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Making of the Curriculum and Materials



Revision,Modernization and Renewal of Curriculum and syllabuses

After a lapse of some 23 years it became an imperative for the Board to undertake the task of renewal/revision/modernization of the curriculum and syllabuses introduced as early as in 1981.

The need for changes:

The change in socio-political and socio-economic condition, rapid advancement of science and technology, changes in the national and international scenario, particularly in the world of education (reference may be made for example, to the Dakar Framework for Action, Delor's Commission etc.) and introduction of English as per recommendations of the Pabitra Sarkar Committee from the second semester of Class II called for renewal and modernization of the existing curriculum and syllabuses. This challenge was meticulously and efficiently met by the Board. Subject Expert groups were formed. Members of each group thoroughly discussed the pros and cons of the existing curriculum and syllabuses and incorporated the necessary changes into it. Suggestions were collected from large number of teachers and experts who participated in the workshops.

The Basic Features:

In the renewed curriculum and Syllabuses along with the contents, hints on the mode of classroom transaction with emphasis on activity-based and participatory group learning (Peer Learning) have been incorporated into and more about writing textbooks and guidebooks, workbooks particularly for co-scholastic subjects have been given.

* Competencies to be attained by the learners from the lessons have been identified and clearly mentioned in the beginning of each lesson of all text books.
* Exercises have been elaborately given not only to promote self-learning but also to facilitate the conduct of evaluation - instant (Sub-Unit based), Unit Based, Periodic and summative; sample evaluation sheets have been given to facilitate the mode of implementation.
* Exercises have been designed in a way that the competencies identified earlier, have been acquired through teaching learning of the specific lesson.
* Views and opinions of erudite persons in the field of education and more than one lakh teachers participating in different orientation programmes were also given importance to.
* Special emphasis has been given on value education and values that are inherent in the lessons have been identified and mentioned. A separate chapter has been added to incorporate into the basics of value education. But no separate book has been prepared for this purpose.
* A separate chapter has also been added to impress upon the clientele, the teachers, the basics of continuous and comprehensive evaluation.
* Another separate chapter has been given on the method of teaching-learning and methodology of preparing text books.
* With a view to promoting health and environmental consciousness special emphasis has been given in this regard in the curriculum.
* Special attention has been paid to imbibe in the curriculum the basic spirit that the four pillars of learning as referred to in the International Commission on Education for the 2151 Century (Delors Commission, UNESCO). Basic educational thoughts of our great thinkers such as Ram Mohan Roy, Vidyasagar, Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, Shri Aurobinda and others have also been kept in mind while giving a shape to the curriculum.
* The update NCERT curriculum and other reports of different Commissions, Committees etc. were taken into consideration before giving shape to the renewed curriculum.
The renewed curriculum has been be introduced from the current session, i.e., the session of 2004-2005.

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