NATIONAL CURRICULAM FRAMEWORK 2005
OBJECTIVE TYPE QUESTIONS
1. Expand NCF 2005
a. National curriculum Framework 2005 b. National Common Framework 2005
c. National Class Framework 2005 d. None of the above
2. Common source of physical discomfort for the children is
a. Long way to school b. Corporal punishment
c. Heavy school bags d. All the above
3. Teacher as per NCF2005 is a
a. Boss b. Leader
c. Facilitator d. All the above
4. Several studies have shown that Bilingual proficiency raise the level of
a. Cognitive growth b. social tolerance
c. diversified thinking d. All the above
5. The aim of teaching English as per NCF 2005 is the creation of
a. Bilingualism b. Multilingualism
c. English only d. None of the above
6. The purpose of evaluation is not
a. to motivate children to study under threat b. to label the children as slow learners
c. to identify child who need remediation d. All the above
7. MLL approach
a. Minimum level of learning b. Maximum Level of Learning
c. Minimum level of listening d.None of the above
8. NCF 2005 says that Children do not fail; they indicate the failure of the school
a. Agree b. Strongly Agree
c. Disagree d. Strongly Disagree
9. Eliminate the terminology of pass-fail indicate lack of adequate
a. proficiency b. efficiency
c. knowledge d. all the above
10. Malpractices in examinations can be avoided by keeping invigilators from
a. Own school only b. Other schools
c. both own and others d. None of the above
11. Who recommended that in-service courses and refresher courses should be related to the specific needs of the teachers?
a. Acharya Ramamurthi Review committee b. Education commission
c. Kothari committee d. None of the above
12. A teacher should understand the children within
a. Social context b. Cultural context
c. political context d. All the above
13. Educational technology should be viewed as
a. supplement b. substitute
c. all in all d. None the above
14. Convention on the rights of child says that partnership is our strength such as
a. school – community b. school- teachers
c. teachers – children d. All the above
15. Disability is a social responsibility
a. accept it b. reject it
c. avoid it d. None of the above
16. Craft should be taught as
a. subject b. project
c. class room exercise d. All the above
17. NCF2005 recommends that 25 to 40 percent of the questions should be on
a. short answer type b. Long answer type
c. objective question type d. None of the above
18.NCF 2005 states that the Board should conduct re-examination
a. Immediately b. after one month
c. after two months d. none of the above
19. The chair person of the National Steering committee was
a. Prof. Yash pal b. Dr. Krishna kumar
c. prof. Arvind kumar d. Prof. Gobal guru
20. NCF draws attention on other curricular areas such as
a. the art and heritage crafts b. health and physical education
c. peace education d. All the above
21. The most important principle of CRC is
a. Right to participate b. Right to organisation
c. Right to information d. All the above
22. NCF recommends that libraries should be kept open
a. on school hours only b. during vacation
c. After school hours also d. All the above
23. Major shift in education is from teacher centric to
a. Learner centric b. parent centric
c. Management centric d. All the above
24. NCF recommends the total homework time for X and XII students as
a. 2 hours a day b. 3 hours a day
c. 4 hours a day d. 5 h ours a day
25. Critical pedagogy facilitates collective decision making through
a. Open discussion b. closed discussion
c. No discussion d. None of the above
26. The stress related problems of the students can be removed through
a. Teaching b. guidance and counseling
c. commanding d. All the above
27. The layers of understanding are
a. comprehension b. reference
c. Epistemic d. all the above
28. NCERT reviewed the NCFSE 2000 in the light of the report
a. Learning b. Learning without burden
c. Learning with burden d. All the above
29. Who proposed NCF as a means of evolving a national system of education?
a. NPE 1986 b. NPE 1992
c. POA1992 d. all the above
30. What identity should the teacher education should focus on
a. Professional identity b. individual identity
c. educational identity d. all the above
31. NCF2005 suggests that the Board Exams for X standard should be made
a. compulsory b. optional
c. not necessary d. None of the above
32. NCF proposes the evaluation system should be based on
a. Marks b. Grades
c. Both marks and Grades d. None of the ab
Q. 1. National Policy on Education was approved by the parliament in the year.
a. 1985 b. 1986 c. 1990 d. 1984
Q. 2. Tagore say that we achieve our greatest happiness when ..
a. We are being appreciated b. We earn lot of money
c. We realize ourselves through others d. None of the above
Q.3. Education was included in the concurrent list in the year
a. 1976 b. 1968 c. 1964 d. 1990
Q.4. Learning without burden recommended
a. Major change in syllabi and text books b. Change in the system of examination
c. Helps the child to link school knowledge with every day experiences
d. Al the above.
Q. 5. The social context of education means
a. Education does not function in isolation from society.
b. Caste, economic status, cultural diversity influences the participation of children in school.
c. Unequal gender relations also effects the education. d. Al the above.
Q 6.Who is the chief editor of the book ‘National CurriculumFramework2005’ by NCERT?
a) Shiv Kumar b) Shweta Uppal c) Vinod Devikar d) Shweta Rao
Q 7.As per NCF 2005 we need to view the child as ———–
a) creature that can be trained b) a computer that can be programmed
c) the father of the man d)constructing knowledge all the time.
Q 8. If the answer is 12 what may be the question ?
a)What is the total of 2 and 8 ? b) If 24 is divided by 3 what do we get?
c)If 4 is multiplied by 3 what do we get ? d) How many days are there in a week?
Q 9. Layers of understanding are
a)Epistemic b)Reference c)Comprehension d)All the above
Q 10. Which one is not related to Critical Pedagogy ?
a) Critical Pedagogy provides an opportunity to reflect critically
b) It entails the acceptance of multiple view
c) It does not allow open discussion
d) It facilitates collective decision making through open discussion.
Q 11. Ethical development means
a) Imposition of do’s and don’ts
b) Forcing disagreement of what is wrong
c) Devising means to help children to make choice between the right and the wrong
d) Writing set pattern of rules and asking children to follow them
Q 12. Teaching values include
a) Mere lecture methods
b) Suppression if improper and unacceptable feelings
c) Using hostile body language
d) Meaningful discussions of experiences and reflections
Q13. The period of Elementary school doesn’t include:
a) Development of child’s language competence
b) Setback to child’s mother tongue
c) Ability to use language to communicate with the outer world
d) To make children grow in self confidence as learners
Q14. ECCE is the abbreviation of
a) Early Childhood Care and Education
b) Early Culture of Care and Education
c) Early Childhood Concern and Compulsory Education
d) Early Childhood Compulsory Education
Q15. Assessment and examinations should
a) Assess children’s ability to recall textbook language
b) Assess according to the answers given in guidebooks
c) Assess children’s ability to use his knowledge for problem solving and application in the real world
d) Assess by fixed rules of marking and ranking
Q 16. Classrooms can be brighten up by
a) Ensuring adequate natural light inside
b) Displaying children’s work on the classroom walls
c) Display of drawing art & craft work
d) Doing all the above.
Q 17. Ideal teacher student ratio is
- 1 : 25 b. 1 : 30 c. 1 : 35 d. 1 : 40
Q 18. Full form of ICT is
- Integrated Computer Technology
- Information Communication Technology
- Indian Computer Technology
- None of the above
Q 19. Ideal time suggested for one period is
- 30 Min b. 35 Min c. 40 Min d. 45 Min
Q 20. Operation Black board implies
- Having a blackboard in the class
- Having furniture in the class
- Having all other minimum requirement for a class.
- All of the above.
Q 21. Learning without burden was the report of
a) Khothari commission
b) Chattopadhyan commission
c) Dr. Yashpal Committee
d) None of the above
Q 22. The major shift in the teacher’s role as per NCF 2005 is to function as : _______
- Strict disciplinarian
- Source of knowledge
- None of the above
Q 23. The National Policy on Education was introduced in
a.1986 b. 1984 c. 1990 d. 2005
Q 24. A major indicator of quality of in service training is
- Duration of course
- Timing of course
- Relevance to teacher needs
- Venue of the course
Q 25. The important component required in writing the textbooks is
- Academic and research inputs
- Understanding of children’s developments level
- Effective skills of communication and design.
- All of the above
Part – 2 Answer the following questions in not more than 50 words –
each question carries 3 marks ( 25x 3 = 75)
Answer all questions:
1. Mention the five guiding principles proposed by NCF 2005?
• connecting knowledge to life outside the school,
• ensuring that learning is shifted away from rote
• enriching the curriculum to provide for overall
development of children rather than remain
• making examinations more flexible and integrated
into classroom life and,
• nurturing an over-riding identity informed by
caring concerns within the democratic polity of
2. Write the common source of physical discomfort to students as per NCF2005?
Common sources of physical discomfort
• Long walks to school.
• Heavy school bags.
• Lack of basic infrastructure, including support books for reading and writing.
• Badly designed furniture that gives children inadequate back support and cramps their legs and knees.
• Time tables that do not give young children enough breaks to stretch, move and play, and that deprive olderchildrenofplay/sportstime, and encourage girls to opt out.
• Especially for girls, the absence of toilets and sanitary requirements.
• Corporal punishment—beating, awkward physical postures.
3. Explain briefly Critical Pedagogy?
Critical pedagogy provides an opportunity to reflect
critically on issues in terms of their political, social,
economic and moral aspects. It entails the acceptance of
multiple views on social issues and a commitment to
democratic forms of interaction. This is important in
view of the multiple contexts in which our schools
issues from different perspectives and understand how
such issues are connected to their lives. For instance,
understanding of democracy as a way of life can be
chartered through a path where children reflect on how
they regard others (e.g. friends, neighbours, the opposite
sex, elders, etc.), how they make choices (e.g. activities,
play, friends, career, etc.), and how they cultivate the
ability to make decisions. Likewise, issues related to
human rights, caste, religion and gender can be critically
reflected on by children in order to see how these issues
are connected to their everyday experiences, and also
how different forms of inequalities become compounded
and are perpetuated. Critical pedagogy facilitates
collective decision making through open discussion and
4. Mention the recommendations of NCF2005 on language education?
• Language teaching needs to be multilingual not
only in terms of the number of languages offered
to children but also in terms of evolving strategies
that would use the multilingual classroom as a
• Home language(s) of children, as defined above
in 3.1, should be the medium of learning in
• If a school does not have provisions for teaching
in the child’s home language(s) at the higherlevels,
primary school education must still be covered
through the home language(s). It is imperative
that we honour the child’s home language(s).
According to Article 350A of our Constitution,
‘It shall be the endeavour of every State and of
every local authority within the State to provide
adequate facilities for instruction in the
mother-tongue at the primary stage of education
to children belonging to linguistic minority
• Children will receive multilingual education from
the outset. The three-language formula needs to
be implemented in its spirit, promoting
multilingual communicative abilities for a
• In the non-Hindi-speaking states, children learn
Hindi. In the case of Hindi speaking states,
children learn a language not spoken in their area.
Sanskrit may also be studied as a Modern Indian
Language (MIL) in addition to these languages.
• At later stages, study of classical and foreign
languages may be introduced
5. Write the vision for curriculum for school mathematics / Science/ Art education / Social science / Physical education?
Vision for School Mathematics
• Children learn to enjoy mathematics rather than
• Children learn important mathematics:
Mathematics is more than formulas and
• Children see mathematics as something to talk
about, to communicate through, to discuss among
themselves, to work together on.
• Children pose and solve meaningful problems.
Children use abstractions to perceive
relation-ships, to see structures, to reason out
things, to argue the truth or falsity of statements.
• Children understand the basic structure of
Mathematics: Arithmetic, algebra, geometry and
trigonometry, the basic content areas of school
Mathematics, all offer a methodology for
abstraction, structuration and generalisation.
• Teachers engage every child in class with the
conviction that everyone can learn mathematics.
3.6 HEALTH AND PHYSICAL EDUCATION
It is widely acknowledged that health is influenced by
biological, social, economic, cultural and political forces.
Access to basic needs like food, safe drinking water
supply, housing, sanitation and health services influences
the health status of a population, and these are reflected
through mortality and nutritional indicators. Health is a
critical input for the overall development of the child,
and it influences enrolment, retention and school
completion rates significantly. This curriculum area
adopts a holistic definition of health within which
physical education and yoga contribute to the physical,
social, emotional and mental development of a child
• Content, process and language of science teaching must be commensurate with the learner’s
age-range and cognitive reach.
• Science teaching should engage the learners in acquiring methods and processes that will
nurture their curiosity and creativity, particularly in relation to the environment.
• Science teaching should be placed in the wider context of children;s environment to equip
them with the requisite knowledge and skills to enter the world of work.
• Awareness of environmental concerns must permeate the entire school curriculum.
• Social science content needs to focus on conceptual understanding rather than lining up facts
to be memorised for examination, and should equip children with the ability to think
independently and reflect critically on social issues.
• Interdisciplinary approaches, promoting key national concerns such as gender, justice, human
rights, and sensitivity to marginalised groups and minorities.
• Civics should be recast as political science, and the significance of history as a shaping influence
on the children’s conception of the past and civic identity should be recognised.
• Arts (folk and classical forms of music and dance, visual arts, puppetry, clay work, theatre,
etc.) and heritage crafts should be recognised as integral components of the school curriculum.
• Awareness of their relevance to personal, social, economic and aesthetic needs should be
built among parents, school authorities and administrators.
• The arts should comprise a subject at every stage of school education.
6. Explain Peace education as proposed by NCF2005 and its suggestions?
Suggestions for Peace Activities
√ Set up special clubs and reading rooms in schools
the norms of social justice and equality.
√ Compile a list of films — documentaries and feature
films— that promote the values of justice and peace.
Screen them from time to time in schools.
√ Co-opt the media as a stakeholder in education for
peace. Invite influential journalists and editors to
address children. Ask for space in news papers
and journals for children’s views to be published
at least once a month.
√ Organise programmes to promote an attitude of
respect and responsibility towards women.
7. Explain the principles of CRC? (Convention on the Right of Children)
India has signed the Convention on the Rights of the
Child (CRC). The three most important principles of
this Convention are the rights to participation, to
√ Inclusive education is about embracing all.
√ Disability is a social responsibility —
√ No selection procedures to be adopted for
√ Childrendonotfail, theyonlyindicatefailure
of the school.
√ Accept difference… celebrate diversity.
√ Inclusion is not confined to the disabled. It
also means non-exclusion.
√ Learn human rights … conquer human
√ Handicap is a social construct, deconstruct
√ Make provisions — not restrictions; adjust
to the needs of the child.
√ Remove physical, social and attitudinal
√ Partnership is our strength such as
school – community; school – teachers;
teachers – teachers; teachers – children;
children – children; teachers – parents; school
systems and outside systems.
√ All good practices of teaching are practices
√ Learning together is beneficial for every child.
√ Support services are essential services.
√ If you want to teach, learn from the child.
Identify strengths not limitations.
8. Mention the Vision of NCF on teacher education?
5.2.2 Vision for Teacher Education
Teacher education must become more sensitive to the
emerging demands from the school system. For this it
must prepare the teacher for the roles of being an:
• encouraging, supportive and humane facilitator
in teaching-learning situations to enable learners
(students) to discover their talents, realise their
physical and intellectual potentialities to the
fullest, and to develop character and desirable
social and human values to function as
responsible citizens; and
• active member of a group of persons who
makes a conscious effort for curricular renewal
so that it is relevant to changing societal needs
and the personal needs of learners.
To be able to realise this vision, teacher education
must comprise the following features to enable
student-teachers to :
• understand the way learning occurs and to create
plausible situations conducive to learning.
• view knowledge as personal experiences
constructed in the shared context of teachinglearning,
rather than embedded in the external
reality of textbooks.
• be sensitive to the social, professional and
administrative contexts in which they need to
• develop appropriate competencies to be able
to not only seek the above-mentioned
understanding in actual situations, but also be
able to create them.
• attain a sound knowledge base and proficiency
• identify their own personal expectations,
perceptions of self, capacities and inclinations.
• consciously attempt to formulate one’s own
professional orientation as a teacher in
• view appraisal as a continuous educative
• develop an artistic and aesthetic sense in
children through art education.
• address the learning needs of all children,
including those who are marginalised and
• In the context of change perspective, it is
imperative to pursue an integrated model of
teacher education for strengthening the
professionalisation of teachers.
• develop the needed counselling skills and
competencies to be a ‘facilitator’ for and
9. How NCF recommends in reducing Stress and enhancing success in X an XII public examinations?
Reducing Stress and Enhancing Success in the
X and XII Public Examinations
Shift from content based testing to problem solving and competency based testing,
content based testing induces bad pedagogy and rote learning, both of which
cause stress during examinations. Basic tables and formulae could be provided to
reduce emphasis on memory and focus on analysis, evaluation and application.
Shift towards examinations of shorter duration with flexible time in which 25 to
40 per cent is for short answer type questions and the remaining for well designed
multiple choice questions. 90 per cent of all students taking the examination
should be able to complete the paper and review/revise the same.
√ Betterconductexaminationsinstudent’sownschoolornearby school.
√ Postponement of examination should be avoided under all
√ Permit students to appear in as many subjects as they are prepared
for and complete the board certification requirements within a
three-year window. The boards could work towards ‘ondemand’examinations,
in which students can take as and when
they feel prepared.
√ Eliminate the terminology of ‘pass’-‘fail’; indicate lack of adequate
proficiency through re-examination or reappear or retake
√ Board should conduct re-examination immediately after
announcement of results to enable students needing retake in one or
two subjects to move to the next stage without losing a year.
√ Subjects such as Mathematics and English could be examined at
two levels; standard and higher level. In the long term all subjects
could be offered at two levels with students doing at least
three/two of the six at standard level and the remaining three/
four at higher level.
√ Examination with a ‘flexible time limit’ can be an effective way to
reduce stress among children.
√ Guidance and Counselling be made available in schools to deal
with stress related problems and to guide students, parents and
teachers to lessen thestudents stress. Helplines in boards can also
help students and parents.
10.Explain the ideas of NCF in the use of tehconology?
5.5.3 The Use of Technology
The judicious use of technology can increase the reach
of educational programmes, facilitate management of
the system, as well as help address specific learning
needs and requirements. For instance, mass media can
be used to support teacher training, facilitate classroom
learning, and be used for advocacy. Possibilities of
teaching and learning at varied paces, self-learning, dual
modes of study, etc. could all benefit from the use of
technology, particularly ICT. The increasing use of the
Internet has enabled the sharing of information and
provided space for debate and dialogue on diverse
issues hitherto unavailable on such a scale.
Technological innovations are also necessary for
appropriate equipment and aids for meeting the learning
requirements of children with special needs. What
needs to be underscored is that technology could be
integrated with the larger goals and processes of
educational programmes rather than viewed in isolation
or as an add-on. In this context, technological use that
turns teachers and children into mere consumers and
technology operators needs to be reviewed and
discouraged. Interaction and intimacy are key to quality
education, and this cannot be compromised as a
principle in any curricular intervention.