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National Curriculum Framework for Foundational Stage-2022
NCFFS-2022
The National Curriculum Framework (NCF) for the Foundational Stage is developed
based on the vision of the National Education Policy (NEP) 2020, and to enable its
implementation.
The Foundational Stage refers to children in the age group of 3 to 8 years, across the
entire range of diverse institutions in India. This is the first Stage in the 5+3+3+4
Curricular and Pedagogical restructuring of School Education as envisioned in NEP 2020.
This is the first ever integrated Curriculum Framework for children between ages 3-8 in
India. It is a direct outcome of the 5+3+3+4 ‘curricular and pedagogical’ structure that
NEP 2020 has come out with for School Education.
The Foundational Stage envisions an integrated approach to Early Childhood Care and
Education; for children between ages 3-8. The transformative nature of this phase of
education is expected to qualitatively improve the contents and outcomes of education,
thereby, impacting the lives of our children towards a better future. All studies and
research related to the early period of development of a child, unambiguously leads to
the conclusion that high-quality care and education during this period has a lifetime of
positive consequences for all individuals and thus, the nation. ( K Kasturirangan,
Chairperson)
As articulated in NEP 2020, National Curriculum Framework for Foundational Stage, uses
‘play,’ at the core of the conceptual, operational, and transactional approaches to
curriculum organization, pedagogy, time and content organization, and the overall
experience of the child.
Children learn best through play, hence learning envisaged by the National Curriculum
Framework will provide stimulating experiences for the child’s development in all
dimensions – cognitive, social-emotional, physical, and will also enable the achievement
of Foundational Literacy and Numeracy for all our children.
The NCF has an institutional focus, the importance of the home environment cannot be
overemphasized - including family, extended family, neighbours, and others in the close
community - all of whom have a very significant impact on the child, particularly in this
age cohort of 3-8 years. Hence, this NCF will deal with the role of teachers as well as
parents and communities in enabling and enhancing the developmental outcomes that
are sought during this stage.

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Curriculum-
What is Curriculum?

Curriculum refers to the entirety of the organised experience of students in any

institutional setting towards educational aims and objectives.
The elements that constitute and bring to life a Curriculum are numerous, and include
goals and objectives, syllabi, content to be taught and learnt, pedagogical practices and
assessment, teaching- learning materials, school and classroom practices, learning
environment and culture of the institution, and more.
There are other matters that directly affect a Curriculum and its practice or are integrally
related while not being within the Curriculum. These include the Teachers and their
capacities, the involvement of parents and communities, issues of access to institutions,
resources available, administrative and support structures, and more.
What is Curriculum Framework?
A Curriculum Framework must support exactly that - it is a framework to help
develop all the diverse Curricula in the country, while enabling consonances and
harmony across the country and providing a basis for quality and equity.
Thus, a Curriculum Framework provides the guiding principles, goals, structure, and
elements for the development of Curricula, informed by which the syllabi, teaching-
learning-materials including play materials, workbooks, textbooks, and assessment
methods will be developed by the relevant functionaries including Teachers in the States,
Boards, and schools.
Resources:-
National Curriculum Framework for Foundational Stage-2022
https://ncert.nic.in/pdf/NCF_for_Foundational_Stage_20_October_2022.pdf
Early Childhood Care and Education
The first eight years of a child’s life are truly critical and lay the foundation for lifelong
well-being, and overall growth and development across all dimensions - physical,
cognitive, and socio-emotional.
Indeed, the pace of brain development in these years is more rapid than at any other stage
of a person’s life. Research from neuroscience informs us that over 85% of an individual’s
brain development occurs by the age of 6, indicating the critical importance of
appropriate care and stimulation in a child’s early years to promote sustained and
healthy brain development and growth.
The most current research also demonstrates that children under the age of 8 tend not to
follow linear, age-based educational trajectories. It is only at about the age of 8 that
children begin to converge in their learning trajectories. Even after the age of 8, non-
linearity and varied pace continue to be inherent characteristics of learning and

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development; however, up to the age of 8, the differences are so varied that it is effective
to view the age of 8, on average, as a transition point from one stage of learning to another.
In particular, it is only at about the age of 8 that children begin to adapt to more structured
learning.
Early Childhood Care and Education (ECCE) is thus generally defined as the care
and education of children from birth to eight years.
Foundational Stage
Primarily at home: Ages 0-3
Up to 3 years of age, the environment in which most children grow up is in the home with
families, while some children do go to creches. After the age of 3, a large proportion of
children spend significant time in institutional settings such as Anganwadis and
preschools. Providing high quality preschool education in an organised setting for
children above 3 years of age is one of the key priorities of NEP 2020.

Up to age 3, the home environment is (and should remain) almost the sole provider of
adequate nutrition, good health practices, responsive care, safety and protection, and
stimulation for early childhood learning i.e., everything that constitutes and forms the
basis for ECCE. After the age of 3, these components of nutrition, health, care, safety, and
stimulation must continue at home, and must also be ensured in an appropriate and
complementary manner in institutional settings such as Anganwadis and preschools.

Appropriate ECCE at home for children under the age of 3 includes not only health, safety,
and nutrition, but also crucially includes cognitive and emotional care and stimulation of
the infant through talking, playing, moving, listening to music and sounds, and
stimulating all the
other senses particularly sight and touch so that at the end of three years, optimal
developmental outcomes are attained, in various development domains, including
physical and motor, socio-emotional, cognitive, communication, early language, and
emergent literacy and numeracy. It must be noted that these domains are overlapping
and indeed deeply interdependent.
i. 3-6 years: Early childhood education programmes in Anganwadis, Balvatikas, or
pre schools.
ii. 6-8 years: Early primary education programmes in school (Grades 1 and 2).

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Importance of Holistic Development at Foundational Stage

From 3 to 8 years of age, ECCE includes continued attention to health, safety, care, and
nutrition; but also, crucially, self-help skills, motor skills, hygiene, the handling of
separation anxiety, physical development through movement and exercise, expressing
and communicating thoughts and feelings to parents and others, being comfortable
around one’s peers, sitting for longer periods of time in order to work on and complete a
task, ethical development, and forming all-round good habits.
Supervised play-based education, in groups and individually, is particularly important
during this age range to nurture and develop the child’s innate abilities and capacities of
curiosity, creativity, critical thinking, cooperation, teamwork, social interaction, empathy,
compassion, inclusiveness, communication, cultural appreciation, playfulness, awareness
of the immediate environment, as well as the ability to successfully and respectfully
interact with teachers, fellow students, and others.

Importance of literacy and numeracy

ECCE during these years also entails the development of early literacy and numeracy,
including learning about the alphabet, languages, numbers, counting, colours, shapes,
drawing/painting, indoor and outdoor play, puzzles and logical thinking, art, craft, music,
and movement.
The aim is to build on the developmental outcomes in the domains mentioned above,
combined with a focus on early literacy, numeracy, and awareness of one’s environment.
This
becomes particularly important during the age range of 6-8, forming the basis for
achievement of Foundational Literacy and Numeracy (FLN). The importance of FLN to
overall education is well-understood, and fully emphasized in NEP 2020.
Why Early Childhood Care and Education is so important in education?
Rationale for Early Childhood Care and Education
National Curriculum Framework for Foundational Stage-2022 states that research from
across the world on education, neuroscience, and economics demonstrates clearly that
ensuring free, accessible, high quality ECCE is perhaps the very best investment that any
country can make for its future.
As mentioned earlier, brain development is most rapid in the first eight years of a child’s
life, indicating the critical importance of cognitive and socio-emotional stimulation in the
early years.

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Children naturally take to play-based activity in the early years. Children exposed to age-
appropriate, physical, educational, and social activities through play-based methods
learn better and grow better.
When the quality of stimulation, support and nurture is lacking, there can be detrimental
effects on overall development.
The period of early childhood lays the foundation for life-long learning and development
and is a key determinant of the quality of adult life.
Learning delays can be greatly reduced with the help of intervention in the early years.
Efforts to improve early child development are thus an investment, not a cost. Investing
in quality early education helps to promote long-term economic growth of the nation
while also helping to target the development of the health, cognitive skills, and character
necessary for the future success of the individual.
In conclusion:
For all these reasons - from brain development to school-preparedness, improved
learning outcomes, equality and justice, employability, and the prosperity and economic
growth of the country - India must invest in accessible and quality ECCE for all children,
with proper oversight and light regulation to ensure high quality developmentally
appropriate stimulation for all children.
NEP 2020 Pedagogical structure 5 + 3 + 3 + 4 Salient Features
Curriculum and pedagogical approaches should be in line with the developmental stage
of the child to be more responsive to the needs of learners at divergent stages of their
development and will, therefore, be guided by a 5 + 3 + 3 + 4 design with four Stages:
1) Foundational Stage: Flexible, multilevel, play-based learning
2) Preparatory Stage: Discovery and activity-based learning along with some formal
interactive classroom learning in order to lay a solid groundwork in reading, writing,
speaking, physical education, art, languages, science, and mathematics
3) Middle Stage: Pedagogical and curricular style of the Preparatory Stage with the
introduction of subjects for learning and discussion of more abstract concepts
4) Secondary Stage: Four years of multidisciplinary study with subject depth, focus on
analytical thinking, attention to life aspirations and flexibility and choice of subjects
for students

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1.4.2 Learning through Play

Free Play Guided Play Structured Play
Roles Child-led Child-led Teacher-led
Child directed Teacher supported Children actively
participate
What do Children decide all Children plan and Children actively
lead their own play, listen, follow rules,
Children do? aspects of their play
similarly as they do participate in
-
during free play. activities and
what to play, how to games

play it, for how long planned by

to play, with whom Teachers.
to play.
What do Teachers organise a Teachers offer Teachers carefully
support and plan activities and
Teachers do? stimulating play
actively facilitate games with specific
environment in the play. rules to promote

classroom, observe Teachers guide the

Competencies in a
learning sequence.
children, and help children in different
Language and
when children ask tasks that they are
mathematics
for support. involved in, ask
games,
questions, play with
nature walks, songs
the children to meet
and rhymes are
specific learning planned on a daily
objectives. basis.

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Some illustrative, but specific, examples of different kinds of play are given below.
Table 1.4B
# Type of Play Examples
1 Dramatic Play/ Use a small stick for a horse to dramatize a story.
Fantasy Play Acting like family members, Teachers, Doctors.
Dramatizing a favourite character, e.g., Jhansi ki Rani, Rani
Chennamma,
Chota Bheem, Shaktimaan.
2 Exploratory play Jodo, Todo, Phir Jodo - dismantling and assembling objects
(e.g., clock, toilet
flush, tricycle).
Experiments with instruments (e.g., magnets, prism,
magnifying glass).
Mixing dals chana, rajma and sorting. Sand play, Water play.
3 Environment/ Using miniature animals, furniture, kitchen set, doctor set to
recreate the real world and engage with it.
Small World play
Nature walk identifying trees, plants, insects, birds, animals,
sounds, colours.
4 Physical Play Exploring the body through music, movement,
dramatization, outdoor play, balancing, games.
5 Games with Rules Hopscotch (Kith Kith, Stapu, Langdi), Tag, Snakes and
Ladders, Chaupad,Spinning tops (Lattu, Buguri), Marbles
(Goli), Kokla Chapaki, Pitthu, Pallanguzhi.

Physical Play

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

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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.
An example of Learning Outcomes derived for the Competency “Converses fluently and
can hold a meaningful conversation” in the Foundational Stage:
Table 2.1A- National Curriculum Framework for Foundational Stage-2022
Competency: Converses fluently and can hold a meaningful conversation
Ages 3 - 8
Listens Initiates Engages in Engages in Maintains the
attentively conversations
conversations conversations, thread of the
and speaks in in daily life
based on waits for their conversation
short with peers and events,
turn to speak, across
conversations
teachers in a stories, or multiple
and allows
with familiar their
variety of school exchanges
others to
people around needs and
settings speak
asks
questions
Expresses Narrates daily Narrates daily Engages with Engages in
their
experiences in experiences in non-fictional discussion
needs and about
simple sentences elaborate content read
feelings
descriptions a topic and
and asks simple aloud or
through short
and discussed raises and
questions, using
meaningful
asks why in class, is responds to
what/when/how/
sentences questions
able to link questions
whom, etc.
too
knowledge
from
their own
experiences,
and
talks about it

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The Curricular Goals for the Foundational stage
From Competencies to Learning Outcomes- Learning Outcomes are interim markers of
learning achievement towards the attainment of Competencies. They are defined based
on the specifics of the socio-cultural contexts, the materials and resources available,
and contingencies of the classroom
The Curricular Goals have been numbered as CG 1, CG 2 and so on.
Domains Curricular Goals
Physical Development CG-1 Children develop habits that keep
them healthy and safe
CG-2 Children develop sharpness in
sensorial perceptions
CG-3 Children develop a fit and flexible
body
Socio-Emotional and Ethical CG-4 Children develop emotional
Development intelligence, i.e., the ability to understand
and manage their own emotions, and
respond positively to social norms
CG-5 Children develop a positive attitude
towards productive work and service or
‘Seva’
CG-6 Children develop a positive regard
for the natural environment around them
Cognitive Development CG-7 Children make sense of the world
around through
observation and logical thinking
CG-8 Children develop mathematical
understanding and abilities
to recognize the world through quantities,
shapes, and measures
Language and Literacy Development CG-9 Children develop effective
communication skills for day-today
interactions in two languages
CG-10 Children develop fluency in reading
and writing in
Language 1

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CG-11 Children begin to read and write in
Language 2
Aesthetic and Cultural Development CG-12 Children develop abilities and
sensibilities in visual and performing
arts and express their emotions
through art in
meaningful and joyful ways

In addition to the above Curricular Goals based on the domains of development,

developing
Positive Learning Habits is another relevant Goal for the Foundational Stage.
CG-13 Children develop habits of learning that allow them to engage actively in formal
learning environments like a school classroom

2.4.1 Domain: Physical Development

CG-1 C-1.1 Shows a liking for and understanding of nutritious

food and
Children develop
does not waste food
habits that keep
C-1.2 Practices basic self-care and hygiene
them healthy and
C-1.3 Keeps school/classroom hygienic and organised
safe
C-1.4 Practices safe use of material and simple tools
C-1.5 Shows awareness of safety in movements (walking,
running,
cycling) and acts appropriately
C-1.6 Understands unsafe situations and asks for help
CG-2 C-2.1 Differentiates between shapes, colours, and their
shades
Children develop
C-2.2 Develops visual memory for symbols and
sharpness in
representations
sensorial
C-2.3 Differentiates sounds and sound patterns by their
perceptions pitch,
volume, and tempo
C-2.4 Differentiates multiple smells and tastes

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C-2.5 Develops discrimination in the sense of touch
C-2.6 Begins integrating sensorial perceptions to get a
holistic
awareness of their experiences
CG-3 C-3.1 Shows coordination between sensorial perceptions
and body
Children develop a
movements in various activities
fit and flexible body
C-3.2 Shows balance, coordination, and flexibility in
various physical
activities
C-3.3 Shows precision and control in working with their
hands and
fingers
C-3.4 Shows strength and endurance in carrying, walking,
and
running

Illustrative Learning Outcomes

This is a sample to guide how Learning Outcomes for the Foundational Stage can be
articulated.
Domain: Physical Development
i. Curricular Goal (CG-2): Children develop sharpness in sensorial perceptions
1) Competency (C-2.1): Differentiates between shapes, colours, and their shades
C-2.1: Differentiates between shapes, colours, and their shades
Ages 3 - 8
A B C D E
Differentiates Differentiates Attempts to Predicts Experiments
and names the resulting and use colours
shades within predict
primary in art forms
resulting colour when
primary and
colours (red,
colours colour when two colours are
drawings,
blue, yellow) two colours are
and secondary mixed decorating,
and other mixed (e.g.,
common blue and display

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colours in their colours (e.g., yellow makes
light blue, dark
environment green, or red
blue, light
and
(black, white, green, dark
white makes
brown) green)
pink)
Groups objects Groups objects Groups objectsMakes patterns, solves puzzles,
plays games using identification
based on their based on based on
and grouping of various shapes,
dimension combinations
colour (e.g., all colours and shades
red things - length, of visual
together) breadth, height
characteristics
(e.g., all long of colours and
things
shapes (e.g., all
together)
red triangles
together, all
large
green leaves
together)

Domain: Socio-Emotional and Ethical Development

CG-4 C-4.1 Starts recognising ‘self’ as an individual belonging to
a family
Children develop
and community
emotional
C-4.2 Recognises different emotions and makes deliberate
intelligence, i.e., the
efforts to
ability to
regulate them appropriately
understand
C-4.3 Interacts comfortably with other children and adults
and manage their
C-4.4 Shows cooperative behaviour with other children
own emotions, and
C-4.5 Understands and responds positively to social norms
responds positively
in the
to social norms
classroom and school
C-4.6 Shows kindness and helpfulness to others (including
animals,

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plants) when they are in need
C-4.7 Understands and responds positively to different
thoughts,
preferences, and emotional needs of other children
CG-5 C-5.1 Demonstrates willingness and participation in age
appropriate physical work towards helping others
Children develop a
positive attitude
towards productive
work and service or
‘Seva’
CG-6 C-6.1 Shows care for and joy in engaging with all life forms
Children develop a
positive regard for
the natural
environment
around
Page-60-National Curriculum Framework for
them Foundational Stage-2022

Illustrative Learning Outcomes

This is a sample to guide how Learning Outcomes for the Foundational Stage can be
articulated.
Domain: Socio-Emotional and Ethical Development
i. Curricular Goal (CG-5): Children develop a positive attitude towards productive work
and service or ‘Seva’
1) Competency (C-5.1): Engages in age-appropriate work at school and/or at home
C-5.1: Demonstrates willingness and participation in age-appropriate physical work
towards helping others
Ages 3 - 8
A B C D E
Places Assists the • Cleans their Germinates • Assists
materials teacher and
own plates or teachers to

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and toys back and organizes tiffin after takes care of create TLM
in the
eating food seedlings of • Helps in the
their classroom local
• Performs kitchen for
appropriate
trees
appropriate cleaning and
locations after
use chores at home cutting
and/or at
school (e.g.,
putting away
toys, watering
plants)

Domain: Cognitive Development

CG-7 C-7.1 Observes and understands different categories of
objects and
Children make
sense relationships between them
of world around C-7.2 Observes and understands cause and effect
relationships in
through
observation nature by forming simple hypothesis and uses
observations to
and logical thinking
explain their hypothesis
C-7.3 Uses appropriate tools and technology in daily life
situations
and for learning
CG-8 C-8.1 Sorts objects into groups and sub-groups based on
more than one property
Children develop
C-8.2 Identifies and extends simple patterns in their
mathematical
surroundings, shapes, and numbers
understanding and
C-8.3 Counts up to 99 both forwards and backwards and in
abilities to groups of 10s and 20s
recognize
C-8.4 Arranges numbers up to 99 in ascending and
the world through descending

quantities, shapes, order

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and measures C-8.5 Recognises and uses numerals to represent
quantities up to 99 with the understanding of decimal
place value system
C-8.6 Performs addition and subtraction of 2-digit
numbers fluently using flexible strategies of composition
and decomposition
C-8.7 Recognises multiplication as repeated addition and
division as equal sharing
C-8.8 Recognises basic geometric shapes and their
observable
Properties
C-8.9 Performs simple measurements of length, weight
and volume of objects in their immediate environment
C-8.10 Performs simple measurements of time in minutes,
hours,
day, weeks, and months
C-8.11 Performs simple transactions using money up to
INR 100
C-8.12 Develops adequate and appropriate vocabulary for
comprehending and expressing concepts and procedures
related to quantities, shapes, space, and measurements
C-8.13 Formulates and solves simple mathematical
problems related to quantities, shapes, space, and
measurements

Page-61- National Curriculum Framework for

Foundational Stage-2022

Illustrative Learning Outcomes

This is a sample to guide how Learning Outcomes for the Foundational Stage can be
articulated.
Domain: Cognitive Development

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i. Curricular Goal (CG-8): Children develop mathematical understanding and
abilities to recognize the world through quantities, shapes, and measures
1) Competency (C-8.4): Arranges numbers up to 99 in ascending and descending
order
C-8.4: Arranges numbers up to 99 in ascending and descending order
Ages 3 - 8
A B C D E
Arranges Arranges Arranges up Arranges the Arranges
familiar objects in to 5 objects
same set of numbers
based on
incidents/ order based from a
size/length/ objects in
events/ on size up to 3
given set of
levels and weight in different
objects in an
increasing sequences numbers in
order verbalizes
their or decreasing based ascending
(e.g., daily
and
routine, levels (Big – order on different
Small – descending
story, shapes, properties of
Smaller; Long
size order
– objects (e.g., by
- 2 to 3)
Short – size/length/
Shorter;
weight/colour)
Tall – Short –
Shorter

Domain: Language and Literacy Development

CG-9 C-9.1 Listens to and appreciates simple songs, rhymes, and
poems
Children develop
C-9.2 Creates simple songs and poems on their own
effective
C-9.3 Converses fluently and can hold a meaningful
communication
conversation
skills for day-to-day
C-9.4 Understands oral instructions for a complex task and
interactions in two gives

languages 1 clear oral instructions for the same to others

C-9.5 Comprehends narrated/read-out stories and
identifies

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characters, storyline and what the author wants to say
C-9.6 Narrates short stories with clear plot and characters
C-9.7 Knows and uses enough words to carry out day-to-
day
interactions effectively and can guess meaning of new
words
by using existing vocabulary

CG-10 C-10.1 Develops phonological awareness and blends

phonemes/
Children develop
syllables into words and segment words into phonemes/
fluency in reading
syllables
and writing in
C-10.2 Understands basic structure/format of a book, idea
Language 1 (L1)2
of words in print and direction in which they are printed,
and
recognises basic punctuation marks
C-10.3 Recognises all the letters of the alphabet (forms of
akshara) of the script and uses this knowledge to read and
write words
C-10.4 Reads stories and passages with accuracy and
fluency with
appropriate pauses and voice modulation
C-10.5 Reads short stories and comprehends its meaning –
by
identifying characters, storyline and what the author
wanted
to say – on their own
C-10.6 Reads short poems and begins to appreciate the
poem for its choice of words and imagination
C-10.7 Reads and comprehends meaning of short news
items,
instructions and recipes, and publicity material
C-10.8 Writes a paragraph to express their understanding
and

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experiences
C-10.9 Shows interest in picking up and reading a variety
of
children’s books
CG-11 C-11.1 Develops phonological awareness and are able to
blend
Children begin to
phonemes/syllables into words and segment words into
read and write in
phonemes/syllables
Language 2 (L2)
C-11.2 Recognises most frequently occurring letters of the
alphabet (forms of akshara) of the script and uses this
knowledge to read and write simple words and sentences
Illustrative Learning Outcomes
This is a sample to guide how Learning Outcomes for the Foundational Stage can be
articulated.
Domain: Language and Literacy Development
i. Curricular Goal (CG-10): Children develop fluency in reading and writing in
Language 1
1) Competency (C-10.5): Reads short stories and comprehends their meaning – by
identifying characters, storyline and what the author wants to say – on their own
(L1)
C-10.5: Reads short stories and comprehends their meaning – by identifying
characters,
storyline and what the author wanted to say – on their own (L1)
Ages 3 - 8
A B C D E
Listens to Participates Participates Begins Begins
“Read in in “Independent “Independent
Alouds” and “Shared “Guided Reading” of Reading” of
Reading” Reading”
responds to books of equal books of more
along with the along with the
questions textual and textual
posed Teacher and Teacher and visual content
in the in
by the content than visual
Teacher discussions the
content
about discussions
the reading. about the
reading.

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Teaching is an art. Rajeev Ranjan
Reads picture Reads picture Reads books Begins to read Reads and
books and books and aloud with unfamiliar identifies
identifies identifies short story
characters,
objects and characters simple texts books and plots,
and and
actions comprehend sequences,
plots and uses both and
with guidance
narrates visual
point of view
from the
the story in cues and text of
Teacher
short to
the author
sequence infer and
retell Identifies
plots,
the story with
and
accurate
characters
sequence
and
elaboration

Domain: Aesthetic and Cultural Development

CG-12 C-12.1 Explores and plays with a variety of materials and tools
to
Children develop
create two-dimensional and three-dimensional artworks in
abilities and
varying sizes
sensibilities in
C-12.2 Explores and plays with own voice, body, spaces, and a
visual and
variety
performing arts
of objects to create music, role-play, dance and movement.
and express their
C-12.3 Innovates and works imaginatively to express a range of
emotions ideas

through art in and emotions through the arts

meaningful and C-12.4 Works collaboratively in the arts

joyful ways C-12.5 Communicates and appreciates a variety of responses

while
creating and experiencing different forms of art, local culture,

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Teaching is an art. Rajeev Ranjan
and heritage
Positive Learning
Habits

Illustrative Learning Outcomes

This is a sample to guide how Learning Outcomes for the Foundational Stage can be
articulated.
Domain: Aesthetic and Cultural Development
i. Curricular Goal (CG-12): Children develop abilities and sensibilities in visual and
performing arts and express their emotions through art in meaningful and joyful
ways
1) Competency (C-12.1): Explores and plays with a variety of materials and tools to
create two-dimensional and three-dimensional artworks in varying sizes
C-12.1: Explores and plays with a variety of materials and tools to create two-
dimensional
and three-dimensional artworks in varying sizes
Ages 3 - 8
A B C D E
Grasps Explores a Able to vary
relevant variety of pressure while
grasps and using
art materials,
grips
tools to create
tools, and
while using dark and light
instruments
art materials, impressions/
tools, and
marks/ lines
instruments
(e.g., sticks,
seeds,
pebbles,
stones, chalk,
thread,
pencils,
brushes,
crayons,
powder,
scissors)

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Teaching is an art. Rajeev Ranjan
Creates large Able to scale
own work in
Explores large scale work
large and
and small (e.g.,
sizes while small sizes,
floor rangolis,
based on
creating
wall murals, available
marks, lines,
space
scribbles, and sculptural
other forms) or materials
(e.g., creating
2D and 3D in
a small clay
imagery in collaboration
visual doll, or a big
with peers,
artworks paper doll)
facilitators,
and
local
community
Creates forms Creates three- • Creates
and dimensional collages by
combining
imprints by forms by
materials of
mixing rolling and varying
materials patting
consistencies,
(e.g., mud and materials like colours, and
clay textures in
water, sand
one’s own
and or dough
arrangement
water, flour
• Creates
and
three-
water, paint dimensional
and arrangements/
assemblages
water)
by combining a
variety of
found
materials and
objects
2
Creates Creates Creates Creates a
imprints simple patterns variety

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Teaching is an art. Rajeev Ranjan
using blocks, patterns using by combining of textures
stencils, with
blocks, and arranging
found objects stencils, one material
materials in a
and natural
found objects through its
materials variety of
and
shapes, manipulation
natural
forms, (e.g., clay,
materials
textures, cloth,
and colours paper, rubber,
wood)

Positive Learning Habits

CG-13
Children develop habits of learning that allow them to engage actively in formal
learning environments like a school classroom.
C-13.1 Attention and intentional action: Acquires skills to plan, focus attention,
and direct activities to achieve specific goals

C-13.2 Memory and mental flexibility: Develops adequate working memory,

mental flexibility (to sustain or shift attention appropriately), and self-control
(to resist impulsive actions or responses) that would assist them in learning in
structured environments

C-13.3 Observation, wonder, curiosity, and exploration: Observes minute details

of objects, wonders, and explores using various senses, tinkers with objects, asks
questions

C-13.4 Classroom norms: Adopts and follows norms with agency and
understanding

Illustrative Learning Outcomes

This is a sample to guide how Learning Outcomes for the Foundational Stage can be
articulated.

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 WWW.RAJEEVELT.COM
Teaching is an art. Rajeev Ranjan
i. Curricular Goal (CG-13): Children develop habits of learning that allow them to engage
actively in formal learning environments like a school classroom.
1) Competency (C-13.4): Classroom norms: Adopts and follows norms with agency and
understanding
C-13.4: Classroom norms: Adopts and follows norms with agency and
understanding
Ages 3 - 8
A B C D E
Observes and Follows • Follows and • Participates • Participates
classroom in discussing in
imitates assists others
the
adult norms in establishing
classroom
behaviour for with following classroom
Teacher’s norms and
classroom classroom norms and
cues norms behaves
norms behaves
• Creates do-it according to according
yourself
norms • Creates DIY
(DIY)
• Creates DIY classroom job
classroom job
classroom job charts/posters
charts/posters
charts/posters and illustrates
with the
and follows it them as well;
support
follows it
of Teachers
and responsibly
follows it

For More Reading -

Reference and Excerpt
National Curriculum Framework for Foundational Stage-2022
https://ncert.nic.in/pdf/NCF_for_Foundational_Stage_20_October_2022.pdf
https://ncf.ncert.gov.in/#/web/home

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