National Curriculum

Framework for
Foundational
Stage(NCF-FS)
2022
 National Steering Committee
❖ K Kasturirangan (Chairman)
❖ Mahesh Chandra Pant
❖ Govind Prasad Sharma
❖ Najma Akhtar
❖ T V Kattimani
❖ Michel Danino
❖ Milind Kamble
❖ Jagbir Singh
❖ Manjul Bhargava
❖ M K Sridhar
❖ Dhir Jhingran
❖ Shankar Maruwada
National Curriculum Framework for Foundational
Stage (NCF-FS)

1. National Steering Committee (NSC) constituted under

the Chairpersonship of Dr. K. Kasturirangan
2. 25 National Focus Groups constituted at the National
level on themes drawn from NEP 2020 from States and
UTs.
3. More than 500 Focus Groups Papers were developed
4. More than 16 lakh stakeholders took part in various
consultations and mobile app surveys to provide inputs
for NCFs.
 Salient Features of NCF-FS
● Developed to enable implementation of the Perspectives of the Foundational
Stage as included in the National Education Policy (NEP) 2020.

● Implementation of Holistic Progress card (HPC).

● Develop daily Lesson Plan .

● Developing syllabi and textbooks at the state level with local flavour in the
country.

● Developed for Teachers and Headteachers of Foundational Stage to lays down

the new vision for the Foundational stage.

● Provides details and guidelines for quality education at Foundational stage.

● Implementation of SQAAF School Quality Assessment and Assurance Framework
Aims: to develop good human being
capable of rational thought, and action,
having courage, compassion etc.
Curricular goals (13): develop effective
communication skills
Competencies(69): converses fluently and
can hold a meaningful conversation (total
69)
Learning outcomes(120+): engages in
discussion about a topic and raises and
responds to questions
 Aims of Education
“The purpose of the education system is to develop
good human beings capable of rational thought
and action, possessing compassion and empathy,
courage and resilience, scientific temper, and
creative imagination, with sound ethical moorings
and values. It aims at producing engaged,
productive, and contributing citizens for building
an equitable, inclusive, and plural society as
envisaged by our Constitution.”

Vision statement (Broad directions)

(curriculum development, Institutional arrangement, Financing and Infrastructure )
 Comparison of Aims of Education

National Policy of Education 1986: Aims of Education Finland:

“To create a national system of education, ensuring “to ensure every citizen has equal opportunities for
equal access and quality for all students, regardless quality education and to foster personal growth
of caste, creed, gender, or religion. It emphasized and ethical responsibility within society. This
universal access and retention in elementary includes developing the knowledge, skills, and
education, improving the quality of education, and competencies needed for life, promoting lifelong
promoting critical thinking and social awareness in learning, and encouraging students to take
higher education.” responsibility for their learning”

Aims of Education England:

“to equip individuals with the knowledge and skills to thrive in
society, prepare them for further study or successful careers, and
foster their social and cultural development, making them
informed and engaged members of society.”
 NCF’s Approach to Language Education and Literacy in the
Foundational Stage
NCF-FS 2022 Real Life Walking Analogy
Play and Experience Based Babies practice walking by moving, not by studying about
Learning walking.
Developmentally Appropriate Babies walk when ready — no forced timelines. Same for
Practices reading, math, social skills.

Focus on Process, Not Just We celebrate efforts, not just successful steps.
Outcome
Holistic Development Walking builds physical, emotional, and cognitive skills
together. Same with NCF learning activities.
Active Participation of Child Babies are active doers, not passive listeners. Children
should play, explore, and ask — not just sit and listen.
 Key Domains of Development

Domain 1 Domain 2 Domain 3

Physical Socio-emotional Cognitive

and Ethical Development
Development Development

Domain 4 Domain 5

Language and Aesthetic and

Literacy Cultural
Development Development
 5 Developmental Domain

13 Curricular Goals

68 Competencies

5 Stages of Learning Outcomes

4 Levels of Proficiencies
 Curricular goal
Curricular Goals are statements that give directions to curriculum
development and implementation. They are derived from Aims of Education
and are specific to a Stage in education . National Curriculum Frameworks
which guide the development of all curricula state the Curricular Goals.
“Children develop effective communication skills for day-to-day interactions
in two languages” is a Curricular Goal for the Foundational Stage.

Directional Statement
 Competencies
Competencies are learning achievements that are observable and can be
assessed systematically. These Competencies are derived from the
Curricular Goals and are expected to be attained by the end of a Stage.
Competencies are articulated in Curriculum Frameworks.

“Converses fluently and can hold a meaningful conversation” and

“Understands oral instructions for a complex task and gives clear oral
instructions for the same to others.”
Skill set
 Learning Outcomes
Competencies are attained over a period of time. Therefore, interim markers
of learning achievements are needed so that Teachers can observe and track
learning and respond to the needs of learners continually. These interim
markers are Learning Outcomes. Thus, Learning Outcomes are granular
milestones of learning and usually progress in a sequence leading to
attainment of a Competency. Learning Outcomes enable Teachers to plan
their content, pedagogy, and assessment towards achieving specific
Competencies. Curriculum developers and Teachers should have the
autonomy to define Learning Outcomes as appropriate to their classroom
contexts, while maintaining the connection to the Competencies.

Experiential learning (Going to a local market)

 Levels of Proficiency
Achieves the Learning Outcomes Helps and

04 ADVANCED supports others to achieve the Learning

Outcomes requires more challenging tasks

03 PROFICIENT Achieves the Learning Outcomes on

their own

02 PROGRESSING Achieves the Learning Outcomes with teachers’

support in the given time frame

01 BEGINNER Tries to achieve the Learning Outcomes with

Teacher support in the given timeframe

 Domain Curricular Goals 56

CG-1 Children develop habits that keep them healthy and safe
Physical CG-2 Children develop sharpness in sensorial perceptions
Development CG-3 Children develop a fit and flexible body
CG-4 Children develop emotional intelligence, i.e., the ability to understand and manage their own emotions,
Socio-Emotional and responds positively to social norms
and Ethical CG-5 Children develop a positive attitude towards productive work and service or ‘Seva
Development CG-6 Children develop a positive regard for the natural environment around them

CG-7 Children make sense of world around through observation and logical thinking
Cognitive CG-8 Children develop mathematical understanding and abilities to recognize the world through quantities,
Development shapes, and measures
CG-9 Children develop effective communication skills for day-to-day interactions in two languages
Language and
Literacy CG-10 Children develop fluency in reading and writing in Language 1 (L1)2

Development CG-11 Children begin to read and write in Language 2 (L2)

Aesthetic and CG-12 Children develop abilities and sensibilities in visual and performing arts and express their emotions through
art in meaningful and joyful ways
Cultural
Development CG-13 Children develop habits of learning that allow them to engage actively in formal learning environments like
a school classroom.
 Domain Physical Development
Curricular Goal 1 Children
(59)
develop habits that keep them healthy and safe

Shows a liking for and understanding of nutritious

Competency 1.1
food and does not waste food. 6
➢Identifies things that can be eaten and cannot be
eaten
➢variety of food from different food groups
➢Identifies healthy and unhealthy food items
Learning ➢Identifies major ingredients in familiar food
➢Guesses ingredients of cooked food and says whether
Outcomes they are good or bad for health
➢Follows picture recipes to prepare simple snack
➢Eats without wasting food when served appropriate
portions. 227
 Domain Physical Development
Children develop habits that keep them healthy and
Curricular Goal 1
safe (59)

Competency 1.2 Practices basic self-care and hygiene

➢wash and dry hands before and after using the toilet
or eating
➢Demonstrates appropriate use the of toilet
➢Becomes independent in basic self-care and hygiene
Learning ➢wear clothes (without buttoning them) and put on their
footwear
Outcomes ➢using needle and thread to do small mends
➢Begins to use personal care objects (combs,
toothbrush) on their own
 Domain Physical Development
Curricular Goal 2 Children develop sharpness in sensorial perceptions (59)

Differentiates between shapes, colours, and their

Competency 2.1
shades. 6

➢Differentiates and names the primary colours

➢Differentiates shades within primary colours and
secondary colours
➢Attempts to predict resulting colour when two colours
Learning are mixed
Outcomes ➢Predicts resulting colour when two colours are mixed
➢Experiments and use colours in art forms and
drawings, decorating, display. 231
 Socio-Emotional and Ethical
Domain
Development
Children develop emotional intelligence, i.e., the ability to
Curricular Goal 4 understand and manage their own emotions, and responds
positively to social norms (60)
Recognizing ‘self’ as an individual belonging to a family
Competency 4.1
and community. 7
➢Awareness of self as a unique individual
➢Identifies self as a member of a family,
neighbourhood, school, city, with different people
doing different roles
Learning ➢express their capabilities and interest with a view to
contribute to society
Outcomes ➢Says own first and family (last) name
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal A B C D E

----------------------------------- Age 3-8 ------------------------------------------

CG-2 :

Children
develop
sharpness in
sensorial
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

CG-2 :
C-2.1:

Differentiates
Children
between
develop
shapes,
sharpness in
colors, and
sensorial
their shades
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and
names the primary
colours (red, blue,
yellow) and other
CG-2 : common colours in
C-2.1:
their environment
Differentiates (black, white,
Children brown)
between
develop
shapes,
sharpness in
colors, and
sensorial
their shades
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates

names the primary shades within
colours (red, blue, primary colours
yellow) and other and secondary
CG-2 : common colours in colours (e.g.,
C-2.1:
their environment light blue, dark
Differentiates (black, white, blue, light green,
Children brown) dark green)
between
develop
shapes,
sharpness in
colors, and
sensorial
their shades
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict

names the primary shades within resulting colour when
colours (red, blue, primary colours two colours are mixed
yellow) and other and secondary (e.g., blue and yellow
CG-2 : common colours in colours (e.g., makes green, or red
C-2.1:
their environment light blue, dark and white makes pink)
Differentiates (black, white, blue, light green,
Children brown) dark green)
between
develop
shapes,
sharpness in
colors, and
sensorial
their shades
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts

names the primary shades within resulting colour when resulting
colours (red, blue, primary colours two colours are mixed colour when
yellow) and other and secondary (e.g., blue and yellow two colours
CG-2 : common colours in colours (e.g., makes green, or red are mixed
C-2.1:
their environment light blue, dark and white makes pink)
Differentiates (black, white, blue, light green,
Children brown) dark green)
between
develop
shapes,
sharpness in
colors, and
sensorial
their shades
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts Experiments

names the primary shades within resulting colour when resulting and use
colours (red, blue, primary colours two colours are mixed colour when colours in art
yellow) and other and secondary (e.g., blue and yellow two colours forms and
CG-2 : common colours in colours (e.g., makes green, or red are mixed drawings,
C-2.1:
their environment light blue, dark and white makes pink) decorating,
Differentiates (black, white, blue, light green, display
Children brown) dark green)
between
develop
shapes,
sharpness in
colors, and
sensorial
their shades
perceptions
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts Experiments

names the primary shades within resulting colour when resulting and use
colours (red, blue, primary colours two colours are mixed colour when colours in art
yellow) and other and secondary (e.g., blue and yellow two colours forms and
CG-2 : common colours in colours (e.g., makes green, or red are mixed drawings,
C-2.1:
their environment light blue, dark and white makes pink) decorating,
Differentiates (black, white, blue, light green, display
Children brown) dark green)
between
develop
shapes, Groups objects
sharpness in
colors, and based on their
sensorial
their shades colour (e.g., all red
perceptions
things together)
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts Experiments

names the primary shades within resulting colour when resulting and use
colours (red, blue, primary colours two colours are mixed colour when colours in art
yellow) and other and secondary (e.g., blue and yellow two colours forms and
CG-2 : common colours in colours (e.g., makes green, or red are mixed drawings,
C-2.1:
their environment light blue, dark and white makes pink) decorating,
Differentiates (black, white, blue, light green, display
Children brown) dark green)
between
develop
shapes, Groups objects Groups objects
sharpness in
colors, and based on their based on
sensorial
their shades colour (e.g., all red dimension -
perceptions
things together) length, breadth,
height (e.g., all
long things
together)
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts Experiments

names the primary shades within resulting colour when resulting and use
colours (red, blue, primary colours two colours are mixed colour when colours in art
yellow) and other and secondary (e.g., blue and yellow two colours forms and
CG-2 : common colours in colours (e.g., makes green, or red are mixed drawings,
C-2.1:
their environment light blue, dark and white makes pink) decorating,
Differentiates (black, white, blue, light green, display
Children brown) dark green)
between
develop
shapes, Groups objects Groups objects Groups objects based
sharpness in
colors, and based on their based on on combinations of
sensorial
their shades colour (e.g., all red dimension - visual characteristics
perceptions
things together) length, breadth, of colours and shapes
height (e.g., all (e.g., all red triangles
long things together, all large
together) green leaves together)
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts Experiments

names the primary shades within resulting colour when resulting and use
colours (red, blue, primary colours two colours are mixed colour when colours in art
yellow) and other and secondary (e.g., blue and yellow two colours forms and
CG-2 : common colours in colours (e.g., makes green, or red are mixed drawings,
C-2.1:
their environment light blue, dark and white makes pink) decorating,
Differentiates (black, white, blue, light green, display
Children brown) dark green)
between
develop
shapes, Groups objects Groups objects Groups objects based Makes patterns, solves
sharpness in
colors, and based on their based on on combinations of puzzles, plays games using
sensorial
their shades colour (e.g., all red dimension - visual characteristics identification and grouping of
perceptions
things together) length, breadth, of colours and shapes various shapes, colours and
height (e.g., all (e.g., all red triangles shades
long things together, all large
together) green leaves together)
 Learning Outcomes
Domain: Physical Development

Learning Outcomes (64)

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Differentiates and Differentiates Attempts to predict Predicts Experiments

names the primary shades within resulting colour when resulting and use
colours (red, blue, primary colours two colours are mixed colour when colours in art
yellow) and other and secondary (e.g., blue and yellow two colours forms and
CG-2 : common colours in colours (e.g., makes green, or red are mixed drawings,
C-2.1:
their environment light blue, dark and white makes pink) decorating,
Differentiates (black, white, blue, light green, display
Children brown) dark green)
between
develop
shapes, Groups objects Groups objects Groups objects based Makes patterns, solves
sharpness in
colors, and based on their based on on combinations of puzzles, plays games using
sensorial
their shades colour (e.g., all red dimension - visual characteristics identification and grouping of
perceptions
things together) length, breadth, of colours and shapes various shapes, colours and
height (e.g., all (e.g., all red triangles shades
long things together, all large
together) green leaves together)
Domain: Socio-Emotional and Ethical Development

Learning Outcomes

Curricular Goal Competency A B C D E

----------------------------------- Age 3-8 ------------------------------------------

CG-4: C-4.2: Identifies their wants • Associates Describes their feelings

Children develop Recognizes and feelings (e.g., I emotions with and their causes (e.g., I
emotional different don’t want to colour words and facial am angry because he
intelligence, i.e., emotions and today, I want to go expressions broke my block tower)
the ability to makes out)
understand and deliberate • Expresses • Shares with others • Describes their emotions in
manage their own effort to • Recognizes simple emotions through (peer and familiar socially approved ways (e.g.,
emotions, and regulate them emotions (fear, joy, verbal and non- adults) their feelings/ stops crying and explains why
responds appropriately sadness) verbal modes emotions they were crying)
positively to (e.g., gestures,
social norms drawings)
Domain: Socio-Emotional and Ethical Development

Curricular Goal Competency Learning Outcomes

A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Places materials and Assists the Cleans their own plates Germinates Assists teachers
toys back in their teacher and or tiffin after eating and takes care to create TLM
appropriate organizes the food of seedlings of
CG-5: (C-5.1): locations after use classroom local trees • Helps in the
Children develop Engages in • Performs appropriate kitchen for
a positive attitude age- chores at home and/or cleaning and
towards appropriate at school (e.g., putting cutting
productive work work at school away toys, watering
and service or and/or at plants)
‘Seva’ home
. Domain: Cognitive Development

Curricular Goal Competency Learning Outcomes

A B C D E

----------------------------------- Age 3-8 ------------------------------------------

CG-7 Children C-7.1: • Identifies and • Identifies and Notices and describes • Identifies and describes finer
make sense of Observes and names common describes general details of details of the objects, signs,
world around understands objects, people, common objects, common objects, places, common activities in the
through different pictures, animals, people, pictures, people, pictures, in the immediate environment
observation and categories of birds, events etc. animals, birds, animals, birds in the and in the picture/models (e.g.,
logical thinking objects and with assistance events etc. on immediate the big brown door in the small
relationships their own environment and in green house)
between them pictures/models (e.g.,
the big door in the
house)
. Domain: Cognitive Development

Curricular Goal Competency Learning Outcomes

A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Children develop (C-8.4): Arranges familiar Arranges objects Arranges up to 5 Arranges the Arranges
mathematical Arranges incidents/ events/ in order based on objects based on same set of numbers from
understanding numbers up to objects in an order size up to 3 levels size/length/ weight in objects in a given set of
and abilities to 99 in (e.g., daily routine, and verbalizes increasing or different numbers in
recognize the ascending and story, shapes, size - 2 their levels (Big – decreasing order sequences ascending and
world through descending to 3) Small – Smaller; based on descending
quantities, order Long – Short – different order
shapes, and Shorter; Tall – properties of
measures Short – Shorter) objects (e.g.,
by size/length/
weight/colour)
. Domain: Cognitive Development

Curricular Goal Competency Learning Outcomes

A B C D E

----------------------------------- Age 3-8 ------------------------------------------

Children develop (C-8.4): Arranges familiar Arranges objects Arranges up to 5 Arranges the Arranges
mathematical Arranges incidents/ events/ in order based on objects based on same set of numbers from
understanding numbers up to objects in an order size up to 3 levels size/length/ weight in objects in a given set of
and abilities to 99 in (e.g., daily routine, and verbalizes increasing or different numbers in
recognize the ascending and story, shapes, size - 2 their levels (Big – decreasing order sequences ascending and
world through descending to 3) Small – Smaller; based on descending
quantities, order Long – Short – different order
shapes, and Shorter; Tall – properties of
measures Short – Shorter) objects (e.g.,
by size/length/
weight/colour)
 Principles of Pedagogy

❖ Planning for Teaching/ Teaching Plan

❖ Differentiated Instructions
❖ Scaffolding and Gradual Release of Responsibility
❖ Developing mathematical abstract ideas through concrete
experience (ELPS)
Scaffolding and Gradual Release of Responsibility
88

Beginning process Teacher Responsibility

I do (you watch)

we do it (together)

you do it (I watch/guide)

I do it alone

Student Responsibility
Mathematical abstract ideas through concrete
experience
Assessment at Foundational Stage
Thank you