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Tuesday, 23 June 2020

Std-1 And 2 All Subjects Learning Outcomes

All Subjects Learning Outcomes
Children enter school with their own learning experiences. The school undertakes the responsibility of building further learning on the child’s existing experiences. Therefore, at no stage or class do we start from ‘no learning’. A teacher, who is a facilitator and mentor of students’ learning, needs to be made aware about various pedagogies and also the progress in the child’s learning. This is important for providing quality Education for All. This concern has been reflected in the Right of Children to Free and Compulsory Education (RTE) Act 2009; the Twelfth Five Year Plan of India; and the Sustainable Development Goals at the global level.

Quality improvement in education encompasses the all-round development of learners. The system of education, therefore, needs to ensure enabling conditions to allow each child to learn and progress. This requires a multi-pronged approach aiming at quality curriculum and its effective transaction in an enabling environment. The RTE Act 2009 emphasises Continuous and Comprehensive Evaluation (CCE) to help teachers to develop an understanding on the learning progression of individual children, identify the learning gaps and bridge them in time to facilitate their growth and development in a stress free environment. The NCERT has developed exemplar packages on CCE both at the primary and upper primary levels. These packages provide an understanding on CCE with suitable subject-wise examples on how to implement and use CCE during the teaching-learning process. However, in the present scenario, besides students and teachers, parents, community members and educational administrators are also keen to know about the learning of students and thus, monitor the progress of learning of their wards. For this, they need and demand some criteria against which the extent of expected learning could be mapped or assessed. In view of the learning continuum, it is challenging to inform the system exactly what children have learnt, yet an effort has been made on the part of the NCERT to develop a document which includes learning outcomes in all the curricular areas at the elementary stage, linking these with the curriculum expectations and the pedagogical processes.
The expected learning outcomes have been developed class-wise (from classes I to VIII) for subjects such as Environmental Studies, Science, Mathematics, Social Sciences, Hindi, English and Urdu to help all stakeholders make their efforts; in the right direction to ensure learning among students, and help provide quality education. This will also help agencies at the district, state, national or global level to conduct various chievement surveys, and assess the health of the system to improve upon the policy directives. This has been shared with practising teachers, teacher-educators and experts from the other institutions and NGOs. The suggestions have been suitably incorporated. The learning outcomes are not prescriptive and may be contextualised as per the local-specific requirement.

At the instance of Ministry of Human Resource Development (MHRD), Government of India, the NCERT undertook the task of developing class-wise learning outcomes. The document is a result of collective thinking of faculty members in different subject areas from the NCERT.

The Department of Elementary Education shouldered the responsibility of coordinating the collective work of different groups of faculty members. The efforts put in by all the contributing departments, divisions and cells from the NCERT are appreciated.

We welcome comments and suggestions to improve the quality and usability of this document.

Std-1 And 2
All Subjects
Learning Outcomes

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