety in movements (walking, running, cycling) and acts \nappropriately\n Ages 3 - 8 \n1\n|• Identifies road \nsafety as \nimportant, \nholds hands of \nadults and \nwalks on the \nroad• Looks both \nways before \ncrossing the \nroad, holds \nhands of peers \nor adult, and \nwalks safely• Follows road safety \nrules (walking on the \nside, crossing road, \netc) independently \n• Identifies traffic \nsymbols (signal', metadata={'page_label': '229', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='crossing the \nroad, holds \nhands of peers \nor adult, and \nwalks safely• Follows road safety \nrules (walking on the \nside, crossing road, \netc) independently \n• Identifies traffic \nsymbols (signal \nlights, symbols – \nzebra crossing, \nU-turn, bridge/\nrailway bridge etc)• Follows basic \nsafety rules in \npublic \ntransportation, \non the street, \nwhen riding a \nbicycle, etc.• Follows traffic \nrules while riding a \nbicycle, walking on \nthe road\n• Recognizes most \nsafety symbols and \navoids danger \n(electric, fire, \nrepair, digging, etc)', metadata={'page_label': '229', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='230\nNational Curriculum Framework for Foundational StageC-1.6: Learning Outcomes\nTable 6\nA B C D E\n| | | | |\nC-1.6: Understands unsafe situations and asks for help \n Ages 3 - 8 \n1\n|• Differentiates \nbetween \nfamiliar and \nstrange adults• Communicates \ndiscomfort with \ntrusted adults \nwhen asked\n• Does not accept \ntoys, chocolates, \nmoney, or other \nthings from \nstrangers • Understands the \ndifference between safe \nand unsafe touch\n• Maintains distance from \nstrangers\n• Communicates \ndiscomfort with trusted \nadults on their own• Uses some \nlanguage to \nseek adult \nand peer \nhelp• Reports any bad \ntouch/behaviour \nnoticed, \nmaintains \nappropriate \ndistance\n2\n|• Seeks help from adults \nwhen there is an injury \n(e.g., scraped knee, \nburns, electrical shock)\n• Identifies people in the \ncommunity who would \nbe of help in an \nemergency – doctor, \nfire-fighter, etc• Understands and uses basic safety \nprotocols (e.g., washing with cold \nwater after a burn)\nCG-2: Children develop sharpness in sensorial perceptions', metadata={'page_label': '230', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='emergency – doctor, \nfire-fighter, etc• Understands and uses basic safety \nprotocols (e.g., washing with cold \nwater after a burn)\nCG-2: Children develop sharpness in sensorial perceptions\nSensory development is fundamental to all learning. The deep neural connections between our sen-\nsorial receptors, our developing perceptions, our thoughts and even our consciousness is slowly get-\nting unearthed. Adequate experiences for sensorial development should not just be seen as a precur -\nsor to cognitive development but as an independent capacity for holistic development of the child. \nPaying attention to sensorial development also gives opportunities for early detection in difficulties \nthat might affect learning.', metadata={'page_label': '230', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='231\nNational Curriculum Framework for Foundational Stage\nC-2.1: Learning Outcomes\nTable 7\nA B C D E\n| | | | |\nC-2.1: Differentiates between shapes, colours, and their shades\n Ages 3 - 8 \n1\n|• Differentiates and \nnames the primary \ncolours (red, blue, \nyellow) and other \ncommon colours \nin their \nenvironment \n(black, white, \nbrown)• Differentiates \nshades within \nprimary colours \nand secondary \ncolours (e.g., light \nblue, dark blue, \nlight green, dark \ngreen)• Attempts to predict \nresulting colour \nwhen two colours \nare mixed (e.g., \nblue and yellow \nmakes green, or \nred and white \nmakes pink)• Predicts \nresulting colour \nwhen two \ncolours are \nmixed• Experiments \nand use \ncolours in art \nforms and \ndrawings, \ndecorating, \ndisplay\n2\n|• Groups objects \nbased on their \ncolour (e.g., all red \nthings together)• Groups objects \nbased on \ndimension - length, \nbreadth, height \n(e.g., all long things \ntogether)• Groups objects \nbased on \ncombinations of \nvisual \ncharacteristics of \ncolours and shapes', metadata={'page_label': '231', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='based on \ndimension - length, \nbreadth, height \n(e.g., all long things \ntogether)• Groups objects \nbased on \ncombinations of \nvisual \ncharacteristics of \ncolours and shapes \n(e.g., all red \ntriangles together, \nall large green \nleaves together)• Makes patterns, solves puzzles, \nplays games using identification \nand grouping of various shapes, \ncolours and shades\nC-2.2: Learning Outcomes\nTable 8\nA B C D E\n| | | | |\nC-2.2: Develops visual memory for symbols and representations\n Ages 3 - 8 \n1\n|• Matches two \nvisual symbols \nwith same pattern \nand orientation \nand size (e.g., \nmatch \n with \n , \nmatch ∞ with ∞)• Matches two visual \nsymbols with same \npattern but different \norientation and size \n(e.g., match \n with \n, match ∞ with \n )• Recalls and matches \nvisual symbols from \nmemory (e.g., \nmemory game using \ncards)', metadata={'page_label': '231', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='232\nNational Curriculum Framework for Foundational StageC-2.3: Learning Outcomes\nTable 9\nA B C D E\n| | | | |\nC-2.3: Differentiates sounds by their pitch, volume and sound patterns by their pitch, \nvolume, and tempo\n Ages 3 - 8 \n1\n|• Differentiates \nsounds in the \nenvironment as \nthe sound of \nhumans, \nanimals, \nvehicles, sound \nof clap, tap, \nsound of \nmaterial etc• Distinguishes \nbetween high \n(uncha swar) and \nlow pitches \n(neecha swar) in \nthe sounds of \nbirds and animals, \nmusical \ninstruments and \nthe human voice • Able to \nrecognise the \nmid-range in \npitch (madhyam \nswar)• Discerns if any \ntwo sounds/ \nnotes (sur) match \nin terms of pitch \nand volume• Distinguishes \nbetween a linear \nand non-linear \nprogression of \nmusical notes in \na given scale\n2\n|• Differentiates \nloud and soft \nsounds• Distinguishes \nbetween slow and \nfast tempo \n(dheemi, teevra \ngati) in rhythmic \nbeats ( taal )• Recognises the \nmid-range in \nvolume and \ntempo• Identifies a \nchange in tempo \nin any given \nmusical piece', metadata={'page_label': '232', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='between slow and \nfast tempo \n(dheemi, teevra \ngati) in rhythmic \nbeats ( taal )• Recognises the \nmid-range in \nvolume and \ntempo• Identifies a \nchange in tempo \nin any given \nmusical piece\nC-2.4: Learning Outcomes\nTable 10\nA B C D E\n| | | | |\nC-2.4: Differentiates multiple smells and tastes\n Ages 3 - 8 \n1\n|• Identifies good and \nbad smell (perfume, \nflowers, garbage \netc) • Differentiates \nfragrance of flowers, \nperfumes, food items \netc• Recognizes smells \nthat indicate danger \n(e.g., smoke, rotten \neggs)\n2\n|• Identifies sweet, \nsalty, bitter, sour, \nand hot (spicy) \ntaste• Explores different \ntastes and textures \nfrom different kinds \nof food', metadata={'page_label': '232', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='233\nNational Curriculum Framework for Foundational Stage\nC-2.5: Learning Outcomes \nTable 11\nA B C D E\n| | | | |\nC-2.5: Develops discrimination in the sense of touch\n Ages 3 - 8 \n1\n|• Differentiates \nhard and soft, hot \nand cold, rough \nand smooth \nsurfaces• Compares two \nobjects based on \nhard and soft, hot \nand cold, rough and \nsmooth• Seriates 3-5 objects based \non hard and soft, hot and \ncold, rough and smooth with \nright vocabulary (smoothest, \nsmooth, hard, harder, \nhardest)• Extends the comparison \nof textures to finer \nvariations like fluffy, \nfurry, woven, prickly, \npitted, etc. \nC-2.6: Learning Outcomes\nTable 12\nA B C D E\n| | | | |\nC-2.6: Begins integrating sensorial perceptions to get a holistic awareness of experiences\n Ages 3 - 8 \n1\n|• Blows \nbreath with \nforce• Bows light \nobjects (e.g., \npaper)• Breathes in and \nout rhythmically• Breathes out slowly \nover a longer period of \ntime than breathing in• Does ‘anulom-\nvilom’ \nbreathing\n2\n|• Sits or lies still \nfor a short', metadata={'page_label': '233', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='objects (e.g., \npaper)• Breathes in and \nout rhythmically• Breathes out slowly \nover a longer period of \ntime than breathing in• Does ‘anulom-\nvilom’ \nbreathing\n2\n|• Sits or lies still \nfor a short \nduration• Sits still and pays \nattention to their \nbreath for a \nshort duration• Sits still and pays \nattention to other \nsensorial perceptions \nfor a short duration• Sits still and is \nable to observe \none’s own flow \nof thoughts\nCG-3: Children develop a fit and flexible body\nOpportunities for exercising different muscle groups and coordinating them for achieving specific \ngoals is an important developmental need for children of this age group. Gross motor development \ninvolves coordination of the large muscles that affective movement that balance. Fine motor develop-\nment involves smaller muscles related to the eyes and hands. Coordination across muscle groups is \nalso important.', metadata={'page_label': '233', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='234\nNational Curriculum Framework for Foundational StageC-3.1: Learning Outcomes\nTable 13\nA B C D E\n| | | | |\nC-3.1: Shows coordination between sensorial perceptions and body movements in \nvarious activities\n Ages 3 - 8 \n1\n|• Begins to catch, \nthrow and kick balls \nwith very basic \ncontrol• Catches a large ball, \nthrows and kicks balls \nforward with good \nforce\n• Shows some accuracy \nin aiming throws \nwithin short distances• Improves catching, \nthrowing, and \nkicking using \ndifferent sized balls• Catches, throws, and kicks \nballs in play/game \nsituations\nC-3.2: Learning Outcomes\nTable 14\nA B C D E\n| | | | |\nC-3.2: Shows balance, coordination and flexibility in various physical activities\n Ages 3 - 8 \n1\n|• Stands on one \nfoot with \nsupport/aid• Stands on one \nfoot for longer \nperiods \nwithout \nsupport\n• Hops 4-5 steps• Hops 10-15 steps • Hops and plays a \nfull game • Skips and hops \nwith rope with \ncomfort \n2\n|• Balances on one \nleg for a short \ntime • Balances on \nvariety of \nsurfaces (e.g., \nbricks,', metadata={'page_label': '234', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='full game • Skips and hops \nwith rope with \ncomfort \n2\n|• Balances on one \nleg for a short \ntime • Balances on \nvariety of \nsurfaces (e.g., \nbricks, \nladders)• Balances things on \nhead/hand (e.g., \nwalks with a book \non their head) \n• Shows good body \nbalance (e.g., rides \nbicycle without \nsupport) • Carries heavy \nobjects chairs/ \ntables/ bag with \ngood balance and \ntechnique\n• Shows good body \nbalance with speed \n(e.g., rides bicycle \nwith speed)• Shows agility \nand balance \n(e.g., climbing \non trees, jungle \ngym)\n• Can stand on \none leg with the \nother leg folded \nfor a minute \n(e.g., \ndhruvasana)', metadata={'page_label': '234', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='235\nNational Curriculum Framework for Foundational Stage\nC-3.3: Learning Outcomes\nTable 15\nA B C D E\n| | | | |\nC-3.3: Shows precision and control in working with their hands and fingers\n Ages 3 - 8 \n1\n|• Exhibits fine \nmotor skills, \neye-hand \ncoordination \nand muscle \nstrength in \nsimple \nactivities \n(e.g., \nscribbling, \ntearing \npaper, \npasting, free \nhand \ncolouring, \nclay work) • Exhibits motor \ncontrol for tasks \nthat require \nfine-motor, eye-\nhand coordination \nwith moderate \nprecision (e.g., \ncutting big shapes, \nthreading big beads, \nbuttoning, \nscrewing/\nunscrewing \nbottlecaps, drawing \nwith crayons)• Uses coordinated \nmovements of fine \nmotor muscles for \nworking on \nactivities that \nrequire more \nprecision with some \nassistance (e.g., \npencil drawing, \ncutting on straight \nor curved line, \nthreading small \nbeads, legible \nwriting of letters, \nstringing flowers, \ncolouring within \nclosed figure)• Creates craft and \nartwork that \nrequires precision \nin coordinated \neye-hand \nmovements of', metadata={'page_label': '235', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='beads, legible \nwriting of letters, \nstringing flowers, \ncolouring within \nclosed figure)• Creates craft and \nartwork that \nrequires precision \nin coordinated \neye-hand \nmovements of \nsmaller muscles \nwithout \nassistance (e.g., \ntracing, clear \nwriting, and \ndrawing, catching \na small ball, \ncopying \ngeometric shapes, \ncreating patterns)• Works with \nprecision and \ndetail for \nactivities that \nrequire fine \nmotor control \nfor longer \nduration (e.g., \nthreading \nneedles, needle \nwork, painting, \nsketching)\nMore Examples\nAge 3-4 Age 4-6 Age 6-8\n• Holds glass with one hand \n• Holds crayon with thumb and \nfingers \n• Involves in spontaneous draw -\ning: Scribbles, Paints with some \nwrist actions\n• Rolls clay into balls or squiggly \nworms \n• Holds spoon with less spilling of \nliquids \n• Makes simple one level fold of \npaper \n• Uses coordinated movements to \nstring beads, fit small objects \ninto holes, fasten large buttons, \ncut paper with blunt scissor, \npaste small pieces of paper on a \nlarge paper, etc.', metadata={'page_label': '235', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='paper \n• Uses coordinated movements to \nstring beads, fit small objects \ninto holes, fasten large buttons, \ncut paper with blunt scissor, \npaste small pieces of paper on a \nlarge paper, etc. \n• Builds simple structure with \nsmall blocks• Serves food to self without assistance.\n• Uses spoon properly while eating.\n• Uses various drawing and art materials \n(crayons, brushes, finger paint, etc) \n• Copies shapes shown in the book of \nblocks\n• Cuts in a straight line or curve line \n• Uses coordinated movements to \ncomplete complex tasks like cutting \nalong a line, pouring, buttoning, using \nlarge zippers etc\n• Builds tower of small blocks (8-10 \nblocks) \n• Strings the Stringing board, Strings \nwhole flowers (may not follow a \npattern)\n• Independently uses both hands for \nbuilding things\n• Writes some letters or numbers that can \nbe recognized\n• Uses one hand consistently for drawing \nand writing • Catches a ball that jumps from \nthe floor\n• Strings flowers, beads with \ndesired pattern', metadata={'page_label': '235', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='be recognized\n• Uses one hand consistently for drawing \nand writing • Catches a ball that jumps from \nthe floor\n• Strings flowers, beads with \ndesired pattern \n• Grips pencil correctly, uses \nsmooth, controlled finger and \nhand movements while cutting, \nholding, threading, buttoning, \netc \n• Uses coordinated movements \nwhile using writing/colouring \ntools\n• Demonstrates control and \nappropriate pressure when \nusing writing and drawing tools\n• Traces outlines of blocks (2”x 2” \nblocks) \n• Copies simple geometric shapes \nand designs', metadata={'page_label': '235', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='236\nNational Curriculum Framework for Foundational StageC-3.4: Learning Outcomes\nTable 16\nA B C D E\n| | | | |\nC-3.4: Shows strength and endurance in carrying, walking, and running\n Ages 3 - 8 \n1\n|• Walks in straight \nline \n• Able to walk \nbackwards\n• Walks on tiptoe \n(6+ steps)\n• Walks, and runs \neasily changing \ndirection and \nspeed \ncomfortably • Walks on straight \nand curved line/ \nzigzag with ease\n• Walks on 6-inch-\nwide beam with \nbalance\n• Walks up and \ndown stairs, on \nalternating feet \nwith ease\n• Crawls inside \ntunnels, etc. • Walks and runs \neasily, \ncoordinating \nbody movements \nharmoniously\n• Walks on toes \nwith hands held \nabove the head \n(e.g., tadaasana) \nfor 10 metres• Walks for a km or \nmore on different \nterrains with \nease\n• Stands stably \nwith hands held \nabove the head \n(e.g., tadaasana) \nfor one minute• Shows \nstrength and \nendurance in \nwalking long \ndistance (2-3 \nkms) on \ndifferent \nterrains\n2\n|• Jumps in place, \njumps across one \nshort hurdle \n• Jumps landing on', metadata={'page_label': '236', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='for one minute• Shows \nstrength and \nendurance in \nwalking long \ndistance (2-3 \nkms) on \ndifferent \nterrains\n2\n|• Jumps in place, \njumps across one \nshort hurdle \n• Jumps landing on \nfeet (height 2½-3 \nfeet) • Jumps on both feet \nand over short \nobjects without/\nwith little support• Jumps from a \nreasonable height \nwith ease (e.g., 2 \nor 3 steps, bench \nof height 3 feet)• Climbs and \njumps with ease \n(e.g., small trees)• Runs around \nand jumps \nover objects \nwith ease \n3\n|• Carries simple \nweights and \nmoves with them \n(e.g., carries a \nsmall mug of sand \nfrom one place to \nanother) • Shows willingness \nto exert their \nstrength for tasks \nthat require use of \nthe large muscle \ngroups (e.g., helps \nto move small \nfurniture in \nclassroom)• Shows comfort in \nexecuting tasks \nthat require \nstrength in play \nsituations (e.g., \nplay tug of war) • Shows strength and endurance in \nwork and play situations (e.g., lifts \nsmall pots in the garden, carries \nbucket of water, runs for 15 \nminutes)', metadata={'page_label': '236', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='situations (e.g., \nplay tug of war) • Shows strength and endurance in \nwork and play situations (e.g., lifts \nsmall pots in the garden, carries \nbucket of water, runs for 15 \nminutes)\n1.1.2 Socio-Emotional and Ethical Development\nAlong with physical and cognitive development, it is important to pay attention to the emotional \ndevelopment of the child. It is now well established that emotional intelligence, the ability to \nunderstand and manage our emotions, is equally if not more important than cognitive intelli -\ngence. Understanding and managing our own emotions along with understanding others emo -\ntional states helps us build empathy and compassion. A strong foundation for emotional and \nsocial intelligence is articulated through Learning Outcomes in this stage.', metadata={'page_label': '236', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='237\nNational Curriculum Framework for Foundational Stage\nCG-4: Children develop emotional intelligence\nThis includes:\n• Positive ‘Self-Concept’: The ability to recognize and become aware of the change and \n continuity in the idea of a ‘self’ needs directed attention.\n• Emotional Awareness and Regulation: Becoming aware of one’s emotions and developing \n abilities to regulate them appropriately is critical and it is better developed earlier than \n later. It is important to understand that such regulation is a skill developed through \n voluntary practice and not as a fearful response to a threat. Emotional development can \n truly occur only in a compassionate environment\n• Social Development: The foundation for the development of ethical, humanistic, and \n constitutional values is social intelligence. The development of such intelligence starts early \n with the interaction of others and, through these interactions, recognising the needs and', metadata={'page_label': '237', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='constitutional values is social intelligence. The development of such intelligence starts early \n with the interaction of others and, through these interactions, recognising the needs and \n emotional states of others. This “other regarding”, along with recognition of diversity of \n background and needs of others, develops valuable capacities in young children. \nC-4.1: Learning Outcomes \nTable 17\nA B C D E\n| | | | |\nC-4.1: Starts recognising ‘self’ as an individual belonging to a family and community\n Ages 3 - 8 \n1\n|• Demonstrates \nawareness of self as \na unique individual \n(e.g., refers to \nfavourite shirt or \nbag or thing) • Identifies self as a member of a family, \nneighbourhood, school, city, with different \npeople doing different roles• Begins to express their \ncapabilities and interest with a \nview to contribute to society \n– when I grow up, I want to be a \nfarmer, a doctor, pilot, be a \nsoldier, etc \n2\n|• Says own first and \nfamily (last) name • Shares other \nidentifying \ninformation', metadata={'page_label': '237', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='view to contribute to society \n– when I grow up, I want to be a \nfarmer, a doctor, pilot, be a \nsoldier, etc \n2\n|• Says own first and \nfamily (last) name • Shares other \nidentifying \ninformation \n(e.g., parent’s \nname)• Shares personal \nidentifying information \nsuch as home address, \ndetails of family \nmembers, school, etc • Shares personal details about \nfamily members occupation, \ntheir place of work, details \nabout\n• Values the work of adult \nmembers of the family (e.g., my \nmother is a farmer, and her \nwork helps all of us to eat well)', metadata={'page_label': '237', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='238\nNational Curriculum Framework for Foundational StageC-4.2: Learning Outcomes\nTable 18\nA B C D E\n| | | | |\nC-4.2: Recognises different emotions and makes deliberate effort to regulate them \nappropriately\n Ages 3 - 8 \n1\n|• Identifies their \nwants and \nfeelings (e.g., I \ndon’t want to \ncolour today, I \nwant to go out)\n• Recognizes \nsimple emotions \n(fear, joy, \nsadness)• Associates emotions \nwith words and \nfacial expressions\n• Expresses emotions \nthrough verbal and \nnon-verbal \nmodes (e.g., \ngestures, drawings)• Describes their feelings \nand their causes (e.g., I \nam angry because he \nbroke my block \ntower)\n• Shares with others \n(peer and familiar \nadults) their feelings/\nemotions• Describes their emotions in \nsocially approved ways (e.g., \nstops crying and explains \nwhy they were crying) \n2\n|• Agrees to change of \nactivity when upset/\nangry to help \nthemselves calm down • Responds with appropriate \nemotions (e.g., laughs at \njokes in circle time, sits \nquietly when upset)', metadata={'page_label': '238', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='2\n|• Agrees to change of \nactivity when upset/\nangry to help \nthemselves calm down • Responds with appropriate \nemotions (e.g., laughs at \njokes in circle time, sits \nquietly when upset)\n• Consciously uses strategies \nto calm themselves down \n(e.g., breathing, changing \nactivity)', metadata={'page_label': '238', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='239\nNational Curriculum Framework for Foundational Stage\nC-4.3: Learning Outcomes \nTable 19\nA B C D E\n| | | | |\nC-4.3: Interacts comfortably with other children and adults\n Ages 3 - 8 \n1\n|• Identifies/names close family \nmembers/ particular adults \n• Interacts comfortably with familiar \nadults• Begins to interact \ncomfortably with \nless familiar adults • Interacts with familiar and less familiar \nadults with respect (e.g., namaste, \nplease, thank you, sorry)\n2\n|• Demonstrates \ncomfort in \nstaying in the \nclassroom \nwithout \nparents or \nfamiliar adults• Demonstrates \nspontaneity and \npreference to \nplay with \nfamiliar \nchildren, joins a \ngroup of \nchildren playing, \nwith adult’s help \nif necessary• Demonstrates \nstrategies to play \nand work with \nother children \n(e.g., invites them \nto join a game, \naccommodates \nmutual rules, \nnegotiations, roles \nfor play)• Plays in a \ncoordinated \nmanner with \nother children, \nrecognises \nmutual \ninterests with \nfriends • Understands and \nresponds to specific', metadata={'page_label': '239', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='mutual rules, \nnegotiations, roles \nfor play)• Plays in a \ncoordinated \nmanner with \nother children, \nrecognises \nmutual \ninterests with \nfriends • Understands and \nresponds to specific \n(procedural) rules \nin play with other \nchildren\n3\n|• Separates willingly \nfrom adults to play \nwith peers, most \nof the time• Enjoys being in \nthe company of \npeers • Spends long hours \nwith peers and can \nmanage with adult \nsupport in a strange \nenvironment (long \nfield trips)\n4\n|• Makes and maintains a close \nfriendship with at least one child\n• Asks for help from familiar adults• Has a circle of \nfriends at school \n• Asks for help from \nless familiar adults \nwhen in need\n• Helps adults or \nother children when \nin need', metadata={'page_label': '239', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='240\nNational Curriculum Framework for Foundational StageC-4.4: Learning Outcome\nTable 20\nA B C D E\n| | | | |\nC-4.4: Shows cooperative behaviour with other children\n Ages 3 - 8 \n1\n|• Begins to play \nwith other \nchildren • Enjoys \nplaying with \nother children • Initiates playing \nwith other \nchildren and \nmakes plans (e.g., \nwhat, how, when \nto play)• Demonstrates \nwillingness to include \nother’s ideas during \nplay\n• Follows rules while \nplaying with others• Frames rules for \nplay with others \nand follows those \nrules\nC-4.5: Learning Outcomes\nTable 21\nA B C D E\n| | | | |\nC-4.5: Understands and responds positively to social norms in the classroom and school\n Ages 3 - 8 \n1\n|• Participates in \neveryday \nactivities• Enjoys everyday \nactivities with \nother children• Demonstrates \nindependence in \ndaily activities, \n• Takes \nresponsibility for \ncompleting own \nwork\n• Shares discomfort \nand seeks help \nwhen in need• Takes initiative \nto conduct an \nactivity\n• Displays skills to \nwork with \ndifferent', metadata={'page_label': '240', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='• Takes \nresponsibility for \ncompleting own \nwork\n• Shares discomfort \nand seeks help \nwhen in need• Takes initiative \nto conduct an \nactivity\n• Displays skills to \nwork with \ndifferent \nchildren for \ndifferent tasks, \nnegotiating \nresponsibility \nand tasks with \nother children• Expresses their \npoint of view \nwhile playing or \nworking together\n• Takes on a task \nand completes it\n2\n|• Follows simple \ninstructions \nwith teacher’s \nsupport• Waits for their \nturn \n• Follows short \nsimple \ninstructions• Follows simple \nrules in school \nwithout adult \nreminders • Follows instructions/rules\n• Understands consequences of violating \nrules', metadata={'page_label': '240', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='241\nNational Curriculum Framework for Foundational Stage\nC-4.6: Learning Outcomes\nTable 22\nA B C D E\n| | | | |\nC-4.6: Shows kindness and helpfulness to others (including animals, plants) when they \nare in need\n Ages 3 - 8 \n1\n|• Shows affection \ntowards other \nchildren and adults• Shows care in \nhandling materials• Shows care and \ntenderness in \ndealing with other \nliving things• Works in common \ntasks with kindness \nand affection to \nothers in the group\nC-4.7: Learning Outcomes \nTable 23\nA B C D E\n| | | | |\nC-4.7: Understands and responds positively to different thoughts, preferences, and \nemotional needs of other children\n Ages 3 - 8 \n1\n|• Plays and \ninteracts with \nall children \nirrespective of \nbackground or \nability • Begins to notice \nsimilarities and \ndifferences among \nchildren (e.g., \nheight, gender, skin \ncolour, way of \nspeaking, eating \npreferences)• Works well in \nmixed groups for \nclassroom \nactivities\n• Does not bully/ \nlabel other \nchildren because \nof their', metadata={'page_label': '241', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='height, gender, skin \ncolour, way of \nspeaking, eating \npreferences)• Works well in \nmixed groups for \nclassroom \nactivities\n• Does not bully/ \nlabel other \nchildren because \nof their \ndifferences• Shows curiosity and \ninterest in “people not like \nme”\n• Articulates questions on \nsimilarities and differences \namong people\n• Engages comfortably with \na diverse group of peers \ndespite knowing \nsimilarities and differences', metadata={'page_label': '241', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='242\nNational Curriculum Framework for Foundational StageCG-5: Children develop a positive attitude towards productive work and service \n or ‘Seva’\nC-5.1: Learning Outcomes \nTable 24\nA B C D E\n| | | | |\nC-5.1: Demonstrates willingness and participation in age-appropriate physical work \ntowards helping others\n Ages 3 - 8 \n1\n|• Places \nmaterials and \ntoys back in \ntheir \nappropriate \nlocations after \nuse• Assists the \nteacher and \norganizes the \nclassroom • Cleans own plates or \ntiffin after eating food\n• Performs appropriate \nchores at home and/or \nat school (e.g., putting \naway toys, watering \nplants)• Germinates \nand takes care \nof seedlings of \nlocal trees• Assists teachers to \ncreate TLM\n• Helps in the \nkitchen with \ncleaning and \ncutting\nCG-6: Children develop a positive regard for the natural environment around \n them\nC-6.1: Learning Outcomes \nTable 25\nA B C D E\n| | | | |\nC-6.1: Shows care for and joy in engaging with all life forms\n Ages 3 - 8 \n1\n|• Shows \ncuriosity in \nobserving \nplants and', metadata={'page_label': '242', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='them\nC-6.1: Learning Outcomes \nTable 25\nA B C D E\n| | | | |\nC-6.1: Shows care for and joy in engaging with all life forms\n Ages 3 - 8 \n1\n|• Shows \ncuriosity in \nobserving \nplants and \nanimals• Does not harm \nplants and \nanimals \nunnecessarily• Shows joy in \nengaging with \nplants and \nanimals in the \nlocal environment\n• Shows no \ndiscomfort in \nphysical \nengagement with \nnature (e.g., in \ngarden or parks)• Shows curiosity \nand interest in \nidentifying specific \nflora and fauna\n• Takes \nresponsibility for \ntending and caring \nfor saplings and \nplants• Takes responsibility \nfor tending to and \ncaring for animals \nlike kittens, puppies, \nchicken\n• Enjoys going out for \nnature walks and \nobserving plants \nand animals', metadata={'page_label': '242', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='243\nNational Curriculum Framework for Foundational Stage\n1.1.3 Cognitive Development\nChildren in this age group are rapidly developing concepts about the world around them based on \ntheir experiences. For learning with understanding, concept development in formal education should \ngive priority to experience and development of understanding. Mere recollection of facts should not \nbe the intention. Here, cognitive development is seen through development of object knowledge, \ndevelopment of general abilities in logical thinking and problem solving, development of mathemati -\ncal abilities and thinking, and concepts related to the natural and social environment around the \nchild.\nCG-7: Children make sense of world around through observation and logical \n thinking\nChildren come with strong, perhaps innate, abilities to recognize the world around them through objects \nand the interactions between them. Adequate attention and opportunities would further strengthen these', metadata={'page_label': '243', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and the interactions between them. Adequate attention and opportunities would further strengthen these \nabilities. Focusing on the logical thinking and problem-solving abilities of young children also allows them \nto continue to be curious and lifelong learners.\nC-7.1: Learning Outcomes\nTable 26\nA B C D E\n| | | | |\nC-7.1: Observes and understands different categories of objects and relationships \nbetween them\n Ages 3 - 8 \n1\n|• Identifies and \nnames common \nobjects, people, \npictures, animals, \nbirds, events etc. \nwith assistance• Identifies and \ndescribes common \nobjects, people, \npictures, animals, \nbirds, events etc. \non their own• Notices and describes \ngeneral details of \ncommon objects, \npeople, pictures, \nanimals, birds in the \nimmediate \nenvironment and in \npictures/models (e.g., \nthe big door in the \nhouse)• Identifies and \ndescribes finer details \nof the objects, signs, \nplaces, common \nactivities in the in the \nimmediate \nenvironment and in \nthe picture/models \n(e.g., the big brown', metadata={'page_label': '243', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='house)• Identifies and \ndescribes finer details \nof the objects, signs, \nplaces, common \nactivities in the in the \nimmediate \nenvironment and in \nthe picture/models \n(e.g., the big brown \ndoor in the small \ngreen house)\n2\n|• Identifies the \nmissing part of a \nfamiliar picture \nof familiar object • Identifies 3-5 \nmissing parts of a \npicture of familiar \nobject• Identifies 4-6 missing \nparts of a picture of \nfamiliar object• Compares given \nobjects/pictures and \nidentifies similarities \nand differences\n3\n|• Recognizes hierarchical relationships within categories (e.g., \nanimals and their younger ones) \n• Makes comparisons within and between categories\n• Plays using object substitution (e.g., uses banana as telephone)\n• Makes connections between objects and their uses (e.g., spoon is for \neating, bucket is for bath, mechanic is to a garage as a doctor is to \nhospital)', metadata={'page_label': '243', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='244\nNational Curriculum Framework for Foundational StageC-7.2: Learning Outcomes \nTable 27\nA B C D E\n| | | | |\nC-7.2: Observes and understands cause and effect relationships in nature by forming \nsimple hypothesis and uses observations to explain their hypothesis\n Ages 3 - 8 \n1\n|• Recognizes the effect of one object on an another (e.g., if I put salt \nin water it will dissolve, if I put ice in the sun it will melt)\n• Explains effects of simple actions on objects (e.g., the harder I \nkick the ball the further it goes)\n• Makes causal connections (e.g., Abdul did not come to school \nbecause he was sick, the plant died because it has not rained)\n• Makes predictions based on causal relationships (e.g., if there are \nwhite clouds in the sky it will not rain)\n2\n|• Uses ideas \nbased on \nobservations \n(e.g., imitates \nadults \nblowing on \nhot food \nbefore eating)• Applies known \ninformation in \na new context \n(e.g., builds a \ncastle out of \nblocks as seen \nin a story \nbook)• Observes and \nforms \ngeneralizations', metadata={'page_label': '244', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='adults \nblowing on \nhot food \nbefore eating)• Applies known \ninformation in \na new context \n(e.g., builds a \ncastle out of \nblocks as seen \nin a story \nbook)• Observes and \nforms \ngeneralizations \n(e.g., notice \nthings that roll – \ntires, bangles, \nhave “round” \nshape) • Forms and tests simple hypothesis (e.g., \nplates float and pins sink, drop a piece of \npaper and a stone together and see which \nwill reach the ground first)\n• Applies their understanding to solve simple \nproblems (e.g., while making a sand house, \nuse a stick to support the structure, or add \nwater to set it)\n3\n|• Differentiates \nbetween day \nand night• Identifies \nsummer and \nwinter\n• Names objects \nin the sky (sun, \nmoon, stars, \nclouds)• Explains clothing \nand food for \nsummer and \nwinter\n• Connects sunrise \nand sunset today \nand night• Differentiates among \nsummer, winter, and \nmonsoon seasons\n• Indicates where sun \nand moon rise and \nset• Names the \ndirections (north, \nsouth, east, west)\n4\n|• Makes choices \nand expresses', metadata={'page_label': '244', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='summer, winter, and \nmonsoon seasons\n• Indicates where sun \nand moon rise and \nset• Names the \ndirections (north, \nsouth, east, west)\n4\n|• Makes choices \nand expresses \npreferences• Expresses own \npreferences, \ninterests and \nmakes choices• Takes \nresponsibility \nand makes \nchoices based on \nown preferences \nand interests• Plays/participates in \nactivities, makes \nfriends according to \ntheir own choice, \npreference and \ninterest• Selects games/\nplay equipment \naccording to their \nown choice, \npreference and \ninterest', metadata={'page_label': '244', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='245\nNational Curriculum Framework for Foundational Stage\n5\n|• Answers \nsimple \nquestions \nabout events \nand \nphenomenon \nin the physical \nenvironment \nwith the \nsupport of the \nteacher and \npeers • Collaborates with \npeers to come up \nwith answers to \nquestions related \nto natural \nphenomenon \nthat can be \ninvestigated (e.g., \nwhat floats and \nsinks, which \nobjects do \nmagnets attract)• Develops a list of \nquestions to break up \na larger question \nrelated to natural \nphenomenon \n• Asks questions about \npatterns in the \nnatural environment \n(e.g., different kinds \nof leaves and flowers, \nsunrise, and sunset) • Asks ‘why’ and \nopen-ended \nquestions related \nto natural \nphenomenon and \nseeks answers \nthrough dialogue \nand/or \nexploration (e.g., \nwhy it does rain, \nwhat if we did not \nhave sunlight)\n6\n|• Explains the \nimpact of \none’s actions/ \nbehaviour on \nothers (e.g., \nhitting a dog \nwith a stone \nhurts a \nhelpless \ncreature, not \nturning off a \ntap wastes \nwater)• Expresses \nviews on needs \nof plants, birds', metadata={'page_label': '245', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='impact of \none’s actions/ \nbehaviour on \nothers (e.g., \nhitting a dog \nwith a stone \nhurts a \nhelpless \ncreature, not \nturning off a \ntap wastes \nwater)• Expresses \nviews on needs \nof plants, birds \nand animals• Explains the \nconcept of \nshared natural \nresources (e.g., \nwater is used by \nus, birds, plants)• Describes the \ninterdependence \nbetween natural \nenvironment and \nhumans (e.g., water \nin homes comes from \nwater bodies)• Describes how a \nbalance must be \nmaintained \nbetween the \nneeds of human \nsociety and the \nnatural \nenvironment (e.g., \nbeing kind to \nanimals enables \nthem to work \nwith us, correct \ngarbage disposal \nis necessary to \navoid diseases)\nC-7.3: Learning Outcomes\nTable 28\nA B C D E\n| | | | |\nC-7.3: Uses appropriate tools and technology in daily life situations and for learning\n Ages 3 - 8 \n1\n|• Shows \ndexterity in \nusing simple \ntools for \ndrawing/\ncolouring• Shows \ninclination to \nuse simple tools \nwhile playing\n• Shows attention \nand regulation \nwhen \ninteracting with', metadata={'page_label': '245', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='1\n|• Shows \ndexterity in \nusing simple \ntools for \ndrawing/\ncolouring• Shows \ninclination to \nuse simple tools \nwhile playing\n• Shows attention \nand regulation \nwhen \ninteracting with \ndigital audio-\nvisual material• Chooses \nappropriate tools \nfor appropriate \nwork when doing \nland work or in \narts/crafts\n• Engages with \ndigital technology \nlike smartphones/\ntablets with the \nassistance of the \nteacher• Uses tools and \nimplements \neffectively in work \nsituations \n• Shows simple usage \nof digital technology \nin learning \nsituations (e.g., \nstarting/pausing \naudio-visual \nmaterial)• Builds simple tools \nand implements \nfor using in \nday-to-day \nactivities\n• Shows fluency and \ncomfort in using \ndigital audio-\nvisual material in \nlearning situations', metadata={'page_label': '245', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='246\nNational Curriculum Framework for Foundational StageCG-8: Children develop mathematical understanding and abilities to recognize \n the world through quantities, shapes, and measures\nIt is very important to engage first with pre-mathematical concepts like counting, seriation, sorting, \nand engaging with patterns before numbers in their symbolic forms and number operations are in-\ntroduced. This strongly aids in developing conceptual understanding of numeracy along with proce -\ndural fluency. \nC-8.1: Learning Outcomes\nTable 29\nA B C D E\n| | | | |\nC-8.1: Sorts objects into groups and sub-groups based on more than one property\n Ages 3 - 8 \n1\n|• Sorts objects \ninto 2 groups \nbased on size, \nlength, \nheight, and \nweight \n(big- small, \nLong - Short)• Sorts objects \ninto 3 groups \nbased on size, \nlength, height, \nand weight \n(smaller sized \n– big sized – \nbigger sized) • Sorts \nobjects into \ngroups \nbased on \nattributes \nthat they \nrecognize• Sorts objects into \ngroups based on \nattributes they', metadata={'page_label': '246', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and weight \n(smaller sized \n– big sized – \nbigger sized) • Sorts \nobjects into \ngroups \nbased on \nattributes \nthat they \nrecognize• Sorts objects into \ngroups based on \nattributes they \nrecognize and \ndescribes the rule of \nsorting. (e.g., sort \nanimals that live in \nthe same surrounding \n- dogs, cats, rats, \nsnakes. Within this \nare able classify \ngrass-eating and \nmeat-eating animals.)• Sorts objects into \ngroups and sub-\ngroups (e.g., in a group \nof blocks, first sorts \nbased on colour, then \nwithin the colour, \nsorts based on shape, \nthen sorts based on \nsize. Sorts between \ntrees and creepers, \nwithin that sort fruit \nbearing and non-fruit \nbearing, within that \nedible or non-edible)', metadata={'page_label': '246', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='247\nNational Curriculum Framework for Foundational Stage\nC-8.2: Learning Outcomes\nTable 30\nA B C D E\n| | | | |\nC-8.2: Identifies and extends simple patterns in their surroundings, shapes, and numbers\n Ages 3 - 8 \n1\n|• Recognizes & \nrepeats the \npatterns in \npairs – Objects, \npictures, \nshapes (leaf, \nflower, leaf, \nflower, in A B A \nB A B A B A B A \nB A pattern)\n• Recognizes and \nrepeats the \npatterns of \nsounds \n(da-ma-ga, \nda-ma-ga, etc.)\n• Recognizes and \nrepeats the \npatterns of the \nmovements \n(hop-stand, \nhop-stand)• Recognizes \nthe unit of a \nrepeating \npattern, and \nextends the \npatterns of 3 \nto 4 objects/\npictures/ \nshapes \nrepetitions \nABC (pen-\nbook -pencil; \npen-book-\npencil in ABC| \nABC| ABC| \npattern\n• Recognizes, \nrepeats and \nextends the \npattern of \naction/ \nsounds \n• Recognizes \nand repeats \npatterns of 3 \ndifferent \nbodily \nmovements \nclearly• Creates new \npattern based \ndifferent \nfeatures \n– colour, shape, \nsize\n• Describes the \nrule of pattern \nand creates \nnew pattern in \ndifferent', metadata={'page_label': '247', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='patterns of 3 \ndifferent \nbodily \nmovements \nclearly• Creates new \npattern based \ndifferent \nfeatures \n– colour, shape, \nsize\n• Describes the \nrule of pattern \nand creates \nnew pattern in \ndifferent \nobjects \n(creating \nmandalas with \ntwigs, flowers) • Fills in missing \nelements of \nsimple, \nrepeating \npatterns in \ndifferent \naspects (e.g., \nred - blue, red, \nblue, red, ___;) \nwith adult help• Describes the rule of \npatterns and applies this \non abstract patterns such \nas number, symbol, and \nanalogic thinking patterns. \n(e.g., using colours in \npattern while drawing and \npainting. Using symbols or \ndots of same quantity into \ndifferent patterns – \n \nAnalogical', metadata={'page_label': '247', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='248\nNational Curriculum Framework for Foundational StageC-8.3: Learning Outcomes\nTable 31\nA B C D E\n| | | | |\nC-8.3: Counts up to 99 both forwards and backwards and in groups of 10s and 20s\n Ages 3 - 8 \n1\n|• Says/sings \nnumber names \nverbally till 5 in \ncorrect \nsequence/order \nwith context\n• Imitates adults \nwhile counting \nusing one to one \ncorrespondence \nbetween \nnumber names \nand objects till 3\n• Counts objects \nup to 3 and \ndevelop \nunderstanding \nof cardinality till \n3 (e.g., counts 3 \nthings in a set \nand says those \nare 3)\n• Counts given \nmanipulatives \nor objects and \ncan pick and \ngive up to 5 \nthings\n• Compares \nquantities \nbetween two \nsets and can \ndistinguish if \nthey are the \nsame or more \nup to 3 objects• Says/sings \nnumber names \nin correct \nsequence up to \n10. And keeps \none to one \ncorrespondence \nwith number \nwords and \nobjects till 5\n• Counts objects \nwith \nunderstanding \nof cardinality \n(recognizing the \nquantity of set) \nup to 5\n• Demonstrates \nthe \nunderstanding \nof number sense', metadata={'page_label': '248', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='with number \nwords and \nobjects till 5\n• Counts objects \nwith \nunderstanding \nof cardinality \n(recognizing the \nquantity of set) \nup to 5\n• Demonstrates \nthe \nunderstanding \nof number sense \n(e.g., 5 could be \n5 different \nobjects - 5 \npeople, 5 books, \n5 pencils)\n• Demonstrates \nfluency of \ncounting \nconcrete, \ndiscrete objects, \nand abstract \nthings up to 5 \n(e.g., 5 steps, 5 \nclaps)\n• Counts forward \nup to 10 from \nmemory in \ncorrect sequence\n• Begins to count \nup to 20• Says/sings number names \nin correct sequence up to \n20 and keeps one to one \ncorrespondence with \ncounting words and \ncounting objects till 10\n• Counts objects with \nunderstanding of \ncardinality till 10 \naccurately\n• Counts objects in any \norder accurately in a \ngiven set and understands \nthat the quantity remains \nsame irrespective of the \norder in which the objects \nare being counted, (e.g., \ngiven a handful of beads, \nchildren can count in any \norder and be able to tell \nthe quantity accurately)\n• Understands the concept', metadata={'page_label': '248', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='order in which the objects \nare being counted, (e.g., \ngiven a handful of beads, \nchildren can count in any \norder and be able to tell \nthe quantity accurately)\n• Understands the concept \nof 0 as a number by \nreducing (backward \ncounting) objects in a set \n(e.g., backward counting \nof 3 beads, after 1 what is \nleft?)\n• Demonstrates the \nunderstanding of the \nnumeral as face value and \npositioning value \n(ordinality). And ordinal \nposition of an object from \nleft to right vice versa\n• Example: In the following \nsequence\n• Counts \nobjects \ngreater than \n20 using \nnumber \nnames till \n99 and \nobserve the \npattern as \ngroups of \n10, up to 99\n• Counts \nforward and \nbackward \nfrom a \nspecific \nnumber \n(between 0 \nand 99)• Demonstrates \nskip counting \nin 2s or 3s on a \nnumber line \n(graduated) or \nblocks /\npictures\n• Reads and \nwrites Indian \nnumerals for \nnumbers up to \nninety-nine \nusing place \nvalue in \ngroups of tens \nand ones. \n• Counts in \ngroups of \n10s,20s,30s, \nup to 99', metadata={'page_label': '248', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='249\nNational Curriculum Framework for Foundational Stage\n• Recognizes \ninstantly the \ncount of a \ncollection of 2 \nor 3 objects• Recognizes \ninstantly the \ncount of a \ncollection of 4 \nobjects (e.g., \nrecognize 4 \nbiscuits, \nchocolates, or \nblocks without \ncounting) • Recognizes instantly the \ncount of a collection of 6 \nobjects (e.g., recognize 6 \nbiscuits, chocolates, or \nblocks without counting) \n• \n \n • Recognizes quantities in groups \nof 2 (e.g., two groups of ten \nmakes 20)\nC-8.4: Learning Outcomes\nTable 32\nA B C D E\n| | | | |\nC-8.4: Arranges numbers up to 99 in ascending and descending order\n Ages 3 - 8 \n1\n|• Arranges familiar \nincidents/ \nevents/ objects in \nan order (e.g., \ndaily routine, \nstory, shapes, size \n- 2 to 3) • Arranges objects in \norder based on size \nup to 3 levels and \nverbalizes their \nlevels (Big – Small \n– Smaller; Long – \nShort – Shorter; \nTall – Short – \nShorter)• Arranges up \nto 5 objects \nbased on \nsize/length/ \nweight in \nincreasing or \ndecreasing', metadata={'page_label': '249', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='verbalizes their \nlevels (Big – Small \n– Smaller; Long – \nShort – Shorter; \nTall – Short – \nShorter)• Arranges up \nto 5 objects \nbased on \nsize/length/ \nweight in \nincreasing or \ndecreasing \norder • Arranges the same \nset of objects in \ndifferent \nsequences based \non different \nproperties of \nobjects (e.g., by \nsize/length/\nweight/colour)• Arranges \nnumbers from a \ngiven set of \nnumbers in \nascending and \ndescending \norder', metadata={'page_label': '249', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='250\nNational Curriculum Framework for Foundational StageC-8.5: Learning Outcomes\nTable 33\nA B C D E\n| | | | |\nC-8.5: Recognises and uses numerals to represent quantities up to 99 with the \nunderstanding of decimal place value system\n Ages 3 - 8 \n1\n|• Compares \ntwo numbers \n(orally) up to \n3 and uses \nvocabulary \nlike more and \nless• Recognizes \nnumerals up to \n5 \n• Compares two \nnumbers up to \n5 and uses \nvocabulary like \nmore than, less \nthan• Recognizes Indian \nnumerals up to 9\n• Writes \ncomfortably \nnumerals up to 9 \n• Compares two \nnumbers up to 9 \nand uses \nvocabulary like \nmore than, less \nthan• Recognizes the \nsymbol zero to \nrepresent absence of \nobject/thing\n• Recognizes and \nwrites numerals up \nto 20 and in words \nup to 10 \n• Compares two \nnumbers up to 20 \nand uses vocabulary \nlike bigger than or \nsmaller than• Recognises, reads, \nwrites number \nnames and \nnumerals up to 99 \nusing place value \nconcept\n• Compares and \nforms the greatest \nand smallest \ntwo-digit numbers \n(with and without', metadata={'page_label': '250', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='smaller than• Recognises, reads, \nwrites number \nnames and \nnumerals up to 99 \nusing place value \nconcept\n• Compares and \nforms the greatest \nand smallest \ntwo-digit numbers \n(with and without \nrepetition of given \ndigits)', metadata={'page_label': '250', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='251\nNational Curriculum Framework for Foundational Stage\nC-8.6: Learning Outcomes\nTable 34\nA B C D E\n| | | | |\nC-8.6: Performs addition and subtraction of 2-digit numbers fluently using flexible \nstrategies of composition and decomposition\n Ages 3 - 8 \n1\n|• Takes/puts \naway very \nsmall \ncollections \n(totalling up \nto 3) by \ngrouping and \nungrouping \nrather than \nanswering \nverbally• Combines two \ngroups up to \n5 objects and \nrecounts. (e.g., \nthere are 2 \nchocolates \nwith me and 3 \nwith my \nsister, put \nthem together \nand count and \ntell me how \nmany I have \nin all)\n• Takes out up \nto 5 objects \nfrom a \ncollection and \nrecounts• Combines two \ngroups up to \n9 objects and \nrecounts. (e.g., \nthere are 5 \nchocolates \nwith me and 3 \nwith my \nsister, put \nthem together \nand count and \ntell me how \nmany I have \nin all)\n• Takes out up \nto 9 objects \nfrom a \ncollection and \nrecounts • Uses real-world \nsituations and \nconcrete objects to \nmodel and solve \naddition sums up \nto 18 using \naddition facts', metadata={'page_label': '251', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='in all)\n• Takes out up \nto 9 objects \nfrom a \ncollection and \nrecounts • Uses real-world \nsituations and \nconcrete objects to \nmodel and solve \naddition sums up \nto 18 using \naddition facts \n• Uses real-world \nsituations and \nconcrete objects to \nmodel and solve \nsubtraction (e.g., \ntaking away of \nchocolates in given \nset) problems up \nthrough 9 using \nsubtraction facts\n• Develops \nrelationship \nbetween addition \nand subtraction of \nnumbers\n• Recognizes the \n+/- symbols for \naddition/\nsubtraction \noperations• Uses flexible strategies \nand derives combinations \nof composing (add \ntogether) and \ndecomposing numbers \n(take away for the set) \n(for e.g., for 57 + 33, the \nchild can take 3 out of the \n33 and add it to 57 to \nmake it 60 and then add \n30 to it to come to 90)\n• Adds two numbers using \nplace value concept (sum \nnot exceeding 99) and \napplies them to solve \nsimple daily life \nproblems/ situations \n• Subtracts two numbers \nup to 99 using place value \nand applies them to solve \nsimple daily life', metadata={'page_label': '251', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='not exceeding 99) and \napplies them to solve \nsimple daily life \nproblems/ situations \n• Subtracts two numbers \nup to 99 using place value \nand applies them to solve \nsimple daily life \nproblems/ situations\n• Appreciates and applies \nrelationship between \naddition and subtraction \nof numbers\n• Identifies appropriate \noperation (addition or \nsubtraction) to solve \nproblems in a familiar \nsituation/context\n• Comprehends and solves \nsimple word problems', metadata={'page_label': '251', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='252\nNational Curriculum Framework for Foundational StageC-8.7: Learning Outcomes\nTable 35\nA B C D E\n| | | | |\nC-8.7: Recognises multiplication as repeated addition and division as equal sharing\n Ages 3 - 8 \n1\n|• Makes small \ngroups of \nobjects and \ncounts the total \nnumber of \nobjects and \ngroups• Solves small-\nnumber \nmultiplication \nproblems by \ngrouping\n• Recognizes the \nsymbol for \nmultiplication \noperation• Uses repeated adding \nto solve simple \nmultiplication \nproblems up to 99\n2\n|• Distributes a \ngiven set of \nobjects to \nmultiple \nrecipients• Shares objects \n(up to 6) \nequally to 2 \nrecipients• Shares objects \n(up to 20) \nequally to 4-5 \nrecipients• Uses trial and error \nand sharing into \ngroups for solving \ndivision problems\n• Recognizes the \nsymbol for division \noperation• Uses repeated \nsubtraction to find \nout how many groups \nfor solving division \nproblems', metadata={'page_label': '252', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='253\nNational Curriculum Framework for Foundational Stage\nC-8.8: Learning Outcomes\nTable 36\nA B C D E\n| | | | |\nC-8.8: Recognises, makes, and classifies basic geometric shapes and their observable \nproperties, and understands and explains the relative relation of objects in space\n Ages 3 - 8 \n1\n| • Matches by \nshape, size or \ncolour by one \nattribute\n• Compares and \nclassifies \nobjects by one \nfactor like \nshape, colour \nand size\n• Follows \nsimple \ninstructions \nand places \nobjects based \non shape, \ncolour, and \nposition – e.g., \nbring red \nballoon here, \nkeep round \nball on the \ntable• Matches shapes \nof with different \nsize and colours\n• Compares and \nclassifies objects \nby two factors \n(e.g., shape & \ncolour, colour \nand size)\n• Describes the \nphysical \nfeatures of \nvarious solids/\nshapes in their \nown language. \n(e.g., a ball rolls \nand has no \ncorners, a box \nslides and has \ncorners)\n• Follows \ninstructions \nwith multiple \nsteps with \nunderstanding \npositional \nwords different', metadata={'page_label': '253', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='own language. \n(e.g., a ball rolls \nand has no \ncorners, a box \nslides and has \ncorners)\n• Follows \ninstructions \nwith multiple \nsteps with \nunderstanding \npositional \nwords different \nshapes, colours, \nand positions to \nform a pattern \n(e.g., arranges \ndifferent things \ninto formation \nof mandala; \nmaking a \ncollage/ by \nunderstanding \npositional \nwords – in \nbetween, above, \nbelow)• Matches shapes of \ndifferent size and \norientation (e.g., \nmatches \ndifferently \noriented triangles \nand sizes?)\n• Compares and \nclassifies objects \nby three factors \n(e.g., shape, \ncolour, size) \n• Uses positional \nwords (e.g., \nbesides, inside, \nunder) to \ndescribe objects\n• Describes the \nphysical features \nof various solids/\nshapes in her own \nlanguage (e.g., a \nball rolls and has \nno corners, a box \nslides and has \ncorners)\n• Identifies the 2D \nshapes by tracing \nthe faces of 3D \nshapes on a plane \nsurface\n• Draw 2D shapes \nfree hand with \nsome accuracy \nand control• Develops and uses \nvocabulary of \nspatial relationship', metadata={'page_label': '253', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='shapes by tracing \nthe faces of 3D \nshapes on a plane \nsurface\n• Draw 2D shapes \nfree hand with \nsome accuracy \nand control• Develops and uses \nvocabulary of \nspatial relationship \n(e.g., top, bottom, \non, under, inside, \noutside, above, \nbelow, near, far, \nbefore, after)\n• Collects objects \nfrom the \nsurroundings \nhaving different \nsizes and shapes \n(e.g., pebbles, \nboxes, balls, cones, \npipes)\n• Sorts, classifies \nand describes the \nobjects on the \nbasis of shapes, \nand other \nobservable \nproperties\n• Observes and \ndescribes the \nphysical features of \nvarious solids/\nshapes in her own \nlanguage (e.g., a \nball rolls, a box \nslides)\n• Compares shapes \nbased on specific \nattributes (e.g., \nlength, area, \nvolume)• Identifies 3D \nshapes by their \nnames (e.g., \ncuboid, cylinder, \ncone and sphere) \nand describes their \nobservable \ncharacteristics \n(e.g., a cube has six \nfaces) \n• Identifies 2D \nshapes by their \nnames (e.g., \nsquare, rectangle, \ntriangle and circle) \nand describes their \nobservable', metadata={'page_label': '253', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='observable \ncharacteristics \n(e.g., a cube has six \nfaces) \n• Identifies 2D \nshapes by their \nnames (e.g., \nsquare, rectangle, \ntriangle and circle) \nand describes their \nobservable \ncharacteristics \n(e.g., the pages of a \nbook are \nrectangular and \nhave 4 sides, 4 \ncorners)\n• Distinguishes \nbetween straight \nand curved lines \nand draws/ \nrepresents straight \nlines in various \norientations (e.g., \nvertical, \nhorizontal, slant)\n• Traces 2D outlines \nof 3D objects\n• Identifies objects \nby observing their \nshadows', metadata={'page_label': '253', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='254\nNational Curriculum Framework for Foundational StageC-8.9: Learning Outcomes\nTable 37\nA B C D E\n| | | | |\nC-8.9: Selects appropriate tools and units to perform simple measurements of length, \nweight, and volume of objects in their immediate environment\n Ages 3 - 8 \n1\n|Length\n• Uses \nvocabulary \n(length, width, \nheight, \ndistance) to \nexpress length \nthrough poems \nand storiesLength\n• Compares two \nobjects in terms \nof their lengths \nas longer than/\nshorter than, \ntaller than/ \nshorter thanLength\n• Compares three \nobjects in terms \nof their lengths \nas longest/\nshortest tallest/\nshortestLength\n• Distinguishes \nbetween near, far, \nthin, thick, longer/\ntaller, shorter, high, \nlow.\n• Measures short \nlengths in terms of \nnon-uniform units \n(in the context of \ngames e.g., ‘Gilli \nDanda’ and ‘marble \ngames’).\n• Estimates short \ndistance and length, \nand verifies using \nnon-uniform & \nnon-standards units \n(e.g., hand span, \nforearm, footsteps, \nfinger)Length\n• Measures lengths \n& distances along', metadata={'page_label': '254', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='games’).\n• Estimates short \ndistance and length, \nand verifies using \nnon-uniform & \nnon-standards units \n(e.g., hand span, \nforearm, footsteps, \nfinger)Length\n• Measures lengths \n& distances along \nshort & long paths \nusing uniform \n(non-standard) \nunits, extends to \nlonger lengths.\n• Estimates and \nmeasures length/\ndistances and \ncapacities of \ncontainers using \nuniform non-\nstandard units \nlike a rod/pencil, \ncup/ spoon/\nbucket\n2\n|Weight\n• Uses \nvocabulary to \nexpress weight \nthrough poems, \nand storiesWeight\n• Compares two \nobjects in terms \nof their weight \nas heavier \nthan/ lighter \nthanWeight\n• Compares three \nobjects in terms \nof their weight \nas heaviest/ \nlightestWeight\n• Compares and place \nin order from light to \nheavy objects or \nvice-versa.Weight\n• Appreciates the \nneed for a simple \nbalance.\n• Compares weights \nof given objects \nusing simple \nbalance.\n3\n|Volume\n• Uses vocabulary \nto express \nvolume through \npoems and \nstoriesVolume\n• Compares \nvolumes of two \nvessels like \nbottles, glasses,', metadata={'page_label': '254', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='of given objects \nusing simple \nbalance.\n3\n|Volume\n• Uses vocabulary \nto express \nvolume through \npoems and \nstoriesVolume\n• Compares \nvolumes of two \nvessels like \nbottles, glasses, \nbucket etc.Volume\n• Estimates and \nmeasures volumes of \ncontainers using \nuniform non-\nstandard units like a \ncup/spoon/ mugVolume\n• Arranges in order \ncontainers as per \ntheir volumes \nbased on \nperception & \nverifies by \npouring out', metadata={'page_label': '254', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='255\nNational Curriculum Framework for Foundational Stage\nC-8.10: Learning Outcomes\nTable 38\nA B C D E\n| | | | |\nC-8.10: Performs simple measurements of time in minutes, hours, day, weeks, and months\n Ages 3 - 8 \n1\n|• Uses \nvocabulary in \ndaily life like \ntoday, \ntomorrow, \nand yesterday• Identifies \nspecial days \nlike Saturday, \nSunday, \nholiday (e.g., \nSunday is a \nholiday)• Knows the \nnames of the \ndays of the \nweek and \nmonths of the \nyear• Distinguishes \nbetween events \noccurring in time \nusing terms like \nearlier and later.\n• Gets the qualitative \nfeel of long & short \nduration, of school \ndays v/s holidays.\n• Narrates the \nsequence of events \nin a day.• Gets a feel for \nsequence of seasons \n(varying locally).\n• Measures duration of \ntime using standard \nunits -days, hours \n(e.g., 7 days a week \nand 24 hours in a \nday)\nC-8.11: Learning Outcomes\nTable 39\nA B C D E\n| | | | |\nC-8.11: Performs simple transactions using money up to INR 100\n Ages 3 - 8 \n1\n|• Uses vocabulary \nrelated to money', metadata={'page_label': '255', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='and 24 hours in a \nday)\nC-8.11: Learning Outcomes\nTable 39\nA B C D E\n| | | | |\nC-8.11: Performs simple transactions using money up to INR 100\n Ages 3 - 8 \n1\n|• Uses vocabulary \nrelated to money \nusing poems and \nstories• Identifies \nIndian currency \ncoins• Identifies \nIndian \ncurrency \nnotes• Adds up notes and \ncoins to form amounts \nup to Rs. 20 • Adds up notes and \ncoins to form \namounts up to Rs. \n100', metadata={'page_label': '255', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='256\nNational Curriculum Framework for Foundational StageC-8.12: Develops adequate and appropriate vocabulary for comprehending and expressing concepts \n and procedures related to quantities, shapes, space, and measurements*\nTable 40\nA B C D E\n| | | | |\nC-8.12: Develops adequate and appropriate vocabulary for comprehending and \nexpressing concepts and procedures related to quantities, shapes, space, and \nmeasurements.\n Ages 3 - 8 \n1\n|• Names \nshapes and a \nfew \nproperties of \nshapes • Listens to and \ncomprehends \nsimple \ninstructions \nusing number \nwords and \nshape names \n• Uses number \nwords, and \nshape names \nappropriately• Uses number \nwords and \noperations, \nshape names, \nand \nmeasurements \nappropriately• Constructs full \nsentences to \ndescribe a \nmathematical \nproblem related to \nquantities, shapes, \nspace, and \nmeasurements• Comprehends texts \nand extracts simple \nmathematical \nproblems embedded \nin the text\n• Creates simple \nmathematical riddles \nand puzzles', metadata={'page_label': '256', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='quantities, shapes, \nspace, and \nmeasurements• Comprehends texts \nand extracts simple \nmathematical \nproblems embedded \nin the text\n• Creates simple \nmathematical riddles \nand puzzles\nC-8.13: Formulates and solves simple mathematical problems related to quantities, shapes, \n space, and measurements\nTable 41\nA B C D E\n| | | | |\nC-8.13: Formulates and solves simple mathematical problems related to quantities, \nshapes, space, and measurements\n Ages 3 - 8 \n1\n|• Solves simple \ninset puzzles \nwith \ngeometric \nand non-\ngeometric \nshapes• Creates \nspecific figures \nfrom tangram \nshapes• Uses their \nnumber \nknowledge to \nsolve simple \nriddles and \npuzzles • Recognizes \nsituations in the real \nworld as simple \nmathematical \nproblems\n• Solves simple \nnumerical problems \nusing different \nstrategies• Talks about different \nways in which to \nsolve a simple \nmathematical \nproblem\n• Rechecks their \nsolutions to see if \nthere are any errors.\n• Engages in games \nand puzzles that \nrequire quantification', metadata={'page_label': '256', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='257\nNational Curriculum Framework for Foundational Stage\n1.1.4 Language and Literacy Development\nLanguage and literacy development are among the fundamental aims of education. All forms of \nunderstanding are mediated through our linguistic capacities. There is a very strong connection \nbetween our linguistic capacities and cognition. Whether as a form of communication, or as a \nmedium of understanding, or as an aesthetic experience language is central to human experi-\nence. While language is innate to our human biology, literacy is a cultural achievement and hence \nneeds more directed attention. Literacy is not a mere decoding of text but making meaning out \nof the text and the world that it represents.\nCG-9: Children develop effective communication skills for day-to-day interactions in \n two languages\nA significant proportion of time and effort in the Foundational Stage needs to be allocated for oral \nlanguage development of the child. Foundational literacy is built on a strong foundation of oral lan -', metadata={'page_label': '257', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='language development of the child. Foundational literacy is built on a strong foundation of oral lan -\nguage competencies. Premature introduction of the script to very young children who are in their \nearly stages of oral language acquisition would be counterproductive for literacy development. \nC-9.1: Learning Outcomes\nTable 42\nA B C D E\n| | | | |\nC-9.1: Listens to and appreciates simple songs, rhymes, and poems\n Ages 3 - 8 \n1\n|• Listens to a \nwide variety of \nsongs and \npoems• Listens and \nenjoys humming \na variety of songs \nin different \nlanguages \nregularly heard \nin the home and \nneighbourhood• Listens to \nlonger (4-8 \nsentences) \nsongs/poems \n(familiar) with \nattention and \nhave \nconversations \nabout them• Listens to longer \n(4-8 sentences) \nsongs/poems \n(unfamiliar) with \nattention and have \nconversations \nabout them and \nask questions• Shows interest in \nlistening to \ncertain kinds of \nsongs and poems \nand explains the \nreason for their \npreference\n2\n|• Repeats a \nsimple song or a', metadata={'page_label': '257', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='conversations \nabout them and \nask questions• Shows interest in \nlistening to \ncertain kinds of \nsongs and poems \nand explains the \nreason for their \npreference\n2\n|• Repeats a \nsimple song or a \nrhyme • Sings along to \nsongs and \nrhymes with \nintonation and \ngestures• Sings/recites \nshort (4-5 \nsentences) \nsongs/poems • Sings/recites \nlonger (10 \nsentences) songs/\npoems • Sings/recites \nsongs/poems \nwith two to three \nstanzas', metadata={'page_label': '257', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='258\nNational Curriculum Framework for Foundational StageC-9.2: Learning Outcomes\nTable 43\nA B C D E\n| | | | |\nC-9.2: Creates simple songs and poems on their own\n Ages 3 - 8 \n1\n|• Enjoys familiar \nsongs and \npoems• Enjoys rhyming \nwords in songs \nand poems• Identifies rhyming \nwords from familiar \npoems and creates \nnew rhyming words• Extends/Creates \nshort poems/\nrhymes with the \nhelp of the \nteacher • Creates short \npoems/rhymes \nindependently \nin their own \nwords\nC-9.3: Learning Outcomes\nTable 44\nA B C D E\n| | | | |\nC-9.3: Converses fluently and can hold a meaningful conversation\n Ages 3 - 8 \n1\n|• Listens \nattentively and \nspeaks in short \nconversations \nwith familiar \npeople around• Initiates \nconversations in \ndaily life with \npeers and \nteachers in a \nvariety of school \nsettings• Engages in \nconversations \nbased on events, \nstories, or their \nneeds and asks \nquestions• Engages in \nconversations, \nwaits for their turn \nto speak, and \nallows others to \nspeak • Maintains the \nthread of the', metadata={'page_label': '258', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='conversations \nbased on events, \nstories, or their \nneeds and asks \nquestions• Engages in \nconversations, \nwaits for their turn \nto speak, and \nallows others to \nspeak • Maintains the \nthread of the \nconversation \nacross multiple \nexchanges\n2\n|• Expresses their \nneeds and \nfeelings \nthrough short \nmeaningful \nsentences• Narrates daily \nexperiences in \nsimple sentences \nand ask simple \nquestions, using \nwhat/when/\nhow/whom, etc• Narrates daily \nexperiences in \nelaborate \ndescriptions \nand asks why \nquestions too• Engages with \nnon-fictional \ncontent read aloud \nor discussed in \nclass, is able to link \nknowledge from \ntheir own \nexperiences, and \ntalks about it• Engages in \ndiscussion about \na topic and raise \nand respond to \nquestions', metadata={'page_label': '258', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='259\nNational Curriculum Framework for Foundational Stage\nC-9.4: Learning Outcomes\nTable 45\nA B C D E\n| | | | |\nC-9.4: Understands oral instructions for a complex task and gives clear oral instructions \nfor the same to others\n Ages 3 - 8 \n1\n|• Listens and \nfollows short \ninstructions \n(e.g., bring the \nblocks here, \nwash hands \nproperly, etc.)• Follows some \nsimple \ninstructions \ncomprising of \nseveral steps (2 \nto 3 \ninstructions at a \ntime). • Follows \ninstructions \ncomprising of \nseveral steps - 4 to \n5 instructions at a \ntime • Follows \ninstructions \ncomprising of \nseveral steps (8 to \n9 instructions at a \ntime) • Follows \ninstructions that \nhave conditional \nbranching (for e.g., \nif it is raining, do \nnot water the \nplans, do weeding \ninstead, otherwise \nwater the plants)\n2\n|• Gives clear \ninstructions to \naccomplish short \ntasks to other \nchildren or adults• Gives clear \ninstructions \ncomprising of \nseveral steps (8 to \n9 instructions at a \ntime)• Gives clear \ninstruction that \nincludes', metadata={'page_label': '259', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='accomplish short \ntasks to other \nchildren or adults• Gives clear \ninstructions \ncomprising of \nseveral steps (8 to \n9 instructions at a \ntime)• Gives clear \ninstruction that \nincludes \nmathematical (e.g., \nprecise directions, \nspatial and \ntemporal \ndimensions)\nC-9.5: Learning Outcomes\nTable 46\nA B C D E\n| | | | |\nC-9.5: Comprehends narrated/read-out stories and identifies characters, storyline and \nwhat the author wants to say\n Ages 3 - 8 \n1\n|• Listens \nattentively to \nstories for a \nshort period of \ntime (5-7 \nminutes)• Recalls the \ncharacters and a \nfew events in the \nstory that is \nnarrated and is \nable to retell in \ntheir own words.• Identifies plots \nand characters in \na story and retells \nit in the correct \nsequence using \nvocabulary from \nthe story • Interprets the \nintent of the plot \nand characters \nin a story and \nretells the story \nin a different \nform • Interprets the \nmotivations of \nthe author to \nwrite the story \nand retell the \nstory as if they \nwere the author', metadata={'page_label': '259', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='260\nNational Curriculum Framework for Foundational StageC-9.6: Learning Outcomes\nTable 47\nA B C D E\n| | | | |\nC-9.6: Narrates short stories with clear plot and characters\n Ages 3 - 8 \n1\n|• Imagines and \nnarrates \npersonalized \nendings of the story• Narrates their own \nshort stories with \nsimple plots and \ncharacters.• Creates their own \nstories, with complex \nplots and multiple \ncharacters (as a \ngroup)\nC-9.7: Learning Outcomes\nTable 48\nA B C D E\n| | | | |\nC-9.7: Knows and uses enough words to carry out day-to-day interactions effectively and \ncan guess meaning of new words by using existing vocabulary\n Ages 3 - 8 \n1\n|• Begins to use \nappropriate vocabulary \nfor some common and \nfamiliar objects and \nexperiences. (e.g., tells \ntheir name, names of \nfriends, common \nobjects, and pictures, \nsweet, sour, round, big)• Uses vocabulary \nacquired from \nspecific themes, \nand topics \nintroduced in \nclass in their \nconversations • Uses expanded \nvocabulary \nwith \nintentional use \nof action \nwords, \ndescriptive', metadata={'page_label': '260', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='acquired from \nspecific themes, \nand topics \nintroduced in \nclass in their \nconversations • Uses expanded \nvocabulary \nwith \nintentional use \nof action \nwords, \ndescriptive \nwords, tenses, \netc.• Predicts \nmeaning of \nunknown \nwords in texts \nusing picture \nand context \ncues• Uses children’s \ndictionaries to \nidentify \nmeanings of \nunknown words \nencountered in \ntexts\nCG-10: Children develop fluency in reading and writing in Language 1\nWhile oral language development happens naturally through a process of socialisation and immer -\nsion in a language environment, written language is a cultural artefact and there is not natural about \nit. Children need explicit instruction in making connection between the oral language they have ac-\nquired with the writing system (the script) for that language. This begins with recognizing that we \nuse words that contain meaning and these words are further split into sounds that are represented as', metadata={'page_label': '260', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='use words that contain meaning and these words are further split into sounds that are represented as \nsymbols in the script. While the script reading and writing requires explicit instruction, meaning-mak -\ning should not be postponed till end of learning all aksharas (letters) of the script.', metadata={'page_label': '260', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='261\nNational Curriculum Framework for Foundational Stage\nC-10.1: Learning Outcomes\nTable 49\nA B C D E\n| | | | |\nC-10.1: Develops phonological awareness and blends phonemes/syllables into words and \nsegment words into phonemes/syllables in L1\n Ages 3 - 8 \n1\n|• Sings rhymes • Identifies rhyming \nwords and \nalliterations• Produces rhyming words \nand alliterations\n2\n|• Mimics and \nreproduces \nsyllabic sounds• Identifies the \nbeginning and end \nsyllables in words• Breaks down syllables \ninto their consonant and \nvowel sounds\n3\n|• Combines 2-3 \nsyllables to form \nsimple words• Combines sounds (vowel \nand consonant) to form \nthe most familiar words\nC-10.2: Learning Outcomes\nTable 50\nA B C D E\n| | | | |\nC-10.2: Understands basic structure/format of a book, idea of words in print and \ndirection in which they are printed, and recognises basic punctuation marks \n Ages 3 - 8 \n1\n|• Recognizes/\nidentifies common \nsigns, logos, and \nlabels (e.g., brand of \nbiscuit based on \nwrapper colour,', metadata={'page_label': '261', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Ages 3 - 8 \n1\n|• Recognizes/\nidentifies common \nsigns, logos, and \nlabels (e.g., brand of \nbiscuit based on \nwrapper colour, \nsoap cover)• Holds the book, \nopens it and flips \nthe pages to \nexplore• Describes that \nprinted material \nprovides \ninformation (book, \nnewspaper, \npamphlet)\n2\n|• Distinguishes \nbetween printed \ntext and pictures • Follows words \nfrom left to right \nand from top to \nbottom on a \nprinted page• Recognizes \nsimple \npunctuation \nmarks (full \nstop, \nquestion \nmark)• Uses simple \npunctuation \nmarks (full \nstop, question \nmark) \nappropriately\n3\n|• Pretends to read \nfamiliar books \nbased on pictures in \nthe story• Pretends to read \nwhile making \nappropriate \nword-like sounds \nwhile following a \ntext • Speaks about the \nbook by looking at \nthe cover page \n(prediction using \nthe cues on the \ncover)', metadata={'page_label': '261', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='262\nNational Curriculum Framework for Foundational StageC-10.3: Learning Outcomes\nTable 51\nA B C D E\n| | | | |\nC-10.3: Recognises all the letters of the alphabet (forms of akshara) of the script (L1) and \nuses this knowledge to read and write words\n Ages 3 - 8 \n1\n|• Knows that \nwords are \nmade of \nletters• Begins to visually \nrecognize and \nconnects letters \n(Moolaksharas/ \nBharakadi/\nKaguniita) to \ncorresponding \nsounds• Recognizes most \nfrequently used \naksharas (including \nsamyuktaksharas) \nand connects to \ncorresponding \nsounds• Recognizes all \naksharas \n(including \nsamyuktaksharas) \nand connects to \ncorresponding \nsounds\n2\n|• Reads simple \ntwo-syllable \nwords that are \nfamiliar and with \nknown aksharas• Reads simple three \nto four-syllable \nwords (including a \nfew commonly \noccurring double-\nconsonants) that \nare familiar and \nwith known \naksharas• Reads multi-\nsyllable words \n(including \nconsonant \nclusters)• Reads multi-\nsyllable words \n(including \nconsonant \nclusters) and \nnon-words \nwith accuracy', metadata={'page_label': '262', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='are familiar and \nwith known \naksharas• Reads multi-\nsyllable words \n(including \nconsonant \nclusters)• Reads multi-\nsyllable words \n(including \nconsonant \nclusters) and \nnon-words \nwith accuracy \n3\n|• Recognizes as \nsight words their \nnames and labels \nof objects in their \nenvironment • Recognizes as sight \nwords commonly \nused articles, \npronouns, and \nconnecting words \nC-10.4: Learning Outcomes\nTable 52\nA B C D E\n| | | | |\nC-10.4: Reads stories and passages (in L1) with accuracy and fluency with appropriate \npauses and voice modulation\n Age 3 - 8 \n1\n|• Reads short \nsentences of known \nwords by \nrecognizing \nindividual letter \nsounds and sight \nwords• Reads a few \nsentences of \nfamiliar words \nwith accuracy • Reads short \npassages accurately \nwith appropriate \nintonation and \npauses• Reads short passages \naccurately and \nfluently with \nappropriate \nintonation, pauses, \nand voice modulation', metadata={'page_label': '262', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='263\nNational Curriculum Framework for Foundational Stage\nC-10.5: Learning Outcomes\nTable 53\nA B C D E\n| | | | |\nC-10.5: Reads short stories and comprehends its meaning – by identifying characters, \nstoryline and what the author wanted to say – on their own (L1)\n Ages 3 - 8 \n1\n|• Listens to \n“Read Alouds” \nand responds \nto questions \nposed by the \nTeacher• Participates in \n“Shared \nReading” along \nwith the Teacher \nand in \ndiscussions \nabout the \nreading• Participates in \n“Guided Reading” \nalong with the \nTeacher and in \ndiscussions about \nthe reading• Begins \n“Independent \nReading” of books \nof equal textual \nand visual content• Begins \n“Independent \nReading” of \nbooks of more \ntextual content \nthan visual \ncontent\n2\n|• Reads picture \nbooks and \nidentifies \nobjects and \nactions• Reads picture \nbooks and \nidentifies \ncharacters and \nplots and \nnarrates the \nstory in short \nsequence• Reads books aloud \nwith short simple \ntexts and uses both \nvisual cues and text \nto infer and retell \nthe story with', metadata={'page_label': '263', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='identifies \ncharacters and \nplots and \nnarrates the \nstory in short \nsequence• Reads books aloud \nwith short simple \ntexts and uses both \nvisual cues and text \nto infer and retell \nthe story with \naccurate sequence \nand elaboration• Begins to read \nunfamiliar story \nbooks and \ncomprehend with \nguidance from the \nTeacher \n• Identifies plots, \nand characters • Reads and \nidentifies \ncharacters, \nplots, \nsequences, and \npoint of view of \nthe author\nC-10.6: Learning Outcomes\nTable 54\nA B C D E\n| | | | |\nC-10.6: Reads short poems and begins to appreciate the poem for its choice of words and \nimagination (L1)\n Age 3 - 8 \n1\n|• Reads short poems and \nnarrates the literal meaning of \nthe poem• Reads short poems and infers \nthe imagination of the poet', metadata={'page_label': '263', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='264\nNational Curriculum Framework for Foundational StageC-10.7: Learning Outcomes\nTable 55\nA B C D E\n| | | | |\nC-10.7: Reads and comprehends meaning of short news items, instructions and recipes, \nand publicity material (L1)\n Ages 3 - 8 \n1\n|• Reads a short set of simple \nwritten instructions and \nfollows them • Reads simple instructions \nto play a game and plays it \nwith a group • Reads short news \nitems, and publicity \npamphlets, and \nexplains the content\nC-10.8: Learning Outcomes\nTable 56\nA B C D E\n| | | | |\nC-10.8: Writes a paragraph to express their understanding and experiences (L1)\n Ages 3 - 8 \n1\n|• Uses various \nwriting \ninstruments like; \nchalk piece, \npencils, \ncoloured pencils, \npainting \nbrushes, crayons \nin• Uses writing/\ndrawing \ninstruments with \nease and fluency\n2\n|• Begins to write \nthe aksharas they \nrecognize and \nuses them to form \nsimple words• Writes aksharas \nwith accuracy and \nforms simple \nwords and \nsentences• Writes down with \naccuracy 3 or 4 \nsyllable words', metadata={'page_label': '264', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the aksharas they \nrecognize and \nuses them to form \nsimple words• Writes aksharas \nwith accuracy and \nforms simple \nwords and \nsentences• Writes down with \naccuracy 3 or 4 \nsyllable words \nwhen dictated• Writes down \nshort \nsentences \nwhen \ndictated\n3\n|• Draws and \ncolours, and \norally expresses \nthe intent of the \ndrawing• Draws and paints \nwith more \naccuracy with \nvisible forms and \nobjects, and orally \ndescribes the \ndrawing/painting• Draws/paints and \nadds simple \nwords/sentences \nto the drawing/\npainting (including \ninvented spellings)• Creates a \nsequence of \npictures and \nwrites short \nsentences along \nwith them• Creates a \nsequence of \npictures and \nwrites short \nsentences \nalong with \nthem with \naccuracy\n4\n|• Describes a \npicture card by \nwriting words and \nshort sentences• Writes the \nstory inferred \nfrom a \npicture book', metadata={'page_label': '264', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='265\nNational Curriculum Framework for Foundational Stage\n5\n|• Writes short \ninstructions for \nclassmates to \nexecute simple \nprocedures• Writes short \njournals and \ndescriptions \nof events and \nexperiences\nC-10.9: Learning Outcomes\nTable 57\nA B C D E\n| | | | |\nC-10.9: Shows interest in picking up and reading a variety of children’s books (L1)\n Ages 3 - 8 \n1\n|• Shows \ninterest in \nstories and \npoems being \nread out• Picks one out of \nseveral books \noffered by the \nteacher and \nexplains why they \nhave chosen the \nbook• Picks and reads \nshort picture books \non their own, and \ntalks about the \nbook to other \nchildren• Explains \npreferences in \nbook choices, \nand reads short \nbooks on a \nregular \nfrequency• Displays interest \nand reads a \nvariety of book \nboth fiction and \nnon-fiction\n2\n|• Handles \nbooks with \ncare• Puts books back in \ntheir appropriate \nplace in the \nclassroom• Repairs and fixes \nbooks in the \nschool library\nCG-11: Children begin to read and write in Language 2\nC-11.1: Learning Outcomes', metadata={'page_label': '265', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='care• Puts books back in \ntheir appropriate \nplace in the \nclassroom• Repairs and fixes \nbooks in the \nschool library\nCG-11: Children begin to read and write in Language 2\nC-11.1: Learning Outcomes\nTable 58\nA B C D E\n| | | | |\nC-11.1: Develops phonological awareness and blends phonemes/syllables into words and \nsegment words into phonemes/syllables\n Ages 3 - 8 \n1\n|• Sings rhymes • Identifies rhyming \nwords and \nalliterations• Produces rhyming \nwords and alliterations\n2\n|• Mimics and \nreproduces \nsyllabic sounds• Identifies the \nbeginning and end \nsyllables in words• Breaks down syllables \ninto their consonant and \nvowel sounds\n3\n|• Combines 2-3 \nsyllables to form \nsimple words• Combines sounds \n(vowel and consonant) \nto form the most \nfamiliar words', metadata={'page_label': '265', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='266\nNational Curriculum Framework for Foundational StageC-11.2: Learning Outcomes\nTable 59\nA B C D E\n| | | | |\nC-11.2: Recognises most frequently occurring letters of the alphabet (forms of akshara) \nof the script, and uses this knowledge to read and write simple words and sentences\n Ages 3 - 8 \n1\n|• Begins to visually recognize and \nconnect letters to \ncorresponding sounds• Recognizes all the letters in the \nalphabet\n2\n|• Reads simple two-syllable \nwords that are familiar and \nwith known letters• Reads simple three to four-\nsyllable words that are familiar\n• Recognizes as sight words \ncommonly used articles, \npronouns, and connecting words \n3\n|• Recognizes as sight words their \nnames and labels of objects in \ntheir environment \n4\n|• Writes down short words on \ndictation\n1.1.5 Aesthetic and Cultural Development\nChildren of this age group are not only enjoying expression of art and beauty they also develop \ntheir sensorial and fine motor abilities through engagement with arts. Artistic expression is also', metadata={'page_label': '266', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='Children of this age group are not only enjoying expression of art and beauty they also develop \ntheir sensorial and fine motor abilities through engagement with arts. Artistic expression is also \na medium of emotional expression and regulation. Talk and oral articulation of the work in art \nshould be encouraged. Observing, reproducing, and extending patterns is a core ability in all \nforms of art. Thus, engagement with arts, through visual arts, music, movement, and drama is a \nholistic engagement of all aspects of development in the Foundational Stage. It has to be remem-\nbered that in this stage of development, more emphasis should be given to free and creative ex -\npressions of the child rather than building skills.', metadata={'page_label': '266', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='267\nNational Curriculum Framework for Foundational Stage\nCG-12: Children develop abilities and sensibilities in visual and performing arts, and \n express their emotions through art in meaningful and joyful ways\nC-12.1: Learning Outcomes\nTable 60\nA B C D E\n| | | | |\nC-12.1: Explores and plays with a variety of materials and tools to create two-dimensional \nand three-dimensional artworks in varying sizes\n Ages 3 - 8 \n1\n|• Grasps relevant \nart materials, \ntools, and \ninstruments• Explores a variety of grasps and grips \nwhile using art materials, tools, and \ninstruments (e.g., sticks, seeds, pebbles, \nstones, chalk, thread, pencils, brushes, \ncrayons, powder, scissors)• Able to vary pressure while using \ntools to create dark and light \nimpressions/ marks/ lines\n2\n|• Explores large and small sizes \nwhile creating marks, lines, \nscribbles, and other 2D and 3D \nimagery in visual artworks • Creates large scale work \n(e.g., floor rangolis, wall \nmurals, sculptural \nforms) in collaboration', metadata={'page_label': '267', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='while creating marks, lines, \nscribbles, and other 2D and 3D \nimagery in visual artworks • Creates large scale work \n(e.g., floor rangolis, wall \nmurals, sculptural \nforms) in collaboration \nwith peers, facilitators, \nand local community• Able to scale own work in large and \nsmall sizes, based on available space \nor materials (e.g., creating a small \nclay doll, or a big paper doll)\n3\n|• Creates forms \nand imprints by \nmixing \nmaterials (e.g., \nmud and water, \nsand and water, \nflour and water, \npaint and \nwater)• Creates \nthree-\ndimensional \nforms by \nrolling and \npatting \nmaterials \nlike clay or \ndough• Creates collages by combining materials of varying consistencies, \ncolours, and textures in one’s own arrangement\n• Creates three-dimensional arrangements/ assemblages by \ncombining a variety of found materials and objects\n4\n|• Creates imprints using blocks, \nstencils, found objects and \nnatural materials• Creates simple patterns \nusing blocks, stencils, \nfound objects and', metadata={'page_label': '267', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='4\n|• Creates imprints using blocks, \nstencils, found objects and \nnatural materials• Creates simple patterns \nusing blocks, stencils, \nfound objects and \nnatural materials• Creates patterns \nby combining \nand arranging \nmaterials in a \nvariety of \nshapes, forms, \ntextures, and \ncolours• Creates a variety \nof textures with \none material \nthrough its \nmanipulation \n(e.g., clay, cloth, \npaper, rubber, \nwood)', metadata={'page_label': '267', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='268\nNational Curriculum Framework for Foundational StageC-12.2: Learning Outcomes\nTable 61\nA B C D E\n| | | | |\nC-12.2: Explores and plays with own voice, body, spaces, and a variety of objects to create \nmusic, role-play, dance, and movement\n Ages 3 - 8 \n1\n|• Explores rhythm \nthrough voice and \nbody (claps, taps, \nwaves, jumps, \nhops, recites lyrics \nin rhythm)• Distinguishes \nfast and slow \ntempo while \nexploring \nrhythm with \nvoice, body or \nother \ninstruments• Distinguishes fast, \nmedium, and slow \ntempo while \nplaying with voice, \nbody or other \ninstruments• Plays with simple \nrhythmic \npatterns in slow \nand medium \ntempo• Follows the \nbeat in songs \nand movement, \nand explores \nown variations \nbased on \nfamiliar rhythm \npatterns\n2\n|• Produces a variety \nof sounds by \nplaying with voice, \nbody, objects and \ninstruments • Produces a \nvariety of \nsounds \naccording to \ncontext/\nsituation using \nvoice, body, or \ninstruments (in \nrole-play, solo \nor group \nmusical \narrangements,', metadata={'page_label': '268', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='body, objects and \ninstruments • Produces a \nvariety of \nsounds \naccording to \ncontext/\nsituation using \nvoice, body, or \ninstruments (in \nrole-play, solo \nor group \nmusical \narrangements, \nmimicry, etc.) • Explores the \ndifference \nbetween their \nsinging voice and \nspeaking voice \nand uses both \nplayfully\n• Differentiates \nbetween \ninstrumental and \nvocal music and \nexplores both• Creates simple sound improvisations \nin familiar songs, or situations by \nusing voice, body, instruments, and \nobjects (e.g., playing the beats using \ndifferent body parts/ instruments for \na song, creating the ambience of a \ndramatic scene through sounds)\n3\n|• Explores volume (loud and soft), and \npitch (high and low) while using voice, \nor body, or playing with instruments \nand objects• Uses volume and \npitch to convey \nideas and \nemotions, create \nmusic, develop \ncharacters and \ncreate situations• Moderates \nvolume and pitch \nbased on musical \ncomposition, \nspace, context \nand situation• Attempts to \nmatch pitch', metadata={'page_label': '268', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='ideas and \nemotions, create \nmusic, develop \ncharacters and \ncreate situations• Moderates \nvolume and pitch \nbased on musical \ncomposition, \nspace, context \nand situation• Attempts to \nmatch pitch \nusing voice or \ninstrument \n4\n|• Explore silence \nand stillness in \neveryday \nsituations• Play with moments of silence and \nstillness through music, drama and \nmovement practices• Explore varying durations of silence \nand stillness based on space, context, \nand situation', metadata={'page_label': '268', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='269\nNational Curriculum Framework for Foundational Stage\nC-12.3: Learning Outcomes\nTable 62\nA B C D E\n| | | | |\nC-12.3: Innovates and works imaginatively to express ideas and emotions through the \narts\n Ages 3 - 8 \n1\n|• Observes their \nsurroundings, \nlocal culture \nand examples of \nart to make \nconnections \nwith their own \nexplorations • Shares their own \nideas, tools, and \nmethods of \nworking in the arts \nand improvises \nbased on familiar \nexamples• Identifies and \ninterprets a variety \nof expressions, ideas \nand emotions \nthrough the arts and \napplies it in their \nown artistic \nexplorations• Explores multiple approaches, or \nvariations while expressing \nparticular ideas and emotions \n• (e.g., thinking of multiple ways to \nrole-play a cat using body, voice, \nmask, puppets, or movement \ncombinations)\n• Persists with challenges by \nexploring multiple solutions and \nfinding own resources \n2\n|• Creates a \nvariety of visual \nimagery, body \nmovements, and \nsound \nexplorations to \nsymbolise \nobjects, people', metadata={'page_label': '269', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='exploring multiple solutions and \nfinding own resources \n2\n|• Creates a \nvariety of visual \nimagery, body \nmovements, and \nsound \nexplorations to \nsymbolise \nobjects, people \nand emotional \nexperiences • Mimics a few \nrecognisable \nphysical and \nbehavioural \ncharacteristics of \npeople, animals, \nplants, objects, etc. \nthrough visual and \nperformative \nmodes• Imaginatively \ncombines forms, \ncolours, characters, \nsounds, spaces and \nsituations to \nrepresent their ideas \nand experiences • Pays attention to thematic details, \nmaterial properties (texture, \ncolour, size, form), space, and \nsituation while creating and \nviewing works of art', metadata={'page_label': '269', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='270\nNational Curriculum Framework for Foundational StageC-12.4: Learning Outcomes\nTable 63\nA B C D E\n| | | | |\nC-12.4: Works collaboratively in the arts\n Ages 3 - 8 \n1\n|• Explores sound \nand movement \nproduced \nindividually \nand in groups• Produces a \nvariety of \nspeech, \nmovements, \nsounds, and \nvisual art \nworks in \ncollaboration \nwith peers• Attempts to \ncoordinate speech, \nmovement and \nsound while playing \nor performing in \npairs or groups\n• Collaborates with \npeers and facilitator \nin the spatial \narrangement or \ndisplay of art works• Moderates own \nvolume, pitch \nand tempo to \nalign with a \npartner/ group • Pays attention to \nsequence while \nperforming \nrole-play, music, \ndance and \nmovement steps\nC-12.5: Learning Outcomes\nTable 64\nA B C D E\n| | | | |\nC-12.5: Communicates and appreciates a variety of responses while creating and \nexperiencing different forms of art, local culture, and heritage\n Ages 3 - 8 \n1\n|• Responds to \nartworks \nverbally/\nnon-verbally to \nexpress likes, \ndislikes, and', metadata={'page_label': '270', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='experiencing different forms of art, local culture, and heritage\n Ages 3 - 8 \n1\n|• Responds to \nartworks \nverbally/\nnon-verbally to \nexpress likes, \ndislikes, and \nother views• Communicates \nresponses to different \naspects of artworks, or \nlocal cultural \nexpression (e.g., the \nvoice of a character \nwas very loud and \nscary)• Compares different artworks/ arrangements/ cultural \nexpressions and articulates a variety of responses\n2\n|• Acknowledges \nthe presence of \nothers during \nactivities related \nto the arts• Shares responses and \nideas in the peer group \nduring arts processes• Recognises that \npersonal \npreferences in \nthe arts differ \nfrom one person \nto another• Shares and appreciates multiple \nresponses in relation to artistic \nthought and expression', metadata={'page_label': '270', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='271\nNational Curriculum Framework for Foundational Stage\n1.1.6 Positive Learning Habits\nCurrent research is indicating that along with the usual domains of development, attention to \nexecutive functions and self-regulation in early childhood education has high impact on school \nreadiness. \nCG-13: Children develop habits of learning that allow them to engage actively in formal \n learning environments like a school classroom\nC-13.1: Learning Outcomes\nTable 65\nA B C D E\n| | | | |\nC-13.1: Attention and intentional action: Acquires skills to plan, focus attention, and \ndirect activities to achieve specific goals\n Ages 3 - 8 \n1\n|• Focuses on \nself-initiated \nactivities for a \nshort amount \nof time (e.g., \nworks on a \npuzzle)\n• Sustains \ninterest with \none or two \ntasks that \nengage them \n(e.g., plays at \nthe sensory \ntable for 5-10 \nminutes)• Focuses attention \non activities with \nadult prompts and \nsupport, like \nlistening to stories \nread to a group for \nshort periods of \ntime in spite of \ninterruptions or', metadata={'page_label': '271', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='table for 5-10 \nminutes)• Focuses attention \non activities with \nadult prompts and \nsupport, like \nlistening to stories \nread to a group for \nshort periods of \ntime in spite of \ninterruptions or \ndistraction\n• Stays with a \nvariety of tasks \nthat interest them \n(e.g., plays in the \ndramatic play and \nblock areas for 10 \nminutes)• Focuses attention on \ntasks and activities \nlike painting or \nblock building for \nlonger periods of \ntime with increasing \nindependence\n• Sustains \nengagement with a \ntask that interests \nthem for long \nperiods of time (e.g., \npainting for 20 \nminutes)\n• Begins to attend to \nadult-initiated tasks \nthat are not based \non their interests \n(e.g., participates in \na teacher-led small \ngroup)• Attends to \nadult-initiated \ntasks that are \nnot based on \ntheir interests \n(e.g., \nparticipates in a \nteacher-led \nsmall group)\n• Sustains \nengagement \nwith a task for \nlong periods of \ntime (20 \nminutes)• Attends to \nadult-initiated \ntasks that are \nnot based on \ntheir interests \n(e.g.,', metadata={'page_label': '271', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='teacher-led \nsmall group)\n• Sustains \nengagement \nwith a task for \nlong periods of \ntime (20 \nminutes)• Attends to \nadult-initiated \ntasks that are \nnot based on \ntheir interests \n(e.g., \nparticipates in \na teacher-led \nsmall group)\n• Sustains \nengagement \nwith a task for \nlong periods of \ntime (30 \nminutes)', metadata={'page_label': '271', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='272\nNational Curriculum Framework for Foundational StageC-13.2: Learning Outcomes\nTable 66\nA B C D E\n| | | | |\nC-13.2: Memory and mental flexibility: Develops adequate working memory, mental \nflexibility (to sustain or shift attention appropriately), and self-control (to resist \nimpulsive actions or responses) that would assist them in learning in structured \nenvironments\n Ages 3 - 8 \n1\n|• Practices \nremembering \nby recalling a \nstory or \nverbally \ndescribing a \npicture no \nlonger in view\n• Remembers \nwhere \nmaterials are \nkept in familiar \nenvironments \n(e.g., can \nretrieve spare \nclothes from \nshelf)• Repeats a list of \nitems needed for \nself-care or play\n• Plays simple \nmemory and \nmatching games \n• Remembers and \nfollows 2-step \ndirections to \ncomplete simple \ntasks (e.g., “wash \nyour hands then \nhelp prepare or eat \na snack”)\n• Remembers actions \nthat go with stories \nor songs• Remembers several \nsteps in sequence to \ncomplete multi-step \ndirections (e.g., \ncomplete a puzzle, \nreturn it to the shelf,', metadata={'page_label': '272', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='a snack”)\n• Remembers actions \nthat go with stories \nor songs• Remembers several \nsteps in sequence to \ncomplete multi-step \ndirections (e.g., \ncomplete a puzzle, \nreturn it to the shelf, \nand join the group \nback) \n• Teaches another \nchild the steps taken \nfor a given action \n(e.g., shows a peer \nhow to use soap to \nwash hands before \nsnack)\n• Remembers and \nrecalls short stories \nand songs of up to 5 \nsentences.• Remembers \nand \nimmediately \nrecalls\n• (e.g., given 4 \ndigits repeats \nin the same \nsequence)• Remembers \nand recalls, \nidentifies \nmissing \nthings (e.g., \ntwo identical \nscenes with \none or two \nsignificant \ndifference, \nstudies both \npictures and \npoints out the \ndifference)\n2\n|• Adjusts to \nchanges in \nroutines \n• Identifies \nsignals for \nchanges \nbetween \nactivities \n• Makes \ntransitions that \nare part of a \ndaily schedule• Demonstrates \n“cognitive \nflexibility” by trying \nanother approach, \nwith adult support, \nwhen something \ndoes not work the \nfirst time (e.g., tries \na different way to', metadata={'page_label': '272', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='daily schedule• Demonstrates \n“cognitive \nflexibility” by trying \nanother approach, \nwith adult support, \nwhen something \ndoes not work the \nfirst time (e.g., tries \na different way to \nclimb a structure \nwhen the first effort \ndoes not work or \nuses a tool or \nanother person to \nget an item out of \nreach)\n• Shows ability to \nshift attention from \none task or activity \nto another when \nnecessary• Adapts to new rules \nin game or activity \n(e.g., sorting cards by \ncolour and then by \nshape)\n• Considers ideas from \nadults and other \nchildren in finding a \nsolution or strategy\n• Demonstrates \nflexibility and \nadaptability with less \nadult prompting (e.g., \nsharing toys or trying \nout new materials)\n• Responds \nconsistently to adult \nsuggestions to try \nout different \nactivities• Adopts and \nadapts to the \nclassroom \nsituations\n• Participates in \nthe schedule \nactively and \ntakes \nsuggestions for \nimprovement• Adopts, \nadapts and \ncreates \nclassroom \nsituations \ncongenial for \nlearning\n• Participates', metadata={'page_label': '272', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='classroom \nsituations\n• Participates in \nthe schedule \nactively and \ntakes \nsuggestions for \nimprovement• Adopts, \nadapts and \ncreates \nclassroom \nsituations \ncongenial for \nlearning\n• Participates \nactively in all \nactivities, \nwelcomes \nsuggestions \nand feedback', metadata={'page_label': '272', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='273\nNational Curriculum Framework for Foundational Stage\n3\n|• Begins to take \nturns and waits \nin line for short \nperiods of time \nwith adult \nsupport• Seeks adult help \nwhen distressed \nwith behaviour of \nor interaction with \na peer\n• Begins to use \nwords, signs or \ngestures to express \ndistress with peers \n(instead of biting or \npushing) with adult \nsupport\n• Begins to inhibit \nimpulsive \nbehaviours with \nadult support (e.g., \ninhibits initial \nresponse to call out \nan answer to a \nquestion during \nstory time with \neducator’s \nreminder)• Controls impulses \nwith more \nindependence (e.g., \nwalks instead of \nruns; asks for a turn \nwith a toy instead of \ngrabbing; waits to \nshare out instead of \ncalling out)\n• Uses strategies to \nhelp control own \nactions more \nfrequently such as \ncreating physical \ndistance or finding \nan alternative toy or \nactivity• Manages emotions, waits for their \nturn, follows rules, frames rules, \ndemonstrates leadership qualities \nand suggests ideas for change in \nactivities', metadata={'page_label': '273', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='an alternative toy or \nactivity• Manages emotions, waits for their \nturn, follows rules, frames rules, \ndemonstrates leadership qualities \nand suggests ideas for change in \nactivities\nC-13.3: Learning Outcomes\nTable 67\nA B C D E\n| | | | |\nC-13.3: Observation, wonder, curiosity, and exploration: Observes minute details of \nobjects, wonders and explores using various senses, tinkers with objects, asks questions\n Ages 3 - 8 \n1\n|• Enjoys \nspending time \nin the garden/\noutdoors• Shows curiosity \nand wonder in \nthe natural \nenvironment• Draws, paints, \nsings, dances \nto express their \njoy and wonder• Likes to share \ntheir joy with \nother children \nthrough play, \nmusic and dance• Uses language to \narticulate and \nexpress their joy\n2 • Shows \ncuriosity in \nexploring \nimmediate \nsurroundings \n(in outdoor \ncontexts)-with \nadult support• Shows curiosity \nin exploring \nimmediate \nsurroundings (in \noutdoor \ncontexts)-with or \nwithout adult \nsupport• Shows \ncuriosity and \nwonder in \nexploring \ncollections \nfrom the', metadata={'page_label': '273', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='adult support• Shows curiosity \nin exploring \nimmediate \nsurroundings (in \noutdoor \ncontexts)-with or \nwithout adult \nsupport• Shows \ncuriosity and \nwonder in \nexploring \ncollections \nfrom the \nnature/\nimmediate \nsurroundings• Shows eagerness \nand takes \ninitiative in \nexploring the \nimmediate \nsurroundings and \nuse resources \nfrom nature \n(under adult \nguidance)• Engages with \nothers fearlessly \nbut respectfully\n• Shows eagerness \nand takes initiative \nin exploring the \nimmediate \nsurroundings and \nuses resources \nfrom nature \nresponsibly', metadata={'page_label': '273', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='274\nNational Curriculum Framework for Foundational StageC-13.4: Learning Outcomes\nTable 68\nA B C D E\n| | | | |\nC-13.4: Classroom norms: Adopts and follows norms with agency and understanding\n Ages 3 - 8 \n1\n|• Observes and \nimitates adult \nbehaviour for \nclassroom \nnorms• Follows \nclassroom \nnorms with \nTeacher’s cues• Follows and \nassists others in \nfollowing \nclassroom norms\n• Creates do-it-\nyourself (DIY) \nclassroom job \ncharts/posters \nwith the support \nof Teachers and \nfollows it• Participates in \ndiscussing \nclassroom norms \nand behaves \naccording to \nnorms\n• Creates DIY \nclassroom job \ncharts/posters \nand follows it• Participates in \nestablishing \nclassroom norms \nand behaves \naccording\n• Creates DIY \nclassroom job \ncharts/posters and \nillustrates them as \nwell; follows it \nresponsibly', metadata={'page_label': '274', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='275\nNational Curriculum Framework for Foundational Stage\nAnnexure 2: Illustrative Practices\nThis Annexure has illustrative practices of various critical elements of the NCF for the Foundational Stage. \nThese samples are taken from Teachers and other stakeholders across the country. To give a sense of richness \nof the classroom experience, some of these illustrations are in different languages used by Teachers – just a \nsprinkling of India’s wealth of language diversity and linguistic heritage.\nWe begin with illustrations of planning and preparations for a day, a week, and a year, followed by activities \nthat could be taken up in the classrooms. We end with few examples of various events and platforms that could \nbe used to enable and empower our Teachers. \nThese are chosen not because they are perfect, but because they are close to the spirit of this NCF and demon -\nstrate what is possible in the various contexts of our school education system.\n1. Planning for Learning', metadata={'page_label': '275', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='strate what is possible in the various contexts of our school education system.\n1. Planning for Learning\nThis section comprises of two types of illustrations – section 1.1 has a Teacher’s teaching plan for full academic year \nwhile showing how it cascades into a daily plan; section 1.2 has samples of weekly and daily plans for language \nteaching – one in Oriya and another in Hindi.\n1.1 Leela’s Plan\nLeela teaches children in Grade 1 in the Government Primary School in a village near Tonk, Rajas-\nthan. The community in this village primarily speaks Hadoti. She has a mixed group of children, \nthat is, some have attended an Anganwadi in the last 3 years, while this will be first exposure of \nany kind of schooling for some. She keeps this in mind while planning and preparing for her \nteaching. \nBelow, is from her records, her annual plan, plan for a quarter, sample teaching plans for smaller \n– weeks’, day’s – units of time, and sample observations against a Learning Outcome.', metadata={'page_label': '275', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='276\nNational Curriculum Framework for Foundational Stage1.1.1 Annual Teaching Plan for Grade 1\nTable 1\nSub-Domain Learning Outcomes\nसुनकर समझना \nऔर बोलना1. भाषा की बिबिध बिधाओं जैसे गीत, कबिता, कहानी, िातातालाप, संिाद, चित्र दृश्य पर ििाता आदद। \n2. ध्ान से एिं धैर्तापूिताक समझना। \n3. पररिेश एिं संदभता से संबंचधत सामग्ी को समझना। \n4. गबत एिं हाि-भाि क े अनुसार बोलना। \n5. पररचित एिं निीन पररस्थिबतर्ों में सहजता से अपने बििार प्रस्ुत करना। \n6. प्रश्न बनाना ि पूछना।\n7. घर, पररिेश एिं बिद्ालर् की भाषा में तालमेल बैठाकर अपने अनुभि व्यक्त करना।\n8. सुनी हुई बात को अपने शब्दों में कहना।\n9. पढ़ी गई सामग्ी को अपने शब्दों में कहना।\n10. गीत कबिता, कहानी को अपने बििारों को अक े ले तथा समूह में प्रस्ुत करना।\n11. सुने हुए गीत, कबिता, कहानी, िातातालाप आदद में अपने अनुभि को जोड़कर अपनी बात कहना।\n12. अपने अनुभि एिं कल्पनालोक की बातों को सहज ढंग से कहना।\n13. सुनी, पढ़ी सामग्ी में क्ा कौन, कब, क ै से कहाँ जैसे प्रश्न पूछ पाना एिं पूछे गए प्रश्नों क े उत्तर देना।\n14. कबिता कहानी को अपनी कल्पना से आगे बढ़ाते हुए बोलना।', metadata={'page_label': '276', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='13. सुनी, पढ़ी सामग्ी में क्ा कौन, कब, क ै से कहाँ जैसे प्रश्न पूछ पाना एिं पूछे गए प्रश्नों क े उत्तर देना।\n14. कबिता कहानी को अपनी कल्पना से आगे बढ़ाते हुए बोलना। \n15. ध्वन्ात्मक शब्दों क े साथ खेलने ि गढ़ने क े अिसर का लाभ उठाना ,जैसे अक्कड़ बक्कड़\nपढ़कर समझना 1. अनुमान लगाकर पढ़ना एिं अथता खोजना।\n2. शब्दों और िाक्ों को िर्ता जोड़कर पढ़ने की बजार् इकाई रूप समझकर पढ़ना।\n3. अपने पररिेश में उपलब्ध सामग्ी का अनुमान लगाकर समझते हुए पढ़ना। \n4. पररिेश में उपलब्ध संदभभों, चित्रों ि छपी हुई सामग्ी को पढ़कर समझना।\nलेखन अदभव्यचक्त 1. शब्द और िाक् को स्पष्ट रूप से ललख सकना। \n2. सुनी हुई बिषर्िस्ु अनुभिों को अपने शब्दों में ललखना।\n3. ककसी कबिता र्ा कहानी को आगे बढ़ाते हुए ललखना। \n4. प्रश्नों क े उत्तर अपने शब्दों में ललखना।\n5. सुनी हुई बिषर्िस्ु को र्थारूप ललखना।(श्ुतलेख)\n6. ताकककि क चिंतन क े आधार पर सरल रिनाए ँ करना एिं अपनी बात ललखना।\nव्यिहाररक \nव्याकरर् (िास्बिक संदभता में समझना एिं प्रर्ोग में लाना।)\nिंद्रबब ंदु, अनुस्ार, बिसगता, संर्ुक्ताक्षर , ‘र’ क े रूप, पूर्ता बिराम , अल्प बिराम, प्रश्निािक चिह्न, लल ंग, ििन', metadata={'page_label': '276', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='व्यिहाररक \nव्याकरर् (िास्बिक संदभता में समझना एिं प्रर्ोग में लाना।)\nिंद्रबब ंदु, अनुस्ार, बिसगता, संर्ुक्ताक्षर , ‘र’ क े रूप, पूर्ता बिराम , अल्प बिराम, प्रश्निािक चिह्न, लल ंग, ििन \nआदद को पहिानना तथा प्रर्ोग में लाना।', metadata={'page_label': '276', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='277\nNational Curriculum Framework for Foundational Stage\n1.1.2 Plan for a Quarter\nTable 2\n# Month Content Learning Objectives\n1 Jul • आरंदभक गबतबिचधर्ाँ\n• मेरा गांि, हमारा शहर, पक्षी एिं \nजानिर, जानिर, फल, सब्ी, \nहमारा शरीर, शरीर क े अ ं ग चित्र \nपठन \n• पुस्कालर् र्ा अन् संदभता \nपुस्क ें (कहानी)• सुनकर समझना और समझकर बोलना\n yसुनी हुई सरल छोटी कबिता / बालगीत / कहानी को स्पष्ट शब्दों \nमें दोहरा सक ें ।\n yकबिता बाल गीत को लर्, गबत और हािभाि का तालमेल करते \nहुए सुना सक ें।\n• पढ़ना और पढ़कर समझना\n yचित्रों की सहार्ता से चित्र क े नाम की आक ृ बत (शब्द) का पठन \nकर सक ें ।\n yचित्र की मदद से पररचित शब्दों को पढ़कर बमलान कर सक े और \nपररचित शब्दों को स्तंत्र रूप से (बबना चित्र की सहार्ता से) \nपहिान कर सक ें एिं पढ़ सक ें ।\n yशब्दों से संबंचधत िर्भों को पढ़ सक ें ।\n yआ और इ की मात्रा की अिधारर्ा क े साथ चित्र ि बबना चित्रों की \nसहार्ता से शब्दों को पढ़ सक ें ।\n yसंबंचधत तुकबंददर्ों को अनुमान लगाकर पढ़ सक ें ।\n• ललखना \n yददए गए अक्सर आनेिाले शब्दों पर पेन्सिल फ े र सक ें ।\n yअक्षर / सरल शब्दों को देखकर ललख सक ें ।', metadata={'page_label': '277', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='सहार्ता से शब्दों को पढ़ सक ें ।\n yसंबंचधत तुकबंददर्ों को अनुमान लगाकर पढ़ सक ें ।\n• ललखना \n yददए गए अक्सर आनेिाले शब्दों पर पेन्सिल फ े र सक ें ।\n yअक्षर / सरल शब्दों को देखकर ललख सक ें ।\n yचित्र की मदद से शब्दों को ललख सक ें ।\n yसीखे गए िर्भों से शब्द बना कर ललख सक ें ।\n• सृजनात्मक अभिव्यक्ति\n yचित्रों में रंग संर्ोजन कर सक ें ।\n yअपने मन से पररचित िस्ु का चित्र बना सक ें ।2 Aug • कबिता “सूरज दादा” \n• िर्ता पहिान घ र ि ल\n• िर्ता पहिान अ ब म न \n• पुस्कालर् र्ा अन् संदभता \nपुस्क े\n3 Sep • कबिता “आसमान पर बादल”\n• िर्ता पहिान ज ख आ और आ की \nमात्रा\n• कबिता “बततली और कली” \n• िर्ता पहिान द त इ और इ की \nमात्रा \n• पुस्कालर् र्ा अन् संदभता \nपुस्क ें\n1.1.3 Activity Plan for 2 Weeks\nThe teaching plan for the first 2 weeks will focus on readiness school activities to get children into \nthe habit of sitting in classrooms, following classroom norms, getting to know their peers, and \nbecoming comfortable with the Teacher as well as the school environment. Before that, Leela', metadata={'page_label': '277', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='the habit of sitting in classrooms, following classroom norms, getting to know their peers, and \nbecoming comfortable with the Teacher as well as the school environment. Before that, Leela \ndefines assessment indicators for each of the Learning Outcomes so that she can observe each \nchild’s performance in the classroom and align her teaching style/focus as per children’s needs.', metadata={'page_label': '277', 'file_name': ' NCF FS.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/parent_docs/ NCF FS.pdf', 'file_type': 'application/pdf'}), Document(page_content='278\nNational Curriculum Framework for Foundational Stagea. An example of assessment indicators:\nTable 3\n# Learning Outcomes Assessment Indicators (Level 1r \nI have undhtaken a fast unto death." \n-"What is \'the reason for your renunciati on?" . the crab \nasked him. \n-"Well," said the heron, "I was born in this pond and \nit is here I\'ve grown old. Now I have heard that there', metadata={'page_label': '29', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='-"What is \'the reason for your renunciati on?" . the crab \nasked him. \n-"Well," said the heron, "I was born in this pond and \nit is here I\'ve grown old. Now I have heard that there \nwill be no rain here for the next twelve years." \n-"Where have you heard that?" exclaimed the crab. \n-"Frpm the mouth of an astrolog er," said the heron. \n"He said that it _is writteµ in an astrological book that, \ndue to the planetary positions, there will be no rain for \ntwelve years. There\'s not much water in this pond now, \nit· will get less and les � and in the end, it will dry up \ncompletely. Consequently, without water, the water \ncreatures I grew :up with and played games with will \ndie. I cannot ·bear to be separated from them. That\'s \nwhy I\'ve taken on this fast unto death. The water \ncreatures of the small ponds are being evacuated to \nlarger ones by thei� relatives, while the tortoises, \ncrocodiles and the __bigger animals are going elsewhere \non their own. But the water creatures here don\'t seem', metadata={'page_label': '29', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content="larger ones by thei� relatives, while the tortoises, \ncrocodiles and the __bigger animals are going elsewhere \non their own. But the water creatures here don't seem \nto care. lam crying because everything will be completely", metadata={'page_label': '29', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='�o PANCH ATANTRA \nwiped out." \n" \'The crab told this to the other water creatures .. All \nthe crabs, fishes, tortoises and everybody were in a state \nof panic. They went to the heron and said, "Is there \nno way out? Can\'t we protect ourselves against this \ndisaster?" \n-"Well," said the heron, "not far from here is a lake, \nfull of water. Even if there was no rain for. twenty-four \nyears, this lake, which is covered with lotus flowers, will \nnever dry up. If somebody rides on my back I can take \nhim there." \n" \'And, in this way, he gained their confidence. They \ngathered round him, crying, "Uncle! Father! Brother ! \nMe first! Me first! Please!" The wicked heron took them, \none1 by one, on his back. When he had flown a little \naway, he would smash them against a rock and eat them \nto his heart\'s content. When he got back, he would \ndeliver false messages to their relatives. \n" \'One day the crab said to the heron, "Uncle, I was \nfriends with you first and yet you take the others before', metadata={'page_label': '30', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='deliver false messages to their relatives. \n" \'One day the crab said to the heron, "Uncle, I was \nfriends with you first and yet you take the others before \nme. Now save my life too." When he heard this, the \nheron thought to himself, "I am tired Q.f eating fisl;i \neveryday. To change the monotony of the food, I\'ll eat \nthis crab today." Ana so he took the crab on his back \nand carried him to the rock where he had killed the \nfishes. The crab recognised the heap of bones aµ.d the \nskeletons of the fishes and understood everything. But \ncalmly he said to the heron, "Uncle! Say, how far is \nthis pond? You must be tired of carrying me. I am \nvery heav y." The heron thought to himself, "Now this \ndumb water creature is in my power, he cannot escape \nmy clutches ." So, with a smirk, he said to the crab, \n"Crab, where could there be another pond? This trip \nis for my food. I am going to smash you against this \nrock and eat you." \n" \'As soon as the heron had said this, the crab put', metadata={'page_label': '30', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='"Crab, where could there be another pond? This trip \nis for my food. I am going to smash you against this \nrock and eat you." \n" \'As soon as the heron had said this, the crab put \nhis claws round the white, lotus-like neck of the heron \nand strangled him to death.', metadata={'page_label': '30', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRIENDS 31 \n" \'The crab slowly dragged the neck back to the pond. \nAll the water dwellers gathered round him and began \nto ask, "Crab, why are you back? And why hasn\'t uncle \nreturned with you? Why is he wasting time? We are all \nimpatient for a chance to be taken." \n" \'Then the crab laughed and said, "You fools! That \nswindler was not taking the water creatures to any pond; \nhe was smashing them against a rock, not far from \nhere, and eating them. I was destined to stay alive and \nunderst ood what he was up to. I killed the trickster \nand I\'ve brought back his neck. Now there\'s no need \nto worry. V"f e are safe." \n-\'That\'s why I said,\' continued the jackal, \'a greedy \nheron, who was feeding on large, medium and small\xad\nsized fishes, was killed, by a mere crab.\' \n"After listening to this, the crow said, \'Friend, tell us \nhow we can kill the wicked cobra.\' \n-\'Well,\' said the jackal, \'go to a city that is the capital \nof a kingdom. Visit the house of some wealthy man, a', metadata={'page_label': '31', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='how we can kill the wicked cobra.\' \n-\'Well,\' said the jackal, \'go to a city that is the capital \nof a kingdom. Visit the house of some wealthy man, a \nminister or someone, and see if they have been careless \nenough to leave a gold chain or a necklace lying about. \nPick it, up, ai;id making sure that the servants are \nwatching you, fly off slowly with it and drop it in the \nhollow of the tree where the snake lives. When the \nservants run after you to get the necklace back, they\'ll \nsee the snake and it\'s certain they\'ll kill him.\' \n"The crows decided to take the jackal\'s advice and \nflew off. As they were flying, the female noticed a lake, \nin which the women of the harem were swimming. They \nhad left gold and pearl necklaces with their clothes on \nthe bank of the lake. The female crow picked up a gold \nchain in her beak and started flying slowly to her nest. \n"When the eunuchs saw this, they picked up their \nsticks and started running after the female crow. She', metadata={'page_label': '31', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='chain in her beak and started flying slowly to her nest. \n"When the eunuchs saw this, they picked up their \nsticks and started running after the female crow. She \nlet the gold chain fall near the hollow of the tree where \nthe snake lived and seated herself on a tree near by. \nWhen the king\'s servants arrived . on the scene, they \nwere confronted by a snake with swelling hood, before', metadata={'page_label': '31', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='32 PANCH ATANTRA -\nthe hollow of the tree. They killed him with sticks, \nrecovered the gold chain and returned home. And the \ncrows lived happily ever after. \n-"And so," continued Damanaka, "that\'s why, I said: \n\'What cannot be achieved by force, \nCan be achieved through deceit.\' \n-"Nothing in this world is impossible for a clever man. \nBecause he was clever, the hare killed a mighty lion \nliving in the jungle." \n-"How was that?" asked Karataka. \nAnd Damanaka told:', metadata={'page_label': '32', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRIENDS 33 \nTHE STORY OF THE LION AND THE HARE \n"In the jungle, there lived a lion by the name of \nBhasuraka*. He was very powerful and used to kill the \nother animals indiscriminately. \n"One day, all the antelopes, boars, buffaloes, hares, \nand the rest went together to the lion and said, \'Master, \nwhy do you persist in killing so many of us everyday \nso unnecessarily, when one animal would satisfy your \nhunger? Please come to an understanding with us. From \ntoday onward we promise to send to your lair, one \nanimal everyday for your food, if in return you guarantee \nthat we shall be able to wander about unmolested in \nthe jungle. In this way, you will have no trouble \nmaintaining yourself and we won\'t be killed so \nindiscrimina tely. They say: \n"As by taki11g medicine in small doses, \nA man grows strong, \nSo too a king becomes powerf ul \n. By taxing his subjects bit by bit. \nA cow mus� be well cared for, \nBefore she yields milk \nAnd the creepers watered \nBefore they give beautiful flowers,', metadata={'page_label': '33', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='So too a king becomes powerf ul \n. By taxing his subjects bit by bit. \nA cow mus� be well cared for, \nBefore she yields milk \nAnd the creepers watered \nBefore they give beautiful flowers, \nSo too a\' king must take care of his subjects, \nIf he wants to get the best out of them." \' \n"When he had finished listening to this, Bhasuraka \nsaid, \'It\'s very true, wl;iat you say, but if I don\'t receive \none animal everyday, I shall eat every one of you!\' \n"The animals promised that they would keep their \nword. Accordingly, everyday they drew lots, sent one \nanimal to the lion and roamed in the jungle, unah aid. \n"One day it was the hare\'s turn. Forced by the other \nanimals, he made his way to the lion, slowly al}.d very \nmuch against his will. \n"On the way, the hare was considering how he might \nkill the lion, when he came to a well. He leapt up on', metadata={'page_label': '33', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='34 PANCH ATANTRA \nthe edge and saw his reflection in the water. At this, \nhe thought to himself, \'Now I know a way that won\'t \nfail. I\'ll deceive the lion and make him fall into the \nwell.\' \n"By the time the hare reached the lion, the sun was \nsetting. Bhasuraka was in a fury because he had been \nkept waiting; He licked his lips hungrily and said to \nhimself, \'The first thing I\'ll do tomorrow is kill all those \nanimals !\' \n"When he was thinking this, the hare came slowly and \nstood before him. The lion flared up and began to \nshout at him, \'You miserable creature! First you are too \nsmall and secondly you are late. Well, for this, I\'m going \nto kill you immediately and I\'ll kill the rest of them in \nthe jungle tomotrow morning.\' \n-\'Master,\' replied the hare very humbly, \'it is not my \nfault nor the fault of the other animals. Please listen \nand I will explain.\' \n-\'Hurry up and tell me before I crush you!\' said the \nlion. \n-\'Well,\' said the hare, \'today it fell to my lot to come', metadata={'page_label': '34', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='fault nor the fault of the other animals. Please listen \nand I will explain.\' \n-\'Hurry up and tell me before I crush you!\' said the \nlion. \n-\'Well,\' said the hare, \'today it fell to my lot to come \nto you. Because I am small, they sent four other hares \nwith me. On the way, a huge lion came out of the den \nand cried, "Ho! You! Where are you going? Call upon \nyour chosen deity!" And I said, "Sir, we are all going \nto our master Bhasuraka at the appoint ed time to fulfil \nour promise ." \n\'And he said, "Who is this Bhasuraka? I\'m the master \nof the jungle! You should fulfil your promises only to \nme. Bhasuraka is an imposter! I shall hold four of you \nhares as hostages while you (meaning me) go and \nchallenge Bhasuraka to a trial of strength with me. \nWhoever turns out to be stronger, deserves to be king \nof the jungle and only he shall eat all the hares!" \n-\'And so,\' continued the hare, \'I have come to you as \nhe ordered me to. That is why I am late. Now, do as \nyou think best.\'', metadata={'page_label': '34', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='of the jungle and only he shall eat all the hares!" \n-\'And so,\' continued the hare, \'I have come to you as \nhe ordered me to. That is why I am late. Now, do as \nyou think best.\' \n"When he heard this, Bhasuraka said, \'Friend, if this', metadata={'page_label': '34', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRIENDS 35 \nis true, then take me to this pretender immediat ely so \nthat I can pour out on him all my rage against you \nand .then I shall be quiet!\' · \n-\'Master,\' said the hare, \'it is the truth, but this lion \nlives in a stronghold. It\'s difficult to attack someone \nwho is hiding in a stronghold, for they say: \n"A single archer, behind the wall of a castle \nCan fight a hundred men of the enemy." \' \n"When he .heard this, Bhasuraka replieq, \'Friend! He \nmay have hidden himself in his stronghold, but just \nshow him to me and I\'ll kill him, for they say: \n"Suppress your enemies and diseases \nAt the very beginning \nOr they will become strong \nAnd destroy you." \' \n-\'That\'s true,\' said the hare, \'but I\'ve seen him. He is \nvery strong. It would. be unwise of you to approach \nhim without finding out exactly what his strength is, \nfor they say: \n"He who attacks an enemy, \nWithout knowing his strength, \nIs sure to be destroyed, \nLike a moth in the fire." \'', metadata={'page_label': '35', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='him without finding out exactly what his strength is, \nfor they say: \n"He who attacks an enemy, \nWithout knowing his strength, \nIs sure to be destroyed, \nLike a moth in the fire." \' \n-\'That\'s not your concern,\' said Bhasuraka, just take \nme to him!\' \n-\'Very well then,\' said the hare,, \'come with me.\' \n"The hare went ahead so as to lead the lion to the \nwell. \n\'When they reached the well, the hare said to the lion, \n\'My Lord! Who can withstand your power! The imposter \nhas seen you coming and has hidden himself in his \nstronghold !\' And the hare pointed out the well. \n"The foolish lion saw his reflection in the water and \nimagined that it was his enemy. He roared fearfully and \nat once his roar was doubly re-echoed from the well: \nFurious at the other lion, he leapt in upon him and \nwas drowned. \n"Very pleased with himself, ·the hare went back to the', metadata={'page_label': '35', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRIENDS 37 \njungle and told .the other animals what had happened . \nThey showered him with praise and all lived happily \never after. \n-"And so," continued Damanaka, "that\'s why I said: \nIt\'s the clever man who is powerful. Now, if you think \nfit, I shall use my cleverness to create diss�nsion between \nthe lion and Saajivaka." \n-"If you can," said Karataka, "then do it. And may \nGod protect you." \nOne day, shortly afterwards, seeing Pingalaka sitting \napart from Sanjivaka, Damanaka bowed and stood before \nhim. \n-"My friend!" said Pingaiaka. "Where have you been \nhiding for so long?" \n-"I didn\'t come," said Damanaka, "because you wouldn\'t \nhave anything to do with me. But I have come now,, \nof my own accord, to talk with you because I see the \nimpending destruction of all your adminis tration ·and \nmy heart is heavy with grief." \nWhen he heard Damanaka speaking so intently, \nPingalaka asked him, "What are you trying to say to \nme? Out with it!"', metadata={'page_label': '37', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='my heart is heavy with grief." \nWhen he heard Damanaka speaking so intently, \nPingalaka asked him, "What are you trying to say to \nme? Out with it!" \n-"Master," replied Damanaka, "Sanjivaka hates you! \nThis very ox that you collsider to be your friend, is in. \nreality your enemy. He told me in confidence, \n\'Damanaka, I have got to know all about Pingalaka\'s \nstrength and weaknesses. I am going to kill him and \nbecome king of the animals. Then I shall appoint you \nas my minister .\' " \nWhen Pingalaka heard this, he was flabbergasted, as \nif a thund�rbolt had struck him, and he could not speak. \nDamanaka saw this and thought to himself, "Pingalaka \ncertainly has too much confidence in Sanjivaka. \nUndoubtedly this will lead to Pingalaka\'s destructi on. \nThey say: \n\'When a king submits himself entirely \nTo one adviser, \nThat man becomes haughty and mad for power :', metadata={'page_label': '37', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='38 PANCHA TANTRA \nHe will try to be independent \nAnd as this desire grows .in his heart, \nIn the end he will secretly plan the king\'s death.\' " \nAfter some time, Pingalaka recovered himself and said, \n"What shall I do? Sanjivaka has becotne as dear to me \nas my own life. I cannot believe that he could betray \nme." \n_:_"Master," replied Damanaka, "being a servant is always \npainful. Only the weak, the ones with no initiative, \nfahhfully. serve the king for ever." \n-\'-"All the same," said Pingalaka, "still my mind is not \npoisoned against him.\'\' \n-"Your Majesty," ·said Damanaka, "you are .making a \ngreat mistake. And in any case, what particular virtue \ndo you see in Sanjivaka? He is a fellow without qualities! \nh..nd if you think that he is a heavy animal and will \nhelp you kill your �nemies, you are hlistaken. He is a \nmere grass-eater and all your enemies are carnivorous. \nAnd so, the best thing you can do is accuse him of \nsome offence and kill him." \n-"To find fault with someone after opfnly singing his', metadata={'page_label': '38', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='mere grass-eater and all your enemies are carnivorous. \nAnd so, the best thing you can do is accuse him of \nsome offence and kill him." \n-"To find fault with someone after opfnly singing his \npraises," said Pingalaka, "will be like breaking an oath. \nBesides, I have given my word, as you advised me to, \nthat he would be safe. How then can I kill him with \nmy own hands? Sanjivaka is a real friend to me, I have \nno reason whatever to be angry with him, for: \n\'It is not good to cut down even a poisonous tree, \nIf it has been planted by one\'s own ha nds.\' \nAnd, \n\'First it is foolish to love, \nBut if love one must, \nThat love should be allowed to grow.\' \nAnd again, \n\'It is shamef ul to raise someone up \nAnd afterwards to cause his downfall.\' \n-"And so, even if Sanjivaka has turned traitor to me, \nI shall not lift my hand against him." \n-"Your Majesty," replied Damanaka, "to take pity on', metadata={'page_label': '38', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRI ENDS 39 \nan enemy is against the royal code. And if you follow \nthis non-violent creed, where will the others get meat \nfrom? If they forsake you, you too will die. When you \nare in the company of Sanjivaka, you don\'t even think \nof going out hunting, because: \n\'In the company of the wicked, \nThe good follow the wrong path, \nAnd so the wise shun the company of wicked men.\' \nAnd, \n\'Refrain from entertaining a man \nWhose character is unknown. \nThe bug was at fault \nBut instead they killed the flea.\' " \n-"How was that?" asked Pingalaka. \nAnd Damanaka told:', metadata={'page_label': '39', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='40 PANCHATANTRA \nTHE STORY OF THE BUG AND THE FLEA \n"In a certain country lived a king who had a very \nbeautifully decorated bedroom. An exquisite white silk \nsheet covered the bed and in the folds of the sheet, \nthere lived a white flea, by the name of Mandavisa rpini*. \nShe used to drink the blood of the king and, in this \nway, spem her time very happily. \n"One day, a bug by the name of Agnimukh�* crept \ninto the bedroom. When the flea caught sight of him, \nshe cried, \'Agnimukha! What are you doing here? Get \nout at once!\' \n-\'Madam,\' rep�ied the bug, \'that\'s not the way to speak \nto a guest, even if he is a good-for-nothing. A lady \nhouseholder should hold out her hand even to someone \nof low caste. She should say, "Welcome! Please take a \nseat here and make yourself comfortable. You have \nvisited me after many days. Tell me, what is the latest \nnews? You are looking rather .thin. Are you well? I am \ndelighted to see you again!_._" \' \n-\'And besides,\' continued the bug, \'I have drunk all', metadata={'page_label': '40', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='news? You are looking rather .thin. Are you well? I am \ndelighted to see you again!_._" \' \n-\'And besides,\' continued the bug, \'I have drunk all \ntypes of blood, but so far I have never had the pleasure \nof tasting the blood of a king. I think it must be very \nsweet, for he has been eating the choicest food. Now, \nif you will permit me, ,I would love to taste the king\'s \nblood. I have come\' to your house faint with hunger. \nMandavisarpini, it is unworthy of you to enjoy the king\'s \nblood all to yoursel�! Let me too have a share of it.\' \n-\'But, Agnimukha,\' said the flea, \'I only suck the king\'s· \nblood when he has gone fast asleep but you are nasty \nand bite like a sharp needle. However, if you promise \nto let the king go to sleep before you start biting n.hn, \nthen I will let you drink his blood.\' \n-\'Oh, I dd promise !\' replied the bug, \'I will even swear \nto wait until you have sucked his blood before I suck \nit myself! \' . \n"While they were talkfog, the king came a1;1d lay down', metadata={'page_label': '40', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRIENDS 41 \non the bed. The bug\'s mouth began to water and he \ntook· a bite of the king, without waiting for him to fall \nasleep. They say: \n\'You can.not change a person\'s temperament by \npreaching, \n· Even boiled water will finally get cold.\' \n"The bug\'s bite was like a sharp needle. The king \njumped up and cried out to his servants, \'Heyl \nSomething\'s bitten me! See if there is a bug or a flea \nin my bed!\' \n"When the bug heard this, he hid himself in a corner \nor\' the bed. When the servants came and searched with \nsharp eyes, they found a flea lying between the folds \nof the sheets, and killed her. \n-"And so," continued Damanaka, "that\'s why I s11id: \n\'Refrain from entertaining a man \nWhose character is unknown. \nThe bug was at fault \nBut instead they killed the flea.\' \nAnd they also say: \n\'He who sacks his own confidants \nAnd engages outsiders in their place, \nShall die like King Kukudrum a*.\' " \n-"How was that ?" asked Pingalaka. \nAnd Damanaka told:', metadata={'page_label': '41', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='42 PANCH ATANTRA \nTHE STORY OF THE JACKAL WHO FELL INTO \nA VAT OF INDIGO DYE \n"In a jungle, there lived a jac;kal by the name of \nChandarava�. One day he was very hungry, so he went \ninto the city to find food. \n"There, he was surrounded by. dog$ barking loudly. \nThey set upon him and wounded hirh with their sharp \nteeth. To save his skin, he ran into a dyer\'s house. A \nbig vat of indigo dye was lying the\'p;�. In he jumped \nand consequently his whole body was dyed indigo .-\'\xad\nhe no longer looked like a jackal. \n"When he came out, the dogs were unable to recognize \nhim and ran off in all directions, terrified. \n"The jackal himself went back to the jungle. The indigo \ndye would not come off. As they say: \n\'Glue, an idiot, a woman, a crab, \nA shark, indigo dye and a drunkard, \nOnce they attach themselves to something, \nThey will never let go.\' \n"Back in the jungle, when the animals, the lions, tigers, \nelephants, wolves and the rest of them, saw the \nindigo-coloured jackal, they ran away in terror and said', metadata={'page_label': '42', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='They will never let go.\' \n"Back in the jungle, when the animals, the lions, tigers, \nelephants, wolves and the rest of them, saw the \nindigo-coloured jackal, they ran away in terror and said \nto one another, \'Let\'s run ;;iway for we don\'t know the \nstrength of this animal or what to expect of him, for \nthey say: \n"A man of intelligence who seeks his welfare, \nWill never trust anyone \nWhose character, family and strength \nHe does not know." \' \n"When the jackal saw the frightened animals, he called \nthem back and said, \'Ho! Animals! Why are you running \noff in panic? Don\'t be afraid. Brahma* has made me \nhimself, with his own hands, and he said, "The animals \nhave no king, so I have crowned you king, with the \ntitle, Kukudruma. Go to the earth and protect them \nwell.\'!', metadata={'page_label': '42', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST ·FRIENDS 43 \n-\'And so,\' continued the jackal, \'that\'s why I\'ve come \nhere. Live in my kingdom, under my protection. ·I, \nKukudruma, have been crowned King of the Three \nWorlds*!\' \n"When all the animals, the lions, tigers, and the rest \nof them, heard this, they surrounded him and said, \n\'Master, we await your comman ds.\' \n\'Kukudruma assigned specific duties to all the animals, \nbut he said, he would have nothing to do with jackals, \nand they were all chased away. \n"The lion and the tiger used to go out hunting and \nbring the prey before the jackal. He would then distribute \nit amongst the other animals. Thus, he discharged his \nkingly duties. \n"In this way, quite some time elapsed . One day, \nKukudruma heard in the distance the howl of a pack \nof jackals. He was spellbound, his eyes filled with tears \nof joy, he stood up and began to howL \n"When the lion and the other animals heard him howl, \nthey realised that he was only a jackal and they lowered \ntheir heads in shame.', metadata={'page_label': '43', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='of joy, he stood up and began to howL \n"When the lion and the other animals heard him howl, \nthey realised that he was only a jackal and they lowered \ntheir heads in shame. \n"Only for. a moment did they remain in this attitude. \nThen they said angrily to each other, \'This despicable \njackal has fooled us! We will kill him!\' \n"When Kukudruma heard this, he tried to escape but \nwas torn in pieces on the spot and killed. \n-"And so," continued Daman �ka, "that\'s why I said: \n\'He who sacks his own confidants \nAnd engages outsiders in their-place, \nShall die like King Kukudruma.\' " \nWhen he heard this, Pinga1aka asked, "But, what proof \ndo you have in this case, that Sanjivaka has evil designs \nagainst me?" \n-"Here is the proof,\'\' said Damanaka. "This morning \nhe made a firm resolution in front of me to kill you. \nNow, tomorrow morning, when he visits you, his eyes \nwill be red, his lips quivering and he will giye you a', metadata={'page_label': '43', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='44 PANCHA TANTRA \nmalicious look. When you see this, do what you think \nbest." \nThen Damanaka came to Sanjivaka, bowed and stood \nhumbly before him \nWhen Sanjivaka saw namanaka, he said, "Worthy \nfriend, welcome! You have visited me after many days. \nAre you well? Tell me what your wishes are and I shall \ncertainly fulfil them." · \n-"How can servants be well?" replied Damanaka. "They \nsay: \n\'The poor, the sick, fools, exiles, \nAnd servants who have to serve all their lives, \nAll these, although Ilving, \nAre, in reality, dead.\' \n-"To say that service is dog\'s work is untrue, for even \ndogs are allowed to wander wherever they please, but \nservants cannot even leave the house without th�ir \nmaster\'s permission.\'\' \n-"Come to the point," said Sanjivaka. "What are you \ntrying to say?" \n_:_"Friend," replied D�manaka, "it\'s wrong for a minister \nto expose his master\'s secrets, but still, I will, in order \nto save-your life. For I know that you tru�t me implicitly \nand it was on my advice that you first came to this', metadata={'page_label': '44', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content="to expose his master's secrets, but still, I will, in order \nto save-your life. For I know that you tru�t me implicitly \nand it was on my advice that you first came to this \nplace. Now understand this: Pingalaka has evil designs \nagainst you! Today he said to me in confidence, \n'Tomorrow I shall kill Sanjivaka, invite· all the animals \nto a feast and feed them on his flesh.' I said to him, \n'Master! It is shameful to betray a friend in order to \nfill one's own belly!' Immediately he said to me, 'You \nfool! Sanjivaka is a grass-eater and we flesh-eaters. We \nare natural enemies. If we kill him, we are not at fault.' \nWhen. I understood that Pingalaka was resolute, I came \nto you so that I shall not be guilty of betraying someone \nwho trusts me. That's why I have confided everything \nin you. Now do whatever you think best.'' \nWhen Sanjivaka heard these words, he was", metadata={'page_label': '44', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLICT AMONGST FRIENDS 45 \ndumbfounded, as if struck by a thunderbolt. When he \nhad recovered a little, he sighed deeply and said to \nhimself, · · \n"The fool who thinks that a king loves him, \nShould be thought of as an ox without horns." \n-"It was wrong of me to make frien_ds with Pingalaka, \nfor: \n\'Enter into marriage ties and friendship \nOnly with those, who are socially and financially \nYour equals.\' _ \n-"And so, even if I try to appease Fingalaka, it will \nbe completely pointless, for: --\n\'If a man is angry for some reason, \nHe calms down, \nWhen the cause is removed. \nBut who can appease a man \nWho decides upon enmity \nFor no reason at all?\' \n-"I now understand that Pingalaka has been incited \nagainst me by people who are jealous of me. This is \nwhy he talks as he does when it is quite untrue that I \nhave evil designs against him, for: \n\'When a man has two wives, \nOne cannot tolerate \nThat the other should be preferred. \nSo the servants of the king \nCannot bear it', metadata={'page_label': '45', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='have evil designs against him, for: \n\'When a man has two wives, \nOne cannot tolerate \nThat the other should be preferred. \nSo the servants of the king \nCannot bear it \nWhen the master favours one of them.\' " \n-"Friend," said Damanaka, "you shouldn\'t be afraid. \nEven if some wicked fellow has made the master angry \nwith you, he will nonetheless be appeased by your \ncharming conversati on." \n-"My dear fellow," said Sanjivaka, "that\'s not true. It \nis impossible to rive amongst wicked people, even \ninsignificant ones, for they say: \n\'Wicked people, although they may be insignificant, \nAre mean-minded and live deceptively;', metadata={'page_label': '45', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='46 PANCHA TANTRA \nOne way or another, they will cause you death, \nJust as the jackal and the others did to the camel.\' " \n-"How was that?" as�ed Damanaka. \nAnd Sanjivaka told:', metadata={'page_label': '46', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CON FLICT AMONG ST FRIENDS \nTHE STORY OF THE LION, THE CAMEL, \nTHE JACKAL AND THE CROW 47 \n"In a �ertain part of the jungle, there lived a lion \nking, by the name of Madotkat a*. His retinue was \ncompris ed\' of a jackal, a crqw and other animals. One \nday as th<:;y were wandering through the jungle, they \nsaw a camel which had been separated from its caravan. \n-\'This seems to be an extraordinary animal,\' said the \nlion, \'go and ask him where he comes from.\' --\n"The crow spoke up and said, \'Master, this animal is \na camel and lives in a village. He is good to eat, so kill \nhim.\' \n-\'I won\'t kill a guest,\' replied the lion. \'Assure him \nthat his life will be spared and bring him to me. Then \nI can ask h�m why he is here.\' \n"They all went to the camel and won his confidence, \nafter assuring him that his life would be safe and brought \nhim to Madotkata. \n"The camel bowed and stood before the lion. Madotkata \nasked him for his story and he told the lion how he \nhad come to be separated from his caravan. When he', metadata={'page_label': '47', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='him to Madotkata. \n"The camel bowed and stood before the lion. Madotkata \nasked him for his story and he told the lion how he \nhad come to be separated from his caravan. When he \nhad finished, the lion said, \'Krathanaka *! Don\'t return \nto the village to be a beast of burden. Stay with me. \nYou can live in this jungle without any anxiety and feast \non the emerald-c oloured grass.\' The camel agreed and \nbegan to live happily amongst them. \n"One day, Madotkata had a fight with a mad elephant \nand he was wounded by the elephant\'s sharp tusks, but \ndespite his injuries, he did not die. However, his boay \nbecame so weak, that he could not take so much as a \nfew steps, and as a result, the crow and all the other \nanimals, dependent on him for food, began to starve. \n"Then the lion said, \'Go and find some animal that I \ncan kill even in this condition, so that I can provide \nfood for you.\' \n"All the animals wandered around everywhere, but', metadata={'page_label': '47', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='48 PANCH ATANTRA \ncould not find such an animal. Then the crow and the \njacka,l put their heads together. \n-\'Crow!\' said the jackal. \'What\'s the point of wandering \nabout when this camel could easily be killed to provide \nus with food?\' \n-\'You\'re right,\' replied the crow, \'but the master has \nassured him that his life will be spared, so perhaps he \nwon\'t agree to kill him.\' \n"Said the jackal, \'I\'ll influence the master in such a \nway, that he will agree to kill the camel. Now it\'s better \nif you wait here until I come back!\' \n"With this, the jackal went to the lion and said, \'Master.! \nWe have wandered all over the jungle, but have been \nunable to find any animal at all. What are we to do? \nWe\'re so starved that we can\'t even walk properly. But \nif you were to kill this camel here, his flesh would satisfy \nall our hunger.\' \n"When the lion heard his wicked words, he cried out \nfuriously, \'Shame on you, you rascal! Say that again and \nI will kill you on the spot! How can I kill him, when', metadata={'page_label': '48', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='all our hunger.\' \n"When the lion heard his wicked words, he cried out \nfuriously, \'Shame on you, you rascal! Say that again and \nI will kill you on the spot! How can I kill him, when \nI\'ve assured him that his life will be safe!\' \' \n-\'Master !\' said the jackal. \'It is certainly a sin to kill \nhim after giving him this guarantee, but if he offers \nhimself to you, of his own free will, then it is no sin \nto kill him. Otherwise, kill one of us, for you are \ndesperately in need of food to stay alive. What is the \ngood of our lives, if we tannot use them in our master\'s . A \\ \nservice. s they say: . \n"The head of the family \nMust be protected in every way possible, \nFor if he dies, the whole family will come to grief." \n-\'In any case, if something unfortunate should happen \nto you, we must all go into the fire and burn ourselves \nto death.\' · \n"When the lion heard this, he said, \'Then do what \nyou think best.\' \n"So, the jackal returned to the other animals and said,', metadata={'page_label': '48', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='to you, we must all go into the fire and burn ourselves \nto death.\' · \n"When the lion heard this, he said, \'Then do what \nyou think best.\' \n"So, the jackal returned to the other animals and said, \n\'Our mast�r is very sick and who will protect us, if', metadata={'page_label': '48', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CON FLICT AMONG ST FRIENDS 49 \nsomething happens to him? Now nothing is to be gained \n.by wandering around, looking for food, so let us go \nand offer him our own bodies. In this way, we shall \nrepay our debt to the master.\' \n"Then they all went and stood before the lion . with \ntears in their eyes and bowed before him. \n"When the lion saw them, he asked, \'Well, have you \nfound any animal?\' One of them, the crow, said, \'Master, \nwe have wandered everywhere but unfortunately we \nhave not found any such animal. So eat me so that yo_u \ncan stay alive, and for this sacrifice, I shall go to heaven.\' \n"When the jackal heard this, he said to the crow, \'Y OlJr \nbody is too small. Even if the master eats you, it won\'t \nkeep him alive. Still, you have shown your devotion to \nhim and freed yourself from your debts. You will be \npraised here on earth and also in heaven. Now I too \nshall off er myself.\' \n"Then the jackal stood humbly before the lion and \nsaid, \'Master, eat me so that you can stay alive, and for', metadata={'page_label': '49', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='praised here on earth and also in heaven. Now I too \nshall off er myself.\' \n"Then the jackal stood humbly before the lion and \nsaid, \'Master, eat me so that you can stay alive, and for \nthis sacrifice, I shall go to heaven.\' But the lion shook \nhis head sadly. \n"When the ·camel saw all this, he thought .to himself , \n\'These two have spoken beautifully, but the master has \neaten neither of them, so I too shall take my turn.\' \n"So the camel said to the jackal and to the crow, \'You \nhave both spoken well, but you are both carnivorous \nanimals and belong to the same caste as tit� lion, so \nhow can he eat you? Stand aside, I too shall offer my�elf \nto him!\' \n"When the camel had said this, he went and stood I \n·before the lion. He bowed low and said, \'Master, you \nshould not kill either of these animal� instead eat me, \nso that you can stay alive, and for this sacrifice, I shall \ngo to heaven.\' \n"As soon as the camel had finished speaking, the lion \nfell on him and tore him apart. And he was eaten by', metadata={'page_label': '49', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='so that you can stay alive, and for this sacrifice, I shall \ngo to heaven.\' \n"As soon as the camel had finished speaking, the lion \nfell on him and tore him apart. And he was eaten by \nthe hungry animals. \n-"And so," continued Sanjivaka, "that\'s why I said:', metadata={'page_label': '49', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='50 PANCH ATANTRA \n\'Wicked people, alt.hou\'p-h they may be insignificant, \nAre mean-minded and live deceptively; \nOne way or another, they will cause you death, \nJust as the jackal and the others did to the camel.\' \n-"My friend," Sanjivaka went on, "the lion is \nsurrounded by despicable people. I have thoroughly \nunderstood that. And there is no doubt about it, someone \nhas aroused his ange1 against me, that\'s why he speaks \nas he does, for: \n\'Even soft water drops, \nFalling persistently on a rock, \nWear it away: \nSo- too, continuous complaints \nAgainst someone else, \nPoison a man\'s mind.\' \n-"Ah, well," went on Sanjivaka, "tell me as a friend, \nas things stand, what should I do?" \n="Better leave the country and go somewhere else," \nreplied Damanaka. \'You should never serve someone \nlike that, for they say: \n\'Abandon a master, \nWho is conceited \nOr unable to differentiate between good and bad, \nOr immoral .in his way.\' " \n-"That is true," said Sanjivaka, "but even if I go', metadata={'page_label': '50', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='like that, for they say: \n\'Abandon a master, \nWho is conceited \nOr unable to differentiate between good and bad, \nOr immoral .in his way.\' " \n-"That is true," said Sanjivaka, "but even if I go \nsomewhere else, I am not sure that I would escape, for \nthe master is very angry with me and will pursue me \nwherever I go. And so, I think that there is no other \nhonouraDle alternative for me but to fight him.\'\' \nWhen Damanaka heard this, he-began to think, "This \ncursed ox seems to have made up his mind to fight. If \nhe \'rere to run his horns through the master, it would \nbe a disaster for us all. So I must influence him in such \na way that he leaves this place.\'\' \nThen, aloud, he said to Sanjivaka, "Friend, what you \nsay is true but is a fight between servant and master \nbecoming? And what is more: \n\'He who attacks an enemy', metadata={'page_label': '50', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONF LICT AMONG ST FRIENDS \nWithout knowing his strength, \nWill be defeated, 51 \nAs the Sea was defeated by the tittibha* birds.\' " \n-"How was that?" asked Sanjivaka. \nAnd Damanaka told:', metadata={'page_label': '51', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='52 PANCH ATANTRA \nTHE STORY OF THE TITTIBHA BIRDS AND \nTHE SEA \n"Somewhere in the world, on a seashore, there lived \na pair of tittibha birds, husband and wife .. In. the course \nof time, the female was expecting a family. As the time \nto lay hey eggs came near, she said to her husband , \n\'My dear, it\'s almost time for me to lay my eggs. Look \nfor some good safe place, where I can lay them.\' \n-\'Deare st,\' said the male tittibha, \'this coast is very nice. \nYou can lay the eggs here.\' \n-\'But,\' said she, \'9n nights when the moon is full, the \nSea here sends its waves so high that they can drag off \neven a wild elephant. Nq, find some better place, away \nfrom here.\' · \n"When the male tittibha heard this, he laughed t1.nd \nsaid, \'What a thing to say! The Sea wouldn\'t dare harm \nmy children! Lay your eggs here and stop worrying!\' \n"Now, the Sea heard this and thought to himself , \n\'What kind of impudence is this, from a bird, the size \nof a worm! .For fun, I\'ll take away his eggs and see \nwhat he does.\'', metadata={'page_label': '52', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='"Now, the Sea heard this and thought to himself , \n\'What kind of impudence is this, from a bird, the size \nof a worm! .For fun, I\'ll take away his eggs and see \nwhat he does.\' \n"In the course of time, the female laid her eggs. One \nday shortly aftehyards, when the two birds had flown \noff in search of food, the waves of the Sea came higher \nand higher and swallowed up the eggs. \n"When the birds returned, the female went to her \nnest and found it empty. She wept bitterly and said to \nher husband, \'You fool! The waves of the Sea have \nswallowed my eggs. I asked you to find somewhere else \nfor me to lay them, but you, stu_pid thing that you are, \nwouldn\'t listen to me! They say: \n"Those who refuse to follow \nThe advice of friends who wish them well, \nCome . to grief, \nLike the foolish turtle who fell off the stick.\' " \n-\'How was that?\' asked the male tittibha. \nAnd his wif e told him:', metadata={'page_label': '52', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONFLIC T AMONGST FRIENDS \nTHE STORY OF THE TURTLE WHO FELL OFF \nTHE STICK 53 \n" \'In a certain lake, there lived a turtle, by the name \nof Kambugriva*. Two swans, whose names were Sankata* \nand Vikata*, were her friends. Every day, the three of \nthem would go to the bank of the lake and tell each \nother stories about holy saints and hermits, and then \ngo home at sunset. \n" \'After a few years, that part of the country had no \nrain and, bit by bit, the lake began to dry up. \n\'\'. \'The two swans were worried about ,it and said to \nthe turtlc:t, "This lake is becoming nothing but mud. We \nare worried as to how we will be able to survive here. \nwithout water." \n-"My friends," replied the turtle, "it\'s quite true that \nit\'s impossible to stay here. But we will find some way \nout, for: \n\'Even in bad times, \nA man should not lose hope, \nFor by makmg an effort, \nHe can certainly find a solution.\' \n-"So," continued the turtle, "first look for a lake full \nof water. Then find a strong stick or a rope from', metadata={'page_label': '53', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='A man should not lose hope, \nFor by makmg an effort, \nHe can certainly find a solution.\' \n-"So," continued the turtle, "first look for a lake full \nof water. Then find a strong stick or a rope from \nsomewhere. I shall hold on tight with my mouth to the \nmiddle of the stick and you can hold the ends and \ncarry me like this, to the lake." \n-"Friend," replied the swans, "we\'ll do what you suggest, \nbut while we\'re flying, you mustn\'t open your mouth \nto speak, or you will fall off the stick!" \n" \'They carried out this plan. When they had flown \nsome distance, the turtle saw below, a town. The town \npeople looked up and saw something being carried in \nthe sky. They said to each other, full of admirat ion, \n"Look at that! Those birds are carrying a round thing!" \n" \'When the turtle heard the commotion, she opene d \nher mouth to ask, "What\'s all that noise about!" But of', metadata={'page_label': '53', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='54 PANCH ATANTRA \ncourse the minute she opehed her mouth to speak, she \nfell down to the earth. And the people hacked her to \npieces and ate her. \n-\'And so,\' continued the female tittibha, \'that\'s why I \nsaid: \n"Those who refuse to follow \nThe advice of friends who wish them well, \nCome to grief, \nLike the foolish turtle who fell off the stick." \nAnd, \n"He who puts his mind to a problem \nBefore it presents itself, \nAnd he who puts his mind to it \nWhen it actually arrives, \nBoth these categories escape, \nBut those who depend on luck, \nWill be destroyed, \nAs Yadbhavishya* was, by the fishermen." \' \n-\'How was that?\' asked the male tittibha. \nAnd his wife told him:', metadata={'page_label': '54', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CON FLICT AMON GST FRIENDS 55 \nTHE �TORY OF THE THREE FISHES \n" \'In a certain pond, there lived three fishes, their \nnames were: Anagatavid hata*, Pratyutpannamati* and \nYadbhavishya*. \n" \'One day, some fishermen were passing by. They \nsaw this pond and said to each other, "We have never \ninvestigated this particular pond. It\'s full of fishes! But \nwe already have a good catch today, a:qd it\'s evening, \nso let\'s go home and come back here tomorrow." So \nthe fishermen left. \n" \'Now, when Anagatavidhata heard this, he was \ndumbfounded, as if struck by a thunderbolt, and he \ncalled all the fishes together and said to them, "Did you \nhear what the fishermen said just now? Let\'s leave \nimmedi ately for some other pond; for: \n\'When a weak man meets a stronger opponent, \nThe best thing he can do is run, \nOr else make for a hideout, \nThere\'s no other way out.\' \n-"I think the fishermen will return tomorrow morning," \nAnagatavidhata went on, "and then they will start killing', metadata={'page_label': '55', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='Or else make for a hideout, \nThere\'s no other way out.\' \n-"I think the fishermen will return tomorrow morning," \nAnagatavidhata went on, "and then they will start killing \nall the fishes. So it\'s not wise to stay here a moment \nlonger, for: \n\'Those who, in time of calamity, \nCan without difficulty go elsewhere, \nAvoid seeir� the destruction, \nOf their families and land.\' " \n" \'When Pratyutpannamati heard this, he 1said, "You\'re \nright! Let us go somewhere else!" \n" \'But Yadbhavishya laughed loudly and said, "Oh, I \ndon\'t agree with you! Would it be right to give up this \npond, that belonged to our forefathers, just because of \nthe talk pf fishermen ! And in any case, if it\'s time for \nus to die, death will certainly not spare us, wherever \nwe are, for: \n\'A man whom fortune smiles on,', metadata={'page_label': '55', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='56 PANCH ATANTRA \nThougl1 unprotected, eludes destruction, \nBut the man with luck against him, is done for, . \nEven though he be well protect ed.\' \n-"So, I won\'t come with you," continued Yadbhavishya. \n"Do as you think best." \n" \'When Anagatavidhata heard his decision, he left the \nlake immed iately with his family. \n" \'Early next morning, Pratyutpannamati saw the \nfishermen coming in the distance and he too left the \nlake with his family. \n" \'The fishermen arrived at the lake, threw their nets \nand caught all the fishes, including Yadbhavishya and \nthey all died. \n-\'And so,\' continued the female tittibha, \'that\'s why I \nsaid: \n"He who puts his mind to a problem \nBefore it presents itself, \nAnd he who puts his mind to it \nWhen it actually arrives, \nBoth these categories will �scape, \nBut those who depend oh luck, \nWill be destroyed, \nAs Yadbhavishya was, by the fisherm en.\'\' \' \n-\'But my dear,\' said the male tittibha, \'do you think \nI\'m as stupid as Yadbhavi shya! You\'ll see how brilliant', metadata={'page_label': '56', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='Will be destroyed, \nAs Yadbhavishya was, by the fisherm en.\'\' \' \n-\'But my dear,\' said the male tittibha, \'do you think \nI\'m as stupid as Yadbhavi shya! You\'ll see how brilliant \nI am when I dry up the Sea!\' \n-\'How can you oppose the Sea!\' retorted the female \ntittibha,, for they say: \n-"When a weakling gets angry, \nHe hurts only himself." \nAnd, \n"He who attacks an enemy \nWithout knowing his strength, \nWill be destroyed like the moth in fire.\'\' \' \n-\'But my dear,\' said the male tittibha, \'don\'t talk like \nchat! Even when you are small, if you are zealou s, you \ncan overco.!lle even the strongest opponents. As they \nsay: I', metadata={'page_label': '56', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CON FLICT AMONG ST FRIENDS 57 \n"An elephant can be brought under control by a \ngoad, \nWell, is a goad as big as an elephant? \nWhen a lamp is lighted, the darkness disappears, \nWell, is the lamp as big as the darkness? \nWhen a thunderbolt strikes it, the mountain \ncrumbles, \nWell, is a thunderbolt as big as the mountain? \n_ So the man with zeal is the man who is strong, \nThe size is unimportant." \n-\'And so,\' continued the male tittibha bird, \'I shall dry \nup the whole Sea, by sucking it up in my beak.\' \n-\'My dear fellow,\' said his wife, \'how could you suck \nup the Sea when the Sindhu* and the Ganga* along \nwith· hundreds of other rivers flow into it. What\'s the \ngood of babbling?\' \n-\'My dear,\' said the male tittibha, \'my beak is as solid \nas iron. Why can\'t I suck up the Sea, if I w6rk day \nand night at it? And until a man puts some effort into \nwhat he is doing, he does not succeed.\' \n-\'My dear,\' said the female, \'if you really want to \nquarrel with the Sea, then send a message to some of', metadata={'page_label': '57', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='what he is doing, he does not succeed.\' \n-\'My dear,\' said the female, \'if you really want to \nquarrel with the Sea, then send a message to some of \nthe other birds and do this with their help, for: \n"Small insignificant things united, \nBecome unconquerable; \nThin blades of grass, woven into a thick rope \nCan tie up an elephant. \nIn the same way working together, \nA sparrow, a woodpecker, a fly and a frog \nKilled an elephan t." \' \n-\'How was that ?\' asked the male tittibha. \nAnd his wife tpld him:', metadata={'page_label': '57', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='58 PANCHA TANTRA \nTHE STORY OF THE ELEPHANT \nAND THE SPARROW \n" \'Somewhere in the jungle, a pair of sparrows had \nmade their nest in a Tamal* tree. In due course, the \nfemale sparrow laid her eggs\' there. \n" \'On� day, because of tremendous heat, an agitated \nelephant came and stood under the shade of the tree. \nWith his trunk, he caught hold of the branches \nsupporting the spar\'rows\' nest and pulled them down. \nThe nest fell to the ground and the eggs were smashed. \nLuckily the sparrows managed, to escape but, because \nshe had lost her eggs, the female sparrow was \nheart-broken and began to cry loudly. \n" \'A woodpecker, listening to her sobs, felt touched. \nHe went over to her and said, "My good sparrow1 what\'s \nthe point of crying about it, for they say: \n\'Wise men don\'t grieve \nOver lost things, the dead \nAnd what belongs to the past: \nBut a fool weeps over things \nNot worth his tears. \nHe adds sorrow \nTo the sorrow already existing, \nSo his suffering is doubled . \nThat\'s the difference', metadata={'page_label': '58', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='And what belongs to the past: \nBut a fool weeps over things \nNot worth his tears. \nHe adds sorrow \nTo the sorrow already existing, \nSo his suffering is doubled . \nThat\'s the difference \nBetween wise men and fools.\' " \n-"That\'s true," said the sparrom, "but this elephant has \nkilled my children. If you are my friend, please find \nsome way of. destroying him, so that I can forget the \nloss of mf egg s." \n-"I will," said the woodpecker, for: \n·\'A friend k a friend when he helps you in trouble, \nA son is a son when he obeys his parents, \nA servant is a servant when he performs his duties, \nAnd a wife is a wife when she makes her husband \nhappy.\'', metadata={'page_label': '58', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CONF LICT AMPNG ST FRIENDS \nAnd, \n\'In affluent times, \nAll men are your friertds, \nBut the person wiio helps you \nWhen times are bad, \nRegard him as your true friend, 59 \nEven when he belongs to a different caste.\' \n-"Now I too have a friend, a fly called Veenarava *. \nLet\'s go and ask her to help us, destroy this cruel \nelephant.\'\' \n" \'And so, the woodpecker went with the female \nsparrow to the fly, and said to her, "My friend, this \nsparrow is a dear friend of mine. A wicked elephant \nhas destroyed her eggs, please help us find a way to \nkill him." \n-"Cert ainly I\'ll help you, my good fri end," replied the \nfly, "otherwise, what is a friend for? Now I too have a \nfriend, a frog by _the name of Meghanad *. Let\'s go and \nask him to help us destroy this cruel elephant." \n" \'And so, th,ey all went together to the frog and told \nhim what. had happened. Then the frog said, "What \ncan this elephant do against us, if we work together? \nListen, I have a plan. Fly! When the sun is at the highest', metadata={'page_label': '59', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='him what. had happened. Then the frog said, "What \ncan this elephant do against us, if we work together? \nListen, I have a plan. Fly! When the sun is at the highest \npoint, you go and buzz in his ears, so that in sheer \necstasy, he closes his eyes. Then, woodpec ker! You peck \nhis eyes, . and blind him. Then I will sit at the edge of \nthe pit that\'s near by and croak. When the elephant is \nthirsty, hearing me croak, he will come to the pit, \nthinking it is a lake full of water. He will fall right in \nand, being unable to get out again, he\'ll die. Now, if \nwe follow this plan we\'ll have our revenge ." \n" \'The others agreed and they carried out the plan \nsuccessfully: the elephant groped his way to the muddy \npit, fell in and died. \n-\'And so,\' continued the female tittibha, \'that\'s why I \nsaid: \n"Working together,', metadata={'page_label': '59', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='60 PANCH ATANTRA \nThe sparrow, the woodpecker, the fly and the frog, \nKilled an elephant." \' \n-\'All right then,\' said the male tittibha, \'I\'ll dry up the \nSea with the help of my frien ds!\' \n"And so, the male tittibha sent a call to the crane, the \nswan, the peacock and the rest of them, and said, \'The \nSea has insulted us by stealing our eggs. Think of a \nway to dry him up completely .\' \n"At this, all the birds came together to discuss the \nsituation. \'We can\'t suck up the Sea in our beaks,\' they \nsaid, \'so what\'s the good of trying? As they say: · \n"When a weak man, blown up with self-importance, \nAttacks a strong enemy, \nHe has to retreat, . \nLike an elephant with a broken tusk." \n-\'Instead, we should go and tell everyth ing to Garuda*, \nour king. If he is angry that his people have been \ninsulted, then he himself will take revenge. But, even \nsupposing, that out of pride, he refuses to help us, all \nthe same, we shall feel relieved, for they say: \n"When a man can tell his sorrows', metadata={'page_label': '60', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='insulted, then he himself will take revenge. But, even \nsupposing, that out of pride, he refuses to help us, all \nthe same, we shall feel relieved, for they say: \n"When a man can tell his sorrows \nTo an affectionate friend \nOr a dutiful servant, \nAn obedient wife \nOr a powerful master, \nThat rnan finds relief." \n-\'So, we\'ll all go to Canida, our master.\' \n"The birds went to him, with glum faces and tears in \ntheir eye11, and began to sigh piteously, \'Oh Master, what \na catastro phe! You are our protector and yet the Sea \nhas robbed the good tittibhas of their eggs. If this sort \nof thing continues, one day our whole race will be \ndestroy ed. They say: \n"A king is a kinsman to those without family, \nAn eye to the blind, \nAnd a father to the la":-abid ing. \nJust as a gardener looks after his plants, \nSo a king should take care of his subjects." \'', metadata={'page_label': '60', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='CON FLICT AMO NGST FRIENDS 61 \n"When Garuda heard the birds wailing, he thought to \nhimself , \'The&e birds are right! I will go and dry up \nthe Seal\' \n"But just as he was thinking this, a messenger arrived \nfrom Lord Vishnu*, and said, \'Noble Garuda! I have \nbeen sent by Lord Vishnu. He wants you for some \ndivine work in Amaravati *. You had better come quickly \nwith me.\' \n"When Garuda heard this, he said petulantly, \n\'Messenger! What could Lord Vishnu want with such a \ncommonplace servant as I am! Please give him my \nregards and ask him to find another servant instead of \nme!\' \n-\'Garuda!\' said the messenger, \'You\'ve never talked like \nthat before! Tell me, how has our Master offended \nyou?\' \n-\'Well,\' said Garuda, \'the Sea, Lord Vishnu\'a resting \nplace, has swallowed up the tittibha birds\' eggs. If my \nLord Vishnu does not force the Sea to return them, I \nrefuse to serve him any more. This is my firm resolution. \nGo and report all this to your Master.\' \n"When Lord Vishnu heard from the Messenger that', metadata={'page_label': '61', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='refuse to serve him any more. This is my firm resolution. \nGo and report all this to your Master.\' \n"When Lord Vishnu heard from the Messenger that \nGaruda was sulking, he thought to himself, \'I understand \nwhy he is sulking. I\'ll go and see him myself and pacif y \nhim, for they say: \n"He who has his own interests at heart, \nShould avoid offending anyone, \nBut should handle other with affecti9n, \nAs he would his own son." \' \n"With these thoughts in his mind, Lord Vishnu went \nquickly to Rukmapur*, where Garuda was. \n"When Garuda saw his master coming to his house, \nhe bowed his head with embarra ssment and said, \'M\'1 . .,ter! \nThe Sea, your resting place, by swallowing up the eggs \nof my servant, has insulted me, but I have restrained \nmyself from punishing him, because of my respect for \nyou, for:', metadata={'page_label': '61', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='62 PANCHA TANTRA \n"If you fear the master, \nYou don\'t beat the dog." \' \n"When Lord Vishnu heard this, he said, \'You\'re quite \nright, Garuda. Come with m:e and we shall take the \neggs from the Sea and hand them over to the tittibha \nbirds. Then w,e\'ll go to Amaravati .\' \n"When Lord Vishnu had finished speaking, he \nreprimanded the Sea and, taking a thunderbolt in his \nhand, he said, \'Wicked Seal Return the tittibha birds\' \neggs at once qr I shaJl dry you up!\' \n"At this, the Sea was terrified and handed over the \neggs to the male tittibha. who gave them· tu his wife. \n-"And -so," continued Damanaka, "that\'s why I said: \n\'He w4ciJ attacks an ene�y \nWjthout knowing his strength, \nWill be defeated, \nAs the Sea was defeated by the tittibha birds.\'\' \nWhen Saajivaka heard this, he asked Damanaka once \nagain, "Friend, how can I know for certain that Pingalaka \nhas evil designs against me, when until now he has \nalways looked-on me with increasing favour and I have \nnever before seen any change in his attitude?"', metadata={'page_label': '62', 'file_name': 'Panchatantra-.pdf', 'file_path': '/home/ttpl-rt-107/Workspace/Projects/sakhi-api-service-main/docs/docs-8-01-2024/rstory_pdfs/Panchatantra-.pdf', 'file_type': 'application/pdf'}), Document(page_content='has evil designs against me, when until now he has \nalways looked-on me with increasing favour and I have \nnever before seen any change in his attitude?" \n-"Broth er!" said Damanaka. "Here .is your proof. When \n·you next visit Pingalaka, you will see him with red eyes \nand vicious looks, rolling his tongue \' backwards and \nforward across his lips. Then you will know for sure \nthat he has wicked thoughts. Otherwise, if you see hi� \nrelaxed and quiet, you will know that he is pleased with \nyou. Now, excuse me, I am going home. Be careful to \nkeep our conversation secret. But if you can leave this \nvery evening and go somewhere else, I advise you to \ndo so. It is much better to leave the country than to \nstay and fight such a strong enemy.\'\' \nWhen Damanaka had left Sanjivaka, he .went to s�e \nKarataka. When his brother saw him, he said, \n"Damanaka, what have you been up to?" \n-"I have been working h