| What ability related to stories is outlined in C-9.5? | 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 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | 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 | 55 | page=55,block=1 | 0.700 | valid |
| What are competencies as defined in the NCF-FS? | learning achievements that are observable and can be assessed systematically | The NCF-FS outlines five Developmental Domains mapping them with Panchkosha, 13 Curricular Goals with 69 competencies to be attained by children. NCF-FS has also stated illustrative learning outcomes to be achieved by children at the end of each class. 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. Learning Outcomes: 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. | 284 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | Competencies: Competencies are learning achievements that are observable and can be assessed systematically. | 5 | page=5,block=1 | 0.700 | valid |
| What distinction does a child make regarding physical contact? | the difference between safe and unsafe touch | (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 | 794 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf |
| What does CG-1 describe about children's health and safety habits? | Children develop habits that keep them healthy and safe | Learning Outcomes at the Foundational Stage Syllabus of Arts Education Curricular Goals Content and Suggested Activities Balvatika Grade 1 Grade 2 Learning Outcomes Domain 1: Physical and Motor Development CG-1: Children develop habits that keep them healthy and safe • Practicing basic movements like walking, jumping, running, etc., on rhythm and sounds • Performing body movements on different rhythms that promote fine and gross motor skills. | 212 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | Learning Outcomes at the Foundational Stage Syllabus of Arts Education Curricular Goals Content and Suggested Activities Balvatika Grade 1 Grade 2 Learning Outcomes Domain 1: Physical and Motor Development CG-1: Children develop habits that keep them healthy and safe • Practicing basic movements like walking, jumping, running, etc., on rhythm and sounds • Performing body movements on different rhythms that promote fine and gross motor skills. | 63 | page=63,block=1 | 0.700 |
| What does CG-12 explain about children's abilities in the arts? | Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways | 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. | 51 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | 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 |
| What does CG-13 explain about how children develop learning habits? | Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom | 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 | 202 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | 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 | 62 | page=62,block=1 | 0.700 | valid |
| What does CG-4 explain about how children develop emotional intelligence? | 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 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | 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 |
| What does Emotional and Social Development, or the Manomaya Kosha, entail? | becoming aware of and skillfully regulating our emotions. | The details of which are given below: Physical Development, or both Annamaya Kosha and Pranamaya Kosha includes bodily awareness and embodied learning through active engagement of all sensorial perceptions. Emotional and Social Development or the Manomaya Kosha involves becoming aware of and skillfully regulating our emotions. Socio-emotional and Ethical Development thus emerges as an important domain of development both from the Indian traditions and current research. The | 271 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | Emotional and Social Development or the Manomaya Kosha involves becoming aware of and skillfully regulating our emotions. Socio-emotional and Ethical Development thus emerges as an important domain of development both from the Indian traditions and current research. | 4 | page=4,block=1 | 0.700 | valid |
| What is the goal of CG-13 for children at the foundational stage? | habits of learning that allow them to engage actively in formal learning environments like a school classroom | Learning Outcomes at the Foundational Stage CG-13: Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom Hand wash with the adult support Literacy Sequence of hand washing and toilet training Literacy Numeracy Self care and maintain cleanliness with adult support Literacy Self care— hand wash, cleanliness, keeping things in place Literacy Self care and concern towards immediate surroundings Literacy 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 C-8.1: Sorts objects into groups and sub-groups based on more than one property C-8.3: Counts up to 99 both forwards and backwards and in groups of 10s and 20s C-8.4: Arranges numbers up to 99 in ascending and descending order C-8.10: Performs simple measurements of time in minutes, hours, day, weeks, and months C-8.13: Formulates and solves simple mathematical problems related to quantities, shapes, space, and measurements C-9.1: Listens to and appreciates simple songs, rhymes, and poems | 68 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf |
| What skill is described in C-9.3 as a learning outcome at the foundational stage? | Converses fluently and can hold a meaningful conversation | 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 | 51 | definition | 1.000 | https://www.ncert.nic.in/pdf/publication/otherpublications/Learning_Outcome_for_the_Foundational_Stage.pdf | 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 |