| What is highlighted for engaging with cognitive and conscious aspects of human experience? | development of the intellect, or Vigyanamaya Kosha | Learning Outcomes at the Foundational Stage development of the intellect, or Vigyanamaya Kosha, is emphasised to engage meaningfully with the cognitive and conscious aspects of human experience. The domain of Cognitive Development captures this aspect of development. Anandamaya Kosha, or experience of transcendence, is best addressed for this age group through arts and culture. including the domain of Aesthetic and Cultural Development, makes the educational experience holistic and complete. NCF-FS also emphasises upon one more aspect, i.e., developing positive Learning Habits which is crucial for formal education of children. Curricular Goals: Curricular Goals are statements that give directions for the curriculum development and implementation. They are derived from aims and developmental domains and are specific to a stage in education. | 44 | definition | 1.000 | Learning Outcomes at the Foundational Stage development of the intellect, or Vigyanamaya Kosha, is emphasised to engage meaningfully with the cognitive and conscious aspects of human experience. | 5 | page=5,block=1 | 0.700 | valid |
| What contributes to making the educational experience holistic and complete? | the domain of Aesthetic and Cultural Development | Learning Outcomes at the Foundational Stage development of the intellect, or Vigyanamaya Kosha, is emphasised to engage meaningfully with the cognitive and conscious aspects of human experience. The domain of Cognitive Development captures this aspect of development. Anandamaya Kosha, or experience of transcendence, is best addressed for this age group through arts and culture. including the domain of Aesthetic and Cultural Development, makes the educational experience holistic and complete. NCF-FS also emphasises upon one more aspect, i.e., developing positive Learning Habits which is crucial for formal education of children. Curricular Goals: Curricular Goals are statements that give directions for the curriculum development and implementation. They are derived from aims and developmental domains and are specific to a stage in education. | 391 | definition | 1.000 | including the domain of Aesthetic and Cultural Development, makes the educational experience holistic and complete. | 5 | page=5,block=1 | 0.700 | valid |
| What distinction does a child learn to make regarding adults? | Differentiates between familiar and strange adults | (with reminders) • Understands actions which may harm and therefore avoids them, for example, jumping from an unreasonable height or by being careful of hands while opening or closing doors, windows and drawers • Differentiates between familiar and strange adults and avoids taking toys, chocolate from strangers (with reminders) • Communicates witnessing dangerous behaviours to peers and adults, for example, other children jumping from an unreasonable height, throwing stones on the playground, etc. • Names trusted adults, begins to say ‘No’ to strangers when offered gifts and expresses discomfort in unfamiliar situation • Seeks help from adults when there is an injury (for example, scraped knee, burns, wound, etc). • Recognises symbols that indicate danger and avoids it • Understands the difference between safe and unsafe touch • Does not accept toys, chocolates, money, or other things from strangers • Identifies the adults who can help in dangerous situations (other than parents) • Anticipates and understands the consequences of not following the rules | 213 | definition | 1.000 | (with reminders) • Understands actions which may harm and therefore avoids them, for example, jumping from an unreasonable height or by being careful of hands while opening or closing doors, windows and drawers • Differentiates between familiar and strange adults and avoids taking toys, chocolate from strangers (with reminders) • Communicates witnessing dangerous behaviours to peers and adults, for example, other children jumping from an unreasonable height, throwing stones on the playground, etc. |
| What term refers to developing a positive attitude towards productive work and service? | ‘SEVA’ (Development of Anandmaya Kosha) | Learning Outcomes at the Foundational Stage CG-5: Children develop a positive attitude towards productive work and service or ‘SEVA’ (Development of Anandmaya Kosha) C-5.1: Engages in age-appropriate work at school and home • Places materials and toys back in their appropriate locations after use • Assists the teacher and organises the classroom • Cleans own plates or tiffin after eating food • Performs appropriate chores at home and/or at school (for example, putting away toys, watering plants, etc.) • Germinates and takes care of seedlings of local trees • Assists teachers to create TLMs • Helps in the kitchen with cleaning and cutting CG-6: Children develop a positive regard for the natural environment around them C-6.1: Shows care for and joy in engaging with all lifeforms • Shows curiosity in observing plants and animals • Does not harm plants and animals unnecessarily • Shows joy in engaging with plants and animals in the local environment • Shows no discomfort in physical engagement with nature (for example, in garden or parks) • Shows curiosity and interest in identifying specific flora and fauna • Takes responsibility for tending and caring for saplings and plants • Takes responsibility for tending to and caring for animals like kittens, puppies, chicken, etc. • Enjoys going out for nature walks and observing plants and animals |
| What skill involves focusing on thematic details and material properties when creating art? | Pays attention to thematic details, material properties (texture, colour, size, form), space, and situation while creating and viewing works of art | Learning Outcomes at the Foundational Stage • Persists with challenges by exploring multiple solutions and finding own resources • Pays attention to thematic details, material properties (texture, colour, size, form), space, and situation while creating and viewing works of art • Persists with challenges by exploring multiple solutions and finding own resources • Pays attention to thematic details, material properties (texture, colour, size, form), space and situation while creating and viewing works of art C-12.4: Works collaboratively in performing or creative arts • Explores sound and movement produced individually and in groups • Mimics a few recognisable physical and behavioural characteristics of people, animals, plants, objects, etc., through visual and performative modes • Identifies and interprets a variety of expressions, ideas and emotions through arts and applies it in their own artistic explorations • Imaginatively combines forms, colours, characters, sounds, spaces and situations to represent their ideas and experiences • Moderates own volume, pitch and tempo to align with a partner/ group • Pays attention to sequence while performing role-play, music, dance and movement steps | 131 |
| What habits does CG-1 aim to cultivate in children? | habits that keep them healthy and safe | Learning Outcomes at the Foundational Stage Syllabus of Environment Studies at Foundational Stage Curricular goals Balvatika 1 Balvatika 2 Balvatika 3 Grade 1 Grade 2 Competencies 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 CG-8: Children develop mathematical understanding and abilities to recognise the world through quantities, shapes and measures CG-9: Children develop effective communication skills for day to day interactions in two languages CG-12: Children develop abilities and sensibilities in visual and performing arts and express their emotions in art in meaningful and joyful ways Names food that they eat Literacy Edible and non-edible foods Literacy Types of food—fruits, vegetables, grains, nuts Literacy Numeracy Types of food—fruits, vegetables, grains, nuts Literacy Numeracy Sources of food: plants and animals Literacy C-1.1: Shows a liking for an understanding of nutritious food and does not waste food C-1.2: Practices basic self care and hygiene C-1.3: Keeps school/ classroom hygienic and organised C-2.1: Differentiates between shapes, colors, and their shades C-2.4: Differentiates multiple smells and tastes C-2. | 203 | definition | 1.000 |
| What is the objective of CG-3 for children? | Children develop a fit and flexible body | Learning Outcomes at the Foundational Stage Syllabus of Environment Studies at Foundational Stage Curricular goals Balvatika 1 Balvatika 2 Balvatika 3 Grade 1 Grade 2 Competencies 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 CG-8: Children develop mathematical understanding and abilities to recognise the world through quantities, shapes and measures CG-9: Children develop effective communication skills for day to day interactions in two languages CG-12: Children develop abilities and sensibilities in visual and performing arts and express their emotions in art in meaningful and joyful ways Names food that they eat Literacy Edible and non-edible foods Literacy Types of food—fruits, vegetables, grains, nuts Literacy Numeracy Types of food—fruits, vegetables, grains, nuts Literacy Numeracy Sources of food: plants and animals Literacy C-1.1: Shows a liking for an understanding of nutritious food and does not waste food C-1.2: Practices basic self care and hygiene C-1.3: Keeps school/ classroom hygienic and organised C-2.1: Differentiates between shapes, colors, and their shades C-2.4: Differentiates multiple smells and tastes C-2. | 306 | definition | 1.000 |
| What abilities does C-3.2 focus on developing in children? | Shows balance, coordination, and flexibility in various physical activities | Develops discrimination in the sense of touch C-3.1: Shows coordination between sensorial perceptions and body movements in various activities C-3.2: Shows balance, coordination, and flexibility in various physical activities Favorite food and reason for it Literacy Food eaten at different times of a day Literacy Grouping of fruits and grains based on color, size Food & its importance like milk for strength Literacy Numeracy Identifies ingredients of food Literacy Numeracy Understanding of healthy food Literacy Food eaten without spilling or wasting under adult supervision Literacy Food eaten independently without wasting Literacy Process of storing food Literacy Judicious use of food Literacy Physical fitness Literacy Physical fitness Literacy Physical fitness & balancing Literacy Physical fitness & coordination Literacy Physical fitness, coordination & regulations Literacy | 150 | definition | 1.000 | Develops discrimination in the sense of touch C-3.1: Shows coordination between sensorial perceptions and body movements in various activities C-3.2: Shows balance, coordination, and flexibility in various physical activities Favorite food and reason for it Literacy Food eaten at different times of a day Literacy Grouping of fruits and grains based on color, size Food & its importance like milk for strength Literacy Numeracy Identifies ingredients of food Literacy Numeracy Understanding of healthy food Literacy Food eaten without spilling or wasting under adult supervision Literacy Food eaten |
| What does C-9.5 help children learn about stories? | Comprehends narrated/read-out stories and identifies characters, storyline and what the author wants to say | Learning Outcomes at the Foundational Stage C-9.3: Converses fluently and can hold a meaningful conversation C-9.4: Understands oral instructions for a complex task and gives clear oral instructions for the same to others C-9.5: Comprehends narrated/read-out stories and identifies 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 C-12.1: Explores and plays with a variety of materials and tools to create two- dimensional and three- dimensional artworks in varying sizes | 229 | definition | 1.000 | Learning Outcomes at the Foundational Stage C-9.3: Converses fluently and can hold a meaningful conversation C-9.4: Understands oral instructions for a complex task and gives clear oral instructions for the same to others C-9.5: Comprehends narrated/read-out stories and identifies 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 C-12.1: Explores and plays with a variety of |
| What aspect of emotional growth does CG-4 emphasize? | Children develop emotional intelligence, i.e., the ability to understand and manage their own emotions, and respond positively to social norms | Learning Outcomes at the Foundational Stage CG-12: Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways CG-13: Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom CG-2: Children develop sharpness in sensorial perceptions CG-3: Children develop fit and flexible body CG-4: Children develop emotional 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 Play with water, objects, materials, etc. | 438 | definition | 1.000 | Learning Outcomes at the Foundational Stage CG-12: Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways CG-13: Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom CG-2: Children develop sharpness in sensorial perceptions CG-3: Children develop fit and flexible body CG-4: Children develop emotional intelligence, i.e., the ability to understand and manage their own emotions, and respond positively to social norms CG-5: Children |