•

•
•

the curriculum Include engagtng and enjoy:iblc play acUvlUes and learning experiences that
awaken / lgl'llte children's thinking processes and help build their conOdence. The acUvltles and
play based experiences connect young children's fascination with learning In every domaJn so that
they""' on.Joy. le:,m and make the rnoct of their lime In preschool.

18
Currlcahrm. for Primary Level cacnnee 1-V)
At the primary stage. subject areas dealt with are Engllsh. Hindi (Second Language) . Mathematics,
Environmental Studies (EVS). Science. Sodal Studies, Computer Studies and Arts Education.

English has been treated as the first language and presented In a manner which takes Into account
multlllngualtsm as a learning resource. Hindi Is one of the Second Languages up to the elementary
stage (I - Vlll) . The teaching-learning of languages would provide language as a 100110 structure
thought processes and to explore dllferent realms of knowledge and Imagination.

Mathemallcs focusses on reasoning and conceptual at every stage. The approach of this subject
would facilitate hands on experiences and enable children to link MathernaUc:s wllh day lo day life
experiences.

The Environmental Studies (EVS) curriculum (Classes 1-D} Is presented as an lnlegrated curricular
attn following the thematic approach. The focus Is on learning about the environment. lhrough the

environment and for the environment. In Classes m-V. Science and Social Studies have been
ldenUOed as core areas. At the primary level, a multl-dlsclpllnary approach of Science and Social
Studies learning has been followed and the concepts and concerns have been addressed through
various themes. ldenUOed from different discipline In these areas.

Computer Studies. another core area of this stage has been developed with the focus on use of
technology In Education.

Last but not the least. the curriculum for Arts Education at the primary level has been developed as
a core area and follows a theme-based approach. The learning of this subject would provide scope
for creallve expression. appreclallon and working lOf!C'th01'.

Currlculum for the Upper Primary Level

(O•e1ea VI-VIII)
The curriculum for the Upper Primary Stage covers English. Hindi (Second Language).
Mathemallcs. Physics. Chemistry. Biology (under Science) . History & Civics, Geography (under the
subject History. Clvtcs & Geography). Compuler Sludles and Arts Education.

Being the medium of tnslltullon (nrst language) the focus or Engllsh language learning at this stage
ls on oral and wrtnen expression. In a creative manner. This would help de\'elop a sense of
appreciation and crltkal vision for dllfettnl forms of lllerature among children. The emphasis or
Second Language learning at this stage Is to hone the skllls and develop an Interest In the language
and literature.

The focus of Mathcmallcs learning at this stage Is to consolidate and exp.ind the learning through
problem solving techniques.

understand the Issues and concerns of these areas. In Social Studies. two core
Civics and Geography. have been ldentilled. Computer Studies curriculum focuses on
or knowledge and sk111s In JCT so as to enable students to use common software appl
area.s
Science at Ibis stage branches out Into Physics. Chemistry and Biology. so as to help children

technology to access and utUlze lnformallon. •

The emphasis or Arts Education at this stage Is on development of creative express!

expression through visual art rorms. Arts Education follows a theme based approach In this
•
-~

Life Sklils: life skills, have been spelt out theme wise, wherever applicable. Strong emphasis
••
•

Is plliced on developing the ablltty to question, to analyse. 10 Investigate, to think crtUcally, to

solve problems. and to Interact effectively with others.

Aasrmment and Evaluation 23

In school educaUon.11 ls a common practice for the terms 'Assessment' and 'Evaluation· to be used
Interchangeably most of the Ume. IL has also been observed that generally. teachers consider both
processes 10 be external actMUes. whlch are to be performed separately after the compleuon or a
lesson/topic/theme/unit In different subjects. Teachers are also seen to be engaged In
romplllng / recording :messment or evaluaUon data of chlldren In their class at the cost or
opportunity tlme for teaching. learn Ing,

In thls curriculum framework. assessment and evaluation are viewed as different processes that
.ire both necessary, Important and an lntegr:il part or the teachlng learning process In all
classrooms.

-
/\ssessm enl
,\sses.sment during the teachlng learning process Is referred to as Assessment for learning or
formative assessmenL ThJs !Provides teachers and children Important lnforrnaUon about children's
learning g;ips. strengths, weaknesses and dlfficulUes so that Umely action can be undertaken and
corrective measures adopted by teachers. The value of assessment lies In ensuring !hat the process
Is conUnuous. comprehensive and not a one- time affair. so that It helps teachers plan better and In
m ongoing manner for Improving children's leamtng. performance and contributing to their
holistic all round developmenL It also Implies that the process should focus on collecUng
lnformaUon on all aspects of the chlld's development and not be only subject or text-book based.

rhc purpose of assessment for leamtng Is to:

tdentlfy strengths, weaknesses /learning gaps and problems faced by chlldren:
provide timely. corrective teaching . learning Inputs to children to ensure their better learning
In the future:
, monitor the progress of each chlld with reference to his/her previous performance so as to
develop every chUd to her/his full potential:
, Improve/modify teaching learning practices and methods and use of materials by teachers
based on each chlld's requirement and need:
, monitor children's learning and performance and
provide data on chlldren·s learning to each chlld/ parents/ school.

Tools ofAsseysment
\sscssmcnt can be undertaken In multiple ways - fl may Include oral /written forms or teacher's
1bservatlon or chlld centred classroom activities such as discussion / dlalogue. proJect work. model
naklng /posters/charts. expertmenllltlon. group and Individual acttvltles. games / qutzzes and
'IUlnt~lnlng every chlld·s portfollo. etc.

Evalu ation
evaluation Is n process of rollectlng lnformatton- evidences regarding progress of .ti
'o cuses on the actual level attained by a child In a parllcul.tr class after a certain perto
·erers to Judging the quality or a child's work on the basis of an established set or crlte •
1utcomes) and assigning value (I.e. grade or mark) to represent that quality. Evallllltton
1rocess of finding out the extent to which a child has atlalned what he/she should have within a
 •
•
•

develop l!YerJ chJld to her/his full potenUnl:

• Improve/ modify teaching leam1og practices and methods and use of materl:!15 by teachers
based on e:ich chlld's requirement and need:
• morillur dalklnl:11'~ leamlng and perfurnum<e and
• provide data on children's learning to each child/ parents/ school.

roots oCi4.wvroear
24
Assessment can be undertaken In mulUple W:J.)S - It may tnclude oral / written rorms or te3cher's
observallon or child centred classroom activities such as discussion / dialogue. project work. model
making / posters/ charts. experimentation. group and Individual acUvllles, games /qu.tzzes and
main~ every child's ponfollo. etc.

Evalu atJo n
Evaluation Is a process or collectlng lnfonnauon. evidences regardlng progress or the child. It
focuses on the actual level :itt:ilned by a ch1ld In :i partlrular class after a certain period of llme. It
refers to Judging the quality of :i child's wort on the b:isls or an esc:ibllshed set of cnrer1a (le;,mJng
outcomes) :ind asslgnlng v:iluc (I.e. grade or m:irk) to represent that quality. Evaluation Is tbus the
process of nndlng out the extent to which a child has attllned what he/she should hove wltbln a
speclned time period and against expected learning outcomes. II Is therefore Important l.h3t II Is
based on reliable and valid evidences so as to arrive at precise conclusions :ibout children's
achievement and performance.

The Council's Curriculum believes. advocates and focuses on each and every chlld's hollstlc
development and not only his/her attaJnment/ochlPVemenl In v:irtous subjects. Evaluation sbould

-
also not only be based on knowledge/ Information based questions. but extend much beyond this.
In the curriculum. evaJuauon Is thus to be necess:irlly viewed as brooder and more comprehensive
uklng tnto account dllferent aspecu or the chlld's total behaviour I.e. knowledge. skills. Interests,
attitudes and values. II should therefore not be based only on written work but also Include
dllferent furms or a.ssessment kcq,lng In vl<!w how r hlldren le:im. l1le5e could be ap;irt from
written tests /~xams b3Sed on other tasks such as. project work. experlmeniallon. oral work. aural
work. etc. Evaluation should thus provide a more complete picture of a child's accomplishments
and should also be based on mu!Uple sources/ewlences•

•
 ii.I . -~A••
- . .
MatfieAA!"UA,tics
- 94
,
he cWTk:ulum nnd the teaching strategies In the Initial stages of the Primary level must

T address the complex needs of all children to acquire number sense, develop Ideas of
addition through combining of two collecttons. subtraction through take away. develop
spatial sense and understand the relationships between objects and location In a three dimensional
world realize the need ror units to :measure. and explores datn through first hand observations.
Keeping these In focus I.he rurrlculum for lhese dasse~ has been o:rganlzed through various topics
that have s1rong Interconnections.

Objec llves of te acbing-lea rn lng M a Ll1ematlcs a t the P r imary Leve l

Mathemallcs educallon alms to enable chlldren to:
• develop the mathematical thinking and problem solving skllls a:nd apply these skllls to
formulate and solve problems:
• acquire the necessary mathematical concepts and skllls for everyday life, and for
continuous learning In mathematics and related dlsclpltnes:
• develop the necessary process skills for the acqulslllon and appllcatlon of mathematical
concepts and skills:
• recognls(' and use conncctlons among mathematical Ideas. and between mathematics and
other disciplines:
• create love and Interest towards mathematics:
• make effective use of a variety of mathematical tools (Including Information and
cornmunlcauon technology tools} In the learning and appllcallon of mathematics:
• design Imaginative :ind cre:itlve work arising from mothematlcal Ideas:
• reason logically, communicate mathematlcally. and learn cooperatively and Independently:
• argue crlllcally and create newer knowledge.
 An a lyt ica l

St ati sti ca l an d 95
ProbabUstlc

Ge om etr ica l

Alge br aic al

Numerical

rruiry level alms to develop

number of
~
the diagram
hen In Classes 1-V as presented In

I
'!
=
I
a solid foundauon In
to ens ure thn t children bulld
y ol w:iys. To support
j
nathemallc:il concepu In a Y.ll"let
various themes and apply
,ble. lntegr:tte ronc:epts fro m
·en·s daUy lives.
,-,mbcrs. They will be through the use of materials be provided opportwtities
observing patterns In two digit numbers and extending it to three digit numbers
everything thot includes comporing , forming smallest and greatest numbers using giv
di its.
Leimilllf Qutco_!Dn=.::...._ _ _ _ _ __,_ _ _ _ _ _ _ _ _ _ _ _ _ __
Chlldren wlll be able to:
Ii work wlth four digit numbers:
.- rrarl and write numbers up lo 9999 using plarr value :
.- ldenUfv the grralrr and smaller number. uf two given numbers. using place value:
.- form r11m~r111 numbers usln lv<'n di •Its with and \\'Jthoul re' ll'lillon.

Su11Htrd Transactional Prof'- es

RelCJU.l'a!S
Uslns flbc• voluo cards (popularly > 36 Number cards I 10 9 .
known as arrow cards) 10 make 4 digit 10 lo 90.100 10 900. and
numbers, show their expanded form 1000109000
and plan, value and face value of > Videos and PPTs mated
dJ&lls. to 4 dlglt numbers.
Discussing examplos when numbers
occur ln thousand In n,aJ Ufo conaexts.
lnvolv1n& children In Jtlll!ng rulos
based on pall""1.'S may be evolved for
comparing numbers.
Providing opponun111.. for
><qUffl<lng of 1hese numbers ln
aJCendlng or desc,ndlng orders.
Providing two sets or number cards 10
groups or children lo explore 4 dlgl1
numbers and finding out the gn,ates1
and the smallest numbers.
Using games and acUvlUes lo crcat• ◄-
dJ&lt nwnbers wl1h speclOc
characteristic like numbers wtth 5 al
hundredths place. numbers not having
2, ◄. 6. 8 and O at ones and tens place
rte.
 ..
Them e 2 : Numb er Opt•r ations

nus theme aims at reinforc ement of children's understanding

about adding a
subtrac ting two digit numbers and further establis hing the algorith
ms to odd th
digit numbers moy be I.Wldcrtokcn. The da-elop mcnt ond stra,gth
ening of algorithm f
multtpllcotion is olso necessa ry to cleor concept s. A variety
of ways for
constNc tlon and use of multipllcot,on facts of single digit numbers
will be developed
children . Division Is introduc ed as inverse process of multiplicoto
on ond children le
to divide number s. Application of 1,.,.rn,ng about four digit numbers
ond operations
them should form the basis In the teochi - leorni rocess .
~ Outco mes:

Children wlll be able to:

~ '°hr ,1mple d.1tlv llfe prohlrm s using addlUon ,md subtrarl
lon of lhrrr digit numh,•rs \\I
.ind without rritroupl ng. , ums nm rx, 1't'Cllng m111
~ rnnstrur l and usr 1hr multipll rathm farts(tabi1•,1 of 2. 3.
-1. 5 and 10 In dally Ilk ~1111;11111115:
II analvsr and appl1 tlw appropr latr number OJll'r,ulon In thrlr sltuallon
context:
II rxplaln the meaning of dl\Nnn farts b1 .,,1ual groupin g sharing
and find II by rrprat
,ulnrart Ion:
.idd and subirart ,mall amnunt s of monrv with or wllhnul r~roupin
R.
make ratr ,hart, and slm >Ir bills.

>Enc°""'8lng '5tlm>tk>n of addltlon

and ,ubtractl on foilo"'l'd by (untnx cubes) . spike
v,,rtrlcatlorL abacus.
>Creating "'al life 00111,xt ~ >Naplt'r Strips.
pmhk>m• lm-olvtng addition and > VldeOIS and PPT•.
sub<rncllon (by children) and
exd1anat1111 among them to encourag e
visual 1Uus1ra1lon of the problfflL
>Discussing what "3 llmes 4' . · 4 x&·
and so on means n>ay take plat< reult
In intJ'Oductlon of >1gn of
mulllpllcatlon. Askl.nfl cluldnm 10
practice and theo explain the so- 10
one ..-he< lo gl'<ltlps while the
cracht-r monitors and pr'0\1des
f..<tback .
> Enccuraiilng chlldttn 10
construc t/d....iop multlpltcatton
tables using dtlferent strategies.
Rem,mbertng tabl,s thmugh mffllocy
moy be dl50ourag.d.
>Creating ConlttXU rrom ttal 1,r~ tn
which rnultlpltcatlon facts have to be
 suggested Leandna
Sugmtmd y ~ o m l Pruc-esvs :R .esoarces

~ Di¥lslOn mnumhci11 In tbm used ,1:.g. what: lS; prlre or .,1 noto boob

contextal ..... FJIIPblK 1r price of onf! not~ book is known.

andequaislJastna. ~ .Expfatnlng and ,d emonslrattng the
~ DM51on fai:b Ul1n& multlpllcatitm of' twD nu.nd::ief?i ·~•I th
giwplng and ODl"' dlgll. hl expanded notation so as to

multlpllcalkm labl.eL 4".:reate a m11lhnmat!leal u nderstan.dl.ng

~ RmAtkm III mnltlpl~ of Yambrd ,a lgorithm.
with dlYtllan al numbln.. :> PmvJdlna and demonst.ratling eona-rr~
~ Mmtal camputaUan of ~nmples nr equal sharing/ grouping
sum and dllfffl!ffce of two which can he co-related Ml h di.v ision
dill t nmnb1!n mtna and tlrle sign oJ division may be
dllrffl!'llt ibab:glt:s but Jnmxluced.
wuhuut 1111,. paper and > bplalmne and dlsc1.L55mg, with
pe.ndl and cramm«I facts. chlldMn the lnte~latlon!Shlp of
~ M~ muJtiplkauon ar d ~Yl5hm with mu!UpUc.atlon and
twa numbaa v,tthuut USI! mu.ltipl!icalkm facts / d ivision facts
ar papar and pfflCII and may m'taken up together.
TDUI rntnlm'ta!d fac:ts.. :,Ii Pl"Q\'ldJn g op,pommltles to chH di-en. hi1,
'> F.sllmaUan or 1!14Jhl. flronps/ lndivtdna'l!Ey to create real ur~
dlfft!ll!tlm and ~ c t DI c,on~ .so as to add/subtract wlilhout
two ..,mbt:n and papi!r penc::H e.11. .situs.lion or slmppl ng·
~ by actually "lild fi.nd Ing the ltltliil cmt amount left
CUmputJna them.
e-k. Par. f!:lmmple-- l ha~ a hundred
rupee .n ote arul bought l'IWO pt ndls and
two note bao:b. what: anou~t wUI be
le:ft WJtb me after pay lng lhe prJl:I! ar
th!I! two Hems?
>CreatJhg context:! wher~ doub1e Qf
Lhrl(jt, or a nu mbe.- t., needed ,and
E•ncQ~ children m:H tn US@ pa:per
p~oeu bu1 ~o the <=illt1Jlatlon rnentaUy.
~or_li!mfilrl}lt• six ehlldreh plantNi o"'°
s.i1plil-.,. each for three days. how ma .
sapliin,p ha.ve been planted by
d1Hdren1
t::!
 arc hicol m
let e th • uv el O (V lsu alizo tio n) of Von He ile hl er
Children lea m to co mp e an d id en tif y tw o- di me ns ion al sh ap es an d th
ey rec og niz
of ge om etr ic th inking . Th an ca as a wh ole . Le ve l O ra pr cs en ts th e gc om c
ap pc ar 3
d imensional fig ur es by th eir rly prim ary gr ad es . Th e naming of 2 -0 an d
in th e ea
thinking of many ch ild ren rc co nit ion In ch ild ren's vlcini
.
o inc lud ed an d th eir
sh a s is als
_ __
_ _ _ _ _ _ _ _ _________
Learning Ou tc o!!!m!!!:es!!l:,_ _

Ch ild ren wJII be a ble lo:

algh1 an d run-NI Un rs: 1he do1 Rrld. us ing str alg f
rrr og nl. sr 2D sh ap rs llk r s1r r fol din g. pa p,• r rll llf ng on
'S by pa pe
G ldenurv an d ma kr zo ,hal)t
ltn rs rlr .: ro rn rrs an d di ~o na ls:
un lfn g 1h rlr ,1d rs. ap r an d fom1s v;i rfo u, sh,
1p
G <1,•srrlllr 21J shapl.'S by ro u,l ng a Ill e or " glv1•n sh
n leaving no ga1,s
G r,11 a gh·rn rrJlloh•r
u~rn ran ,ra m es

oc. arr le en el ,w
Su a, 11t..,.,Trrm1ctit nrJ Pr
Resoun:es
th S
vU los lo us e do1 8fld< . s<n,fght > Ta ngr nm s wi
> Cond uc tJn s acUt'S and Jha pe s 10
fines, ru rn ,d llll
cr..,,.,
dff frre n1 or 7 pie ces.
> Bro om sUckJ.
Stt ne rtr s. str aws.
dr1 nld ng
use of tan ,va m s h.apes 10 make .k.s
> Pro mo lln g lho ch.lldl":n fn cn :ad:ne
he lp
Ice ere~ stk
sh: ape sto bJ« :ts . tt, b wlll pe . ~ c.
an un der s14 nd fng abou1 sha td
.. by ) Ca rdb oa
~ FacllluaUns lhc cne auo n of dlf frn -m ,11 .,,.
pieces. (to ""'*•otl
ch lfd rrn
Ir
"''"II
>hap
bro
es
om
ma
-su
ybe
ck
dlJ
s. drt nld ng str aw s "'c.
cus sed wi th n-spec:t lo
nu
sa
m t,,.r of Ules
m, Mia,,.. .Jn d
an d th. co me rs.
rs lll<e slde:s/
the ir physical an rlb uo s/z,o.J
slm lla r sh ap n or
>Cond uct.Ing actJvltlr, to use > ell ppl"f!s
ve rtn a • pa rtJ cu lar /b r ma ps
(et tal rd I pr-c,c,,,ued) for co dif fer en t
surface (as o gro upsh,wo rk) wl tho u1 an y saps an d bo lng pu blish ed /
ov rr lap pin g In thr pes.. pri me d In
up s the sh.apes lba i ran IJJ• r
or v.a.rlous
> Ofscuwog In gro s lik e "W hy II Is so ma ga iln <s md
1ha1 can no l Ille. QuesUon
sh o< Jld ab ob ed bc us srd ne w s~rs.
(no t > C.-Oboar d ,.,uh
> eac h child to ma ke a 111,1p. Fo r
Aulsntns aa.rtasrdl! 10to thf ru bb rrb an d,
to sc,le) rel lr d• lly fife •XJ)<'r l•n <es
ch -11omr to sch oo l· > .\uths ldl
rJQITiplr, ma p of , _ to rea
oth er ch ild ren . Ea ch
and Lhen exc ha ng e fl \\i lh
Tills ca n be fol low rd
child gor.,, to rea d Z-3 ,na ps.
-W ha t ma kes a ma p
by ho ldi ng • dbcw..slon on
r ron-.•dr

nt .gr .>I Jo n: Ar ts Educau

on
pro ble ms
Jf e Sk ill s: solving d.lJJy life
Children learn to us£ a standard un,t for measuring length . The comparison of wei
is also to be done not only on the bosis of the size but using a simple balance.
measures of capacity in terms of non uniform units like copocity of a bucket in ter
of jugs/mugs, volume of cold drink in o bottle in terms of number glasses/cups e
The measure of time using a calendar or a watch/clock is in child's daily Ii
activities will olso be em hasised .

Learning Outcomes:
Chlldren will be able to:
ll t•sllmalr and mrasure length and distance using slandard units Ukr crnllmrtres or metres:
ll W(•lgh oblrrts using simple balance :
ll rnmp;irr 1hr capacity of different containers In terms of 11011 uniform units:
ld<'nllfy a particular day and date on a calendar:
rrad 1hr tlmr rorrrctlv 10 lhe hour usln a clock/ watch

suanted Leanunt
PICK Re-ll'Cft
> Encouraging children (In > Papen. glue slicks.
groups) to make a mrter long > Marken of dllTerenl colours.
paper strip using 10cm/20cm > Thick strings. plastic plates.
long paper strips. Thrn usr wooden s Ucb for m.,klng
thb paper strip (metre) 10 balance.
C$tlmatr and measure various > Different slZt'd spoons,
object• In tht, rnvlronmrnt contalnrrs like bowls. glasses
smnll objrcts In cm and etc. wattt containers.
longer objects I distances In > Toy clock con.iru<t•d by
ntetrcs. children to read tlm•.
Providing opportunities to > Calendar of the current yr.ar.
discover relaUonshlps > Ceoboard with rubber band.
betw••n m,,tre and > ~inths kiL
centtmetrr. > Vldros/PPTs.
> Using simple balanc°" (made
by chlldron) for weighing
objects 1n the environment
using a stone or non-sr..andard
m,lght / objects thus Mtabltsh
the need for a standard
uniform measure.
> Using dilfrrent smnll
containers to measure tht!
capacities of different
 PNM:eSRS
containers. For t.nmple,
capacity or a big-glass may be
mea,un,d by • small
spoon/big spoon/small bowl.
> Organlilng dlsrusslon In dm
to draw lll1 lnforence about
conscrvn1 Ion of volume.
> Involving chlldren to read •
clock and a calendar and 10
tell llme and doy
corresponding 10 a date.
> Conducting actMtles o(
reading • railway/ bus tlme
table In which Umt' ls glYffl In
24-hour clock.

ntegratlon: Science (Forms oJ Matter)

11 9
Social Studies (Understanding Changes)

.lfe Skills: solving dnlly Ure problems

Theme 5: Data Handling

,s theme will focus on children developing skills to collect information for a purpose,
present 1t sa that It is easily understandable and finally draw out relevant conclusions
from 1t is part of daily life. The level and quontum of 1nformat1an collect,e d, ,ts woys
f re resentatlon and level of inferences drown from ,t chan e ro ress1vely .

Leaming Outcomes:
I I :.,

f. acqulrr undrr..landlng ::,bout data hamlll11g:

r. record data tisln, tall\' marks. re "''""' II ,1r1orlallv and draw rnnrluslons.
 I I Mt I I ISP ·cIF I IE., lit I I I 1:
This theme will focus on children developing skills to collect lnformotlon for a purpose ,
present It so that ,t Is cosily understandable and finally drow out relevant conclusion
from it Is part of daily hfe The level and quantum of information collected, its way
of re resentoh on ond level of inferences drawn from It change rogresslvely.

~ Outcomes:
Children wUJ be able to:
g acquire understanding abou1 dalJ handling.
G recurd data 11Sln iallv marks. re resent IL >lrlurlallv and dra\\ ronrluslons

Procenes Resources
Encourngtng chlldrm to > Coloun,d popeo. markers,
collect data and """""'"' It stlcurs of dlfTorcnt objects.
by fJilpi..-1 :stdp~. string I> Videos and PPTJ..
longtl\1, pictures etc. and
maldng a pictograph or a !,Qr
chart.
Questions about the
graphical ropr-es•ntatlon may
bo dbcussed In tho class In
group. or with tho whole
c!Jlss.

:ntegratlon: Arts Educ.-itlon

:.ife Skills: Interpretation and analysis. presentation skills

The me 6 : Patte rns

As number concepts and skills increase in complexity, children find patterns

relationship between numbers. Thus patterns go side by side with learning
aspects of Mathematics like, numbers, number operations and geometrlcol 1
Patterns in multiplication facts help children In multiplying two- digit numbers and
the algorithm for addition and SIA>troction to three or more d igit numbers. Ch
will also be able to sec the beouty in patterns oround them and create thei
patterns.

~ Outcomes:

'G obser..-e and Identify pallerns with a ·unit or repeat·:

'G extend panerns using ·unit of repeat";
'G create attems havln a ·unit of re eat·.
 I Ille prtm;iry Je"I. science as a con> subjeet has been Introduced Crom Class 1D onwards.

A Whlle at LIM, Preschool level :ind In Cl= I & II, Envlronmentlll Studies (EVS) has been
Jdentlfll'd :is • core currlcubr area and the concems or Selem (rotur.il envuonmenl) and
Sorul Studies (socbl envtronmenO li:ivt been addresst'd through th<' EVS leamJng. In Ille
Science curriculum lor CLlsses 111-V, greater emphaslS has been bJd on reducuon or concopht.il
gaps so 1h01• smooth trnrulUon ran be csuibllshed. In order to achieve this. lhe currlculum htls
been desJgned so DS to crrote an Interest ror Ille subject lllTIOll: chtldnm wllhoul burdening them
with 100 much factual tnformauon.
l1le Sden<e rurrkulum has been presented as• live and growing body of knowlodgt rather than•
Rnlshed product or the cona,pcs. Empoosts 113s been given to the process of loaming. The locus or
the Class 111 Science eumculum Is on developing I.he awareness level as related to Science. More
emphnsls Is placed on development of skllls and ttrculcaUon of healthy hnbllS for prolectlon or lhtl
e,1vtronment, In Cl:isscs IV and V. the emphasis Is much more on experimentation, undersuindlng
scr,nre conrepu. processes and natur.il phenomenon along wtth development or sctenUOc temper
311d curtaslty tow:uds sdentlllc actMUes.

Some or lhe constderallons which h:wc been kept In mind whlle developing the Science currtcu lum
for Cl:isses 111 to V, ....,
r Rela1fog Science learrung to the dally llfe experiences of cl1Udrcn : Emphasis ha.,
been laid on leamin8 through 'hands.on-octMUes' by using locally available materials and
sltU3llons as learning resources. The Y3l'tous l1Mmes have been dealt wtth In a mannes- so as 10
encourage d!Jldrm to explore and use vaned resources so that lhey can establish • relatlonshlp
bl'<ween the content learnt In class nnd IIS relevance In and to their dally ltfo.
r Thematic Appro..,ch: The curriculum has been pl'Mented them:itlcally, with Ille focus being
on how children expenence the content of Science In their dally Uves rather than covert~
st:Jnd. alone topla. Thus. the s1J881!Sied transacllonal processes use the children's own
e,cperJenres. Idea.sfpoints of views as !earning resouf'C'tls,
r Focus on SkJU/ Process d evelopment: The focus of the syllabus Is on skJll/process
development rather thnn content coverage. The development of concq,t / content ol Scleoce
has been encouraged through the process of skill developmenL 111e cWTlrulum encourages
development of sclenuJlc temper. curtosJry, amlyttc:il and critical thinking and synthesis of
Ideas and concepts.

189

r Opportunit ies for· knowledge cons1.r uctinn: The cumculum provtdes opportunities to
children to collect. orgnnlse and rellect on the lnform.illon of the Science content. so :is to
malce science leam!ng more meaningful.
r Infusion of Environ mental Issues: 1be curriculum has been presented :is a General
Science In which environment ts lhe rocus art>a. Environment related Issues have been
presented In an Infused manner tn the rurrlculum.

11te Core c:oocepta of Science for Classes IJJ.V are de.alt wltb as under:

~ ~
Uvlng and
Non-Uvlng 'f'hJn1s Human Body: Food
Human Body: The
We Eal
Circulatory System
llum~n Body
Human Body· The
Huma n Boch : The
Animals: Birds Teeth
Slce letal S) )tern
An imals: Commo n Human Body: The
Insects Dlpltlwud
Exaetory Systems
Plues la~
SurrouadJap AdaputJons In
A11lmals
Food we get from
plants Adaptadou ID Pluts Gans
 encourage children to explore and use varteo resources so that they can esrabllsh a relaUonshlp
between the content learnt In cbss and Its relevance In and to Lhclr dally llfo.
,. Thematic Approach: The curriculum has been presented them:nlc::illy, with the roc:us bclng
on bow chUdren cxperuincc the contenl or Science In their dally lives rather t.hon coveting
Slafld. alone topics. Thus. the suggested transacllonal proc:esses use the children's own
expe~. Ideas/points ohlews as le:irrung resources.
'" Focus on Skill/ Process development: 1'he focus or the syllabus Is on skllVproc:ess
development rather Uuin content coverage. The de1ieloprnen1 or concept /content oC Science
has been encournge<t through the process of sklll development. The curriculum encourages
development of sdenUQc temper, curiosity. analyt.k31 and cr1Llcal thinking and synthesis or
Ideas and concepts.

WWW

,.. Opportunll les for knowledge construction: The curriculum provides opportunities to
children to collect, organise and reflect on lhe lnfonnatlon or the Science content, so as to
make science learning more meaningful.
,.. Infusion of Environmental Issues: The curriculum has been presented as a Cenerol
Science In which environment Is the focus area. Environment related Issues have been
presented In an Infused manner In the curriculum,

'he Core amcepu or Science Cor Cl:i.,ses m .V :u-e dealt with as under:

~ ~ ~,~
Uvln1and
Human Body: Food Human Body: The
Non-Living Thln1s
We Eat Clrrulatory System
Human Body 11
Human Body: The Human Body: The
Aalmab: Birds Teeth Skrletal System

An imals: Common Human Body: The Food and Health

ln1crts Dl&esttve and
Excretory 5Ystems Pollination
Plutslnllle
Surroundlqs Adaptations In Plant ReproclucUoo
Anhmtls
Food w, ge l from Solids, Liquids and
plants Adaptations la Plants Cases

Fonm of Malter: Plants Ln the laterdepeadnm la

Sollds, Uqulds Ii Surround I ngs and Ll¥taa Belap (Pluls
Gases £nvtronmeo1 and Animals)

Some Properties of Alr Sound and !llolse

Watu
M•t• rlals and WorkudEHJv
Waw a a Re-.-ce Solutions
Light and Shadows
Sun as a Natural Licht
Resource Simple M1chlae1
Measurement
Oeanllaess, Health Cleanlluess and
and HY1lene Push and Pull Hygiene

Friction a.s a Force

\.:
 I ltlf i IWW Tl" •1tr 7 I I 7 71 ;z-;· I I;-: 11 it. I I I IT

The ttiema 'Plants In th& Surroundings Is o

•
understanding In dllldren about various p ~ f
olm, to develop MNltlvtty '-rd• plants
obsal'YO'tlon, axparlmentotion ond discussion.
=~
lined t dswloplng QI\ OW-MtS ond
o including SNds In addition, it
ond otha~ skills such os .

Learnin Outcomes:
Children wlll be able to:
0 appreciate the beauty or planJs (Dowers. leaves):
0 ldenury different parts and sub-parts or a plant and label them:
0 explaln functions of each pan or a plant In their own words:
0 demonstrate creative expression (tear, Doral design):
0 locate position of the seed In the plant;
\.£ draw picture of a seed and label the main pans:
1.£ distinguish different kinds or seeds (gram. green pea) seen at home/In the kitchen:
\t develop sensitivity towards plants and the environment:
~ perform simple experiments to demonstrate the process of germination (with the help of
elders).

Plants In the Surroundings

Key Concepts
> Pans of Pl11111S.
> Strvc:wro and function of
each part of the plant
St & ?J Tranaactlaoal Proce-

---
::+zu led 1.eam1na
> Providing opportunities lo chlldren to > Different types or plants
obs<,rve parts and sub-parts of plants
and d~w them.
> Children·, drawings.
(1'001, stom. leaf. Dower
and fruit). > Discussing functions of different 1>arts > or
Nam,Uves rela1ed to caro
plants and enY!ronme
of plants.
>
>
Structuro of a seed.
Kinds or Sftt'ds. > Providing opportunities to children to > observation
Various kinds or seeds
or (soaked/
share their personal experiences
> Process or germination.
related to seed germlnallon/
unsoaked).
nerd of water. air, warmth
formation of sprouts In dlffenmt
> Slmplc experiment to
for germino1Uon. demonstrate~
seasons.
> Caroofplams. > Setting up experiments on seed
germJnaUon.
germination with the Involvement or > Pictures/charts showing
the teacher/cldors. Various kJnds or plants,
> Providing hands on experiences
(dlffenmt types of seeds) to children
to do a<:Uvltles on seed &"rmlnatlon
Individually and In groups and
recording their observations and
lnferences In their own words tn ;i
table.
> Colloctlng pot,ms/ stories related to
care of plants.
> Doing actlvltlu related to creative
expression by using leaves and
nowers.
Integration: Languages
Life skills: Gare and sensitivity towards plants and environment