Secondary Education (Class 9 and 10) Curriculum 2078

Article 06 Jan 2022 92131 0

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Secondary Education (Class 9 and 10) Curriculum 2078: Introduction and Structure: Curriculum development, modification and updating is an ongoing process. National Curriculum Draft, 2076, based on changed contexts, research reports, suggestions and feedback from various stakeholders including teachers, professors, students, intellectuals, suggestions from various organizations and professions, information and communication media and positive suggestions from civil society to make the curriculum relevant and inclusive. Ready and approved by the Government of Nepal.

The school level curriculum structure and guidelines for curriculum development, expansion and creation of knowledge, increased competition in the service sector and changes in the political, social and economic spheres have pointed out the need for curriculum revision. There is a view that school education in Nepal should be developed as a means to help build competent and competitive citizens for building a prosperous nation based on social justice. Based on the mentioned context and approach of school education, curriculum structure for class 9 and 10 and thematic curricula according to that structure have been developed.

School education is divided into two levels, basic and secondary. Secondary education seeks to impart knowledge to students, establish a connection between learning and real life, coordinate theory and practice, and update knowledge, skills and abilities through self-reflection.

Capacity building should be done. This level of education promotes rights, freedoms and equality, is aware of one's duties, practices a healthy lifestyle, makes decisions based on logical analysis, contributes to the sustainable development of individuals, societies and nations based on scientific analysis.

Citizens should be helped to prepare. This level of education is expected to develop students' ability to demonstrate ethical conduct, be sensitive to social harmony, be sensitive to environmental balance, be committed to sustainable peace in conflict management, use modern knowledge, skills, information and communication technology, and practice self-reliant and business-oriented skills. .

Similarly, self-reliant, patriotic, change-oriented, with the characteristics of respecting the nation, nationality and national ideals, adopting socially acceptable conduct and work culture, being tolerant, creative, imaginative, enterprising and behaving based on high thinking and ideals, successfully managing contemporary challenges. The policy of this level of education is to prepare capable citizens who can contribute to building a thoughtful and inclusive society.

To this end, the National Curriculum Development and Evaluation Council finalized and restructured the curriculum structure for grades 9 and 10 and tested it in designated schools for various subjects of secondary level (grades 9 and 10) based on the National Curriculum Draft, 2076 approved by the Government of Nepal. This course has been developed with the support of the test.

In the first section of this syllabus, introduction and structure of secondary education (class 9 and 10) syllabus 2076 has been included. This includes the national objectives of education, stratified competencies and the overall structure of the curriculum. Compulsory subject curriculum is included in the second section.

It has also guided the aspects of thematic learning achievement, content, methods and techniques required for teaching and learning and evaluation. This curriculum has been developed in order to standardize the curriculum and to maintain the level of consistency between the previous and later level curriculum.

2) National objectives of education

The national objectives of school education will be as follows:

To develop personality by cultivating inherent talent in every person
Loyal to the nation and nationality, committed to the values of the Federal Democratic Republic, self-respecting, respecting social and cultural diversity, preparing character, moral and responsible citizens
To prepare employment and self-employment oriented, product oriented, enterprising and skilled citizens with respect for labor and positive thinking.
Contribute to the strengthening of social harmony and tolerance and national unity by assisting in the socialization of the individual.
To prepare conscious citizens to contribute to sustainable development by conserving, promoting and utilizing natural and national heritage and environment
To help build an egalitarian, inclusive, just and socialist nation by developing the values of peace, human rights, equality, inclusion and social justice in every individual.
To create world-class skilled manpower who can use competitive information, modern information and communication technology at national and international level.
To develop scientifically savvy and research oriented manpower who can use scientific concepts, facts, skills, principles and technology.
To prepare creative and critical thinkers, tolerant people with vital skills and proficient in language skills.
To prepare citizens who are proud of Nepali history and geography, who are proud of Nepali identity and lifestyle, who are motivated towards the preservation, promotion and expansion of Nepali original art, culture, beauty, ideals and features.
To prepare citizens capable of mitigating potential risks and managing disasters while being aware of climate change and natural and man-made disasters.
To develop necessary human resources for building a prosperous nation based on social justice

3) Level structure and age of school education

Nepal's school education is of two levels, basic and secondary. After one year of elementary child development and education, a total of eight years of basic education has been established from class 1 to class 8 and four years of secondary education has been established from class 9 to 12. Secondary education will be of three types namely general, traditional and technical and vocational. One more year of practical practice will be included in the technical and vocational stream of secondary education. Based on child psychology, learner's age and learning ability level, the level of school education and classroom layout will be as follows:

Note:

The period of one year will be extended with practical practice towards technical and vocational stream of secondary level.
The age group specified in the table will indicate the age of the year concerned.

4) Competencies in Secondary Education (Class 9-12)

Secondary education will develop in students the ability to search for knowledge and establish a connection between learning and real life, coordinate theory and practice, and refine knowledge, skills and abilities by being self-reflected. Similarly, to promote the rights, freedoms and equality of students, to practice healthy living, to make decisions based on logical analysis, sustainability of individual, society and nation based on scientific analysis.

This level of education will develop the ability to participate in development. This level of education is also expected to develop in students the ability to demonstrate ethical conduct, be sensitive to social harmony, be sensitive to environmental balance, and manage conflict and be committed to lasting peace. From this level of education use modern knowledge, skills, information and communication technology, practice self-reliant and business oriented skills, respect nation, nationality and national ideals, adopt socially acceptable conduct and work culture, tolerance.

It is expected to prepare citizens who are capable of keeping. Also, creative, imaginative, enterprising and self-reliant, patriotic, change-oriented, thoughtful, with the characteristics of behaving based on high thinking and ideals, successfully managing contemporary challenges.

The goal of secondary education is to prepare citizens with the ability to contribute to building an inclusive society. Therefore, the expected competencies to be developed in secondary level students are as follows:

Responsibility of conscious citizen for the promotion of nation and nationality by adopting human values, beliefs and democratic culture
Fulfill the role of building a civilized, cultured and egalitarian society by embracing diversity, harmony and coexistence by getting acquainted with the national and international environment.
Use of appropriate, creative and relevant language skills with confidence in academic activities as well as daily activities.
Effective learning, creative and analytical thinking and exchange of ideas through social interaction and communication
Development of positive thinking towards learning for personal development and fulfillment of needs and development of self-study and habit of seeking knowledge and skills.
Understanding and application of practical mathematical knowledge and skills and application of mathematical concepts, principles and logical skills in problem solving
Proper use of practical scientific knowledge, facts, principles and technology
Acquire the practical skills needed to carry out scientific research and application of modern technologies in daily life
Demonstrate social behavior by realizing the identity of life and behavior and using life skills.
Decent participation in environment protection and promotion and population management with health awareness
Analysis of natural and social phenomena, their causes and effects and demonstration of positive behavior
Preparing with confidence in the world of work while respecting labor
Development and use of technical knowledge, skills, trends and professional and managerial ability
Development of higher level study base

5) Competencies in secondary education (grades 9-10)

Competencies in secondary education (grades 9-10) will be as follows:
Carrying the responsibility of conscious citizen for the promotion of nation and nationality by adopting human values, beliefs and democratic culture.
Fulfill the role of building a civilized, cultured and egalitarian society by embracing diversity, harmony and coexistence by getting acquainted with the national and international environment.
Use of appropriate and relevant language skills with confidence in daily activities
Effective learning, creative and analytical thinking and exchange of ideas through social interaction and communication
Use of mathematical concepts, principles and logical skills in solving mathematical problems
Social Relational Behavior Using Life Skills Recognizing the Identity of Life and Behavior
Decent participation in environment protection and promotion and population management with health awareness
Analysis of natural and social phenomena, their impact perception and demonstration of positive behavior
Acquire the practical skills needed to carry out scientific research and application of modern technologies in daily life
Preparing for a working world with respect to labor
Development and use of technical knowledge, skills, trends and professional and managerial ability

6) Curriculum structure of school education

The curriculum structure of school education is as follows:

(I) Early Childhood Development (ECD) and Education

The main goal of the Early Childhood Development and Education curriculum is to develop the holistic development of children and to lay the foundation for learning by motivating them towards learning. The curriculum of early childhood development and education will be developed according to the integrated principles by paying attention to the age-appropriate developmental aspect of 4 year old children. It involves the development of age-appropriate physical, emotional, social, cultural, moral, intellectual and mental, health, nutrition, safety and environment and creative skills, as well as oral language skills, numeracy and arithmetic skills. At this level, formal reading and writing skills and activities are not included in terms of age.

(II) Basic education

(A) Basic Education (Class 1-3)

There will be an integrated curriculum in basic education (grades 1-3). Curriculum will be based on Multidisciplinary and Interdisciplinary format based on subject and learning area by identifying areas of learning.

Accordingly, the thematic learning areas will be able to cover the learning achievements that could not be covered by the integrated subject areas.

The subject areas related to the linguistic subject have to be done in the language related to the reading. At this level children will have the opportunity to learn in their mother tongue. Such a curriculum will be activity oriented. It will emphasize on the development of a variety of behavioral skills in the students along with the knowledge of the subject matter. At this level children will have the opportunity to learn in their mother tongue. Basic level (grades 1-3) includes language, mathematics, science, health and physical education, social studies, creative arts, mother tongue and learning of local subjects. Is included.

(B) Basic Education (Class 4-5)

In basic education (grades 4-5), students will be provided with fields of language, mathematics, science and technology, social studies and human values education, health, physical and creative arts, mother tongue and local subjects. The curriculum will be developed by integrating interpersonal skills, self-awareness skills, critical and creative thinking skills, decision making skills, information technology skills and civic awareness skills required for daily life.

(C) Basic Education (Class 6-8)

In basic education (grades 6-8), students will be provided learning areas of language, mathematics, science and technology, social, environment, population, human values, health, physical and local subjects. Under the study based on local needs, students will be able to include subjects like mother tongue or local art, culture, SIP, Sanskrit language. The curriculum will be developed by integrating interpersonal skills, self-awareness skills, critical and creative thinking skills, decision making skills, information technology skills and civic awareness skills required for daily life. For Sanskrit / Gurukul / Veda Vidyashram education in class 6-8, there will be some differences in the subject structure.

(III) Secondary education

In school education, secondary education has been established for classes 9 to 12. Secondary education is divided into three types namely general, technical and vocational and traditional. Traditional education system including Gurukul, Gonpa Vihar, Madarsa, Mundhum is also included in the secondary education. The curriculum structure of secondary education will be one-way. There will be five compulsory subjects and two elective subjects in Nepali, English, Mathematics, Science and Technology and Social Studies in each class towards the general stream of class 9 and 10. Similarly, English and Nepali have been included in both classes as compulsory subjects for general education in class 11 and 12, social studies in class 11 and life skills in class 12 and three elective subjects in class 11 and 12 each. In addition, one more subject can be included in class 11 and 12 as an additional elective subject. Similarly, in the subjects of social studies and life-sustaining education in class 11 and 12 towards secondary education, subjects related to information technology equal to at least one text hour will be included. The curriculum structure of secondary education class 11-12 will be as follows: