Karnataka prepares draft curriculum framework for foundation stage

According to School Education Minister B C Nagesh, the state prepared the position papers, adopted the new policy and set up a task force for supervising the implementation of the policy. With the NCFFS 2022, the state got the clarity to go ahead with the implementation of suggestions with regard to children of 3-8 years of age.

After analysing comments from the stakeholders, practitioners, subject experts and the general public, the framework will be finalised and adopted from the 2023-24 academic year onwards, the school education department said.

The nine-member group consisted of Venita Kail, professor emeritus of Ambedkar University, Delhi; educationist Lata Menon; Mohammad Baig, former director of the education department; Kinnari Pandya, assistant professor at Azim Premji University; Radhamani, early childhood care and education specialist; Gajanan Londe, executive director of the Samvit Research Foundation; Gunavathi of the Samagra Shikshana Karnataka; Shanta Maria, dean of Mount Carmel College; and Veena Shivakumar, advisor (education) to Unicef.

The framework proposes changes in the curriculum of existing practises of ‘Chili Pili’ in anganwadis and ‘Nali Kali’ in grades 1-3, which in turn will influence the way education in the foundational stage (3-8 years) is carried out and details reasons for the changes.

The rationale for this structural change pertains to curricular integration, upward continuity and a smooth transition across the two developmental sub-stages – i.e., 3 to 6 years and 6 to 8 years. It aims to introduce play and discovery-based pedagogy as stated in the NCF (2022) for the stage.

The 189-page report also focuses on the language of interaction and instruction, which is the importance of education in the mother tongue. The report also discusses different curriculum approaches in the form of thematic, activity- and story-based approaches and wise use of teaching and learning material.

The other chapters in the report include curricular goals and learning competencies for the foundation stage, how children learn at the stage, planning and organising learning in a foundation classroom, an enabling and empowering environment for teachers.

The group is one of the six constituted to develop revamped early childhood care and education in the state. Reports of the other groups also will be released soon, the department said.