Maharashtra seeks your feedback on new syllabus for Class 8, 10
The syllabi will be based on the revised curriculum framework 2016, which has been recently developed by the school education department and its draft is now open for feedback from educators and parentsmumbai Updated: Nov 25, 2016 00:19 IST
New syllabi and textbooks will be introduced for Class 8 and Class 10 of the Maharashtra state board from the academic year, 2018-19, a year after Classes 7 and 9 get a revised curriculum.
The syllabi will be based on the revised curriculum framework 2016, which has been recently developed by the school education department and its draft is now open for feedback from educators and parents.
Textbooks for all classes from 7 to 10 are being upgraded in a phased manner. HT reported on October 26 that syllabus for Classes 7 and 9 will change from the coming academic year, 2017-18.
These changes have been made following the decision to keep one common academic body for all classes. As of now, the MSCERT and Balbharti are responsible for syllabus and textbooks of Classes 1 to 8, while Classes 9 and 10 are under the Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE). “Having a single entity to look after the academics of all the classes will bring in continuity and uniformity in the syllabus and its objectives. This is currently lacking because each an organisation has its own goals,” said Gangadhar Mhamane, chairperson of the MSBSHSE.
Mhamane said the draft framework is available on ebalbharati.in/curr/main.aspx for public opinion.
“Stakeholders can submit their views and comments on the site and we will consider including them in the final framework,” said Mhamane.
One of the major syllabus changes in Class 10 history is the inclusion of the narrative of the rise of media, drama and films, and their role in various national movements, along with the political and social aspects. Another module will explore history from the viewpoint of tourism.
Languages, too, will be revamped into more activity-based approach and will aim to improve students’ competencies. “The student’s language competencies directly affect his learning. Language development forms the basis of the student’s progress in many other school subjects,” reads the framework.
The draft identifies competencies such as cognitive, affective as well as psychomotor aspects of development. They are designed to be useful to the student in his/her day-to-day transactions, further and continuous education and future occupations, adds the framework.
WHERE YOU CAN FIND DRAFT FRAMEWORK
The draft framework is available on http://ebalbharati.in/curr/main.aspx for public opinion.