Main features of National Curriculum for India

Subject Topic - Curriculum Development
Name of the Student
Name of the University

1
Key features of the National Curriculum in India. Focus group primary sector -learners
aged 3-11
This essay will address the key or the main features of National Curriculum for the
country of India. The NCF of 2005 targets to generate ideas via a wide range of series related to
intensive deliberations by scholars belonging from principles, disciplines, faculty of NCERT
(National Council of Educational Research and Training) and other stakeholders of several levels
from India (Bel et al. 2012). The country of India has been chosen as the topic for this research
essay since India is a free nation with a very rich history as well as complex diversity of culture
as well as commitment towards the values of wellbeing and democracies for everyone in the
nation. Regarding the sector of education, the National policy on education was approved in the
year 1986 which has been redesigned multiple times for the development of a effective national
educational system.
The rationale or the purpose of this research essay is to analyze the main or the key
features of the national curriculum of India. The essay furthermore aims to highlight the
importance of the national curriculum together with the factors that needs improvement in the
educational sector of India. Focusing over the primary sector of the education stage that is
targeted towards the children or the learners among the age group 3-11 years, this essay aims to
explain as well as illustrate the importance of the national curriculum.
The first eight to ten years of a human being plays a very essential role in their life for
absorbing and understanding the entire world as well effectively engage in the process of
development. The National Curriculum includes two of the main documents specially targeting

2
the primary phase of the education, specifically for the learners of the age group of 3 to 11 years.
These are the preschool curriculum and the guidelines for the preschool education (Dhankar
2012). The stages or the phases that are included within the curriculum targets to help the
teaching professionals, the policy planners, the administrators as well as the stakeholders to
provide reasonably better quality of the teaching and education in the primary phase of the
children.
The salient features and the basic principles include in the national curriculum framework
are connection of the knowledge to a life outside schooling, enrichment of the curriculum which
goes beyond textbooks, ensuring that students does not learn on a mechanical way, without
initiating thought process (Haydock 2015). The framework primarily focuses over learning
without any pressure for a joyful experience, towards the formation of self reliance and to instill
the feeling of democracy, unity among learners coming from diverse backgrounds.
The primary education curriculum , specifically designed for the learners of the age group
of 3-11 years is majorly drawn up institute of educational policy which is gathered from the
National curriculum framework of India. The current national educational curriculum model and
framework is based over the cross thematic curriculum framework for compulsory education.
This is one of the essential content towards the structure of primary teaching which targets to
balance the vertical and the horizontal distribution of the materials of education. The national
curriculum framework targeted towards the primary education stage promotes the
interconnection of cognitive subjects together with a thorough comprehensive analysis of the
major concepts. There lies certain programs included in the national curriculum framework of

3
India which offers guidelines for the effective implementation of the actions which are essential
and developmentally suitable for the learners at the primary settings (Mondal, Saha and Baidya
2015). These are mainstream compulsory programs and the non compulsory programs which
promoted harmony and autonomy of children for learning co-existence, knowledge capitalization
and the associated skills with several range of cognitive fields.
Towards analyzing the content of national curriculum framework for the primary sector
of learning, it is to note that the main ideas which are relevant for the planning of the curriculum
has been stable irrespective of the major changes towards social expectations and the study of
academics within several educational disciplines within the country. The role of health, arts and
physical education has a special attention within the national framework as per the external
verification.
Despite of the process of review of the National Curriculum Framework in the year 2000,
the vexed challenges related to the curriculum as well as the tyranny examination has still
remained unsolved. This is one of the major challenges since after 2005, the National Curriculum
Framework has not been revised. The current exercise of the review considers the positive and
negative development in the educational field. The government of India regarding the recent
development attempts to address the upcoming future needs regarding the school education at the
primary phase. Proper Early Childhood Education in respect to the National Curriculum
Framework is required for the propagation and uniformity in the process of education (National
Council of Educational Research and Training (India) 2005). Towards the development of the
new and revised national curriculum framework, numerous inter related dimensions have been