Question

Foreword
The National Curriculum Framework (NCF), 2005, recommends
that children's life at school must be linked to their life outside
the school. This principle marks a departure from the legacy of
bookish learning which continues to shape our system and
causes a gap between the school, home and community. The
syllabi and textbooks developed on the basis of NCF signify an
attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these
measures will take us significantly further in the direction of a
child-centred system of education outlined in the National Policy
of Education (1986).
fthin effort depends on the steps that school​

Answer 1

I'm selfish, impatient and a little insecure. I make mistakes, I am out of control and at times hard to handle. But if you can't handle me at my worst, then you sure as hell don't deserve me at my best.”ssss Foreword
The National Curriculum Framework (NCF), 2005, recommends
that children's life at school must be linked to their life outside
the school. This principle marks a departure from the legacy of
bookish learning which continues to shape our system and
causes a gap between the school, home and community. The
syllabi and textbooks developed on the basis of NCF signify an
attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these
measures will take us significantly further in the direction of a
child-centred system of education outlined in the National Policy
of Education (1986).
fthin effort depends on the steps that school

Answer 2

Answer:

THE National Curriculum Framework (NCF). 2005, recommends that children's life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy of Education (1986), The success of this effort depends on the steps that school principals and teachers will take to e to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that. given space, time and freedom, children generate new knowledge by engaging with the information mation passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other I sites of learning are ignored. Inculcating creativity and resources and sites of initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These alms imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this textbook proves for making children's life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering. discussion in small groups, and activities requiring hands-on experience. The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book. We wish to thank the Chairperson of the advisory group in languages. Professor Namwar Singh and the Chief Advisor for this book, Professor R. Amritavalli for guiding the work of this committee. Several teachers contributed to the development of this textbook;