NCERT Subject wise, Class wise Learning Outcomes Handbooks in Telugu for AP, TS Schools/AP SCERT TS SCERT Learning Outcomes Handbooks in Telugu/ Teacher Handbooks on Learning Outcomes/Academic Standards: Learning outcomes will be expected levels of learning that children should achieve on the compilation of the particular class. Learning outcomes to improve the quality of education. Learning outcomes to improve the standards of the students.
Learning outcomes to know the performance of the students. Learning outcomes should be helpful for the teachers to modify their teaching and learning process. Telugu, English, Hindi, Mathematics, Science, Social Studies Learning outcomes, Subject wise and Class wise Learning Outcomes.
LEARNING OUTCOMES GUIDELINES: Ministry of human resources department, NCERT developed learning outcomes to improve the quality of education. These learning outcomes will be expected levels of learning that children should achieve on compilation of the particular class. These learning outcomes have been incorporated in central rules to the RTE act 2009 by amending section 23(2) of the rules.
• In this connection Andhra Pradesh also prepare learning outcomes and need to incorporate them in the RTE act 2010 of Andhra Pradesh.
• SCERT translated the learning outcomes document developed by NCERT. The draft copy of learning outcomes translated version is disseminated to all DEO’s, DIET Principals to create awareness among stakeholders on them.
• All the District Educational Officers are informed to communicate learning outcomes to all teachers under all managements to improve standards of the students.
• National, State level achievement surveys will be conducted to know the performance of the students is based on these defined learning outcomes.
• The position of Andhra Pradesh in various national level achievement surveys is below the rank of national average. This indicates that quality of education in our state in questionable. If class room teaching aimed to achieve learning outcomes then our students’ performance in the achievement surveys will be increased.
• All the teachers, monitoring teams should have proper understanding about learning outcomes. This will be helpful for the teachers to modify teaching and learning process.
• SCERT invite suggestions to improve the draft version of the document.
• After finalization of this document SCERT, Department of School Education is planned to conduct orientation on learning outcomes· to all stockholders.
• All the DEOs are suggested that please ensure every teacher to follow teaching learning process in view of learning outcomes of classes 3rd 5th and 8th particularly in the subjects of mother tongue, mathematics, science and social. NCERT is going to conduct NAS 2017 probably in the month of September. so all the DEOs create awareness among teachers to improve the standards of the students in the light of learning outcomes.
SCERT AP – Proc.Rc.121/B/C&T/SCERT/2016 Dated: 3-7-2017:: Subject: SCERT, AP, Amaravati – School Education Department – Incorporation of Leaming Outcomes in State RTE Rules, 2010 – Draft copy of Learning Outcomes and certain Guidelines issued – Reg.
1) From The Secretary, DSE&L, MHRD, Gol, D.O. No.16-3/2016 EE.17/EE.13, Dated, 21-3-2017.
2) File No. C. No. 550605/Prog. II/Al/2017, dated 28-4-2017 from Deputy Secretary, to Education, Andhra Pradesh.
All The District Educational Officers, Principals of DIETs in the State are hereby informed that Ministry of Human Resource Department, NCERT developed Leaming Outcomes to improve the Quality of Education. The Learning Outcomes have been incorporated in the RTE Act – 2009. In this connection SCERT translated Learning Outcomes developed by NCERT with team of subject experts. The draft copy of translated version is disseminated to all DEOs further they are informed to communicate the same to all stakeholders to create awareness on Learning Outcomes. *
NCERT Subject wise, Class wise Learning Outcomes:
India’s 12th Five Year Plan (2012-2017) notes that the four main priorities of education policies have been Access, Equity, Quality and Governance. Continues to prioritize these four areas, but places greater emphasis on improving learning outcomes at all levels.
Various educational surveys, achievement data over the years indicate that learning achievements of children in various subjects at the elementary stage such as Languages, Mathematics, EVS, Science and Social Sciences are not up to the expected level.
The learning levels of children are not up to the desirable level in spite of all the efforts made by the states such as timely availability of textbooks and other learning material, training of teachers and teachers’ support material, regular monitoring, etc. It is a fact that many a times, teachers complete the syllabus as per the textbook but they do not have clear idea as to what kind of learning they expect from children in different curricular subjects. Teachers mainly use the textbooks to transact the text, conduct given activities and assess children based on questions given in the textbooks which would perhaps not reflect precise criteria of assessment.
The minimum levels of learning should be laid down and children’s learning should periodically be assessed to keep a track of their progress towards ensuring the achievement of NPE goal that all children should acquire at least minimum levels of learning (MLLs). MLLs were developed class-wise and subject-wise for primary stage in 1992 in the form of competencies to put into practice the NPE formulations. However later on it was realised that development of class-wise competencies made this exercise more product and rubric-oriented rather than facilitating overall development of children and improving the quality of learning.
Children enter school with their own learning experiences. The school undertakes the responsibility of building further learning on the child’s existing experiences. Therefore, at no stage or class do we start from ‘no learning’. A teacher, who is a facilitator and mentor of students’ learning, needs to be made aware about various pedagogies and also the progress in the child’s learning. This is important for providing quality Education for All. This concern has been reflected in the Right of Children to Free and Compulsory Education (RTE) Act 2009; the Twelfth Five Year Plan of India; and the Sustainable Development Goals at the global level.
Quality improvement in education encompasses the all-round development of learners. The system of education, therefore, needs to ensure enabling conditions to allow each child to learn and progress. This requires a multi-pronged approach aiming at quality curriculum and its effective transaction in an enabling environment.
The RTE Act 2009 emphasises Continuous and Comprehensive Evaluation (CCE) to help teachers to develop an understanding on the learning progression of individual children, identify the learning gaps and bridge them in time to facilitate their growth and development in a stress free environment. The NCERT has developed exemplar packages on CCE both at the primary and upper primary levels. These packages provide an understanding on CCE with suitable subject-wise examples on how to implement and use CCE during the teaching-learning process.
However, in the present scenario, besides students and teachers, parents, community members and educational administrators are also keen to know about the learning of students and thus, monitor the progress of learning of their wards. For this, they need and demand some criteria against which the extent of expected learning could be mapped or assessed. In view of the learning continuum, it is challenging to inform the system exactly what children have learnt, yet an effort has been made on the part of the NCERT to develop a document which includes learning outcomes in all the curricular areas at the elementary stage, linking these with the curriculum expectations and the pedagogical processes.
The expected learning outcomes have been developed class-wise (from classes I to VIII) for subjects such as Environmental Studies, Science, Mathematics, Social Sciences, Hindi, English and Urdu to help all stakeholders make their efforts; in the right direction to ensure learning among students, and help provide quality education. This will also help agencies at the district, state, national or global level to conduct various achievement surveys, and assess the health of the system to improve upon the policy directives.
This has been shared with practising teachers, teacher-educators and experts from the other institutions and NGOs. The suggestions have been suitably incorporated. The learning outcomes are not prescriptive and may be contextualised as per the local-specific requirement. At the instance of Ministry of Human Resource Development (MHRD), Government of India, the NCERT undertook the task of developing class-wise learning outcomes.
The Right of Children to Free and Compulsory Education Act (RTE), 2009 entitles every child in the age group of 6–14 years to quality education. Though there is a mention of Learning Outcomes in the RTE Act, it has not been properly defined. Keeping this in view, Learning Outcomes for Classes 1st to 8th have now been defined.
Learning Outcomes at the Elementary Stage was developed by NCERT at the national level, with inputs from stakeholders at the state and district levels. Further, it was placed in the public domain for opinions and feedback. These inputs were considered before being incorporated in the learning outcomes document. This learning outcomes document is meant for teachers, teacher-educators, educational administrators, as well as parents.
It aims to enhance the quality of learning in schools, by enabling teachers to ascertain learning skills more accurately and take corrective steps without delay and provide effective learning opportunities to all students including children with special needs.
This learning outcomes document has been developed in two sets, namely, the complete learning outcomes document which includes Curricular Expectations, Pedagogical Processes and Learning Outcomes for Classes 1st to 8th and the compact version with only the Learning Outcomes for each subject in each class. Based on the later, posters of the ‘Compact Learning Outcomes’ for display in school premises have been developed.
From the academic session 2017–2018, specific benchmarks related to learning levels of students from Classes 1st to 8th have now been included in the rules, and their implementation is mandatory. Based on the Learning Outcomes, National Achievement Survey (NAS) would be conducted in all classes at the elementary stage in all States/UTs.
The learning gaps in various subject areas identified through these surveys would be addressed and appropriate interventions would be provided in consultation with SCERTs and officials of state education departments. The learning outcomes for each class will not only help teachers to focus on teaching-learning, but also facilitate parents/guardians, community members and state functionaries in their role towards ensuring quality education in schools throughout the nation.