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STD 3 To 8 Masvar Varshik Aayojan 2021-22 | New Syllabus Planning - Gujarati and English Medium

STD 3 To 8 Masvar Varshik Aayojan 2021-22 | New Syllabus Planning - Gujarati and English Medium

A curriculum or specification is a document that communicates information about a specific course and defines expectations and responsibilities. It is descriptive. An examination board may establish a study program or the tutor who supervises or controls the course prepares it.

STD 3 To 8 Masvar Varshik Aayojan 2021-22 | New Syllabus Planning - Gujarati and English Medium

The term often refers specifically to a planned sequence of instruction, or a view of the student's experiences in terms of the educational goals of the educator or the school. In a 2003 study, Reys, Reys, Lapan, Holliday, and Wasman refer to the curriculum as a set of articulated learning objectives across grade levels that describe intended mathematical content and process objectives at particular points in the curriculum. K-12 school.

You can incorporate planned student interaction with educational content, materials, resources, and processes to assess the achievement of educational goals. The curriculum is divided into several categories: explicit, implicit, excluded, and extracurricular.

Download Syllabus for Std - 3 to 8 for 2021-22

The word "resume" started out as a Latin word meaning "a career" or "the course of a career." The word is "from a use transferred from modern Latin of the classical Latin curriculum" a career, course, career, "from currere" to running. The term later appears in the records of the University of Leiden in 1582. The origins of The word appear to be closely related to the Calvinist desire. to give greater order to education.

In the 17th century, the University of Glasgow also referred to its "course" of study as a "syllabus", resulting in the first known use of the term in English in 1633. In the 19th century, European universities used to refer to your curriculum. to describe both the full course of study and individual courses and their content.

The National Curriculum Framework 2005 (NCF 2005) is the fourth National Curriculum Framework published in 2005 by the National Council for Educational Research and Training (NCERT) in India. Its predecessors were published in 1975, 1988, 2000.

NEW SYLLABUS PLANNING FOR STD - 3 TO 8 SEMESTER - 1 AND 2

NCF 2005 serves as a guide to curricula, textbooks, and teaching practices for schools in India. NCF 2005 has based its policies on previous government reports on education, such as Free Learning and the National Education Policy 1986–1992, and focus group discussions. After multiple deliberations, 21 national focus group position papers were published to provide input for the 2005 NCF. The 2005 NCF and its derived textbooks have received different forms of review in the press.

His draft document was criticized by the Central Education Advisory Board (CABEI). In February 2008, Krishna Kumar, then director of NCERT, also discussed the challenges facing the document in an interview. NCF 2005 topics include all educational institutions in India. Some of their recommendations, for example, focus on rural schools. The curriculum and textbooks based on it are being used by all CBSE schools and several state schools.

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NCF 2005 has been translated into 22 languages ​​and influenced the curriculum in 17 states. NCERT awarded a $ 10,00,000 grant to all states to promote the NCF in their local language and compare their current curriculum to the proposed curriculum so that a plan for future reforms can be made. This exercise is carried out with the support of the State Councils for Educational Research and Training (SCERT) and the District Institutes of Education and Training (DIET).


Learning should be an enjoyable activity in which children feel valued and their voices are heard. The structure of the curriculum and the school should be designed to make school a satisfying place for students to feel safe and valued. The curriculum should focus on the holistic development of students to enhance the physical and mental development of individuals and also with interactions with peers.

Std 3 to 8 Abhyaskram Falvani - 2021 Gujarati and English Medium

To achieve the general development of the students, adequate nutrition, physical exercise, and other psychosocial needs are attended, participation in yoga and sports is required. learning must be enjoyable and related to real-life experiences, learning must include concepts and a deeper understanding. 

Adolescence is a vulnerable age for students and the curriculum must prepare and provide emotional and social support that instills positive behavior and provides them with the essential skills to cope with the situations they face in their lives, peer pressure, and stress. gender stereotype.


Priority should be given to inclusive education and flexibility to follow a curriculum that is tailored to the needs of each student, regardless of students with disabilities.

Constructive learning should be part of the curriculum. Situations and opportunities must be created for students to challenge them, encourage creativity, and active participation of students. Students should be encouraged to interact with their peers, teachers, and seniors, which would open up many more learning opportunities.

The foundation must be laid strong and firm. Elementary, elementary, and upper secondary schools should provide the space for children to explore and develop rational thinking that they will be absorbed and have sufficient knowledge of concepts, language, knowledge, research, and validation procedures.

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