(Download) NCERT Revised syllabus Of English (Class 1 to 8 )

Introduction

English in India is no longer a language of the colonial masters. In some important domains of activity, it has become an integral part of the Indian multilingual repertoire. In a variety of ways it has enriched Indian languages, which in turn have made significant contributions to English in India and as it is used abroad. The attitudes of the contemporary Indians towards English are significantly more positive than what we for example find in the Constituent Assembly Debates of 1946-1949.

English plays an important role in the domains of education, administration, business and political relations, judiciary, industry, etc. and is therefore a passport to social mobility, higher education, and better job opportunities. In urban India, it is very common to see young people code-mixing and code-switching between English and Indian languages. It is indeed unfortunate that English has so far remained associated with the rich, elite or upper middle class. It should be the effort of the Indian educational system to reach English to every Indian child and to ensure that she/he gains a sufficiently high level of proficiency in it and not suffer discrimination for lack of it.

The teaching and learning of English today is characterised by the diversity of schools and linguistic environments, and by systemically pervasive classroom procedures of teaching a textbook for success in an examination. The emphasis should be on teaching language use in meaningful and often multilingual contexts. For the majority of our learners, what is needed is a basic or fundamental competence in the target language. We need to develop a focus in which the research on language learning is integrated with language teaching. From the research in language learning, we know that children have an innate faculty to construct grammatical systems on their own. What we need to do in the classrooms, and to the extent possible, outside them is to create socio-cultural contexts that would encourage children to participate actively in understanding and creating appropriate communicative practices. It is extremely important that textbook writers and teachers realize that children learn as much outside as in the classroom, particularly in the case of language since it is there all around them all the time. Playgrounds, street hangouts, recreation centres, picnics, adventure tours etc are all important sites of language learning from a socio-cultural perspective. If these considerations inform the new textbooks, they are bound to look different. It would be largely unnecessary and futile to teach isolated grammatical items to students. Grammars would emerge from an active ngagement in communicative practices. Input rich methodologies (such as the whole language, the task-based and the comprehensible input approaches) aim at exposure to the language in meaning– focused situations so as to trigger the formation of a language system by the learner.

Input-rich communicational environments are a prerequisite to language learning since languages are learnt implicitly by comprehending and communicating messages, either through listening or reading for meaning. A comprehensible input rich curriculum lays the foundation for spontaneous language growth, and different language skills develop simultaneously in communicative sociocultural contexts rather than in any linear order as reflected in the traditional LSRW approaches. The learner can receive meaningful language input that is appropriate to his/her age and knowledge of language or readiness for language skills, given the variety and range of English-learning situations in India.

There is substantial evidence available now to show that Indian English as used by fluent educated Indian speakers does not differ in any significant way from standard varieties of English in UK or USA. There is no doubt that there are significant differences at the phonological and lexical levels. But that is also true of British and American English within those countries. Indian English can be considered a distinct variety with an identity and status of its own, and should serve as a model in teaching-learning situations.

What is to be taught and how?

The goals of a language curriculum are twofold: attainment of a basic proficiency, and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition. One hopes that by the time a student finishes her school, she would become an autonomous learner. This argues for a language-across-thecurriculum approach that breaks down barriers between English and other languages and subject areas. At the initial stages, English may be one of the languages for learning activities designed to enhance children’s awareness of their immediate surroundings. It is at this stage that the use of the languages of children may turn out to be most productive for teaching English. It is important to note that children effortlessly learn several languages if adequate comprehensible input is available in anxiety free situations. It is also important to note that simultaneous exposure to several languages does not as many people tend to believe, ‘confuse’ children. These facts would constitute significant guidelines for teaching strategies in the classroom.

Input-rich communicational environments are essential for language learning. Inputs include textbooks, learner-chosen texts, class libraries, parallel books and materials in more than one language, media support (learner magazines/newspaper columns, radio/audio cassettes), and authentic materials.

Themes/sub-themes should be in conformity with the learners’immediate environment – physical, social and cultural. These should lead to an understanding and practice of the values enshrined in the Constitution of India, including the Fundamental Rights and Duties. The various subthemes to be included are personal relationships, the neighbourhood, the larger community, the nation, the world, etc. In addition to textual materials, various other inputs can be brought into the language classroom, which include cards, charts, advertisements, texts produced by children, brochures, pamphlets, radio, T.V. news, etc. In the case of textbooks, it is imperative that layout and illustrations etc. are treated as integral to the text rather than as mere cosmetic add-ons.

Language and knowledge

(डाउनलोड) एनसीईआरटी हिंदी ( कक्षा 1-5) के संशोधित पाठ्यक्रम 
 

भाषा एक औजार है जिसका इस्तेमाल हम जिंदगी को समझने के लिए, उससे जुड़ने के लिए और जीवन-जगत को प्रस्तुत करने के लिए करते हैं। यह सब करने के लिए जाँच-पड़ताल, तर्क, संप्रेषण जैसे कौशलों की जरूरत होती है। इसके साथ-साथ भाषा यानी बहुभाषिकता हमारी पहचान भी है और हमारी सभ्यता व संस्कृति का अभिन्न अंग भी। इसलिए यह आवश्यक है कि हिंदी सीखने-सिखाने का दायरा इतना व्यापक हो कि भाषा के इन उपयोगों से उसका नाता न टूटे। इससे आगे बढ़ें तो हम पाएँगे कि भाषा हमें अपने परिवेश में कई रूपों में बिखरी मिलती है, जैसे- अखबार, साइनबोर्ड, पोस्टर, विज्ञापन आदि। इसके अतिरिक्त भाषा अपने साहित्यिक रूप में भी उपलब्ध होती है। ऐसे में हमारा प्रयास यह होना चाहिए कि स्कूल के दस-बारह वर्षों के दौरान विद्यार्थियों में हिंदी के व्यापक और विविध स्वरूप की गहरी समझ विकसित हो जाए।

ज्ञान का विस्तार

स्कूली शिक्षा पूरी होने तक विद्यार्थी का भाषा-बोध और साहित्य-बोध इस सीमा तक विकसित हो जाए कि उसमें किसी रचना के बारे में स्वतंत्र राय बनाने का आत्मविश्वास पैदा हो सके। वह पाठ्यपुस्तकों की परिधि के बाहर भी किसी रचना से जुड़कर उस पर भावनात्मक और बौद्धिक प्रतिक्रिया कर सके। वह तरह-तरह के औपचारिक व अनौपचारिक विषयक्षेत्रों में प्रयुक्त होने वाली भाषा के रूपों से परिचित हो और उसका प्रयोग कर सके। वह संदर्भ और आवश्यकता के अनुसार विभिन्न किस्म की शैलियों से परिचित हो सके। विद्यार्थियों को भाषा की ताकत का अहसास हो। वह इस बात को समझंे कि भाषा
के माध्यम से हम केवल संप्रेषण ही नहीं करते, बल्कि जो हम सोचते और महसूस करते हैं उसे संुदर, प्रभावशाली व्यंजनात्मक और पैने ढंग से अभिव्यक्त करने के लिए भाषा एक सशक्त साधन है। विद्यार्थी हिंदी की बारीकी और सुंदरता को परख सके। उसे यह ज्ञान हो कि हिंदी के माध्यम से यथार्थ और काल्पनिक दुनिया की रचना की जा सकती है। भाषा के माध्यम से विद्यार्थी का ज्ञानक्षेत्र इतना विस्तृत हो कि वह राष्ट्रीय समाचारपत्रों और पत्रिकाओं की परिधि में आने वाले व्यक्ति, परिवेश और समाज से जुड़े मुद्दों की सामान्य जानकारी रख सके।

(Download) NCERT Revised syllabus Of Health And Physical Education (Class 1 to 10 )

Introduction

It is well acknowledged that health is a multidimensional concept and is shaped by biological, physical, psychological, social, economic, cultural and political factors. Access to basic needs like food, safe water supply, housing, sanitation and health services influences the health status of a population and these are reflected through mortality, morbidity and nutritional indicators. An analysis of the mortality and nutritional indicators from the pre-school, primary, secondary and senior secondary levels show that under -nutrition and communicable diseases are the major health problems faced by majority of the children in this country. Therefore health is a critical input for the overall development of the child since it influences significantly enrolment, retention and completion of school. This subject area adopts a holistic definition of health within which physical education and yoga contribute to the physical, social, emotional and mental aspects of a child’s development. The basic understanding is that health of children contributes to their healthy living in the future and also provides the base for performance in the chosen area of work.

The curriculum design for this area addresses the health and physical fitness needs of children at different levels of schooling with special attention to vulnerable social
groups and girl children. It is proposed that the mid day meal programme and health check ups must be a part of this subject and health and physical education must be related to the needs of the children and also address the age specific concerns at different stages of development. The idea of a comprehensive school health programme was conceived of in the 1940’s that included six major components viz. medical care, hygienic school environment, and school lunch, health, yoga and physical education. But unfortunately the implementation of this comprehensive approach was extremely weak that resulted in its transaction in a fragmented manner that lacked a holistic or comprehensive approach. As a result the subject of health and physical education is being dealt with separately  and the curriculum is being transacted conventionally with little knowledge that all the three areas are integral to achieving holistic health.

Given the interdisciplinary nature of this subject there are cross cutting themes across subjects. Therefore there is a need for cross-curricular planning and also integrating it with socially useful productive work, National Service Scheme, Bharat Scouts and Guides and the like. This subject lends itself for applied learning and innovative approaches can be adopted for transacting the curriculum. Physical education inclusive of yoga, have to be a regular part of the school’s timetable and must be seen as an important contribution for the overall development of the child. This would require flexibility in the school calendar and also in the structuring of school timetable in terms of the time and space allotted for integration of this subject area.

The importance of this subject to the overall development needs to be reinforced at the policy level, with administrators, other subject teachers in schools, the public health department, parents and children. There are several ways in which this can be done and would include the recognition of the subject as compulsory in the curriculum, that the required infrastructure and human resources are in place, that there is adequate teacher preparation and also in-service training, that there is interface between the school, health department and the community. Although the subject is compulsory till class X, it is not given its due importance. It has been suggested that it be treated as a core subject and students who wish to opt for it as one of the core subjects in lieu of another subject may be allowed to do so. This subject should be offered as an elective subject at the plus two level.

The curriculum and syllabus for this subject has to adopt a ‘need based’ approach to a child’s development. This is the framework that will guide the inclusion of physical, psycho-social and mental aspects that need to be addressed at different levels of schooling. A basic understanding of the concerns need to be delineated but this subject has an applied dimension that needs strengthening through experiential learning, acquiring skills to recognize and cope with demands, expectations and responsibilities of  daily living, the collective responsibilities for health and community living also need to be emphasized.

(Download) NCERT Revised syllabus Of Media Studies (Class 11 & 12)

Rationale

The media are the most widespread and influential system of communication in the contemporary world. They construct and circulate information and organize perception through sound, screen and print form, which help to shape our sense of self and our relationship with the society.

Over the past few years, media in India have grown significantly. They, in fact, have become part of all areas of life. They are generating profit and employment, providing information on political process and events, motivating public debate,roviding place for cultural expression and most importantly entertaining the public. Through the course on Media Studies students at the higher secondary level will be given an opportunity to get introduced to all these aspects of the media by developing a good understanding of the theoretical and practical facets of media. At this level the course will enable students to develop a conceptual understanding of the media that will involve both critical reception of and active production through the media. It will also enable students to express their own voice through media, as well as the ability to see through what mass media offers. The basic idea is to provide students with an opportunity to develop life skills which will enable them to analyze these potent forms of modern communication and to help students to become wise consumers of media and also professional communicators who can contribute to the media industry by being part of it.

Objectives:

•  To develop in students an understanding of media and enable them to appreciate potential and limitation of various media forms.

•  To encourage students to participate in contemporary society as active citizens, through their awareness of the political, social, economic, historical and technological implications of the media.

•  To develop skills to encourage the production of creative media messages.

•  To introduce students to various career opportunities in mass media.

Class XI

Media Studies -1

Course Rationale

Communication is universal to all human beings and is central to our lives. In fact it regulates and shapes all human behaviour. Therefore it is important to have clear understanding of the concept of communication first and then gradually students will be introduced to the concepts of mass communication and mass media .This course looks at the basic nature and characteristics of communication, types of communication, process of communication, and introduction to the various forms of media. The course will also deal with the various roles mass media play in the society.

Learning Objectives

1. To develop in students an understanding of the concept and process of communication and to enable them to appreciate the potential and limitations of various communication processes.
2. To familiarize students with various forms of communication in today's Information Society, including nonverbal, interpersonal and mass forms.
3. To develop in students understanding of the mass communication process.
4. To introduce students to different areas of mass communication.
5. To develop an informed and critical understanding of the nature of mass media.
6. To acquaint students about historical growth, development and trends of different media.
7. Develop an understanding of the effects of mass communication upon society and how the media influence our understanding of reality.

Course Content

THEORY                                                                        Total Periods 180

Unit I Communication                                                    Periods : 30

•  Communication and its Importance
•  Effects of Communication
•  Elements in the Process of Communication (Input, sender, channel, Noise, receiver, output)
•  Forms and Method of Communication
•  Types of Communication: Intrapersonal, Interpersonal, Group and Mass Communicatio
•  Noise in Communication and the Importance of Perception
•  Effective Communication

Unit II Understanding Media                                          Periods : 35

•  Role of Media in our Life
•  Media Time Line
•  Media & Mass Media
•  What makes "Mass" Communication Unique?
•  Functions of Mass Media (Surveillance, Interpretation, Linkage, Entertainment, purveyor of ideologies)
•  Types of Mass Media
•  Role of Media in a Democracy

Unit III: 3. Print Media:                                                 Periods : 40

•  The World of Print Media
•  Types and Characteristics of Print Media
•  Different Types of Print Medi
•  Journey of Newspaper From Hickey's Gazette to Online Newspaper
•  Role of Press in Social & Political Movements
•  Freedom of Press- Role of Press Council of India
•  Press Ownership and Control
•  Making News
•  Analyzing News
•  Representation of Different Groups- Stereotyping and Labelling in Media
•  Content of Newspaper: News Stories, Features, Articles, Editorial, Advertorial, Advertisements & Public Relations
•  Alternatives to Mainstream Journalism

Unit IV Media, Development And Society                     Periods :40

•  Understanding The Role of Media in Development
•  Development Communication
•  Development Communication Initiatives in India
•  Writing on Development Issues
•  Media as Public Sphere
•  Media as Public Service
•  Media and Civil Society
•  Citizen Journalism

Unit V Advertising Periods: 35

•  Role of Advertising in Marketing
•  Evolution of Advertising
•  Functions of Advertising
•  Types of Advertisements
•  Ethics in Advertising
•  Current Issues in Advertising- Product Placement, Surrogate Advertising, Celebrity Endorsements, and Representation of Women in Advertisements, Catch Them Young- Children in Advertising.

Practical for class XI

•  Whispering Gallery: Play the game " Whispering gallery". The game can be played with group of 10-15 students. A class can be divided into three or four such groups.The game begins with a group leader whispering a message to the first member of the group, who then whispers it to second and so on, till the message reaches the last group. The leader checks to see how much the message has been changed. All groups may discuss the reasons for the tranformation of messages while they were playing the game. Write down what the game tells you about communication process.

• Communication Breakdown: What is the most embarrasing communication breakdown that has happened to you? Discuss in class.

• My Communication Diary: How much of your typical day is spent in Intrapersonal, Interpersonal, group and Mass communication.

• You cannot not Communicate: Consider a situation, when you greet your friend and there is no response from his/her side. What message do you get from his/her silence? Discuss among your friends.

• Why do we communicate? Think about various communication activities you were involved in yesterday. Make a list of reasons that prompted you to
   communicate. Did you require direct or indirect participation of others to achieve your purpose of communication?

•  Effects of Communication: From your daily experiences make a list of intentional and unintentional effects of communication. Discuss these experiences in your class.

• Communis: The word communication comes from the Latin word ‘communis’ meaning common. When we communicate we try to establish commonness with someole According to Denis McQuail, communication is a process which increases commonality- but also requires elements of commonality for it to occur at all. Do you agree or disagree with the above statement. Write an article of 200 words to prove your point.

• Be Aware of your Body language: Make a list of your body gestures which you feel reveals your emotions and thoughts. Ask your parents and friends to make similar list for you. Compare the three lists. Write in 200 words what new things have you learned about yourself.

• Johari Window: Fill out a Johari window for yourself. Write a 200 word essay on what you have learned from the activity

• My Interpretation: Bring a photograph. Display it in you class and interpret the photograph. Discuss your interpretation of the photograph in class.

• My Media Diary: Find out amount of time you spent with each medium during a week. Write down media messages you read, heard and watched, duration and motivation for receiving those messages.

• A Day without Media: Write a diary of your activities on the day you used no mass media at all. What problems did you face when no mass media were available to you? Write which media you used the most the next day to compensate for the day when you had no interaction with the media.

• Functions of Mass Media: Find out current examples of media surveillance, Interpretation, Linkage, Entertainment, and transmission of values.

(Download) NCERT Revised syllabus Of Computers And Communication Technology (Class 11 & 12)

Introduction

Computers and communication technology have become a way of life in the present day world. That everyone should be educated about the use and implications of this technology is the need of the hour. Students with a science/mathematics background prefer courses on Computers and their applications. The course outlined    here is an attempt to design a generally friendly course that would not only be contemporary but also leave sufficient scope for expansion into unknown realms of computer activity that may emerge in future. This course attempts to go beyond “how computers work” to how we work with the computer and related technologies and the social context in which the technologies are used or misused. Presumably, this would be a coveted course for “everybody”, for it deals with the real challenges that the discipline is trying to solve and emphasises the interface between the computer science, informatics practices and the society at large. It deals with
the social issues related to the unprecedented expansion of ICT and touches on many dimensions that go beyond “programming” a machine. It fosters the development of problem solving and, equally or possibly more important, problem formulating skills. It reduces the importance of technology and underscores the need for learning skills to manipulate the technology. It focuses on some of the real problems that come up with the expansion of the technology security, piracy and digital identity. Above all, the course addresses as much on the excitement as on the limitations of the new information technology.

The National Curriculum Framework 2005 recommends that theoretical component of Higher Secondary stage should emphasise on problem solving methods and that the awareness of historical development of key concepts be judiciously integrated into the content. The proposed course of study is aligned to these broad guidelines.

The National Knowledge Commission also refers to preparing a workforce adequately skilled and oriented to actively participate in the emerging Knowledge Economy. This course would be a major contributor to developing the skill sets required for the future for all school leavers.

The Vision

All students at the Higher Secondary stage will:

•  understand CCT and reflect upon the ethics and impact of its use, synthesising new insights and making reasoned decisions as CCT evolves.
•  manage CCT by making creative, productive and efficient technology choices for the tasks at hand.
•  use CCT to structure inquiries, solve problems and gather, organise, validate and communicate information on a local and global scale.
•  Skill development in these areas will be accomplished through the integrated use of CCT in the curricular context.

The Integrated Approach

Education is being equated with the acquisition of certain key skills : reading, writing and numeracy. In present senario, we require an enhanced set of skills that includes these skills, but also reflects current skills related to the effective use of CCT. The integrated approach therefore, aims at placing the computer at the centre of learning and integrating all fields that are most effectively managed by using CCT.

The Rationale

Higher Secondary is a crucial stage of school education because at this stage specialised, discipline based, content oriented courses are introduced. Students who reach this stage after 10 years of general education choose subjects that would enable them to pursue their career in academic courses like Computer Science, Computer Applications, Information  Technology, Economics, Commerce, Psychology, Anthropology, Geography, etc., or professional courses like Engineering, Medicine, Architecture, Journalism, Photography, Business Management, Theatre, etc., and it is expected that CCT will be one of those subjects. Therefore, there is a need to provide learners with sufficient conceptual background of CCT highlighting its vast scope, which will make them competent to meet the challenges of academic and professional courses after the Higher Secondary stage.

The course has been so woven as to identify the various applications, issues and concerns of CCT and contextualising the concepts required to acquire the relevant skills. The ground rule of such a course is to understand that the content transaction should never be attempted by removing the child away from the computer, therefore it is imperative to address the infrastructure challenge seriously and explore viable and innovative alternatives with regard to hardware, software and connectivity technologies appropriate for rural and urban Indian schools.

Themes

The course has been developed on following six themes that emerge from NCF2005 which have been further classified into units and/or chapters:

1.  Welcome to the World of CCT
2.  Workplace Productivity Tools
3.  Communication Concepts and Skills
4.  Web Publishing Technologies
5.  Teamwork and Web Based Collaboration Tools
6.  Emerging Technologies
   

General outcomes for CCT course include:

•  Knowledge : Students need to know the facts, concepts, etc. The knowledge learned in CCT includes the vocabulary of computer hardware, software and computer programming languages. They should also know health and safety issues and career information, etc.

•  Understanding : Students need to understand different concepts, principles, generalisations, function of computer hardware, syntax of computer programming languages, programming standards and conventions and project management practices.

• Skills and Strategies : Students need to know and apply processes and strategies in developing skills. The skills include problem solving, critical thinking, communication and teamwork.

• Attitudes : Students need to develop attitudes and habits that include setting goals, thinking strategically in approaching a task, considering personal health and safety, acting ethically and morally and reflecting on their own performance.

The Expected Learning Outcomes
Each of the above outcomes is to be achieved through a variety of learning strategies and experiences. Some of these are described here theme–wise:

1. Welcome to the world of CCT : Understand basic concepts and components of CCT.
   Understand the IT enabled Applications and Services, Create an awareness of Cyber laws and Intellectual Property Rights. Sensitised about IT trends in India and Worldwide as well as Social and Ethical issues related to CCT.

2. Workplace Productivity Tools : Application of basic operational skills, including those like creation of documents, tabulation, slide presentation and integration of multimedia  components.

3. Communication Concepts and Skills : Appreciate necessity of Soft Skills and using it effectively in communication. Apply soft skills in Web Chat, Bogging, VoIP, Video Conferencing, IP TV and Call Centre Applications. Understand the Computer Networks and basic terminologies. Understand and sensitise security and prevention issues.

4. Web Publishing Technologies : Understand the need of Web Publishing tools. Develop website and web based application. Understand Database concepts. Understand the need of database connectivity with web based applications.

5. Teamwork and Web Based Collaboration Tools : Understand the process of project creation and apply it to new projects. Understand the concept of globalisation and work in Cross Cultural Environment to effectively utilise the diverse specialisation from across the world.

6. Emerging Technologies : Acquaintance with the emerging trends in various technologies. Understand the need for processing and memory enhancements. Acquaintance with the Nano Technology, Grid, Parallel and Quantum Computing. Acquire knowledge of advances in various computer controlled devices.

Salient Features
The proposed course of study as outlined in the following syllabus broadly covers some fundamental concepts of CCT, emphasizes on the processes like acquiring skills, problem solving abilities and application of CCT.

With this background, the proposed CCT curriculum at the Higher Secondary stage attempts to:

•  develop a positive scientific attitude and appreciate contribution of CCT towards the improvement of quality of human life;
•  develop problem solving skills and natural curiosity, aesthetic sense and creativity;
•  realise the importance of interfacing CCT with other disciplines;
•  face challenges of using CCT in the context of health, nutrition, environment, population, industries and agriculture;
•  inculcate values of honesty, integrity, cooperation, concern for life and preservation of the environment and
•  develop interest in studying CCT as a discipline.

COURSE OUTLINE FOR CLASS XI: THEORY (Total Periods 120)

UNIT I : WELCOME TO THE WORLD OF CCT                (Total Periods 16)

1.  Experiencing the World of CCT

•  Changes Due to CCT in Homes, Education, Public life
•  CCT and the Digital Divide
•  CCT and E-Commerce
•  Major National Organisations Working in the Area of CCT

2.  Components of CCT

•  What is Computer?
•  History, Evolution, Classification and Generations of computers
•  Organisation of the Computer System
•  Hardware

Input device, Memory or Storage Devices, Central Processing Unit, Output device and Computer Ports
Computer Equipment Maintenance

•  Communication technology and evolution of communication mediums
•  Software

System software
Application Software
Shareware
Freeware
Open Source

•  Algorithm, Flowchart and Number system
•  Computer/Programming languages

Machine Language (First Generation Computer language)
Assembly Language (Second Generation Computer language)
High Level Language (Third Generation Computer language)
Fourth Generation Computer Language
Fifth Generation Computer language

UNIT II: WORKPLACE PRODUCTIVITY TOOLS           (Total Periods 28)

3.  Word Processing Tool

•  Introduction
•  Starting Word processor
•  Creating, Saving and Opening a document
•  Text Formatting, Bullets and Numbering, etc.
•  Tabs, Style, Views
•  Insert Table and Picture
•  Copy, Move and Delete
•  Checking Spelling and Grammar
•  Page Layout
•  Mail Merge

4.  Electronic Spreadsheet

•  Create, save and open a worksheet
•  Entering data – text, numbers and formulae in a worksheet
•  Navigating within a Worksheet and also between different Worksheets of a Workbook
•  Inserting and deleting cells, rows and columns in a worksheet
•  Select, copy, paste and delete cell data within the worksheet
•  Using various formulae and inbuilt functions
•  Update worksheets using special tools like spell check and auto correct
•  Setup the page and margins of worksheets for printing
•  Format the data in the worksheet globally or selectively
•  Define and apply styles
•  Enhance worksheets using charts

5.  Electronic Presentation Tool

•  Introduction and Starting the program
•  Anatomy of the application window
•  Starting a fresh presentation
•  Adding new slide
•  Navigating across slides
•  Saving and Opening presentation
•  Text formatting options
•  Copy, Move and Delete slides and text
•  Applying designs
•  Using Animations
•  Slide Transitions
• Insert clip art]
• Insert sound/movies
•  Viewing the presentation
•  Pack and Go

UNIT III : COMMUNICATION CONCEPTS AND SKILLS       (Total Periods 20)

6.  Convergence of CCT

• Components of Communication Systems
  Message, Sender, Receiver, Transmission Medium and Protocol

•  Model and application of Communication System
•  Evolution of Communication Systems
•  Convergence of Communication Technologies
  Developing uniform data representation and digitisation technologies
  Convergence of Standards and Protocols, Network

•  Convergence of Network
  Convergence in Voice Communication
  Convergence of Video and Wireless Network Communication
  Convergence of Application

•  Importance of Standardisation

7. The Internet

•  History and Functions of the Internet

•  Working with Internet
  Web Browsers, World Wide Web, Uniform Resource Locator and Domain Names

•  Uses of Internet
  Search for Information, Email, Chatting, Instant messenger services, News
  Group, Teleconferencing, Video-Conferencing, E-Commerce and M-Commerce

• Manage an E-mail Account
  E-mail Address, configure E-mail Account, log to an E-mail, Receive E-mail,
  Sending mails, sending files an attachments and Address Book

•  Downloading Files

8.  Soft Skills for Effective Communication

•  Development of Soft Skills
  Hard Skills and Soft Skills
•  Communication
  Importance of Soft Skills in Effective Communication
  Components, Process and Model of effective communication
•  Communication through E-mail
  Subject, Information, Quotation Document, Identification, Signature, Separators
•  Auto Message Responder and E-mail Attachment Size
•  Removing Barriers like Timelines and Cultural Diversity; Greetings and Salutations at all stages in communication through soft skills
•  Writing/Letter Writing Skills
•  Importance of Values, Attitude and Etiquettes in communication
•  Importance of careful proofing of the documents created
•  Audio/Video communication skills and Listening Skills

UNIT IV : WEB PUBLISHING TECHNOLOGIES        (Total Periods 36)

9.  Web Page Designing Using Hyper Text Markup Language (HTML)

•  Internet and the web
•  Hyper Text Markup Language (HTML)
•  Browsers
•  Analysing the structure of a web page
•  Using HTML tags and attributes for colouring, highlighting and aligning text
  •  using media, banners, audio and video elements
  • tables, lists and blocks of content
  • interactivity
  • web forms and communicating with the server

   

•  Modern trends in web publishing (Introduction only)1
  • Dynamic sites
  • Cascading style sheets

• 10. Client-Side Scripting using Java-Script

•  Java-Script

               Introduction
               Client Server Model
               Data types and values
               Expression and Operators
               Special Operators
               JavaScript Statements
               Branching and selection statements   
               Object Manipulation Statements
               JavaScript functions

UNIT V: TEAMWORK AND WEB-BASED COLLABORATION TOOLS   (Total Periods 4)

11.  Project Based Learning

(Download) NCERT Revised syllabus Of Indian Crafts (Class 11 & 12)

Indian Crafts

Introduction

India is the only country in the world with a unbroken, living vibrant tradition of crafts. While agriculture employs the largest number of people in India, the crafts sector is next and sustains over 20 million practitioners. The wide geographic spread embraces all of India and covers a huge gamut of widely differing work structure and cultures. Crafts communities, using similar materials that range from clay to precious metals, work with widely differing techniques and technologies to create a rich variety of forms.

Acknowledging the importance of handicrafts in India the National Curriculum Framework – 2005 sought to integrate it into the school curriculum and formed a National Focus Group on Heritage Crafts. The Focus Group submitted a position paper that includes several recommendations and concluded that Indian craft and its millions of practicing craftspeople are a huge and important resource of traditional knowledge and indigenous technologies that could add value to the educational system in a number of ways. It was suggested that Indian Crafts should be taught as a theoretical social science with a strong component of field study and applied creative activity.

With the learning of crafts traditions many skills could be developed among the students. These include the consideration of relationship between the student and his/her environment and the inter-dependence of: societal skills, information processing skills, reasoning skills, enquiry skills, creative skills, entrepreneurial skills and a work related culture.

The Objectives

To impart an all rounded and holistic education that equips the Indian youth of today to face challenges of a global and rapidly changing world, while preserving their own cultural assets, traditions and values this new subject area will be introduced for senior secondary level in schools with the following objectives:

•  To understand the critical role of the crafts community and its integral relationship to the Indian society.

•  To enable students to understand the relationship between economics, culture and aesthetics,

•  To enable students to explore the linkages between environment, craft traditions and society through field studies,

•  To develop a respect for the diversity of Indian craft traditions and to uphold the dignity of its practitioners by understanding the difficulties that they face,

•  To introduce Indian culture through the crafts, so that school students appreciate the variety of skills and expressions of the Indian artist

•  To provide students a creative aesthetic experience of the unique visual and material culture of India and develop values of conservation, protection of the environment, resources and heritage of the country,

•  To enable students to understand the relationship between tradition and contemporary trends, form and function, creator and consumer.

•  To understand the processes of creating a craft object from start to finish,

•  To equip students with the tools to extend craft traditions to wider applications through applied crafts,

The syllabus

The subject of Indian Crafts will consist of three components in each year (classes XI and XII):

I. Theory                         40 marks
II. Field Study                 30 marks
III. Applied Crafts           30 marks

I. Theory

40 marks

The theory part of the syllabus will have Two Units;

Unit I will consist of a general introduction, an introduction to the crafts traditions of India, details about the different crafts, their classifications, regional distribution etc. Each of these topics will incorporate aspects such as the

1. Philosophy and aesthetics,
2. Materials, processes and techniques,
3. Environment and resource management,
4. Social structures,
5. Economy and marketing and
6. International examples.

Unit II of the theory will discuss all these aspects in detail. A textbook will be required which will have the print material with maps, photographs, illustrations, anecdotes and case studies in boxes and the book may be supplemented with a CD having slides, video-clippings etc. showing different crafts traditions and their processes.

UNIT I

1 Introduction

This chapter will be an exhaustive part of the textbook, which will include different dimensions of the Indian crafts traditions, such as the history, philosophy, sociology, economy, environment and resources etc. in general. To introduce the subject, teachers may have a few brainstorming sessions with students about their perception and understanding of crafts and what crafts actually are. They can initiate or orient themselves with their home first, where they could look for objects created by traditional crafts persons, bring them to the classroom and discuss them.

A general introduction to the seven major issues related with crafts traditions, identified as core areas will be carried out here. These issues will be repeatedly referred to during the two years of theory and project work, as well as during the applied crafts component of the syllabus. They will also cut across the chapters on various crafts traditions. These crafts related issues are: i. Crafts Traditions, ii. Philosophy and Aesthetics, iii. Materials, Processes and Techniques, iv. Environment and Resource Management, v. Social Structures, vi. Economy and Marketing and vii. International Examples.

1.1     Crafts Traditions

A historical overview of crafts traditions from ancient and medieval, to modern and contemporary periods would be required in order to situate them in the cultures that produced them. The associations between living practices and temples or hunting traditions, nomadic journeys, ritualistic practices, ceremonial occasions, customary beliefs, would all in some way or the other become part of the study of the culture of crafts. The history of a particular craft tradition, its geographical distribution, myths and legends associated with different influences on the craft and patterns of patronage etc. may be discussed.

1.1.1     Clay

Being one of the most basic materials found in every corner of the country, clay has been used for making earthen ware, figurines, bricks, tiles, beads etc. Terracotta objects are one of the earliest artifacts found during excavations of archaeological sites as early as the chalcolithic period and continue to exist in the present times. This chapter will deal with the different practices, techniques and distribution of pottery and terracotta crafts in India.

1.1.2     Stone work

Another basic material that does not need much processing and technology is stone. Different types of stones from the most common ones to region specific ones to precious gems have been used in different ways from architectural construction, to sculptures, to making jewelry and so on. One would need to discuss different aspects of stone works that have existed through thousands of years.

1.1.3     Metal Crafts

Metal has a wide variety where technology plays an important role. A number of crafts communities have been sustaining on age old practices of making objects
from metal which involves the knowledge of technology/ indigenous technology among artisans, from processing the metal, to casting, polishing and finishing the objects. Whether it is Moradabad in Uttar Pradesh, or Kondagaon in Bastar or Cuttak in Orissa and so on, these are the pockets where the livelihood of families of hundreds of craftsmen is sustained through metal crafts.

1.1.4     Jewelry

Jewelry, whether made from precious stones, beads and metals or bell metal or terracotta, from most intricate and delicate forms to the bold and traditional motifs, Indian traditional jewelry is one most cherished items in the international market, among tourists, foreigners and Indians are the biggest buyers of jewelry in the world!

1.1.5     Natural Fibre weaving

Natural fibres such as grass, bamboo, shola pith, cane, jute, leaves etc. have varied usages from making weaving baskets, mats, brooms, rooftops, clothing etc. which provided shelter and income to many communities in India. Many communities have a practice where women themselves weave household objects for their daily use whereas many industries survive on production of materials from jute. All north-eastern states have rich traditions of handicrafts manufactured from cane and bamboo. By and large weaving from natural fibres is part and parcel of every region/ state.

1.1.6     Textile Crafts

Clothing and textile being one of the three basic needs of human beings, apart from food and shelter, finds place almost everywhere from the most common material of cotton to the expensive silk and wool. Most of the textile crafts are self sufficient systems where the process starts right from acquiring raw materials to making them worthy to be woven, dyeing, printing, painting, embroidery, etc.  Some of these traditions are hundreds of years old. While textile exports are high, new experiments with jute, banana fibre etc. are also underway.

1.1.7     Painting

Painting is one of the first expressions which makes manifest different emotions and deeds of the earliest human settlements. Whether painted on walls, floor, roof, paper, palm leaf, wood, cloth or any other surface, paintings have a pictorial communication/ a visual language narrating traditional practices, folklores, folktales etc.

1.1.8     Paper and paper crafts

Handicraft traditions where different products are made from paper and papier mache have been prevalent from Jammu and Kashmir to Kerala for preparing various objects. The process of making these objects, vary from place to place. To study them from the point of view of resources available in the region and the opportunity to market their products are some of the aspects which needs attention.

1.1.9     Theatre crafts

In some parts of the country performing art traditions draw on other art forms in their performance, theatre being foremost among them. Theatre has many crafts which make them a successful performance tradition, be it stage-crafts where carpentry, carvings, paintings etc. are involved or costume design and jewelry, facial masks and depending on the tradition, many other crafts may be involved. Exploring various aspects of the theatre crafts will enhance the understanding of students to how traditional societies have integrated various art forms into their practice; how crafts have traditionally been used in performance and how different traditional crafts have become a part of contemporary theatre.

(Download) NCERT Revised syllabus Of Graphic Design (Class 11 & 12)

SCHEME OF SYLLABUS FOR GRAPHIC DESIGN

CLASSES XI AND XII

INTRODUCTION

Graphic design is the creative planning and execution of visual communication. One learns to create a combination of shapes and forms, words and images, in order to reproduce them in some flat medium (two dimensional - paper, cardboard, cloth, plastic, video, computer, or projection screen, on poster, billboard, or other signage) or in a three-dimensional form (fabricated or manufactured) in order to convey information to a targeted audience. All graphic design has a purpose or function. Usually its purpose is commercial to explain aesthetically something -- to express, inform, and influence the thoughts and actions of its audience.

This subject introduces the student to art intended to communicate information and advertising. The focus is on studying and using layout and design concepts used in the graphic design field. The students will employ both analog media (drawing with pencil and  paper, etc.) and digital media -- using up-to-date computer tools (graphics hardware and software - for drawing, painting, layout, typography, scanning, and photography).

1. Creating Art: Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work.

2. Art in Context: Students demonstrate how elements of time and place influence the visual characteristics, content, purpose and message of works of art.

3. Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

Graphic Design at senior secondary stage is an elective subject. Although there are no prerequisite qualifications for the subject the students should demonstrate basic skill and interest in the fields of art and design to opt this subject.

RATIONALE

Design is the process of selection where visual elements such as point, line, shape, volume, tone, texture, color, form, format, space, and structure are used by students to express their ideas. Visual sensitivity and working knowledge of design elements would be developed by solving a series of problems and employing a variety of media and materials. The curricular area aims at enabling the students to develop their mental faculties of observation, imagination, and creation and develop skills and sensitivity towards the use of visual elements for an effective visual communication.

Design is an activity of problem solving for the well being of society and individuals. Today, in the world of information and communication every one has to communicate and get  communicated by different groups of people through a wide variety of communication systems.

Graphic designs course have great potential in providing creative solutions to communication of complex phenomena of print media such as books, magazines and newspaper, known as pictographic depictions or concept visualization. It can be traditionally applied in typography, cartooning (social, political and educational), and designing poster, book-covers, letter heads, news papers, brochure, logo, textile prints, or even jewelries. Since the advent of personal computers and design software, graphic design is being utilized in electronic mediaoften referred to as interactive design which has unlimited applications in advertisements. The students can later become graphic designers working in print production (newsletters, posters, brochures, etc). Graphic designers combine text and images to communicate a message: sell a product or service, inform, or entertain.

The Graphic Design curriculum focuses on creating intelligent and powerful visual communication. Students build a strong foundation for a graphic design career by learning design techniques, visual thinking, concept development, colour, composition, and typography, through case studies and hands-on exercises. During the study, assignments will incorporate problem solving projects that relate to visual communication. The course includes introduction to computer as a tool to create, modify and present the visual messages. By opting Graphic Design as one of the Elective subjects at Senior Secondary level, the students will have various options to pursue their advanced studies in Graphic Design or the knowledge may be integrated with related curricular/professional areas for their career.

COURSE OBJECTIVES

By studying Graphic Design students will have a wider horizon in the field of art and will

• Demonstrate artistic growth by executing a variety of images/ text as images, traditional and contemporary techniques that solve complex design problems using creative thinking and analytical skills.

• Develop and demonstrate their understanding and skillful use of the elements and principles of visual design (1. conceptual element, 2. visual element, 3. relational element & 4. practical or functional element.)

• Gain skill to use the digital tools as a powerful means of communication for creation, modification & presentation.

• Study the works of contemporary artists, designers as well as the masters in the field and discuss and enrich their vocabulary of design.

(Download) NCERT Revised syllabus Of Arts-Education (Class 11 & 12)

SYLLABUS OF ARTS EDUCATION

2008

National Council of Educational Research and Training
Sri Aurobindo Marg, New Delhi - 110016

Contents

Introduction
Primary

•  Objectives

•  Content and Methods

•  Assessment

Visual arts

•  Upper Primary

•  Secondary

•  Higher Secondary

Theatre

•  Upper Primary

•  Secondary

•  Higher Secondary

Music

•  Upper Primary

•  Secondary

•  Higher Secondary

Dance

•  Upper Primary

•  Secondary

•  Higher Secondary

Heritage Crafts

•  Higher Secondary
  Graphic Design
   

•  Higher Secondary

Introduction

The need to integrate arts education in the formal schooling of our students now requires urgent attention if we are to retain our unique cultural identity in all its diversity and richness. For decades now, the need to integrate arts in the education system has been repeatedly debated, discussed and recommended and yet, today we stand at a point in time when we face the danger of loosing our unique cultural identity. One of the reasons for this is the growing distance between the arts and the people at large. Far from encouraging the pursuit of arts, our education system has steadily discouraged young students and creative minds from taking to the arts or at best, permits them to consider the arts to be ‘useful hobbies’ and ‘leisure activities’. Arts are therefore, tools for enhancing the prestige of the school on occasions like Independence Day, Founder’s Day, Annual Day or during an inspection of the school’s progress and working etc. Before or after that, the arts are abandoned for the better part of a child’s school life and the student is herded towards subjects that are perceived as being more worthy of attention.

General awareness of the arts is also ebbing steadily among not just students, but their guardians, teachers and even among policyV makers and educationalists. During a child’s school life each student is given information about different subjects such as history, literature, sciences etc. and they are then able to make a choice of whether they would like to specialize in different streams of learning such as humanities, science or commerce. If the child is not given any exposure to the arts we are not giving the child the option to study arts at higher secondary stage.

Arts in India are also living examples of diversity of its cultural fabric. Arts will enrich the lives of our young citizens through their lifetime, not merely during their school years. An understanding of the arts of the country will give our youth the ability to appreciate the richness and variety of artistic traditions as well as make them liberal, creative thinkers and good citizens of the nation.

Repeated recommendations for integrating arts education in the school curriculum have not been implemented so far, and if we continue to relegate the arts as a mere extra curricular activity, or as a tool to teach other subjects, we may face the prospect of further artistic and cultural ruin. If, arts education is not introduced as a subject in school curriculum, it will continue to be an amusing, entertaining fringe activity alone, to be indulged in if and when there is time to spare from other more ‘useful’ activities. Students will not be aware of the rich and varied artistic traditions in the country, of the vibrant and ever evolving nature of creative arts, and will continue to learn only the occasional song or dance of dubious worth .

Following is a set of recommendations suggested by the National Focus Group on Arts, Music, Dance and Theater, in the National Curriculum Framework-2005:

• Arts education must become a subject taught in every school as a compulsory subject up to class X and facilities for the same may be provided in every school. The streams covered by the term arts education are music, dance, visual arts and theatre, with a special emphasis on Indian traditional arts and crafts, which currently face the threat of being drowned out by so called mainstream and popular arts.

• School authorities must acknowledge in practice that arts are to be given significance in the curriculum and not just restricted to being so-called entertaining or prestige-earning activities. They must permit and actively encourage students to study the arts.

• Emphasis should be given on learning than teaching in arts education and teachers should have participatory and interactive approach rather them instructive.

Time Allocation in School for Arts Education

Pre primary stage

In pre-primary classes, usually total duration of working is 4 hours, five days a week. Although all the curriculum will be transacted through art forms, at least 1 hour each day should be allocated for experiential practice of art forms.

Primary and Upper primary stages

2 periods a week for activities of
drawing, painting and sculpture/ clay modelling.

2 periods a week for activities of craft.

2 periods a week for activities of music.

2 periods a week for dance activity.

2 periods a week for drama related activities.

For activity based subjects like arts and craft schools should allocate block periods, which is two periods of 40-45 minutes each. On an average, schools have 40 periods per week (for primary) and 48 periods in upper primary. Out of this,1/4 time should be allocated for arts education.

Secondary stage

During the secondary stage arts education as a compulsory subject requires equal time distribution as for other subjects. At least 6 periods (3 block periods) should be allocated for practical activities and 1 period should be allocated for theory.

Higher secondary stage

During the higher secondary stage arts education as one of the compulsory subject requires at least 8 periods (4 block periods) for practical activities and 2 periods should be allotted for theory paper.

The following age group and periods (approximate) allocated at different stages of school education are indicative of an ideal situation:

* Since the students will study any one of the above 5 subjects of arts education during classes IX-X.

Infrastructure

All schools should have the basic facilities to provide arts education,which will include trained teachers, resources to provide basic materials, separate space for conducting visual and performing arts.

Classroom Organisation

Classroom organization and the concept of space, specially for the activities in arts education is an integral part of the teaching-learning process. In an ideal situation, schools should have rooms especially allocated for art activities, whether for visual or performing arts. Where students can spread their work, sit at ease and interact with teachers and the peer group easily. A hall or a big room or even an open space for theatre activities in the school is a must since these activities require lot of space.

Number of students in the classroom should be limited (to 30-35 students/ class) and manageable. This permits the teacher to pay personal attention to every student. If the class is large, it is advisable to divide them in different groups. This will enable the teacher to supervise them group-wise. The physical arrangements and facilities  in a classroom for any particular subject are dictated by the activities to be carried out.

Practices in classroom and outside

Some strategies for classroom and outside the classroom practices have been suggested for the schools and teachers. Teachers should try to conduct group activities so far it is possible. This will enable the children to share their resources; materials and a sense of cooperation and sharing will develop among the students.

Using local resources

Looking at the socio-economic and cultural diversity of the country, it would be all the more essential for the schools, parents and teachers to be able to use the local regional arts and craft traditions both visual and performing in the developmental stages of school education. Children are required to be made aware of the uniqueness and diversity of their own surroundings and environment. All the schools should provide experience to children to work with the community, beyond the fore walls of the school. Almost all the cities, towns, villages and families in India have local arts and crafts traditions, old monuments etc. around which the children can construct their own history. Artists, craftsmen, performers may be called to the school or they can be employed on part time basis by the schools to teach their art forms.

Workshops to be organized frequently

Schools may regularly organize workshops for one week or a fortnight where local artists can be invited to interact with the students and teachers. Workshops on art and crafts, theatre, music/singing, musical instrument making, pottery, leatherwork, folk dance, animation, puppetry and so on can be arranged for students’ experiential learning. In these workshops children and teachers from neighboring schools can also join. Workshops may also be conducted at the artists’ workplace.

Classroom interactions

It is essential for the teachers to interact with the students regularly and communicate by asking them about their interests, what they would like to do in the classroom rather than being prescriptive all the time. Knowledge sharing is another method to make the child feel important when he/she can share her/his experiences or works with other students in the class. Teachers too should share their learning experiences with children and participate in different activities. Teachers should also share their classroom experiences with other teachers within the school as well as with teachers of other schools. Art teachers of different schools can also have a forum to share their experiences for better teaching-learning and evaluation practices.

PRIMARY STAGE

When children enter primary school, they come with a relatively large aesthetic knowledge that comprises visual images, local music and songs, rhythm and body movements. They are capable of expressing and experimenting with different media, materials and forms of art. It is through this that they explore the natural and social environment around them as well as their own emotions and development. All children, irrespective of their different socio-cultural backgrounds, demonstrate a tendency to use the elements and materials of arts spontaneously without any pre-conceived ideas about them at the primary level. In fact the very experience of seeing or participating in an art activity gives inexpressible joy.

From early childhood the child uses creativity: to construct and reconstruct an endless variety of images. The child grasps the stubby crayon and attempts to express what she/he sees in terms of symbols – the stick — like man, the symmetrical house, the plane… children’s minds seem especially tuned to the use of metaphors and symbols. The very act of creating a work of art: a song, a play, a photograph or painting is itself a symbol of our desire to capture an idea, a mood or feeling and communicate it to others. At around eight years, the type of painting/drawing that the child does changes, as she/ he moves more and more towards realistic depictions and the process of capturing visual details, often with greater skills. No longer are the symbols that the child used earlier brought into play – there are no symmetrical houses, mountains, aeroplanes but a move towards a more visually realistic representation.

Thus, at the very outset of school education, children should be provided opportunities and granted the possibility to expand upon their creativity adding to their experiences through painting, craftwork, clay-modeling, singing, movement, recitation and story telling. Linking performance with language, mathematics and environmental studies will lead to an integrated approach in the teaching learning method. On one level integrating performing and visual arts with other subject areas will help the child to express  creatively and meaningfully. On another level interlinking them with different subjects is a well-tested pedagogic tool for the teacher to exemplify and illustrate terms and concepts.

Objectives

The objectives of learning through arts at the primary school stage would be:

•  To make the learners conscious about the good and beautiful in environment, including classroom, school, home and community through an integrated learning approach, which they enjoy.
•  To make children express freely their ideas and emotions about different aspects of life.
•  To develop all the senses of children through observation, exploration and expression.

Content and Methods

Children’s learning happens primarily  through the kinds of experiences that they have, it follows that the learning environment in schools should generate different experiences from which children can take their learning forward. Thus, the need is to create situations in which children can face and experience new and fresh ideas by expressing themselves through enactments, narration, body movements, singing, recitation, action play, games, drawings, conversation and informal talks.. The best way to do it is by adopting an integrated approach to learning wherein the boundaries between subjects is blurred and they all blend together. The focus is not so much on science, language and mathematics but on making sense of the immediate environment through a range of themes/ topics that connect children to their actual lived experiences. All the major arts and craft forms share a lot of dissimilarities as well as similarities that cut across them. The themes or content the children learn provide a framework and the required scope for dealing with a wide range of  issues depending on the socio-cultural contexts that inform children’s thinking within the classroom. For example, issues such as the natural environment, the elements, wild nature, tools that man uses, means of travel, family and relatives etc. can be used to further generate specific connections to subject areas of mathematics, science and languages.