THESISSUBMITTED TO THE

UNIVERSITY OF LUCKNOW

FOR THE DEGREE OF

INEDUCATION

By

Dr. Kumkum SrivastavaUnder the Supervision of

DEPARTMENT OF EDUCATIONUNIVERSITY OF LUCKNOW

LUCKNOW (INDIA)2012

Doctor of Philosophy

Rajendra Kumar Shah

DESIGNING A PROGRESSIVE CURRICULUM OF SOCIAL STUDIES FOR PRIMARY

EDUCATION IN NEPAL

Kailali Multiple Campus

Dhangadhi, Kailali, Nepal

Reader

i

Declaration

I, Rajendra Kumar Shah, hereby declare that the thesis entitled

“DESIGNING A PROGRESSIVE CURRICULUM OF SOCIAL

STUDIES FOR PRIMARY EDUCATION IN NEPAL” is an original

work prepared by me under supervision of Dr. Kumkum Srivastava,

Reader, Department of Education, University of Lucknow for the

fulfillment of the requirement for the Degree of Ph. D. in Education. This

thesis has not been submitted so far for the degree of Ph. D. in this or any

other University.

ii

Dr. Kumkum Srivastava Reader

Certificate

This is to certify that Mr. Rajendra Kumar Shah has carried out this

research work entitled “DESIGNING A PROGRESSIVE CURRICULUM

OF SOCIAL STUDIES FOR PRIMARY EDUCATION IN NEPAL”

under my direct supervision as per the Lucknow University rules and the

work presented in this thesis is original.

Dr. Kumkum Srivastava

Institute of Advanced Studies in Education,

Department of Education,

University of Lucknow,

Lucknow, India

iii

Acknowledgements

Acknowledgement, though looks formal, is essential more particularly in the

venture of the Research. An individual’s achievements in research cannot perfectly be the

outcome of only one’s efforts, rather of many direct and indirect forces. In this research

work, I owe both tangible and intangible debts to many. Thus, the expression of a sense of

gratitude to all persons and institutions has become a human responsibility of mine.

I am indebted to my motherly supervisor Dr. Kumkum Srivastava, Reader,

Department of Education, University of Lucknow for her invaluable scholarly support and

guidance. She had been a great source of inspiration right from the selection of the problem

till the completion of the thesis. Her assistance, keen interest and able guidance in my

research work was a great help, encouragement and inspirations for me, I have no words of

appreciations for her.

I would like to extend my thanks to Professor Akhilesh Chaube, Head and former

Dean, Faculty of Education, Professor Subodh Kumar, Dean, Faculty of Education, Dr.

Anil Shukla and Dr. Archana Agrawal of the University of Lucknow for providing

administrative facilities and for their kind help during my research work.

My sincere thanks are due to Professor late Agne Lal, Former Vice Chancellor, Dr.

Ram Manohar Lohia Avadh University for his help and encouragement during the course

of study. I am grateful to Professor R. J. Singh, former Vice Chancellor, Mahatma Gandhi

Kashi Vidyapith and Pro Vice Chancellor and Dean, Faculty of Education, Lucknow

University for their help and encouragement to complete my research work.

I am specially grateful to professor Tirtha Raj Parajuli Former Assistant Dean,

Faculty of Education, Tribhuvan University, Nepal, Professor Bidhya Nath Koirala, TU,

Professor Mana Prasad Wagle, Former Dean, Faculty of Education, Kathmandu University,

Nepal and Ganesh Bahadur Singh, Lecturer, TU for providing me valuable books and

reports as well as suggestions concerning my research work.

iv

A number of my friends have helped me in their capacities. I am thankful to all of

them who shared with me all the troubles and pains during my research. Specially, heart

felt thanks are due to Mr. Yadav Bahadur Kadal, a lecturer of Kailali Multiple Campus,

Nepal who has helped me in translating the whole framework of curriculum in English. I

am thankful to Khubiram Adhikari, a District Education Officer (DEO), Mugu, Nepal for

his valuable help in my research work.

I express my thanks to all staff of Curriculum Development Center (CDC),

Kathmandu, Nepal and National council of Educational Research Training (NCERT),

Delhi, India for their kind help during my research work.

A number of staff member of Department of Education, Lucknow University, have

helped me in their different capacities during my research work. I am thankful to all of

them.

More importantly, I owe my gratitude to all the students, their parents, teachers, and

experts who were cooperative enough in responding to my queries during the field visit.

This study would have been impossible without their help. Besides, cooperation rendered

by School Headmaster, Supervisors and District Education Officers of all sampled districts

is also worth mentioning. I am thankful to all of them.

There are no words of appreciation for the help of my family for their physical

support and being a part of my anxiety and pleasure during the hectic days of my study

period.

Finally, my thanks are also due to Prem Shanker Gautam and Amit Gautam of law

book binder Aminabad, Lucknow, for typing the thesis carefully and patiently.

......................................................................................

Rajendra Kumar Shah

v

TABLES OF CONTENTS Pages No.

Declaration.............................................................................................................................................................................................................. i

Certificate................................................................................................................................................................................................................. ii

Acknowledgement............................................................................................................................................................................................ iii

Tables of Contents........................................................................................................................................................................................... v

List of Tables......................................................................................................................................................................................................... ix

List of Figures...................................................................................................................................................................................................... xi

Abbreviations Used......................................................................................................................................................................................... xii

CHAPTER: ONE

INTRODUTION

Introduction.................................................................................................................................................................................................. 1

Rationale of the Study...................................................................................................................................................................... 35

Statement of Problem........................................................................................................................................................................ 38

Objectives of the Study................................................................................................................................................................... 39

Significance of the Study.............................................................................................................................................................. 40

Delimitation of the Study........................................................................................................................................ 41

Definition of the Terms Used in the Title of the Study.................................................................... 41

CHAPTER: TWO

REVIEW OF LITERATURE

Emergence of Social Studies in Various Countries.......................................................................................... 43

Review of Previous Research Studies............................................................................................................................. 46

Research Studies on Social Studies/ Social Sciences Curriculum........................................................ 46

Research Studies on Curriculum Development..................................................................................................... 55

Curriculum Studies in Nepal..................................................................................................................................................... 66

Models of Curriculum Development................................................................................................................................ 72

Curriculum Design............................................................................................................................................................................... 82

Major aspects of the Curriculum Development Process.............................................................................. 83

Curriculum-A Dynamic Concept....................................................................................................................................... 83

Formulation of Objectives............................................................................................................................. .......................... 85

Selection and Organization of Contents....................................................................................................................... 87

Teaching Learning Process..................................................................................................................................................... 90

Sources of Curricular Goals and Objectives............................................................................................................. 94

vi

CHAPTER: THREE

METHODOLOGY

Design of the Study............................................................................................................................................................................. 99

Research Methodology.................................................................................................................................................................... 100

Types of Research Methods................................................................................................................................................... 100

Sampling Procedures.................................................................................................................................................................... 102

o Stratification of the Country........................................................................................................................................ 103

o Selection of the Districts................................................................................................................................................. 106

o Selection of Schools............................................................................................................................................................ 106

o Selection of Respondents................................................................................................................................................ 107

Selection of Experts.................................................................................................................................................. 108

Selection of the Teachers..................................................................................................................................... 109

Selection of the Parents......................................................................................................................................... 110

Selection of the Students...................................................................................................................................... 112

Research Tools................................................................................................................................................................................... 113

o Questionnaire for Expert................................................................................................................................................. 114

o Questionnaire for Teacher.............................................................................................................................................. 114

o Questionnaire for Parent.................................................................................................................................................. 115

o Interview Schedule for Student................................................................................................................................. 116

o Classroom Observation Schedule........................................................................................................................... 116

o School Observation Schedule.................................................................................................................................... 117

o Analysis Chart.......................................................................................................................................................................... 117

Sources of Data.................................................................................................................................................................................. 118

Collection of Data............................................................................................................................................................................ 119

CHAPTER: FOUR

ASCERTAINING THE BASES OF THE PRESENT CURRICULM

Goals and objectives........................................................................................................................................................................... 121

Relevance of the National Goal of Education......................................................................................................... 122

Appropriateness of General Objectives of Primary Education................................................................ 123

Suitability of the Level Wise Objectives..................................................................................................................... 124

Relation between Level wise Objectives and intended Learning Outcomes............................... 125

Appropriateness of the Grade Wise Intended Learning Outcomes...................................................... 126

vii

Contents........................................................................................................................ ................................................................................... 129

Most Interesting Lessons to the Students................................................................................................................... 129

Most Uninteresting Lessons to the Students............................................................................................................ 131

Most Difficult Lessons to the Students......................................................................................................................... 132

Unclear and Unattractive Pictures to the Students.............................................................................................. 133

Relationship between Grade Wise Intended Learning Outcomes and Lessons........................ 134

Appropriateness of Contents.................................................................................................................................................. 137

Teaching Learning Process.......................................................................................................................................................... 140

Observation of the Classrooms............................................................................................................................................ 140

o Teacher’s Preparedness............................................................................................................................. ....................... 140

o Teacher’s Activities............................................................................................................................................................. 142

o Children’s Activities............................................................................................................................. .............................. 143

o Classroom Management............................................................................................................................. ..................... 144

Observation of the primary schools................................................................................................................................. 145

Appropriateness of the Teaching Learning process........................................................................................... 147

Relevance of the Student Evaluation Procedures................................................................................................ 149

Arriving at Common Basis.......................................................................................................................................................... 151

CHAPTER: FIVE

DEVELOPMENT OF THE FINAL DRAFT OF PROGRESSIVE

CURRICULUM

Bases of the Present Progressive Curriculum.......................................................................................................... 154

Curriculum Development Model............................................................................................................................. ............. 155

Development of the final draft of progressive curriculum........................................................................ 156

National Goals of Education.................................................................................................................................................. 157

General Objectives of Primary Education................................................................................................................. 158

Level Wise Objectives of Primary level Social Studies Curriculum.................................................. 159

Grade Intended Wise Learning Outcomes................................................................................................................. 160

Selection and Organization of Content......................................................................................................................... 163

viii

Teaching Learning Activities................................................................................................................................................ 165

Student Evaluation Procedures............................................................................................................................................ 184

Evaluation and Validation of the Final Draft of Curriculum..................................................................... 188

o Implementation of the Present Curriculum..................................................................................................... 189

o Evaluation and Validation of the Final Draft of Curriculum........................................................... 190

CHAPTER: SIX

SUMMARY, DISCUSSION AND CONCLUSION

Summary......................................................................................................................................................................................................... 191

Result of the study................................................................................................................................................................................ 197

Conclusion………………………………………………………………………….……………………………………………………… 200

Discussion………………………………………………………………………………………………………………………………….. 202

Educational implications……………………………………………………………………………………………....………… 204

Suggestions for further study……………………………………………………………………………………..………… 206

BIBLIOGRAPHY

APPENDIXES

Appendix-A : List of Schools Visited for Data Collection.............................................................................................. 222

Appendix-B : Questionnaire for Experts............................................................................................................................ ............. 223

Appendix-C : Questionnaire for Teachers...................................................................................................................................... 228

Appendix-D : Questionnaire for Parents.......................................................................................................................................... 234

Appendix-E : Interview Schedule for Students.......................................................................................................................... 236

Appendix-F : Classrooms Observation schedule...................................................................................................................... 239

Appendix-G : School Observation Schedule............................................................................................................................... 242

Appendix-H : Analysis Charts.................................................................................................................................................................. 243

Appendix-I : Sample of Learning Module.................................................................................................................................... 244

Appendix-J : Curriculum Framework of progressive curriculum............................................................................ 245

ix

List of Tables

Table-1 Primary School Subjects Proposed By NNEPC 1956.................................................................... 8

Table-2 Primary School Subjects Proposed By ARNEC1961................................................................... 10

Table-3 Primary School Subjects Implemented by NESP 1971............................................................. 13

Table-4 Primary Education Curriculum Implemented by Government 1992........................... 16

Table-5 Primary Education Curriculum Implemented by Government 2005........................... 18

Table-6 Contents Proposed by Patel committee 1977 for Grade I, II, and III............................ 49

Table-7 Contents Proposed by Patel committee 1977 for Grade IV and V.................................. 49

Table-8 Contents Proposed by NCERT 1977 for Grade I and II.............................................................. 50

Table-9 Contents Proposed by NCERT 1977 for Grade III and IV...................................................... 50

Table-10 Contents Proposed by NCERT 1977 for Grade V............................................................................. 51

Table-11 Contents Proposed by NNEPC 1956................................................................................................................ 66

Table-12 Contents Proposed by ARNEC 1961............................................................................................................... 67

Table-13 Steps of Curriculum Development Proposed by Taba.................................................................. 73

Table-14 Stratification of Nepal into Regions.................................................................................................................. 103

Table-15 Sampled Districts................................................................................................................................................................... 106

Table-16 Total Numbers of Sampled Schools.................................................................................................................. 107

Table-17 Distribution of Sampled Experts........................................................................................................................... 108

Table-18 Qualification, Working Experience and Designation of the Experts............................. 109

Table-19 Total Numbers of the Sampled Teachers..................................................................................................... 109

Table-20 Qualification, Work Load and Teaching Experience of sampled Teacher............. 110

Table-21 Total Numbers of the Sampled Parents......................................................................................................... 111

Table-22 Qualification and Occupation of the Sampled Parents.................................................................. 111

x

Table-23 Total Numbers of the Sampled Students...................................................................................................... 112

Table-24 Total Numbers of the Sampled Expert, Teacher, Parent, and Student......................... 113

Table-25 Teacher’s Preparedness in Classroom............................................................................................................. 141

Table-26 Teacher’s Activities......................................................................................................................................... .................... 142

Table-27 Children’s’ Activities in the Classroom........................................................................................................ 143

Table-28 Teacher’s Activities in the Classroom............................................................................................................ 144

Table-29 Social, Physical and Educational Condition of the Classroom............................................ 145

Table-30 Grade Wise Intnded Learning Outcomes.................................................................................................... 161

Table-31 Contents.......................................................................................................................................................................................... 164

Table-32 Teaching Learning Activities and Teaching Aids.............................................................................. 167

Table-33 Students Evaluation Procedures................................................................................................................... .......... 185

xi

List of Figures

Figure-1 Map of Nepal Showing Development Region, Zones and Districts................ 27

Figure-2 Curriculum Development Process adopted by CTSDC 1979................................. 30

Figure-3 Curriculum Development Model of Wheeler........................................................................... 74

Figure-4 Curriculum Development Model of Kerr...................................................................................... 75

Figure-5 Naturalistic Curriculum Development Model of Walker............................................. 76

Figure-6 Curriculum Development Model of Saylor and Alexander....................................... 76

Figure-7 Curriculum Development Model of Skilbeck.......................................................................... 78

Figure-8 Curriculum Development Model of Nicholas and Nicholas.................................... 78

Figure-9 Curriculum Development Model of Hunkins........................................................................... 79

Figure-10 Curriculum Development Model of Murray.............................................................................. 79

Figure-11 Map of Nepal Showing the Study Area........................................................................................... 105

xii

Abbreviations Used

NCERT National Council of Educational Research and Training

NNEPC Nepal National Education Planning Commission

ARNEC All-Round National Education Committee

NESP National Education System Plan 1971-1975

CDC Curriculum Development Centre

MOE Ministry of Education

BPE Basic and Primary Education

NEC National Education Commission

CERID Research Center for Educational Innovation and Development

PCSC Primary Curriculum Steering Committee

PEC Primary Education Curriculum

MOEC Ministry of Education and Culture

HLNEC Higher Level National Education Commission

MOES Ministry of Education and Sports

EFA Education for All

FRP Formative Research Project

DOE Department of Education

VDC Village Development Committee

CBS Central Bureau of Statistics

SLC Board of School Leaving Certification Examination

CTSDC Curriculum, Textbook and Supervision Development Centre

PCSE Primary Curriculum Steering Committee

xiii

NEC National Education Commission

BPEP Basic and Primary Education Project

NCSS National Council of Social Studies

NECO National Education Committee

APEID Asian Program of Educational Innovation and Development

DEO District Education Officer

TU Tribhuvan University

GILO Grade Wise Intended Learning Outcomes

IIEP International Institute for Educational Planning

CERES Center for Educational Research, Evaluation and Services

1

CHAPTER: ONE

INTRODUCTION

Introduction

One of the important aims of primary education is to make the children social,

obedient, helpful, disciplined, labourious, cheerful, enjoyable, self dependable, confident,

friendliness, patient, honest, responsible, self help oriented, polite and civilized. This aim

of education is fulfilled by Social Studies. Social Studies as a separate subject is included

in the curriculum of primary education. Children should have the sound knowledge of the

self, family, neighbour, community, district, region and nation. Similarly, they must be

familiar with the different problems regarding these aspects in order to lead a successful

life in their future. All of the children should be social, disciplined and loving. For this,

they should respect different castes, languages, gender, occupations, religions, festivals and

social norms and values. To be a good member of society, the children must be familiar

with the social problems as well. In order to fulfill these requirements, Social Studies

curriculum has been designed and included in the primary education.

To live in a family, neighbour, society, and community cooperatively, children

should have civic sense and democratic behaviours. They must discharge their duties and

responsibility to be an ideal member of the family, society and as well as nation. On the

other hand, they must be familiar with the concept of the human right, child right and

female right. Likewise, the knowledge of the past provides guidelines for the present and

future. On the other hand, the knowledge of contribution of the great personality inspired

the children to follow their sacrifice. All of the children should have sound knowledge of

the past, economic activities and the earth in which they are living. In order to fulfill these

requirements Social Studies is prescribed as a separate subject in primary education in

Nepal. The self, family, neighbour, community, district, region, nation, traditions, social

problems, social norms and values, civic awareness, past, economic activities, and the earth

are the major content area of the primary level Social Studies. In order to develop the

essential knowledge, skills and attitudes in the primary school children Social Studies

curriculum is included in primary education.

2

In many occasions, Social Studies has been defined by the different educationist,

social scientist and Social Studies subject experts and different education commission in

various ways. In this regard, Commission of the Social Studies (1916) has defined Social

Studies as follows:

Social Studies are understood to be those whose subject matter relates directly to

the organization and development of human society and man as member of social

groups (p. 9).

In the words of Forrester (1948), Social Studies are, as the name suggests studies of

society and their chief aim is to help people to understand world in which they have to live

and how it came to be, so that they may become responsible citizens. They aim at

promoting critical thinking and readiness for social change, at creating disposition for

acting on behalf of general welfare, at an appreciation of other culture and the realization of

interdependence of man and man and of nation.

Moffatt (1950) points out that the Social Studies field is that area which aids youth

through sound knowledge, information and experiences which are essential to the building

of basic values, desirable habits, accepted attitudes and worthwhile skills basic to effective

citizenship. According to Wesley and Adams (1952) the term Social Studies is used to

designate the school subject which deals with the human relationships. Similarly, Wesley

and Wronski (1958) said that the term Social Studies indicates materials whose content as

well as aim are predominantly social. The Social Studies are the social sciences simplified

for pedagogical purposes.

Harris (1960) is of opinion that Social Studies are those studies that provide

understanding of man's ways of living, of the basic needs of man, of the activities in which

he engages to meet his needs and of the institutions he has developed. Harris (1960)

mentioned the definition of Social Studies as follows:

One should not think that Social Studies is mere a combination or arithmetic total

of History, Civics and Geography. Of course this subject derives a lot from these

but only such events of the past, only those features of earth's surface and those

ideas of social organization are taken, which have a clear traceable and remarkable

relation with the present and daily life (p.112).

3

In opinion of Ragan (1960), the primary objectives of the Social Studies program in

the modern elementary school is the improvement of group living, not merely in the

classroom, but in the community, the nation, and the world. Ragan clearly says that future

of the human beings depends upon the human knowledge and skill of living together, and

the future of the nation depends not only upon our achievements in science but upon our

knowledge and skill in the realm of human relations. Thus, the major aim of Social Studies

program is the improvement of group living.

Lewenstein (1963) considers that the Social Studies is that part of curriculum of

both the elementary and secondary schools which deal with men's ways of living with his

fellow man in the past, the present and the future. They are the study of human behaviour

and human institutions, which aim to help students understand the culture and society in

which they live in its physical setting.

A draft syllabus of Social Studies for classes I to XI (NCERT, 1965) has also

defined the Social Studies. According to draft syllabus for classes, Social Studies is a field

of study which deals with man, his relations with other men and his environment. Tiegs

and Adams (1959) have opined that the Social Studies comprise an area of the curriculum

which is concerned primarily with the nature, manifestations and development of various

types of human relations.

The same idea has also expressed by the Wood. According to Wood (1960) man's

life consists of a matrix of social relationships with his fellow beings. Social Studies is

concerned with the development of these relationships among boys and girls to the end of a

better world in which to live. Thus, human relationships form the nucleus of Social Studies.

These relationships may be studied under four main heads: people and people, people and

institution, people and earth, and people and goods.

According to Douglass (1967), any inquiry which has as its central focus the study

of one or more aspects of man's relationships with his fellow man is a Social Study.

Douglass is also agreed with the fact that Social Studies is the study of the human

relationships.

4

Renowned author of Social Studies Michaelis (1976) has also defined Social

Studies. According to him, the Social Studies program includes those aspects of human

relationship and social values, condition and changes believed to be of greatest importance

for the general education of the students. He further says that Social Studies is primarily

concerned with the social aspects of human behaviour-people's relation with other people

and it also includes the study of geography and the influence of the physical environment

on people. Khasnavis (1969) says that Social Studies is a study of the society we live in and

it teaches people societal values, traditions, politics, and economy. He further says that

anything related to society is taught in Social Studies.

The aforementioned discussion shows that Social Studies is the integrated study of

the social sciences and humanities to promote social competence. Within the school

programme, Social Studies provides coordinated and systematic study drawing upon such

disciplines as anthropology, archaeology, economics, geography, history, law, philosophy,

political science, psychology, religion and sociology, as well as appropriate content from

the Humanities, Mathematics, and Natural Science. The primary purpose of Social Studies

is to help children and youth develop the ability to make informed and reasoned decisions

for the public good as citizens of a culturally diverse, democratic society in an

interdependent world.

According to the Wiles and Bondi (1993) Social Studies instruction in the

elementary school focuses on the interaction of people with each other and with their

natural and human environment and it is included in the elementary schools to teach critical

thinking, develop civic responsibility, build self-concept, and improve relationships.

Mangal and Mangal (2008) has also defined Social Studies in their book 'Teaching

Social Studies'. According to Mangal and Mangal, the term Social Studies may be defined

as a subject of the study or area of knowledge that can help a child to have a proper

knowledge and understanding of his physical and social environment for seeking his

adequate adjustment and growing in to a responsible and effective citizens capable of

contributing not only to the progress and well-being of his own country but also to share

his responsibilities towards world solidarity and international understanding.

5

Barta (2010) writes:

The term Social Studies is used to suggest an integrated study of Social Sciences in

School education in many countries. The term Social Sciences is reserved exclusively

for the use in university education. Social Studies is a integrated study of Social

Sciences designed for school education. Social Studies draws its materials from the

various disciplines of social sciences, but in doing so it takes into account the very

purpose of studying it in the school classes. For this purpose, the needs of the

individual children and the society are given due consideration, and the subject

materials are organized by following the principles of correlation, functional utility

and integration (p. 6).

From the definition of Social Studies just described it can be concluded that Social

Studies is designed to develop the essential knowledge, understanding and skills related to

society and human beings among children. Since its subject matters are drawn from

different social sciences, humanities and other appropriate disciplines, it is an integrated

and systematic study of these subject matters. It is organized for the all-round development

of children. A child should have the knowledge of family, neighbour, community, region,

nation and world in order to lead a successful life. Similarly, a sound knowledge and

understanding of the cultures, social norms and values, and festivals are important for

proper adjustment in the society. The children should be aware of the evils of the society

and should have the skills of solving these problems. To maintain a healthy life in the

society, the children must have a civic sense of right and duties. Similarly, one should have

sound knowledge of the past to lead a successful life at present and future. One of the most

important activities of the human being is economic one. Moreover, all of the activities of

human beings are closely related to the earth. These activities have a remarkable impact on

the whole life of the human being as well as the nation.

In brief, Social Studies is a subject of the school curriculum that stands for helping

the students in their efforts for knowing and understanding their environment, getting

adjusted to it, and developing themselves fully as effective and efficient citizens for

fulfilling their responsibilities towards their society, nation and the world brotherhood. In

order to teach these different aspects Social Studies curriculum is designed and included in

the primary education.

6

In the context of curriculum of Social Studies specifically for primary education, it

seems necessary to present a brief description of three major aspects of primary education

in Nepal such as the development of primary level Social Studies curriculum, the existing

scenario of pedagogical practices in primary school and curriculum development process in

Nepal. Thus, these three major aspects of primary education are described in the following

paragraphs:

First of all, social moral ideas, then after social sciences and finally Social Studies

have been appeared in the education system in Nepal. Social moral ideas were the major

concern of the Nepalese education system from time immemorial. Ancient Nepalese

education system had evolved strictly from the Vedic and Buddhist philosophic traditions.

The emancipation of the soul was the ultimate aim of the Vedic education. The Hindu in

ancient Nepal believed that the student should treat the teacher with whom he lived as

father or God. Any student who did not obey his teacher was expelled from the school.

Discipline was rigorous and strictly enforced. Obedience, honesty, morality, good

behaviour, and cooperation were the major aspects of education. The existing Social

Studies curriculum is also based on these aspects. Thus, it can be said that social moral

ideas have been in the existence since the time immemorial in Nepal.

In Nepal, Buddhist education system was another influential education system in

ancient period. The ultimate purpose of this education system was to sacrifice one's life for

the welfare of the others. Freedom from worldly fabrications provides salvation and a good

education could guide one to their salvation. Lord Buddha's preaching contains four

greatest truths. They are: firstly, this world is full of miseries, secondly, there is a cause for

person's miseries; thirdly, the worldly miseries may be wiped off; and lastly, there is a

device for removing miseries. Lord Buddha has recommended a middle course which is

eight fold course of action (Asthangika Marga), in order to remove miseries from the

world. These eight fold courses of action are: Right insight; Right will power; Right

speech; Right action; Right livelihood; Right effort; Right mindfulness and Right

contemplation. These eight fold courses of action are the major foundations of the social

education. It clearly indicates that Buddhist education system also laid more emphasis on

the subject matters of Social Studies. Thus, it can be inferred that Social Studies was also a

major concern of the Buddhist education system.

7

In 1853, the first Rana Prime Minister Jung Bahadur Rana established Durbar

school, the first primary school of Nepal, for the children of his family. Durbar School used

the course of study that was prevalent in India. This course of study comprised of English

Language, Vernacular Nepali, Sanskrit, Arithmetic, History, Geography and Drawing.

Among the above mentioned subjects, History and Geography were Social Sciences. This

fact clearly indicates that Social Sciences were introduced in the primary education for the

first time in 1910. Thus, social sciences have become influential subjects in primary

education from the beginning of the formal education system in Nepal.

Thereafter, Nepal National Education Planning Commission (NNEPC), the first

education commission of Nepal, was set up in 1954. The main aim of this commission was

to survey the existing educational facilities and prepare a scheme for national education in

Nepal. So the commission, for the first time in the educational history of Nepal, surveyed

the then existing system of education, collected the opinions of people from all over Nepal

about the type of education they want and produced a comprehensive report entitled

"Education in Nepal" in 1956. This report consists of a review of the system of education,

people's opinion about education, an education plan for Nepal and many recommendations.

Nepal National Education Planning Commission suggested a five year's primary education

and developed a broad scheme of primary education curriculum. In order to make the

overall curriculum of primary education more effective, the commission summarized five

broad purposes of primary education such as to wipe out illiteracy from the country; to

provide minimum fundamental education for the majority of the nation's youth; to provide

a foundation for the higher education; to provide satisfying, enriching, properly directed

development of children through their most formative years that they may become wholly

effective citizens; and to provide for the political, economic and cultural regeneration of

Nepal (NNEPC, 1956). The NNEPC formulated eight general aims of primary education

such as : to develop competencies in the basic skills of communication including language

and mathematics; to develop civic competencies; to develop economic competencies; to

develop aesthetic competencies; to develop personal competencies; to discover latent

talents and abilities that when developed will enable the individual to make his maximum

contribution to the general welfare of society; to develop broad understandings of life, the

world, its environment, the universe, and to develop a desire for leisure time, and

knowledge and practice in the effective use of it.

8

Out of the total general aims of primary education, about fifty percent general aims

are related to Social Studies. So, it can be said that Nepal National Education Planning

Commission laid more emphasis on the Social Studies. The commission recommended the

following subjects to be included in the primary education curriculum to fulfill the general

objectives determined for the primary education.

Table-1

Primary School Subjects

Proposed By Nepal National Educational Planning Commission-1956

S.N. Subject Weightage S.N. Subject Weightage

1. Social Studies 20% 5. Crafts 20%

2. Language 10% 6. Aesthetic Arts 10%

3. Math 20% 7. Personal Development 10%

4. Science 10% Total 100%

Source: Report of Nepal National Education Planning Commission 1956.

Nepal National Education Planning Commission 1956 included Social Studies as a

separate subject in the curriculum of primary education for the first time in Nepal. The

commission designed an outline of the broad content areas of Social Studies for primary

education. Among those the first five contents are-life of the school and home; life of the

neighbour; life of the valley, hills and mountain; life of the other part of Nepal; and the life

of people of outside the country were identified by the commission. The scope and

sequence of these broad areas contents were based on the expanding community concept.

In this concept the child starts to learn from the nearer society and moves towards further

society in turn. The content areas are selected from different social sciences such as

History, Geography, Economics, Civics and other social sciences and an integrated

approach is used to organize the subject matters. The commission identified that the

curriculum of primary education lacks a specific plan of pedagogical practices and student

evaluation procedures. The commission recognized project method as a major teaching

learning strategy for primary level Social Studies and endorsed to make evaluation oral and

also based on project activities assessed every month in games and sports, character and the

achievement in contents of different subjects.

9

On the basis of the above recommendations, College of Education included social

studies in its curriculum in 1956 for the first time in Nepal. In the same year, Laboratory

School, a school situated in Kathmandu valley, implemented primary level Social Studies

on a trial basis. The second education commission of Nepal, All Round National Education

Committee (ARNEC) 1961 recommended to include Social Studies in the curriculum of

primary education. The government of Nepal also accepted the recommendation of the

Committee. Thus, Social Studies was included in the curriculum of the primary education

and implemented throughout the country. This is how Social Studies has become one of the

subject in the curriculum of primary education in Nepal.

All Round National Education Committee (ARNEC) recommended five years

primary education. Grade one to five was included in the primary education. ARNEC 1961

defined education as a behavioural change in the children and believed that a good

education is the formation of good habits. ARNEC did not prepare general objectives of

primary education. But it pointed out the development of good and very necessary habits as

the fundamental general objectives of primary education. Thus, these good habits were

considered as the general the objectives of primary education.

The committee identified fifteen fundamental habits which are; habit of cleanliness;

habit of working for the welfare of the other; habit to respect rule, regulation, social norms

and values; habit to respect elder member of family and teacher; habit to respect country,

crown and God; to appreciate, other's help; habit to learn essential knowledge by others;

tolerance and sympathy towards others religions; proper understanding of right and duties;

keen interest in the study of the subject related to upliftment of society; development of

capacity to control over the emotional state; to be aware of the drinking alcohol; to be an

idealist in all aspects of life; active participation in the day to day work and sport; and to

discharge responsibility (ARNEC, 1961).

Out of the total good habits a majority of the good habits are based on the subject

matters of Social Studies. Thus, All Round National Education Committee also laid more

emphasis on the primary level Social Studies. The curriculum structure of primary

education which was proposed by the All Round National Education Committee is given in

Table-2.

10

Table-2

Primary School Subjects

Proposed By All Round National Education Committee 1961

S.N Subject S.N Subject

1. Social Studies 5. Science and Health Education

2. Language (Nepali) 6. Physical Education

3. Arithmetic 7. Self help Education (Vocation Education)

4. Arts

Source: Report of All Round National Education Committee 1961

All Round National Education Committee 1961 has developed an outline of broad

area of contents for primary level Social Studies curriculum. These broad areas of contents

are-life in the school and home, life in the neighbour, life of own region, life of own region

(other than the class three), life of the foreign country India, Pakistan, China, America and

Britain. These broad areas are similar to the broad areas of Nepal National Education

Planning Commission.

All Round National Education Committee (ARNEC) has developed a detailed

Scheme of subject matter and their scope and sequence for each content area. The

committee suggested to include stories of national heroes, biographies of the patriots and

martyrs and stories encouraging fellow feeling, cooperation, loyalty and so on in the

primary school curriculum with a view to develop a national character in children. But the

report could not have any influence on the primary education and its curriculum because of

lack of seriousness in planning and implementation of the programme (Shrestha, 1973).

ARNEC has respected individual difference and recommended individualized and

diagnostic approaches of teaching. But this report of All Round National Education

Committee lacks a specific plan of teaching learning strategies and evaluation procedures.

In the late 1960s, the inability of the education system to meet the diverse needs

was felt by the educationists as well as general public in Nepal. The educationists found the

existing system of education as a dull, spiritless and ritualistic (Chalise, 1968). The

educationist and general public were not satisfied with the prevailing education system of

Nepal.

11

It is also explicit from the statement of Reed and Reed (1968) when they write:

The new national aspiration are being poorly served by the present type of

education which has rapidly spread through Nepal since 1950, a poor imitation

of Indian-style education which in turn was a type developed by the British for

the purpose of producing efficient clerks. What was not and still not clearly

recognized by many Nepalese leaders is that when educational goals are

changed what is learned and how learning occurs must be adapted to the

changed goals. The type of mass education needed for the new aspirations of

Nepal requires major adaptations in teaching methods, curriculum, teaching

materials and in the preparation of teachers (p. 9).

Realizing the situation, the government appointed National Education Advisory

Council in 1968 to review the situation and prepare a plan suited to the political system

(Partyless Panchyat system) and the developmental need of the country. Consequently, the

National Education System Plan (NESP) 1971 emerged, the first educational plan of Nepal,

which severely criticized the prevailing education system as elitist biased, unclear,

unproductive and unsatisfactory, summarizing the characteristic of the plan, the National

Education System Plan (1971) states;

The plan is primarily aimed at counteracting the elitist bias of the inherited

system of education by linking it more effectively to productive enterprises and

egalitarian principles. It, in brief, is committed to tackle irrelevant and

disorganized variety of education that still exists in the country. The plan calls

for unifying education into one productive system that serves the country's

needs and aspirations. The concept of education as an end to white collar jobs

is being replaced by a new concept that regards education as an investment in

human resources for the development of the country (p.1).

National Education System Plan (NESP) 1971 expressed dissatisfaction with the

prevailing education system of Nepal. According to the plan, prevailing education system

was elitist bias and not able to serve the need, interest and aspiration of the people and the

plan called for unifying education into one productive system that serve the country's needs

and aspirations.

12

National Education System Plan reduced the duration of primary education from

five to three years. Subjects were also reduced to Nepali, Math, Social Studies and Physical

education. Curriculum Development Centre (CDC) was established in Nepal in 1971 with

the technical responsibility of planning, drafting, developing, improving and revising

curricula of all levels of schools education. Several changes were made in the education

system. On the basis of modern scientific principle of curriculum development, Curriculum

Development Centre (CDC) designed the curriculum for primary education for first time in

Nepal. National goal of education, general objectives of primary education, level wise,

grade wise and subject wise objectives, weightage and full marks were also fixed. General

objectives of primary education formulated by National Education System Plan 1971-76

are given below (MOE, 1973):

Development of Civic Knowledge:

(i) to be loyal to the crown, country, and political system, (ii) to respect other's feelings

and thought and to develop feelings of responsibility, cooperation and friendship in

children, (iii) to develop keen interest in local as well as national festivals and national

unity, and (iv) to provide knowledge on the contribution of great personalities.

Development of mental and physical aspects:

(v) to provide knowledge on mental and physical aspects, (vi) to provide basic

knowledge on health and cleanliness, and (vii) to provide knowledge on utilization of

leisure.

Development of knowledge;

(viii) to provide minimum reading, writing and communicating skill in Nepali, (ix) to

provide minimum knowledge on mathematics, and (x) to develop keen interest in

dancing, singing and arts.

Development of scientific knowledge:

(xi) to develop curiosity to know more about the things, (xii) to develop an

understanding of surrounding goods and their relationship, (xiii) to make eager to know

the truth based on the facts. On the basis of the aim primary education, NESP has

designed curricula for primary education.

13

The primary education curriculum structure which was implemented by the

National Education System Plan 1971 is given in the Table-3:

Table-3

Primary School Subjects

Implemented by National Education System Plan 1971

S.N. Subject Weightage Full Marks

1. Nepali Language 40 300

2. Math Education 30 200

3. Social Education 20 100

4. Physical Education, Hygiene

Handicrafts and Drawings

10 50

Total 100 650

Source: Report of National Education System Plan 1971

National Education System Plan (NESP) determined level wise and grad wise

objectives for primary level Social Studies. School and home; Local Community; District

and Zone are kept in the curriculum as a broad area of contents for primary level Social

Studies. The contents and their scope and sequence were also determined in the curriculum.

Although National Education System Plan laid more emphasis on the teaching learning and

student evaluation, it was not explicit on the pedagogical process and evaluation

procedures.

During 1971 to 1980, different efforts were made from the government side to

implement the new system of education in the way it was intended. But from the very

beginning of the implementation of the plan, many teachers found the new system with all

its lesson plans, reorganized curriculum, and new evaluation system somewhat confusing.

The mid term and full term evaluation of National Education System Plan implementation

observed a big mismatch between the intended and implemented curriculum. Both the

evaluations found no crucial differences in curriculum, teaching methods and evaluation,

curriculum still remained theoretical and irrelevant, teaching not practical and interactive;

frequency of test increased without a change in testing tools, methods and use of results.

14

The full-term evaluation team examined the plan thoroughly and their report

suggested some necessary measures on the very plan itself. Some of the major

recommendations made by the full-term evaluation team related to primary education were

to change the structure of education. Accordingly, a decade old education system was

revised in 1981. A five year primary education was again introduced. This was done with a

view to widening the base for ordinary people to have an education more easily and by

extending the duration of primary education the possibility of children's retaining the

literacy they acquired was expected to be higher.

Basic and Primary Education Master Plan 1991-2000 team reviewed the existing

Primary Education System of Nepal and found the primary education defective in several

ground.

The BPE Master Plan (1991) states:

Primary education has remained a multiply handicapped undertaking. First, at the

level of goal, what is intended is not clear. Secondly, at the level of curriculum, it

is extremely narrow including the learning of discrete subjects. Thirdly, at the

level of instruction, what is taught is anchored on the defective textbook; beyond

the textbook there is no teaching learning is most schools. Copies of curriculum

rarely reach the school or teachers, and even if there is a copy in school; teachers

rarely take the trouble of discussing, elaborating and using it. Fourthly, a sundry

studies on student achievement on academic learning, not on other kinds of

learning are conducted simply to come up with poor achievement on the part of

students (pp. 134-135).

The team found that the prevailing primary education system was serving neither

the developmental needs of the children nor the aspirations of the parents, nor the needs of

the nation. It was serving the interest of the minority at the disadvantages of the majority.

The team also found several major defects in the prevailing primary school textbooks. It

found a mismatch between curriculum and textbook contents. Besides, a very little graded

links between textbooks prescribed for successive grades and inadequate and too general

types of exercises for students to do at the end of each lesson were also observed.

15

The political change of 1990, in which thirty year Partyless Panchyat system was

overthrown and multiparty democracy was restorated 1990, gave birth to the National

Education Commission in 1991 for making education system relevant to the changed

political, social and world perspectives. The commission reviewed the existing education

system which was in operation since 1971 in general and since 1981 in particular. The

review found the existing education system in need of immediate improvement. Although a

remarkable success in educational participation has been experienced, yet disparity,

inefficiency, deficiency and irrelevancy in education still persist (NEC, 1992). The

commission found the primary education running at a great loss. According to the analysis

of the efficacy of existing primary education, it has been found that only a small proportion

of the entrants makes grades regularly and passes out at the end of five years. It is observed

that the subjects and content taught in the primary school were elitist and urban biased. The

curriculum, therefore, was disinteresting to the children and not suited to the rural

environment. Burning topics were not figured in the curriculum. In the process of

curriculum development, it appeared to be the intellectual exercise of specialists and

scholars only. In fact, the commission eventually realized that education was incapable to

meet the national, social and individual requirements in an actual practice.

The examination of existing primary school textbooks in 1988 and then revision in

some of the lessons of the textbooks and their testing in the classroom situation by primary

education project (1984-1992) led the Ministry of Education and Culture to undertake the

task of Primary Curriculum renewal in 1990 (CERID, 1992). For this purpose, a Primary

Curriculum Steering Committee (PCSC) was formed which developed primary education

curriculum (PEC) part-I and part-II following the bottom up approach of curriculum

development (CERID, 1994). Primary education curriculum 1992, developed general

objectives of primary education which are-to express ideas in oral and written form; to

develop mathematical skill in solving day to day practical problems, and to help pass

healthy life by developing positive attitude towards health and physical education; to make

the children understand the interrelationship between life and environment; to develop

cooperative and responsible behaviour by inculcating belief in social values and norms; to

develop behaviour according to democratic values and norms, and to help produce self

confident and disciplined citizen for the development of nation, nationality and national

unity (MOEC, 1992).

16

The structure of primary education curriculum designed by Ministry of education

1992 is given in Table-4.

Table-4

Primary Education Curriculum 1992

Implemented by Government of Nepal

S.N. Subject Class 1 - 3 Class 4 - 5

Weightage Full Mark Weightage Full Mark

1. Nepali Language 10 150 8 100

2. Math 8 150 6 100

3. English 5 100

4. Social Studies and Environment Education

6 100

5. Physical Education 4 50 3 50

6. Creative and Expressive Arts 3 50 3 50

7. Environmental Science and Health Education

6 100

8. Social Education 5 100

9. Elective (Language/Other) 3 100 3 100

Total 34 600 39 700

Source: Primary Education Curriculum 1992

Primary education curriculum 1992 has some specific features. Some of the features

of this new curriculum are-identification of learning outcome at the end of primary cycle;

determination of level wise and grade wise learning outcomes; integration of social studies,

environmental science and health for grades one to three, and phasewise implementation of

the curriculum (Parajuli, 1999).

A study on the effectiveness of primary education curriculum 1998, Higher Level

National Education Commission (HLNEC) 1997, and the different regional and national

workshops of stakeholder on primary education curriculum pointed out insufficiency in

PEC 1992. Thus, Primary Education Curriculum 1992 has been revised in 2003 and this

revised curriculum was piloted in 50 schools of the 10 districts in Nepal. On the basis of

the outcomes of piloting, a number of changes have been introduced in the curriculum

again in 2005. The changes seem to have been made with the intention to reduce the

content load and incorporating higher level objectives emphasizing behavioural changes.

17

The Primary Education Curriculum 2005 has formulated six aims of primary

education which are-to develop social and moral qualities such as morality, discipline, and

self reliance in children and develop the feeling of own nation, national unity and

democratic culture; to develop fundamental linguistic and mathematical skills; to develop

fundamental knowledge and life skill in science, communication technology, environment

and health; to develop creative skills and keen interest in art and aesthetic; to develop

inclusive society by uplifting all casts, religion, language, culture and region; to be aware

of human right and social norms and values (MOES, 2005).

In order to fulfill the general objectives Primary Education Curriculum 2005 has

determined seven broad areas of contents for primary level Social Studies. These broad

areas of contents are-me, my family and neighbour; our traditions, social problem; civic

awareness; our earth; our past, and our economic activities. These content areas are similar

to the previous one. A slight modification was made in the content areas which were made

more specific and clear. But the number of content areas is remained the same.

In the same way, fifteen levelwise learning outcomes are also determined in the

curriculum. Those are- to introduce my self, own family and neighbour; to be aware of

social evils, untouchability and superstition; to show sympathy towards different cast,

language, gender, occupation, religion and festivals and to respect them; to be loyal to the

nation of their and behave as per the democratic norms and values; to be inspired by the

contribution of the great personalities of local as well as nation and to respect them; to help

in the solution to social problems by identifying different social problems of the society; to

be aware of the human rights, child right and duties of their own and utilize them in

practical life; to show social etiquette and to follow social rule and regulations; to tell

function and structure of the Ward, Village Development Committee, Municipality,

District Development Committee; to describe surrounding physical feature by studying it

and to practise to draw the map; to give a brief introduction of the earth and to describe the

physical feature of Nepal; to tell a brief introduction of the neighbouring country; to tell the

historical background of their community and nation and to explore the historical facts; to

respect work, develop the habit of working and to be frugal; to describe local economic

activities by observing them and to make contribution to the promotion of these activities.

All of these content areas are based on the seven broad areas of the content.

18

The Primary Education Curriculum 2005 has developed a detailed outline of

contents of primary level Social Studies. It has also determined the scope and sequence of

the contents. Regarding the teaching learning, it has given emphasis on the learning by

doing and project method, but a detailed outline of teaching learning strategies has not been

included in the curriculum. In the same manner, it has suggested for the continuous

evaluation system but it lacks a detailed outline of the evaluation process. Primary

Education Curriculum 2005 has developed the following structure of curriculum (Table 5) :

Table-5

Primary Education Curriculum 2005

Implemented by Government of Nepal

S.N. Subject Class 1 - 3 Class 4 - 5

Weightage Full Mark Weightage Full Mark

1. Nepali 8 100 8 100

2. English 5 100 5 100

3. Math 6 100 6 100

4. Social Studies 5 75

5. Creative Arts 3 25

6. Social Studies and Creative Arts 6 100

7. Science and Environment 4 50

8. Science, Health and Physical

Education

5 100

9. Health and Physical Education 4 50

10. Local Subject/ Mother Tongue 4 100 4 100

Total 34 600 39 600

Source: Primary Education Curriculum 2005 I&II

In the beginning, it was hoped that Primary Education Curriculum 2005 would be a

relevant model of curriculum for teacher, parents and students. But different studies

criticized the curriculum on the several grounds. Different studies which are carried out at

CERID indicate that content, pedagogical practices and students evaluation procedures are

still unsatisfactory. Although PEC 2005 has made some changes in the prevailing primary

education curriculum, intended learning outcomes are not specific, contents are not

relevant and teaching learning and student evaluation procedures are unsatisfactory.

19

After the discussion of the development of the primary level Social Studies

curriculum in Nepal, it is also relevant to discuss about the pedagogical practices in the

context of the present study.

Traditionally, teaching is simply pouring curricular information to the students. It

seems that learning is solely left on the part of the students while neglecting the fact that

teaching only matters when learning truly occurs. Similarly according to the traditional

belief, teaching was perceived as a business just to deal with the curricular provisions

without connecting to social transformation, advancement and overall personality

development of the student. Religious institutions provided educational services since the

ancient period in Nepal. Teaching-learning process of these institutions was based on the

non-formal system of providing literacy and numeracy training by using the priests and

literate people as tutors. This nonformal system was unsystematic and different from tutor

to tutor. The English system of education was started with the establishment of Durbar

school in 1853. The course of study of this school was based on the British Indian

education system. This teaching learning process was also copied from the British Indian

education system and was based on rote learning and memorization.

Beginning with the first education planning in 1954 in Nepal, quality of education

has been emphasized. Education plan documents have progressively come up with various

plans for improving classroom pedagogy-child centeredness, inclusiveness, individualism,

joyful learning, active learning, continuous assessment and other such term has been used.

Commissions on the Nepalese education system have expressed concerns about ineffective

classroom teaching learning practices. The first education commission of Nepal, Nepal

National Education Planning Commission 1956, formally commented on pedagogical

practice of Nepal for the first time in Nepal. The report of this commission emphasized

both expansion of the education in terms of access and qualitative improvement of

delivery. Quality of education has been a major educational focus since the commencement

of report of this commission and quality obviously remained an anticipated vision so far.

This report clearly demands the respect for the individual differences and intelligent

adaptation of the curriculum to various local conditions and to the individual differences of

children. In effect this is related to child-centered principles. Thus it has given more

emphasis on the child centered teaching learning process.

20

The second education commission, All Round National Education Committee 1961

also recognized that there exist differences among individuals physically, mentally and

affectively. Like a doctor diagnoses a disease on the basis of history and texts and then

prescribes treatment, teaching should also be based on the diagnosis of student's history,

physique, feeling, and mental development (ARNEC, 1961). This statement implies a

diagnostic and individualized approach in teaching. Although National Education system

Plan 1971 laid more emphasis on the teaching learning process, it did not have clear vision

on classroom pedagogical approaches. It just indented to conduct research to improve

teaching methods for each subject. The intention was on the use of scientific methods.

The common classroom pedagogical practices seemed to not be effective as pointed

out by the National Education Commission (NEC) in 1992. This commission's report

stated, "The teaching-learning situation in primary schools is rather depressing. Students

are encouraged to learn by rote, and assessments are made on the same basis (NEC, 1992)."

Higher-level National Education commission also raised some issues related to diversity

education. This report pointed out inability of primary level education to represent cultural

diversity and regional needs. This commission suggested reformative teaching at the

primary level (HLNEC, 1998). These commissions reports clearly indicate that teaching

learning process adopted in the school level are unsatisfactory and most of the teaching

learning processes are based on the rote learning.

There have been some endeavors to translate the commission‟s suggestions into

classroom practices; however, there has been no significant and tangible improvement in

classroom teaching learning practices. Studies have pointed out several reasons that stand

in the way of improving classroom teaching such as crowded classroom, lack of

instrumental materials, poor physical facilities, content loaded curriculum, teacher's

practice of using textbook and not consulting the curriculum and so on.

The better prospects with regard to classroom pedagogical approaches as intended

in 1954 and 1961 education commission reports seem to have not been implemented into

classroom practices. Pedagogical emphasis of these education commission reports indicates

the lack of a unified and coherent pedagogical development in the school system in Nepal.

21

Research studies carried out at centre for Educational Research Innovation and

Development (CERID) have repeatedly indicated that classroom teaching learning in the

Nepalese schools is still dominated by rote learning. While studies related to classroom

practices have mainly found classroom delivery to be teacher dominated with an emphasis

on rote memorization of the content matter. The dominant approaches are lecturing,

paraphrasing, drill, reading, and repeating from textbook and memorizing questions and

answers. The classroom process, which is envisioned to be child centered, was found

largely confined to the whole class teaching, with the effect that the weaker ones are left

behind. A single language, single session, the same materials, the same method were the

general practices in classroom delivery. The use of instructional materials for making

learning meaningful was not found in most of the classroom even at the primary level. The

use of extra curricular activities and project works were almost non-existent.

The National Curriculum Framework for School Education (pre-primary to XII

Grade) in Nepal pointed out that there is more emphasis on rote learning and lecture

oriented teaching. The interaction between students during classroom teaching, the use of

extracurricular activities and projects works are almost non-existent. Three projects

namely; Primary Education Project 1984, Primary Education Development Project 1984,

Basic and Primary Education Project -I 1992 and Basic and Primary Education Project -II

1997 undertaken by Ministry of Education of Nepal have made a great contribution in

access, quality and management of primary education in Nepal. All these education plans

focused on quantitative expansion as well as qualitative improvement.

Education for All (EFA) documents stress and put forward the child-centered

education as vision regarding teaching-learning in the primary level in Nepal. EFA

documents pointed out the emphasis on rote learning and teacher centered approach as

dominant pedagogical practices at the primary level. The child-centered approach,

individualized instruction, formative assessments are pointed out to be practised for

reforming classroom pedagogical practices. EFA emphasized the inclusion of cultural,

linguistic and other social values of the local communities in the existing education system

(MOES 2002). Education for All (EFA) documents also laid more emphasis on the child

centered and activities based teaching learning process.

22

Core document of Education for All envisioned a classroom by 2015 as:

The classroom is a stimulating learning environment, designed to meet the

learning need of all the students, thus ensuring that each student develops to

their full potential. This recognizes that children learn in different ways at

different rates and will achieve different levels of attainment. It is a caring

environment, in which there is mutual respect between the teacher and students

and from student to student. It is a safe and happy environment, to which

students look forward to coming each day (p. 65).

Classroom teaching-learning has been one of the major study areas in the Formative

Research project from the beginning of the project in 2002. The studies covering various

areas of the classroom teaching-learning such as classroom delivery, transfer of training

skills, assessment practices, etc, from 2002 to 2006 had some common findings. It was

found that the classroom teaching learning was mostly teacher dominated; there was more

emphasis on rote learning; repetition of the textual materials was a common practice in the

classroom teaching learning. It was also reported that there was the lack of instructional

materials; classroom space and seating arrangement did not allow an easy movement of the

teacher and students; classroom display was negligible; etc. This is how a number of gaps

were reported in several studies about the teaching learning processes.

A 'Concept Paper for Further Support on Basic and Primary Education in Nepal

2004-2009' pointed out a need to deemphasize rote learning and a need to develop further

away from treating the students in classes as homogeneous units and away from rote

learning. The School Sector Reform Program implemented from 2009 also accords

learning as the most important aspects and 'propose to promote independent learning by

students being educated under diverse situation.....Local curriculum, content and materials

will be developed......A child's mother tongue will be employed as the medium of

instruction up to grade three......Flexible instructional arrangement will be developed and

employed...... (MOES: 2007). It clearly indicates that most of the teaching learning

activities are based on the rote learning. Thus, the major problems of the existing education

system of Nepal are that in most of the cases the instructional approaches used in the

classroom are not interactive, participatory and meaningful to the learner.

23

Another emerging concern in relation to the classroom pedagogy is education for

diversity. Nepal is a country with great physiographical, environment, and cultural

variations. It is pertinent here to present a brief description of the general background of

Nepal, reflecting its climatic and ethnic diversity, geographical divisions into eco-belts and

divisions of developmental region for administrative purpose in the context of classroom

pedagogy.

Nepal has been an independent country since the time immemorial. Her boundaries

were expanded and contracted from time to time (Mishra, 1995). The boundaries of

modern Nepal were delimited when Sugauli Treaty of December 1815 was signed between

Nepal and the then East India Company's Government. With the exception of several

addition of land in the terai made later in 1816 and again in 1860, the boundaries of Nepal

have remained unchanged to this day (Figure 1). As a distinct symbol of the country, Nepal

has a flag with unique triangular shape in contrast to rectangular shape of almost all

countries in the world (Stiller, 1975).

Located between India and China and with 1, 47, 181 square kilometer of area,

Nepal occupies 0.3 and 0.03 percentage of land of Asia and the world respectively. Nepal

situated on the southern slope of the Himalayas, bounded in the east, south and west by

India and in the north by the People's Republic of China. In the northern hemisphere, Nepal

is situated within latitude 26º 22' to 30º 27' North and of longitude 80º, 4' and 88º, 12' East.

The average width (North to South) is 193 kilometers whereas the average length is 885

(East to West) kilometers. The altitude ranges from a minimum of 70 meters to a maximum

of 8848 meters whereas the climate varies from tundra to polar. Mt.-Everest the top of the

world-is both the identity and glory of this Himalayan country.

The country has great variety of topography which is reflected in the diversity of

weather and climate simultaneously. Specifically, the country experiences tropical,

mesothermal, micro-thermal, taiga and tundra types of climate. Sixty to eighty percent of

annual rainfall occurs during the monsoon season. The volume of rainfall varies from the

Northern Mountain region to the Southern Terai plain ranging from 250 to 5000 mm.

annually. The annual average rainfall for the country as whole is 1500 mm.

24

The census 2001 revealed that there are 92 languages being spoken in Nepal

whereas 101 caste and ethnic groups residing in a uniquely harmonized Nepalese society

(DOE: 2003). Nepali stands as the official language of the country. Nepal is multiethnic,

multilingual, multi-religious and multicultural country. There are at least 60 ethnic

groups/caste groups. There were recorded eight different religions, viz. Hindu, Buddha,

Islam, Kirat, Jain, Christian, Shikh and Bahai respectively by their dominance in the last

census 2001. By religion, most of them are Hindus (86.51%), 7.78% are Buddhists, 3.53%

are Islams, 1.72% are Kirats and the remaining 0.45% follow other religions. Also known

as the light of the Asia, Lord Gautam Buddha was born in Lumbini of Nepal some 2500

years ago. In 2009/10, there were altogether 20, 494 schools, 1, 53, 536 teachers and more

than 49,00, 663 students at the primary level.

Ruled by Shah Dynasty for almost 240 years as a kingdom, the country turned to a

Federal Republic of Nepal in 2006. The present constitution of Nepal has provisioned from

the parliament who is the chief of the country. On the other side, the prime minister in the

cabinet holds the executive power of the state elected by the parliament. As is common in

democratic countries there is an independent judiciary. Administratively, the country has

been divided into five Development Region, fourteen zones, and 75 districts. Likewise

there are 3915 Village Development Committees (VDCs). Nepal is rich in natural

resources such as forest, water, and bio-diversity.

The country is divided into three ecological belts; Mountains, Hills and Terai; five

development regions; Eastern, Central, Western, Mid-western and Far-western; seventy

five districts; and fourteen zones. The mountain region covers mountainous area of the

country and lies in the north. The altitude ranges from 4877 meters to 8848 meters above

the sea level. This region consists large numbers of magnificent snow covered mountains

including the highest peak of the world, the Mount Everest. The mountain region

(Himalayas and high mountain area in the north) occupies about 23 percent of the land area

and accommodates 7.3 percent of the population (CBS, 2007). Modern facilities are almost

non-existent there. Settlements are sparsely distributed. People of Tibetan origin are the

main inhabitants of the region. Ethnic groups of this region are Bhotia, Thakali and Sherpa

(Gurung: 1995). Because of severe cold in this region, people migrate to lower Hills and

Terai during winter months.

25

The economy of the Mountain region is based on animal husbandry and seasonal

trading. The way of life of the people also affects their participation in education. Children

do not attend most of the classes during winter as they migrate to the warmer regions.

Parents also have different expectations on the part of their children. They want their

children to land their hands for works like animal husbandry, trade and generally expect

them to adhere to their culture which is influenced mainly by the Buddhist religion and

Tibetan culture. The cultural constraints like sending middle sons to Tibetan schools to

become a monk and giving the responsibility of households to their elder sons affect their

educational goals.

The Hill region is located between the Mountain and the Terai regions. It lies

between the altitudes of 610 meters to 4877 meters above the sea levels. The region

comprises several attractive peaks, fertile valley and basins. The Hill accommodates 44.3

percent of the country's population and contains 60 percent of the area (CBS, 2007).

The Hill region represents a mosaic of ethnic groups mixed together in villages.

People belonging to both Tibets–Burman and Indo–Aryan races are present there. The

former represents mainly the Rais and Limbus (in the eastern Nepal) and Gurungs and

Magers ethnic groups. Other populous hill ethnic groups are Tamangs and Newars. They

speak their own dialects which are different from Nepali Language the lingua franca of the

country. The Indo-Aryan castes, with Nepali as their mother tongue, form the largest social

group in Nepal. These include the political elites of Nepal such as Bahun, Chhetri and

Thakuri (30.6%) as well as occupational castes such as Kami, Damai and Sarki (8.7%).

Education in Nepal primarily is given in Nepali Language. Nepali language, being different

from various dialects and language of Tibets-Burman groups of Languages spoken by

different minority groups, possesses problem in educating children at the primary schools.

Various ethnic groups whose mother tongue is not Nepali are pressing for primary

education in their own mother tongue. But this has not yet been materialized.

The Hill region also contains some ethnic groups like Chepang and raute who still

live in pre-modern civilization. But one of the native ethnic groups, Gurung, which is also

considered economically well off because of its involvement for nearly two centuries in the

British and Indian armies has plans to establish schools with their own language as the

medium of instruction.

26

In this region most of the people live as sedentary farmers combining crop

production and animal husbandry as an occupation. To supplement the farm income,

households also participate in non-farm employment opportunities which generally involve

temporary migration of one or two members of the family to distant places. As sedentary

farmers, they can afford to send their children to the school throughout the year. But

subsistence farming combined with the temporary migration of adult members put a burden

of farm work on children also. Accordingly, their participation in primary education is

affected.

The terai plain region is the southern plain belt adjoining India. Physically, it

resembles the indo-Gangetic plain of India. The economy is mainly based on crop

productions. Many indigenous people (like Tharu, Derai, Bote) of Terai also do not speak

Nepali, but the types of languages close to Hindi and Sanskrit. Maithili and Abadhi are

other Language by the Hindus of Terai. But due to migration of hilly people to terai, Nepali

is now being commonly spoken. The people of terai are also pressing the government for

making the Maithili and Abadhi as the medium of instruction at least in primary level in

their region. This region contains about 17 percent of area but accommodates 46.7 percent

of the population. As a result population density is comparatively higher in this region.

This region is the grain-basket for Nepal and is economically better off compared to other

areas. Topographically Nepal has plain Terai region in south boarding India and highest

mountain peak in north boarding China and environment varies from south to north. The

level of development gradually declines from the south to the north and from the east to the

west. The mountains in Far-western region is the most underdeveloped and remote area.

Interim constitution of Nepal respects this diversity with educational provisions

such as each community will have right to receive the basic education in mother language

as provided by the law. But the teacher has used similar teaching methods for all students

without considering their linguistic, ethnic, socio-economic and geographical differences.

There is a strong need for looking into specific cultural context in which a learner is placed

to making teaching learning effective. Therefore, instead of using one uniform mechanistic

way of teaching learning, cultural practices such as story telling, drama, puppetry, folklore

and everyday life could become a strong basis for teaching at the primary level. It clearly

indicates that the diversity of the country call for a relevant approaches of pedagogy.

27

Figure-1 Map of Nepal Showing 5 Development Region, 14 Zones and 75 Districts

28

Discussion on the curriculum development process is also necessary in the context

of the present study. In Nepal, Curriculum Development Center (CDC) was organized as a

part of the Ministry of Education in 1971. Before 1971, the scientific process of curriculum

development was not adopted in the curriculum development process.

First of all the position of Director of Education was created in 1877 to oversee the

management and course of study of Durbar school and other schools. Later, in 1905, the

office of the Pathshala Prabandhak Inspector (inspectorate for the management of schools)

was established to look after the existing English Schools, Sanskrit Schools, Shrestha

Pathshalas (a type of schools) and Buddhist Schools. The SLC Board (Board of School

Leaving Certification Examination) was established in 1934, published syllabus for grades

nine and ten. For other grades, the subjects to be offered were determined by the

Department of Education. The details of contents were left to be decided upon by the

school teachers themselves. Though the syllabus of high school was published by the

controller of examination in 1934, it was a true copy of the Indian school syllabus.

Although attempts were made to develop syllabus of schools, they did not fulfill the

criterion of a curriculum. Hence, though Nepal has a long tradition of culture and

education, the development of curriculum in the modern definition is of recent origin.

In 1948, the Department of Education (DOE) published for the first time a syllabus

for all levels of schools in Nepal. The National Education Planning Commission (NNEPC)

made recommendations for defining the authority of ministry of Education for the

establishment and enforcement of standards and for planning and prescribing a minimum

curriculum.

In 1960, the Department of Education was recognized, and for the first time, a

primary school curriculum consultant was appointed in the primary school division of

Ministry of Education, and a section was established to look after the curriculum and

textbooks. The Department of Education formed committees of the subject specialists,

educationists, and teachers to discuss the curriculum and to go into the prescribed detailed

guidelines of the curriculum. The consultant worked with different syllabus development

committees.

29

The All Round National Education Committee (ARNEC) 1961 recommended that

the Department of Education should issue occasional orders on matters of school

curriculum, textbooks and examinations. But recommendation was not implemented. It

shows that Nepalese education system, since the very beginning, has followed its

traditional model of curriculum. Before the introduction of National Education System

Plan, Nepal had not followed the modern principle of curriculum to design school

curriculum.

National Education System Plan (NESP) introduced in 1971 and Curriculum

Development Center (CDC) was also established under of Ministry of Education. The

centres have been entrusted with the technical responsibility of planning, drafting,

developing, improving and revising curricula in various subjects at all levels of school

education. National Education System Plan 1971 developed school level curriculum which

was based on the objective model of curriculum development. It was borrowed from the

United States of America.

National Education System Plan 1971 added a new chapter in the history of

education in Nepal. Curriculum Development Center started to draft, develop and revise

school level curriculum on the basis of modern principles of curriculum development. In

1971, Curriculum Development Centre developed new curriculum by adopting a following

procedure in which the whole work was carried out in four phases. In the first phase,

subcommittees were formed. These committees were consists of subject specialists of

concerned subjects, technical representatives from concerned departments, textbook

writers, teachers' trainers, head teachers and educationists. The curricula for all subjects are

drafted first by sub committees. The draft curriculum is then forwarded to another

committee called Curriculum and Innovation Committee for evaluation. In the second

phase, curriculum and Innovation Committee made efforts to make sure that the draft

curriculum submitted was in conformity with the objective determined by National

Education System plan. On its approval the curriculum was submitted to the highest level

committee called Curriculum and Textbook Coordination Committee. In the third phase,

curriculum and textbook coordination committee evaluated the draft curriculum and then

evaluated draft of curriculum was placed to government for approval. Finally in phase four

the curriculum was approved by the government and implemented throughout the country.

30

Identification of

learning needs of

students

Preparation of

inventory of specific

objectives

Periodic discussion

with parents and

teachers

Evaluation of

Effectiveness of

curriculum

Development of

broad outlines of

curriculum

Development of

textbooks on the

basis of curriculum

Finalization of curriculum

in co-ordination Committee

Discussion in

subject committees

In 1979, the Curriculum and Textbook Section of Ministry of Education and the

Writers' Division of the Janak Educational Materials Centre were merged with the

Curriculum Development Centre and it was renamed as Curriculum, Textbook and

Supervision Development Centre (CTSDC). The CTSDC performed all functions related to

school level curriculum. The Curriculum, Textbook and Supervision Development Centre

(CTSDC) developed curricula at the national level, through a Committee system. The

committees are organized vertically in a three-tier system (Thapa, 1980). These

Committees were Curriculum Co-ordination Committee, Curriculum Development and

Innovation Committee and Subject Committee.

Later in 1979, the Curriculum, Textbook and Supervision Development Centre

(CTSDC) adopted a process which ensured a continuous development and renewal of

school curriculum. Curriculum development process was started from the identification of

learning need of students. Accordingly, opinions of the teachers and parents were also

collected on the curriculum and finally draft curriculum was designed. The Curriculum

Development Process is given in Figure-1.

Figure-2

Curriculum Development Process adopted by the Curriculum, Textbook and Supervision

Development Centre (CTSDC) 1979

Source: National Education Committee 1985

31

The examination of school level textbooks in 1988 and then revision in some of the

lessons of the textbooks and their testing in the class room situation by the primary

education project also showed a need for improvement in the existing primary level

curriculum. Consequently, the country felt the need for reshaping the whole education

system. Thus, a primary curriculum steering committee (PCSC) was formed. Taking into

consideration the changed context of democracy, social custom and values, multiple

demands of knowledge and of science in the world and the changing needs and aspirations

of the people, PCSC developed primary education curriculum (PEC) part I and was

introduced from the academic year 1991/1992. Unlike in the past, a bottom-up approach

was followed in the process of curriculum development. At different stages of curriculum

development, people from different walks of life were consulted so as to make the final

product as representative of the country as possible. In bottom up approach of curriculum

development, the following steps were followed (CERID, 1994):

Step 1 : Development of Guidelines

A set of guideline for curriculum development was drawn by analyzing the situation

of primary education in Nepal. A high level team was formed to draw the guidelines. The

guidelines were judged by teachers and head teachers as well as several other concerned

persons. Some of the major guidelines set were- the new curriculum should be appropriate

and achievable for majority of students; the emphasis should be on mastery and

application; the curriculum should respond to the learning needs of the children and reflect

the environment in which they live; the curriculum should provide to the children an

integrated learning experience that can be relevant to their daily life situation and to the

needs of the community; and the curriculum development should follow the bottom up

approach process rather than the top down process.

Step 2 : Development of Outlines of the Draft Curriculum

An outline curriculum was prepared through a workshop of curriculum experts of

different subject at the centre level. The outline was revised and prepared as a draft by a

core group representing different agencies. The draft outlines contained the following

aspects; rational for curriculum changes; objectives of primary education; structure of

curriculum; role of Head teachers/teachers; student assessment, and learning outcome

expected at the end of the primary cycle.

32

Step 3 : Opinion Collection

The draft outlines were distributed throughout the country to collect opinions from

the following respondents; parents; teachers and head teachers; administration officers, and

political and social workers. Interested persons were also notified through national

newspapers. Opinions were collected through questionnaires (75 districts) and contact

sessions (15 districts).

Step 4 : Analysis of the responses

Analysis of the responses was made by a special team. The responses were again

circulated among education planners and administration officials for further review.

Step 5 : Development of draft curriculum

On the basis of the analysis of the response the draft curriculum was prepared.

Step 6 : Collection of experts' Opinion

The draft curriculum prepared at step 5 was circulated among 40 selected experts

including BPEP Master Plan Team and Deputy Chairperson and Member Secretary of

National Education Commission 1991 (NEC).

Step 7 : Consolidation of Recommendations

At this stage recommendations made by BPEP Master Plan Team were received

along with the draft curriculum. Very close coordinating efforts were made with National

Education Commission 1992 (NEC) which was preparing its final report.

Step 8 : Finalization of Primary Education Curriculum 1991

Based on the opinions, suggestions and recommendations gathered on the draft

curriculum a high level team of experts finalized the Primary Education Curriculum 1991

for necessary approval of the Ministry of Education. The document contained National

Goals of Education, Objectives of Primary Education, Structure of Curriculum, and

Learning Outcomes at the end of the primary cycle and Learning Outcomes (gradewise and

subjectwise). Finally the Government of Nepal officially accepted the final draft of

curriculum and implemented through out the country.

33

It is also equally important to discuss about the nature and characteristics of the

progress and progressive curriculum in the context of designing a progressive curriculum

of Social Studies for primary education in Nepal.

Curriculum planner's effort is directed toward either of two alternatives; namely to

effect change or to prevent change. To those who would encourage change the watchword

is progress. Thus, any sorts of efforts which are based on making the curriculum better are

known as the progressive efforts. Ordinarily an individual who encourages the changes for

betterment is known as progressivist and their philosophy is progressivism. Progress is a

change for the better in the existing condition. In simple words, making things better is

equated with progress (Pratte, 1971). Thus, one model of curriculum which encourages the

desired changes in the objectives, contents, teaching learning processes and evaluation

procedures for the better in desired direction is known as progressive curriculum.

For anyone engaged in trying to comprehend the difference between progress and

change, the best clue lies in a statement made by Brauner and Burns (1965):

Progress implies movement and movement involves change. Further,

movement is always changes in some direction. To affirm that one can

progress without at the same time changing seems contradictory. And to

affirm that to change in any way is to progress is to say that a given situation

is the worst of all possible situations and any change is an improvement.

Most would assume that while some changes are progressive others are

regressive. Some changes then constitute progress, while other does not. But

in any case, for purpose of analysis, it seems quite clear that the concept of

progress inevitably involves the idea of change and direction; and from this

we can identify the most elementary definition of progress possible; progress

is change in a desirable direction (p. 52).

According to Brauner and Burns progress is a change in a desirable direction. But

all types of change are not progressive because some changes are regressive as well. Some

changes then constitute progress, while others do not. That type of change which involves

in making the things better is known is as progress. The progress clearly indicates the idea

of the change and direction. Thus, desirable change and direction are two important aspects

of the progress. In brief, a progress is a movement of change and desirable change and

desirable direction are important aspects of this movement.

34

Brubacher (1969) has written in much the same spirit as :

Progress is naturalistic: it implies change, change implies novelty and

novelty lays claim to being genuine rather than the revelation of an

antecedently complete reality. Since things change neither at same time nor

at the same rate novelty is relative to the familiar (p. 330).

Both the statements suggest that progress is a movement of reform. Such types of

reform are concerned with bringing desirable change in the existing condition in a desirable

direction. Thus, the term progress is generally referred to the efforts which are based on

making things better. Progress has the following three distinctive characteristics;

Progress is change for better,

Progress is desired change in a desirable direction, and

Progress implies change, change implies novelty and novelty lays claim to being genuine.

Progress refers to the desired change in existing condition in a desirable direction.

In the context of curriculum, the term progress refers to desirable changes in the curriculum

in the desirable direction. In more operational term, Progressive curriculum development

process refers to a curriculum development process which encourages the desired changes

in the prevailing curriculum in the desired direction. The desirable change and direction are

determined on the basis of the views, opinions, and suggestions of the experts, teachers,

parents, and the students.

Progressive curriculum framework is one which will focus on the development of

individual and lead the teaching learning process towards progress and a curriculum which

will provide space for the improvement whenever needed in the future and will provide all

the components for the easy and viable implementation of the teaching learning strategies.

In brief, progressive curriculum refers to a curriculum framework which indicates

towards intended learning outcomes, teaching learning strategies and student evaluation

procedures, in which the outline of the content leads towards desirable changes in the

existing condition, and provides sufficient space for improvements whenever needed in the

future.

35

Rationale of the Study

During the second half of the twentieth century the attention on educational reforms

was mainly focused on the development of strong structure of national wide system of

education based on the accepted aims leading towards progress. But for the purpose of

implementation each subject has specific necessity in the form of knowledge about learning

outcome, matching activities and evaluation techniques. Besides, the knowledge should be

situated in the local context so that the students could easily assimilate their experiences

inside and outside the classroom quickly.

Nepal is keenly interested and engaged in making primary education more

appropriate and qualitative. Towards this end, need based curriculum planning,

development, and improvement have, therefore, got priority in the recent years, but

minimal participatory approach has been used in the curriculum development. In fact, no

systematic analysis of the perceptions of the stakeholders in education has been made for

the purpose of curriculum development and revision (CERID, 1996). The opinions of main

consumers of curriculum and main observers of curriculum implementation and effects are

not considered while designing the primary education curriculum.

The teacher observes students‟ activities during class periods, examines their

homework, notes their reaction to preparatory exercises, and also hears direct comments

about their interest in the program. Information obtained from teachers about students‟

need, interest and attitudes towards the new program and the nature of their difficulties

provide the curriculum designer a valuable basis for reframing the draft of curriculum.

Parents can offer different suggestions for new curriculum. They may also observe

students‟ activities after school hours and know about their children‟s attitudes towards a

variety of activities in schools. Students are the real experiencers of the textbook materials.

They may experience interest or difficulty while doing activities and exercises related to

the text-materials so that their reactions to the textbooks may be the actual indications of

either their suitability or unsuitability. It is clearly indicates that comments and suggestions

of teachers, parents and students are important sources of the curriculum development

process (Parajuli, 1999). But opinions of the teachers, parents, and students are not

considered while designing the curriculum of primary level Social Studies.

36

One of the major problems associated with the primary level Social Studies is the

formulation of the behavioural objectives. In this regard, Format Research Project 2002

made the following recommendation: analyze the feasibility of attending higher level

objectives at the classroom. If curriculum objectives are not possible to fulfill, such

objectives should be removed from the curriculum. If the objectives require different kinds

of treatment such as methods, materials, and evaluation, teachers' training would be helpful

in the situation like this (CERID, 2002). Research studies show that higher level objectives

emphasizing the behavioural changes should be incorporated in the curriculum.

An overview of the existing curriculum reveals that some contents of primary level

Social Studies are not satisfactory. The contents do not represent all community, caste,

religion, festivals, and social norms and values. They are lengthy and boring and have not

been planned in accordance with the need and interest of the children. Students are

compelled to read big and bulky textbooks prepared for their classes. Similarly, some

lessons are repeated in the same grade with the same subject matters. Thus, it is desirable to

reorganize the contents of the primary level Social Studies in a scientific way so that the

students take keen interest in it and develop a taste for the study of Social Studies.

Another major problem of the existing primary level Social Studies is that in most

of the cases the instructional approaches used in the classroom are not interactive,

participatory and meaningful to the learner. The use of instructional materials for making

learning meaningful is not found in most of the classrooms even at the primary level. The

dominant approaches are lecturing, paraphrasing, drill, reading, and repeating from the

textbook and memorizing questions and answers (CERID, 2005). The classroom process,

which is envisioned to be child centered, was found largely confined to the whole class

teaching, with the effect that the weaker ones are left behind. The National Curriculum

Framework for school education also pointed out that there is more emphasis on rote

learning and lecture oriented teaching. Interaction between the students during classroom

teaching, the use of extracurricular activities and projects works are almost non-existent

(CDC, 2005). It clearly indicates that the teaching learning approaches adopted in primary

schools in Nepal have not been successful to foster the development of intelligence,

creativity, creative thinking and independent learning. It requires active involvement of

students in the learning process.

37

Evaluation processes are also not effective and appropriate which are determined

for the primary level. All of the evaluation processes are based only on the paper and pencil

test only. These formal evaluation processes could not measure all the aspects of the

children. But informal processes such as observation, check list, rating scale, observation of

behavioural changes are not included in the curriculum of Social Studies which could be

the suitable evaluation tools for the primary level Social Studies curriculum.

Social studies is a key area of primary education curriculum. While most of the

developing countries are redesigning their primary education curriculum of different

subjects, Nepal should also redesign her curriculum of primary level social studies so that,

some viable modification may be proposed. NNEPC 1954, ARNEC 1961, NESP 1971

redesigned primary education curriculum. But these commissions and plan did not develop

the detailed outline of intended learning outcome, pedagogical practices and evaluation

producers. Primary Education Curriculum 2005 also redesigned the primary education

curriculum. But it also did not prepare a detailed outlines of all the curriculum elements.

Different commissions, committees, plans, institutions and individuals have

conducted research studies on the whole primary education curriculum in Nepal. But it was

observed that none of them has studied the curriculum of primary level social studies at

greater length. Majority of the research studies conducted on primary education curriculum

laid more emphasis on the content area only. On other hand, none of the study has been

conducted on primary level Social Studies curriculum till the date in Nepal. It demands a

systematic research study on the primary level social studies curriculum in Nepal.

Discussions mentioned above show that firstly, sufficient studies on the primary

level Social Studies are not conducted on primary education curriculum in Nepal.

Secondly, all of the studies laid more emphasis on contents area only. Formulations of

objectives for the specific subjects, corresponding pedagogical practices and evaluation

procedures have been somehow neglected by these studies. Thirdly, out of the conducted

research, the subject Social Studies at primary level has not been taken into consideration

properly. Fourthly, there was a widening gap between the curriculum planners and the

people at grass root level with reference to the need of the learners. Thus, the effort has

been made in the present study to contribute a lot for filling this gap.

38

Statement of Problem

Report of the commissions; NNEPC, 1954; ARNEC, 1961; NEC,1992 reports of

the educational plan; NESP, 1971 and research studies; CERID, 2006 related to the

primary education curriculum indicate that the primary education and its curriculum is still

unsatisfactory and have sufficient room for improvement. The primary education

curriculum has been criticized from different perspectives and on several grounds. Thus,

some genuine issues have been raised by the educationist, subject experts and general

public regarding the primary level Social Studies curriculum. These issues are-how the

contents of the primary level Social Studies are delivered in the primary school in Nepal ?

And how these contents are instrumented in the curriculum ? Accordingly, are intended

learning outcomes relevant and appropriate ? How the classroom activities are organized

to translate these curricular intents ? And are the students evaluation procedures prescribed

in primary level adequate and appropriate ? These questions must be answered in order to

make the primary education curriculum more relevant and qualitative.

In order to satisfy the questions raised by the educationists it is necessary to

examine the existing Social Studies curriculum for its relevancy in the field. Beside this, it

is also necessary to explore whether the multicultural values, thinking, way of life, and

expectations are reflected in the existing curriculum. The existing primary level Social

Studies curriculum accepted the wider range of Social knowledge, skills, and attitudes to

develop the student in a cooperative manner with respect to the social values and norms.

But it is blamed that the content of the Social Studies do not represent the minority groups.

Accordingly, it is also blamed that the content and teaching learning activities are confined

to middle part of the country whereas other parts are little bit represented (Pyakurel, 2004).

The teacher has to teach all the students in the same classroom by using the same

curriculum, textbook and teaching methods. All of the parents expect that their children

have been participating in the class actively. At this point, a question again arises, if the

students are from different family background and from diverse community would it be

possible to provide adequate knowledge, skills, and concepts of Social Studies through the

common pedagogy ? This question also must be studied systematically and scientifically.

39

The report of the achievement of grade V students shows the low achievements of

the students. There are certain components in each subject in which students under the new

curriculum have not been able to achieve better than that under the old curriculum. This

calls for a further detailed study on the causes behind significant decline of student's

achievements (BPEP, 1998). The study report further suggests that since the overall

achievements of students seemed to be unsatisfactory, necessary steps should be taken to

analyze the classroom delivery and a new orientation to the need to be planned

immediately.

Although the curriculum, textbook and teacher manual of primary level Social

Studies suggests practice oriented Social Studies, the teacher do not pay more attention to

transfer suggestions into action. The evaluation made of the curriculum, textbook, and

teacher's manual show that they are generally linked to each other. However, in some case,

the textbook does not have adequate context needed to fulfill the learning outcomes

mentioned in the curriculum. In such a condition, teacher's manuals are by and large useful

for the teachers to carryout the activities with aims to achieving the learning outcomes.

Unfortunately, there are also some anomalies between the curriculum and the textbook

manual.

In this background of observations, the researcher had evaluated the existing

primary level Social Studies curriculum and initiated to undertake a research study on the

primary level Social Studies curriculum. Therefore, the statement of the problem of the

present study has been stated as "Designing a Progressive Curriculum of Social Studies for

Primary Education in Nepal".

Objectives of the Study

The objectives of this study are as follows:

To analyze the existing primary level social studies curriculum,

To define the objectives of primary level social studies curriculum,

To evolve a curriculum framework for Social Studies comprising subject matter modes

of transaction and teaching aids, and

To validate this framework with the help of the experts.

40

Significance of the Study

This research study would provide an important logical base and an idea for the

experts who will plan and develop Social Studies curriculum for primary education. This

study could serve as a guideline for the research scholars to undertake a study on the

development of curriculum particularly in social studies and generally in all subjects at

different levels of schools. The researcher would also be benefited from this research study

to complete their innovative works in curriculum related fields on the basic guidelines

provided by this research work. Though it is an attempt to design a progressive curriculum

of Social Studies for primary school children in Nepal, it is hoped that present study would

contribute significantly to improve and develop the curriculum of different levels in the

following aspects.

This innovative study would design and present completely a new model of primary

school Social Studies curriculum which would be useful and helpful for the future

curriculum planners, designers and developers in order to design Social Studies

programmes, packages and curriculums in a scientific and effective way under the

guidelines of this study for different levels of schools.

This research study would serve as an important guideline and would provide some

appropriate measures to the Ministry of Education, and Curriculum Development

Centre to change, remodel and rectify the existing courses and curriculum of social

studies of different levels according to the need, aspiration and interests of the students

of different age groups and also on the basis of needs of the changing society.

Social studies teachers, supervisors, education officers and teacher trainers will be

largely benefited from this innovative study which would provide them a better idea

especially for the discussion, analysis and evaluation of social studies courses,

programmes and packages of all grade and levels.

The research study would be beneficial to the intellectuals and interested individuals by

providing a basic guideline which will help them to undertake, conduct and complete

similar types of innovative works in social studies curriculum in the future days.

41

The curriculum specialists of social studies who would be working in Curriculum

Development Centre under Ministry of Education would get sound and logical base

from the findings of the research work to improve, update, and remodel the social

studies curriculum and co-curriculum programmes for different school levels.

The study would be beneficial for the Social Studies curriculum designers in order to

design an appropriate social studies course, syllable and curriculum for the student of

primary school on the basis of an important guidelines provided by this research work.

University, colleges and different institutions may utilize this research work as an

important guideline for the improvement of general, specific and optional courses,

syllabus and curriculum of Social Studies for different grade and levels.

Different social organizations, associations, councils, and agencies will be largely

benefited from the basic guidelines of this innovative study to plan, design, develop and

effectively operate various types of social programmes for different levels and fields on

the main basis of this research report.

Delimitation of the Study

This study has been delimited as follows:

Only the study of the government schools has been included in this study.

Only the opinions of the government school teachers, parents and students have been

included in this study.

Definition of the Terms Used in the Title of the Study

Curriculum

Since curriculum refers to all the planned learning activities or experience provided

by an educational program to a group of learners (Kerr, 1968), in the present study

curriculum refers to a curriculum framework for the students of primary level of education

in Nepal which contains information regarding activities and evaluation techniques

pertaining to the predetermined learning outcomes.

42

Curriculum Development Model

Curriculum Development Model refers to curriculum development processes in

which following steps are included:

o National goals of education

o General objectives of primary education

o Formulation of the objectives

o Formulation of the intended learning outcomes

o Selection and organization of the contents

o Teaching leaning strategies

o Evaluation procedures

Primary Education

In the present study, primary education refers to grade one to five of the

government primary schools in Nepal.

Progressive Curriculum

Progressive curriculum design refers to a curriculum :

o Which indicates towards intended learning outcomes, strategies and methods of

evaluation,

o Which provides space for improvements whenever needed in future,

o In which the outline of the content leads towards desirable changes in the existing

condition.

Experts

The term expert refers to the experienced person in the field of social

sciences/Social Studies. They include Professors, Readers, Lecturers of the concerned

subjects of the University, school teachers and curriculum designer.

43

CHAPTER: TWO

REVIEW OF LITERATURE

The review of related studies helps the investigator to gain insight into the problem

to be studied and to get information on the related problems and issues. The main objective

of this study is to design a progressive curriculum of primary level Social Studies for the

primary education. During the review of literature, several studies on curriculum

development process were found to have been conducted in Nepal, India, and other

countries. Review of literature in the present study is limited to those appropriate research

studies which have some implications for the present study. Thus, the reviews of these

studies have been presented under the following seven headings :

Emergence of Social Studies in various countries

Review of previous research studies

Curriculum studies in Nepal

Curriculum development models

Curriculum design

Major aspects of curriculum development process

Sources of curricular goals and objectives

Emergence of Social Studies in Various Countries

Social Studies as a separate subject developed in different countries in different

times. First of all, in the United State of America, prior to the early twentieth century,

Religion, History, Geography, and Civil Government came into existence as individual

titles. With the passage of time these subjects were known as the social sciences. Then in

1916 a Commission of the National Education Association adopted the label Social Studies

to represent all subjects treating human relationships. In 1921 teachers of the different

Social Sciences formed the National Council for the Social Studies (NCSS) in America.

Formation of the Council hastened the acceptance of social studies as the standard

designation for curricula treating man in a society.

44

The widespread use of Social Studies in United States of America started from

1916 (Gupta, 2004 : 3). Later the government of America appointed a commission on

Social Studies to study about the future possibility and its effects. At last, the government

of America accepted the recommendation of the Commission and recognized Social

Studies as a separate school subject. By the 1920's Social Studies had been a commonly

accepted term in the United States of America (Thomas and Brubacher, 1971).

In the context of India, the concept of Basic Education and the Report of Secondary

Education are considered as the begining point of Social Studies. The concept of Social

Studies formed a part of the school curriculum only in 1937 when the concept of Basic

Education was introduced in India by Mahatma Gandhi. As Taneja states, “…..In India, it

(Social Studies) ushered in a subject of school curriculum with the advent of Basic

Education in 1937 (Taneja, 1970 : 1). Anand also agrees with Taneja and states that Social

Studies as a term came to India along with the Basic Education.

In 1952 the government of India appointed the Secondary Education Commission

and Mudaliar became chairman of this commission. According to Mudaliar Commission

Report of 1953, world citizenship must be emphasized as much as national citizenship. In

this Commission report, Social Studies was assigned official recognition at all-India level

(Khasnavis, 1969). The commission recognized the great importance of study of Social

Studies occupied in the school curriculum and therefore, recommended that the social

studies subject area be given a very important place in the school curriculum. It clearly

indicates that Social Studies was developed as a separate discipline only after the formation

of the secondary Education Commission. As Bhattacharya and Darji have stated (1966):

Social Studies is a new addition in our secondary school curriculum. It is

comparatively a young discipline in our school situation. The secondary Education

Commission assigned a very important place to this subject, so that student may

understand how society has come to its present form (p. 2).

Historically speaking in the curriculum of the Indian school the inclusion of Social

Studies came in with the official release of the Secondary Education Commission report.

This commission laid more importance on the Social Studies curriculum so that the student

may understand how society has come to its present form.

45

In the same respect Anand (1982) points out:

Social Studies as a subject is of most recent origin in Indian. It was after

independence that our national educationists were in a position to assert

themselves for the introduction of this important subject which was practically

hitherto unknown in our schools (p. 2).

The advent of Social Studies in the Indian context, therefore, began in 1952 when

the Secondary Education Commission asserted its value and importance in the personality

make up of the secondary school studies. Social Studies had traditionally been taught as

separate subjects such as History, Geography, and Civics in India. There had been no

awakening to the fact that all these subjects should be taught together. It was again only

when the Secondary Education Report came out that the educationists and curriculum

planners realized that Social Studies was important disciplines in schools education.

In Nepal, Darbar School, the first primary school of Nepal, established in 1853

included history and geography in its curriculum. These subjects were social sciences.

Therefore, social sciences were included in the course of study for the first time in Nepal in

1853. Nepal National Education Planning Commission (NNEPC) 1954 formally used the

term Social Studies in its report for the first time in Nepal (Pant, 1985 : 4). The

Commission also recommended to include Social Studies in the primary education

curriculum. But the recommendation was not implemented by the government. With the

passage of time, college of education included Social Studies in its curriculum in 1956. In

this way, for the first time, Social Studies curriculum was included in the syllabus of

college of education. After the inclusion of Social Studies in the syllabus of college of

education, Laboratory School, a school established in Kathmandu by Tribuvan University

implemented Social Studies on the trail basis (Giri and Ghimiri, 2004).

The second education commission, All Round National Education Committee 1961

also suggested to include Social Studies in the primary education curriculum. The

government of Nepal also accepted the suggestion and included Social Studies in the

primary education curriculum and implemented throughout the country from the academic

session of 1961 (Pandey, 1997 : 7). Thus, the Social Studies become a subject of primary

education in Nepal. Later, National Education System Plan 1971 developed a primary level

Social Studies curriculum and only after then it become an accepted subject in Nepal.

46

Review of Previous Research Studies

The review of related studies helps the investigator to gain insight into the problems

to be studied and to get information on the related problems and issues. It gives the

knowledge of what has been established, known or studied so far, and what has not been

attempted. Several studies on different aspects of the curriculum development, evaluation,

analysis, comparison and modification of Social Studies and Social Sciences curriculum at

primary, middle, high school and college level were found to have been conducted in

Nepal, India, and other developing countries. The review of the related studies in the

present study has been presented under the following two headings:

Review of research studies on Social Studies/ social sciences curriculum

Review of research studies on curriculum development

Review of Research Studies on Social Studies/ Social Sciences Curriculum

Pires and Katyal (1957) tried to develop a Social Studies curriculum suitable for the

junior basic classes on the basis of items selected from daily experience of the pupils and

the important current events. The major objective of the study was to develop a Social

Studies curriculum suitable for the junior Basic classes. The social studies curriculum was

developed on the basis of items selected, based on daily experiences of the pupils and the

important current events. The syllabus was chalked out for each week with the help of

teachers and pupils and put into practice. Every week the work was done in each of the four

grades (II to VI). An attempt was also made to evaluate the attainment of the pupils by

administering specially constructed tests based on the syllabus covered. The syllabus for

the Social Studies for grades II to V for the CIE Basic School was developed.

Narayanswami (1960) made an enquiry into teaching of Social Studies as a single

subject instead of as a separate discipline like geography, history, economics, civics etc.

The main purpose of the study was to make an inquiry into the teaching of Social Studies

in the context of the introduction of 'Social Studies' as one subject instead of the separate

disciplines like geography, history, etc. in the new curriculum at the secondary school stage

in 1948.

47

A questionnaire was used to collect data from 321 teachers including headmasters

of Madurai district secondary schools on the basis of the questionnaire response of the

teachers and headmasters of different schools were collected. In addition to it Social

Studies classes were observed and discussions were held with the headmasters and assistant

teachers of the schools. The findings of the study revealed that an inadequacy of books and

other teaching aids, lack of use of audio-visual aids and inadequate evaluation measures

were some of the major drawbacks.

Srivastava (1969) made a study on teaching of Social Studies in secondary schools

of Uttar Pradesh. The aims of the study were: (i) to assess the achievements of the students

of Social Studies in regard to developing certain democratic understandings, attitudes and

abilities; and (ii) to see how far the students of social studies were superior to their

counterparts who had not studied any of the subjects of Social Studies at all.

A stratified random sample of 1147 students was drawn form all the eight

educational regions of Uttar Pradesh. From each of the regions, two cities and from each

city, four schools were selected. The data were collected through a questionnaire and t-test

was applied to analyze the data.

The major the findings of the study were- (i) teaching of civics was found to be

successful in developing the understanding, attitudes and skills: (ii) the role of geography

and economics is worth mentioning in regard to developing the above stated

understandings attitudes and skills; (iii) the students of non-Social Studies did not know at

all any value of 'a sound system of education' and the need of a strong and independent

judiciary in democracy.

Vaghamare (1971) completed his study entitled a study of exercise in history

textbook prescribed for standard IV in Maharashtra State. The major objectives of the study

were; (i) to examine the extent to which the exercises provided in the textbook measured

the objectives of history teaching. (ii) to prepare a new set of exercise with due

consideration to the different objectives of teaching history, and (iv) to evaluate the

suitability of the newly prepared set of exercise. In order to fulfill these objectives the study

was undertaken by Vaghamare.

48

The exercises given in the textbook were analyzed and classified according to the

objectives of teaching history. The classification was done in terms of knowledge,

understanding, application, skills, and personal development. The exercises were then

classified according to different item types, namely objective type, short answer type,

activity-oriented type, essay type and the type on involving dramatization. Based on these

analyses the actual weightage given to the five different objectives and to the five different

item types were calculated. The actual weightage were compared with the desired

weightage. Desired weightages were fixed on the basis of the opinions collected from

fourteen teachers teaching into Colleges of Education. The new exercise was prepared

mainly with a view to brining to the weightage given to the objectives and item types to the

desired level. These exercises were first evaluated by a committee of expert. They were

then field tested with 173 pupils including eighty-eight boys and eight-five girls studying in

four primary schools.

The major finding of the study were: (i) the exercises given in the history textbook

for standard IV contained ninety-five items; (ii) of the ninety-five items there was no

activity-oriented item; (iii) of the ninety-five items provided in the textbook twenty-four

were faulty; and (v) The final set of exercise consisted of one hundred and fifty-six items,

which included sixty-eight newly developed items.

Gangneja (1974) made a study on the treatment of America, England, Russia,

Japan, china, and Pakistan in Social Studies, History and Geography textbooks for Higher

Secondary Schools published in Hindi since 1947. The specific objectives of the study

were: (i) to determine the percentage space devoted in Social Studies, History and

Geography textbooks to the treatment of the six countries; and (ii) to evaluate the treatment

for comprehensiveness and accuracy of the six countries. A list of five broad categories

was formulated. Information was gathered from selected Indian Social Studies, History and

Geography textbooks for secondary schools published from 1947 to 1972. The findings

revealed that: (i) in the case of each selected country, the treatment was found to be

progressively decreasing in geography textbooks over the periods 1947-55, 1956-64 and

1965-72; (ii) compared with the other countries, USA got the maximum attention in all the

three periods, (iii) the largest amount of the space had been given to Geography in each

period for the selected countries.

49

Patel Committee was appointed in 1977 and was asked to review the school

curricula. The committee reviewed the school level curricula and recommended the

following contents for primary level Social Studies (Kochhar, 1999):

Table-6

Contents Proposed by Patel committee 1977 for Grade I, II, and III

S. N. Social Studies (Class I and II) S. N. Social Studies (Class III)

1. Our family 1. (Section A) the world we live in

2. Our home 2. Life in the district

3. Our school 3. Life in our state

4. Our neighbourhood 4. Life in our country

5. Our earth 5. Institutions which help us

6. Our sky 6. Our heritage

7. Man's life 7. (Section B) the earth and the sky

8. The weather

Table-7

Contents Proposed by Patel committee 1977 for Grade IV and V

S. n. Social Studies (Class IV) S. n. Social Studies (Class V)

1. Section A

India-Physical Divisions 1.

Section A

The globe and map of the world

2. India- Resources 2. India and neighbouring countries.

3. India-Transport & communications 3. Our shrinking world

4. The people of India 4. How we govern ourselves

5. Indian heritage I 5. The United nations

6. Indian heritage II 6. The changing world

7. Our freedom struggle 7. Discoveries and scientists

1. Section B : Earth and sky 8. Great men

2. Air, water & weather 1. Section B : The earth and the sky

3. Soil erosion & conservation 2. Air and water

3. Natural resources

50

National Council for Educational Research Training (1977) developed a draft

syllabus of Social Studies for grade I to XI. For the purpose of revision, a workshop was

organized in the NCERT. The suggestions made by this workshop have been incorporated

in revising the syllabus. The suggestions and comments made by the principals and

teachers who used this syllabus were also taken into consideration.

The draft curriculum contained the following contents of the primary level Social

Studies.

Table-8

Content Proposed by National Council for Educational Research Training 1977

For Grade I and II

S.

N.

Grade I

Home and School

S.

N.

Grade II

The Neighbourhood

1. Identification of basic needs 1. Services offered in the neighborhood

2. Study of the family 2. Geographical setting of the neighbourhood

3. Study of School 3. Life in the neighbourhood

4. Introduction to our tradition

through stories

4. Festivals in the neighbourhood

5. Introduction to our tradition through stories

Table-9

Content Proposed by National Council for Educational Research Training 1977

For Grade III and IV

S. n. Grade III : Our state and country S. n. Grade IV : Our India

1. Geographical setting of the state 1. Our country

2. Life of the people in the State 2. Usages of natural resources

3. Governmental units 3. Importance routes and means of

communication

4. The state as a part of India 4. Our history and heritage

5. Our history and heritage

51

Table-10

Content Proposed by National Council for Educational Research Training 1977

For Grade V

S. n. Contents S. n. Contents

1. Broad study of the globe 1. How we govern ourselves

2. Life of the people in some other parts of world 2. Some great personalities

3. The shrinking world 3. The United nations

Veerker (1980) carried a study entitled 'A study of the effect of integrated approach

of teaching Social Studies on the performance of the pupils of fourth standard of the

primary school'. The objectives of the study were- (i) to develop a syllabus for the

integrated social studies course for Standard IV in primary schools in the State of

Maharashtra, (ii) to develop instructional strategy for teaching the course, and (iii) to find

out the effectiveness of the integrated approach in terms of pupils' performance, and (iv) to

compare the performance of pupils taught through the integrated approach and the

conventional approach with respect to developing knowledge, comprehension, skill and

attitudes.

In the light of the objectives, four hypotheses of no significance difference between

the mean achievements in total performance, and those in knowledge, comprehension, skill

and attitude of the two groups of pupils taught by the two approaches were formulated. The

tools used in the experiment were integrated syllabus of Social Studies, a specially

designed instructional strategy, Non-Verbal Group Test of Intelligence by Shah, an

achievement test, observation schedules and two attitude scales specially developed by the

investigator. The treatment consists of the integrated syllabus taught by a specially

developed instructional strategy. The t-test was used to test the difference in achievement.

The major findings of the study were- (i) the treatment resulted in better

achievement as far as total performance and the performance related to knowledge,

comprehension, skill and attitude objectives were concerned; and (ii) The treatment

benefited the pupils of average intelligence in developing skills and the pupils of below

average intelligence in total performance and skill and attitude development.

52

Rai (1982) made a study of objectives, courses and methods of teachings followed

at the undergraduate level Social Sciences. The major objectives of the study were: (i) to

find out the extent to which the general and specific objectives were realized through the

teaching of Social Sciences at the B.A. level; (ii) to find out the relevant general as well as

specific objectives in teaching Social Sciences; (iii) to find out the items of study

prescribed in Social Sciences for realizing general objectives and their relevance, (iv) to

find out the items prescribed for realizing specific objectives and the extent to which they

were essential for realizing these objectives in the teaching of Social Sciences, (v) to find

out whether the organization of courses in Social Sciences was acceptable to the students

and teachers of Social Sciences, (vi) to find out methods/techniques/ teaching aids used at

the B.A. level for the teaching of Social Sciences, and (vii) to find out whether these

techniques and tools were useful in the opinion of parents, teachers, and students.

A sample of 135 teachers and 191 students was drawn from four universities, viz.

Banaras Hindu University, Kashi Vidyapeeth, Allahabad and Gorakhpur Universities,

working or studying in the postgraduate departments of history, political science,

sociology, economics and psychology. The questionnaire was prepared and used by the

investigator in order to collect the data. The data were analyzed by employing percentages,

chi-square test and t-test.

The major findings of the study were- (i) None of the general objectives was being

realized by the courses and methods of Social Sciences at the undergraduate level, (ii) All

the sixteen general objectives were considered relevant by a large majority of the

respondents, (iii) The specific objectives of teaching history, political science, sociology

economics and psychology were not being realized fully, (iv) Lecture method was the only

method, which claimed to be used daily by 93.87 percent followed by dictation and

claimed to be used daily by 28.15 percent of respondents; (v) Tutorial, lecture-cum-

assignment, problem-solving, group discussion and seminar methods were considered

highly useful whereas individual library work, experimental method, multimedia approach

and programmed instruction were not considered useful by a majority of the respondents;

and (vii) Charts, films maps models and cyclostyled materials were considered more useful

than the other ones, but in the opinion of a large majority of the students and the teachers,

teaching aids were generally not used.

53

Ghimire (2003) made an inquiry into the teaching of Social Studies in secondary

schools in Dang district of Nepal. The major purpose of the study was (i) to analyze Social

Studies textbooks, (ii) to analyze difficulties faced by the students in Social Studies, and

(iii) to analyze the difficulties faced by the Social Studies teachers and the problems

associated with the teaching learning of Social Studies.

It was survey study and sixteen schools were selected as the sample for the study

using random sampling procedure. Accordingly sixteen teachers, sixteen head teachers and

one hundred and sixty students were selected as the respondents of this study.

Questionnaires and interview schedule were used as the research tools.

The major findings of the study were- (i) in most of the schools, teaching learning

processes were affected by the insufficient infrastructures, (ii) the majority of the contents

were not relevant and appropriate, (iii) the majority of the teachers were unsatisfied with

allocated teaching periods, (iv) there was lack of teaching learning materials in most of the

schools, (v) field trip, observation, group discussion were not used in the teaching learning

process, (vi) student evaluation procedures were based on the paper and pencil test only.

This review of literature reveals that sufficient studies have not been conducted in

the field of Social Studies curriculum. During the course of study, the researcher was able

to find out only two research studies which were based on primary level Social Studies

curriculum development. Pires and Katyal (1957) designed a primary level Social Studies

curriculum. Although Pires and Katy developed a Social Studies curriculum on the basis of

experience of the pupils and current events, modern scientific principles of curriculum

development were not developed in this study. The major sources of the objectives such as

subject experts, contemporary society and learner were not utilized in this study. Opinion

of the educationists, teachers, parents, and general public were not considered.

Veerker (1980) designed a syllabus of Social Studies for Standard IV in primary

schools in the State of Maharashtra. The investigator used achievement test, observation

schedules and instructional strategies as the research tools in order to design a Social

Studies curriculum. Stakeholders' opinions and modern principles of curriculum

development were not utilized in this study.

54

Among the reviewed literature, the remaining studies were based on the different

elements of the curriculum such as objectives, contents, teaching learning process,

exercises and curriculum design. Narayanswami (1960) undertook a study on integrated

curriculum design of Social Studies. Other aspects of the curriculum development such as

intended learning outcomes, contents, teaching learning process, and students' evaluation

procedures were not studied by the investigator.

Srivastava (1969) made an inquiry into the achievement of the students in Social

Studies. A large number of students were selected and the questionnaire was used in order

to collect the data. Accordingly t-test was applied in order to analyze the data. Curriculum

development model, curriculum design and modern scientific principles of curriculum were

not were not utilized in this study. Vaghamare (1971) completed a study on the exercises of

the history textbooks. Opinions of the college teachers were also collected for the purpose

of study. A set of exercises were prepared and evaluated by the team of the experts.

Finally, developed exercises were field tested.

Rai (1982) undertook a study on objectives, courses and methods of teachings

followed at the undergraduate level Social Sciences. The major objectives of this study

were to analyze the objectives, courses and teaching methods. The questionnaire was used

to collect the data. Accordingly chi-square, t-test and percentage were computed to analyze

the data. Sufficient sample and research tools were used in this study.

Gangneja (1974) undertook a study on contents of Higher Secondary Level Social

Studies textbooks. The major objectives of this study were to analyze contents of Social

Sciences curriculum. Information was gathered form the textbooks. Patel Committee

(1977) and NCERT (1977) developed lists of contents for primary level Social Studies.

These lists could be a source for the curriculum designer for selecting contents. Although

theses studies were only based on one aspect of curriculum, these studies helped the

researcher in many aspects in the present study. Ghimire (2003) made an inquiry into the

teaching of Social Studies in secondary schools in Dang district of Nepal. This review of

the literature indicates that adequate and sufficient research tools were not used in these

studies. Similarly, the curriculum development model and curriculum design were also not

duly considered in these studies.

55

Review of Research Studies on Curriculum Development

A critical review of the literature helps the researcher to develop a thorough

understanding and insight into previous research works that relates to the present study.

Every significant research must be firmly based on the research that has preceded it. Thus,

a researcher must have the sound knowledge of already established theories and researches

related to the problem chosen by researcher. Review of literature serves the following

specific purposes (Koul, 2002):

o The review of related literature enables the researcher to define the limit of his field,

o By reviewing the related literature, the researcher can avoid unfruitful and useless problem

areas,

o Through the review of related literature, the researcher can avoid unintentional duplication of

well-established findings,

o The review of related literature gives the researcher an understanding of the research

methodology which refers to the way the study is to be conducted, and

o The final and important specific reason for reviewing the related literature is to know about the

recommendation of previous researcher listed in their studies for the further research.

The review of literature is unavoidable in any research. Firstly, it helps in

understanding the new research problems in a way to provide continuity with the past

research by avoiding unnecessary duplications. Secondly, such a review is likely to enable

the researcher to view the study in hand against the background of previous research.

Thirdly, the knowledge acquired form earlier research helps in locating sources, selecting

procedures and methods, delineation of the problem, interpretation of data and selection of

literature. Lastly, acquaintance with the concerned discipline and their trends helps to

update the researcher's knowledge as well.

During the course of literature review, the researcher found a number of research

works pertaining to the development of courses, programmes, syllabus and curriculum of

different disciplines. Those innovative works were not exactly relevant from the subjective

point of view but the curriculum development procedures and techniques of curriculum

development would be relevant to this study. Thus, such research works have been studied,

reviewed in the present study which are given below.

56

Kelkar (1950) developed a tentative course of study in general science for the

secondary schools. The purposes of the study were: (i) to present a tentative course of study

in general science for the secondary schools of the province of Bombay; and (ii) to discuss

the historical and philosophical background of the new course of study in general science.

The sample consisted of high school pupils of both the sexes in the city in Belgaun.

Information regarding their interest was obtained from the interest sheets. 'Kirloskar' and

'Sunday Sakal' (the newspapers) formed other source materials. These were analyzed for

four years and relevant scientific material was compiled in order to locate the scientific

interest of the pupils. The suggested course in general science consists of ten units, each of

which represents some major problems of living a wide area of human experience or an

important aspect of environment.

Dave and Saxena (1965) made a thorough survey of the various aspects of

mathematics teaching in different states with a view to developing a new curriculum in the

subject by adopting suitable techniques of teaching and learning. The major objective of

this study was to develop a new curriculum in mathematics. The analysis of syllabi and

textbooks was extended to all states, but the study of teaching-learning situations was

confined to only four states, viz., Bihar, Gujarat, Mysore, Punjab, and the Union Territory

of Delhi. The study was confined to general mathematics course. For survey and analysis

of the present syllabi in mathematics, Information Blank was prepared. For analysis of the

textbook, a questionnaire for teachers was prepared and mailed to 200 teachers, but only

sixty were received duly completed. For study of the teaching-learning procedures, a

questionnaire was given to the students and classroom observations were made. The

teachers were interviewed and students in groups were also interviewed.

The major findings of the study were: (1) most syllabi did not specifically mention

any objective of teaching mathematics; (2) the content was arranged under topics, further

divided into subtopics; (3) basic concepts underlying the topics or subtopics had nowhere

been indicated; (4) to a great extent the teachers depended on the text work for the selection

of problems; (5) about fifty percent of the teachers did analyze the problems on the day of

observation; and (6) only about twenty six percent of the teachers corrected the home

assignments with or without suggestions for improvement and majority of the teachers just

signed the notebooks.

57

K.C. (1971) made a study on a college home science curriculum for Nepal. The

main purpose of the study was to identify the needs for home science curriculum in higher

education and propose a curriculum guide of home science to meet the need of Nepalese

women. The researcher reviewed all the related past and present reports and documents.

Similarly, various principles of curriculum development presented by different authors and

scholars were also studied. While proposing a new model home science curriculum, the

researcher made a long list of questions regarding various aspects of home science in

practical field. On basis of the questions, the researcher developed a model home science

curriculum for the college of Nepal.

Development and evaluation of environmental education programme was carried

out by Weiss (1974). The main purpose of the study was to develop and/evaluate a self

instructional environmental education programme for improving knowledge and positive

attitudes of elementary school teachers. Thirty four teachers were randomly assigned to

experimental and control groups and test and pre-test were conducted on environmental

science. An opinion survey was also conducted with their students for the collection of

data. It was concluded from the study that the teachers with experimental group found

more knowledgeable about the environment than the control group. The study further

revealed that the environmental education package was effective in improving the teachers'

attitudes towards teaching environmental education in the elementary school.

Singh (1977) developed a curriculum in science for the secondary schools in the

state of Maharashtra. The objectives of the study were: (i) to evaluate the present science

curriculum of standard VIII in vogue from 1972; (ii) to modify the present curriculum with

a view to achieving skill oriented objectives of the teaching of science; and (iii) to finalize

a practical and progressive science curriculum after a tryout. The existing science

curriculum was evaluated by questionnaire and interviews. On the basis of the opinions of

the science teachers, the curriculum was modified and made more skill-oriented. Two

groups of students of standard VIII of six English medium high schools in Bombay were

selected. For experimentation a pretest was administered to both the groups. The modified

curriculum was taught to the experimental group and the existing curriculum was taught to

the control group. After teaching both the curricula, a post test was administered to both the

groups. The significance of the difference between means was computed. The investigator

concluded that the curriculum was more suitable than the existing curriculum and that the

existing science curriculum lacks modification.

58

Ramdas (1981) made a study on curriculum development in science relevant to the

Indian school system. The objectives of the study were: (i) to formulate operational

objectives to be achieved by the science teachers in the classroom; (ii) to implement these

objectives and to evaluate their effectiveness in terms of changes in teacher and pupil

behaviour. Two experiments were conducted under this study. One was carried out with

general science curriculum for Standards I to VII in fifteen primary schools situated in a

rural area near Khiroda in Jalgaon district in Maharashtra. The other was carried out with

physics curriculum in Standard IX in fifty selected secondary schools of the Bombay

Municipal Corporation. Both experimental and control groups were used for the study. The

major findings of this study: (i) Teachers showed some significant changes such as

willingness to change their teaching methods and go beyond the textual material to include

real life experiences and to encourage participation of pupils, (ii) An improvement in the

pupil's ability to apply concepts in physics to non-textual situations was also observed, (iii)

Suggestions were made to pay more attention to the actual process of education in the

classroom.

Muttaqi (1981) carried out a study on development of a curriculum in Biology for

secondary schools of Bangladesh. The general objective of the study was to develop an

ecology curriculum which was suitable and effective in developing environmental literacy

among the students of Grades VI, VIII and VIII of some selected schools of Bangladesh.

The first phase of the study consisted of the development of curriculum, curricular

materials and their preliminary and formative evaluation. The second phase of the study

comprised summative evaluation. For formative evaluation, the samples drawn were

subject specialists (four), curriculum specialists (four), classroom teachers (twelve),

headmasters (four), textbook writers (three) and parents (twelve) whereas for summative

evaluation two urban and two rural schools, twelve classroom science teachers, and 552

boys and girls of Grades VI, VII and VIII were selected. The experimental treatment for the

teachers consisted of teachers' orientation programs through discussion of content of the

students' materials and the use of the teachers' manual. The experimental treatment for

pupils consisted of twelve ecology units. During the formative evaluation six types of

questionnaires were used whereas for the summative evaluation achievement tests teachers

and students were used. The attitude scales for teachers and students were also used. The

formative evaluation data were analyzed by using statistical measures.

59

The major findings of the study were: (i) in the formative evaluation, the

curriculum and the curricular materials were found suitable and appropriate for the purpose

of the study. (ii) the curricular materials were effective in producing significant changes in

the majority of the grades. (iii) the teachers' manual was effective in producing significant

positive changes in the attitudes of teachers. (iv) the teachers' manual was effective in

producing significant gains in knowledge of teachers about ecological facts and related

problems with possible solutions. (v) rural students possessed significantly less ecological

knowledge.

Pai (1981) prepared and tried out a curriculum in environmental studies leading to a

lifelong education for the college students. The main objectives of the study were: (i) to

help students acquire an awareness of the interrelationships, interactions and

interdependence existing between biological and physical aspects of the total environment

and sensitivity towards the environment and its applied problems, (ii) to help students

acquire strong positive attitudes, sound ecological values towards the needs for a batter

environment and the necessary motivation for actively participating in its protection and

improvement. In the first phase, the curriculum was developed by studying and analyzing

the existing literature on curriculum development, the concept of lifelong education and

environment education. The draft curriculum was modified after the preliminary tryout.

The study employed pretest-posttest experimental-control groups design. Seventy-two

students in the experimental and eighty students in the control group were involved in the

study. The data were collected using Environmental Achievement Test, unit test,

Environmental Attitude Inventory and Environmental Activities Inventory. The collected

data were analysed using t-test.

The findings of the study were: (i) there was a significant difference between the

performance of the experimental groups and control group. (ii) the experimental group had

gained more than the control group in environmental activities inventory, indicating

effectiveness of the curriculum; (iii) as a result of instructions for using the curriculum,

students reflected clearer and more vivid images perceived in terms of their sensitivity

towards the environment; and (iv) unit-wise analysis of the performance of the students in

the experimental group showed they had gained an overall knowledge in environmental

problems as a result of instructions for using the curriculum.

60

A study on design and development of a syllabus for supervision of education in

Thailand was conducted by Chanuanjit (1985). The study was intended to design and

develop a syllabus for the use in a graduate course in supervision in Thailand. A panel of

24 professional educators responded on a five point Likert scale about the appropriateness

of the syllabus. On the basis of the study, the researcher designed and developed a

modified syllabus for supervision course in education. The completed syllabus was later

presented to a second panel of five experienced supervisors and teachers from the

University of Kansas for approval.

Manjula (1987) developed a curriculum of family life education for higher

secondary students and made a study of its effectiveness. The major objectives of the study

were (i) to develop a curriculum of family life education phase-wise, for grade XII science

students, (ii) to validate the curriculum of family life education in terms of students'

achievement, relationship between socio-economic status and family adjustment, self-

attitude and family adjustment, achievement and attitude.

The investigation was a one-shot study where the curriculum of family life was

developed and validated on a single group for a period of three months. The curriculum

was developed on the basis of the needs and interests of the pupils measured through a

questionnaire developed by the investigator. The developed curriculum was tried out on

grade XII science students. The curriculum was modified On the basis of the data obtained.

Finally, the curriculum was implemented on 28 students, (18 boys and 10 girls). The tools

used for the data collection were Socio-economic Status Scale, Family Life Inventory, an

Attitude Scale, achievement tests and a reaction questionnaire. The obtained data were

analyzed by computing mean, SD, percentiles, coefficient of correlation and t-test.

The major findings of the study were: (i) the curriculum was found effective in

terms of students' attitude towards their self, opposite sex members, sexual matters,

marriage and family; (ii) students' reactions towards the curriculum were found positive;

(ii) there was not any relationship observed between socio-economic status and family

adjustment; (iii) a significant relationship was found between the family adjustment and the

self-attitude in both the groups except the girls belonging to the experimental group (iv) a

significant relationship was found between the achievement and the attitude.

61

Maharjan (1994) carried out a study on the development of an environment science

curriculum in Nepal. The main objective of this study was to develop an environmental

studies curriculum for classes IV and V and to evaluate the developed environmental

studies science curriculum. It was one of the important studies in the field of curriculum

development.

In order to ascertain the environmental awareness, a test was administered to the

two Nepalese schools by the researcher. Similarly, the researcher collected the opinion of

the teachers, experts and educational administrators on existing primary level Social

Studies curriculum. She also observed the classrooms and social, physical and educational

environment of the primary schools in Nepal. Finally she developed a environmental

studies science curriculum for primary education in Nepal.

The study showed that the traditional teaching methods were used in the classroom.

At the same time, uses of the instructional materials were non existence. The physical

facilities were very poor and school environment were unhealthy. Finding of this study

showed the need for an environmental studies curriculum as the existing science

curriculum is not contributing much towards developing an environmental awareness. It is

due to the lack of relevant objectives, contents, and methods of teaching accompanied by

an improper evaluation.

National Council for Social Studies of United States of America first published

national curriculum standards in 1994. Since then, the Social Studies standards have been

widely and successfully used as a framework for the curriculum development. These

curriculum standards were again revised in 2004. It incorporates current research and

suggestions for improvement from many experienced practitioners. This revised form of

curriculum standard provided a basis for Social Studies curriculum development. These ten

national curriculum standards are: Culture; Time, Continuity, and Change; People, Places

and Environment; Individual Development and Identity; Individuals, Groups and

Institutions; Power, authority, and Governance; Production, Distribution and Consumption;

Science, Technology, and society; Global Connections; and Civic Ideals and Practices.

These national curriculum standards provide basic foundations for the selection of content

for curriculum. These curriculum standards are very useful for the curriculum designer.

62

Bhomi (2000) undertook a study on effectiveness of adult education program in

Nepal: a proposed model for rural areas. The general objective of this study was to assess

the effectiveness of basic level Adult Education Program in which a single primer called

'Naya Goreto' written in Nepali language was being used for the adult education classes of

Nepali and non Nepali mother tongue speaking groups and to develop a proposed model of

adult education program applicable and relevant to the multi-lingual rural areas of Nepal in

terms of structure of adult education program, implementation program, support system

and monitoring and evaluation.

A multi-stage purposive and random sampling was employed to select the samples.

600 samples were selected for the study. This study had four objectives. To achieve each

objective, a research tool was employed to collect the requisite data. Literacy achievement

test, an attitude scale, a structured questionnaire were used as the research tools.

The major findings of this study were (i) the mean gain scores of Nepali, Maithili,

Tharu, and Tamang mother tongue groups obtained in language component differed

significantly from each other and hence the existing adult education program was not

equally effective in these five groups with respect to this component, (ii) some significant

difference were found between the mean gain scores of Nepali, Maithali, Bhojpuri, tharu

and Tamang mother tongue groups with respect to attitudinal change towards social

practices. Hence the efficacy of adult education program differed in five mother tongue

speaking groups in this regard, (iii) the mean scores of Neplai, Maithali, Bhojpuri, tharu,

and Tamang mother tongue groups on awareness related activities differed significantly.

Hence the impact of adult education program on the activities related to awareness carried

out by five mother tongue speaking respondents groups in their daily file was differed.

Sherchan (2001) carried out a study on a critical study of secondary school physical

education curriculum in Nepal. The major objectives of the study were; (i) to examine the

existing secondary school physical education curriculum in terms of elements of

curriculum planning ; objectives, selection of content and learning experiences,

organization of scope and sequence (ii) to suggest the appropriate measures for remodeling

of existing curriculum and present a model physical education curriculum for secondary

schools of Nepal.

63

Purposive and random sampling methods were applied in this study. Altogether

twenty colleges and forty schools were selected as the sample in this study. Two separate

sets of questionnaire were prepared in order to collect the data.

The major findings of the study were: (i) the weak point of present secondary

school physical education curriculum of Nepal as mentioned by the majority of school

physical education teachers were as follow- (i) course contents were randomly designed,

subject matters were not in proper order, all games were not suitable for schools of rural

areas, evaluation systems was not proper, (ii) the weak points of the curriculum as stated by

the majority of college physical education teachers were- (1) curriculum had been planned

and constructed without need based assessment, (2) thee is no participations of physical

experts in curriculum development, (3) it was not according to the psychological principles,

(4) the theoretical aspects were not covered (5) the difficulty faced by the physical

education teacher in their schools to run classes were : lack of physical facilities, lack of

sport equipments, no opportunity for further study and training.

Foundation of Educational Change (2004) carried out a study on the development

of Social Studies and Nepali textbooks for the primary grades. The major objectives of the

study were: (i) to develop a format and detailed guidelines for writing Social Studies and

Nepali textbooks from grades I-V, and (ii) to suggest possible improvement in Social

Studies and Nepali textbooks.

One hundred teachers, one hundred students, fifty parents and resource persons

were selected as the samples and five teams visited five districts separately and conducted

focused group discussion and interviews with teachers, resources persons and students in

order to collect data.

The major findings of the study were: (i) the content analysis of textbooks and

curriculum revealed a lot of rooms for improving contents presentation and activity

sequencing in the lessons of textbook to reflect the intent and spirit of the curriculum (ii)

the effectiveness analysis of textbooks indicated the need for moving from one way

communication of content to child friendly and teacher friendly presentation of content so

as to promote active learning process in the classroom including locally relevant exercises.

64

(iii) desired features in the lessons are; title, learning outcomes, presentation of the text,

evaluation, glossary, and instruction to the teachers. (iv) although the textbook is in

essence, a compilation of a series of lessons, it needs to ensure a representation of different

life styles and cultures of different posts of the country, a gender balance and a horizontal

(within the textbook) and vertical (with textbooks of lower and upper grade ) articulation.

(v) the opinions presented by key stakeholders regarding guidelines for textbook writers

relate to the following area: child friendly textbook, teacher friendly textbook, consistency

between curricular intentions and textbook focus, structured format of the lesson and

textbook, relevance to the local context, horizontal (within the textbook) and vertical (with

the upper and lower grade textbook) articulation, length of the lesson, and estimated time

for the lesson, (vi) mention consistency between curriculum and textbook by means of-

mentioning learning outcomes at the beginning of each lesson, including series of activities

designed to achieve intended knowledge, skill, and attitudinal outcomes, maintaining a

match between learning outcomes and lessons, integrating process and output evaluation so

as to ensure the realization of curriculum objectives, (vii) in order to facilitate an effective

process of textbook development, the curriculum development center management should

give due consideration to the following aspects: formulate the textbook writing team with a

subject specialist, pedagogical experts and instructional design experts, monitor the writing

process at the beginning, middle, and final stage of textbook development by the related

CDC expert and an independent evaluator, ensure that the textbook is technically sound,

i.e. physical appearance as well as substantive coverage of content, process, individual

student learning and evaluation activities, ensure that the words to be used in the lessons of

the textbook be within the range of words prescribed for each grade in particular subjects.

The foregoing review of the literature indicates that a number so research studies

pertaining to the development of courses, program, syllabubs, and curriculum of various

disciplines and fields were conducted in the field of curriculum development. These

innovative works were not exactly relevant from the subjective point of view but the

development of curriculum, courses, and program were directly related to the present

study. The major objective of this study is to design a progressive curriculum of Social

Studies for primary education in Nepal. For the same purpose such research works have

been studied, reviewed, and critically analyzed. Thesis studies provided an insight in the

selection and organizations of design of the study, sampling procedures, curriculum

development procedures and so on.

65

Kelkar (1950) developed a general science course for the secondary level. On the

basis of the interest of the students and news papers (Kirloskar' and 'Sunday Sakal) draft

curriculum designed. The investigator did not follow the modern scientific principles of the

curriculum development in this study. But Dave and Saxena (1965) collected opinions of

the teachers and students. The investigator also observed the classrooms to explore the

prevailing teaching learning process. Finally, they developed a course of study of

mathematics. Kelkar's study is also not perfect because curriculum development model,

curriculum design, intended learning outcomes were not duly considered in this study.

K.C. (1971) developed a home science curriculum for the college level in Nepal.

The researcher reviewed all the related past and present reports, documents, various

principles of curriculum development presented by different authors and scholars. On the

basis of the questionnaire, the researcher developed a home science curriculum. On the

basis of the opinions of science teachers, Weiss (1974) modified the prevailing curriculum

and made it more skill-oriented. All of the elements of the curriculum were not duly

considered in this study also.

Singh (1977) developed a curriculum in science for the secondary schools. The

existing science curriculum was evaluated by using the questionnaire and interviews. On

the basis of the opinions of science teachers, the curriculum was modified and made more

skill-oriented. The investigator concluded that the existing science curriculum in force in

the state needed modification. Ramdas (1981) developed a model curriculum of science for

Indian primary schools. Muttaqi (1981) also designed a curriculum for secondary school

biology. Pai (1981) prepared and tried out a curriculum in environmental studies for

college students. These studies are also insufficient and not perfect.

Manjula (1987) developed a curriculum of family life education for the higher

secondary students and made a study of its effectiveness. Maharjan (1994) also developed

an environment science curriculum for the primary education of Nepal. Marjhan developed

her curriculum developmental model on the basis of Taba's curriculum developmental

Model and multidisciplinary curriculum design. She also collected the opinion of the

teachers, educational administrators and educationists. Bhomi, Serchan and Foundation of

Educational Change have also made contribution in the field of curriculum development. In

brief, these studies have also developed the insight of the investigator.

66

Curriculum Studies in Nepal

In Nepal Durbar School is the first ever kind of modern school which was established

in 1854 with a purpose of providing modern education (NECO, 1985). In 1877 Daniel

Wright (1993) made the first remark on the prevailing education system and its curriculum

in his book „History of Nepal‟ as :

The subjects of schools and colleges in Nepal may be treated as briefly

as that of snakes in Ireland. There are none. Sir Junga Bahadur and some

of the wealthier classes have tutors, either Europeans or Bengali Babus,

to teach their children English; but there is no public provision for

education of any sort (p. 31).

But a detailed study on primary education curriculum was start only after the first

half of the twentieth century. The Nepal National Education Planning Commission report

1956 can be regarded as the first contribution in the study of primary education in Nepal

(Pandey, 1988). This report can be taken as a resource book for providing information

about the education system of the past and a guiding book for the educational planning in

Nepal.

Later in 1956, Nepal National Education Planning Commission (NNEPC) proposed

a model of curriculum for primary education in Nepal. NNEPC determined five broad areas

of contents for primary level Social Studies which are given in the Table-11:

Table-11

Content Proposed by Nepal National Education Planning Commission 1956

S. N. Grade Broad Areas of Content

1. Grade I Life in the school and home

2. Grade II Life in the neighbour

3. Grade III Life in the valley, hills and mountain

4. Grade IV Life in the other part of Nepal

5. Grade V Life in the foreign countries

Source: Report of Nepal National Education Planning Commission 1956

67

All Round National Education Committee (ARNEC) 1961 has also developed a

model of curricula for school level in Nepal. ARNEC also determined broad areas of

contents for primary level Social Studies. These broad areas of contents are given in the

Table-12:

Table-12

Content Proposed by All Round National Education Committee 1961

S.N Grade Broad Areas of Content

1. One Life in the school and home, Life in the home

2. Two Life in the neighbourhood

3. Three Life of people in their region

4. Four Life of people in their region.

5. Five Life of the people in the other country of world

Upreti (1962) carried out a study and presented a long historical background of the

educational development in Nepal, based on the secondary data. According to curricular

emphasis, he found five types of primary schools such as English, Sanskrit, Basic,

Vernacular and Gompas. Kasaju (1964) investigated the reasons for resistance to school

among the Jyapoos (Peasants) of Kathmandu. One main obstacle was the alienation of

school education from their belief, culture and working and earning life. They preferred the

type of education which enables children to earn. Accordingly, Wood (1965) outlined the

educational history of Nepal and described the educational system of Nepal in detail.

Aryal (1970) also outlined the history of Nepalese educational system and its

institutional structure. He has traced the need for change in education system to make it a

potent force for national development. Rana (1967) tried to set out the suitability of the

system of primary education to rural Nepal. He observed a lack of understanding of the role

of the child in the production orientation, a fundamental mistake in primary education. He

was of the view that until and unless primary education is given a production orientation, a

powerful rural loading, it will be basically out of joined with Nepalese reality.

68

Reed and Reed (1968) tried to see the culture-education relationships and found the

bulk of Nepal‟s education system bolstering up traditional Nepal. They have felt that

Nepalese education could, and should, be a powerful force in the rapid development of

Nepal as a nation. For this, they have suggested the necessity to set up the explicit goals of

the nation as well as of education.

Padhye (1968) identified the problems related to primary school curriculum in

Nepal. He noted that the present primary school curriculum exists in the printed pages only.

Some of the lacking in the curriculum planning, he realized were: a balance day for boys

and girls, continuity in the learning experiences of the child united teaching, development

of fundamental skills, pupil teacher participation in curriculum planning and

comprehensive evaluation procedures.

Rongong (1973), for the first time, analyzed the number of words used in grade

one, two and three textbooks. To identify the vocabulary level, he took an interview of 120

students covering three different geographical regions (Hill, Terai and Valley) of Nepal. He

found not much difference in the words used by the children of three regions and found that

the greater percentage of words used in the textbooks were familiar to the pupils.

Sharma (1980) identified the school level curriculum practiced in different times of

the Nepalese education history. In addition, Sharma (1986) presented a detail account of

the Nepalese education history from ancient period to 1950. Among many things, he has

presented a list of the textbooks perspective on the development of the modern school

curriculum in Nepal. The important aspects of a curriculum such as objectives, subjects

offered as well as weightage given to different subject areas and major efforts directed at

facilitating the smooth implementation of curriculum are dealt in this booklet.

Shrestha (1987) analyzed the relevance and efficiency of the primary education. He

found the then existing curriculum having a very remote relationship with the world of

work and no balance in incorporating all traditions and cultures. A very low level of

efficiency because of high dropout, low attendance and low passing rate was also observed.

The study reveals that the primary education curriculum was not able to fulfill the general

aims of the primary education in Nepal.

69

A study of Center for Educational Innovation and Development (CERID, 1987)

identified the factors related to making education useful to life. The major findings of the

study were as follows:

the primary school curriculum was found related to the expectation of the concerned people;

there seemed to be ineffective implementation of curriculum because of the lack of well

qualified and efficient teachers as well as due to the lack of physical facilities and

instructional materials in the schools; and

there seemed to be some imbalances and inappropriateness in the use of words, social

concepts and sentence formation in the textbooks of Nepali and Social Studies.

Lynch (1989) studied both the primary curriculum and textbooks. He observed that

the material was badly sequenced, poorly conceptualized and unrealistic to mental

development of the children: the first grade readers were burdened with a mass of new

vocabulary, content, materials and methods, the lessons were seriously gender biased, and

ignored the rich heritage of Nepalese culture in music, dance, literature and the visual arts.

Rastogi (1989) and Read (1990)also analyzed the primary level textbooks of Nepal.

They found that prevailing textbooks had content problems, methodological problems, poor

and inconsistent language including unintegrated illustrations.

CERID (1990) identified the math's concepts and practices of the Tamangs of

Rasuwa (one of the remote districts of Nepal) and tried to interpret the implication of local

math process with reference to the primary school math curriculum. The study showed that

their ways of conventional counting and math processes have influenced, even interfered,

in math learning of their Primary School Children.

Skinner (1990) examined the influences of schooling and found that schools were,

through prepared curriculum, textbooks and teachings, promoting enabling social change

and were having influences on children and their families, especially in those rural areas

(of Nepal) where no schools existed in the parental generation. The study reveals that

schooling had a positive influence on the people but some parents were not satisfied with

the existing education system of Nepal. The primary education curriculum was not able to

fulfill the need of Nepalese children.

70

CERID (1991) found a very critical situation of facilities and their management in

public primary school of Kathmandu valley. It found:

95% of the primary school building were not environmentally conducive to children,

most of the schools did not have desks and benches in the classrooms,

only 30% of the schools had play ground but insufficient games and sports materials,

most of the schools not having toilets and no schools had the garden.

Pandit (1992) concluded that personal variables of children like their sex and age

are not related to learning disabilities in mathematics but environmental variables like

location of schools is related to learning difficulties. He also found that disabilities of

learning disabled children increases with increasing complexity of mathematical

operations.

Maharjan (1994) developed an environmental studies science curriculum for classes

IV and V. The main objective of this study was to design a environmental science

curriculum. The researcher examined the existing curriculum, surveyed the opinions of the

subject teachers, experts and educational administrators, and applied a test to the students

of class IV and V for the collection of data and finally the researcher developed a model

curriculum for environmental science in primary education.

CERID (1994) analyzed the curriculum of grade I and II. The study observed that

the curriculum plan, textbooks and teachers manual of both grades were generally linked to

each other. But the teachers were found critical about the provision made for an integrated

textbook on social studies, environmental science, and health. The class observation

revealed that teachers were fairly prepared for the lesson but some teachers were unaware

about the use of teaching aids and materials. Children‟s participation in the classroom

activities was not quite satisfactory.

NEW-ERA (1995) achievement tests results showed a very poor level of

achievement (less than 50%) of primary graduates. Regarding this, under the existing

circumstance three possibilities exist: either the curriculum has not been delivered

appropriately, or it has not been delivered to the required level or the expectation from the

curriculum is high to the level of students.

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In a critical evaluation of primary level Nepali language textbooks, Sharma (1995)

found that the textbooks‟ contents were appropriate, language was generally favorable,

vocabulary selection was poor and the pictures were inadequate in grades II and V.

Teachers of I, II and V had found the exercises of the textbooks contrary to the mental level

of the learners. An impact study (CERES, 1995) of grade one new materials indicated a

decrease in dropout rate and an increase in the passing percentage of students. The teachers

expressed the view that the textbooks and teacher‟s guides were helpful in managing the

class appropriately and in using appropriate evaluation techniques. But in most of the

schools, the attendance of students was not increasing satisfactorily and the teachers were

not using any instructional materials other than the blackboard.

Parajuli (1999) undertook a study on the relevance on primary education curriculum

in Nepal. Sherchan (2001) completed his research work on title a critical study of

secondary school physical education curriculum in Nepal. The investigator critically

analyzed the prevailing secondary school physical education curriculum and designed a

secondary education physical curriculum. The study indicates that contents were randomly

designed, subject matters were not in proper order and evaluation system was not proper.

Foundation of Educational Change (2004) made a study on the development of

Social Studies textbooks for the primary grades. The study revealed lot of rooms for

improving content presentation and activity sequencing in the lessons of textbook to reflect

the intent and spirit of the curriculum. CERID (2008) made a study on provision and

conditions for better classroom pedagogical practices. The study revealed that the piloting

of the local curriculum was not found to be able to provide needed support and learning for

successful implementation of local curriculum at the national level. Content selection and

instructional strategies were found to have been confused in the piloted schools. Similarly,

incorporation and guidelines regarding life skills are another major improvement in the

revised curriculum. But life skills in the classroom delivery were poorly incorporated.

Bishokarma (2012) observed the school examination systems in Saptari and Siraha

district in Nepal and he observed that achievement of the primary school students was not

satisfactory. He further mentioned that written examination was the basis of the

examination and other approaches of examination were not used in an effective manner.

72

Models of Curriculum Development

Bobbitt (1918) articulated for the first time the importance of studying a curriculum

development processes. He realized that it was not enough to develop new curricula; there

was also a need to learn more about how new curricula can best be developed. Bobbitt

(1918) suggested the following guidelines for curriculum construction process :

The first step in curriculum making, according to Bobbitt, is to separate the

broad range human experience into major fields. The second step is to break

down the fields into their more specific activities. The third step is to derive

the objectives of education. The fourth step is to select from the list of

objectives those which are to serve as the basis for planning pupil activities

and last the fifth step is to lay out the kinds of activities, experiences, and

opportunities involved in attaining the objectives (p.52).

Charters enunciated a method of curriculum development process. Charter used

activity analysis, a concept of scientific management, in his curriculum construction

process that was very similar to Bobbitt's. He differed in the emphasis given to ideals and

to systemized knowledge in determining the content of the curriculum. Employing the

concept of activity analysis, Charters (1923) elaborated a procedure for curriculum

development which is given below:

First, determine the major objectives of education by a study of the life

of man in its social setting. Second, analyze these objectives into ideals

and activities and continue the analysis to the level of working units.

Third, arrange these in the order of importance. Fourth, raise to positions

of higher order in this list, those ideals and activities which are high in

value for children but low in value for adults. Fifth, determine the

number of the most important items of the resulting list which can be

handled in the time allotted to school education after deducting those

which are better learned outside of the school. Sixth collect the best

practices of the race in handling these ideals and activities. Seventh,

arrange the material so obtained in proper instructional order, according

to the psychological nature of children (p.110).

Although Bobbitt and Charter tried their best to develop a relevant the curriculum

development, they were not able to develop well accepted the model of curriculum

development. Their models did not become popular in the field of education.

73

Tyler (1949) argued that curriculum development needed to be treated logically and

systematically. Further, he argued that to develop any curriculum, one had to pose the

following four fundamental questions :

What educational purposes should the school seek to attain ?

What educational experiences can be provided that are likely to attain these purposes ?

How can these educational experiences be effectively organized ?

How can we determine whether these purposes are being attained ?

These question forms four steps of curriculum such as objectives, contents, teaching

learning process, and students evaluation procedures. Three elements; objectives, contents,

and teaching learning process have already discussed by the other educationist. Tyler found

out the fourth element evaluation. According to Tyler, curriculum development process

starts form the formulation of objectives and end at evaluation.

Taba (1962) designed a model of curriculum development in her book entitled

"Curriculum Development: Theory and Practice." Taba revised the Tyler's model of

curriculum development to make it more representative and specific curriculum

development model. She noted seven major steps of curriculum development in her model.

These steps are given in Table -13.

Table -13

Steps of Curriculum Development Proposed by Taba

Steps-1 Diagnosis of Need

Steps-2 Formulation of objectives

Steps-3 Selection of Contents

Steps-4 Organization of Contents

Steps-5 Selection of Learning Experience

Steps-6 Organization of Learning Experience

Steps-7 Determination of what to evaluate and ways and means of doing it

Source: Taba, (1962).

74

Wheeler (1967) converted the linear Tyler model into five stages cyclical model

considering the necessity of evaluation at every stage of the curriculum development. He

has argued that the curriculum development process is cyclical rather than the logical as

Tyler and Taba. Wheeler (1967) has recommended different phases that incorporate the

essential elements of curriculum which are considered as the essential building blocks of

curriculum development. These phases are the basic criteria for the curriculum

development process. These phases are depicted in the Figure 3:

Figure-3

Curriculum Development Model of Wheeler

Source: Wheeler (1967).

Kerr (1968) has developed an alternative model of curriculum in his book

'Changing the Curriculum'. Kerr argues that curriculum developer should pose four

questions at the time of curriculum development process as Tyler and the solution of these

questions result a relevant model of curriculum. Kerr suggests four questions to be

answered to construct the new curriculum. These questions are:

What is its purpose ?

What subject matter is to be used ?

What learning experiences and school organization are to be provided ?

How are the results to be assessed ?.

1. Aims, goals and objectives

2. Selection of learning experiences

3. Selection of content

4. Organization and integration of learning

Experiences and content

5. Evaluation

75

Each of the above listed questions represents a component of a curriculum.

According to Kerr, the curriculum may be divided into four interrelated components;

curriculum objectives, knowledge, learning experience and curriculum evaluation. The first

question is related to curriculum objectives. Similarly, the second, third and fourth

questions are related to content, teaching methods and evaluation respectively. Kerr

specifies that all of these components are interrelated and interdependent. These

components are depicted in Figure 4.

Figure-4

Curriculum Development Model of Kerr

Source: Kerr, J. F. (1970).

In the late 1960s and early 1970s Walker studied how the national curriculum

projects undertook curriculum planning. During three years as participants, he observers

and evaluator with the Kettering Art Project, he recorded the actions, arguments, and

decisions of the projects teams. By analyzing transcripts and other data, he was able to

identify three basic phases which termed as platform, deliberation, and design.

Subsequently, Walker analyzed the documentary evidence of decision making of three

other National Curriculum Project and was able to confirm his finding about three phases.

Walker (1971) then developed his finding into a framework for describing the process

which he described as a "naturalistic model". Walker used the term naturalistic because he

wanted to portray how curriculum decision making actually occurred in practice, in

contrast to other approaches that prescribe the how curriculum development should occur.

CURRICULUM

OBJECTIVES

CURRICULUM

EVALUATION

KNOWLEDGE

LEARNING

EXPERIENCES

76

Three-step sequence of platform, deliberation, and design has since been used at

various levels of curriculum development process. Walker's steps are also slightly different

from others. The model is depicted in Figure 5:

Figure-5

Naturalistic Curriculum development Model of Walker

Source: Marsh and Willis (1999).

Saylor and Alexander (1974) presented a systematic approach to curriculum

development. Four steps of curriculum development are included in this model. These steps

are depicted in Figure 6:

Figure-6

Curriculum Development Model of Saylor and Alexander

Source: Saylor and Alexander, (1974).

Design

Deliberation

Platform

Identify which

facts are needed

for means and

ends

Generate

alternatives

and consider

precedents

Consider

consequences of

alternatives

Weigh

alternative costs

and

consequences

Weigh alternative

costs and

consequences

Conceptions

(beliefs)

Theories Aims Images Procedures

Beginning

Process

End

Determine

Goals and

Objectives

Select and Create

Curriculum

Design

Develop

Implementation

Plans

Select

Evaluation

Procedures

77

Stenhouse (1975) says that a major problem is the gap between what curriculum is

supposed to achieve and what it actually does achieve. He argued that the way to improve

practice was to approach it through improved of teaching and learning. He therefore,

proposed to specify content and principles of procedures rather than intention. His model of

curriculum is given below:

In planning

Principles for the selection of content - what is to be learned and taught.

Principles for the development of a teaching strategy - how it is to be learned and taught.

Principles for the making of decisions about sequence.

Principles on which to diagnose the strengths and weaknesses of individual students and

differentiate the general principles 1, 2 and 3 above, to meet individual cases.

In empirical study:

Principles on which to study and evaluate the progress of students.

Principles on which to study and evaluate the progress of teachers.

Guidance as to the feasibility of implementing the curriculum

In varying school contexts, pupil contexts, environments and peer-group situations.

Information about the variability of effects in differing contexts and on different pupils and

an understanding of the causes of the variation.

In relation to justification:

A formulation of the intention or aim of the curriculum which is accessible to critical

scrutiny.

Skilbeck (1976) suggested an approach for devising the curricula at school level.

Skilbeck provided a model by which the teachers could realistically develop appropriate

curricula and such a model may be considered dynamic in Nature. Skilbeck's models

suggest that the curriculum developers may commence with any curriculum element and

proceed in any sequence rather than the fixed sequences advocated by the rational mode.

These five steps are mentioned in the following Figures-7.

78

Figure-7

Skilbeck Model of the Curriculum Development Process

Source: Skilbeck (1976).

Nicholls and Nicholls (1978) refined the work of Tyler, Taba and Wheeler by

emphasizing the cyclical nature of the curriculum development process. Five

interdependent stages are needed in this continuous curriculum development model. These

five steps are depicted in Figure 8:

Figure-8

Curriculum Development Model of Nicholas and Nicholas

Source: Nicholas and Nicholas (1978).

Hunkin‟s (1980) proposed seven major stages- curriculum conceptualization, and

legitimization, diagnosis, content selection, experience selection, implementation,

evaluation and maintenance in his curriculum development model. These seven steps are

depicted in Figure 9.

Situation analysis Selection of objectives

Selection and organization of content Evaluation

Selection and organization of methods

Situation analysis

Goal formulation

Program building

Interpretation and

implementation

Monitoring, feedback,

assessment, reconstruction

79

Figure-9

Curriculum Development Model of Hunkins

Source: Hunkins, (1980).

Murray (1993) proposed three sequential phases of the curriculum development

process. These three major phases are- organization, development and application.

Accordingly, situational analysis, aims, goals, and objectives, content, learning activities,

instructional evaluation are major steps of curriculum development process. Murray's

curriculum development model is given in the following Figure 10.

Figure-10

Curriculum Development Model of Murray

Source: Murray, (1993).

Curriculum

conceptualization and

Legitimization

Curriculum

Diagnosis

Curriculum

Development Content

Selection

Curriculum

Development

Experience

Selection

Curriculum

Implementation

Curriculum

Evaluation

Curriculum

Maintenance

Aims, goals and objectives

Content

Learning activities

Instructional evaluation

Situational analysis

Curriculum

presage

Implementation and

modification

Monitoring and

feedback

(curriculum

evaluation)

Phase 1

Organization

Phase 2

Development

Phase 3

Application

80

After the review of different literature on the curriculum development, the

researcher has been able to find out the appropriate model of curriculum development.

Among the curriculum development model, Tylers' model of curriculum development is

relevant and appropriate to the present study. It includes all aspects of curriculum

development process. Similarly, it is based on real practical situation and could be used

easily whereas other models are vauge, unspecific and are not relevant for the present

study. The present study being an empirical study based on primary as well as secondary

data, agrees with Tylerian model. Thus, the researcher has identified Tylerian model of

curriculum development as its basic model of curriculum development with some

modification.

Tylerian model peruses the idea that while making curriculum objectives should be

fixed. The main intention of fixing the objectives is to point out what is to be done, and in

effect, it should be reflected in the intended behaviuor of the learners. Unless the

curriculum designer sees explicitly how the behaviour of the learner has been changed they

can't be sure that their intention has been fulfilled. The behaviour of the students translated

into the intended learning outcomes in order to measure them in an effective manner.

Tylerian model laid more emphasis on the changes of the behaviour of the students. This

notion is widely used and respected in the field of education. Most of the educationist

found this model convenient and easily applicable in the local situation. Thus, researcher

has also decided to follow the Tylerian model in order to develop present curriculum.

Tyler has raised four fundamental question related to the curriculum development

process. Systematic and sequenced answers of these questions form the major steps of the

curriculum development process. Tyler (1949) argued that to develop any curriculum, one

had to pose the following four fundamental questions:

What educational purposes should the school seek to attain ?

What educational experiences can be provided that are likely to attain these purposes ?

How can these educational experiences be effectively organized ?

How can we determine whether these purposes are being attained ?

81

These four questions represent the objectives, contents, teaching learning methods

and student evaluation procedures. This model is easily understandable and applicable in

all local conditions. On the other hand, all of the other curriculum development models are

rooted on Tylerian curriculum development model. Knowingly or unknowingly and fully

or partially curriculum designers have been following this curriculum development to

reframe the curriculum of any subject. According to Tyler, a relevant model of curriculum

could be developed by adopting the following major four steps:

Formulation of the objectives,

Selection and organization of the contents,

Development of teaching learning methods, and

Development of student evaluation procedures.

There are major four steps in Tylerian model of curriculum development process.

Objective, contents, teaching learning process and student evaluation procedures are major

elements of curriculum development process. All most of the educationist accepted and

respected these four elements of curriculum.

Taba (1962), Wheeler (1967), Kerr (1968) and other leading curriculum theorist

agreed with the main intention of the Tylerian model of curriculum development. The

present study is also based on these four elements of the curriculum. But the researcher has

made a slight modification in the Tylerian model of curriculum development without

destructing the main intention of the model. The following aspects have been included in

the present study:

National goals of education

General objectives of primary education

General objectives primary level Social Studies

Grade wise intended learning outcomes

Contents

Teaching learning activities

Students evaluation procedures

Evaluation and validation of the draft curriculum.

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Curriculum design

There are several curriculum designs but three of them are relevant to the present

study. These designs are subject design, correlation design and integrated design. In subject

design, the subject matters are organized into the different subjects such as history,

geography, civics and so on. But in the correlation design two or more subjects are

articulated and relationships between or among them are made a part of instruction without

destroying the subject boundaries.

The integrated curriculum design entirely eliminates school subjects and organizes

the work of the school around normal child activities. This design of curriculum

organization works on the principles of integration and coordination. Instead of teaching

Social Studies in the form of separate subject of the Social Sciences disciplines, like

history, geography, civics, economics, etc., it could be taught as a full subject of the school

curriculum. It is also admitted fact that while developing Social Studies curriculum the

subject matters are drawn most of the times from various disciplines of Social Sciences.

But doing so, the integrated approach is adopted instead of the disciplinary approach.

Topics, contents, subject matters, and learning experiences belonging to different

disciplines of Social Sciences are integrated and fused in a way to present a unified and

holistic picture of a full fledged subject of Social Studies in places it's appearing as isolated

pieces of the different knowledge areas belongs to various disciplines of Social Sciences.

Thus, the integrated design is adopted in the present study in order to develop a progressive

curriculum of primary level Social Studies curriculum.

While designing the Social Studies curriculum one should always keep in mind that

the primary purpose of Social Studies teaching to the students is not to provide them the

sophisticated and specialized knowledge of any of the Social Sciences disciplines but to

give them a well integrated, coordinated and meaningful knowledge and experiences which

may help them in realizing the set objectives of teaching Social Studies. This discussion

indicates that the integrated design of curriculum would be a more appropriate design for

primary level social studies curriculum. Thus, in the present study, subject matters of the

primary level social Studies are selected and organized on the basis of the integrated

curriculum design.

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Major Aspects of Curriculum Development Process

This chapter deals with the concept of curriculum, objectives, contents, and

teaching learning process. These aspects are described in the following paragraphs:

Curriculum-A Dynamic Concept

Curriculum word has been in existence at least since 1820 (Wiles and Bondi, 1993).

The educationists and curriculum experts have defined and analyzed the concepts from

different perspectives. During the early years of the twentieth century, most educators held

the traditional concept of curriculum as the body of subjects or subject matters set out by

the teachers for the students to cover. Dominant concept of curriculum is that of subjects

and subject matters therein to be taught by the teachers and learned by the students.

The educationists, Hutchins, Bestor and Phenix think of curriculum development in

terms of traditional concept equating the term with a course of study or body of knowledge.

Bestor (1956) is of opinion that the curriculum must consist essentially of disciplined study

in five great areas-command of mother tongue and systematic study of grammar, literature

and writing, mathematics, sciences, history, and foreign language. The curriculum should

consist of permanent studies-the rules of grammar, reading, rhetoric and logic, mathematics

and greatest books of the western world (Hutchins, 1961 : 82)

An enormous growth in knowledge caused to change the concept of curriculum.

Towards the late 1960s a new national awareness of pervading social problems of ecology,

poverty, crime, racial conflict, coupled with students demanded that the curriculum be

more relevant to their needs and life problems, impelled educators to reject the discipline

doctrine and to allow for a much broader conception of curricula. Bobbitt (1924) point out

that the curriculum may be defined in two ways: it is the range of experiences, both indirect

and directed, concerned in unfolding the abilities of the individual, or it is a series of

consciously directed training experiences that the school use for completing and perfecting

the individual. The curriculum is composed of all of the experiences children have under

the guidance of the school (Caswell and Campbell, 1935 : 66)

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Krug (1956) referred curriculum to all the means employed to provide learners with

opportunities for desirable learning experiences. In other word, all the planned experience

provided by the school to assist the pupils in attaining the designed learning outcomes to

the best of their abilities is known as the curriculum. Other contemporary educationist

followed this theme as seeing curriculum as an experience (process) rather than a product

(curriculum as a subject matter).

A sequence of potential experiences is set up by the school for the purpose of

disciplining children and youth in group ways of thinking and acting. This set of

experience is referred to as the curriculum (Smith, Stanley and Shores, 1957 : 3).

According to Johnson (1967) argues that the generally accepted definition of curriculum as

planned learning experiences is unsatisfactory because it fails to distinguish curriculum

from instruction and he proceeds to define curriculum as a structured series of intended

learning outcome.

Macdonald has also expressed the similar view of curriculum. According to

Macdonald (1965) said that they are essentially two separate action contexts, one

(curriculum) producing plans for further action; and the other (instruction) putting plans

into action. Actually performance of educational program has been a major concern of the

educational process. This focus has pushed the definition of the curriculum toward an

emphasis on outcomes. Curriculum is concerned not with what students will do in the

learning situation, but with what they will learn as a consequence of what they do.

Curriculum is concerned with results (Johnson 1970 : 25).

In 1980 David Pratt extended the meaning of the word to cover intention rather than

the program of the study as organized set of formal education and or training intention.

Barrow (1984) used the word curriculum to refer to only prescribed content, leaving open

the question of the manner in which the contents should be prescribed and Sharps (1988)

defined curriculum as the teaching unit. The discussion clearly indicates that any definition

of curriculum may vary according to the purposes, which are to be an accomplished. Thus

it can be concluded that curriculum refers to all the planned learning activities and

experiences provided by an educational program to a group of learners.

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Formulation of Objectives

Tyler (1949) identified described three sources of objectives: learner, contemporary

society, and subject specialist. He is quite eclectic about how these three sources can be

used; stating no single sources of information is adequate to provide a basis for wise and

comprehensive decisions about the objectives of the schools. Each of these sources has

certain values to commend it. Each source should be given some consideration in planning

any comprehensive curriculum program. These sources clearly represent the three basic

focal points; individual, society, and subject matter.

The students are the real experiencers of the teaching learning process. The most

critical evidence on a curriculum is the extent to which it leads to the appropriate kinds of

learning by the students. Thus, the curriculum workers need to know not only what

children should learn in order to live successfully in our rapidly changing society, but what

factors motivate and encourage learning. If the objectives are derived entirely from studies

of the culture, learning experiences are not likely to be adapted to the capacities, interests

and motivations of the children (Marsh and Wills, 1999). The wise selection of learning

experience depends to a large extent upon the teacher's understanding of how learning

experiences are appropriate for the children with whom they work (Ragan, 1960). It clearly

shows that learners are important sources of the objectives.

According to Tyler (1949) all of the methods of Social investigation can be

employed in studying the learners' need and interests. Students' interview, parental

interview, and questionnaire could be employed in studying the children. Children's

interview provides an opportunity to get the formal and informal data about how students

feel about things, their attitude, their interests and their philosophy of life. Similarly,

parental interview can be helpful in throwing light upon the needs, aspirations and interests

of the children. At the same time, the interest questionnaire could also be used in studying

different aspects of children and necessary data can also be obtained by different types of

tests and school and community records. The observation of the children is one of the

important methods of data collection about the needs and interests of the children.

Interview schedule is employed in the present study in order to collect the essential data for

the curriculum development process.

86

The second source of curriculum objectives is contemporary society. A variety of

ways by which information regarding the activities, problems and needs of the

contemporary life may be obtained which will be useful in formulating the curricular

objectives. Tyler recommended that observations of behaviours, analysis of newspapers,

analysis of the articles and ideas of the frontier thinker would be helpful in obtaining the

information and data that will provide a ground for devising the curricular objectives.

The third source of objectives is the subject specialists. Experts may be used to

review program materials, to criticize them, to point out and suggest program

modifications. At various stages in curriculum development process experts are needed as

input data by the curriculum designer. In some cases there is no alternative to their

utilization in the curriculum development process (Leide, 1975). The experts who can

provide a healthy suggestions and comments about the objectives, contents, teaching

learning process and evaluation procedures are considered as an important source of

curriculum development process. Research tools such as; questionnaire, interview

schedule, focused group discussion could be used in order to collect essential information

and data form the experts. Thus, experts are also important sources of the objectives.

Popham (1975) suggested the need assessment procedures for the selection of

educational objectives. Need assessment involves an attempt to identify educational needs

so that instructional objectives can be selected to ameliorate these needs. The most popular

needs assessment models emphasize the accumulation of a considerable amount of

preference data typically from a variety of different educational clienteles such as experts,

teachers, parents and pupils. This preference data deals with which educational goals varies

would most like to see a given instructional system achieve. At the same time, information

regarding the current status of learner is assembled so that contrasts can be made between

what should be and what is in order to identify the needs which an educational system can

be directed. One common procedures for carrying out a needs assessment starts with

assembling a pool of existing objectives, then submitting these objectives to representatives

from various groups. These groups could then be given a set of possible objectives to be

ranked or rated in terms of importance. Opportunities would be provided for groups to

augment the set of objectives if serious omissions are noted. Thus, on the basis of the

assessment approach, objectives could be devised.

87

Selection and Organization of Contents

Though to some extent objectives provide the contents of the curriculum, but it is

not sufficient to the full extent. Most curriculum programs are subject based as device their

content from one or several established disciplines. Others may seek other sources too in

order to achieve certain objectives. Some programs prepare only a list of content to be

taught while others may prepare a detailed sequence chart of the course contents. Thus,

there is not any standard procedure for the selection and organization of content.

A curriculum theorist Barrow (1984) laid more emphasis on the intended learning

outcomes and has said that expected learning outcomes provide the contents. According to

Bloom (1977) content of the subject matter occupies a pivotal place in the curriculum. It

provides the means to achieve the goal of education, means of organizing the action of

experiences required by the learner for gaining control over personal and social behaviour

through the development of better behaviour.

Smith, Stanley and Shores (1957) have proposed four procedures of content

selection in their book entitled 'Fundamentals of Curriculum Development' which are:

Judgmental, experimental, analytical and consensual procedures.

In the Judgmental procedures, contents of the curriculum are selected on the basis

of the judgment of the curriculum worker. But in the experimental design, contents of the

curriculum are determined on the basis of experiment and actual trail. Analytical procedure

consists of an analysis of the things people do in order to discover the subject matter

functioning in these various activities. The third procedure, consensual procedures, is a

way of collecting people's opinions as to what they believe the curriculum should be.

Consensual procedure has been employed in the present study. On the basis of the opinion

of the experts, teachers, parents and students contents selected and organized.

According to Bruner (1964) sequence refers to the successive steps of organization

of learning experiences. Pieces of information may be presented in successive steps but

with such added layer of knowledge with greater depth of content. Thus, Bruner's idea

about the organization of content is also important for the present study.

88

According to Tyler (1949) there are three major criteria to be met in building an

effectively organized group of learning experiences. They are- continuity, sequence and

integration. Continuity refers to the vertical reiteration of the major curriculum elements

and integration refers to the horizontal relationship of the curriculum experience. Sequence

as criterion emphasizes the importance of having each successive experience build up on

the preceding one but to go more broadly and deeply into the matters involved. In brief, the

horizontal organization refers to the integration and balance of one part of the social studies

to the other part of the aspects and vertical organization refers to the sequencing of the

grade level i.e. one to five curriculum.

Clements, Fielder, Tabachnick (1966) have also developed another plan for

checking the balance in primary level social studies curriculum. They suggested that (i)

now and here, (ii) now and there, (iii) then and here, and (iv) than and there, could be used

as a basic criteria to organize the contents of the Social studies program. These criteria will

be very useful for determining the balanced scope and sequence of the contents because all

of these aspects should be studied in some manner by all children during every year, and at

every grade level. Now and here includes different subjects matters related to the study of

man and events of their own time and places. The subject matter now and there has moved

beyond the everyday experience of the children. Children living in the inner city may never

have seen the rural country side, farms and villages thirty miles away are far away from

their experience. To such children now and there will provide appropriate knowledge,

experience and skills. In studying the then and here, school children can practise the craft

of the historian when delving into yesterday's people and events. Then and there provide

knowledge and skills related to the past.

Rout (1988) measured different levels of concept attainment among primary level

children. He found that children‟s attainment of the concepts in environmental studies

increased along with the rise in educational levels. The concepts included in Biology were

much easier at different levels of attainment than that of other areas like astronomy,

mathematics and physics. Further, he concluded that concepts attainment is a gradual and

continuous process, previously learned concepts work as hooks for the attainment of the

new concepts at lower level and the same concepts at higher level. This finding has helped

in establishing the proper sequences of the contents.

89

In order to organize the subject matter of the Social Studies, Hanna (1957)

developed a criterion which is known as Social Function or 'Basic Human Activities and

Expanding Communities' criteria. Hanna states that every pupil should study these

communities. Beginning with the family community, the child moves outward to the school

and neighborhood communities. Following this, the child studies the local community and

then the state, region of states, national and international communities. Expanding

communities concept is the basis of determining sequence and different basic human

activities are used for determining scope of the subject matter of primary level Social

Studies (Douglas; 1967).

Hanna (1957) has developed a list of basic human activities such as (i) protecting

and conserving life and resources; (ii) producing, exchanging and consuming goods and

services; (iii) transporting goods and peoples; (iv) communicating facts, ideals and feelings

providing education; (v) Providing recreations; (vi) organizing and governing; expressing

aesthetic and spiritual impulses; (vii) and creating new tools, techniques and institutes.

Hanna casts these basic human activities against the expanding communities such as the (i)

child; (ii) family community; (ii) school community; (ii) neighborhood community; (ii)

local county and metropolitan community; (ii) state community; (ii) region of state

community and (ii) national community.

In order to organize the contents of primary level Social Studies effectively, Preston

has (1960) suggested four categories of studies such as: (i) studies of community; (ii)

studies of social process; (iii) studies of regions and cultures; and (iv) studies of the past.

Rather than using social functions alone to determine the scope and sequence of the subject

matter of the social studies program, Preston utilizes these categories as one of several

criteria by which the teacher and administrator may decide whether a sensible scope is

being defined. Thus, these categories may be utilized effectively in order to sequence the

subject matters. Preston points out that although it is not necessary to include each type of

study at each grade level, it is desirable to provide a reasonable balance of all studies

throughout the elementary school years. In brief, according to Preston, four categories

could be used in order to organize the subject matters. Thus, studies of the community,

social process, the regions and cultures and the past could be used as the basic criteria for

checking the balance in the primary level social studies curriculum.

90

Teaching Learning Process

An American leading educationist Dewey raised voice about the progressive

teaching learning process. He believed that person's intellect grow by acquiring experience.

People analyze new situations and synthesis more inclusive and accurate understanding of

the real world. In this way they respond more accurately to the real world situations and

better achievement of their goals. His approach to teaching learning was purposeful,

educative, and interactive. Dewey criticized the rigidity and volume of classical education,

and the emotional idealization of transcendental education. All this led to the development

of social power and insight. As Dewey (1993) writes:

………to imposition from above is opposed expression and cultivation of

individuality; to external discipline is opposed free activity; to learning

from text and teachers, learning through experience; to acquisition of

isolated skills and techniques by drill is opposed acquisition of them as

means of attaining ends which make direct vital appeal; to prepare for a

more or less remote future is opposed making the most of the opportunities

of present life; to static aims and materials is opposed acquaintance with a

changing world (p. 32).

Dewey noted that one of the weightiest problems of education is the isolation of the

curriculum from the life experience. The traditional scheme is, in essence, one of the

imposition from above and from outside. It imposes the adult standards, subject matters and

methods upon those who are only growing slowly toward maturity. The gap is so great that

the required subject matter, methods of learning and behaviour are foreign to the existing

capacities of the young. They are beyond the reach of the experience the young learners

already posses. It clearly indicates that he was not content with existing teaching learning

process. In brief, Dewey's idea can be summarized as follows :

Children do not come to school empty headed. Apart from the attitudes and interests, they

posses a few native impulses which in a way constitute our educational resources. These four

impulses are learning to communicate, learning to construct, learning to inquire and learning to

express. Dewey stressed on reinstating into experience as the subject matters of the curriculum.

Learning by doing is insufficient if not accompanied by learning by thinking, reading, writing

and debating and documenting.

Democracy is freedom.

91

Illich (1971), in his famous book Deschooling Society (1971) expressed a big

dissatisfaction over the prevailing school system. He argued, the schooling does not teach

cognitive development, rationality and intellectual autonomy. Rather they impart material

values and technical know how, thereby making their students permanently dependent on

expert and bureaucrats (Smesler, 1993). Illich called for interesting institutions to teach

Students what they want to learn rather than force ideas on them.

The widely read and respected Faure commission Report "Learning to be" (1972)

observed that the existing formal education systems everywhere growing increasingly

obsolete and maladjusted in relation to their rapidly changing societies. Faure commission

was not satisfied with the content of the prevailing education system because the content of

education is irrelevant and is divorced from the contemporary problems. Similarly, Faure

commission has criticized the methods of education on several grounds. The report(1972)

of the commission Says:

The content of education is criticized because it is irrelevant to the individual

needs, because it holds back scientific progress and social development or

because it is divorced from contemporary problems. Methods are criticized

because they overlook the complexity of educative process; fails to learn from

research and are not sufficiently directed at training minds and attitude (p. 61).

In the same respect, in 'How Children Fail', Holt (1964) called for schools and

classroom in which each child in his own way could satisfy his curiosity, develop his

abilities and talents, pursue his interest and from the adults and older children around him

get a glimpse of great variety and richness of life. Holt also laid more emphasis on the child

centered teaching learning process. He further says that teaching learning process must be

based on the need and interest of the children. Holt (2005) in another book the 'Under

Achieving School' noted:

True learning- learning that is permanent and useful, that leads to intelligent

action and further learning-can arise only out of the experience, interest, and

concerns of the learner. Every child, without exception, has an innate and

unquenchable drive to understand the world in which he lives and to gain

freedom and competence in it. Whatever truly adds to his understanding, his

capacity for growth and pleasure, his power, his senses of his own freedom,

dignity, and worth may be said to be true education (p. 1).

92

Freire (1970), in his book 'Pedagogy of the Oppressed' noted that the purpose of

education is to enlighten the masses about their present state of being denied their right, to

design situation in which they recognize their state of being and feel dissatisfied with it,

and finally to gain those skills and competencies requisite for correcting the identified

inequalities. Learning is reflective; it is not extremely imposed by a person in power.

Education leads to freedom and emancipation. Moreover, knowledge is not a finished

product that sits in a unit plan or course syllabus. Learning is something that results from

the interaction between and among people. It comes by challenging content and permitting

different view about the content as well as from critiquing the purpose of the information

presented in the curriculum.

The research of Jean Piaget covers several decades points to the identification of

significant qualitative difference between the cognitive processes of the child and the adult.

Traditional educational practice has been based largely on the notion that child's mental

structure is the same as that of the adult and that the child merely lacks the adult's range

and depth of knowledge and experience under this assumption. The curriculum

construction was regarded as properly the adult's logical formulation of organized subject

matter to be imposed unilaterally upon the child.

Piaget very carefully traces the growth of the mental development right from early

childhood to late adolescence. According to Piaget, thinking process changes radically,

slowly from birth to maturity in four stages: the sensory motor stage (first two years), when

the child learns to control perception and motor responses in dealing with physical objects

and language; Preoperational or representational stage (to about the age six or seven), in

which the child learner to extract concepts from experience and later to make perceptual

and intuitive judgment; the stages of concrete operations (between the ages seven and

eleven), in which the child learns to solve physical problems by anticipating consequences

perceptually; and the stages of formal operations (late childhood or early adolescence), in

which the youngster learns to think hypothetically and to theorize and experiment. Piaget

has described the intellectual development of children as a series of consecutive stages

which, in turn, are dependent upon each other. Piaget insists that the sequence of these

stages in intellectual development remains the same for all children. Thus, it is better to

design a curriculum on the basis of findings of the work of Piaget.

93

According to APEID (1982) the learning experiences should be in line with the

objectives, retain the students interest, have transferred and utility value, logically

organized and psychologically sound by paying attention to the principles of instructional

design and human development. Therefore while designing the teaching learning strategies

for the present social studies curriculum care was taken to check various objectives in

terms of different domains cognitive, affective and psychomotor.

Vygotsky stressed matching learning with student's developmental level. He

developed the concept of zone of proximal development defined as the distance between a

Childs actual development level and a higher level of potential development with adult

guidance and help (Elliott and others, 2000). Vygotsky (1978) defined the zone as;

The distance between the actual development level as determined by

independent problem solving and the level of potential development as

determined through problem solving under guidance or collaboration with

more capable peers (p. 86).

Vygotsky conceptualized a zone of proximal development as way of viewing what

children are coming to know. He recognized that children were able to solve problem

beyond their actual development level if they were given a guidance in the form of prompts

or leading questions form someone more advanced. This person, the more capable peer,

could be another student, a parent and/ or a teacher. It is also noted that the only good

instruction received in childhood is the one that precedes and guides development. Here

teachers' role is to direct action within school context and appropriate to the child's present

level of development, the culture and social context (Headagaard: 1996).

Smuth (1982) states that if children find teaching learning difficult, it could well be

that there is something wrong with the way we are asking them to learn rather than that

something is wrong with their innate capacity for learning. Therefore developing adequate

teaching learning strategies and methods are the major concern especially in primary

education. The teaching learning strategies used in primary level are not very different than

the strategies used in other subject at a particular level. But according to the nature and

difficulty level of the subject matter, need, interest and maturity level of the children and

classroom situation some specific teaching learning strategies should be adopted.

94

Sources of Curricular Goals and Objectives

A new educational can succeed only if teachers, parents, and community members

accept it (Soto, 1977). A program that is opposed by the community or by its subgroups is

both morally unjustified and strategically inadequate. Experts, teachers, parents and

students community members are considered as important sources of the curricular goals.

At various stages in the curriculum development process, experts are needed as

input data by the curriculum designer. Many competencies must be integrated to produce a

new curriculum; no one person would posses all the expertise required. In some cases there

is no alternative to their utilization in the curriculum development process. The teachers in

a subject area, subject matter scholars, educational supervisors and inspectors,

philosophers, psychologists, sociologists, and informed citizens may serve as experts in the

curriculum development process. These experts can provide healthy suggestions and

comments about the existing and prospective curriculum. Although the curriculum of the

school and college must be influenced profoundly by the wider world knowledge, subject

specialists are the key sources of educational objectives (Tanner and Tanner, 1975). Tyler

has also expressed the similar views and Tyler (1949) identified the three sources of the

curricular goals which are learner, contemporary society, and subject experts. In the same

regard, Ragan (1960) says that the subject matter specialist can suggest appropriate

objectives. Thus, experts are considered as an important source of the curricular goals

Teachers observe students‟ activities during class periods, examine their homework,

note their reaction to preparatory exercises, and also hear direct comments about their

interest in the program. Information obtained from the teachers about the students‟ need,

interest, and attitudes towards the new program and the nature of their difficulties provides

the curriculum designer a valuable basis for reframing preliminary drafts of the programme

or for specifying desirable conditions of program usage (Choppin, 1975). The acceptance

by the teachers of an educational program is a necessary precondition for its success. If

teachers do not accept the basic philosophy of a program, one can hardly expect that it will

be properly implemented (Soto, 1975). Thus the teachers are also considered as the

important sources of the present study.

95

Actually, the school teachers are the right persons who can provide a healthy

suggestion and comment on the existing curriculum. If teachers actually try to use the

curriculum materials under the teaching learning conditions suggested by the curriculum

designer, their judgments and suggestions about the materials are of special value to the

curriculum designer for making particular revisions. They are supposed to be the best

judges of their target population, their adaptability for the learning situation, the time

required to master the materials, and pupils‟ interest in them.

Parents may observe students‟ activities after school hours and know about their

children‟s attitudes towards a variety of activities in school. They have also knowledge of

functioning of schools and effects of new curriculum on their children. Similarly, parents

can offer suggestions for changes and provide support when changes are introduced in the

education systems (Sparkman and Carnichael, 1975). If curriculum is to be made as

relevant to the people as possible so as to provide maximum benefit to the mass, it is

important to reduce the discrepancies that exist between the expectations and the actual

practices. For this, it is necessary to find out what kinds of expectations the parents hold

towards primary education and its curriculum. Some issues upon which parents may report

to curriculum designer are: difficulties children encounters in learning and preparing

homework, interest students reveals in the subject, initiative taken by the students to

increases their knowledge in a given field, students' enthusiastic talk about experiences

related to program, spontaneous reports of children on what is going on in school, and out

of school time that children spend on program related activities (Soto, 1977).

By examining the needs and interests of the students, educators can determine what

should be included in a curriculum (Murray, 1993). The most critical evidence on a

curriculum is the extent to which it leads to an appropriate kind of learning by the students.

Since the students are the real experiencers of the textbook materials, they are also good

observers of the problems and issues related to the materials. Students read the textbooks

including pictures and do the exercises. They may experience interest or difficulty while

doing activities and exercises related to the text-materials so that their reactions to the

textbooks may be the actual indications of either their suitability or unsuitability. In brief,

experts, teachers, parents and students are considered as the important sources of the

curriculum development process in the present study.

96

In the present chapter, literatures related to the present study have been reviewed,

analyzed and presented. One of the important parts of this chapter is the review of the

research studies on Social Studies/ Social Sciences curriculum. Pires and Katyal (1957) and

Veerker (1980) designed primary level Social Studies curriculum. Although Pires and

Katyal developed a Social Studies curriculum on the basis of experiences of the pupils and

current events, modern scientific principles of curriculum development were not applied in

this study. Veerker (1980) also designed a curriculum of Social Studies for Standard IV in

primary schools in the State of Maharashtra. Opinion of the educationist, teachers, parents,

and children were not utilized in this study. Other studies were related to the evaluation,

comparison, and analysis of the different elements of the curriculum. These studies were

also relevant to the present study.

Another part of literature review is related to the curriculum development. Kelkar

(1950), Dave and Saxena (1965), K.C. (1971), Weiss (1974), Singh (1977), Ramdas

(1981), Muttaqi (1981), Pai (1981), Chanuanjit (1985), Manjula (1987), Maharjan (1994),

(NCSS, 1994) and Bhomi (2000) have developed curriculum models of

subjects/disciplines. Most of the studies used questionnaires in order to collect data from

the field. But they did not give more emphasis on the modern scientific principles of

curriculum development.

In Nepal, detailed study on primary education curriculum was started only after the

first half of the twentieth century. In 1877 Daniel Wright (1993) made the first remark on

the prevailing education system and its curriculum in his book „History of Nepal‟. The

report of Nepal National Education Planning Commission 1956 can be regarded as the first

contribution to the study of primary education in Nepal. All Round National Education

Committee 1961 has also developed a model of curricula for the primary education in

Nepal. Upreti (1962) carried out a study and presented a long historical background of

educational development in Nepal. Kasaju (1964) investigated the reasons for resistance to

school among the Jyapoos. Wood (1965) outlined the educational history of Nepal.

Similarly, Aryal (1970) has also outlined the history of Nepalese educational system and

Rana (1967) tried to set out the suitability of the system of primary education to rural

Nepal. Reed and Reed (1968) tried to see the culture-education relationships. Padhye

(1968) identified the problems related to the primary school curriculum in Nepal.

97

Rongong (1973), for the first time, analyzed the number of words used in grade

one, two and three textbooks. Sharma (1980) identified the school level curriculum

practiced in different time of Nepalese education history. Shrestha (1987) analyzed the

relevance and efficiency of primary education. Research Center for Educational Innovation

and Development (1987) identified factors related to making education useful to life.

Lynch (1989) studied both primary curriculum and textbooks. Rastogi (1989) and Read

(1990) analyzed the primary level textbooks of Nepal. CERID (1990) identified the math's

concepts and practices of the Tamang of Rasuwa. Skinner (1990) examined the influences

of schooling. CERID (1991) found a very critical situation of facilities and their

management in public primary school of Kathmandu valley. Maharjan (1994) developed an

environmental studies science curriculum for classes. CERID (1994) analyzed the

curriculum of grade I and II. NEW-ERA (1995) achievement tests results showed a very

poor level of achievement (less than 50%) of primary graduates. An impact study of

CERES (1995) grade one new materials indicated a decrease in droup out rate and increase

in passing rate. Parajuli (1999) undertook a study on relevance on primary education

curriculum.. Foundation of Educational Change (2004) made a study on the development

of Social Studies textbooks for primary grades and CERID (2008) made a study on

provision and conditions for better classroom pedagogical practices.

Bobbitt (1918) articulated, for the first time, the importance of studying a

curriculum development processes. He realized that it was not enough to develop new

curricula; there was also a need to learn more about how new curricula can best be

developed. Charters (1923) enunciated a method of curriculum development process.

Charter used activity analysis, a concept of scientific management, in his curriculum

construction process that was very similar to Bobbitt's view. Tyler (1949) has elaborated

his curriculum development model in detail in his book entitled "Basic Principles of

Curriculum and Instruction" that was published in 1949. Taba (1962) revised the Tyler's

curriculum development model to make it more representative and specific. Wheeler

(1967) converted the Tylerian model into five stage cyclical model considering the

necessity of evaluation at every stage of curriculum development. Kerr (1968) argues that

curriculum developer should pose four questions at the time of curriculum development

process. According to Tyler the solution of these questions result a relevant model of

curriculum. Walker (1971) has studied curriculum development process and has been able

to development the curriculum development model.

98

Saylor and Alexander (1974) presented a systematic approach to curriculum

development. Four steps are included in this model. Stenhouse (1975) says that a major

problem is the gap between what curriculum is supposed to achieve and what it actually

does achieve. He argued that the way to improve practice was to approach it through

improved of teaching and learning. Skilbeck (1976) suggested an approach for devising

curricula at school level. Skilbeck provided a model by which teachers could realistically

develop appropriate curricula and such a model may be considered dynamic in Nature.

Nicholls and Nicholls (1978) refined the work of Tyler. Hunkin‟s (1980) curriculum

development model has seven major stages-curriculum conceptualization, and

legitimization, diagnosis, content selection, experience selection, implementation,

evaluation and maintenance. Murray (1993) proposed three sequential phases-organization,

development and application.

Most of the curriculum development models are rooted on the Tyler's curriculum

development model. Objectives, contents, teaching learning strategies and student

evaluation procedures are bases of these curriculum development models. It clearly

indicates that all of these models are directly or indirectly related to the Tylerian models of

curriculum developments. In the present study, Tylearian model is considered as the basis

of the present curriculum development process. But a slight modification has been made in

the Tylerian model of the curriculum development and the modified model of the

curriculum has been adapted in the present study.

The teachers, educational supervisors, philosophers, psychologists, sociologists, and

informed citizens may serve as experts in the curriculum development process. Experts can

provide healthy suggestion and comments about the existing and prospective curriculum of

primary level Social Studies curriculum. The teachers observe students‟ activities during

class periods, examine their homework, note their reaction to preparatory exercises, and

also hear direct comments about their interest in the program. Similarly, parents may

observe students‟ activities after school hours and know about their children‟s attitudes

towards a variety of activities. By examining the needs and interests of the students,

curriculum designer can determine about what should be included in a new curriculum.

Thus, the experts, teachers, parents and students are considered as the sources of the

curricular goals in the present study.

99

CHAPTER: THREE

METHODOLY

This chapter deals with the methods and procedures employed in this study. It

includes the design of the present study, and research methodology employed in the study.

Design of the Study

The main objective of the study is to design a progressive curriculum of Social

Studies for primary education in Nepal. Keeping in view the objectives of the present study

a scheme has been developed to design a progressive curriculum of Social Studies for

primary education in Nepal. This scheme has been divided into the two distinct phases.

These phases are:

Phases: I Ascertaining the bases of the present curriculum

Phases: II Development of the final draft of curriculum

In the first phase, in order to ascertain the bases for the present curriculum, related

literature was reviewed, opinion of the experts, teachers, parents, student were collected

and the prevailing teaching learning situation of the classrooms were observed. Similarly,

social, physical and educational conditions of the primary level schools in Nepal were also

observed. In order to find out the suitability and relevancy of national goals of education,

general objective of primary education, general objective of primary level Social Studies

curriculum, intended learning outcomes, contents, teaching learning process and student

evaluation process, document of the existing primary level Social Studies curriculum was

critically analyzed. On the basis of these different activities, bases of the present

curriculum were ascertained.

In the second phase, on the basis of the first phase, final draft of primary level

Social Studies curriculum was developed. At the end, a workshop was organized in

Kathmandu and the final draft of present primary level Social Studies curriculum was

evaluated and validated by the experts and teachers.

100

Research Methodology

Research methodology of the present study comprises of the headings;

Types of research methods

Sampling Procedures

Research Tools

Sources of Data

Collection of Data

Types of Research Methods

The following research methods have been used in the present study:

o Survey

o Assessment

o Descriptive

o Evaluative research

A single method of study is not sufficient to encompass the different aspects of the

curriculum development process. In such a situation, different research methods have been

used in the present study. Research methods used in the present study has been described in

the following paragraphs:

Survey research has evident potential value in helping solve theoretical and applied

educational problems. It is a branch of social and scientific research. It studies large and

small populations by selecting and studying samples chosen from the population to

discover the relative incidence, distribution and interrelations of sociological and

psychological variables (Kerlinger, 1978). Surveys are generally taken, as in the case of

this study, as sample survey. Survey studies are conducted to collect detailed description of

existing phenomena with the interest of employing data to justify current conditions and

practices or to make more intelligent plans for improving them.

101

Interview with experts, primary school teachers, parents and children form the main

parts of the research methods used in the present study. The researcher visited different

parts of Nepal individually but sometimes was accompanied by headmasters, teachers and

school supervisors in order to seek the opinion of experts, teachers, students, and parents.

So, the present study may be termed as a survey study.

Survey brings into the focus of our attention existing educational problems and also

suggests ways of meeting them. Worthwhile survey studies collect three types of

information. These three types of information are:

of what exists by studying and analyzing important of present situation,

of what we want by clarifying goals and objectives possibly through a study of the

conditions existing elsewhere or what experts consider to be desirable, and

of how to get there through discovering the possible means of achieving the goals on

the basis of the experiences of others or the opinions of experts (p. 180).

Describing about the importance and scope of survey research Sukhia et. al. (1971)

writes:

The survey approach to educational problems is one of the commonly used

approaches; it is followed in studying local as well as state, national and

international aspects of education. It goes beyond the mere gathering and tabulation

of data. It involves interpretation, comparison, measurement, classification,

evaluation and generalization–all directed towards a proper understanding and

solution of significant educational problem (p.180).

As this study intended to design a progressive curriculum of Social Studies for

primary education, it was difficult to gather information by the census method (i.e.

studying the whole population). In the situation like this, Kerlinger (1978) suggest personal

interview as the best example of the survey research and use of personal interview as a

principal methods of gathering information. Hence, in the present study, experts, teachers,

parents and students were directly contacted and essential data and information were

collected by using the interview schedule and questionnaires. Records of physical and

instructional facilities of the sampled schools were made and observation of actual

curricular practices was also done. It clearly indicates that the present study may be termed

as a survey study.

102

Assessment is a fact finding activities that describes the conditions that exist at a

particular time. Assessment describes the status of phenomenon at a particular time. It

describes without value judgment a situation that prevails: it attempts no explanation of

underlying reasons and makes no recommendations for action (Best and Khan 2002). In the

present study, prevailing teaching learning situation and social, physical and educational

conditions of primary school was identified. So, the present study may be termed as a

assessment study.

A variety of data were collected and efforts were made to obtain information about

the existing primary level Social Studies curriculum from different angles. For this,

different sets of data were gathered from various documents, interviews, observations, and

through the survey of school resources. Simple analytical tools were used accordingly. In

this sense, it can be termed as a type of descriptive research. Descriptive research is more

than just a collection of data; they involve measurement, classification, analysis,

comparison and interpretation (Koul, 2002).

Primary level Social Studies curriculum is analytically evaluated in terms of its

suitability, desirability and effectiveness. Recommendation of course of action related to

the improvements of curriculum, a part of evaluative study, is also provided. On the basis

of analytical evaluation of existing curriculum, objectives were redefined in the present

curriculum. Thus, it can be termed as an evaluative study. It clearly indicates that survey,

assessment, descriptive and evaluative research methods have been taken into

consideration in the present study.

Sampling Procedures

In order to ensure a representative sample of primary schools of the entire Nepal a

multistage sampling procedure was followed in the selection of districts, schools, teachers

and parents. The procedures involved the following steps:

o Stratification of the country

o Selection of the districts

o Selection of schools

o Selection of respondents

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o Stratification of the Country into Homogeneous Seven Regions

The topography of Nepal lends itself well to stratifying the country into

geographically homogeneous regions. These topographically diverse regions are

predominantly inhabited by group of people with similar ethnic origin, language, culture,

economic condition, and educational opportunities. Keeping in view of the diverse

topography, ethnicity, language, culture, economic condition and educational opportunity,

the entire country were stratified into seven regions as shown in the Table 14. This

stratification was done to reflect regional diversity as discussed in the preceding sections.

This pattern was first followed by a leading educational research center in the study of

“Determinant of Educational Participation in Rural Nepal” (CERID 1984).

Table-14

Stratification of Nepal into Regions

A

Western Mountain Region (10 Districts)

B

Eastern Mountain Region (8 Districts)

C

Western Hill Region

(16 Districts)

D

Central Hill Region

(12 Districts)

E

Eastern Hill Region

(9 Districts)

F

Western Plain Region (9 Districts)

G

Eastern Plain Region (11 Districts)

Region “A” which represents the western mountain range is economically most

backward and remote. As a result, it is difficult to reach and travel in this region. It covers

10 districts. No district of this region has a road linkage yet. People belonging to various

caste ethnic groups inhabit this area. Bhotias, Thakalis and Byansis are the main

inhabitants of this region. 10 districts such as: Darchula, Bajhang, Bajura, Humla, Mugu,

Jumla, Kalikot, Dolpa, Mustang and Manang are situated in this region. These districts are

educationally very backward. Region “B” or the eastern mountain area, which covers 8

districts, is topographically similar to region “A”. The majority of the people living in this

region are also ethnic group. They are slightly in a better position in terms of

transportation, economic condition and educational situation. The people living in this

region are Bhotias, Sherpas, and in lower parts, Tamangs. There are 8 districts in eastern

mountain region. These districts are: Gorkha, Dhading, Rasuwa, Sindhupalchowk, Dolkha,

Solukhumbu, Sankhuwasabha and Taplejung.

104

Region “C”, which forms the western hill range, is inhabitant by Brahmins,

Chhertris, Gurungs, Magars and Newars. This region is very backward in the education of

girls. There are 16 districts in western hill region. District such as: Baitadi, Dadeldhura,

Doti, Achham, Dailekh, Surkhet, Jajarkot, Salyan, Rukum, Rolpa, Pyuthan, Myagdi,

Baglung, Gulmi, Arghakanchi and Parbat are situated in this region. The ethnic

composition in the Region “D” (central hill region) is more or less the same as in region

“C” but this region is more advanced in transportation, consciousness and education. The

most developed part of the country is located in this regin. It covers 12 districts such as:

Palpa, Syangja, Kaski, Tanahu, Lamjung, Makwanpur, Nuwakot, Kathmandu, Bhaktpur

and Lalitpur, Kavre, and Sindhuli.

Inhabited mostly by Rais, Lumbus, Brahmins and Chhetri, Region “E” covers the

eastern mid-hill range of the country. The economic and educational status of the people

living in mid-mountain belt is seen gradually increasing as one move from the west to the

east of this belt. There are 9 districts in the central hill region. District such as: Ramechhap,

Okhaldhunga, Khotang, Udaypur, Bhojpur, Dhankuta, Terhathum, Panchathar and Illam

are covered by this region.

The Terai belt is divided into two parts: western plain region and eastern plain

region. It is popularly known as the granary of Nepal. The region “F”, the western part of

terai, covers 9 districts such as: Kanchanpur, Kailali, Bardiya, Bankey, Dang, Kapilbastu,

Rupendehi, Nawalparsi and Chitawn. The region „F‟ is relatively backward both

economically and educationally. The ethnic composition of this region consists of Tharus,

Brahmins, Chhetriyas, and Muslims. The eastern Terai belt, Region “G” has better

transportation facilities than any other region. The ethnic composition of this region

includes Brahmin, chhetri, tharu, Rajbansi etc. This region covered 11 districts. These

districts are: Parsa, Bara, Rautahat, Sarlahi, Mahottari, Dhanusha, Siraha, Saptari, Sunsari,

Morang and Jhapa.

All the seventy five districts of the country have been stratified into seven

ecological and developmental regions on the basis of topography as well as of socio-

economic, cultural and educational background. The spatial coverage by each region is

shown in the map of Nepal which is given in the next page (See Figure 11).

105

Figure-11 Map of Nepal Showing the Study Area

106

o Selection of the Districts

In the next stage in the sampling procedure a typical district was selected from each

stratum. The main concern was to choose a district which could be considered as

representative of the stratum without any serious loss of information. Thus, on the basis of

the purposive sampling, the following seven districts were selected as sample form seven

regions.

Table-15

Sampled Districts

Eco-Region Stratified Region Sampled District

Mountain A. Western Mountain

B. Eastern Mountain

Darchula

Rasuwa

Hill

C. Western Hill

D. Central Hill

E. Eastern Hill

Salyan

Kaski

Panchthar

Terai F. Western Terai

G. Eastern Terai

Kanchanpur

Bara

o Selection of Schools

The selection of schools for each district was not possible before going to the

concerned districts. So, the selection of school was done at the time of field visit of each

district. In the field visit of each selected district, a meeting was held in District Education

Office (DEO) with the officer and the school supervisors to address the researcher's

purpose and activities. Then the criteria for the selection of school were said in the meeting

by the researcher. The criteria set for the selection of required number of schools were; the

schools must be representative of the district in terms of school physical and academic

conditions (good, average, poor), remoteness and ethnicity. After sharing the experiences

of the supervisors and education officers, schools were selected on judgmental basis.

Altogether six schools, two good, two average and two poor schools were selected from

each district and total numbers of sampled school are given in the Table 16. The list of

selected schools from seven regions is presented in Appendix-A.

107

Table-16

Total Numbers of Sampled Schools

Eco-Region Stratified Region Sampled District Sampled No. of Schools

Mountain A. Western Mountain Darchula 6

B. Eastern Mountain Rasuwa 6

Hill

C. Western Hill Salyan 6

D. Central Hill Kaski 6

E. Eastern Hill Panchthar 6

Terai F. Western Terai Kanchanpur 6

G. Eastern Terai Bara 6

Total 42

o Selection of Respondents

With a view to collect data the following respondents were selected for the present

study:

Experts

Teachers

Parents

Students

A total of 420 students, 126 teachers and 84 parents were selected from 42 schools

for interview. 16 experts were also selected for the present study. Sample respondent were

selected during the field visit using the purposive sampling method. In this process, the first

person of contact was the headmaster of the visiting school. In each school, the researcher

was introduced either by the accompanying school supervisor or through the latter issued

by the District Education Office (DEO). Headmaster of the visiting schools helped the

researcher in the following matters:

Introducing the researcher with the selected respondents,

Arranging a room/place for students Interview,

Organizing a meeting of selected respondents for questionnaire distribution, and

Selection of teachers and students as well as parents.

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o Selection of Experts

A total of 16 experts were selected as sample experts for the present study. A

purposive sampling procedure was applied in selection of the experts. The term expert

refers to the experienced person in the field of social sciences/Social Studies. They include

Professors, Readers, Lecturers of the concerned subjects of the University, school teachers

and curriculum designers. Table 17 shows distribution of selected and interviewed experts.

Table-17

Total Numbers of the Sampled Experts

S. N. Post Major Subject Office Total Number

1. Professor/Lecturer Social Studies Tribhuvan University 6

2. Professor/Lecturer Curriculum Tribhuvan University 4

3. Curriculum Designer Curriculum CDC 6

Total 16

Out of the 16 experts 6 experts have been working at the Curriculum Development

Center (CDC) as Social Studies subject experts. Out of the 6 curriculum designer, 5 have

completed master‟s degree in the Social Studies and remaining one expert has passed M.

Phil. in Social Studies. Curriculum development officer basically are engaged in the

curriculum development activities but they are also conducting research activities in the

field of education in general and curriculum in particular.

Out of the 16 experts, 5 professors and 5 lectures have been delivering teaching

service at Tribhuvan University (T.U.), a National university of Nepal. They have engaged

in the different research activities related to curriculum development and have also been

working as a consultant at Curriculum Development Center (CDC). Most of the professors

and lectures have been involved in the reframing of the primary education curriculum and

National Curriculum Framework of Nepal. Some experts are curriculum specialist whereas

others are Social Studies subject experts. Thus, these experts have the sound knowledge of

curriculum development process, teaching learning strategies and teaching aids, Social

Studies subject, and student evaluation process. Their working experiences also vary from

minimum 15 years to 30 years. Qualification, working experience and designation of the

experts is given in Table 18.

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Table-18

Qualification, Working Experience and Designation of the Experts

Designation Qualification Working

Experience

No. of

Experts

Office

Professor Ph. D. (Social studies) 20-30 years 4 T. U.

Professor Ph. D. (Curriculum) 20-30 years 1 T. U.

Lectures M. Ed. (Curriculum) 15-20 years 3 T. U.

Lectures M. Ed. (Social studies) 15-20 years 2 T. U.

Officer M. Phil. (Subject experts) 15 years 1 CDC

Officer M. Ed. Social Studies subject experts 12 years 1 CDC

Officer M. Ed. Social Studies subject experts 15 years 2 CDC

Officer M. Ed. Social Studies subject experts 20 years 1 CDC

Officer M. Ed. Social Studies subject experts 15 years 1 CDC

Total 16

o Selection of Teachers

A purposive sampling method is employed in order to select the sample teachers.

126 teachers were selected from 42 schools. Table 19 shows region wise and district wise

distribution of selected and interviewed teachers.

Table-19

Total Numbers of the Sampled Teachers

Eco-

Region

Sampled

Districts

Number of

Visited School

Estimated No. of

Teachers to be Sampled

Actual No. of

Teachers Sampled

Mountain Darchula 6 18 15

Rasuwa 6 18 14

Total 12 36 29

Hill Salyan 6 18 22

Kaski 6 18 21

Panchthar 6 18 18

Total 18 54 61

Terai Kanchanpur 6 18 18

Bara 6 18 18

Total 12 36 36

Total 42 126 126

110

Table 20 indicates that out of the 126 teachers only 18 (14 percent) teachers have

completed the masters‟ degree. Similarly, 23 (18 percent) teachers have passed bachelor‟s

degree and 31 (25 percent) teachers have completed intermediate degree. 54 (43 percent)

teachers have completed only metric. Out of the 126 teachers 87 (69 percent) teachers have

got training. Their working experiences also vary from minimum 10 years to 30 years.

Table-20

Qualification, Work Load and Teaching Experience of sampled Teacher

S. N. No. of

Teachers

Qualification Teaching

Experience Academic Training

1 10 Masters degree in Social Studies Received 15-20 years

2 8 Masters degree in other subjects No 15-30 years

3 13 Bachelor degree in Social Studies Received 10-20 years

4 10 Bachelor degree in other subjects No 15-25 years

5 20 Intermediate in Social Studies Received 10-20 years

6 11 Intermediate in other subjects No 10-20 years

7 44 Metric Received 20-30 years

8 10 Metric No 10-15 years

126

o Selection of Parents

A total of 84 parents were selected from 42 schools representing two from each

sample school. For this, the headmaster of each school was asked to give names of two

parents who had keen interest in the education of the children and lived in the nearest area

of the school. There were three reasons for the selection of interested and knowledgeable

parents only from the nearest area of school. First they could give reliable information

about the activities of the schools. Second they could give reliable suggestions regarding

primary level Social Studies curriculum. Lastly, physical proximity of parents was

convenient to the researcher for conducting the interview. If required number of parents

were not found in the schools, then the incomplete number was fulfilled from another

selected school of the district. Table 21 shows region wise and district wise distribution of

selected and interviewed parents.

111

Table-21

Total Numbers of the Sampled Parents

Eco

Region

Sampled

Districts

Number of

Visited School

Estimated No. of Parents

to be Sampled

Actual No. of

Parents Sampled

Mountain Darchula 6 12 14

Rasuwa 6 12 10

Total 12 24 24

Hill Salyan 6 12 12

Kaski 6 12 16

Panchthar 6 12 8

Total 18 36 36

Terai Kanchanpur 6 12 15

Bara 6 12 9

Total 12 24 24

Total 42 84 84

Table 22 indicates that out of interviewed 84 parents‟ only 4 (5 percent) parents

have completed the bachelors‟ degree. 16 parents (19 percent) have passed intermediate

level. 20 (24 percent) parents have completed School Leaving Certificate (SLC). Similarly,

out of 84 parents, 44 parents (52 percent) parents are under Metric. Out of the 84, parents

27 (32 percent) parents have been engaged in the teaching learning profession. Similarly,

12 (14 percent) parents are government employees. At the same time, 20 (24 percent)

parents are shopkeepers. Remaining 25 (30 percent) parents are farmers.

Table-22

Qualification and Occupation of the Sampled Parent

S. N. Qualification Occupation No. of Parents

1 Bachelors‟ Degree Teaching 4

2 Intermediate Teaching 10

3 Intermediate Service 6

4 School Leaving Certificate Teaching 13

5 School Leaving Certificate Business 7

7 Under Metric Farming 25

8 Under Metric Service 6

9 Under Metric Business 13

Total 84

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o Selection of Students

A total of 420 students were selected from 42 schools representing 84 students from

each primary grades. For this, the class teacher of each grade assisted the researcher in the

selection of appropriate students of his/her grade. Each grade teacher was requested to give

the names of at least two students of high and low level performance in the class. In some

schools of Hill and Terai regions, there were two sections in some grades (particularly in

grade one and two). In that situation, class teachers of both sections were requested to give

the two names considering the performance of the students of both sections. If required

number of students were not found in the schools, then the incomplete number was fulfilled

from another selected school of the district. In some case selection of the students from

another district of the same topographical region was also done because of the school

holidays during the field visit. By this procedure, the required numbers of students were

selected and interviewed. Table 23 shows region wise and district wise distribution of

selected and interviewed students.

Table-23

Total Numbers of the Sampled Students

Eco

Region

Sampled

Districts

Number of

Visited School

Estimated No. of

Students to be Sampled

Actual No. of

Students Sampled

Mountain

Darchula 6 60 57

Rasuwa 6 60 63

Total 12 120 120

Hill

Salyan 6 60 73

Kaski 6 60 74

Panchthar 6 60 33

Total 18 180 180

Terai

Kanchanpur 6 60 60

Bara 6 60 60

Total 12 120 120

Total 42 420 420

In brief, seven districts namely Darchula, Rasuwa, Salyan, Kaski, Panchthar,

Kanchanpur and Bara were selected as the sample districts. Similarly, 42 schools, 16

experts, 84 parents, 126 teachers, and 420 students were selected for the present study. A

consolidated Sample has been presented in the following Table 24.

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Table-24

Total Numbers of the Sampled Expert, Teacher, Parent, and Student

Region Sampled

District

No.

Surveyed

Schools

No. of

Parents

Interviewed

No. of

Teachers

Interviewed

No. of

Students

Interviewed

No. of

Classes

Observed

Mountain

Darchula 6 14 15 57 3

Rasuwa 6 10 14 63 3

Hill

Salyan 6 12 22 73 3

Kaski 6 16 21 74 3

Panchthar 6 8 18 33 3

Terai

Kanchanpur 6 15 18 60 3

Bara 6 9 18 60 3

Total 42 84 126 420 21

Research Tools

With a view to collect information, the following tools were developed and

implemented for the study.

o Questionnaire for expert

o Questionnaire for teacher

o Questionnaire for parent

o Interview schedule for student

o Classrooms observation schedule

o School observation schedule

o Analysis chart

Seven set of tools have been used in the present study. Out of the seven research tools,

three sets of questionnaire have been used. Similarly, one set of interview schedule, two set

of observation schedule and one set of analysis chart has been used in this study.

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o Questionnaire for Expert

With a view to collect opinion of the experts a set of questionnaire was developed

as an instrument for the present study (Appendix-B). At various stages in curriculum

development process, experts are needed as input data by the curriculum decision makers.

They can provide healthy suggestions and recommendations about curriculum development

process. Thus, one set of questionnaire was prepared for the experts.

Five sections and ten questions were included in the questionnaire of the experts.

„Section A‟ of the questionnaire presented the clear pictures of the bio-data of the

responding experts. The main intention of the „Section B‟ of the questionnaire was to find

out the appropriateness of the national goals and objectives of education. Two questions

were included in the „Section B‟. „Section C‟ of questionnaire was concerned with the

suitability of the level wise and grade wise objectives of primary level Social Studies

curriculum and two questions were included in the section. Three questions were included

in the „Section D‟ in order to find out the adequacy, sufficiency and appropriateness of

contents of primary level Social Studies curriculum. There were altogether three questions

in the „Section E‟. The main intention of this section was to find out the appropriateness of

the teaching learning process and student evaluation procedures. Similarly, at the end of the

questionnaire experts were requested to give suggestions for making whole curriculum of

primary level Social Studies more child centric and progressive.

o Questionnaire for Teacher

A set of questionnaire was developed for teachers with a view to collect opinion of

the teachers regarding the existing and prospective primary level Social Studies curriculum

(Appendix-C). Information obtained from teachers about students‟ attitudes towards the

new program and the nature of their difficulties provides the curriculum designer a

valuable basis for revising curriculum. Experienced teachers can be potential evaluators for

judging the content of instruction in terms of resemblance to objectives, relevance to child

and his environment, content balance and organizational structure of content. Teachers

observe students‟ activities during class periods, examine their homework, note their

reaction to preparatory exercises, and also hear direct comments about their interest.

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There were six sections and thirteen questions in the teacher's questionnaire. The

main objective of the „Section A‟ was to find out the academic qualification, work load,

and teaching experiences of the teachers. Similarly, the „Section B‟ of the questionnaire

aimed at to find out the consistency and adequacy of the grade wise intended learning

outcomes. Two questions were included in the section „Section B‟. In order to find out the

suitability and relevance of the contents, three questions were included in the „Section C '.

Regarding proper allocation of the teaching periods two questions were included in

the „Section D‟ of the teachers' questionnaire. These questions were related to the adequacy

and sufficiency of the teaching periods. Three questions were included in the „Section E‟ of

the teachers‟ questionnaire. Likewise, there were three questions in the „Section F‟ of the

questionnaire. Two questions were related to student evaluation procedures and remaining

last question was related to the additional suggestions regarding the whole curriculum.

o Questionnaire for Parent

Parents were also considered as a reliable source of information about student

learning and a set of questionnaire was developed for parents (Appendix-D). Parents

observe students‟ activities after school hours and know about their children‟s attitudes

towards a variety of activities in school. A curriculum would be relevant only if it can

incorporate the people‟s expectation in it. If the curriculum is to be made as relevant to the

people so as to provide maximum benefit to the mass it is important to reduce the

discrepancies that exist between the expectations and the actual practices. For this, it is

necessary to find out what kinds of perceptions, attitudes, and expectations the parents hold

towards education including curriculum.

Some issues upon which parents may report to curriculum designer are-difficulties

children encounters in learning, interest students reveals in the subject, initiative taken by

the students to increases their knowledge in a given field, students' enthusiastic talk about

experiences related to program, difficulties children encounters in preparing homework,

spontaneous reports of children on what is going on in school, and out of school time that

children spend on program related activities. It clearly indicates that parents are also

important sources of the curriculum development process.

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Three sections and thirteen questions were included in the questionnaire of parents.

„Section A‟ included qualifications and occupations of the parents. Similarly, „Section B‟

of the questionnaire was based on the objectives, lessons, teaching learning activities and

exercises of the primary level Social Studies curriculum. 'Section B' of the questionnaire

covered five questions which were related to the contents of primary level Social Studies

curriculum. The main intention of this section was to find out suitability, appropriateness of

the objectives, lessons, teaching learning process and exercises. Similarly, eight questions

were included in the 'Section C' of the parents' questionnaire. The main intention of

'Section C' was to find out the suitability of the contents of the primary level Social Studies

curriculum.

o Interview Schedule for Student

A set of student interview Schedule was also developed in order to collect the

information from the students (Appendix-E). Students may experience interest or difficulty

while doing activities and exercises related to the text-materials so that their reactions to

the textbooks may be the actual indications of either suitability or unsuitability. They read

the textbook including pictures and do the exercises accordingly. Thus, students' responses

through systematic interview can provide a very useful evidence for curriculum

improvement. This is especially true if the student is asked questions about his own

interactions with learning materials and teaching procedures. Interview schedule consists of

five sections and five questions. Students' interview schedule comprises of the most

interesting, and the most uninteresting lessons. Similarly, the most difficult lessons,

exercises and unattractive pictures are also important part of the interview schedule. These

five aspects are included in the students' interview schedule.

o Classroom Observation Schedule

For assessing the actual teaching learning situation in primary grades, classroom

observation schedules were prepared by the researcher. The main intention of the

classroom observation schedule is to explore teachers‟ preparedness, teachers‟ activities,

children‟s‟ activities, classroom management. Thus, in order to explore the actual

classroom situation, classroom observation schedules were developed (Appendix-F).

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o School Observation Schedule

In order to explore the social, physical and educational conditions of the primary

schools, a set of observation schedule was developed by the researcher (Appendix G).

Seven different aspects were included in the observation schedule. The main focus of this

observation was to explore the social, physical and educational conditions of the primary

schools. For this purpose, seven aspects were included in the observation schedule. These

aspects were size of the class, sitting arrangement, furniture and other facilities, blackboard

facilities, light and ventilation, materials and equipment, and classroom environment. For

assessing the actual conditions of the primary schools, social, physical and educational

conditions of twenty one schools were observed.

Size of the classes and sitting arrangement affects the delivery of the contents.

Similarly, furniture and other facilities facilitate the teaching learning process. At the same

time, blackboard facilities, light and ventilation, and materials and equipments, class room

environment have also direct and influential role in the teaching learning process. So, the

curriculum designer should consider these aspects during the curriculum development

process. In order to fulfill these requirements, one set of observation schedule was

developed to explore the social, physical and educational conditions of the primary schools.

o Analysis Chart

The main intention of the analysis chart was to find out the relationship among the

different elements of prevailing primary level Social Studies curriculum. For this purpose,

two sets of analysis chart were prepared (Appendix H). The first chart was developed in

order to examine the relationship between levelwsie objectives and gradewise learning

outcomes mentioned in the primary level Social Studies curriculum 2005 (Appendix-H.I).

In the same manner, to examine whether the objectives of primary level Social Studies

curriculum were reflected in the Social Studies textbooks, textbook analysis- a types of

document study was also conducted. Textbook analysis was done to determine the extent to

which the learning outcomes occur in the textbooks. For this purpose, the second chart was

developed to guide the course of the analysis (Appendix-H.II).

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Sources of Data

Data may be obtained from several sources. Each research project has its own data

needs and data sources. In the present study, first of all, existing primary level Social

Studies curriculum, Social Studies textbooks and teachers‟ guide were analyzed. It was

primary Sources of data. Similarly, secondly, the opinion of the experts, teachers, parents,

and children were collected in order to design a progressive curriculum of Social Studies

for primary education. All of these sources were primary sources of data. For the

preparation of the final draft of progressive curriculum of primary level Social Studies, the

information regarding the following aspects were required:

o National goals of education

o General objectives of primary education

o Level wise objectives of primary level Social Studies curriculum

o Grade wise learning outcomes

o Selection and organization of the contents

o Teaching learning activities

o Students evaluation procedures

For obtaining the data regarding various objectives of Social Studies at primary

level, documentary analysis was done. For this purpose, primary education curriculum

2006 published by the Curriculum Development Center was taken as the major sources of

the data collection. For the selection and organization of the contents of Social Studies for

each grade from grade one to five, the opinion of the experts and teachers were collected.

The expectations of the parents were also taken into consideration at this point.

The observation of present scenario in the primary schools regarding the activities

undertaken by the teachers along with the teachers' views and suggestions provided data

ascertaining teaching learning strategies to be included in the final draft of progressive

curriculum of primary level Social Studies. Finally, for the purpose of deciding student

evaluation procedures, opinions of the experts and teachers were collected.

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Collection of Data

The procedure followed in the selection of required sample is already discussed in

the sample selection section. This section mainly concentrates on the description about the

time and the activities carried out in the schools for the collection of the required data.

In each sampled school, most of the time of the researcher was spent in conducting

interviews with selected students. Each selected students of each grade was interviewed

individually during school hours. It took about 15 to 25 minutes to conduct interview for

single students depending on the nature, age, and grade of the child. While taking interview

of grade I and II students, class teachers were requested to help in the case of language

difficulty. In some district, the District Education Officer had also provided school

supervisor to assist the researcher in the task. The supervisors were not only used for

introducing the researcher to the school authority but also in conducting interview of

students. Before giving the supervisor the sole responsibility of conducting the interview,

he was, first of all, trained in the method of interview. First, the supervisor was provided

the opportunity to observe the interview conducted by the researcher himself. Then he was

asked to conduct trial interview in the presence of the researcher taking one extra students.

The students were interviewed in a separate room provided by the schools. In some

schools, it was also necessary to take interview in the open field due to room problem.

During interview, every student was free to use his/her textbooks while answering the

questions. This technique was followed viewing that the recall problems should not inhibit

the students‟ ability to give correct information about difficulties on lessons, exercises and

pictures. If the students had no books of his/her own, it was provided by the researcher.

Teachers were also important part of the respondents in the present study. Thus,

after the students interview the teacher questionnaire forms were distributed to the selected

teachers in the orientation meeting called by the headmaster in each school which was

selected for the study. The meetings in urban areas were held in some schools before the

classes were started or on some during in the tea break. During the meeting, teachers were

acquainted with the nature and importance of the survey work.

120

Teacher's responses to the questionnaire varied from place to place. Generally in

urban areas where teachers frequently find researchers coming to their schools, filling of

the questionnaire was not always encouraging. But on the other hand, teachers in rural as

well as remote areas were always enthusiastic in filling the questionnaire promptly. Even in

terai region, teachers were reluctant to write responses to the questions which required long

answers. In such situation, teachers were first convinced about the importance of this

research.

Interview with parents were carried out only after the school hours. They were

interviewed either in the evening or in the morning at their homes or in the tea stall. In

almost all places, the school headmaster or the teachers of the sampled schools helped in

introducing the researchers to the concerned parents. The researcher tried to conduct the

interview in formal setting so that actual information could be obtained. On the whole, the

researcher was able to secure the cooperation and help from all the concerned people.

Experts were also form the main part of the present study. So, data were also

collected from the experts. 16 experts were personally contacted and questionnaires were

distributed to them. After one week, all distributed questionnaires were collected from the

experts. In addition to the above mentioned activities, a daily diary was also maintained to

note down unusual events in the schools visited.

In order to explore the teaching learning situation prevailing in the classroom and to

identify constraints, if any, classroom observation was done by the researcher. Twenty one

classes taken by the primary level Social Studies teachers were observed. The instrument

used for this purpose was a classroom observation schedule. These observation schedules

were comprises teachers‟ preparedness, teachers‟ activities, children‟s‟ activities and

classroom management. Data regarding the prevailing teaching learning situation, teachers‟

preparedness, teachers‟ activities, children‟s‟ activities, classroom management were

collected. At the same time, Social, physical and educational condition of the primary

schools were also observed in order to collected the data in the respect. Finally the existing

primary level Social Studies curriculum, teachers‟ guide, and textbooks were also analyzed

in order to collect the required data for the present study. Analysis charts were used to

collect data form the curriculum, textbooks and teachers‟ guides.

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CHAPTER: FOUR

ASCERTAINING THE BASES OF THE PRESENT

CURRICULUM

This chapter treats the details of data analysis, and interpretation regarding the

different aspects of the primary level Social Studies curriculum, textbooks and other related

materials. For this purpose, this chapter has been divided into the four sections. The first

section of this chapter deals with goals and objectives. Similarly, in the second section of

this chapter, contents of the primary level Social Studies have been analyzed and

interpreted with a view to select a list of contents for proposed curriculum. In the third

section of this chapter teaching learning activities undertaken by the teachers of the

primary level social Studies have been observed and analyzed. Finally, in the fourth section

of this chapter student evaluation procedures have been reviewed. All of these activities

have been carried out with a view to ascertain the bases for the present curriculum. The

following four headings have been discussed and presented this chapter:

Goals and objectives

Contents

Teaching learning process

Student evaluation procedures

Goals and objectives

This section has been divided into the following five headings :

Relevance of the national goal of education,

Appropriateness of general objectives of primary education,

Suitability of the level wise objectives of primary level Social Studies,

Relation of level wise objectives to the grade wise intended learning outcomes, and

Appropriateness of the grade wise intended learning outcomes.

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Relevance of the National Goal of Education

First of all, National Education System Plan 1971 determined national goals of

education in Nepal. Secondly, National Education Commission 1990 has also defined

national goals of education. With a view to make whole education system of Nepal more

appropriate and relevant to the changed political, social, and world perspectives, recently,

Ministry of Education has redefined these national goals of education (MOE, 2006).

Existing national goals of education are included in Appendix-J.1.

Out of the eleven national goals of education, eight national goals are related to the

Social Studies. National goals of education namely: to promote national culture and pride,

social norms and values and innate power of each person to develop decent social and

collective life style for preparation of citizen having good moral and virtuous character; to

help prepare product oriented and skilled citizen oriented toward local as well as national

occupation, professional and employment including international employment; to enhance

social unity by helping individual in socialization; to develop human resource for the

development and modernization of the nation; to help protect and wise use of natural

environment and national property are related to Social Studies.

Similarly, to behave as per the social justice and equality and help in the

development of the inclusive society in the context of local, national and international; to

develop faith in peace, friendship, sympathy tolerance and global fraternity and prepare

citizen who is able to manage each types of conflict; to prepare citizen who respect nation,

nationality democracy, human right and others feeling who have critical and creative

thinking power and who feel pride for being Nepali are also based on the subject matters of

Social Studies.

A majority of the experts (94 percent) are satisfied with the existing national goals

of education in Nepal and suggested that a progressive curriculum of primary level Social

Studies could be developed on the basis of these existing national goals of education. In the

present study, existing national goals of education has not redefined. On the basis of the

existing eight national of education, the present curriculum has been developed.

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Appropriateness of General Objectives of Primary Education

One of the best tests of appropriateness of primary level Social Studies curriculum

is its close relationship to the declared general objectives of primary education.

Fundamental general objective of primary education, in Nepal, is defined as the

development of innate capabilities of children under the child centered system together

with the acquisition of the daily life related skills of reading, writing and numeracy

including inculcation of desirable human qualities like honesty, self-reliance and diligence

as well as civic, scientific and environmental awareness. In this regard, six fundamental

general objectives are determined for primary education in Nepal (MOES, 2006). These

general objectives of primary education are included in Appendix J.2.

General objectives of primary education clearly suggest that primary education is

not limited to producing only a literate and numerate people ready for further education but

responsible citizen with positive attitude towards nation and national unity also.

Democratic culture and development of inclusive society are also major aspects which are

to be initiated at the level of the primary education. Similarly, social norms and values,

human rights and development of inclusive society are also included in the general

objectives of primary education. Hence, the attainment of these general objectives at the

completion of primary education requires the development of sound knowledge, skills, and

attitudes that are related to the primary level Social Studies.

Out of the six general objectives of primary education, three general objectives of

primary education namely to develop social and moral qualities such as morality,

discipline, and self reliance in children and develop the feeling of own nation, national

unity and democratic culture; to develop inclusive society by uplifting all castes, religion,

language, culture and region; and to be aware of human right and social norms and values

are based on the subject matters of the Social Studies.

Majority of the experts (88 percent) of the present study expressed their views that

the existing general objectives are suitable and appropriate. The present curriculum has

also developed on the basis of these existing general objectives of primary education.

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Suitability of the Level Wise Objectives of Primary Level Social Studies

In order to make the learning more effective and progressive, there must be a close

relationship among the level wise objectives of the different subjects. Some problems are

noticed regarding the level wise objectives of primary level Social Studies. There is a

problem of integration (relationship of various subjects) of subjects like Social Studies and

Mathematics. Absence of horizontal relationship in reading and making charts, graphs and

maps is noticed. The reading of map is the level wise objective of grade III in Mathematics

whereas the sketching of a map of home and its surrounding is the level objectives of grade

I in Social Studies. Similarly, the objective of reading and preparing table in Mathematics

is stated in grade IV. Such activities are to be carried out from grade II in the textbook of

Social Studies. It clearly indicates that there is not close relationship between the level wise

objective of primary level Social Studies and Mathematics. Such disorganized content and

isolated learning experiences are usually not contributing to the attainment of any

important level wise objective.

Another remarkable problem associated with the level wise objectives is that level

wise objectives are not based on the expanding communities concepts. In this concept,

child starts his learning from his family and the child moves outward to the school and

neighborhood communities. Following this, the child studies the local community and then

the state, region of states, national and international communities. Most of the curriculum

designer used this approach in order to develop Social Studies curriculum.

Although some problems are noticed, the review of the existing level objectives of

primary level Social Studies reveals that level wise objectives of primary level Social

Studies are satisfactory. Similarly, there is a high degree of resemblance between general

objectives of primary education in Nepal and level wise objectives and these level wise

objectives are clearly stated. On the other hand, these level wise objectives are also

important for further learning. A majority of the experts (94 percent) of the experts of the

present study suggested that existing level wise objectives of primary level Social Studies

are appropriate, relevant, important for further learning and important for further learning.

Present curriculum has designed on the basis of these level wise objectives.

125

Relation of Level Wise Objectives to the Grade Wise Intended Learning Outcomes

Identification of learning outcomes has been viewed necessary in improving

teaching learning activities. Level wise and grade wise learning outcomes have been

formulated in the prevailing primary Education curriculum. The following discussion

shows the extent of relationship between level wise and grade wise learning outcomes as

stated in the existing curriculum of primary level Social Studies.

The relationship analysis shows that almost all level wise learning outcomes spelt

out in Social Studies curriculum are represented by the grade wise learning outcomes.

Level wise objectives are vague than the grade wise intended learning outcomes and are

graded from simple to complex from lower grades to upper grades. However, some

inconsistencies are noticed in some of the level wise and grade wise objectives. One of the

level objectives is to 'be aware of social evils, untouchability and superstition' is not

covered in the grade wise learning outcomes properly. This is stated in the third grade only

and no objective is found to reflect this in the remaining four grades. Similarly, another

level wise objective is 'to be loyal to the nation and behave as per the democratic norms

and values'. It is not covered in the grade wise intended learning outcomes and no lesson is

prescribed in the textbooks.

Most of the grade wise objectives proceed from simple to complex as the grade

progress. However, some level wise objectives lack continuity and cumulative progression.

Some level wise objectives lacking the continuity throughout the primary grades are: to be

aware of the human right, child right and own duties and to utilize them in practical life and

to introduce the neighbouring countries briefly.

From the relationship it is found that almost all level wise objectives are covered in

the grade wise intended learning outcomes. Most of the grade wise intended learning

outcomes are based on the level wise objectives. A majority of the experts (88 percent) are

also agreed with the fact all of the level wise objectives are reflected in the grade wise

intended learning outcomes. They further suggested that the level wise objectives which

are not covered must be represented in the curriculum.

126

Appropriateness of the Grade Wise Intended Learning Outcomes

Analysis of the response of the respondent and review of the existing of the grade

wise intended learning outcomes reveals that the existing grade wise intended learning

outcomes have been formulated for each grade. The entire grade wise intended learning

outcomes are based on the level wise objectives and general objectives of primary

education are also reflected in the grade wise intended leaning outcomes. But some grade

wise intended learning outcomes are trivial details whereas some grade wise intended

learning outcomes are content dominated. Similarly, some grade wise intended learning

outcomes are repeated in the same grade more than two or three times. Most of the existing

grade wise learning outcomes are not specific. A brief summary about appropriateness of

grade wise intended learning outcomes is presented in the following paragraphs:

A majority (94 percent) of experts expressed their views that learning outcomes

namely „to help in the work of the family and neighbour‟; „to help in the work of the family

member and ask for help with them‟; and „to tell the names of the goods of the school and

to protect them‟ were repeated in the curriculum of grade I. 95 percent of the teachers

suggested that grade wise intended learning outcomes such as „to tell the activities which

are performed at home and school in certain time‟ and „help in the positive work of the

family member‟ contained trivial details. Experts and teachers suggested that theses grade

wise intended learning outcomes were not appropriate and suitable for grade I and should

be replaced by the relevant learning outcomes immediately.

Experts, teachers, and parents of the present study responded that some important

grade wise intended learning outcomes were missing form the existing curriculum of

primary level Social Studies curriculum. They suggested three grade wise intended learning

outcomes for grade I. 94 percent of the experts reported that „to help helpless people‟

should be incorporated in grade I Social Studies curriculum. Similarly, 95 percent of

teachers mentioned that „to tell the type of family‟ should be included in the curriculum of

grade I. Likewise, 48 percent of the parents proposed that „to utilize the public places

properly‟ should be included in grade I as grade wise learning outcomes. It clearly

indicates that grade wise learning outcomes of grade I lack the improvement.

127

Review and analysis of the grade II Social Studies curriculum also shows that it has

also some inappropriate grade wise intended learning outcomes. 81 percent of the experts

were not agreed with two learning outcomes. These learning outcomes were „to help

familiar person‟ and „to utilize the public property‟. These learning outcomes were

repeated in the different grades without considering the scope and sequence of the subject

maters. At the same time, 87 percent of the teachers suggested that „to introduce the

national emblems‟ was not suitable for grade II and it should be included in the grade V.

Experts (81 percent), teachers (87 percent) and parents (38 percent) suggested three

relevant grade wise intended learning outcomes. These learning outcomes were „to help the

physically challenged people‟ „to introduce their school‟ and „to make an inquiry into the

historical and archaeological objects of their tole‟ for grade II Social Studies curriculum.

These learning outcomes were not included in the existing curriculum.

Majority of the experts, teachers and parents were not satisfied with some learning

outcomes which were included in the curriculum of grade III. According to the 75 percent

of the experts „to tell the age of the family members‟ and „to help unfamiliar person‟ were

not suitable for grade III. These learning outcomes were also repeated in grade I, II and IV.

According to the experts, 'to help unfamiliar person' was vague and was not stated clearly.

The experts found these learning outcomes inappropriate because these learning outcomes

contained more than two aspect and these outcomes were not easily attainable. 83 percent

of the teachers also reported that learning outcomes such as „to follow the instructions

related to the public place‟ and „to tell the general background of the neighbour and

relatives‟ should be replaced from the curriculum.

Experts, teachers and parents suggested different learning outcomes for grade III.

75 percent of the experts suggested that „to describe the major works of the family head‟,

and „to find out the great personality who had made great contribution in the development

of the village‟ should be included in the grade III social Studies curriculum. 83 percent of

the teachers reported that „to find out historical and archeological objects of their villages'

were essential for grade III. 51 percent of the parents had also similar view about these

grade wise intended learning outcomes.

128

According to 94 percent of the experts, some grade wise intended learning the

Social Studies curriculum of grade IV were inappropriate. These learning outcome were „to

tell name and relation of their neighbour‟, and „to follow traffic instructions'. Likewise, 80

percent of the teachers suggested that three intended learning outcomes of the grade IV

were not suitable for this grade. These learning outcomes were „to treat the family

members, neighbour and other members of the community equally‟, „to participate in the

economic activities performed by the family, neighbour and community members‟ and „to

introduce the historical background of their community‟. According to experts, teachers,

and parents, these learning outcomes were very difficult for the students.

According to the 94 percent of the experts, „to describe the occupations of their

neighbours‟ and „to identify their duties‟ should be included in the curriculum in order to

make the curriculum more relevant and progressive. Similarly, 80 percent of the teachers

reported that „to make an inquiry about the Gopal and Kirat dynasty of the ancient period‟

and „to describe the major functions of the head of the nation' were essential for grade IV.

Further, the teachers reported that 'tell the total expenditure of the family‟ was also relevant

for grade IV.

75 percent of the experts reported that two level wise objectives namely „to help in

the community work‟, „to be aware of the theft‟ to respect the all good works performed by

the district dwellers‟ and „to describe the economic activities of the country briefly‟ were

inappropriate. Likewise, 52 percent of teachers of the present study were unsatisfied with

the learning outcomes such as „to follow the good customs of the of the community‟, „to

maintain the balanced relationship with known and unknown person‟ and „to make an

inquiry into the great personality and archeological objects‟. These learning were not

specific and were not clearly stated.

75 percent of the experts, 52 percent of the teachers and 60 percent of the parents

suggested that „to use the occupational tools‟ „to rescue and help the neighbour who are

suffered from the earthquake‟, „to discharge duties' 'to introduce the national emblems‟, „to

tell the major functions of government head‟ and „to tell the total income and expenditure

of the family‟ should be included in the curriculum in order to make the Social studies

curriculum of grade V more relevant and progressive.

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Contents

The present section treats the details of data analysis, and interpretation regarding

the different aspects contents of the primary level Social Studies curriculum. For this

purpose, this section has been divided into the following six headings.

Most interesting lessons to the students,

Most uninteresting lessons to the students,

Most difficult lessons to the students,

Unclear and unattractive pictures to the students,

Relationship between learning outcomes and lessons, and

Appropriateness of contents.

Most Interesting Lessons to the Students

Most of the primary level students have found interesting lessons in their Social

Studies textbooks. Subject maters of these lessons are based on poems, stories, and other

relevant activities. Primary school students have liked their lessons which are related to

their life, living, home, school, nieghbour, village, district, region and the country. It

clearly indicates that students liked most of the lessons which are based on the daily

activities of the students and which are directly related to the life of the students.

More than 56 percent of the students of grade I selected „My Family‟ „Cloths of the

Family Members‟, „Land around My House‟, „My Uncle‟s House‟ and „Home Made

Products‟ as the most interesting lessons. 'My family' was liked by the by the most of the

grade I students because subject matters of this lesson were related to the daily life of the

students. On the other hand, subject matters of this lesson were also with in the experience

level of the students. Similarly, „Cloths of the Family Members‟, was also liked by the

most of the grade I students. Children were keenly interested in the colored picture and

different colored pictures had been included in the lesson. Thus, 'My Cloths' was also

interesting lessons for the most of the students. 'My Uncle's House' and 'Home Made

Product' were also related to the life of the students.

130

„Our Festival‟, „Mutual Co-operation‟, „Our Village on Map‟, „Happy Birth Day of

the Classmate‟, „Goods Produced in the Village‟ were some of the lessons which were

liked by the most of the students of grade II. During the festivals children got clothes,

delicious food items, they meet their relatives, and they got leave. Thus, these lessons were

very interesting for the most of the students. „Mutual Co-operation‟ was also liked by the

grade II students because different interesting activities were included in this lesson.

Likewise „Our Village on Map‟, „Happy Birth Day of the Classmate‟ and „Goods Produced

in the Village‟ were also interesting lessons for the most of grade II students. Subject

matters, pictures and activities of these lessons were very interesting for the students.

'Festivals‟, „Let Us Help Helpless People‟, „Good Moral Character‟, „The Place

Where I Live‟, „Our Martyrs‟ and „Less Money and More Work‟ were some lessons which

were liked by the most of students of grade III. Students reported that the subject matters,

activities, picture of these lessons were very interesting for them. Similarly, all of the

activities of these lessons were also interesting and related to the day to day life of the

students. „Let Us Help Helpless People‟ was presented in the form of poem. A story is

given in the „Less Money and More Work‟. Thus, these lessons were more interesting for

grade III students.

67 percent of the students of grade IV reported that there were some interesting

lessons in their Social Studies textbook. Lessons such as 'Neighbours of My Tole‟, „What a

Beautiful Place My Village‟, „Let Us Help‟, „Our Right‟, „Our District‟, 'Working Habit'

were liked by the most of the students. There were interesting subject maters in

'Neighbours of My Tole‟. Similarly, activities and pictures included in the „Let Us Help‟,

„Our Right‟, and „Our District‟, were interesting for the students.

More than 60 percent of the students of grade V mentioned that „Equal Behaviour'

„Great Personality of the District‟, Be Aware of the Addiction‟, „District Development

Committee‟, 'Our Luminaries', „National Products‟ interesting for them. According to

students, stories were included in 'Equal Behaviour' and „Great Personality of the District‟.

Similarly, interesting exercises, activities, and subject matters were given in „District

Development Committee‟, 'Our Luminaries', and „National Products‟.

131

Most Uninteresting Lessons to the Students

The interviewed students of primary grade are of opinion that their Social Studies

textbooks contain uninteresting lessons. There are several reasons for disliking these

lessons by the students. According to the students, the main reason behind this is their

inability to understand the lessons and do the exercise. Similarly, length of these lessons is

said to have been another main reason for being them uninteresting. The overall situation

suggest the need for making the textbooks more interesting to the students by revising the

lessons and exercise to the interest level of the students and through the use of effective

teaching methods.

Three lessons such as „Work of the House‟, 'Work of the Neighbour' and 'My Old

Generation' were selected as most t uninteresting lessons by the 60 percent of grade I

students. Similarly, lessons such as 'Mutual Cooperation', „Our Public Property‟ and „Our

National Emblems‟, were uninteresting for grade II. These lessons are uninteresting to

them because the same subject matters have been repeated in these lessons and the lessons

demand knowledge beyond their experiences.

Grade III students experienced some lessons as being uninteresting to them. These

lessons were: „me and my family‟, „help to the unfamiliar‟ and 'our neighbour now and

then'. These lessons were not liked by the students because they did not find any useful

things in the lessons. Similarly, lesson such as: 'neighbours of my tole', ' let us follow

traffic rules', 'equal behaviour', 'history of my place' and 'our economic activities' were not

liked by the most of the grade IV students. 'help in the community work', 'theft and dacoits',

'our social rules', 'mutual cooperation', „my friendly countries: Pakistan Bangladesh‟, and

„my friendly Afghanistan‟ were not interesting for grade V students.

In brief, these lessons were not liked by the students due to the difficulty

experienced in learning them. At the same time, some lessons were tedious because the

lessons were rather long. Some of the lessons are boring to the concerned students mainly

due to the length and use of several words in the text. Likewise, students experienced the

lessons as being difficult due to the long and complex sentences used in the text. It clearly

indicates that these lessons of the primary level Social Studies curriculum should be

replaced by the appropriate lessons.

132

Most Difficult Lessons to the Students

In Social studies also primary schools students opined that their textbooks had

lessons beyond their comprehension level. Most of the students reported that Languages

and words used in the lessons are very difficult for them. At the same time, length of some

lessons is unnecessarily lengthy and presentation of some lessons is also inappropriate.

Thus, students are not able to understand these lessons easily.

A majority of the primary school students experienced that their Social Studies

textbooks contain some very difficult lessons which were beyond their comprehension

level. On the other hand, Social Studies textbooks had some very difficult exercises to

accomplish. Likewise, some pictures included in the lessons were not easily understandable

and some lessons were presented in the short note forms. Thus, these lessons were difficult

to the student to understand.

„My Work in the House‟, 'Map of the House', and 'My Birth Place' were selected as

rather difficult lesson by the more than 57 percent grade I students. Pictures of these

lessons were not easily understandable and were not conveying the message clearly. More

than 62 percent students of grade II selected 'Mutual Help', „National Emblems‟, and 'Our

National Emblems' as a most difficult lesson. These lessons were difficult for the students

because the students were unable to understand these lessons and to do exercises. Grade III

students also experienced the difficult lessons in their Social Studies textbook. „Natural

Properties‟, 'Me and My Family', 'Mutual Cooperation', and 'My Neighbours Now and

Then' were difficult for the more than 57 percent students.

'Mutual cooperation with neighbour', 'Sanitation of the Public places', 'Equal

Behaviour', ' Habit of Frugality', were considered as most difficult lessons by the more than

67 percent grade IV students. Likewise, grade V students selected 'Help in the Work of the

Community', 'Equal Behaviour', 'Historical Objects', 'Work Performed by the District

Dwellers' as the most difficult lessons of grade V Social Studies. This analysis of the

responses shows that the lessons discussed just above are most difficult for the student.

Thus these lessons should be improved in a scientific manner.

133

Unclear and Unattractive Pictures to the Students

Pictures play a very important role on facilitating learning of the students. They

arouse and maintain interest of the students in learning and help in understanding facts,

ideas, concepts, principles and problems. They are also helpful in solving problems and

developing abilities in the students to describe and explain views. They are even more

useful to primary school children. The importance of such materials is more widely

observed only when they are clear and attractive. Unclear and unattractive pictures are not

only confusing but also they can develop misconceptions in children. Because of the

unclear and unattractive pictures most of the children were confused and were not able to

understand message of the picture easily. Size and quality of the photos/picture is also

unsatisfactory.

Students of all primary grades perceived the presence of unclear and unattractive

pictures in their Social Studies textbooks. According to 79 percent of the grade I students,

the lessons such as: 'My Friends', „Cloths‟, „Help to Helpless‟, and „Help to Disabled‟ had

unclear and unattractive pictures. In grade II, 56 percent of the students accepted the

presence of the unclear and unattractive pictures in the Social Studies textbooks. These

pictures were included in 'Work of the Family', 'Helpless and Disabled of the Schools,

„Mutual Cooperation‟, and „Conservation of the Property‟.

According to 81 percent of grade III students „Protection of the Household Goods',

'Welcome to the Guest', „Our Natural Property‟ and „Lesson of the History‟ had unclear

and unattractive pictures. 65 percent Grade IV students also experienced some unclear

pictures in their Social Studies textbook. „Protection and Uses of the Occupational Tools',

„Social Evils‟, 'Traffic Rules' and „Production of Our District‟ had unclear pictures.

4 lesson of the grade V had also unclear pictures. The lessons are: 'Equal

Behaviour', 'Our Nation Our Pride' „Relation with the Neighbour‟, and „Our Social Rules‟,

had unattractive and unclear pictures. 67 percent students were not able understand the

massage of these pictures. Thus, it can be concluded that primary level Social Studies

textbooks should be improved immediately or replaced by a progressive curriculum.

134

Relationship between Grade Wise Intended Learning Outcomes and Lessons

In most primary schools of developing countries, textbooks are often the only

educational materials available. They are the most visible and tangible form of educational

program for parents, teachers and students. For teachers and students they are the

authoritative sources of knowledge. For the most the teachers, textbook is the curriculum.

Hence, in the absence of other teaching materials, textbooks can play a very dominant role

in the teaching learning process of primary school.

Textbook can be unproductive and educationally non-functional if the intended

learning outcomes are not adequately and appropriately represented in the textbooks. Thus,

there must be a close relationship between grade wise intended and lessons prescribed in

the textbooks. All of the intended learning outcomes should be reflected in the lessons. In

the existing curriculum, grade wise intended learning outcomes are defined in the

curriculum and corresponding lessons are prescribed in the Social Studies textbooks. All of

the lessons of the Social Studies textbooks are based on the grade wise intended learning

outcomes. The following discussion shows how far the prevailing Social Studies textbooks

of primary education are successful in transacting grade wise intended learning outcomes

mentioned in the curriculum.

The teaching of Social Studies as a separate subject starts from grade I. Separate

textbooks are developed with the name my Mero Samajik Adhayan (Literally "My social

Studies") in primary education. In grade I, there is a very high degree of resemblance

between grade wise intended learning outcomes and the lessons given in the textbooks. In

grade one, one to four lessons are selected and organized in order to fulfill one grade wise

intended learning outcomes. All most grade wise intended learning outcomes are covered

in Social Studies textbooks. But adequacy, sufficiency and appropriateness of some lessons

have remained a matter of big concern because some lessons are observed to partially

fulfill the stated grade wise intended learning outcomes. Likewise, some lessons do not

deal determined grade wise intended learning outcomes properly. On the contrary, some

lessons tend too much of the content in a single lesson which seems to be above the general

level of comprehension of the students of this level.

135

In grade I, for instance lessons such as 'Myself', 'My Family', 'My Personal

Belongings', 'My Friends' and 'Respect to Elders' do not cover the defined learning

outcomes properly. Adequate subject matters have not been provided in these lessons. Only

one lesson such as 'My Goods' is prescribed in the textbook to cover the grade wise

intended learning outcome 'to protect own personal belongings'. Similarly, four lessons

such as 'My Birth', 'My Old Generation', 'Head of the Family' and 'My Uncle's House' are

prescribed in the textbook in order to complete 'to tell the general background family'. It

clearly indicates that proper attention is not given while selecting lessons and contents of

grade 1 Social Studies.

In grade II too, there is close relationship between grade wise intended learning

outcomes and lessons prescribed in the textbook. Review of the relationship analysis of the

textbooks and curriculum reveals that some grade wise intended learning outcomes

partially fulfilled in the lessons. For example, learning outcome „to discharge

responsibility' is not covered in the textbook properly. Similarly, other two learning

outcomes are also partially covered in the Social Studies textbook of grade II. These

learning outcomes are: „to tell the name of the great personality of the tole‟ and „to

conserve the public property‟. Most of the intended learning outcomes of civic awareness

are partially covered in the textbooks.

Although all of grade wise intended learning outcomes are reflected in the grade III

Social Studies textbook, the quality of some lessons is not satisfactory. Most of the learning

outcomes contain single lesson whereas some learning outcomes contain more then two

learning outcomes. For example, ' to tell the age of the family members' contain single

lesson whereas two lessons are given in the textbook in order to cover 'to help disabled and

helpless people'. Most of the learning outcomes of this grade are not clearly stated. Thus, it

is very difficult to see the direct relationship between learning outcomes and the textbook

materials. Grade III Social Studies textbook provide practically no direction to the teachers

about what objectives are to be accomplished with the lessons provided. This is clearly a

serious drawback of learning design in Social Studies textbook. Such a deficiency reduces

the probability of attaining the learning curricular objective. In fact, the defective learning

design has hampered the attainment of the objectives. It clearly indicates that there must be

close relationship between grade wise intended learning outcomes and lessons.

136

The relationship analysis shows that all of the learning outcomes spelt out in the

curriculum are represented by the lessons of grade IV Social Studies textbook. Generally

single lesson is provided in the textbooks for each learning outcome. But in some case,

there are two and more lessons in the textbook to attain one learning outcome. Some

lessons in the textbook are observed to partially fulfill the stated learning outcomes.

The lessons on the social problems of grade IV, for example, do not deal with the

superstitions though they are mentioned in the learning outcomes. Some learning outcomes

are partially fulfilled in this grade too. Two learning outcomes „to honour the great

personality of the village‟ and „to tell geographical features and life style of the village‟ are

not covered in the lessons properly. Similarly, subject matters of „Child Right and Female

Right' are also insufficient. Thus, the main intention of the objective is not fulfilled by

these lessons.

Some lessons in the textbook tend to include too much of the content in a single

lesson which seems to be above the general level of comprehension of the students of this

level. The lessons on the 'Friendly Countries' in grade IV, for example, has lessons full of

excessive details and which are beyond the experiences of the primary age children. Such

activities seem to be irrelevant and very difficult for the students of grade IV.

Lessons in the grade V Social Studies textbook fully comply with the learning

outcomes. However, the qualities of the lessons have remained a matter of big concern.

Some lessons of grade V Social Studies textbook seem to be over loaded with the contents.

For example, the lessons related to 'Friendly Countries' are over loaded with the contents.

In addition to this, some examples given in the textbook are not realistic to the daily life of

the children. For example, in grade IV, the subject matters of 'Social Rules' are not based

on the Social Rule and subject matters related to planting of rice are included in this lesson.

This is one of remarkable drawback of grade IV Social Studies textbook. Similarly, subject

matters on 'comparative study of the traditional social customs' and 'utilization of the

fundamental right' are also unsuitable. Subject matters of these lessons seem to be very

difficult for the grade V students. It clearly indicates that existing primary level Social

Studies curriculum should be improved immediately as soon as possible.

137

Appropriateness of Contents

Review of the Social Studies textbooks and analysis of responses of the respondent

indicate that sequence of the broad areas of content is not appropriate. Although existing

primary level Social Studies curriculum organized its content areas on the basis of the

expanding communities approach, organization of some content areas is not appropriate.

For example, sequence of the content areas should be me, my family; our tradition, social

problems, civic awareness, economic activities, our past, and our earth rather than me, my

family; our tradition; social problems; civic awareness; our earth; our past; and economics

activities. Thus, selection and organization of the broad areas of the content is not

appropriate and satisfactory.

Review of the contents and analysis of the responses of that responded show that

most of the contents of the primary level Social Studies do not represent the minority

groups. For example, most of the lessons of 'Our Tradition, Social Norms and Values' do

not represent the minority groups. These lessons represent the majority groups, higher

classes and their customs, religion and traditions. The powerful social groups have been

imposing their own cultural influences on the powerless group through the contents. Most

of the contents on 'Our Traditions, Social Norms and Values' are based on the Cast,

Culture, Festivals, Social Norms and Values, Living Styles, Languages, and Community. It

is clearly noticed that these lessons are biased and minority nationalities are not represented

in these lessons properly.

Likewise, contents of the primary level Social Studies do not ideal properly about

heroes and builders of minorities who had made great contribution to the nation. For

example, heroes and builders of minorities groups are not included on the lesson 'Our

Historical Personalities' in grade V. Furthermore, most of the contents of the Social Studies

are confined to the middle part of the country only where as northern, southern, far eastern

and far western parts of the country are not properly represented in the curriculum. Only

middle parts of the country have been included in this lesson. Some contents are lengthy

and boring and have not been planned in accordance with need and interest of the children.

For example, in grade V, lessons on 'Neighbouring Countries' are lengthy and boring.

138

Regarding the selection and organization of broad areas of the content, a majority of

the experts (88 percent) and teacher (63 percent) suggested that broad areas of the content

should be based on the expanding communities approach. In this approach, beginning with

the family, community, the child moves outward to the school and neighborhood

communities. Following this, the child studies the local community and then the state,

region of states, national and international communities. Experts and teachers, further,

mentioned that the existing contents of areas were not based on the expanding communities

approach. Broad areas of the contents such as our earth and our economic activities were

not based on this approach. Thus, experts suggested that sequence of the content areas

should be me, my family; our tradition; social problems; civic awareness; economic

activities; our past; and our earth.

56 percent of the lessons are presented in the pictorial form in grade I and these

lessons lack direction to the teachers on what and how the objectives are to be attained

through those lessons. Pictures are not able to convey the clear massages to the students. At

the same time, the quality of the pictures is very. 81 percent experts and 79 percent teachers

were also unsatisfied with these pictures. They further complained that some contents

repeated more than two or more times in the grade I. For example, subject matters related

to “Help in the Work of the Family' are repeated in grade I more than two/three times.

Subject matters related to 'Help in the Work of the Family' are not only repeated in the

grade I but also repeated in the other grades. In addition to this, the experts and teachers

suggested that lessons such as 'Helpless People of the Family‟, „Type of Family‟, and

„Utilization of the Public Places‟ should be included in the grade I Social Studies

curriculum.

Pictures have been included in some lessons of grade II. But the quality of the

pictures is not attractive and satisfactory. In this grade, interesting poem, story, song,

activities are not included in the Social Studies textbook. Thus, the lessons are not

interesting to the children. In this regard, 69 percent of the experts and 79 percent teachers

had felt the need of adding new topics in the Social Studies curriculum. These topics were

„Help to the Physically Challenged People‟, „Introduction to their School‟, and „An Inquiry

into the Historical and Archaeological Objects of their Tole‟. According to the experts and

teachers, these lessons should be included in the Social Studies textbook.

139

Review of the contents and analysis of the response of the respondent shows that

the illustrations and examples which are included in the Social Studies textbook of grade

III are greatly irrelevant to the children's daily life. These illustrations and examples are not

properly correlated to daily life of the students. In this regard, experts (63 percent), teachers

(82 percent) reported that lessons such as 'Help in the Work of Neighbour', 'Superstition',

'Structure and Functions of Ward' were irrelevant to the daily life of the students. Experts

and teachers suggested that „Major Works of the Family Head‟, „Great Personality the

Village‟, and „Inquiry and Preservation of the Historical and Archeological Objects of their

Villages‟ should be included in the grade III Social Studies curriculum.

In grade IV, it is observed that some are biased to the ethnic group students. For

example, festivals, culture, social norms and values, and living of the ethnic group have not

included in the Social Studies textbook. Thus, ethnic group students were less interested to

learn these lessons. This implies that Social Studies textbook, in general, inappropriate to

the ethnic group students. a majority (81 percent) of the experts and teachers (79 percent)

of the teachers recommended some lessons for grade III. These lessons were „Occupations

of the Neighbours‟, „Own Duties', „Gopal and Kirat Dynasty of the Ancient Period‟, „Major

Functions of the Nation Head‟ and „Total Expenditure of the Family‟.

Review of the textbook and analysis of the response show that some lessons of the

grade V Social Studies are appropriate for the students because language used in the

lessons is very difficult for the students. For example, lessons, on 'Our Earth' are seem to be

difficult to students. Likewise, the lesson 'Our Luminaries' is presented in the form of

poem. But the poem is not easily understandable and interesting to the students. On the

other hand, two lessons of 'Our Friendly Countries' are presented in the short note forms.

These lessons seem not be sufficient and adequate to cover the defined learning outcomes.

In this respect, 88 percent of the experts and 96 percent of the teachers had also similar

view about these lessons. Experts and teachers had also reported that some important

lessons were not included in this grade. These lessons were „Occupational Tools‟, „Rescue

and Help from the Earthquake‟, „Discharge of the Duties‟, „Introduction to the National

Emblems‟, „Major Functions of Government Head‟, and „Total Income and Expenditure of

the Family‟. According to them, these lessons should be included in the curriculum in order

to make the curriculum more progressive and appropriate.

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Teaching Learning Process

This section treats the details of data analysis, and interpretation regarding teaching

learning process adopted in the primary schools in Nepal. For this purpose, this chapter has

been divided into the following three headings:

Observation of the classrooms

Observation of the primary schools

Appropriateness of the teaching learning process

Observation of the Classrooms

In order to explore the teaching learning situation prevailing in the classroom and to

identify the constraints, if any, observation was made by the researcher. The main focus of

the classroom observation was to observe teaching learning strategies, interaction between

the teacher and student, appropriate use of the locally available teaching materials and

general effectiveness of the lesson. For assessing the actual teaching learning situation in

primary grades in Nepal, twenty one classes were observed by the researcher. For this

purpose, three observation schedules were developed. These observation schedules are

included in Appendix F. These observation schedules were comprises teachers‟ activities,

children‟s‟ activities and classroom management. The result of the observations is

summarized in the following paragraphs:

o Teacher’s Preparedness

Preparedness of teachers encompasses various aspects such as planning the lessons,

teaching learning process, command over the subject matters, clear presentation, full use of

time and so on. All these exert a great deal of effect on the delivery of lesson to the

students. In Table 25, aspects such as lesson plans, commend over the subject matters,

presentation of subject matters, use of time and materials, uses of relevant teaching

methods and emphasis on the knowledge, skills, and experiment related matters are

presented in terms of the degree of their being prepared.

141

Table-25

Teacher‟s Preparedness in Classroom

S.

N.

Aspects Very

good

good Moderate Below

poor

poor Total

1. Preparation of the lesson

plans

- 1 4 5 11 21

2. Command of the subject

matters

3 6 8 2 2 21

3. Clear presentation of the

subject matter

1 4 3 6 7 21

4. Full use of time 9 6 6 - - 21

5. Use of relevant teaching

learning strategies

- 2 4 9 6 21

7. Emphasis on the

knowledge related

matters

4 9 4 2 2 21

8. Emphasis on the skill

related matters

- 1 4 5 11 21

9. Emphasis on the

experiment related

matters

1 - 9 6 5 21

Figures show the number of classes observed and total numbers of classes observed were 21.

During the classroom observation it was found that in 38 percent of schools, the

lesson was introduced only by announcing the topics and in 24 percent schools, the student

was asked to open the relevant page of the book and to read aloud. Likely, in 29 percent

schools, topics were announced by writing in the blackboard and in 9 percent schools, it

was introduced by asking questions based on previous lesson. Regarding the command of

the subject matters, it was found that most of the teachers had command over the subject

matter. But the presentation of the subject matter was found to be unsatisfactory. It is also

observed that most of the teachers did not use their class time properly.

With regard to the teaching learning strategies in the most of schools teachers‟

communication was one way generally by book reading, supplemented by explaining facts

in few cases. In certain school, oral interaction between teacher and student was observed.

But teachers‟ questions were mostly to recall the facts. The student did not refer to the

teacher at all. They only answered the questions. In the case of using the teaching learning

strategies most of the teachers did not show their performance well.

142

Instructional materials were confined to the textbook and a blackboard. In some

schools besides blackboard there were few old charts hanging on the walls. In brief, the

teachers did not use teaching aids in an effective manner. Most of the teachers‟ emphasized

knowledge related aspects so that skill and experiment related aspects were given little

importance. Observation on teachers‟ preparedness, on the average, indicates that the

teachers‟ were not very much familiar with the Social Studies curriculum and the modern

principles of teaching learning.

o Teacher’s Activities

In teachers‟ activities different aspects such as the assistance provided to the

children, use of teaching methods and aids, uses of curriculum and evaluation were

observed. Results of observation of the teachers‟ activities are given in the Table 26.

Table-26

Teacher‟s Activities

S.

N.

Aspects Very

good

good Moderate Below

poor

poor Total

classes

1 Personal assistance to

the children

_ 2 5 3 11 21

2 Immediate assistance to

the children

_ _ 6 5 10 21

3 Assistance to the smart

children

_ 1 5 10 5 21

4 Assistance to the

children of middling

ability

_ _ 7 4 10 21

5 Assistance to weaker

children

_ _ 6 10 5 21

6 Use of relevant teaching

methods and aids

_ _ 3 9 9 21

7 Use of curriculum and

teachers‟ guide

_ 1 2 7 11 21

8 Evaluation of children in

the ongoing class

3 6 10 2 _ 21

9 Homework assignments 4 5 8 4 - 21

Figures show the number of classes observed and total numbers of classes observed was 21.

143

As the table 26 shows primary level Social Studies teachers do not provides all

possible assistance to the children in the classroom. Most of the teachers took equal care of

smart, middle and weaker children in the classroom without proper consideration. A very

few teachers insisted on relevant teaching methods and aids. Field trip was not used by the

most of the teachers even in Social Studies. Curriculum and teachers‟ guide were not used

by the concerned teachers. In evaluating the children in the classroom and assigning

homework almost all the teachers‟ activities were found to be satisfactory. Observation

made of teachers‟ activities indicated that all teachers should have sound knowledge of

curriculum. Furthermore, teachers must have these materials so that they can use them in

classroom instructions. Teachers‟ require training on teaching methods. They also require

training on using the teachers‟ guide and teaching aids. It clearly indicates that teachers

must be familiar with the modern principles of the teaching learning process and provisions

related to the teaching learning made in the curriculum.

o Children’s Activities

Children‟s‟ activities are also important activities in teaching learning process. On

observation such aspects as children‟s participation in the question answer activities, asking

for clearing up confusion and misunderstanding and using textbook were considered. Table

27 shows the children‟s activities on these aspects.

Table-27

Children‟s‟ Activities in the Classroom

S.

n.

Aspects Very

good

good Moderate Below

poor

poor Total

classes

1 Active participation in

teaching learning process

_ 2 1 8 10 21

2 Participation in question

answer activities

_ 1 3 6 11 21

3 Asking teachers for

clearing up confusing

_ - 4 8 9 21

4 Using of textbooks 1 7 8 5 - 21

Figures show the number of classes observed and total numbers of classes observed was 21.

144

Table 27 shows that the students are not talking part in the teaching learning

process actively. Teachers do not use relevant teaching learning strategies and teaching

aids. Thus, it can be inferred that teaching learning process are not interesting for students.

Similarly, use of the question answer in the classroom is another effective teaching learning

strategies. But Table 27 clearly shows that participation of the children in question answer

item is also unsatisfactory. Rarely students ask questions to the teachers get to their

confusions cleared up. In the case of children using textbooks, it is found to be satisfactory.

Observation indicates that teachers do not care very much for raising the participation level

of children‟s activities in the classroom.

o Classroom Management

Classroom management was another important component of the observation. As

Table 28 shows the participation of teachers as well as of children in Social Studies was, on

average, found to be unsatisfactory. In this context, it seems that teachers do not know

various techniques to increase children‟s‟ participation. Table 28 further shows that the

relationship between teachers and students is not harmonious and but the level of discipline

among the students in classroom was high enough. It is also observed that teachers are not

able to take prompt actions and decision in the classroom.

Table-28

Teacher‟s Activities in the Classroom

S.

n.

Aspects Very

good

good Moderate Below

poor

poor Total

classes

1 Higher participation of

the teachers

_ 1 5 8 7 21

2 Higher participation of

children

1 _ 8 6 6 21

3 Harmony between

teacher and children

_ 1 6 5 9 21

4 Discipline among

children

4 10 5 2 _ 21

5 Teacher‟s ability to take

immediate decision

_ 2 6 7 6 21

Figures show the number of classes observed and total numbers of classes observed was 21.

145

Observation of the primary schools

The social, physical and educational condition of the school certainly has a direct

bearing on teaching learning process. If the classroom is physically well, teachers will be

encouraged to follow the spirit and principle of the curriculum. This will certainly help to

achieve the goals formulated by the curriculum. In order to find out the social, physical and

educational conditions of the primary schools in Nepal, different primary schools were

surveyed in cooperation with the concerned head teachers and teacher of the schools. In the

Table 29, aspects such size of the classes, sitting arrangement, furniture facilities,

blackboard facilities, light and ventilation, materials and equipment and classroom

environment are presented. Result of observation is given in the Table 29.

Table-29

Social, Physical and Educational Condition of the Primary School

S.

N.

Condition Good Poor Total classes

1 Size of the classes 7 14 21

2 Sitting arrangement 8 13 21

3 Furniture facilities 6 15 21

4 Blackboard facilities 12 9 21

5 Light and Ventilation 16 5 21

6 Materials and equipment 8 13 21

7 Classroom environment 6 15 21

Figures show the number of classes observed and total numbers of classes observed was 21.

Size of the class is also one of the important aspects of the teaching learning

process. Size of the classes directly or indirectly affects the quality of the content delivery.

Observation made of 21 Social Studies classes showed that size of the classroom in which

classes taken by 57 percent teachers were not adequate. The number of students per class

varies from 40 to 60. In few cases it goes up to 70, although they have many section of

each class. In addition to that the researcher found in 10 percent schools of rural areas has

multi-graded classes. After surveying 21 schools, researcher found that out of the 21

classes only the size of the 7 classes was appropriate and adequate.

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Similarly, sitting arrangement of the students is another important aspect of the

teaching learning process. Without proper arrangement of sitting teaching learning process

could not be qualitative and effective. Table 28 clearly shows that sitting arrangement was

also unsatisfactory in the observed classes. Out of the 21 classes only 8 classes had proper

sitting arrangement but 13 classes had not appropriate sitting arrangement. The researcher

found that in some schools in rural areas a corner was allotted to the girls and this corner

was generally on either sides of the black board. This fact clearly showed that there was

discrimination between son and daughter.

Infrastructure also affects the quality of the teaching learning process. Building,

playground, drinking water and environment of the school plays important role in the

teaching learning process. Among them furniture facilities is one of the crucial factors of

the teaching learning. Most of the rural schools had not sufficient furniture facilities. 5 to 6

students shared a five feet long desk. In some schools the students were sitting on the dusty

floor of the classroom. Out of the 21 schools only 6 schools had sufficient furniture

facilities and 15 schools had not adequate furniture facilities. Out of them blackboard was

also important teaching aids. There was a provision of blackboard in each school. A

majority of the schools (12 schools out of the 21schools) had made the appropriate

facilities of the blackboard. But in some schools blackboard was not properly visible and

some teachers were also not used the blackboard properly.

In most of the cases the condition of light and ventilation was found to be good. Out

of the 21 classes 2 classes were prone to noises from outsides. Regarding the availability of

material and equipments only 8 schools had such materials. But in few of these schools

these materials were in use. These materials seemed to be the show-pieces of the office. It

also observed that about 5 schools had some charts hanging on the moist walls of the

schools. Most of the charts were faded and torn. Most of the schools on average were not

found to be good in so far as their condition was concerned. In the case of classroom

environment it was found unsatisfactory. In most of the schools teaching learning

environment was found unsatisfactory. Out of the 21 classes, teaching learning

environment of the 6 classes was found satisfactory. In nutshell, observation of the

classroom and social, physical and educational condition of the primary schools in Nepal

showed that teaching learning process was not satisfactory.

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Appropriateness of the Teaching Learning Process

Analysis of the primary level Social Studies curriculum, textbooks and teacher‟s

guide showed that teaching strategies and methods had been determined in the existing

curriculum and textbooks and teachers‟ guide. But the classroom observation showed that

teachers did not follow these teaching activities and methods mainly because curriculum

and teacher‟s guide were out of access of the teachers. On the other hand, teaching learning

methods developed in the curriculum and teachers‟ guides were not easily understandable

and applicable. It was also observed that textbooks seemed to be the only teaching aid

available to both the students and the teacher. It clearly shows that lecture and even only

book reading were the teaching methods prevailing in the primary school in Nepal.

Curriculum, textbooks and teachers' guides of the primary level Social Studies gave

more emphasis on the learning of facts through memorization rather than understanding

and application in the field. Teachings learning activities usually completed within the four

walls of the classroom and their sole duty was getting the child through the annual

examination. The tests were mainly for the text memorization, the same vicious circle

continued year after year. Thus, the whole teaching and learning strategies even at primary

level was examination centered focusing on learning of facts rather than brining about

changes in students behaviour and analytical ability.

There is big gap between the teaching methods prescribed in the curriculum and the

teaching strategies adopted by the primary level Social Studies teachers. Primary school

teachers rarely used the activity based and child centered teaching learning methods. It was

also observed during the classroom observation that some teachers started their lesson only

by announcing the topics whereas some teachers asked their students to open the relevant

page of the book and to read aloud. This was one of the most common methods used in the

primary schools in Nepal. Actually regarding the teaching learning process the teachers‟

communication was one way. In certain schools, oral interaction between teacher and

students was observed, but teachers‟ questions were mostly to recall the facts. Teacher had

not made any contribution to raise the active participation of the students. Most of the

teachers used the traditional methods of teaching learning process. They did not use

modern teaching learning methods and aids.

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One of the major drawbacks of the existing primary level Social Studies curriculum

was that detailed plan of the teaching learning strategies was not prescribed in the

curriculum. At the same time, teachers also did use the teaching learning methods

prescribed in the curriculum. First of all, curriculum and teachers‟ guide were not

accessible easily to all teachers. Secondly, the teaching learning methods designed in the

curriculum were not easily understandable and applicable. Most of the teachers were

untrained and they required training in teaching methods and use of the curriculum. These

and other several reasons were seriously affecting the teaching learning process of the

primary school in Nepal. This analysis clearly shows that there is a big gap between the

teaching learning methods designed in the curriculum and teaching strategies adopted by

the teachers of the primary school in Nepal.

It was observed during the classroom observation that most of the teachers did not

use the instructional materials effectively. Instructional materials were confined to the

textbook and a blackboard in the most of the school. Indigenous and local materials were

not used by the all most teachers. In some schools, it was also observed that the white soil

was used instead of the chalk quite effectively. It was one of the best examples of the

proper use of the locally available materials. If the teachers are able to use these types of

indigenous and locally developed materials, learning of the students would be effective and

long lasting. Thus, it can be inferred that teaching methods and strategies prescribed in the

primary level Social Studies were not fully used by the teachers. On the hand, these

methods were also not adequate and sufficient.

Another major problem of the teaching learning process was that content of the

primary level Social Studies textbooks were also mainly based on memorization of facts

only. Thus, evaluation was also nothing more than recalling the facts during the time of

examination. Students‟ evaluation was done at the end of the session in the form of a

written test either to promote or to detend the students in a particular class. Though the

teachers sometimes evaluated the student through the internal assessment, but this did not

count for the final examination. Observation, check list, rating scale, cumulative records

and other innovative evaluation tools were out of the custom. This analysis demands that

activities based and child centered teaching learning methods should be immediately used

in the primary schools in Nepal to make the teaching learning more effective.

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Relevance of the Student Evaluation Procedures

The existing primary level Social Studies curriculum has not made adequate

provision regarding the evaluation of the students. The curriculum has suggested some

evaluation procedures which are not sufficient for the evaluation of the students in an

effective manner. Only true false items, completion items, and short and long answer type

questions are included in the curriculum and textbooks. Attitudes, skills and performance

of the students could not be evaluated in a scientific manner this evaluation process. Thus,

student evaluation procedures prescribed in the existing primary level Social Studies

curriculum are insufficient.

Evaluation is an important aspect of the teaching learning process. Therefore

evaluation process has been considered an integral part of a curriculum design. Practically

evaluation activities are limited to the area of scholastic attainment rather than all round

development of the children in primary school of Nepal. Considering the overall

development of the child and the nature of Social Studies curriculum which is based on the

different activities only a written examination should not be the only tool because there are

many limitation of the written examination. Prevailing evaluation procedures adopted in

the primary schools in Nepal are also limited to the area of scholastic attainment rather than

all round development of the children. Evaluation system of the schools is based on the

paper and pencil test only. Actually, there must be consistency between the intended

learning outcomes and evaluation procedures. But all intended learning outcomes are not

covered in intended learning outcomes.

As far as the assessment through a written test is concerned the emphasis should not

be on the testing of knowledge only but should also include understanding of concepts and

application of knowledge. For this purpose, portfolio, rating scales, cumulative records,

oral test and paper pencil test could be used for the effective evaluation students. In most of

the primary schools in Nepal, paper and pencil test has been used as one of the basic

criteria of the student evaluation. Formative evaluation such as class work, home work, and

other tools are not used properly. Observation of the changes in the behcviour of the

students is neglected by the most of primary teachers. Summative evaluation is also based

on the paper and pencil test only. It is also one of the major drawbacks of the curriculum.

150

In this regard, a majority (81 percent) expert opined that existing evaluation system

of primary education in Nepal was not satisfactory. They reported that knowledge, skills,

and attitudes evaluated on the basis of the written examination and further they reported

that there was not relation between intended learning outcomes and the student evaluation

procedures. Likewise, 71 percent of the teachers were not agreed prevailing monthly, half

yearly and yearly written examination. Teachers, further, mentioned that even in the grade I

evaluation system was based on the paper and pencil test. They suggested that portfolio,

rating scales, cumulative records, oral test and paper pencil test could be more effective

evaluation in primary education.

Students experienced some difficult exercises in their Social Studies textbooks. It

clearly indicates that they are not satisfied with the exercises of their textbooks. 51 percent

of the grade I student indicated that exercise of the 'Work of the House', „Work of the

Neighbour‟, 'Work of the School', and 'My Generation' was very difficult. All of the

exercises of these lessons were beyond the experience level of the students. Thus, exercises

were very difficult for the most of the students.

Similarly, 67 percent of the grade II students reported that most difficult exercises

were included in their Social Studies textbook. According to the students, the exercises of

the 'Mutual Cooperation', „My Village on the Map‟, and „Our National Emblems‟ were

very difficult for the most of the students. Language used in these exercises was very

difficult. On the other hand, questions included in the exercises were also very difficult.

67 percent students of grade III students found the exercises of the 'Family', „End of the

Untouchability‟, „Functions and Structure of the Ward‟ and 'Importance of the Work' as

most difficult exercises.

Exercise of the 'My Nieghbours', 'Traffic Rules', „Our Right‟, 'History of My Places'

and 'Working Habit' were very difficult for 78 percent of grade IV students. Similarly,

students of grade V reported that exercises of the 'Help in the Community Work', 'Theft',

'District Development Committee', and 'Our Economic Activities' were very difficult for

them. This discussion clearly suggests that evaluation procedures adopted in the primary

education in Nepal are not satisfactory and should be improved immediately.

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Arriving at Common Basis

On the basis of the critical review of the existing primary level Social Studies

curriculum, textbooks, teachers' guide, analysis of opinions of the experts, teachers, parents

and children, observations of the classrooms and primary schools in Nepal, and review of

the related literature, the researcher has been able to point out the major observations which

will form the major basis of the present curriculum development process. The major bases

for the present curriculum development process are:

National goals of education,

General objectives of primary education,

General objectives of primary level Social Studies curriculum,

Grade wise intended learning outcomes,

Contents,

Teaching leaning strategies,

Students' evaluation procedures,

Evaluation and validation of final draft of the curriculum

Out of these elements, some elements of the existing primary level Social Studies

curriculum are satisfactory whereas some elements of the existing primary level Social

Studies curriculum are unsatisfactory and lack improvements. Results of the analytical

study of the data has summarized in the following paragraphs which will provide the

common ground of the present curriculum development process :

Observations regarding the satisfactory elements is given below :

o Existing national goals of education and general objectives of primary education in

Nepal are satisfactory in the present educational, social, and political context.

o On the basis of the existing national goals of education and general objectives of

primary education in Nepal, a progressive curriculum of primary level Social Studies

curriculum could be developed.

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Observation regarding the unsatisfactory elements of the existing primary level

Social Studies curriculum is mentioned below :

o All of the level wise objectives of the existing primary level Social Studies curriculum

are, on average, satisfactory.

o Although the general objectives of existing primary level Social Studies are

appropriate, their vertical sequence is not satisfactory. The vertical sequence should be

improved.

o Some important grade wise intended learning outcomes are missing from the primary

level Social Studies curriculum. Similarly, some learning outcomes are vague and

unspecific. Thus, grade wise intended learning outcomes should be improved in order

to make the curriculum more progressive and relevant.

o 7 broad areas of the contents of the primary level Social Studies are appropriate and

satisfactory for present context. But sequence of these content areas is not satisfactory.

Thus, broad areas of the contents should be improved on the basis of the expanded

communities approach and basic human activities approach.

o Some important contents/subject matters are not included in the existing primary level

Social Studies curriculum. Thus, these contents/subject matters should be incorporated

in the curriculum as soon as possible.

o Activity based, child centered and innovative teaching learning strategies have not

included in the primary level Social Studies curriculum.

o Effective teaching aids are not used in the classroom and indigenous and locally

developed materials are nonexistent.

o Most of the teachers do not use appropriate teaching aids because they have not

sufficient knowledge about it and curriculum has also not made sufficient provision

about it.

o Paper and pencil test are basis of the evaluation system of primary schools in Nepal.

Proper evaluation procedures are nonexistence.

o It was also observed that teaching learning process has been affected by the lack of

sufficient physical facilities.

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o Most of the teachers are untrained so they are not able to use curriculum, teachers'

guides and teaching learning materials effectively.

o Most of the teachers have heavy load of the classes along with other school

responsibility. It has also hampered the teaching learning activities of the school.

o Finally, almost all the experts, teachers, parents and student felt the need of replacing

the existing primary level Social Studies curriculum by a progressive of curriculum

based on the needs and interest of the learner in the present context.

With these observations the researcher came to the conclusion:

o National goals of education and general objective of primary education have been

remained same in the present curriculum.

o The level wise objectives and the grade wise intended learning outcomes for the

primary level Social Studies curriculum have identified and reorganized in the present

curriculum,

o A new primary level Social Studies curriculum is developed incorporating the relevant

level wise objective and grade wise intended learning outcomes, contents/subject

matters, teaching learning activities and teaching aids and evaluation procedures.

o It is also taken into consideration while designing the curriculum that curriculum

should be activity based and child centered and can be easily applicable with proper use

of relevant materials from the immediate environment of the learner.

o There is a need to train the teachers in child centered approach with proper utilization

of their local resources. It is hoped that present curriculum will be able to solve this

problem.

With these observation and findings the researcher has arrived at the conclusion that

the existing primary school Social Studies curriculum needs to be completely replaced by a

progressive curriculum of primary level Social Studies. New curriculum should be more

progressive and relevant to enhance the quality of primary education. Specific intended

learning outcomes, relevant contents, appropriate teaching learning activities, and suitable

student evaluation procedures should be included in the new curriculum.

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CHAPTER: FIVE

DEVELOPMENT OF THE FINAL DRAFT OF THE

PROGRESSIVE CURRICULUM

The chapter basically, treats the details of the proposed curriculum of primary level

Social Studies curriculum. First of all, bases of the present curriculum were ascertained.

Secondly, draft of the curriculum was developed and finally, developed draft curriculum

was evaluated and validated by the experts and teachers. The following three major

headings have discussed and presented in this chapter:

Bases of the present progressive curriculum,

Curriculum development model, and

Development of the final draft the progressive curriculum.

Bases of the Present progressive Curriculum

National goals of education, general objectives of primary education, level wise

objectives and grade wise intended learning outcomes of have been considered as the major

bases of the present progressive curriculum. Similarly, the contents has been selected and

organized and teaching learning strategies and student evaluation procedures have been

decided as the bases of the present curriculum. These major bases are :

National goals of education,

General objectives of primary education,

Level wise objectives

Grade wise intended learning outcomes,

Contents,

Teaching learning activities, and

Student evaluation procedures.

Evaluation and validation of the final draft of curriculum

155

Curriculum Development Model

In present study, a curriculum development model has been developed. National of

education, general objectives of primary education, level wise objectives, grade wise

intended learning outcomes, contents/subject matters, teaching learning activities, student

evaluation procedures and evaluation and validation of the draft curriculum are considered

as the basic elements of this model. These major elements listed below:

o National goals of education

o General objectives of primary education

o Level wise objectives

o Grade wise intended learning outcomes

o Selection and organization of the contents

o Teaching learning activities

o Students evaluation procedures

o Evaluation and validation of the draft curriculum

These elements form as the major steps of the present curriculum developments

process. First of all, national goals of education in Nepal have been reviewed and found

appropriate for the present study. Secondly, an inquiry has been made into the general

objectives of primary education. The general objectives of primary education have also

found suitable for the present study. In the next step, level wise objectives and grade wise

intended learning outcomes have been redefined for the present progressive curriculum.

Similarly, contents have been selected and teaching learning activities have been

developed. Finally, student evaluation procedures have been outlined and final draft

curriculum have been evaluated and validated by the experts and teachers.

Present curriculum development process is similar to tylerian model. But the first

steps of the tylerian model namely objectives is slightly modified in the present study. This

step is divided into the four sub-steps such as national goals of education, general

objectives of primary education, level wise objectives and grade wise intended learning

outcomes. Thus, eight steps have been identified as the basic steps of the present

curriculum development process.

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Development of the Final Draft of progressive Curriculum

The present curriculum is specially developed for primary education in Nepal on

the basis of the findings derived from the responses of experts, teachers, parents, and

children regarding various aspects of primary level Social Studies along with suggestions

gleaned and insights developed by the investigators during the field study. Observation of

the classrooms and primary schools in Nepal also provided sufficient insight and visions

for the researcher.

The present curriculum has adopted the existing national goals of education and

general objectives primary education in Nepal. Similarly, fifteen level wise objectives and

have been redefined in the present curriculum (Appendix J.3). One of the important aspects

of the present curriculum is the formulation of the grade wise intended learning outcomes.

One hundred two grade wise intended learning outcomes have been formulated in the

present curriculum (Appendix J.4). All of the learning outcomes are specific and easily

applicable. In order to fulfill these grade wise intended learning outcomes, relevant

contents have also been selected in the present curriculum. These contents have been

organized on the basis of the expanding communities concepts and basic human activities.

Thus, in the present curriculum, students start their learning from family and neighbour and

moves outward to the school, village and neighborhood communities. Following this, the

students study the local community and then the region, state, national and international

communities.

Most of the teaching learning methods are based on the different activities in the

present curriculum. Field trip, observation, and discussions are selected and organized as

the teaching learning activities. Similarly, poem, song, stories are also included in the

teaching learning activities in order to make the teaching learning more interesting to the

students. On the other hand, student evaluation is not based on the paper pencil test only.

Observation of the behavioural change is the major basis of the student valuation procedure

in the present curriculum. The whole framework of the present curriculum is included in

Appendix J. All of the important aspects of the present curriculum are discussed and

presented in the following paragraphs.

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National Goals of Education

First of all, National Education System Plan 1971 has identified the national goals

of education in Nepal. After then National Education Commission 1992 has also

formulated the national goals of education. In the most of the countries generally

educational goals are formally stated by the government or the legislative body as the

education policy or as a philosophy of education. Goals of education are usually in broad

terms as guiding principles which form the basis for developing curricular objectives of

various subjects. Recently, the Government of Nepal, Ministry of Education and Sports has

redefined eleven national goals of education (MOES, 2006). The list of national goals of

education is included in the Appendix J.1. On reviewing the national of education as stated

in the Primary Education Curriculum 2006, it is observed that out of eleven national goals,

eight national goals are closely related to Social Studies. These eight national goals of

education are:

to promote national culture and pride, social norms and values and innate power of each

person to develop decent social and collective life style for preparation of citizen having good

moral and virtuous character;

to help prepare product oriented and skilled citizen oriented toward local as well as national

occupation, professional and employment including international employment;

to enhance social unity by helping individual in socialization;

to develop human resource for the development and modernization of the nation;

to help protect and wise use of natural environment and national property;

to behave as per the social justice and equality and help in the development of the inclusive

society in the context of local, national and international;

to develop faith in peace, friendship, sympathy tolerance and global fraternity and prepare

citizen who is able to manage each types of conflict; and

to prepare citizen who respect nation, nationality democracy, human right and others feeling

who have critical and creative thinking power and who feel pride for being Nepali.

These eight national goals of education have been considered as the bases of the

present curriculum because these goals are relevant and appropriate in the present social,

political, educational context of Nepal. Review of the existing national goals reveals that a

relevant curriculum of primary level Social Studies could be developed on the basis of

these national goals of education. The present curriculum is also based on the existing

national goals of education.

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General Objectives of Primary Education

Ministry of Education and Sport, Government of Nepal has redefined six general

objectives of primary education (MOES, 2006). List of the general objectives of primary

education is included in Appendix J.2. These general objectives have been considered as

the major bases of the present primary level Social Studies curriculum. Out of the existing

six general objectives of primary education, four general objectives are closely related to

Social Studies. These four general objectives of primary education have been adapted in

the present curriculum. These general objectives of primary education are given below.

to develop social and moral qualities such as morality, discipline, and self reliance in children

and develop the feeling of own nation, national unity and democratic culture;

to develop fundamental knowledge and life skill on science, communication technology,

environment and health,

to develop inclusive society by uplifting all casts, religion, language, culture and region, and

to be aware of human right and social norms and values.

These general objectives suggest that primary education is not limited to producing

only a literate and numerate people ready for further education. It is also there to produce

civilized citizens who can deal with problems both at home and at work. Hence, attainment

of these general objectives at the completion of primary level requires the development of

knowledge, skills, values, and attitudes in primary level Social Studies. These general

objectives covers seven broad areas of contents such as me, my family, neighbour, our

traditions, social problems, economic activities, our past, and our earth.

Review of these general objectives of primary education reveals that existing

general objectives are sufficient, adequate and appropriate for the present study. Thus, on

the basis of these four general objectives of primary education, present curriculum of

primary level Social Studies has been designed. Level wise objectives and grade wise

intended learning outcomes of the present curriculum have redefined on the basis of these

general objectives. Similarly, contents of the present curriculum have been instrumented

and teaching learning activities have been outlined in line with these general objectives and

finally, student evaluation procedures have also designed in the present curriculum on the

basis these four general objectives of primary education.

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Level Wise Objectives of Primary Level Social Studies Curriculum

Fifteen level wise objectives of primary level Social Studies were redefined in the

present curriculum (Appendix J.3). These level wise objectives were developed on the

basis of the findings derived from the responses of experts, teachers, parents, and children

regarding various aspects of primary level Social Studies along with suggestions gleaned

and insights developed by the investigators during the field study. Similarly, review of the

existing primary level Social Studies curriculum, textbooks, and teachers' guide also form

the basis of these level wise objectives. These level wise objectives are given below:

to introduce self, own family and neighbour,

to show social etiquette and to respect social norms and values,

to show sympathy towards different cast, language, gender, occupation, religion and festivals

and respect them,

to help in the solution of social problem by identifying them,

to be aware of social evils, untouchability and superstition,

to be loyal to own nation and behave as per the democratic norms and values,

to be inspired by the contribution of the great personalities of their community and nation,

to be aware of the human right, child right and own duties and to utilize them in practical life,

to tell historical background of own community and nation and to explore historical facts,

to respect work, develop habit of working and to be frugal,

to describe local economic activities by observing them and to make contribution in the

promoting of these activities,

to tell function and structure of Ward, Village Development Committee, Municipality, District

Development Committee,

to describe surrounding physical feature and to practice to draw map,

to tell brief introduction of earth and to describe physical feature of Nepal, and

to introduce the neighbouring countries briefly.

These levels wise objectives aim at to develop knowledge, skills and attitudes

related to individual, family, neighbour, community, district, region and state. Social norms

and values, caste, gender, occupation, religion and festivals are also important aspects of

these level wise objectives. Civic awareness, social problems, democratic norms and

values, economic activities and studies of the past and geographical aspects are also

important aspects of these level wise objectives. In general seven broad areas of contents

are incorporated in the level wise objectives. On the basis of these level wise objectives,

other remaining elements such as learning outcomes, contents, teaching learning activities

and student evaluation procedures have been determined in the present curriculum.

160

Grade Wise Intended Learning Outcomes

After the redefinition of the level wise objectives of the primary level Social

Studies curriculum, grade wise intended learning outcomes (GILO) were redefined. GILO

were redefined on the basis of the conclusion derived from the responses of experts,

teachers, parents, and children, results of analysis of existing curriculum, textbook, and

teacher's guide, and observation of the field study. In the present study, grade wise intended

learning outcomes have been redefined for each primary grade separately.

Grade wise intended learning outcomes of the present study are observable,

measurable, specific, precise, directed towards a definite outcome, activity oriented, and

brief in statement. Such types of learning outcomes help in the selection of teaching

learning activities, instructional materials and student evaluation process. Similarly, these

learning outcomes also help to meet the learning outcomes within the scope of content, its

depth and arrangement of learning experience in appropriate sequences. On the other hand,

learning outcomes of the present study are stated in terms of specific instructional

objectives which describes a particular types of performance which learners will be able to

exhibit, when they achieved a learning outcomes.

More importantly, grade wise intended learning outcomes are considered as the

important technical process of translating the educational objectives to more specific

activities to make the learning outcome more meaningful and easily understandable to all,

students, teachers, and evaluators. Thus, intended learning outcomes describes a kinds of

the specific activities expected from the students in the present study. Thus, these intended

learning outcomes are considered one of the important elements of the present curriculum.

Altogether 102 grade wise intended learning outcomes have redefined in the present

curriculum of primary level Social Studies. On the basis of these intended learning

outcomes, teaching learning activities and student evaluation procedures have been

redesigned. The whole curriculum framework is included in Appendix J. The number of

learning outcomes is not same for all grades. In the present study, 14, 17, 17, 27, and 27

learning outcomes have been redefined for grade I, II, III, IV and V respectively. Grade

wise intended learning outcomes are presented in the Table no. 30.

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Table-30 Grade Wise Intnded Learning Outcomes

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcomes

1. To tell the name of the family members,

2. To tell the name of their personal belongings,

3. To cooperate the family member,

4. To respect their elders with courtesy and show affection to their juniors,

5. To list the names clothes worn by the family members and food items used in the house,

6. To identify the helpless people at home,

7. To help these helpless people,

8. To tell the type of their family,

9. To utilize the public places properly,

10. To economise in the things which are used in their

Learning outcomes

1. To tell the names of the works of their family members,

2. To protect their personal, belongings

3. To do works as per the instructions of the elders,

4. To respect and welcome their guest,

5. To tell the names of the festivals celebrated in their locality,

6. To find out the good peoples of the tole,

7. To identify the disabled people in their tole,

8. To help the physically challenged people,

9. To introduce their school,

10. To utilize the public property,

11. To economise the items used in the family daily,

Learning outcomes

1. To describe the major works of the family head,

2. To protect household goods,

3. To help in the works of family members,

4. To respect and welcome their relatives,

5. To describe the languages which are spoken in their locality,

6. To find out good peoples of the locality,

7. To identify the needy peoples in their village,

8. To be aware of untouchability,

9. To tell the functions of the ward,

10. To prepare the list of the local natural property,

11. To use their money wisely,

12. To use product produced in

Learning outcomes

1. To describe the occupations of their neighbours,

2. To tell the names of the occupational tools,

3. To help in the works of the neighbours,

4. To respect their elders in their nighbourhood,

5. To describe the customs of the peoples who lived in their locality,

6. To make an inquiry of the peoples who sacrificed their life for the public welfare in his/her district,

7. To show his/her dignity and patriotism towards his native place,

8. To help and rescue those peoples who are suffered from the flood or land slide or vandalism,

9. To abstain themselves from alcoholism,

10. To identify the misconception, orthodox ideas and blind faith of the society,

11. To identify the NGOs and INGOs and other organizations which are involved in eradication of evil practice of the society,

12. To describe the formation process of village

Learning outcomes

1. To tell the importance of the occupations adopted by the neighbours,

2. To use the occupational tools, 3. To maintain a balanced

friendship with their neihgbours,

4. To compare social customes and traditions of their society,

5. To make a list of the people's languages and the festivals they celebrate in the district,

6. To make an inquiry of the peoples who work for the welfare of the country,

7. To show their dignity being Nepali and participate in the development of the country,

8. To rescue and help the neighbour who are suffered from the earthquake,

9. To abstain from alcoholism and drugs,

10. To help eradicate the malpractices and orthodox behaviour of the people which are quite prevalent in the society,

11. To assist the NGOs and INGOs and other organizations which are involved in eradication of evil practice of the society,

12. To describe formation process of district development committee,

162

daily life, 11. To use home

made items in their daily life,

12. To tell the general background of their family members in brief

13. To describe the landforms around their house, and

14. To draw general map of the house and school where they live and study.

****

12. To use the products produced in the village or town,

13. To respect the good works which have been performed by the family members,

14. To tell the general background of the parents of their friends,

15. To make an inquiry of the objects of historical and archaeological importance,

16. To describe the landforms around their tole, and

17. To draw general map of their tole and locate the, paths, rivers and forest on it.

****

their district, 13. To respect good

occupations adopted in their locality,

14. To find out the great personality who had made great contribution in the development of the village,

15. To find out and preserve the object of historical and archaeological importance that is found in their villages

16. To describe the physical and natural features of their village or city, and

17. To draw general map of the village or city where they live and locate important facts on it.

****

development committee or municipality,

13. To preserve and utilize the natural properties,

14. To list the child rights, 15. To identify their duties, 16. To be frugal in the use of the

personal items, 17. To use the products produced

in their region, 18. To respect all good works

performed by the villagers, 19. To tell the total expenditure of

the family, 20. To find out major

contributions of the martyrs, 21. To find out the etymological

meaning of the word “Nepal” and explanations of its origin,

22. To make an inquiry about the Gopal and Kirat dynasty of the ancient period,

23. To describe the major functions of the head of the nation,

24. To describe the physical, natural, and social features of their district,

25. To draw general map of district,

26. To describe the origin and structure of the earth and fill the different facts on map, and

27. To introduce friendly countries India, China and Bhutan in brief.

****

13. To introduce the project which are running for the preservation of the natural properties,

14. To utilize the child rights, 15. To discharge duties, 16. To be frugal in the use of the

goods that is used in the school, 17. To use the products produced in

the country, 18. To make an inquiry of the

peoples who are involved in the upliftment of the economic sector of the district,

19. To tell the total income and expenditure of the family,

20. To find out the major contributions of the luminaries,

21. To introduce the national emblems of Nepal,

22. To describe the major social, political and economic aspects of ancient Kirant dynasty,

23. To tell the major functions of government head,

24. To describe the physical, natural, and social features of Nepal,

25. To fill the different facts on the map of Nepal after drawing it,

26. To describe the oceans and continents in briefly and locate the oceans and continents on the global and map, and

27. To introduce friendly countries Bangladesh, Sri Lanka, Pakistan and Maldives.

****

*** indicate the end of the lesson.

163

Selection and Organization of Contents

Major basis of the selection and organization of the contents of the present study is

Expanding Communities Concepts and Basic Human Activities. Contents of the primary

level Social Studies could be easily selected by using this approach. First of all, child starts

his learning from his family. In the next step, the child learns about his neighborhood

community, village, and district. Similarly, he studies about the region, nation and finally

he knows about the earth. Thus, on the basis of this approach, seven broad areas of the

contents such as Me, My Family and Neighbour, Our Tradition, Social Problems, Civic

Awareness, Economic Activities, Our Past, and Our Earth have been selected for the

present curriculum.

Though to some extent intended learning outcome provide the content of the

curriculum, it is not sufficient to the full extent. Most curriculum programs are subject

based as device their content from one or several established disciplines. Others may seek

other sources too in order to achieve certain objectives. Some programs prepare only a list

of content to be taught while others may prepare a detailed sequence chart of the course

content. More spelled out contents/syllabi and leaning activities etc. are the new trends but

there is no standard procedure for the selection and organization of contents. On the other

hand crucial problems of the different part of the country and world could also form the

basic criteria for contents. In the present study, contents have been selected and organized

on the basis of the Expanding Communities Concepts and intended learning outcomes.

Sequence refers to the successive steps of organization of contents. Pieces of

information may be presented in a successive but with such added layer of knowledge with

greater depth of content. Intrinsic justification of content is also an important criterion of

the content organization. Actually, Expanding Communities Concepts itself provides the

criteria of the organization for the contents of Social Studies. According to this concept,

family is the starting point of the study and earth is the ending point of the study. On this

basis, different content areas Me, My Family and Neighbour, Our Tradition, Social

Problems, Civic Awareness, Economic Activities, Our Past, and Our Earth could be easily

organized in the curriculum. In the present study, all of the contents and subject matters

have been organized on the basis of the Expanding Communities Concepts. The list of the

contents and their sequence is presented in the Table no. 31.

164

Table-31 Contents

Grade-I Grade-II Grade-III Grade-IV Grade-V

Contents 1. Name of family

members, 2. My personal

belongings, 3. Cooperation, 4. Respect elders

and love younger ones,

5. Our clothes and food items,

6. Needy peoples at home,

7. Help for needy people,

8. Our family, 9. Our public

places, 10. Proper use of

the things, 11. Home made

products, 12. My parents and

grandparents, 13. Land around my

house, and 14. Drawing a

picture. ****

Contents 1. We all work, 2. Habit of

protection goods, 3. More about me, 4. Respect to elders, 5. Our festivals, 6. Good peoples of

our tole, 7. Disabled peoples

of our tole, 8. Help disabled

people, 9. My schools, 10. Our public

property, 11. Proper use of the

household goods, 12. Village made

products, 13. Respect works, 14. General

background of the of the parents of my friends,

15. Historical and archaeological objects

16. Landform around the tole

17. General map of the tole.

****

Contents 1. Work of the

family head, 2. Household

goods and their protection,

3. Help family members,

4. Welcome to relatives,

5. Our languages, 6. Good peoples of

our locality, 7. Helpless people

of our village, 8. Untouchability, 9. My wards, 10. Natural

property, 11. Wise use of

money, 12. Local products, 13. Good

occupations, 14. Great

personality of our village,

15. Preservation of the historical objects,

16. Our village, and 17. Map of our

village.

****

Contents 1. Occupations of our neighbour, 2. Occupational tools, 3. Our neighbours' work, 4. Neighbourhoods' social

workers, 5. Our customs, 6. Great personality of district, 7. Our motherland, 8. Land slide, 9. Bad impact of alcohol, 10. Superstitions, 11. Social organizations, 12. My village development

committee, 13. Utilization of natural

properties, 14. Our rights, 15. Our duties, 16. Wise use of personal

belongings, 17. Regional products, 18. Our villagers' good works, 19. Total expenditure of our

family, 20. Martyrs' contributions, 21. Origin of the word Nepal, 22. Ancient period of Nepal, 23. Head of the nation, 24. Geographical features of our

district, 25. Map of our district, 26. Origin of the earth, and 27. Our friendly countries-I.

****

Contents 1. Importance of the occupations, 2. Uses of the occupational tools, 3. Relationship with neighbour, 4. Our traditions, 5. Our languages and festivals, 6. Great personality of country, 7. My birth place, 8. Earthquake, 9. Bad impact of drug, 10. Eradication of malpractices, 11. Roles of social organization in

eradication of malpractices, 12. Our District Development

Committee, 13. Conservation of the natural

properties 14. Utilization of the right, 15. Discharge of duties, 16. Proper use of school goods, 17. Utilization of the domestic

goods, 18. Great economist of our country, 19. Total income of our family, 20. Contribution of the luminaries, 21. National emblems, 22. Kirat dynasty of Nepal, 23. Government head, 24. Geographical features of our

country, 25. Map of Nepal, 26. Oceans and continents, and 27. Our friendly countries-II.

****

*** indicate the end of the lesson.

165

Teaching Learning Activities

Present curriculum is activities based curriculum. It does not give emphasis on the

prevailing teaching learning methods such as lecturing, paraphrasing, drill, reading, and

repeating from textbook and memorizing questions and answers. Physical, mental,

emotional, and educational development is not possible from these teaching methods. In

the present curriculum, different types of activities have been organized for the physical,

educational, and educational development of the children. Thus, major intention of the

present curriculum is all-round development of the children. In order to fulfill these major

intentions, different activities and other relevant teaching learning strategies are selected

and organized in the present curriculum (Appendix J).

Smuth (1984) says that if children find teaching learning difficult, it could well be

that there is something wrong with the way we are asking them to learn rather than that

something is wrong with their innate capacity for learning. It clearly indicates that

development of the adequate teaching learning strategies and methods are major concern

especially in primary education. Thus, in the present curriculum, teaching learning

activities have been designed on the basis of nature and difficulty level of the subject

matters, need, interest and maturity level of the children, classroom situation, and social,

physical and educational conditions of the most of the primary schools in Nepal.

According to APEID (1982) the learning experiences should be in line with the

objectives, retain the students interest, have transferred and utility value, logically

organized and psychologically sound by paying attention to the principles of instructional

design and human development. This statement clearly suggests that there must be a close

relationship between teaching learning activities and intended learning outcomes.

Similarly, learning activities should be based on the need, interest and aspirations of the

children. Primary school children can not read and write as the matured students.

Interesting activities are necessary for them. Interesting activities are included in the

present curriculum. On the other hand, these teaching learning activities are also useful and

important the further learning and psychologically sound as well. It is hoped that teaching

learning activities designed in the present curriculum would be more effective.

166

In the present study, each teaching learning plan has contained a variety of teaching

learning activities including observation, class discussion, question answer, small group

projects, field trips and community resources as pointed out by the Childress (1978).

Teaching learning activities are prescribed for each topic and each intended learning

outcomes. All of these teaching learning plans are activity based and child centric and

songs, poem, story, games and other entertaining activities could be carried out according

to situation and conditions of the classrooms.

Relevant teaching aids are also suggested in the present curriculum. According to

the necessity a teacher may use locally available teaching learning materials in the present

curriculum. Expensive, scarce and ready made teaching learning materials are not

suggested in the present curriculum. But easily available, applicable and locally available

teaching aids are recommended in the present curriculum. Thus, chart, posters, models, real

objects, pictures, photos, maps and other locally available materials prescribed as the major

teaching learning aids.

The researcher believes that these activities will provide as an initiating for

beginning using local resources to motivate the teachers and to provide guidelines for

developing further activities. This list of activities is suggestive only not exhaustive as the

situation may vary from place to place and further the teachers are free to select and carry

out the relevant activities for the specific content. Similarly, a list of useful activities and

the list of materials are also being suggested suitable for the activities from the immediate

environment of the child. The researcher hope that the selected activities and other similar

activities if carried out by the teacher properly with the use of available instructional

materials, will definitely fulfill the learning outcomes of the primary level Social Studies in

a more efficient and effective manner.

While selecting teaching learning strategies and teaching aids, a Social Studies

teacher may employ any combination of the activities depending upon the topic, situation

of the school. The researcher hope that the selected activities and other similar activities if

carried out by the teacher properly with the use of available instructional materials, will

definitely fulfill the objective of Social Studies in a more efficient and effective manner.

Teaching learning activities and aids are shown in Table 32.

167

Table-32 Teaching Learning Activities and Teaching Aids

Grade-I Grade-II Grade-III Grade-IV Grade-V

1. Teaching learning activities and aids

Teaching aids Web chart of proper

names Teaching learning

activities o Sing a song which

reflects the importance of names.

o Show the web chart of personal names.

o Tell own name. o Ask all students to

tell their names one after another.

o In the next step, ask if the students have their grandparents and parents

o Write down their answers on the board and ask read these names.

o Make the student clear that everybody does have a name.

o At the end of the lesson asks them to prepare a list of the names of their family members. 2. Teaching learning

activities and aids

Teaching aids

1. Teaching learning activities and aids

Teaching aids Poster of the different

works Teaching learning

activities o To tell a poem that

reflects the importance of the works.

o After the poems ask students how many family members there are in their home.

o Ask one the student about the work of the family members.

o Ask the same (above) question to all the students in the class and ask them to prepare the description of the work of their family members

o Make the student clear that every individual does have a job (work).

o At the end, ask them to prepare a list the work of their family members. 2. Teaching learning

1. Teaching learning activities and aids

Teaching aids Chart of the different

work. Teaching learning

activities o Ask students how

many family members there are in their family.

o After the discussion make them clear about the head of the family.

o In the next step, make the student clear that anybody could be the head of the family among father, uncle, grandfather, and so on.

o ask them one after another what their fathers and uncles do.

o Show the chart of the different works of the family members.

o Discuss about the different types of the work which has been done by the family members.

o After the identification of the

1. Teaching learning activities and aids

Teaching aids Chart of the occupations Teaching learning activities o Show different pictures of

the different occupations. o Discuss with the students

about these occupations. o Observe the occupations of

the people around their locality and school.

o After the observation, ask students to prepare a list of the occupations that have been followed by the neighbour of the students.

o At the end, the teacher makes them aware that every body has a occupation and their neighbours do have also different but specific occupations.

2. Teaching learning activities and aids

Teaching aids Occupational tools. Teaching learning activities o Show plough, spade, meter,

liter, etc. o Asks the question like: in

which occupation are they used?

o to take the students for visit of different shops, industry,

1. Teaching learning activities and aids

Teaching aids Web chart of the impotence

of the different occupations. Teaching learning activities o Ask them about where they

get their food from. o To make them clear that

everything we have occur from farming.

o Ask them about where they get their clothes.

o Make them clear that we get clothes from different textile industries.

o Ask the student about where do they get money from ?

o Make them clear that they get money from different occupations and jobs.

o In this way, make them clear by saying that occupations do have a specific importance in life.

o Finally ask them to write down the important of different profession in the form of lists.

2. Teaching learning activities and aids

Teaching aids Occupational tools.

Teaching learning activities

168

Web chart of personal belongings such as bag, books, pencil, note books, Tiffin box and so on. Teaching learning

activities o Show the web chart

of the personal belongings.

o Ask them to exhibit their personal belongs.

o Ask them to name those particular things.

o Ask them to write down the names on the notebook.

o To note down the names of those objects which the students cannot name.

o To tell the name of the things one after another which they could not name.

o Finally, by telling the names of all the objects/things that they have, asks them to make a list of those names. 3. Teaching learning

activities and aids

Teaching aids Chart of persons who

are cooperatively

activities and aids

Teaching aids Chart of the personal

things. Teaching learning

activities o Ask the students to

show their personal belonging such as bag, books, pencil, note books, Tiffin box.

o Then minutely observe the personal things that are shown by the students.

o To find out the actual conditions of the things.

o To show those belongings of the students to other students which are not in proper condition.

o At the end, the teacher teaches them to look after all the personal belongings properly that they have and not to waste them. 3. Teaching learning

activities and aids

Teaching aids A chart of disciplined

children. Teaching learning

activities

head of the family make them clear about the works of the head of the family members.

o At the end, ask the student to prepare a list what their family head do. 2. Teaching learning

activities and aids

Teaching aids Chart of the

household goods and their protection. Teaching learning

activities o Show the chart of the

household goods. o To make them clear

that those goods that are shown in the pictures are used in each and every house.

o Ask the students about what types of household goods they have been at home.

o Ask the question whether all those things are in appropriate conditions or not.

o Involve the students in the discussion how they could protect their household goods.

farming etc o Ask the students to observe

about what type of instruments the farmers use in the field and tell them about the plough, spade, etc that they use in the farming.

o in the same way the students should be taken to the nearby shops and ask the students to observe what type of metal block for measuring and other things are used there by the shopkeeper.

o In the same way the students should be taken to different industries and industrial sites so that they will try to find out the objects that are used there.

o At the end ask them to describe about different types of tools that are used in the different occupation profession.

3. Teaching learning activities and aids

Teaching aids Chart of the peoples who

are helping each other. Teaching learning activities o Show the pictures in which

the neighbours are working and cooperating each other.

o To ask the students if the students and their family members have helped their

o Show pictures to the student that bears the pictures of weighting tools, liter, plough, spade, and other occupational tools.

o ask them if they are familiar with how those instruments are used.

o Let the students visit different farming places and ask them observe the use of those tools.

o Ask the students to use those tools in a specific way and the teacher teaches them if they cannot do properly.

o Organize a field trip and make them familiar with the measuring and weighting tools and ask them to observe the use of these tools.

o After the field visit, discuss about the use of those different tools.

o At the end, ask them to prepare a list of different occupational tools and ways to use them.

3. Teaching learning activities and aids

Teaching aids Chart of the peoples who

are helping each other. Teaching learning activities o Show pictures that exhibit

social etiquette and how

169

working and helping each other. Teaching learning

activities o To observe the

activities of the students whose house is near to school while they are staying at house

o To find out if they are cooperating the family member not.

o To observe the classroom activities of the students.

o To appreciate those students who really cooperate family members in home and classmates in the classroom.

o To make them understand about the importance of the cooperation.

o At the end, make them conscious to adjust themselves in the family and school and not to make and tussle with one another. 4. Teaching learning

activities and aids

Teaching aids Charts of the peoples

which shows the

o to observe the activities of the children which may help the teacher to find out good and bad manner of the children.

o Observe the behaviour of those students who are in contact with their family members during school time

o find out what is their behaviour towards their parents and if they follow the instruction or not

o After finding out the most disciplined students at home and in school who follow the instruction of their parents and teachers, presents them as the best students in front of the class.

o Make all the students clear that they should be quite humble to their respected members.

o Finally the teacher evaluates the students if they are humble to their respected members and teachers and if they follow

o Discuss how the clothes and other household goods could be protected.

o Make them clear the ways how all these household goods can be protected.

o At the end, to evaluate students by observing if the students look after their belongings at school and back at home regularly or not. 3. Teaching learning

activities and aids

Teaching aids Chart of the peoples

who are helping each other. Teaching learning

activities o Observes the

activities of those students whose houses are very near from the school and tries to find out whether they help their family members in their work or not.

o To find out if they help their friends in school.

o Presents the best student of the class who help their family

neighbours in their affairs. o After the discussion ask the

students how they and their family members have helped their neighbours.

o Ask them to prepare a report about the help.

o Make it clear that different kinds of work cannot be done by a single person, give different examples. And make them understand necessity of the help.

o At the end of the lesson teache them that we need cooperation and we must give and get help from each other.

4. Teaching learning activities and aids

Teaching aids Poster of the greeting. Teaching learning activities o Invite the local leaders and

social workers in the classroom.

o Evaluate how the students behave toward those people.

o Find out those students who do not follow etiquette.

o Teach them how to follow specific etiquette in the society.

o Ask them to observe how people respect each other and what types of etiquette are in practice in the society.

people behave in different each other.

o Ask them to role play and perform certain behaviour that how they behave their neighbours when the come to their home.

o Finally, make them clear that how they should show the social etiquette.

4. Teaching learning activities and aids

Teaching aids Web chart of the social

customs. Teaching learning activities o Show the web chart of the

social custom that exhibits the respect and greeting to the elders and seniors.

o Ask students about the way they greet and respect to their elders.

o Discuss about the similarities and difference that are found in different customs.

o Organize the field visit and observe the different customs of the greetings.

o At the end, ask the students to prepare a list of the comparative study of different customs.

5. Teaching learning activities and aids

Teaching aids Posters and pamphlets of

170

ways of the respecting peoples each other. Teaching learning

activities o Tell them a story that

reflects importance respect that we should respect our elders and show love and affection to our juniors.

o To show them such pictures that show greetings and exhibit the social etiquettes.

o Ask them how they greet their elders and parents.

o Show them how people can be greeted variously through body, language, gestures and action.

o To take them to different places and observe how they greet the people over there.

o In the end to teach the explicitly how the elders and respected people like grandparents, parents, aunt and uncle are respected.

o At the next step to make them to listen a

their instruction or not. 4. Teaching learning

activities and aids

Teaching aids Chart of the people

which the different ways respect and welcomes. Teaching learning

activities o To tell a story to the

students that gives them a lesson that guests are like gods.

o To show them pictures which show them that the guest are coming and leaving the place.

o Ask them how they greet guest.

o Discuss about how they welcome and serve their guest at home.

o In the next step, organize a field visit to observe different customs of the peoples.

o During the field visit, ask them to observe how they respect their elders.

o After returning back to the class, ask them to discuss about the

members and friend. o At the end ask them

to write down a report how they can help at home or school and observe if the students follow these behaviour or not regularly. 4. Teaching learning

activities and aids

Teaching aids Poster of the greeting.

Teaching learning activities

o Show the pictures to the students which exhibit that people are greeting their elders according to their relations to them.

o Ask them how they greet and show their respect to their elders and other relations when they meet.

o Discuss with them about different types of Social etiquette.

o Organize a field trip and observe the different forms of greetings.

o Ask them observe the specific behaviour of the people when they meet and how they respect to each other.

o Finally teaches them to follow those specific behaviour and etiquette in the society.

5. Teaching learning activities and aids

Teaching aids Web chart of the customs. Teaching learning activities o Ask the students to observe

the celebration of birth day and marriage.

o Ask the students about what is done during the period of birth and ask them to discuss what sort of specific rituals are performed afterwards.

o Ask the students about what specific rituals are performed during the time of marriage

o Finally, ask the student to prepare a list about the birth, marriage and other social and cultural festivals.

6. Teaching learning activities and aids

Teaching aids Photos of the good peoples

of the district. Teaching learning activities o Show the different pictures

of the common property to the students such as water tap, road, common hut, school building etc.

o Make them clear that people

the languages and festivals. Teaching learning activities o Show posters of different

festivals that are observed throughout the country such as Tihar, Dashian, Id, Lhosar etc.

o Ask the students about what types of festivals are observed in their district.

o Ask students to prepare a list of the specific festivals that are observed in their district.

o In the next step, show pamphlets of different languages that are spoken throughout the country such as Nepali Maithaili, Tharu, etc.

o Ask the students about the languages that are spoken in their district and ask them to make a list about it.

o At the end, ask them to make a list of the festivals and languages that are found in their district.

6. Teaching learning activities and aids

Teaching aids Chart of great personality of

the district. Teaching learning activities o To show a photograph of a

people who sacrificed their life for the country.

o Ask them if they are

171

poem that exhibits how the juniors should get affection and cares.

o Ask them about how many junior members they have at their home and list those names on the board.

o Teach them how the small kids are helpless and we must look after them.

o At the end, the teacher observes the students if they show respect to the seniors and show affection to their juniors or not. 5. Teaching learning

activities and aids

Teaching aids Chart of clothes

Teaching learning activities

o Show the chart that shows the difference between the clothes of the males and females.

o Ask the students to name those things one after another.

o Ask them to give the names of the clothes that the family members put on

o Ask them to prepare a

respect and welcome. o At the end, evaluate if

the students show their etiquette towards their guests or not. 5. Teaching learning

activities and aids

Teaching aids Chart of the festivals.

Teaching learning activities

o Ask them what types of festival they have observed and involve them in the discussion.

o show them different pictures that bear the picture of celebration of different festivals like Dashain, Christmas, etc

o Take them to a particular festival and let them observe that festival.

o After returning back to classroom, ask them to prepare a description of the festivals that the people observe in their locality throughout the year.

o While preparing the descriptions asks them to write down the specific activities

o Ask them to observe the reason behind those respect and greetings.

o At the end, observe the behaviour of the students if they themselves respect their relatives or not. 5. Teaching learning

activities and aids

Teaching aids Web chart of the

languages. Teaching learning

activities o Shows a list of those

languages which are spoken throughout the country e.g. Nepali, Hindi, Urdu, and so on.

o Discuss about these language.

o Ask them the name of their mother tongue.

o Tell them the name of different languages of all students.

o Ask them about what types of language are spoken in their locality.

o Take the students on a visit to the nearby locality and let them observe what the language the people

like these who work in these respective sectors are known as social personalities.

o To make them an enquiry to find out such personality at the district level.

o During this process, the students are given an opportunity to visit to different places of the district.

o At the end ask them to prepare a list of the people who are the social workers.

7. Teaching learning activities and aids

Teaching aids Map of Nepal. Teaching learning activities o Tell a poem which reflects

feelings of the patriotism. o Show a map of Nepal. o Ask them the name of their

country. o To make them clear that the

name of their mother land is Nepal.

o To make them clear that the mother and mother land are very similar and clear their importance.

o At the end the students are asked to prepare a list of importance their motherland.

8. Teaching learning activities and aids

familiar with those personalities.

o In the next step, introduce the people who are in the photos.

o To discuss them about their birth, birth place, life their education and name of their parents with the students.

o Discuss about their contributions by listing their major contributions to the country.

o At the end, ask students to make an enquiry of the people who contributed many things to the country.

7. Teaching learning activities and aids

Teaching aids Map of Nepal. Teaching learning activities o Show the map of Nepal. o Make them familiar with

their country/motherland. o Make them clear that the

motherland is greater than the heaven.

o Make them conscious that we are because we have our country Nepal with us and ask them to discuss about the country and citizenship.

o Finally teach them to be proud of being Nepali.

8. Teaching learning activities and aids

Teaching aids

172

list of the clothes. o Show the

poster/picture of the food items and ask them to give the names of those things.

o Ask them to prepare a list of food items as shown in the pictures that are eaten in their house.

o Finally ask them to prepare a report about the types of food items and clothes that are in practice in their family. 6. Teaching learning

activities and aids

Teaching aids Photos of the helpless

people. Teaching learning

activities o Read a poem to

which gives the sense that we should suppose to help the helpless people.

o Show a poster/picture that exhibits the people who are the sufferer like very old, children, frail etc.

o Ask them if they have seen such people.

o Make them familiar

of different people during that ceremony.

o At the end, they should be asked to prepare a list about the festivals that are observed during the whole year in their locality and list the specific activities that are done during the time of celebration. 6. Teaching learning

activities and aids

Teaching aids Photos of the good

peoples oft he tole. Teaching learning

activities o To discuss about the

public tap and rest places like hut and some other heritages in their locality.

o To ask about the heritages to the senior members of the locality and try to find out about their past, history and reality.

o At the end ask them to prepare a description of the person who had made those things like the name, date of birth etc. of those social persons.

over there speak. o Discuss the language

observed in the field. o At the end, ask them

to prepare a report of languages that are spoken in their locality. 6. Teaching learning

activities and aids

Teaching aids Photos of the good

peoples of the locality. Teaching learning

activities o Organize the field

visit. o Visit different places

at local level. o Observe the local

heritages. o Discuss about the

local heritages and their importance.

o Make an inquiry to find out the great personality who had made great contribution in their society.

o After returning to the classroom the teacher let them involve in the discussion about the person and their contribution who had made those heritages

Teaching aids Poster and charts of the

flood and landslide. Teaching learning activities o Show the posters of the

locality or villages which have been destroyed or damaged either by flood or by fire or by landslide.

o Visit such places which are destroyed by the flood, landslide or fire.

o Ask the students to help the people who are suffered from the flood landslide and fire.

o After returning to the classroom, involve them in the discussion and find out the solution about how we can help to the sufferers.

o Finally ask the students to make the plan about how to rescue the people from those calamities.

9. Teaching learning activities and aids

Teaching aids

Poster of the drunkard. Teaching learning activities o Show the picture of the

drunkard to the class. o Visit to the places where

the drunkard are seen and ask the students to observe their behaviour and activities.

o After returning back to the

Web chart of the social customs.

Teaching learning activities o Show the web chart of the

social custom that exhibits the respect and greeting to the elders and seniors.

o Ask students about the way they greet and respect to their elders.

o Discuss about the similarities and difference that are found in different customs.

o Organize the field visit and observe the different customs of the greetings.

o At the end, ask the students to prepare a list of the comparative study of different customs.

9. Teaching learning activities and aids

Teaching aids Posters and pamphlets of

the languages and festivals. Teaching learning activities o Show posters of different

festivals. o Ask the students about what

types of festivals are observed in their district.

o Ask students to prepare a list of the specific festivals that are observed in their district.

o In the next step, show pamphlets of different

173

that those types of people are called helpless.

o Ask them if there are helpless people in their family.

o Asking the same question to all students‟, write down their answers on the board.

o Discuss with students about the helpless people.

o Finally, ask them to prepare a description of the helpless people. 7. Teaching learning

activities and aids

Teaching aids Photos of the helpless

people. Teaching learning

activities o Show the photos of

helpless people like very old, lame etc to the class.

o Organize a field visit and meet the help less people of their locality.

o Discuss about these helpless people.

o After the discussion ask the student to prepare a list of

7. Teaching learning activities and aids

Teaching aids Photos of the disabled

people. Teaching learning

activities o Show different photos

of disabled people. o Make them clear that

such people are called physically challenged people.

o Ask them whether they have seen such types of people.

o Ask the students to describe about the disabled people they have seen in their life.

o Organize a field visit and observe the disabled people of their locality.

o Make them familiar with such people who are suffering from different physical problems and involve them in the discussion.

o After returning back to the classroom let them involve in the discussion about physically challenged people.

o After discussion ask

at local level. o At the end asks the

students to find out those types of people in their own locality and prepare a list of them. 7. Teaching learning

activities and aids

Teaching aids Photos of the helpless

people Teaching learning

activities o Show the photo of the

helpless people and make them familiar with them.

o Take the students in field visit of the local places to find out the helpless people.

o Let them identify the disabled and helpless people in their locality.

o After identification of the helpless and disabled people, ask the students to make plans for helpless people.

o After preparing the plan ask students to help the people accordingly.

o to encourage the students to help the

classroom, ask them to discuss about the disadvantages of alcohol.

o Finally ask them to list the disadvantages of alcohol.

10. Teaching learning activities and aids

Teaching aids Web chart of the

misconceptions and superstitions.

Teaching learning activities o First of all tell a story that

gives lessons of the superstitions, disadvantages of the drinking.

o Ask the students about what type of superstition there are in their locality.

o Ask them to investigate the traditional customs of the society.

o Ask them to list all those traditional customs.

11. Teaching learning activities and aids

Teaching aids

Posters of the NGOs and INGOs and other organizations which are involved in eradication of evil practice of the society.

Teaching learning activities o Show the Posters of the

NGOs and INGOs and other organizations which are involved in eradication of evil practice of the society.

languages that are spoken throughout the country such as Nepali Maithaili, Tharu, etc.

o Ask the students about the languages that are spoken in their district and ask them to make a list about it.

o At the end, ask them to make a list of the festivals and languages that are found in their district.

10. Teaching learning activities and aids

Teaching aids Chart of great personality of

the district. Teaching learning activities o To show a photograph of a

people who sacrificed their life for the country.

o Ask them if they are familiar with those personalities.

o In the next step, introduce the people who are in the photos.

o To discuss them about their birth, birth place, life their education and name of their parents with the students.

o Discuss about their contributions by listing their major contributions to the country.

o At the end, ask students to make an enquiry of the people who contributed

174

helpless peoples. o Make them clear that

they should help those helpless in different work.

o Teach the students how they can help the sick people by giving them their medicine and water etc and how they can look after them.

o help the child in feeding them up waling etc

o Finally, evaluate continuously if they help the helpless people or not.

8. Teaching learning

activities and aids

Teaching aids Poster of the types of

family. Teaching learning

activities o Show a poster of the

nuclear family. o Ask the students how

many family members there are in their family.

o Write the number of their family members on the Blackboard board.

o Discuss about nuclear

them to prepare a report about these people. 8. Teaching learning

activities and aids

Teaching aids Photos of the

physically challenged people. Teaching learning

activities o Show Photos of

someone who is helping the physically challenged people.

o Develop a sense in the students that they should show their sympathy toward the physically challenged people.

o Organize a visit in their locality and show the incidents where the people are helping the disabled people.

o Asks the students to observe that incident.

o After returning back to classroom, ask the student to discuss about the type of help they can give to the helpless people accordingly.

o At the end the teacher regularly monitors the

helpless and disabled people regularly.

o At the end, observe the students if they regularly help the helpless/disabled people or not. 8. Teaching learning

activities and aids

Teaching aids Photos of the people

which clearly show untouchability. Teaching learning

activities o Find out cast of the

student and grouped the student under touchable and non touchable students.

o After categorizing them in terms of caste separate those students which are from so called untouchable caste and background.

o First of all, sit together with those so-called lower caste students and have some kind of food together.

o After that the teacher tries to ask the other students to assimilate with those students and ask to play and

o Let the students observe the activities that are being done by those particular organizations.

o Let the students have the dialogue with the people involve in these organizations and asks the students to find out how those people are helping to eradicate all types of impractical affairs of the society.

o After returning to the classroom asks the students to prepare a list of how those orthodox behaviour, malpractices and superstitions can be eradicated from the society.

o Finally involve the students themselves to eradicate those superstition and blind faiths of the society.

12. Teaching learning activities and aids

Teaching aids Chart of the formation

process of village development committee.

Teaching learning activities o Show the chart of the

formation process of village o development committee. o Ask the students about how

the members of the VDC are selected.

o Make the students clear that

many things to the country. 11. Teaching learning activities

and aids

Teaching aids Map of Nepal. Teaching learning activities o Show the map of Nepal. o Make them familiar with

their country/motherland. o Make them clear that the

motherland is greater than the heaven.

o Make them conscious that we are because we have our country Nepal with us and ask them to discuss about the country and citizenship.

o Finally teach them to be proud of being Nepali.

12. Teaching learning activities and aids

Teaching aids Chart of the formation

process of district development committee.

Teaching learning activities o Show the chart of the

formation process of district development committee.

o Ask them about the selection process of chief and members of the DDC.

o Make the students clear that they are selected from the election process.

o Discuss about the election process of DDC.

o Finally make them clear

175

family. o The family in which

there are only the parents and children is known as nuclear one and tell them that their family is the nuclear one.

o Shows the picture that bears the photographs of the grandparent, uncle, aunts and tell them that it is the joint family.

o Make them clear about joint family.

o Ask the students to find out whose family is joint family.

o Find out the student having the joint family and nuclear family.

o Discuss about the two types of family.

o Finally, makes it clear that there are two types of family: nuclear and joint family. 9. Teaching learning

activities and aids

Teaching aids Poster of the public

places. Teaching learning

activities o Organize a field visit.

behaviour of the students and observes if they help the helpless people or not. 9. Teaching learning

activities and aids

Teaching aids Photos of the school

Teaching learning activities

o To ask the students to name of their school.

o Take the students in front of the signboard of the school and ask them to read the name of the school. Then he/she will clarify the name of the school.

o Ask the student about when the school was established.

o Ask them again to see the signboard of the school and show them the date when the school was established.

o At the end ask the students to go to the administration to find out about name, date and its establishment of the school.

o At the end ask them to prepare a report about it.

10. Teaching learning

eat with them together.

o After that the teacher organizes a picnic where all the students of the class and the teachers irrespective of caste will participate in it.

o Finally teaches them any men should not be discriminated on the basis of the cast. 9. Teaching learning

activities and aids

Teaching aids Web chart of the

functions of the ward. Teaching learning

activities o Ask the students

about their ward no. and tells them their respective ward numbers.

o Shows the chart about the functions of the ward committee.

o Discuss with the students about the functions of the ward committee.

o Let the students observe the developmental works that the ward committee is doing and make them clear

those members of the VDC are elected, and the whole VDC committee is formed on the basis of the election.

o Finally make it clear that on the basis of the election village development committee is formed.

13. Teaching learning activities and aids

Teaching aids Poster of the natural

properties. Teaching learning activities o Show the pictures of water

resources like rivers, brooks, jungle and other mineral resources.

o Make them clear that they are known as natural resources.

o In the next step, discuss about the use types of the natural resource.

o Let them observe the nearby natural resources of the locality.

o Organize a seminar between the teachers and the members of the society about how to use the natural resources and protect them.

o Ask the students to note down the conclusion that comes out of the discussion from the seminar.

o Finally, ask the students to prepare a report about how

about the formation process of DDC.

13. Teaching learning activities and aids

Teaching aids Picture of natural resources

like rivers, forest and other mineral resources.

Teaching learning activities o Show the picture of natural

resources like rivers, forest and other mineral resources.

o Tell the importance of the preservation of the natural resources.

o Mention some projects are running to preserve these natural resources.

o Show the posters of those programmers that are being conducted to preserve the national resources.

o Discuss about those various programmers and introduce briefly about them.

o Make the students clear by preparing a list of the principal functions of the programmes that are established to preserve the national resources.

o Finally visit the sites where these projects are running and observe these projects.

14. Teaching learning activities and aids

Teaching aids Web chart of he child right.

176

o Observe the different public places.

o Ask the students to drink water. If the students don‟t drink water one after another at the tap than, the teacher asks them to stand in the queue drink water one after another.

o At the end, Make them clear that public places are the common properties so these properties should be used commonly.

10. Teaching learning activities and aids

Teaching aids Charts of the daily

uses goods. Teaching learning

activities

o Show the chart to the students.

o Inspect the note books of the students and find out conditions of the books such as page unwritten pages, crisscrossed and wastage pages.

o Show them those things and make them conscious about the

activities and aids

Teaching aids Poster of the public

properties. Teaching learning

activities o Take all the students

on a tour and ask them to get on the bus.

o If the students get on the bus one after another, then the teacher makes them quiet and asks hem stand in he queue while getting on the bus.

o After that suggest student that the frail and disabled children should get on the bus first and then after the other students get on it.

o The teacher teaches them that public properties are the common properties of people, so they should use them one after another (gradually).

o Teach the students to wait in a queue and be patient while using public property like: bus, post office, telephone, etc.

about the functions of the ward committee.

o Finally, the teacher makes the clear by saying that the ward committee settles the conflicts that occur within that ward, and does other developmental works within ward.

10. Teaching learning activities and aids

Teaching aids Poster of the local

natural properties. Teaching learning

activities o Show the posters of

the natural resources and minerals like forest, rivers and brooks etc to the students and ask them to discuss about those things.

o The teacher lets them to visit the local sites to observe the forest, herbs, trees, soil and other resources.

o The teacher makes the students clear that those above mentioned objects are called natural resources and asks them to discuss about

to protect and use of the natural heritage.

14. Teaching learning activities and aids

Teaching aids

Chart of the child right. Teaching learning activities o Show the chart of the child

right. o Discuss about these child

right. o Make the students clear that

these fundamental rights are essential for human being.

o In the same way the make the students clear that education is also right of the children.

15. Teaching learning activities and aids

Teaching aids Web chart of the duties. Teaching learning activities o Show the web chart of the

duties. o Discuss about this chart. o Exhibit the list of the duties

of the children. o Ask them to read these

principal duties of he children.

o Finally teach them to be sensible toward others.

16. Teaching learning activities and aids

Teaching aids Chart of the daily used goods.

Teaching learning activities Show web chart of the child

right. Make them clear that those

things are indispensable to any human beings.

In the same way make the students clear that education is as important as the other basic needs in the modern day world.

Finally make the students clear that those basic needs are the rights of any child.

15. Teaching learning activities and aids

Teaching aids Web chart of he child right. Teaching learning activities o Observe the behaviour of

the students. o Identify those students who

discharge the responsibility honestly.

o Introduce them in front of the class.

o Finally, make them clear to wait for their turn in a queue and to be patient and to pursue their goal without disturbing the others.

16. Teaching learning activities and aids

Teaching aids Chart of the goods which

are used in the daily life. Teaching learning activities

o Show the chart of the

177

fact. o Inspect also the other

things of the student and find out if they have used those things properly or not.

o And finally make them conscious that they should be serious while using their objects of any type and try to be frugal.

11. Teaching learning activities and aids

Teaching aids Charts of the daily

uses goods. Teaching learning

activities

o Show the chart of the daily uses goods.

o Inspect the Tiffin box of all the students in the daytime.

o Find out how many students have brought the Tiffin from the homemade product and who have brought the Tiffin from the junk food items from outside.

o Ask those students about the reason behind the use of food that is prepared home and outside.

o Finally monitor the behaviour of the students regularly to see how they use the public property.

11. Teaching learning activities and aids

Teaching aids Charts of the daily

uses goods. Teaching learning

activities

o Show the chart of daily uses goods such as rice, pulses, soap, etc which are used daily as the household goods.

o Ask them if their family members have shown the frugality while using those objects.

o Discuss about the frugality in the uses of the goods.

o Finally discuss the ways and measures related to the economic uses of the goods. 12. Teaching learning

activities and aids

Teaching aids Chart of the products

produced in the village. Teaching learning

it. o Finally, ask the

students to prepare a list of natural heritage that is found at the local level.

11. Teaching learning activities and aids

Teaching aids Web chart of the uses

of money. Teaching learning

activities

o Show the web chart of uses of money.

o Observe the activities and behaviour of the student related to uses of money.

o Ask students how they spend their money as they get it from the family/parents.

o Teach them not to be extravagant if they are get money and advise them to not spend their money unnecessarily.

o Finally teach the students to become economic and not to waste money as such.

12. Teaching learning activities and aids

Teaching aids Chart of the goods

Teaching learning activities

o Show the daily used goods. o Observe of the goods that are

being used by the students such as books exercise books, pencil, etc.

o Find out if they have used these objects appropriately.

o Find out the student who is frugal in the use of theses goods and present them in front of the class as the epitome of the good students.

o Discuss about how they have used their objects economically.

o At last teach all students how their belongings can be used economically, for example, copy, pencil, shoes, shocks etc.

17. Teaching learning activities and aids

Teaching aids Web chart of the products produced in their region. Teaching learning activities

o Show the chart of the goods which are produced in their region.

o Observe the goods of the students like books, exercise books, pen, etc.

o Identify if those goods are made within the district of the students or not.

o Make the students stand up in front of the class who has

goods. o Discuss about ways of the

using goods economically. o Find out if the students have

used these goods economically or not.

o Who economies in the use of the goods present them in front of the classroom as good students.

o Discuss again about the techniques of the uses of goods economically.

o At the end, teach the students how the goods like exercise books, pencils, shoes, shocks, etc can be used economically.

17. Teaching learning activities and aids

Teaching aids Web chart of the national products. Teaching learning activities

o Show the chart of the national products.

o Discuss about the advantages and disadvantages of consuming the national products.

o Observe the goods of the students such as books exercise books, pen, pencil, ink, etc. whether they are national product

o Present those students in front of the class who have used the national products.

178

o And then discuss in the classroom between these two types of food.

o Finally teach them the importance of the home made product such as hygienic, chief and easy to prepare.

12. Teaching learning activities and aids

Teaching aids Chart of day, month

and year. Teaching learning

activities

o Show the web chart of day, month and year.

o At first, tell own birth day, month, year.

o Discuss about the students date of birth.

o Ask them to prepare a description of birth, birthplace, and academic qualification of their parents.

o Visit the local area and ask with the parents about their date of birth, birth place, and academic qualification.

o At the end, ask them to prepare a general background of the family.

activities

o Observe all the objects used by the students.

o Find out the locally produces goods which are used by the students.

o Discuss about the advantages and disadvantages of locally produced goods.

o Make students clear that they should use the locally produced goods. 13. Teaching learning

activities and aids

Teaching aids Web chart of the

different works. Teaching learning

activities

o Show the web chart of different work.

o Ask the students about the main occupations of the people who live in their locality.

o Discuss about the occupations such as farming, trading and shop keeping etc.

o After introduction of occupation make them clear that each work has its own

produced in their district. Teaching learning

activities

o Show the chart of the goods produced in their district.

o Discuss about these goods.

o Find out the name of the place where those goods had been produced.

o Motivate those students who have used the local made product.

o Discuss about the benefits of the use of those objects which are made at the local level.

o At the end advice them to use the products produced in their district.

13. Teaching learning activities and aids

Teaching aids Chart of occupations

of their locality. Teaching learning

activities

o Show the chart of the peoples who are involved in their occupations such as the shopkeepers,

used the goods produced inside the region or district.

o Discuss about the benefits of those objects which are produced within the country.

o Finally motivate the students to consume those objects which are produced within the country.

18. Teaching learning activities and aids

Teaching aids Web chart of the good works.

Teaching learning activities o Show the chart of the good

works. o Discuss about these good

works of people. o Organize a field visit and

observe the different works of the farmers, traders, carpenters, laboure etc.

o Ask them about who has made the house which is indispensable to human beings and discuss about the importance of the house.

o In the next step, ask the students about the importance of the food.

o In the same way discuss about various occupations and their importance.

o Finally tell the students about the importance of the good works of the villagers.

19. Teaching learning activities and aids

o Organize a debate programe among the students on the topic advantages and disadvantages of the using national products.

o Finally, motivate the students to use the products of the native country.

18. Teaching learning activities and aids

Teaching aids Photos of the great

personality of the district. Teaching learning activities

o Organize the field visit and visit all part of the district.

o Find out biggest industrialist and businessman of the district.

o Discuss about the industry and the annual income of such person as well as how much tax they pay to the government.

o In the next step find out the people who earn most from the farming and also the amount of tax they pay to the government.

o Finally ask the student to prepare a list of the persons from the district who have contributed substantially in different sectors like farming industry, business etc and contributed in the development of the region.

19. Teaching learning activities

179

13. Teaching learning activities and aids

Teaching aids Photos of the

landforms. Teaching learning

activities

o Ask the students about what types of land they have seen.

o Show photos of different types of landforms such as high low or plain.

o Organize a field visit. o First of all ask the

students to climb up the high hill and tell them about the hills and make them clear that land can be high like hills.

o In the next step take the students to low land and tell them about the features of it.

o By taking them to different types of lands let them directly feel the types of lands and make the concept clear to the students.

o At the end, describe all types of landform and their features.

14. Teaching learning activities and aids

importance. o Finally teach them

about the importance of the work clearly. 14. Teaching learning

activities and aids

Teaching aids Web chart of the

general background of the family. Teaching learning

activities

o Show the web chart of day, month and year.

o Tell on general background such as date of birth qualifications so on.

o Organize a field visit and make an enquiry about general background of the parents of their friends.

o In the field, discuss with the parents about their date of birth, birth place, and academic qualification.

o Ask students to prepare a report about the general background of the family of their friend.

o Finally, if the report presented by the students is not correct

farmers, carpenters, etc.

o Ask the students what their neighbours occupation is.

o Discuss about different occupations and their importance.

o Since all the works are equally important teach them to respect each work.

14. Teaching learning activities and aids

Teaching aids Photos of the great

personality. Teaching learning

activities

o Show the photos of the great personality.

o Make them clear that those people who construct and reform those school buildings, paths, bridge, and canals are known as great people of the village.

o Ask them who has established the school where they have been studying.

o Ask them to find the founder of the school and for that purpose ask them to go to the administration to

Teaching aids Web chart of the

expenditures of family. Teaching learning activities

o Shows web the chart of the expenditure of the family.

o Discuss about the total expenditure of the student.

o Similarly, discuss about the total expenditures of the family.

o Ask them about the sources of the expenditure of their family.

o Finally, ask them to prepare a report of the total annual expenditure of their family.

20. Teaching learning activities and aids

Teaching aids Photos of the Martyrs.

Teaching learning activities

o Show the photographs of the martyrs.

o Ask the students if they recognize those people.

o Make them familiar with the martyrs and mention birth, death, education and other principal works of martyrs to the students.

o Discuss the contribution of those martyrs how they helped to establish democracy by replacing the Rana regime.

o Finally ask the students to prepare a list of the

and aids

Teaching aids Web chart of the sources of

the income and expenditure. Teaching learning activities

o Show the web chart of the sources of the income and expenditure of the family.

o Discuss about the different sources of the family expenditure.

o Similarly discuss about the main income source of their family.

o Ask them to prepare a list about the sources of their income such as farming, job, business and others.

o At last ask student to prepare a list of the income and expenditures of the family.

20. Teaching learning activities and aids

Teaching aids Photos of the luminaries. Teaching learning activities

o Show the photographs of luminaries

o Ask the students if they know those people.

o Make them familiar with the photographs and discuss about Buddha, Anshu Barma, and so on.

o In the next step discuss about the contribution of these luminaries.

180

Teaching aids Map of school, house

etc. Teaching learning

activities

o Show the map of school and house.

o Let the students observe the school where they study.

o After the observation, ask them to draw a simple map of the school where they study.

o Ask them to repeat the drawing map.

o Suggest them to draw window, door and rooms of the school while they drawing the map.

o Let them observe their house and ask to draw the map of house.

o Ask them to draw the window, door and room of the house.

****

then make it clear by the correction. 15. Teaching learning

activities and aids

Teaching aids Photos of the

historical archaeological goods. Teaching learning

activities

o Show photos of the historical archaeological goods that bear historical and archaeological importance.

o Make the student clear that these objects are called the objects of historical and archaeological importance.

o Ask the students if they have seen any such type of objects in their villages or locality.

o By taking the students to the nearby places of the school let them try to find out such things that hold the historical and archaeological meanings.

o Ask them to maintain a record of those objects which they have found and which

make an enquiry. o Ask them to write a

report about the founder of the school and the date when the school was established.

o Ask the students to find out the other persons also who have constructed paths, bridges, canal and streets along with the school.

o Ask the students to meet the local intellectuals and make an enquiry about great personality of the local level.

15. Teaching learning activities and aids

Teaching aids Photos of the

historical archaeological goods. Teaching learning

activities

o Show the photos of the monastery, temples etc to the students.

o Make them clear that they are known as the historical and archaeological objects importance.

contributions of these four martyrs.

21. Teaching learning activities and aids

Teaching aids Map of Nepal.

Teaching learning activities

o Show them a map of Nepal. o Discuss about the word

Nepal. o Ask them how the word

"Nepal" was formed. o At the end, Discuss about

the etymological meaning of the word Nepal.

22. Teaching learning activities and aids

Teaching aids Photos of the Gopal and

Kirat kings. Teaching learning activities

o Shows the photos of the Gopal and Kirat kings.

o Diss about these kings. o Tell the story about the

origin of the Gopal dynasty. o Describe about the origin of

Kirat dynasty. o Finally ask the students to

write a description about the Gopal and Kirat Dynasty of the ancient period.

23. Teaching learning activities and aids

Teaching aids Web chart of the functions

of nation head. Teaching learning activities

o Finally ask the students to prepare a list of the contributors made by luminaries.

21. Teaching learning activities and aids

Teaching aids Photos of the national

emblems. Teaching learning activities

o Show the photos of the national emblems.

o Discuss about the each national emblems.

o Ask about the importance of the national emblems.

o Make them clear that national emblems are the symbols of the national unity and the symbols of the identity.

22. Teaching learning activities and aids

Teaching aids Photos of the Kirat kings. Teaching learning activities

o Tell them a story about the Kirant dynasty.

o Discuss about the Kirat dynasty.

o Show the photos of the major Kirat kings.

o Discuss about the social, political and economic reform of the Kirat dynasty.

23. Teaching learning activities and aids

Teaching aids

181

bear such historical and archaeological importance.

o At the end, discuss about the preservation of these goods. 16. Teaching learning

activities and aids

Teaching aids Photos of the

landforms. Teaching learning

activities

o Show the photos of the land features of around their tole.

o Organize the field visit.

o Observe the land feature of their tole.

o Let the student climb up the high hills and tell them about that feature of the landform and tell them that the landform can be of that high type.

o In the second stage take them to the low land and explain them about that type of feature of the landscape.

o In the third stage, take them to the plain land and describe the about the plain land.

o Ask them if they have seen any other such types of historical and archaeological goods.

o Let the students make a survey around the school locality and find out such things like temple, monastery, common drinking water tap, etc.

o Ask them to keep a record of those objects after making clear their importance.

o In the next discuss about the preservation of these goods.

o Finally ask them to prepare a report about the preservation of these goods.

16. Teaching learning activities and aids

Teaching aids Photos of the physical

and natural features of the village and city. Teaching learning

activities

o Show the photos or the poster of the mountain, hill, plain and valley to the students.

o Show the photo of the nation head.

o Ask students the name of the president of Nepal at present.

o Discuss about the functions of the nation head.

o Make them clear that president is the head of Nepal.

o Show them the list of the functions of the president.

o In the next step discuss with the students about the functions of the president.

24. Teaching learning activities and aids

Teaching aids Photos of the physical,

natural and social features of the districts. Teaching learning activities

o Organize the field trip of the district.

o Make the students familiar with natural, geographical and social features of the district.

o In the first step let them observe the feature of the landforms eg. Slope, high, low and plain land.

o In the second stage let them observe the natural features such as vegetation, trees, herbs and the climate.

o In the third stage ask them to observe the fooding,

Web chart of the functions of the government head.

Teaching learning activities

o Ask them the name of the prime minister at present.

o Discuss about provision of the Prime Minister.

o Show them a list of the main functions of the Prime Minister.

o Discuss it among the students.

o At the end, make them clear the difference between nation head and government head.

24. Teaching learning activities and aids

Teaching aids Show a map of Nepal. Teaching learning activities o Show a map of Nepal. o Ask the students about the

geographical and natural division and social diversity of the country.

o Organize the field visit. o During the field visit

observe climate, herbs, soil, cultural and social factors of Nepal.

o Discuss climate, herbs, soil, cultural and social factors of Nepal.

o In the next step invite any resource person and discuss about the climate, herbs, soil, cultural and social

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o After the observation of the landform make them clear about high, low, plain landforms.

17. Teaching learning activities and aids

Teaching aids Map of tole showing

river, path, forest and so on. Teaching learning

activities

o Show the map of their locality.

o Visit their locality and observe different things like path, river, stream, forest and so on.

o After arriving at classroom, show the map and describe about once again.

o Ask them to draw a map of their tole on the basis of the field visit and study of the map.

o Let them practice to draw the map many times.

o Ask them to fill river, path, and stream, and so on map.

o Ask them to colour the map where necessary.

o Ask them if they have ever seen the hills, mountains, plain and valley or not.

o Discuss about the features of the hill, mountain, plain and valley in order to make the concept clear to the student.

o Discuss about the geographical feature of the place where they live.

o Finally, make them clear about the natural and physical features of their villages or city. 17. Teaching learning

activities and aids

Teaching aids Map of village or city

showing important fact on it. Teaching learning

activities

o Show the map of their village or city.

o Organize a field visit and observe different important facts such as river, stream, path, market and so on.

o After returning the class, show the map of village or city again to make the student more

clothing, and lifestyles of inhabitants of the district.

o Ask them to write down all these points in their diary while they are observing them.

o After returning to the school, ask them to discuss about the findings of the observation.

25. Teaching learning activities and aids

Teaching aids Map of district.

Teaching learning activities

o Show the map of the district. o Let them observe the map of

their district. o Ask the students to draw

that map of the district after looking at the map of it.

o Ask them to show rivers, ponds, roads, paths, etc. on the map while they draw it.

o Finally, ask the students to draw the map of the district without looking at the model.

26. Teaching learning activities and aids

Teaching aids Globe and map of the earth.

Teaching learning activities

o Show globe or map of the world.

o Tell them the story of the origin of earth.

o In the next step show them

factors of Nepal. o Finally ask the students to

prepare a report about the geographical, natural social, cultural aspects of the country.

25. Teaching learning activities and aids

Teaching aids Map of Nepal. Teaching learning activities

o Show a map of Nepal. o First of all let the students

observe the map of Nepal. o In the next step, ask them to

prepare a map after following the model map.

o Make them conscious to be aware about the districts, zones and other international boundaries while drawing a map.

o Let them practice many times to draw the map.

o Fill different things like river, pond, different places, commercial centers etc after preparing a map.

o Finally ask them to prepare the map of Nepal without following the model and let them practice it many times.

26. Teaching learning activities and aids

Teaching aids Globe. Teaching learning activities

o Show globe.

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o Finally ask them the work drawing map repeat many times.

****

clear about the map of the village.

o On the basis of observation and study of the map, ask the student to draw a map of the village or city where they live.

o Ask them to repeat them work drawing map more times.

o At last ask them to fill river, paths, streets, etc on the map and to put colours on it.

****

the figure of the internal and external structure of the earth.

o Discuss about the structure of the earth.

o Finally ask the students to describe origin and structure of the earth.

27. Teaching learning activities and aids

Teaching aids Map of the India, China and

Bhutan. Teaching learning activities

o Show the map of Asia and ask them to find out the map of India, China and Bhutan.

o Show them a chart that bears the economic activities, population, social and cultural matters of all those countries.

o Discussion about area, population, economic activities and cultural aspects of these three countries.

o Finally ask the students to make a list about the area, population, economic activities, social and cultural matters of each country.

****

o Discuss about the different oceans and continents with the students.

o Ask them to find out the ocean and the continents on the globe.

o Finally ask the students to study about continents and ocean on the basis of the globe.

27. Teaching learning activities and aids

Teaching aids Map of Bangladesh, Sri

Lanka, Pakistan and Maldives.

Teaching learning activities

o Show the map of the Bangladesh, Sri Lanka, Pakistan and Maldives.

o Discuss about the economic activities and socio–cultural aspects of thses country.

o In the next step show them the list of population, area, economic activities and socio-cultural features of those countries.

o Finally ask them to prepare a list of the area, population economic activities and socio-cultural features of these countries.

****

***indicates the end of the lesson

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Student Evaluation Procedures

Knowledge, skill, attitudes and behavioural changes of the students are considered

important aspects of the student evaluation procedures in the present study. In the most of

the primary schools in Nepal evaluation activities are limited to the area of scholastic

attainment rather than all round development of the children. Written examination could not

measure the all-round development of the children because there are many limitation of the

written examination. At the same time, some aspects of the Social Studies curriculum also

could be not measured by the written examination.

As far as the assessment through a written test is concerned the emphasis should not

be on the testing of knowledge only but should also include understanding of concepts,

application of knowledge, attitudes, skills, and changes in the behaviour. Observations of the

behavoural changes of the students could be one of the important evaluation techniques in

the primary schools. Therefore, different measures and ways could be used in the evaluation

of the behavioural changes of the students. In the present curriculum, emphasis is given on

the observation of the behavioural changes in the students.

The teacher could keep a record of the different activities of the students during the

session as an essential part of evaluation in order to see the changes in the behavour and total

progress. Keeping record will not difficult as the teacher will have sufficient opportunity of

observing pupil while they are involved in teaching. A variety of the activities related to the

observation of the behaviour are included in the present curriculum (Appendix J).

All evaluation procedures are directly and deeply related to the intended learning

outcomes or instructional objectives. Thus, there must be consistency between the intended

learning outcomes and student evaluation procedures. Student evaluation procedures are

carried out in order to find out whether the intended learning outcomes are achieved or not.

But without proper evaluation procedures and tools effective evaluation could not be done.

In the present study, all of the student evaluation plans are based on intended learning

outcomes and relevant student evaluation procedures and activities are suggested. A variety

of suggestive test items have been designed in the present study. Student evaluation

procedures are presented in the Table no.33.

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Table-33 Student Evaluation Procedures

Grade-I Grade-II Grade-III Grade-IV Grade-V

1. Ask students to prepare a list of the names of their family members

2. To ask them prepare a list of their personal belongings.

3. To evaluate the student on the basis of development of the cooperative behaviour of the students.

4. To evaluate the students to look at their behaviour how they show their behaviour in the school towards their teacher, their elders and their juniors.

5. To evaluate the students by asking them to prepare a list of the food items and clothes that are in vogue in the family.

6. To evaluate the students by asking them to prepare description of the helpless people of

1. Ask them to prepare a list of the works of the family members

2. To evaluate the conditions of the personal belongings of the students.

3. To evaluate if they follow the instructions at home and in school the teacher asks them how they show their respect to their elders.

4. Evaluate the students on the basis of how he/she behaves towards the teachers students and other people.

5. To ask them to list the names of the festivals those are observed in their locality.

6. Ask them to prepare a list of the great personality of their tole.

7. Ask them to

1. Ask the student to prepare a list of the work that has been done by the family head.

2. To evaluate the student on the basis of the condition of the personal belongings.

3. Teacher evaluates the students if they help others or not either at home or in the school.

4. Evaluates the students by observing how they behave towards their relatives and respected person in their locality.

5. Ask the students to write a report about the languages that are spoken in their locality.

6. Ask them to prepare a list of the great personality of their tole.

7. To evaluate the students he/she sees the behaviour of the students if they regularly continue to

1. To evaluate the students by asking them to prepare a description of their neighbours.

2. Ask them to prepare a description of different occupational tools to evaluate them.

3. Evaluate the students on the basis of the observation of the behaviour of the student that if they help their neighbours or even their peers or not.

4. Evaluate the behaviour of the students by looking at as if they follow social etiquette or not.

5. Evaluate the students by asking them to describe the social practices that are in vogue.

6. Evaluate the students by asking them to prepare a list of the people who contributed for the welfare of people in the district.

7. Evaluate the students by checking them of they have affinity and attachment to their country or not.

8. Observe how children rescued the sufferer from the flood, fire and landslide and other types of problems. And evaluate the student on the basis of it.

1. Ask them to list different professions that are in practice.

2. To evaluate the students by looking at if they are able to use those tools.

3. To evaluate the students on the basis of the behaviour they show to their neghbours and classmates.

4. To evaluate the students by asking them of make a chart that exhibits a comparison of rituals

5. Evaluate them by asking them to make a list of different language and festivals of their district.

6. Evaluate the students by asking them to prepare a description of the people's contribution to their country.

7. Evaluate the students on the basis of the behaviour or attitude toward the country Nepal.

8. Ask them to prepare to prepare a list of the measures of rescue during the period of earthquake.

9. Evaluate the students consciously and regularly if they are quite away from drugs or not.

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the family. 7. To evaluate the

students if they eager to help the helpless or not.

8. Ask all students to make a description of the nuclear and joint family.

9. Observe the students behaviour and inspect how they use the public places.

10. Evaluate the students by looking at if they have used their belongings properly or not.

11. Evaluate the students if they use homemade items or not.

12. Evaluate the students by asking them to prepare the general background family of their own.

13. Ask them to describe the different types of land and their features.

14. Ask them to draw

prepare a repot about physically challenged people.

8. Inspect the student regularly if they help the challenging people or not.

9. Ask students to prepare a report about the establishment of school.

10. Evaluates the students by observing their behaviour about how they use the public property in their day to day life.

11. Observe students if they economise in the uses of the goods or not.

12. Find out if the students use the locally produced good or not.

13. Evaluate the students by looking at if they respect all the works equally or not.

14. Ask them to prepare a report of general

help those helpless people or not.

8. Evaluate the student on the basis of the behaviour of student towards the lower cast people.

9. Evaluate the students by asking them to prepare a list of functions of the ward committee.

10. Asks them to list the natural heritage that is found at local level.

11. Observe if they really spend their money on the necessary goods or just waste it.

12. Observe the behavior of the students if they use the products produced within the district level or not.

13. Evaluate if the student use their local product or not.

14. Evaluate the students on the basis of the finding/enquiry they have made about the people of historical importance at district level.

9. Ask the students to prepare a list of the disadvantage of alcoholism.

10. Evaluate the students on the basis of activities performed by the students.

11. Ask the students to make a list of activities of those NGOs and INGOs which are involved in eradicating all these false beliefs of the society.

12. Evaluate the students by asking them about the formation process of VDC.

13. Ask them to write down plan about the protection and uses of the natural resources.

14. Ask them to prepare a list of the child‟s right.

15. Evaluate the students by looking at their behaviour if they have performed their responsibilities

16. Observe if the student have used their objects economically or not.

17. Observe if the students have used the products that are produced within the country or not.

18. Observe the behaviour of the students if they pay due respect to all the professions of different people.

19. Ask them to prepare the report of the total expenditure of their family.

10. to evaluate the students on the basis of how they contributed from their sides to eradicate those things from the society.

11. Find out if the student believes in these evil practices or not.

12. Ask them to prepare a description of the formation process of DDC.

13. Ask them to write the introduction of the programmes that are being conducted to preserve national resources.

14. Evaluate the students if they have enjoyed their children rights.

15. Evaluate the students on the basis of the fulfillment of their responsibilities.

16. Observe if students have used their goods economically or not.

17. Find out if students have used those products which are produced within the country or not.

18. In order to evaluate student the, ask them to prepare a description about the great personality of the district who had made great contribution in the economic sector of the district.

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the map of the house and school.

***

background of the guardian of their parents.

15. Ask them to search the historical object and prepare a report about them.

16. Ask them to describe the type of landform around their tole.

17. Ask them to describe the different types of land and their features.

***

15. Ask them to prepare a report about the preservation of the historical and archaeological goods.

16. Ask them to a prepare descriptions about the natural and physical features of their village or city.

17. Ask them to draw a map of village or city and locate the different fact on it.

***

20. Ask them to prepare a prepare list of contribution of these martyrs.

21. Evaluate the students by asking them to describe the origin of the word "Nepal".

22. Ask them to describe about the Gopal and Kirat kings of the ancient period.

23. Finally, ask the students to prepare a list of the functions of the president

24. Finally, ask the students to write down a report about the geographical, cultural, natural and social features of the district where they live.

25. Ask them to draw the map of the district.

26. Ask them to describe about the origin and structure of the earth.

27. Ask them to prepare a short description of the neighbouring countries–China, India and Bhutan.

***

19. Ask the student to prepare a list of the total annual income and expenditure of the family.

20. Ask them to prepare a description of the contribution of the luminaries.

21. Evaluate the students by asking them to write a description of the national emblems of Nepal

22. Ask the student to describe about the kings of the Kiranti dynasty.

23. Evaluate the students by asking them to describe the functions of the Prime Minister.

24. Ask them to prepare a repot about the geographical, natural, social and cultural aspects of Nepal.

25. Ask them prepare the map of Nepal and fill different facts on it.

26. Ask them to find out oceans and continents on the globe.

27. Evaluate the students by asking them to give a brief introduction of the neighbouring countries: Bangladesh, Srilanka, Pakistan and Maldives.

***

*** indicate the end of the lesson.

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Evaluation and Validation of the Final Draft of Curriculum

Curriculum evaluation is also an important aspect of the curriculum development

process which provides necessary feedback for reframing the developed draft curriculum to

make it more functional and effective. According to Bloom (1977) three types of evidence

could be used in order to evaluate curriculum. He suggested that a draft curriculum could be

evaluated in an effective manner on the basis of the judgmental data, observational data and

evaluation of the students' learning.

In judgmental procedure, experts, teachers, supervisors and students provide

judgments, opinions, and reactions regarding the curriculum materials. In order to collect the

judgments, opinions, reactions, information and other types of data from the respondents,

different research tools such as questionnaire, ratings, interview schedule and other tools

could be used. In judgmental curriculum evaluation process, decision regarding the different

aspects of the curriculum is made on the basis of the judgments, opinions, and reactions of

the experts, teachers, parents, supervisions and students and so on.

In observational procedures, evaluators systematically observe teaching learning

situations in the classroom or elsewhere and report their observations. Evidence is obtained

by recording direct observations in a free manner, by structured observations making use of

particular teacher-students-materials interactions, by rating or questionnaire forms, and even

by judgments about opportunities to develop particular kind of concepts, skills, abilities,

interests, attitudes, and the like in particular learning situations.

In the third types of curriculum evaluation procedures or students learning,

curriculum is evaluated on the basis of the progress of students' learning. Structured or semi

structured test questions, scales, oral examinations, observations and interviews schedule

could be used as evaluation tools to study about the students' learning progress. Among the

three procedures of curriculum evaluation, the following two curriculum evaluation

procedures have been applied in the present the present study:

o Evaluation of the students learning/Implementation of the present curriculum

o Judgmental procedure/Evaluation and validation of the final draft of curriculum

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o Implementation of the Present Curriculum

Yow (1977) says that the most critical evidence on a new curriculum is the extent to

which it leads to appropriate kinds of learning by the students. The learning may be

cognitive or affective and may also include particular social and psychomotor skills and

other kinds of learning. After students have had a chance to learn the new curriculum, the

result of their performance over the test may be analyzed to determine what they have

learned well or poorly. It clearly indicates that students' learning is also one of the

fundamental bases of the evaluation of the newly developed curriculum.

Bathory (1977) says that it is essential to check empirically the instructional

materials, suggested teaching learning activities, and teaching aids before they are used

widely in the schools. In other words, before the implementation of a new curriculum, one

has to make certain that the ideas really do work effectively in prompting learning. Thus, on

the basis of such preliminary tryout, curriculum designer would be able to identify the major

flaws in the program and to produce an improved version of it. Bloom (1977) is also in

favour of tryout and revision of the educational materials and methods.

In the present study, after the final revision of the draft curriculum, the researcher has

done the field test of some topics in the classroom situation as a sample. First of all, sample

students were selected and a pretest was administered to the students. Result sheet was

prepared and average mean was computed. After the administration of the test, the

researcher himself taught classes IV in the beginning of the session of the 2011.

'Occupations of our neighbour' of grade IV was taught by the researcher. A sample learning

module is included in the Appendix I.

At the end of the teaching learning process, a posttest was developed. It was again

administered to the sample student. Answer sheets were collected and carefully checked.

Similarly, result sheet was prepared. It was observed that the mean scores of the posttest

were higher than the mean scores of the pretest. On the basis of the researcher's observation

and the results of field test of the sample subunits in the classroom situation, it is justifiable

to conclude that the proposed curriculum frame work of primary level Social Studies is

relevant and functional.

190

o Evaluation and Validation of the Final Draft of Curriculum

At various stages in curriculum developments expert judgments are needed as input

data by the curriculum decision makers. Recently utilization of expert judgment has

become a widely used strategy in curriculum evaluation (Leide, 1977). In the present study,

experts, and teachers have been used as the experts in the different stages of the curriculum

development process. When the whole draft curriculum was developed, a two days

workshop organized in Katmandu, Nepal with the objective of evaluating the final draft of

the curriculum. Primary schools teachers, subject experts, curriculum designers and

professors were invited in workshop. All together, 42 participations were invited.

In the first session of the workshop, the researcher high lighted the need to develop

Social Studies curriculum for primary education in Nepal. Further a global perspective of

the proposed Social Studies curriculum was presented in terms of its objectives and

rationale, processes underlying the selection and organization of contents and

corresponding learning outcomes followed by general discussion.

In the second session, the participants were divided into seven groups. A unit from

the proposed curriculum was provided as a sample to each group for its illuminative

evaluation and comments. Each group reviewed and provided critical comments on level

wise objectives, intended learning outcomes, contents, teaching learning activities and

student evaluation procedures. In the third session, an abridged form of the proposed

curriculum was provided to each participant for their critical evaluation and suggestions. In

the fourth session, each group presented their views and comments in a general discussion

and final suggestions for improvements were evolved and recorded.

All of the participants provided different suggestions and comments on level wise

objectives of primary level Social Studies, intended learning outcomes, contents, teaching

activities, and student evaluation procedures. All of the suggestions and views of the

participants were valuable and remarkable for the present study. Thus, after receiving the

feedback in terms of seasonal reactions and academic judgments from the participants, the

researcher finally revised the final draft curriculum. At the end the final draft curriculum

was validated by the experts and teachers.

191

CHAPTER: SIX

SUMMARY, CONCLUSION AND DISCUSSION

In this chapter, summary, conclusion and discussion have been presented. Apart

from this, recommendation, educational implications, and suggestions for further study are

also included in this chapter. Thus, this chapter contains the following components in the

given sequence.

Summary

Result of the study

Conclusion

Discussion

Educational implications

Suggestions for further study

Summary

Man is quite different than the other living beings because of the knowledge, skills

and attitudes. Human beings are social, obedient, helpful, disciplined, friendliness, patient,

honest, responsible, polite and civilized. Curriculum of Socials Studies provides this type

of knowledge, skills, and attitudes to the children. Social Studies is one of the important

subject of the primary education and socialization of the children is the major intention of

the primary education curriculum.

Children should have the sound knowledge of the self, family, neighbour,

community, district, region and nation. Similarly, they must be familiar with the different

problems regarding these aspects in order to lead a successful life in their future. All of the

children should be social, disciplined and loving. For this, they should respect different

castes, languages, gender, occupations, religions, festivals and social norms and values. At

the same time, the children must be familiar with the social problems. Thus, Social Studies

as a separate subjects included in the curriculum.

192

The present civilization is burn out of scientific-technological revolution. This

supremacy is not confined to military might or possession of weapons of mass destruction,

but for means of acquiring information and creation of new information. The information

acquiring and information generating societies can not be conceived without a sound

system of education and its' curriculum. For several regions, the primary education can be

seen as the most sensitive area of the education system, firstly, because pupils, who enter at

the age of five or six schedule to live at twelve or fourteen, acquire at those impressionable

ages, thought pattern and habits that will affect them throughout their lives. Secondly,

because primary education bears the burnt of today's education explosion, thirdly, because

many young people especially in rural areas, will never receive any further school

experience, fourthly, because any egalitarian educational frame must provide minimum

learning skills to all. Primary education and its curriculum play important role in the life of

the human beings. Thus, primary education should be relevant, appropriate, and sound.

Social Studies is also included in the primary education for the social, moral, and

educational development of the children. But without an appropriate curriculum of Social

Studies social, moral, and educational development of the children is not possible. In

simple analysis, the quality of Social Studies curriculum determines the quality of life,

strengthens democratic norms and values, ensures social development and develops social

institutions. On the other hand, Social Studies is considered a strong pillar of democracy

not only because all citizens will have equal opportunities for harmonious development of

their personalities, but also because they will become creative, efficient and productive

members of a democratic society. With a view to enabling the children to discharge their

responsibility efficiently and effectively as citizens, a relevant Socials Studies curriculum is

pre-requisite.

Social and moral ideas were the major concern of the education system form the

time immemorial. In 1853 the first Rana Prime Minister Jung Bahadur Rana established

Durbar school, the first primary school of Nepal, for the children of his family. This course

of study of this school comprises of History, Geography, English Language, Vernacular

Nepali, Sanskrit, Arithmetic, and Drawing. Out of these subjects, History and Geography

were Social Studies. Thus, social sciences have become influential subjects in primary

education from the beginning of the formal education system in Nepal.

193

Nepal National Education Planning Commission 1954 and All Round National

Education Committee 1961 also laid more emphasis on the primary level Social Studies

curriculum. College of Education included Social Studies in its curriculum in 1956. In the

same year, Laboratory School, a school situated in Kathmandu valley implemented primary

level Social Studies curriculum on the trial basis. After the implementation of the National

Education System Plan 1971, Curriculum Development Centre was established with

technical responsibility of planning, drafting, developing, improving and revising curricula

all levels of schools education. On the basis of modern scientific principle of curriculum

development, Curriculum Development Centre framed the primary level Social Studies

curriculum for primary education for first time in Nepal in 1971.

Examination of existing primary school textbooks in 1988 and then revision in

some of the lessons of the textbooks and their testing in the classroom situation by primary

education project (1984-1992) led the Ministry of Education and Culture to undertake the

task of Primary Curriculum renewal in 1990. For this purpose, a Primary Curriculum

Steering Committee was formed and the committee framed the primary education

curriculum part-I and part-II. Similarly, a study on effectiveness of primary education

curriculum 1998, Higher Level National Education Commission (HLNEC) 1997 and the

different regional and national workshop of stakeholders on primary education curriculum

pointed out insufficiency in Primary Education Curriculum 1992. Thus, primary education

curriculum 1992 was again revised in 2005.

Primary education curriculum has been revised from time to time in order to make

the primary education more qualitative. But commissions on the Nepalese education

system have expressed concern about ineffective classroom teaching learning practices.

Nepal National Education Planning Commission 1954 has also formally commented on

pedagogical practice of Nepal. All Round National Education Commission 1961, National

Education Commission 1992 and Higher Level Education Commission 1999 have

progressively come up with various plans for improving classroom pedagogy. Reports of

these commissions clearly indicate that teaching learning process adopted in the primary

schools are based on the rote learning and unsatisfactory. Thus, it is quite clear that

although primary education curriculum has been reframed, relevant teaching learning

strategies and methods are not incorporated in the curriculum.

194

Nepal is keenly interested and engaged in making primary education more

appropriate and more qualitative. Towards this end, need based curriculum planning,

development, and improvement have, therefore, got priority in the recent years but minimal

participatory approach has been used in the curriculum development. In fact, no systematic

analysis of the perceptions of the stakeholders in education has been made for the purpose

of curriculum development and revision. The opinions of main consumers of curriculum

and main observers of curriculum implementation and effects are not considered while

designing the primary education curriculum. A curriculum that is opposed by the

community or by its subgroups is both morally unjustified and strategically inadequate.

The existing primary education curriculum 2005 has also piloted and redesigned on

the basis of the result of the piloting. But it is also criticized on the several grounds. It is

blamed that contents of existing Social Studies does not represent the minority groups: it

represents the majority, high social class, their customs, religions, and traditions. The

content does not deal properly about great personality, martyrs and luminaries of the

minorities. One of the blame is that the most of the contents are confined to the central part

of the country whereas all remaining part of the country little bit represented. But the far

western and far eastern regions are not represented in the curriculum properly.

Lecturing, paraphrasing, drill, reading, and repeating from textbook and

memorizing questions and answers are major pedagogical approaches adopted in the most

of the schools in Nepal. Classroom teaching learning was mostly teacher dominated, there

was more emphasis on rote learning, and repetition of the textual materials was common

practice in the classroom teaching learning. Lack of instructional materials, negligible

classroom display, insufficient classroom space, and inappropriate seating arrangement are

other major problems of the teaching learning process. Thus, a number of gaps were

reported in several studies in the pedagogical practices in the Nepalese classrooms.

Another major problem is that the most of the student evaluation plans of existing

curriculum are based on the paper pencil test only. Attitudes, behavioural changes and

skills of the students are not evaluated properly. In this regard, Nepal urgently needs a

relevant model of primary level Social Studies curriculum. Thus, the problem of the

present study is stated as: 'Designing a Progressive Curriculum of Social Studies for

primary education in Nepal'.

195

Objectives of the Study

The objectives of this study are as follows:

o To analyze the existing primary level social studies curriculum,

o To define the objectives of primary level social studies curriculum,

o To evolve a curriculum framework for social studies comprising subject matter

modes of transaction and teaching aids, and

o To validate this framework with the help of experts.

Delimitation

This study has been delimited as follows:

o Study of the private school has not been included in the study.

o Opinions of the private primary school teachers, parents, and students are

excluded in the study.

Design of the Study

The main objective of the present study is to design a progressive curriculum of

Social Studies for primary education in Nepal. Keeping in view the objectives of the

present study a scheme has been developed to develop a progressive curriculum of Social

Studies for primary education in Nepal. In the first phases, bases of the present curriculum

were ascertained. Similarly, in second phases draft curriculum of was developed and

validated by the experts and teachers. On the bases of these two phases, present curriculum

has been developed. In brief, this scheme has been divided into the two distinct phases.

These phases are:

Phases: I Ascertaining the bases of the present curriculum

Phases: II Development of the final draft of curriculum

196

In the first phase, in order to ascertain the bases for the present curriculum, related

literature was reviewed, opinion of the experts, teachers, parents, student were collected

and the prevailing teaching learning situation of classrooms were observed. Similarly,

social, physical and educational conditions of the primary level schools in Nepal were also

observed. In order to find out the suitability and relevancy of national goals of education,

general objective of primary education, general objective of primary level Social Studies

curriculum, intended learning outcomes, contents, teaching learning process and student

evaluation process, document of the existing primary level Social Studies curriculum was

critically analyzed. On the basis of these different activities, bases of the present

curriculum were ascertained.

In the second phase, on the basis of the first phase, final draft of primary level

Social Studies curriculum was developed. At the end a workshop was organized in

Kathmandu and the final draft of present primary level Social Studies curriculum was

evaluated and validated by the experts and teachers.

For the sampling purpose, entire country was divided into seven regions. Seven

districts were selected from seven regions selecting one district from one region.

Accordingly 42 schools were selected as sample schools from these districts. 420 students,

126 parents, and 84 teachers were selected as the samples. 16 experts were also selected for

the present study. In order to explore the teaching learning situation prevailing in the

classroom 21 classroom were observed.

For the field data collection purpose, seven sets of research tools were developed by

the researcher. These research tools are: questionnaire for expert, teacher, parent, interview

schedule for student, classroom and school observation, school observation schedule and

analysis chart. Field data were collected using these research tools.

The data obtained were presented in a master chart form. Separate tables were

designed for the different types of data. Then tabulation of the data and simple calculation

of the percentage were done according to the type of information needed for the present

study. Lastly on the basis of the analysis and interpretation of data results was made.

197

Result of the Study

On the basis of the critical review of the existing primary level Social Studies

curriculum, textbooks, teachers' guide, analysis of opinions of the experts, teachers, parents

and children, observations of the classrooms and primary schools in Nepal, and review of

the related literature, the researcher has been able to point out the major observations which

will form the major basis of the present curriculum development process. The major bases

for the present curriculum development process are:

National goals of education,

General objectives of primary education,

General objectives of primary level Social Studies curriculum,

Grade wise intended learning outcomes,

Contents,

Teaching leaning strategies,

Students' evaluation procedures,

Evaluation and validation of final draft of the curriculum

Out of these elements, some elements of the existing primary level Social Studies

curriculum are satisfactory whereas some elements of the existing primary level Social

Studies curriculum are unsatisfactory and lack improvements. Results of the analytical

study of the data has summarized in the following paragraphs which will provide the

common ground of the present curriculum development process :

Observations regarding the satisfactory elements is given below :

o Existing national goals of education and general objectives of primary education in

Nepal are satisfactory in the present educational, social, and political context.

o On the basis of the existing national goals of education and general objectives of

primary education in Nepal, a progressive curriculum of primary level Social Studies

curriculum could be developed.

198

Observation regarding the unsatisfactory elements of the existing primary level

Social Studies curriculum is mentioned below :

o All of the level wise objectives of the existing primary level Social Studies curriculum

are, on average, satisfactory.

o Although the general objectives of existing primary level Social Studies are

appropriate, their vertical sequence is not satisfactory. The vertical sequence should be

improved.

o Some important grade wise intended learning outcomes are missing from the primary

level Social Studies curriculum. Similarly, some learning outcomes are vague and

unspecific. Thus, grade wise intended learning outcomes should be improved in order

to make the curriculum more progressive and relevant.

o 7 broad areas of the contents of the primary level Social Studies are appropriate and

satisfactory for present context. But sequence of these content areas is not satisfactory.

Thus, broad areas of the contents should be improved on the basis of the expanded

communities approach and basic human activities approach.

o Some important contents/subject matters are not included in the existing primary level

Social Studies curriculum. Thus, these contents/subject matters should be incorporated

in the curriculum as soon as possible.

o Activity based, child centered and innovative teaching learning strategies have not

included in the primary level Social Studies curriculum.

o Effective teaching aids are not used in the classroom and indigenous and locally

developed materials are nonexistent.

o Most of the teachers do not use appropriate teaching aids because they have not

sufficient knowledge about it and curriculum has also not made sufficient provision

about it.

o Paper and pencil test are basis of the evaluation system of primary schools in Nepal.

Proper evaluation procedures are nonexistence.

o It was also observed that teaching learning process has been affected by the lack of

sufficient physical facilities.

199

o Most of the teachers are untrained so they are not able to use curriculum, teachers'

guides and teaching learning materials effectively.

o Most of the teachers have heavy load of the classes along with other school

responsibility. It has also hampered the teaching learning activities of the school.

o Finally, almost all the experts, teachers, parents and student felt the need of replacing

the existing primary level Social Studies curriculum by a progressive of curriculum

based on the needs and interest of the learner in the present context.

With these observations the researcher came to the conclusion:

o National goals of education and general objective of primary education have been

remained same in the present curriculum.

o The level wise objectives and the grade wise intended learning outcomes for the

primary level Social Studies curriculum have identified and reorganized in the present

curriculum,

o A new primary level Social Studies curriculum is developed incorporating the relevant

level wise objective and grade wise intended learning outcomes, contents/subject

matters, teaching learning activities and teaching aids and evaluation procedures.

o It is also taken into consideration while designing the curriculum that curriculum

should be activity based and child centered and can be easily applicable with proper use

of relevant materials from the immediate environment of the learner.

o There is a need to train the teachers in child centered approach with proper utilization

of their local resources. It is hoped that present curriculum will be able to solve this

problem.

With these observation and findings the researcher has arrived at the conclusion that

the existing primary school Social Studies curriculum needs to be completely replaced by a

progressive curriculum primary level Social Studies. The new model of curriculum is to be

carefully developed in line with the basic concept of primary level Social Studies and the

modern principle of the curriculum development. It will be tried out in the local situation

and validated by the experts and primary level Social Studies teachers.

200

Conclusion

The results of the study clearly envisage that the existing primary level Social

Studies curriculum is irrelevant in some aspect rather than relevant as a plan of

instructional program. There is relationship between different levels of objectives as well

as resemblance between grade wise intended learning outcomes and the textbooks reflect

the internal relevance of the curriculum at hand. But there is not a high degree of close

resemblance among all elements. Similarly, some grade wise intended learning outcomes

are not satisfactory because they are not clearly stated. Some important characteristics of

the intended learning outcomes are incorporated in them.

Lack of the comprehensiveness, cumulative progression and practicability in some

general objective and grade wise intended learning outcomes of primary level Social

Studies suggest the need for making them proper and suitable to the level of the students.

These objectives are based on the need, interest and maturity level of the students. Thus,

they are not easily achievable. Similarly, some general objectives are not covered not in

intended learning outcomes, textbooks, teachers‟ guide and other supporting materials

properly. At the same time, some intended learning outcomes and are not specific,

attainable, and measurable and are repeated in the same grade.

A majority of the students have indicated some very difficult lessons and exercises

in their Social Studies textbooks. Experts and teachers viewed the provisions of almost all

the necessary and useful lessons, contents, and exercises in the curriculum. But they have

felt some contents and activities mentioned in the curriculum inappropriate to the level of

students and insufficient for the development of necessary knowledge, skills, and attitudes.

Most of the parental have felt that their expectations have not reflected in the

curriculum. Textbooks of the primary level Social Studies do not cover important needs of

the village and community. Similarly, current issues of the community are also not

included in the curriculum and Social Studies textbooks. At same time, curial problems of

the society could not become subject matters of the primary level Social Studies. It clearly

shows that important subjects are missing from the curriculum and textbooks.

201

Some contents and activities of the primary level Social Studies curriculum are

inappropriate to the level of students in general and also regionally biased. In this regard,

experts, teachers, parents and students have experienced that Social Studies textbooks

containing lessons, activities and exercises beyond their comprehension level. Similarly,

these lessons, activities, and exercise are most uninteresting for the students. Students have

experienced that the lessons were very difficult to comprehend and the exercises were very

difficult to accomplish. Some pictures in the textbook do not convey meaning to the

students properly.

In the implementation side, the curriculum has not been effectively delivered due to

lack of instructional resources, trained teachers and dearth of seriousness in its

implementation. In some cases, there is apparent lack of concern in syllabus and teachers

for poorer educational context. Hence, the overall situation hints that there is a need for

some curriculum adjustment, improvement, in curriculum, textbooks and serious need for

effective implementation to make the curriculum more relevant to the needs of the society

and to the level of primary school children. In its evaluation side, students' achievement is

not evaluated effectively. Knowledge, attitude and skills of the students are evaluated

through the paper and pencil test. Thus, it can be inferred that the existing primary level

Social Studies curriculum is, on average, unsatisfactory.

Considering different drawbacks of the existing primary level Social Studies

curriculum, present progressive curriculum of Social Studies has been developed. It is

hoped that the design of the curriculum developed for primary education in Nepal will be

effective because the contents has been organized with respect to level wise and grade wise

objectives keeping in view the needs and interest of each grade and the activities have also

be matched with the developmentally needs of the children concerned. At the same time,

the teachers have been provided with a guideline for the evaluation of their students from

time to time. The results of the present study may thus be implemented for the benefit of

children at primary school and their teacher as well. In brief, the present curriculum will be

effective because it has more specific and relevant grade wise intended learning outcomes.

On the other hand, appropriate contents are incorporated for the effective implementation

of the curriculum. Activities based teaching learning activities, more reliable student

evaluation plans are also proposed in the present curriculum.

202

Discussion

Existing primary curriculum1992 was revised in 2003. This revised curriculum was

piloted in 50 schools covering 10 districts in Nepal. The curriculum was, further, revised in

2005 on the basis of the outcomes of the piloting. The changes seem to have been made

with the intention to reduce the content load and to incorporate higher level objectives

which emphasize the behavioural changes. The finally the revised form of curriculum was

implemented through out the whole country from the beginning of the academic session of

the 2005. Some of the features of new curriculum are-identification of the learning

outcomes at the end of the primary cycle for each subject and each grade, contents

elaboration for each of the curricular objective along with teaching learning activities,

assessment process, provision of elective/optional subjects, and phase wise implementation

of curriculum.

Primary education curriculum 2005 covers grade I to V. Six subjects such as Social

Studies and Creative Arts, Nepali; English, Mathematics, Science, Health, and Physical

Education; and Local Subject/Mother tongue are prescribed for primary education. 43

weekly teaching periods is fixed for the content delivery. Accordingly, 6oo full marks are

assigned for primary education. Thus, it was hoped that the new curriculum would improve

the relevance and quality of primary education and would be more objective oriented,

practical, and also relevant to the community in which the school functions.

Undoubtedly, the above mentioned curricular and pedagogical arrangement sounds

relevant, appropriate, and enough to do more activities. But the actual classroom scenario is

different; the intended learning outcomes are not attainable as it was predicted. In this

respect, the investigator has tried to design observable, measurable, and specific intended

learning outcomes in the present curriculum. It is hoped that these intended learning

outcomes certainly facilitate the teaching learning and student evaluation procedures.

Similarly, the contents of the existing primary level Social Studies curriculum are also

criticized on the several grounds, contents of the existing curriculum do not represent

minorities groups and some contents are not suitable for the students. In order to solve

these problems, relevant and suitable contents are included in the present curriculum.

203

Classroom teaching learning in the Nepalese schools is still dominated by rote

learning. Teaching learning practices have mainly found to be teacher dominated with an

emphasis on rote memorization of the subject matters. The dominant the dominant teaching

learning approaches are lecturing, paraphrasing, drill, reading, and repeating from textbook

and memorizing questions and answers. It clearly indicates that the prevailing teaching

learning processes are lacking the improvements. Thus, present curriculum is based on the

more interesting and appropriate activities which are child centric. In addition to this,

appropriate teaching aids are also suggested in the present curriculum. Similarly, all of the

student evaluation procedures are based on the intended learning outcomes in the present

curriculum. It certainly helps to find out whether the intended learning outcomes are

fulfilled or not.

Since last four decade Nepal has been reframing the primary education curriculum

to make to more appropriate, qualitative and functional. Towards this end, need based

curriculum planning, development, and improvement have got priority in the recent year

and participatory approach has been used in the curriculum development process. In fact,

no systematic analysis of the perceptions of the stakeholders in education has been made

for the purpose of curriculum development and revision. Although subject specialist,

teachers, parents are considered as the important sources of the curriculum development

process, the opinions of main consumers of curriculum and main observers of curriculum

implementation and effects are not considered while designing curriculum. Due

consideration is paid on the perception of the stakeholders in the present study. In this

regard, the researcher developed different sets of questionnaires, interview schedules and

observation schedule in order to collect data. Thus, opinions, and views of the experts,

teachers, parents and students on the existing curriculum and proposed curriculum was

collected and analyzed. In this way, a relevant and progressive model of curriculum has

been developed by the investigator.

One of the important features of the present curriculum is that it is field tested and

the result of the test is also incorporated in the curriculum. A two days workshop organized

in order to evaluate and validate the final draft of curriculum Primary schools teachers,

subject experts, curriculum designers and professors were invited in workshop. At the end,

final draft of the present curriculum was validated by the experts and teachers.

204

Educational Implications

The proposed primary level Social Studies curriculum being the first of this kind in

Nepal has the following educational implications:

o It will provide guidelines for the improvement and development of the primary

education curriculum. In a nutshell, it is believed that this piece of research may

prove to be an original contribution to the knowledge, and the practical suggestion

of this work may be of immense use to policy makers, curriculum planners,

managers, teachers and above all, contribute to productive attainment of primary

school children in Nepal.

o It will help to the learning outcomes specific, comprehensive, cumulative and

practical. A few mismatch between level wise and grade wise objectives, as

identified in this study, must be restated so that they will have 100 percent

resemblance. Similarly, some narrowly stated objective (both level wise and grade

wise) which are found in social Studies must be stated comprehensively so that they

cover the stated scope of study.

o It will help the experts and textbook writers to revise the prescribed textbooks, to

make them appropriate to the level as well as more consistent with the learning

outcomes. For this, the suggestions are as given below:

The learning outcomes which are not dealt in the textbook, as observed in this

research, must be dealt with in the time of the revision of the textbooks.

Social studies textbooks should have some flexible and adaptive structure in

the first three grades of primary level so that biasness towards certain

geographical region and culture can be minimized.

While revising the textbooks of Social Studies, facts and illustrations

representing regional variations should be incorporated as for as possible.

Lessons and exercises in which high frequency of students have felt difficulty

in comprehension (also supported by a majority of teachers) must be either

improved or replaced by some other useful and appropriate lessons.

205

Unclear and unattractive pictures and figures which are found in different

textbook of primary grades must be replaced by clear and attractive ones.

Some of the facts, concepts and illustrations included in the textbooks of Social

Studies do not represent the real life situation of the rural mass. Such facts,

concepts, and illustrations must be corrected or replaced by more relevant ones.

o It will help to identify the facilities essential for effective implementation of

curriculum.

o This study would introduce new conception in curriculum of social studies and this

would provide foundation for curriculum of higher education.

o The curriculum designed by this study will develop positive attitudes in children

and this would contribute to solve the possible conflict situation at their times.

o The curriculum has been developed considering the ability of the children, real life

oriented, activities based, therefore pedagogically sound. The children will develop

clearer concepts easily.

o The curriculum is made flexible so that the researcher will feel free in carrying out

activities. Further sample examples of activities are provided which will help the

teachers to develop their own activities according to the need of the children and

choice of own.

o It will help to identify the facilities essential for effective implementation of

curriculum.

o It will provide an input to curriculum experts for conducting specific research

activities on primary level curriculum.

o It will also provide an input to the concern authorities to execute relevant curricular

activities at the primary level.

o Sample student evaluation plans are also provided in the curriculum which will help

the teachers to develop their own evaluation plans according to the necessity.

o Lastly as the social studies approach is stressed with the child as the focus and

based on the immediate environment of the child the researcher is confident that

this original piece of work is feasible for implementing in the prevailing situation of

the school. It also entails practice in decision makings and self formulation of a

code of behaviour.

206

Suggestions for Further Study

On the completion of this research some valuable problems have come to the mind

of the investigator which may be suggested for further research:

o Systematic implementation of the activities into the various classes of the primary

level and improvement on transmission techniques.

o Preparation of the teachers guide and handbook related to present design.

o Writing books with enriched contents explaining full detail through activities

whenever possible.

o Preparation of self learning modules and programs.

o Evolving computer based teaching learning materials related to the present design.

o Evolving reformatory evaluation techniques along with summative evaluation

according to local needs.

o Conduct study for developing proper teaching learning climates in the school.

o Enhancing the awareness of the parents for the new techniques.

o Adapting the whole design according to needs and interest of the students using

locally available materials as teaching learning aids.

o The curriculum should be supplemented with teacher training as the teacher being

the heart of the curriculum implementation. The teachers should act more as an

activities facilitator, co-investigator and a guide.

207

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222

Appendix-A

List of Schools Visited for Data Collection

S. n. District Name of School VDC*/M/**Ward Location

1. Darchula Bhanu Primary School Dattu-2, Dada

2. " Saraswati Primary School Khandeswori-6 Markhola

3. " Krishna Primary School Khar-2 Chaurigaun

4. " Janajoti Primary School Lali-2 Khalidada

5 " Durga Primary School Latinath-9 Chyurani

6 " Bageswary Primary School Rapla-6 Rangathal

7. Kanchanpur Kalika Primary School Beldandi-9 Chandanbasti

8. " Bhairav Primary School Dodhara-5 Sundarnagar

9. " Sayapatri Primary School Krishanpur-6 Krishnapur

10. " Baijnath Primary School Mahendranagar-13 Pipeariya

11. " Jibanshakti Primary School Parasan-5 Sitabasti

12. " Purnima Primary School Shankapur-6 Bulmi

13. Salyan Bhairab Primary School Devsthal-5 Belkhola

14. " Adarsha Primary School Kalagaun-3 Basnet Jiula

15. " Ganesh Primary School Kaprechaur-5 Swamibas

16 " Dwarika Primary School Khalanga-9 Badakhola

17. " Sharada Primary School Kotmaula-5 Ranishalla

18 " Saraswoti Primary School Sarpani Garpa-3 Dangwang

19 Kaski Bhume Primary School Dangsing-7 Sudhame

20. " Sadashiva Primary School Kaskikot-1 Phulsedanda

21. " Narayani Primary School Namarjung-7 Rohigau

22. " Annapurna Primary School Pokhara-6 Bhatmara

23. " Gauri Primary School Pumdibhumdi-3 Tallagaun

24. " Sarawoti Primary School Siddha-5 Dhamigaun

25. Rasuwa Suryadaya Primary School Bhorley-7 Koladada

26. " Saraswoti Primary School Chilime-2 Chilime

27. " Chipleti Primary School Dandagaun-7 Chepleti

28. " Vhimali Primary School Dhunche-4 Vhimali

29. " Lirung Primary School Langtang-2 Mundu

30. " Rasuwagadi Primary School Timure-1 Rasuwagadi

31. Bara Laxmipur Primary School Barainiya-7 Kantipur

32. " Beldari Primary School Beldari-4 Beldari

33. " Kathariya Primary School Kathariya-9 Kathariya

34. " Bishnupurwa Primary School Bishnupurwa-3 Bishnupurwa

35. " Nitanpur Primary School Chhata Pipra-1 Nitanpur

36. " Dahiyar Primary School Dahiyar-5 Dahiyar

37. Panchthar Janta Primary School Amarpur-8 Koldanda

38. " Suryakiran Primary School Falaicha-7 Sangagaun

39. " Pancheshwori Primary School Lima-9 Jogidanda

40. " Jalpadevi Primary School Mauwa-5 Khadakagaun

41. " Deepjoti Primary School Phidim-7 Talkharka

42. " Siddheswar Primary School Yasok-2 Yasok

VDC* indicates Village Development committee and M** indicates Municipality

223

Appendix-B

Questionnaire for Experts

Regarding

Progressive Curriculum of Social Studies for Primary Education

Section: A

Academic Qualification, Working Experiences

Name:....................................................................................... Name of Institution:...............................................................

Qualification:...................................................................... Designation:..................................................................................

Experience:........................................................................... Address:............................................................................................

Specialization:.................................................................... Contact No:....................................................................................

Section: B

Appropriateness of the National Goals of Education and Aims of Primary Education

1. In your opinion, how can educational system in Nepal be made more relevant to the

changed political, social and world perspectives ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

2. Are the national goals of education and general objectives of primary education

appropriate and relevant ? If not, please suggest more suitable general objectives of

primary education.

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

224

Section: C

Suitability of the Level wise and Grade wise objectives of Primary Level Social Studies

3. Are all level wise objectives of primary level Social Studies curriculum appropriate and

attainable ? If not, please suggest more suitable general objectives of primary level

Social Studies. ………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

4. Are all grade wise intended learning outcomes of primary level Social Studies

curriculum suitable and attainable ? If not, please suggest more suitable general

objectives of primary level Social Studies.

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

Section: D

Adequacy, Sufficiency and Appropriateness of Contents

5. Are the existing broad areas of the content sufficient and appropriate ? Yes/no, if not,

what should be more suitable broad areas of contents for primary level Social Studies ?

S.

n.

Aspect Existing Broad Areas of

Contents

Aspect Proposed Broad Areas of

Contents

1 Others 1. Me, my family and neighbour

2 Others 2. Our tradition

3 Sociology 3. Social problems

4 Civics 4.Civic awareness

5 Geography 5. Our earth

6 History 6. Our past

7 Economics 7. Economic activities

225

6. Is the sequence of existing broad areas of the content suitable ? If not, what should be

the new sequence of the new broad areas of the content ? Mention.

S.

n.

Aspect Existing Sequence of the Broad

Areas of Contents

Aspect Proposed Sequence of the

Broad Areas of Contents

1 Others 1. Me, my family and neighbour

2 Others 2. Our tradition

3 Sociology 3. Social problems

4 Civics 4.Civic awareness

5 Geography 5. Our earth

6 History 6. Our past

7 Economics 7. Economic activities

7. Are the existing contents of the primary level Social Studies appropriate and relevant ?

If not, what grade wise contents related to various aspects of Social Studies should be

added to the present curriculum for the development of essential knowledge,

understanding, awareness, skills and attitude among the students at primary level ?*

Grade Grade wise Content

History Geography Civics Economics Sociology Other

I

II

III

IV

V

(Please use another sheet if required)

226

Section: E

Teaching Learning Strategies and Evaluation Procedures

8. Are prevailing teaching learning processes adopted in the primary level schools in

Nepal appropriate ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………….………………………………………………………………………..…………………………………………………………

If not, what teaching learning strategies should be adopted by the teachers to make the

experiences related to Social Studies more enriched ?

Broad areas of the contents Teaching learning activities

Grades-1 Grades-2 Grades-3 Grades-4 Grades-5

1. Me, my family and

neighbour

2. Our tradition

3. Social problems

4.Civic awareness

5. Our earth

6. Our past

7. Economic activities

(Please use another sheet if required)

227

9. What evaluate techniques would be more suitable in order to evaluate the children who

are studying social studies in primary level ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

10. Give suggestions for making Social Studies curriculum more child centric and

progressive ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………..……………………………………………………………………………………………………………………………………

228

Appendix-C

Questionnaire for Teachers

Regarding

Progressive Curriculum of Social Studies for Primary Education

Section: A

Academic Qualification, Work Load and Teaching Experiences

Name:................................................................................ Name of School:................................................................................

Qualification:............................................................... Specialization:......................................................................................

Experience:................................................................... Teaching Periods Per Week.......................................................

Designation:................................................................. Address and Contact No:.............................................................

Section: B

Appropriateness of the Level Wise and Grade Wise Intended Learning Outcomes

1. Are all level wise objectives of primary level Social Studies curriculum appropriate and

attainable ? If not, please suggest more suitable general objectives of primary level

Social Studies.

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

2. Are all grade wise intended learning outcomes of primary level Social Studies

curriculum suitable and attainable ? If not, please suggest more suitable general

objectives of primary level Social Studies.

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………..………………………………………………

229

Section: C

Suitability of the Contents/Lessons Prescribed in the Social Studies Textbooks

3. Are the existing broad areas of the content sufficient and appropriate ? Yes/no, if not,

what should be more suitable broad areas of contents for primary level Social Studies ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

4. Are all the contents which are given in the textbooks of the primary level Social Studies

(grade I to VI) appropriate and satisfactory ? If not, give details.

Grade Topic Content

I

II

III

IV

V

5. What contents other than already prescribed in the syllabus do you propose to make the

primary level Social Studies more progressive ?

Grade Contents

I

II

III

IV

V

230

Section: D

Adequacy and Sufficiency of the Per Unit Teaching Periods

6. Do you cover all the contents of primary level Social Studies with in the determined

time ? If not why ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………..………………………………………………………

……………………………………………………………………………………………………..………………………………………………………

………………………………………………………………………………………………………………………………………………………………

7. Are you satisfied with teaching periods determined for each unit in primary level Social

Studies ? Yes /No (If No), How much time should be devoted for each unit ?

Grade Teaching Periods

Unit-1 Unit-2 Unit-3 Unit-4 Unit-5 Unit-6 Unit-7

I

II

III

IV

V

231

Section: E

Teaching Learning Strategies

8. What teaching methods do you use in order to develop appropriate knowledge, skills

and attitude among the children through Social Studies ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………..…………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………..……………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

9. Do you use any new approaches of content delivery rather than the commonly used

teaching strategies ? If yes, mention in the following table.

Broad Areas of

the Content Grades New Approaches of Content Delivery

1

2

3

4.

5

6

7

232

10. Which of the following teaching aid/s do you use in your Social Studies classes ?

Teaching Aids Always Sometimes Rarely Never Reason

a. Blackboard

b. Chart

c. Model

d. Real object

e. Audio

f. Visual (Slide/Film)

g. Local Materials/Indigenous materials

Section: F

Student Evaluation Procedures

11. Are all exercises which are given in the textbooks of primary level Social Studies

appropriate for students ? Yes/no, if not, which exercises other than those given in the

textbook do you give to your students ?

Grade Topic Exercises

I

II

III

IV

V

233

12. What evaluation techniques do you use to evaluate students knowledge and

performance ?

Grade

Evaluation Technique

Knowledge Performance

I

II

III

IV

V

13. What are your suggestions about making the curriculum of Social Studies more

interesting for student at primary level ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………..………………………………………………………………

234

Appendix-D

Questionnaire for Parents

Regarding

Progressive Curriculum of Social Studies for Primary Education

Section: A

Qualification and Occupations of the Parents

Name:................................................................. Developmental Region:.............................................

Qualification:................................................... Geographical Region:................................................

Occupation:....................................................... Name of the Child:.....................................................

Grade of the Child:......................................... Address:.........................................................................

Section: B

Objective, Lessons, Teaching Learning Activities and Exercises

1. What are your expectations from the primary education ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

2. Mention, which lessons of Social Studies are very interesting to your child ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

3. Which lessons of the Social Studies textbook are extremely difficult to your child ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

4. Are you satisfied with teaching learning activities organized in the school ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

5. Does your child complete his exercises given by the teacher easily ? Yes/No

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

235

Section: C

Contents of Primary Level Social Studies Curriculum

6. Has your child started behaving according to the social norms, values and traditions

after going to the school ? Yes/No, specify some behaviours:

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

7. Have your child learned about your culture, religion and festivals satisfactorily ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

8. Does your child show sympathy towards disabled and helpless ?

...................................................................................................................................................................................................................

...................................................................................................................................................................................................................

9. Does your child discharge his/her own responsibility ? Yes/No If yes, Which

responsibilities ?

...................................................................................................................................................................................................................

...................................................................................................................................................................................................................

10. Is your child aware of the drug abuses, untouchability, superstitions and other types of

bad customs ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

11. Have you purchased the stationeries related to the drawing maps and other pictures ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

12. Does your child know general background of your family village and district ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

13. Do your children use the household goods economically ?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

..

236

Appendix-E

Interview Schedule for Students

Regarding

Progressive Curriculum of Social Studies for Primary Education

Name:................................................................................. Name of the School:.......................................................................

Grade:................................................................................ Address:...................................................................................................

Fathers Name:............................................................. Developments Region:.................................................................

Age:..................................................................................... Geographical Region:....................................................................

Section: A

Most Interesting Lessons in the Textbooks

1. Are there very interesting lessons in your Social Studies textbook ? If yes, which

lessons are very interesting ?

Grade: …

Content areas Lesson no. Reasons

1. Me, my family and neighbour

2. Our traditions

3. Social problems

4. Civic awareness

5. Our earth

6. Our past

7. Our economic activities

237

Section: B

Most Uninteresting Lessons in the Textbooks

2. Are there very uninteresting and lessons in your Social Studies textbook ? If yes, which

lessons are very uninteresting ?

Grade: …

Content areas Lesson no. Reasons

1. Me, my family and neighbour

2. Our traditions

3. Social problems

4. Civic awareness

5. Our earth

6. Our past

7. Our economic activities

Section: C

Difficult Lessons in the Textbook

3. Are there very difficult lessons, if any, in your Social Studies textbook which you have

not been able to learn or understand ? If yes, mention very difficult lessons.

Grade: …

Content areas Lesson no. Reasons

1. Me, my family and neighbour

2. Our traditions

3. Social problems

4. Civic awareness

5. Our earth

6. Our past

7. Our economic activities

238

Section: D

Difficult Exercises in the Textbook

4. Are there very difficult exercises, if any, in your Social Studies textbook which have

not been able to do ? If yes, mention, which exercises are very difficult ?

Grade: …

Content areas Lesson no. Reasons

1. Me, my family and neighbour

2. Our traditions

3. Social problems

4. Civic awareness

5. Our earth

6. Our past

7. Our economic activities

Section: E

Unclear and Unattractive Pictures in the Textbook

5. Are the pictures given in the Social Studies textbook clear and attractive? If not,

mention, which pictures are not clear and interesting ?

Grade: …

Content areas Lesson no. Reasons

1. Me, my family and neighbour

2. Our traditions

3. Social problems

4. Civic awareness

5. Our earth

6. Our past

7. Our economic activities

The end

239

Appendix-F

Classrooms Observation Schedule

F.1 Teacher‟s Preparedness

Table-1

Teacher‟s Preparedness in Classroom

S

n

Aspects Very

Good

Good Moderate Below

Poor

Poor Total

1 Preparation of the lesson plans

2 Command of the subject

matters

3 Clear presentation of the

subject matter

4 Full use of time

5 Use of relevant teaching

learning strategies

7 Emphasis on the knowledge

related matters

8 Emphasis on the skill related

matters

9 Emphasis on the experiment

related matters

Other aspects regarding the teacher‟s preparedness, if any:

……………………………………………………….………………………………………………………

………………………………………………………….……………………………………………………

…………………………………………………………….…………………………………………………

………………………………………………………….……………………………………………………

……………………………………………………………...………………..………………………………

………………………………………………………………………………………………………………

……………………………………………………...………………………..………………………………

………………………………………………………………………………………………………………

240

F.2 Teacher‟s Activities

Table-2

Teacher‟s Activities

S

n

Aspects Very Good

Good Moderate Below Poor

Poor Total

1 Personal assistance to the

children

2 Immediate assistance to the

children

3 Assistance to the smart

children

4 Assistance to the children of

middling ability

5 Assistance to weaker children

6 Using of relevant teaching aids

7 Fields-trips to the children

8 Evaluation of children in the

ongoing class

9 Homework assignments

11 Use of teacher‟s guide

12 Use of relevant teaching

methods

Other aspects regarding the teacher‟s activities, if any:

……………………………………………………….………………………………………………………

………………………………………………………….……………………………………………………

…………………………………………………………….…………………………………………………

………………………………………………………….……………………………………………………

……………………………………………………………...………………..………………………………

……………………………………………………………………………………………………………….

241

F.3 Children‟s Activities

Table-3

Children‟s Activities in the Classroom

S

n

Aspects Very

good

good Moderate Below

poor

poor Total

1 Participation in

question answer

activities

2 Asking teachers for

clearing up doubts and

confusing

3 Using of textbooks

Other aspects regarding the teacher‟s preparedness, if any:

……………………………………………………….………………………………………………………

………………………………………………………….……………………………………………………

…………………………………………………………….…………………………………………………

………………………………………………………….……………………………………………………

……………………………………………………………...………………..………………………………

F.4 Classroom Management

Table-4

Classroom Management

S.

n

Aspects Very

Good

Good Moderate Below

Poor

Poor Total

1. Equal participation of

teacher and children

2. Higher participation of the

teachers

3. Higher participation of

children

4. Harmony between teacher

and children

5. Discipline among children

The end

242

Appendix-G

School Observation Schedule

Table-5

Social, Physical and Educational Condition of the Schools

S

N

Condition Numbers of Classes Total Classes

1. Size of the class Adequate

Inadequate

2. Sitting arrangement

Good

Moderately

Good

Inadequate

3. Furniture and other facilities Sufficient

Insufficient

4. Blackboard facilities Adequate

Inadequate

5. Light and ventilation Sufficient

Insufficient

6. Materials and equipment Adequate

Inadequate

7. Classroom environment

Good

Moderately

Good

Inadequate

Other aspects regarding the social, physical and educational condition of the schools if any:

……………………………………………………….………………………………………………………

………………………………………………………….……………………………………………………

…………………………………………………………….…………………………………………………

The end

243

Appendix-H

Analysis Charts

H.I Level Wise and Grade Wise Learning Outcomes Relationship Analysis Chart

Grade…………..

Levelwise

Objective

Grade-I Grade-II Grade-III Grade-IV Grade-IV Remarks

Yes No Yes No Yes No Yes No Yes No

1.

2.

3.

4.

5.

………….

Total

H.II Grade Wise Learning Outcomes and Corresponding Lessons‟ Relationship Analysis Chart

Grade……….

Gradewise

Learning

Outcomes

Corresponding Lessons Corresponding Exercises

Yes No Remarks Yes No Remarks

1.

2.

3.

4.

5.

5.

6.

……….....

Total

The end

244

Appendix-I

SAMPLE OF LEARNING MODEL

Topics : Occupation of the Neighbours

(Selected Occupation: Fishing)

Subject: Social Studies

Grade: IV and V

Objectives:

The students will be able to :

1. Identify the various kinds of fish,

2. Develop positive attitudes towards their local vocation (fishery),

3. Identify the economic value of adopting this occupation, and

4. Ask their parents/teachers about the skills involved in fishing/fishery.

Teaching Learning Materials

o Pictures on different types of fish,

o Aquarium,

o Small fish in a bottle of water,

o A wall chart indicating different kinds of and values of fishing/fishery

Teaching Learning Activities

Excursion to the spot where fishing is adopted as and occupation,

Explaining to them the traditional and modern techniques of fishing (on the spot),

Meeting peole who are involved in this job and getting them to tell the students about its

economic value,

Encouraging students to ask as many questions as possible regarding this occupation,

Asking students to tell or write about what they learnt about fishery,

Discussing the economic value of fishery, and

Assessing their attitudes towards their profession by asking cross-questions.

Evaluation

A. Asking questions such as:

Do you prefer fishery to other occupation, Why ?

Tell how to keep the fish safe in a bottle ?

Do you think, fishery will generate income ?

Why is fishing considered as an important occupation ?

B. Homework

Ask students to collect five fish and preserve them in a bottle.

245

Appendix-J

CURRICULUM FRAMEWORK OF PROGRESSIVE

CURRICULUM FOR SOCIAL STUDIES

Grade I to V

A Model

National goals of education

General objectives of primary education

Level wise objectives of primary level Social Studies curriculum

Grade wise learning outcomes

Selection and organization of the contents

Teaching learning activities

Student evaluation procedures

2012

246

J.1 National Goal of Education

The National Goals of Education in Nepal are :

to help nurture inherent talents and possibility of personality development of each

individual;

to promote national culture and pride, social norms and values and innate power of

each person to develop decent social and collective life style for preparation of citizen

having good moral and virtuous character;

to help prepare product oriented and skilled citizen oriented toward local as well as

national occupation, professional and employment including international

employment;

to enhance social unity by helping individual in socialization;

to develop human resource for the development and modernization of the nation;

to help protect and wise use of natural environment and national property;

to behave as per the social justice and equality and help in the development of the

inclusive society in the context of local, national and international;

to develop faith in peace, friendship, sympathy tolerance and global fraternity and

prepare citizen who is able to manage each types of conflict;

to prepare capable manpower who can be the modern information technology in the

context of world;

to prepare citizen who respect nation, nationality democracy, human right and others

feeling who have critical and creative thinking power and who feel pride for being

Nepali; and

to help prepare citizen who is motivated for the promotion, protection, and extension

of art, beauty, ideal and distinguishing features of Nepal.

247

J.2 General Objectives of Primary Education

These general objectives of the primary education are defined as:

to develop social and moral qualities such as morality, discipline, and self reliance in

children and develop the feeling of own nation, national unity and democratic culture;

to develop fundamental linguistic and mathematic skills,

to develop fundamental knowledge and life skill on science, communication technology,

environment and health,

to develop creative skills and keen interest in art and aesthetic,

to develop inclusive society by uplifting all casts, religion, language, culture and region,

and

to be aware of human right and social norms and values.

248

J. 3 General Objectives of Primary Level Social Studies Curriculum

Level wise objectives of primary level Social Studies are:

to introduce self, own family and neighbour,

to show social etiquette and to respect social norms and values,

to show sympathy towards different cast, language, gender, occupation, religion and

festivals and respect them,

to help in the solution of social problem by identifying them,

to be aware of social evils, untouchability and superstition,

to be loyal to own nation and behave as per the democratic norms and values,

to be inspired by the contribution of the great personalities of their community and

nation,

to be aware of the human right, child right and own duties and to utilize them in

practical life,

to tell historical background of own community and nation and to explore historical

facts,

to respect work, develop habit of working and to be frugal,

to describe local economic activities by observing them and to make contribution in the

promoting of these activities,

to tell function and structure of Ward, Village Development Committee, Municipality,

District Development Committee,

to describe surrounding physical feature and to practice to draw map,

to tell brief introduction of earth and to describe physical feature of Nepal, and

to introduce the neighbouring countries briefly.

249

J.4.1 UNIT-I ME MY FAMILY AND NIGHBOUR

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcomes At the end of unit the students will be able to : To tell the name of

the family members, To tell the name of

their personal belongings, and

To cooperate the family member.

Learning outcome-1 To tell the name of

the family members lesson no. 1

Names of my family members

Teaching aids

Web chart of proper names: such as Ram, Hari, Sita etc. Teaching learning

activities

o Sing a song which reflects the importance of names.

o Show the web chart of personal names.

o Tell own name. o Ask all students to

tell their names one after another.

o In the next step, ask if the students have their grandparents and parents

Learning outcomes At the end of the unit the students will be able to : To tell the name of the

works of their family members,

To protect their personal belongings, and

To do works as per the instructions of the elders. Learning outcome-1

To tell the name of the works of their family members.

lesson We all work

Teaching Aids

Poster of the different works.

Teaching learning

Activities o To tell a poem that

reflects the importance of the works.

o After the poems ask students how many family members there are in their home.

o Ask one the student about the work of the family members.

o Ask the same (above) question to all the

Learning outcomes At the end of unit the students will be able to : To describe the major

works of the family head,

To protect household goods, and

To help in the works of the family members. Learning outcome-1

To describe the major works of the family head

lesson Work of the family

head Teaching Aids

Chart of the different work.

Teaching learning activities

o Ask students how many family members there are in their family.

o After the discussion make them clear about the head of the family.

o In the next step, make the student clear that anybody could be the head of the family among father, uncle, grandfather, and so on.

o ask them one after another what their

Learning outcomes At the end of unit the students will be able to : To describe the

occupations of their neighbours,

To tell the names of the occupational tools, and

To help in the works of the neighbours. Learning outcome-1

To describe the occupations of their neighbours

Lesson Occupations of our

neighbour Teaching aids

Chart of the occupations

Teaching learning activities

o Show different pictures of the different occupations.

o Discuss with the students about these occupations.

o Observe the occupations of the people around their locality and school.

o After the observation, ask students to prepare a list of the occupations that have been followed

Learning outcomes At the end of unit the students will be able to : To tell the importance

of the occupations adopted by the neighbours,

To use the occupational tools, and

To maintain a balanced friendship with their neihgbours.

Learning outcome-1 To tell the importance

of the occupations adopted by the neighbours

Lesson Importance of the

occupations Teaching aids

Web chart of the impotence of the different occupations.

Teaching learning activities

o Ask them about where they get their food from.

o To make them clear that everything we have occur from farming.

o Ask them about

250

o Write down their answers on the board.

o Again, ask the names of the family members which are written down on the black board.

o Make the student clear that everybody does have a name.

o At the end of the lesson asks them to prepare a list of the names of their family members.

Evaluation

Ask students to prepare a list of the names of their family members.

Learning outcome –2 To tell the name of

their personal belongings

lesson My personal

belongings Teaching aids

Web chart of personal belongings such as bag, books, pencil, note books, Tiffin box and so on.

Teaching learning activities

o Show the web chart of the personal belongings.

o Ask them to exhibit

students in the class and ask them to prepare the description of the work of their family members

o Make the student clear that every individual does have a job (work).

o At the end, ask them to prepare a list the work of their family members.

Evaluation

Ask them to prepare a list of the works of the family members. Learning outcome-2

To protect their personal belongings

lesson Habit of protection

goods Teaching aids

Chart of the personal things.

Teaching learning activities

o Ask the students to show their personal belonging such as bag, books, pencil, note books, Tiffin box.

o Then minutely observe the personal things that are shown by the students.

o To find out the actual conditions of the

fathers and uncles do. o Show the chart of the

different works of the family members.

o Discuss about the different types of the work which has been done by the family members.

o After the identification of the head of the family make them clear about the works of the head of the family members.

o At the end, ask the student to prepare a list what their family head do.

Evaluation

Ask the student to prepare a list of the work that has been done by the family head. Learning outcome-2

To protect household goods

lesson Household goods and

their protection Teaching aids

Chart of the household goods and their protection.

Teaching learning activities

o Show the chart of the household goods.

by the neighbour of the students.

o At the end, the teacher makes them aware that every body has a occupation and their neighbours do have also different but specific occupations.

Evaluation

To evaluate the students by asking them to prepare a description of their neighbours. Learning outcome-2

To tell the names of the occupational tools

Lesson Occupational tools

Teaching aids

Occupational tools. Teaching learning activities

o Show plough, spade, meter, liter, etc.

o Asks the question like: in which occupation are they used?

o To take the students for visit of different shops, industry, farming etc

o Ask the students to observe about what type of instruments the farmers use in the field and tell them about the plough, spade, etc that they use in the farming.

o in the same way the

where they get their clothes.

o Make them clear that we get clothes from different textile industries.

o Ask the student about where do they get money from ?

o Make them clear that they get money from different occupations and jobs.

o In this way, make them clear by saying that occupations do have a specific importance in life.

o Finally ask them to write down the important of different profession in the form of lists.

Evaluation

Ask them to list different professions that are in practice.

Learning outcome-2 To use the

occupational tools Lesson

Uses of the occupational tools

Teaching aids

Occupational tools. Teaching learning

activities

o Show pictures to the student that bears the

251

their personal belongs.

o Ask them to name those particular things.

o Ask them to write down the names on the notebook.

o To note down the names of those objects which the students cannot name.

o To tell the name of the things one after another which they could not name.

o Finally, by telling the names of all the objects/things that they have, asks them to make a list of those names.

Evaluation

To ask them prepare a list of their personal belonging.

Learning outcome-3 To cooperate the

family member lesson

Cooperation Teaching aids

Chart of persons who are cooperatively working and helping each other. Teaching learning

activities

o To observe the

things. o To show those

belongings of the students to other students which are not in proper condition.

o At the end, the teacher teaches them to look after all the personal belongings properly that they have and not to waste them.

Evaluation To evaluate the conditions of the personal belongings of the students. Learning outcome-3

To do works as per the instructions of the elders

lesson More about me

Teaching aids

A chart of disciplined children. Teaching learning

activities

o To observe the activities of the children which may help the teacher to find out good and bad manner of the children.

o Observe the behaviour of those students who are in contact with their family members

o To make them clear that those goods that are shown in the pictures are used in each and every house.

o Ask the students about what types of household goods they have been at home.

o Ask the question whether all those things are in appropriate conditions or not.

o Involve the students in the discussion how they could protect their household goods.

o Discuss how the clothes and other household goods could be protected.

o Make them clear the ways how all these household goods can be protected.

o At the end, to evaluate students by observing if the students look after their belongings at school and back at home regularly or not.

Evaluation

To evaluate the student on the basis of the condition of the personal belongings. Learning outcome-3

To help in the works of

students should be taken to the nearby shops and ask the students to observe what type of metal block for measuring and other things are used there by the shopkeeper.

o In the same way the students should be taken to different industries and industrial sites so that they will try to find out the objects that are used there.

o At the end ask them to describe about different types of tools that are used in the different occupation profession.

Evaluation

Ask them to prepare a description of different occupational tools to evaluate them. Learning outcome-3

To help in the works of the neighbours

Lesson Our neighbours' work

Teaching aids

Chart of the peoples who are helping each other. Teaching learning

activities

pictures of weighting tools, liter, plough, spade, and other occupational tools.

o ask them if they are familiar with how those instruments are used.

o Let the students visit different farming places and ask them observe the use of those tools.

o Ask the students to use those tools in a specific way and the teacher teaches them if they cannot do properly.

o Organize a field trip and make them familiar with the measuring and weighting tools and ask them to observe the use of these tools.

o After the field visit, discuss about the use of those different tools.

o At the end, ask them to prepare a list of different occupational tools and ways to use them.

Evaluation

To evaluate the students by looking at

252

activities of the students whose house is near to school while they are staying at house.

o To find out if they are cooperating the family member not.

o To observe the classroom activities of the students.

o To appreciate those students who really cooperate family members in home and classmates in the classroom.

o To make them understand about the importance of the cooperation.

o At the end, make them conscious to adjust themselves in the family and school and not to make and tussle with one another.

Evaluation

To evaluate the student on the basis of development of the cooperative behaviour of the students.

***

during school time o Find out what is their

behaviour towards their parents and if they follow the instruction or not

o After finding out the most disciplined students at home and in school who follow the instruction of their parents and teachers, presents them as the best students in front of the class.

o Make all the students clear that they should be quite humble to their respected members and follow their instructions.

o Finally the teacher evaluates the students if they are humble to their respected members and teachers and if they follow their instruction or not.

Evaluation

To evaluate if they follow the instructions at home and in school the teacher asks them how they show their respect to their elders.

***

the family members lesson

Help family members Teaching aids

Chart of the peoples who are helping each other.

Teaching learning activities

o Observes the activities of those students whose houses are very near from the school and tries to find out whether they help their family members in their work or not.

o To find out if they help their friends in school.

o Presents the best student of the class who help their family members and friend.

o At the end ask them to write down a report how they can help at home or school and observe if the students follow these behaviour or not regularly.

Evaluation The teacher evaluates the students if they help others or not either at home or in the school.

***

o Show the pictures in which the neighbours are working and cooperating each other.

o To ask the students if the students and their family members have helped their neighbours in their affairs.

o After the discussion ask the students how they and their family members have helped their neighbours.

o Ask them to prepare a report about the help.

o Make it clear that different kinds of work cannot be done by a single person, give different examples. And make them understand necessity of the help.

o At the end of the lesson teache them that we need cooperation and we must give and get help from each other.

Evaluation

Evaluate the students on the basis of the observation of the behaviour of the student that if they help their neighbours or even their peers or not.

***

if they are able to use those tools.

Learning outcome-3 To maintain a

balanced friendship with their neihgbours

Lesson Relationship with

neighbour Teaching aids

Chart of the peoples who are helping each other. Teaching learning

activities

o Show pictures that exhibit social etiquette and how people behave in different each other.

o Ask them to role play and perform certain behaviour that how they behave their neighbours when the come to their home.

o Finally, make them clear that how they should show the social etiquette.

Evaluation

To evaluate the students on the basis of the behaviour they show to their neghbours and classmates.

***

***indicates the end of the lesson.

253

J.4.2 UNIT-II OUR TRADITIOINS

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcomes

At the end of the

lesson the students

will be able to:

To respect their

elders with courtesy

and show affection

to their juniors, and

To list the name of

the clothes worn by

the family members

and food items used

in the house.

Learning outcome-1

To respect their

elders with courtesy

and show affection

to their juniors

lesson

Respect elders and

love younger ones. Teaching aids

Charts of the

peoples which

shows the ways of

the respecting

peoples each other. Teaching learning

activities

o Tell them a story

that reflects

importance respect

Learning outcomes

At the end of the

lesson the students will

be able to:

To respect and

welcome their guest,

To tell the names of

the festivals

celebrated in their

locality, and

To find out the good

peoples of the tole

Learning outcome-1

To respect and

welcome their guest

lesson

Respect to elders Teaching aids

Chart of the people

which the different

ways respect and

welcomes. Teaching learning

activities

o To tell a story to the

students that gives

them a lesson that

guests are like gods.

o To show them

pictures which show

them that the guest

are coming and

Learning outcomes

At the end of the lesson,

the students will be able

to:

To respect and

welcome their

relatives,

To describe the

languages which are

spoken in their

locality, and

To find out good

peoples of the locality

Learning outcome-1

To respect and

welcome their

relatives

lesson

Welcome to relatives Teaching aids

Poster of the greeting. Teaching learning

activities

o Show the pictures to

the students which

exhibit that people

are greeting their

elders according to

their relations to

them.

o Ask them how they

greet and show their

Learning outcomes

At the end of the lesson the

students will be able to:

To respect their elders in

their nighbourhood,

To describe the customs

of the peoples who lived

in their locality,

To make an inquiry of the

peoples who sacrificed

their life for the public

welfare in his/her district,

and

To show his/her dignity

and patriotism towards his

native place.

Learning outcome-1

To respect nighbourhoods'

social workers

Lesson

Neighbourhoods' social

workers Teaching aids

Poster of the greeting. Teaching learning activities

o Invite the local leaders

and social workers in the

classroom.

o Evaluate how the students

behave toward those

people.

o Find out those students

Learning outcomes

At the end of the lesson the

students will be able to

To compare social

customes and traditions of

their society,

To make a list of the

people's languages and

the festivals they

celebrate in the district,

To make an inquiry of the

peoples who work for the

welfare of the country,

and

To show their dignity

being Nepali and

participate in the

development of the

country

Learning outcome-1

To compare social

customs and traditions of

their society

Lesson

Our traditions Teaching aids

Web chart of the social

customs. Teaching learning activities

o Show the web chart of the

social custom that

254

that we should

respect our elders

and show love and

affection to our

juniors.

o To show them such

pictures that show

greetings and

exhibit the social

etiquettes.

o Ask them how they

greet their elders

and parents.

o Show them how

people can be

greeted variously

through body,

language, gestures

and action.

o To take them to

different places and

observe how they

greet the people

over there.

o In the end to teach

the explicitly how

the elders and

respected people

like grandparents,

parents, aunt and

uncle are respected.

o At the next step to

make them to listen

a poem that exhibits

how the juniors

leaving the place.

o Ask them how they

greet guest.

o Discuss about how

they welcome and

serve their guest at

home.

o In the next step,

organize a field visit

to observe different

customs of the

peoples.

o During the field

visit, ask them to

observe how they

respect their elders.

o After returning back

to the class, ask

them to discuss

about the respect

and welcome.

o At the end, evaluate

if the students show

their etiquette

towards their guests

or not. Evaluation

Evaluate the

students on the basis

of how he/she

behaves towards the

teachers students

and other people.

Learning outcome-2

To tell the names of

respect to their elders

and other relations

when they meet.

o Discuss with them

about different types

of Social etiquette.

o Organize a field trip

and observe the

different forms of

greetings.

o Ask them observe the

specific behaviour of

the people when they

meet and how they

respect to each other.

o Ask them to observe

the reason behind

those respect and

greetings.

o At the end, observe

the behaviour of the

students if they

themselves respect

their relatives or not. Evaluation

Evaluates the

students by observing

how they behave

towards their

relatives and

respected person in

their locality.

Learning outcome-2

To describe the

languages that is

who do not follow

etiquette.

o Teach them how to follow

specific etiquette in the

society.

o Ask them to observe how

people respect each other

and what types of

etiquette are in practice in

the society.

o Finally teaches them to

follow those specific

behaviour and etiquette in

the society. Evaluation

Evaluate the behaviour of

the students by looking at

as if they follow social

etiquette or not.

Learning outcome-2

To describe the customs

of the peoples who lived

in their locality

Lesson

Our customs Teaching aids

Web chart of the customs. Teaching learning activities

o Ask the students to

observe the celebration of

birth day and marriage.

o Ask the students about

what is done during the

period of birth and ask

them to discuss what sort

exhibits the respect and

greeting to the elders and

seniors.

o Ask students about the

way they greet and

respect to their elders.

o Discuss about the

similarities and difference

that are found in different

customs.

o Organize the field visit

and observe the different

customs of the greetings.

o At the end, ask the

students to prepare a list

of the comparative study

of different customs. Evaluation

To evaluate the students

by asking them of make a

chart that exhibits a

comparison of rituals

Learning outcome-2

To make a list of the

people's languages and

the festivals they

celebrate in the district

Lesson

Our languages and

festivals Teaching aids

Posters and pamphlets of

the languages and

festivals. Teaching learning activities

255

should get affection

and cares.

o Ask them about

how many junior

members they have

at their home and

list those names on

the board.

o Teach them how

the small kids are

helpless and we

must look after

them.

o At the end, the

teacher observes

the students if they

show respect to the

seniors and show

affection to their

juniors or not. Evaluation

To evaluate the

students to look at

their behaviour how

they show their

behaviour in the

school towards

their teacher, their

elders and their

juniors.

Learning outcome-2

To list the names

clothes worn by the

family members

and food items used

the festivals

celebrated in their

locality

lesson

Our festivals Teaching aids

Chart of the

festivals. Teaching learning

activities

o Ask them what

types of festival

they have observed

and involve them in

the discussion.

o Show them different

pictures that bear

the picture of

celebration of

different festivals

like Dashain,

Christmas, etc

o Take them to a

particular festival

and let them observe

that festival.

o After returning back

to classroom, ask

them to prepare a

description of the

festivals that the

people observe in

their locality

throughout the year.

o While preparing the

spoken in their

locality

Lesson

Our languages Teaching aids

Web chart of the

languages. Teaching learning

activities

o Shows a list of those

languages which are

spoken throughout

the country e.g.

Nepali, Hindi, Urdu,

and so on.

o Discuss about these

language.

o Ask them the name of

their mother tongue.

o Tell them the name of

different languages of

all students.

o Ask them about what

types of language are

spoken in their

locality.

o Take the students on

a visit to the nearby

locality and let them

observe what the

language the people

over there speak.

o Discuss the language

observed in the field.

o At the end, ask them

of specific rituals are

performed afterwards.

o Ask the students about

what specific rituals are

performed during the time

of marriage

o Finally, ask the student to

prepare a list about the

birth, marriage and other

social and cultural

festivals. Evaluation

Evaluate the students by

asking them to describe

the social practices that

are in vogue.

Learning outcome-3

To make an inquiry of the

peoples who sacrificed

their life for the public

welfare in his/her district

Lesson

Great personality of our

district Teaching aids

Photos of the good

peoples of the district. Teaching learning activities

o Show the different

pictures of the common

property to the students

such as water tap, road,

common hut, school

building etc.

o Make them clear that

o Show posters of different

festivals that are observed

throughout the country

such as Tihar, Dashian,

Id, Lhosar etc.

o Ask the students about

what types of festivals are

observed in their district.

o Ask students to prepare a

list of the specific

festivals that are observed

in their district.

o In the next step, show

pamphlets of different

languages that are spoken

throughout the country

such as Nepali Maithaili,

Tharu, etc.

o Ask the students about the

languages that are spoken

in their district and ask

them to make a list about

it.

o At the end, ask them to

make a list of the festivals

and languages that are

found in their district. Evaluation

Evaluate them by asking

them to make a list of

different language and

festivals of their district.

Learning outcome-3

To make an inquiry of the

peoples who work for the

256

in the house

lesson

Our clothes and

food items Teaching aids

Chart of clothes Teaching learning

activities

o Show the chart that

shows the

difference between

the clothes of the

males and females.

o Ask the students to

name those things

one after another.

o Ask them to give

the names of the

clothes that the

family members put

on

o Ask them to

prepare a list of the

clothes.

o Show the

poster/picture of the

food items and ask

them to give the

names of those

things.

o Ask them to

prepare a list of

food items as

shown in the

pictures that are

descriptions asks

them to write down

the specific

activities of

different people

during that

ceremony.

o At the end, they

should be asked to

prepare a list about

the festivals that are

observed during the

whole year in their

locality and list the

specific activities

that are done during

the time of

celebration. Evaluation

To ask them to list

the names of the

festivals those are

observed in their

locality.

Learning outcome-3

To find out the good

peoples of the tole

lesson

Good peoples of our

tole Teaching aids

Photos of the good

peoples oft he tole. Teaching learning

activities

to prepare a report of

languages that are

spoken in their

locality. Evaluation

Ask the students to

write a report about

the languages that are

spoken in their

locality.

Learning outcome-3

To find out good

peoples of the locality

lesson

Good peoples of our

locality Teaching aids

Photos of the good

peoples of the

locality. Teaching learning

activities

o Organize the field

visit.

o Visit different places

at local level.

o Observe the local

heritages.

o Discuss about the

local heritages and

their importance.

o Make an inquiry to

find out the great

personality who had

made great

people like these who

work in these respective

sectors are known as

social personalities.

o To make them an enquiry

to find out such

personality at the district

level.

o During this process, the

students are given an

opportunity to visit to

different places of the

district.

o At the end ask them to

prepare a list of the people

who are the social

workers. Evaluate

Evaluate the students by

asking them to prepare a

list of the people who

contributed for the

welfare of people in the

district.

Learning outcome-4

To show his/her dignity

and patriotism towards his

native place

Lesson no. 4

Our motherland Teaching aids

Map of Nepal. Teaching learning activities

o Tell a poem which

reflects feelings of the

welfare of the country.

Lesson

Great personality of our

country Teaching aids

Chart of great personality

of the district. Teaching learning activities

o To show a photograph of

a people who sacrificed

their life for the country.

o Ask them if they are

familiar with those

personalities.

o In the next step, introduce

the people who are in the

photos.

o To discuss them about

their birth, birth place, life

their education and name

of their parents with the

students.

o Discuss about their

contributions by listing

their major contributions

to the country.

o At the end, ask students to

make an enquiry of the

people who contributed

many things to the

country. Evaluation

Evaluate the students by

asking them to prepare a

description of the people's

257

eaten in their house.

o Finally ask them to

prepare a report

about the types of

food items and

clothes that are in

practice in their

family. Evaluation

To evaluate the

students by asking

them to prepare a

list of the food

items and clothes

that are in vogue in

the family.

***

o To discuss about the

public tap and rest

places like hut and

some other heritages

in their locality.

o To ask about the

heritages to the

senior members of

the locality and try

to find out about

their past, history

and reality.

o At the end ask them

to prepare a

description of the

person who had

made those things

like the name, date

of birth etc. of those

social persons. Evaluation

Ask them to prepare

a list of the great

personality of their

tole.

***

contribution in their

society.

o After returning to the

classroom the teacher

let them involve in

the discussion about

the person and their

contribution who had

made those heritages

at local level.

o At the end asks the

students to find out

those types of people

in their own locality

and prepare a list of

them. Evaluation

Ask them to prepare a

list of the great

personality of their

tole.

***

patriotism.

o Show a map of Nepal.

o Ask them the name of

their country.

o To make them clear that

the name of their mother

land is Nepal.

o To make them clear that

the mother and mother

land are very similar and

clear their importance.

o At the end the students are

asked to prepare a list of

importance their

motherland. Evaluation

Evaluate the students by

checking them of they

have affinity and

attachment to their

country or not.

***

contribution to their

country.

Learning outcome-4

To show their dignity

being Nepali and

participate in the

development of the

country

Lesson

My birth place Teaching aids

Map of Nepal. Teaching learning activities

o Show the map of Nepal.

o Make them familiar with

their country/motherland.

o Make them clear that the

motherland is greater than

the heaven.

o Make them conscious that

we are because we have

our country Nepal with us

and ask them to discuss

about the country and

citizenship.

o Finally teach them to be

proud of being Nepali. Evaluation

Evaluate the students on

the basis of the behaviour

or attitude toward the

country Nepal. ***

***indicates the end of the lesson.

258

J.4.3 UNIT-III SOCIAL PROBLEMS

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcomes

At the end of the unit

the students will be

able to:

To identify the

helpless people at

home, and

To help these

helpless people.

Learning outcome-1

To identify helpless

people at home.

lesson

Needy peoples at

home Teaching aids

Photos of the

helpless people. Teaching learning

activities

o Read a poem to

which gives the

sense that we

should suppose to

help the helpless

people.

o Show a poster that

exhibits the people

who are the sufferer

like very old,

children, frail etc.

o Ask them if they

have seen such

Learning outcome

At the end of the unit

the students will be

able to:

To identify the

disabled people in

their tole, and

To help the

physically

challenged people.

Learning outcome-1

To identify the

disabled people in

their tole.

lesson

Disabled peoples of

our tole Teaching aids

Photos of the

disabled people. Teaching learning

activities

o Show different

photos of disabled

people.

o Make them clear

that such people are

called physically

challenged people.

o Ask them whether

they have seen such

types of people.

o Ask the students to

Learning outcome

At the end of the unit,

the students will be

able to:

To identify the

helpless peoples in

their village or city,

and

To be aware of the

untouchability.

Learning outcome-1

To identify the

helpless peoples in

their village or city

Lesson

Helpless people of

our village Teaching aids

Photos of the

helpless people Teaching learning

activities

o Show the photo of

the helpless people

and make them

familiar with them.

o Take the students in

field visit of the

local places to find

out the helpless

people.

o Let them identify

the disabled and

Learning outcome

At the end of the lesson the

students will be able to:

To help and rescue those

peoples who are suffered

from the flood or land slide

or vandalism,

To abstain themselves from

alcoholism,

To identify the

misconception, orthodox

ideas and superstition of the

society, and

To identify the NGOs and

INGOs and other

organizations which are

involved in eradication of

evil practice of the society.

Learning outcome-1

To help and rescue those

peoples who are suffered

from the flood or land slide

or vandalism

Lesson

Land slide Teaching aids

Poster and charts of the

flood and landslide. Teaching learning activities

o Show the posters of the

locality or villages which

have been destroyed or

damaged either by flood or

Learning outcome

At the end of the lesson the

students will be able to:

To rescue and help the

neighbour who are

suffered from the

earthquake,

To abstain from

alcoholism and drugs,

To help eradicate the

malpractices and

orthodox behaviour of the

people which are quite

prevalent in the society,

To assist the NGOs and

INGOs and other

organizations which are

involved in eradication of

evil practice of the

society.

Learning outcome-1

To rescue and help the

neighbour who are

suffered from the

earthquake

Lesson

Earthquake Teaching aids

Poster of the earthquake. Teaching learning activities

o Show poster of the

earthquake that exhibits

the heavy loss and

259

people.

o Make them familiar

that those types of

people are called

helpless.

o Ask them if there

are helpless people

in their family.

o Asking the same

question to all

students‟, write

down their answers

on the board.

o Discuss with

students about the

helpless people.

o Finally, ask them to

prepare a

description of the

helpless people. Evaluation

To evaluate the

students by asking

them to prepare

description of the

helpless people of

the family.

Learning outcome-2

To help helpless

people.

lesson

Help for needy

people Teaching aids

Photos of the

helpless people.

describe about the

disabled people they

have seen in their

life.

o Organize a field

visit and observe the

disabled people of

their locality.

o Make them familiar

with such people

who are suffering

from different

physical problems

and involve them in

the discussion.

o After returning back

to the classroom let

them involve in the

discussion about

physically

challenged people.

o After discussion ask

them to prepare a

report about these

people.

Evaluation

Ask them to prepare

a repot about

physically

challenged people.

Learning outcome-2

To help the

physically

challenged people

lesson

Help disabled

helpless people in

their locality.

o After identification

of the helpless and

disabled people, ask

the students to

make plans for

helpless people.

o After preparing the

plan ask students to

help the people

accordingly.

o to encourage the

students to help the

helpless and

disabled people

regularly.

o At the end, observe

the students if they

regularly help the

helpless/disabled

people or not. Evaluation

To evaluate the

students he/she sees

the behaviour of the

students if they

regularly continue

to help those

helpless people or

not.

Learning outcome-2

To be aware of the

untouchability

lesson

Untouchability

by fire or by landslide.

o Visit such places which are

destroyed by the flood,

landslide or fire.

o Ask the students to help the

people who are suffered

from the flood landslide and

fire.

o After returning to the

classroom, involve them in

the discussion and find out

the solution about how we

can help to the sufferers.

o Finally ask the students to

make the plan about how to

rescue the people from

those calamities. Evaluation

Observe how children

rescued the sufferer from

the flood, fire and landslide

and other types of problems.

And evaluate the student on

the basis of it.

Learning outcome-2

To abstain themselves from

alcoholism

Lesson

Bad impact of alcohol Teaching aids

Poster of the drunkard. Teaching learning activities

o Show the picture of the

drunkard to the class.

o Visit to the places where the

drunkard are seen and ask

damage due to

earthquake.

o Make the students clear

that the picture reflects

the mishaps during the

earthquake and let them

discuss how they can be

helped and rescued.

o While rescue operation is

launched teach the

students that first of all

human beings must be

rescued from under the

debris and then only their

belongings.

o Involve the students in

discussion to find out the

solution of how the

sufferers can be rescued.

o Finally ask the students to

prepare a list of the

measures of rescue during

the period of earthquake. Evaluation

Ask them to prepare to

prepare a list of the

measures of rescue during

the period of earthquake.

Learning outcome-2

To abstain from drugs.

Lesson

Bad impact of drug Teaching aids

Poster of the drug

abusers. Teaching learning activities

260

Teaching learning

activities

o Show the photos of

helpless people like

very old, lame etc

to the class.

o Organize a field

visit and meet the

help less people of

their locality.

o Discuss about these

helpless people.

o After the discussion

ask the student to

prepare a list of

helpless peoples.

o Make them clear

that they should

help those helpless

in different work.

o Teach the students

how they can help

the sick people by

giving them their

medicine and water

etc and how they

can look after them.

o help the child in

feeding them up

waling etc

o Finally, evaluate

continuously if they

help the helpless

people or not.

Evaluation

people Teaching aids

Photos of the

physically

challenged people. Teaching learning

activities

o Show Photos of

someone who is

helping the

physically

challenged people.

o Develop a sense in

the students that

they should show

their sympathy

toward the

physically

challenged people.

o Organize a visit in

their locality and

show the incidents

where the people are

helping the disabled

people.

o Asks the students to

observe that

incident.

o After returning back

to classroom, ask

the student to

discuss about the

type of help they

can give to the

helpless people

accordingly.

Teaching aids

Photos of the

people which

clearly show

untouchability. Teaching learning

activities

o Find out cast of the

student and

grouped the student

under touchable

and non touchable

students.

o After categorizing

them in terms of

caste separate those

students which are

from so called

untouchable caste

and background.

o First of all, sit

together with those

so-called lower

caste students and

have some kind of

food together.

o After that the

teacher tries to ask

the other students to

assimilate with

those students and

ask to play and eat

with them together.

o After that the

teacher organizes a

picnic where all the

the students to observe their

behaviour and activities.

o After returning back to the

classroom, ask them to

discuss about the

disadvantages of alcohol.

o Finally ask them to list the

disadvantages of alcohol. Evaluation

Ask the students to prepare

a list of the disadvantage of

alcoholism.

Learning outcome-3

To identify the

misconception, orthodox

ideas and superstitions of

the society

Lesson

Superstitions Teaching aids

Web chart of the

misconceptions and

superstitions. Teaching learning activities

o First of all tell a story that

gives lessons of the

superstitions, disadvantages

of the drinking.

o Ask the students about what

type of superstition there are

in their locality.

o Ask them to investigate the

traditional customs of the

society.

o Ask them to list all those

traditional customs.

o Show the posters of the

drug abusers.

o Tell them different

disadvantages of the drug

abuses.

o Discuss about the

disadvantages of the drug

abuses.

o Give reason why these

things are called drugs. If

people consume them,

they are highly

intoxicated.

o At the end, the teacher

must make them quite

conscious in the matter

that if people consume

these drugs they can

discard even from the

society. Evaluation

Evaluate the students

consciously and regularly

if they are quite away

from drugs or not.

Learning outcome-3

To help eradicate the

malpractices and

orthodox behaviour of the

people which are

prevalent in the society

Lesson

Eradication of

malpractices Teaching aids

Web chart of the evil

261

To evaluate the

students if they

eager to help the

helpless or not.

***

o At the end the

teacher regularly

monitors the

behaviour of the

students and

observes if they help

the helpless people

or not.

Evaluation

Inspect the student

regularly if they

help the challenging

people or not.

***

students of the class

and the teachers

irrespective of caste

will participate in

it.

o Finally teaches

them any men

should not be

discriminated on

the basis of the cast.

Evaluation

Evaluate the

student on the basis

of the behaviour of

student towards the

lower cast people.

***

Evaluation

Evaluate the students on the

basis of activities performed

by the students.

Learning outcome-4

To identify the NGOs and

INGOs and other

organizations which are

involved in eradication of

evil practice of the society

Lesson

Social organizations Teaching aids

Posters of the NGOs and

INGOs and other

organizations which are

involved in eradication of

evil practice of the society.

Teaching learning activities

o Show the Posters of the

NGOs and INGOs and other

organizations which are

involved in eradication of

evil practice of the society.

o Let the students observe the

activities that are being

done by those particular

organizations.

o Let the students have the

dialogue with the people

involve in these

organizations and asks the

students to find out how

those people are helping to

eradicate all types of

impractical affairs of the

practices of the society. Teaching learning activities o Ask the students about

what types of orthodox

malpractices and

superstitions are practiced

in their society.

o Let them evaluate the

society and do enquiry

about the malpractices

and superstitions that are

prevalent in it.

o If the students are not

familiar with all these

orthodox habit and

malpractices of the

society, then the teacher

tell them about them and

make the students clear

about the concept.

o Finally make them clear

that they should made

contribution in the

eradication of the bad

customs of the society. Evaluation

To evaluate the students

on the basis of how they

contributed from their

sides to eradicate those

things from the society.

Learning outcome-4

To assist the NGOs and

INGOs and other

organizations which are

involved in eradication of

262

society.

o After returning to the

classroom asks the students

to prepare a list of how

those orthodox behaviour,

malpractices and

superstitions can be

eradicated from the society.

o Finally involve the students

themselves to eradicate

those superstition and blind

faiths of the society.

Evaluation

Ask the students to make a

list of activities of those

NGOs and INGOs which

are involved in eradicating

all these false beliefs of the

society.

***

evil practice of the society

Lesson

Roles of social

organization in

eradication of

malpractices Teaching aids

Web chart of the different

activities of the NGOs

and INGOs. Teaching learning activities

o Show the web chart of the

different activities of the

NGOs and INGOs.

o Ask the students about the

main functions of those

organizations.

o To make the clear that

these organizations has

been helping in the

eradicating of

malpractices.

o Activate the students to

eradicate those social

blind faiths.

o Evaluate the students and

their behaviour and how

they come forward to

eradicate that behaviour

of the society

Evaluation

Find out if the student

believes in these evil

practices or not.

***

***indicates the end of the lesson.

263

J.4.4 UNIT-IV CIVIC AWARWNESS

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcomes At the end of the

unit the students will

be able to:

To tell the type of

their family, and

To utilize the

public places

properly.

Learning outcome-1 Tell the type of

their family

lesson

Our family Teaching aids

Poster of the

types of family. Teaching learning

activities

o Show a poster of

the nuclear

family.

o Ask the students

how many family

members there

are in their

family.

o Write the number

of their family

members on the

Blackboard

board.

o Discuss about

Learning outcomes

At the end of the unit

the students will be

able to:

To introduce their

school, and

To utilize the public

property.

Learning outcome-1

To introduce their

school

lesson

My schools Teaching aids

Photos of the school Teaching learning

activities

o To ask the students

to name of their

school.

o Take the students in

front of the

signboard of the

school and ask them

to read the name of

the school. Then

he/she will clarify

the name of the

school.

o Ask the student

about when the

school was

established.

Learning outcomes

At the end of the lesson

the students will be able

to:

To tell the functions

of the ward, and

To prepare the list of

the local natural

property.

Learning outcome-1

To tell the functions

of the ward

Lesson

My ward Teaching aids

Web chart of the

functions of the ward. Teaching learning

activities

o Ask the students

about their ward no.

and tells them their

respective ward

numbers.

o Shows the chart about

the functions of the

ward committee.

o Discuss with the

students about the

functions of the ward

committee.

o Let the students

observe the

Learning outcomes

At the end of lesson the

students will be able to:

To describe the formation

process of village

development committee

or municipality,

To preserve and utilize

the natural properties,

To List the child rights,

and

To identify their duties.

Learning outcome-1

To describe the formation

process of village

development committee.

or municipality

Lesson

My village development

committee Teaching aids

Chart of the formation

process of village

development committee. Teaching learning activities

o Show the chart of the

formation process of

village development

committee.

o Ask the students about

how the members of the

VDC are selected.

o Make the students clear

Learning outcomes

At the end of the lesson the

students will be able to:

To describe the formation

process of district

development committee,

To introduce the project

which are running for the

preservation of the natural

properties,

To utilize the child rights,

and

To discharge duties.

Learning outcome-1

To describe the formation

process of district

development committee

Lesson

Our District Development

Committee Teaching aids

Chart of the formation

process of district

development committee

(DDC). Teaching learning activities

o Show the chart of the

formation process of district

development committee.

o Ask them about the

selection process of chief

and members of the DDC.

o Make the students clear that

264

nuclear family.

o The family in

which there are

only the parents

and children is

known as nuclear

one and tell them

that their family

is the nuclear one.

o Shows the picture

that bears the

photographs of

the grandparent,

uncle, aunts and

tell them that it is

the joint family.

o Make them clear

about joint

family.

o Ask the students

to find out whose

family is joint

family.

o Find out the

student having

the joint family

and nuclear

family.

o Discuss about the

two types of

family.

o Finally, makes it

clear that there

are two types of

family: nuclear

and joint family.

o Ask them again to

see the signboard of

the school and show

them the date when

the school was

established.

o At the end ask the

students to go to the

administration to

find out about

name, date and its

establishment of the

school.

o At the end ask them

to prepare a report

about it. Evaluation

Ask students to

prepare a report

about the

establishment of

school.

Learning outcome-2

To utilize the public

property

lesson

Our public property Teaching aids

Poster of the public

properties. Teaching learning

activities

o Take all the

students on a tour

and ask them to get

on the bus.

developmental works

that the ward

committee is doing

and make them clear

about the functions of

the ward committee.

o Finally, the teacher

makes the clear by

saying that the ward

committee settles the

conflicts that occur

within that ward, and

does other

developmental works

within ward. Evaluation

Evaluate the students

by asking them to

prepare a list of

functions of the ward

committee.

Learning outcome-2

To prepare the list of

the local natural

property

Lesson

Natural property Teaching aids

Poster of the local

natural properties. Teaching learning

activities

o Show the posters of

the natural resources

and minerals like

forest, rivers and

that those members of the

VDC are elected, and the

whole VDC committee is

formed on the basis of the

election.

o Finally make it clear that

on the basis of the

election village

development committee is

formed. Evaluation

Evaluate the students by

asking them about the

formation process of

VDC.

Learning outcome-2

To preserve and utilize

the natural properties

Lesson

Utilization of natural

properties Teaching aids

Poster of the natural

properties. Teaching learning activities

o Show the pictures of

water resources like

rivers, brooks, jungle and

other mineral resources.

o Make them clear that they

are known as natural

resources.

o In the next step, discuss

about the use types of the

natural resource.

o Let them observe the

they are selected from the

election process.

o Discuss about the election

process of DDC.

o Finally make them clear

about the formation process

of DDC. Evaluation

Ask them to prepare a

description of the formation

process of DDC.

Learning outcome-2

To introduce the project

which are running for the

preservation of the natural

properties

Lesson

Conservation of the natural

properties Teaching aids

Picture of natural resources

like rivers, forest and other

mineral resources. Teaching learning activities

o Show the picture of natural

resources like rivers, forest

and other mineral resources.

o Tell the importance of the

preservation of the natural

resources.

o Mention some projects are

running to preserve these

natural resources.

o Show the posters of those

programmers that are being

conducted to preserve the

265

Evaluation

Ask all students

to make a

description of the

nuclear and joint

family.

Learning outcome-2 To utilize the

public places

properly.

lesson

Our public places Teaching aids

Poster of the

public places. Teaching learning

activities

o Organize a field

visit.

o Observe the

different public

places.

o Ask the students

to drink water. If

the students don‟t

drink water one

after another at

the tap than, the

teacher asks them

to stand in the

queue drink water

one after another.

o At the end, make

them clear that

public places are

the common

o If the students get

on the bus one after

another, then the

teacher makes them

quiet and asks hem

stand in he queue

while getting on the

bus.

o After that suggest

student that the frail

and disabled

children should get

on the bus first and

then after the other

students get on it.

o The teacher teaches

them that public

properties are the

common properties

of people, so they

should use them

one after another

(gradually).

o Teach the students

to wait in a queue

and be patient while

using public

property like: bus,

post office,

telephone, etc.

o Finally monitor the

behaviour of the

students regularly to

see how they use

the public property. Evaluation

brooks etc to the

students and ask them

to discuss about those

things.

o The teacher lets them

to visit the local sites

to observe the forest,

herbs, trees, soil and

other resources.

o The teacher makes the

students clear that

those above

mentioned objects are

called natural

resources and asks

them to discuss about

it.

o Finally, ask the

students to prepare a

list of natural heritage

that is found at the

local level. Evaluation

Asks them to list the

natural heritage that is

found at local level.

***

nearby natural resources

of the locality.

o Organize a seminar

between the teachers and

the members of the

society about how to use

the natural resources and

protect them.

o Ask the students to note

down the conclusion that

comes out of the

discussion from the

seminar.

o Finally, ask the students

to prepare a report about

how to protect and use of

the natural heritage. Evaluation

Ask them to write down

plan about the protection

and uses of the natural

resources.

Learning outcome-3

List the different child

rights

Lesson

Our rights Teaching aids

Chart of the child right. Teaching learning activities

o Show the chart of the

child right.

o Discuss about these child

right.

o Make the students clear

that these fundamental

national resources.

o Discuss about those various

programmers and introduce

briefly about them.

o Make the students clear by

preparing a list of the

principal functions of the

programmes that are

established to preserve the

national resources.

o Finally visit the sites where

these projects are running

and observe these projects. Evaluation

Ask them to write the

introduction of the

programmes that are being

conducted to preserve

national resources.

Learning outcome-3

To utilize the child rights

Lesson

Utilization of the right Teaching aids

Web chart of he child right. Teaching learning activities

Show web chart of the child

right.

Make them clear that those

things are indispensable to

any human beings.

In the same way make the

students clear that

education is as important as

the other basic needs in the

modern day world.

266

properties of the

people. Evaluation

Observe the

students

behaviour and

inspect how they

use the public

places.

***

Evaluates the

students by

observing their

behaviour about

how they use the

public property in

their day to day life.

***

rights are essential for

human being.

o In the same way the make

the students clear that

education is also right of

the children. Evaluation

Ask them to prepare a list

of the child‟s right.

Learning outcome-4

To identify their duties

Lesson

Our duties Teaching aids

Web chart of the duties. Teaching learning activities

o Show the web chart of the

duties.

o Discuss about this chart.

o Exhibit the list of the

duties of the children.

o Ask them to read these

principal duties of he

children.

o Finally teach them to be

sensible toward others. Evaluation

Evaluate the students by

looking at their behaviour

if they have performed

their responsibilities

***

Finally make the students

clear that those basic needs

are the rights of any child.

Evaluation

Evaluate the students if they

have enjoyed their children

rights.

Learning outcome-4

To discharge duties

Lesson

Discharge of duties Teaching aids

Web chart of he child right. Teaching learning activities

o Observe the behaviour of

the students.

o Identify those students who

discharge the responsibility

honestly.

o Introduce them in front of

the class.

o Finally, make them clear to

wait for their turn in a

queue and to be patient and

to pursue their goal without

disturbing the others. Evaluation

Evaluate the students on the

basis of the fulfillment of

their responsibilities.

***

***indicates the end of the lesson.

267

J.4.5 UNIT-V ECONOMIC ACTIVITIES

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcomes At the end of the lesson the students will be able to: To economise in

the things which are used in their daily life, and

To use home made items in their daily life.

Learning outcome-1 To economise in

the things which are used in their daily life

lesson Proper use of the

things Teaching aids

Charts of the daily uses goods.

Teaching learning activities

o Show the chart to the students.

o Inspect the note books of the students and find out conditions of the books such as page unwritten pages, crisscrossed and wastage pages.

Learning outcomes At the end of the lesson the students will be able to: To economise the

items used in the family daily,

To use the products produced in the village or town, and

To respect the good works which have been performed by the family members

Learning outcome-1

To economise the items used in the family daily

lesson Proper use of the

household goods Teaching aids

Charts of the daily uses goods.

Teaching learning activities

o Show the chart of daily uses goods such as rice, pulses, soap, etc which are used

Learning outcomes At the end of the lesson the students will be able to: To use their

money wisely, To use the

product produced in their district, and

To respect the good occupations adopted in their locality.

Learning outcome-1 To use their

money wisely Lesson

Wise use of money

Teaching aids

Web chart of the uses of money.

Teaching learning activities

o Show the web chart of uses of money.

o Observe the activities and behaviour of the student related to uses of money.

o Ask students how they spend their

Learning outcomes At the end of the unit the students will be able to: To be frugal in the use of the

personal items, To use the products produced

in their region, To respect all good works

performed by the villagers, and

To tell the total expenditure of the family.

Learning outcome-1 To be frugal in the use of the

personal items Lesson

Wise use of personal belongings

Teaching aids

Chart of the daily used goods. Teaching learning activities

o Show the daily used goods. o Observe of the goods that are

being used by the students such as books exercise books, pencil, etc.

o Find out if they have used these objects appropriately.

o Find out the student who is frugal in the use of theses goods and present them in front of the class as the epitome of the good students.

o Discuss about how they have used their objects

Learning outcomes At the end of the unit the students will be able to: To be frugal in the use of the

goods that is used in the school, To use the products produced in

the country, To make an inquiry of the

peoples who are involved in the upliftment of the economic sector of the district, and

To tell the total income and expenditure of the family.

Learning outcome-1 To be frugal in the use of the

goods that is used in the school Lesson

Proper use of school goods Teaching aids

Chart of the goods which are used in the daily life.

Teaching learning activities

o Show the chart of the goods. o Discuss about ways of the using

goods economically. o Find out if the students have

used these goods economically or not.

o Who economies in the use of the goods present them in front of the classroom as good students.

o Discuss again about the techniques of the uses of goods economically.

268

o Show them those things and make them conscious about the fact.

o Inspect also the other things of the student and find out if they have used those things properly or not.

o And finally make them conscious that they should be serious while using their objects of any type and try to be frugal.

Evaluation

Evaluate the students by looking at if they have used their belongings properly or not.

Learning outcome-2

To use home made items in their daily life

lesson Home made

products Teaching aids

Charts of the daily uses goods.

Teaching learning

daily as the household goods.

o Ask them if their family members have shown the frugality while using those objects.

o Discuss about the frugality in the uses of the goods.

o Finally discuss the ways and measures related to the economic uses of the goods.

Evaluation

Observe students if they economise in the uses of the goods or not.

Learning outcome-2

To use the products produced in the village or town

lesson Village made

products Teaching aids

Chart of the products produced in the village.

Teaching learning activities

money as they get it from the family/parents.

o Teach them not to be extravagant if they are get money and advise them to not spend their money unnecessarily.

o Finally teach the students to become economic and not to waste money as such.

Evaluation

Observe if they really spend their money on the necessary goods or just waste it.

Learning outcome-2

To use the product produced in their district

Lesson Local products

Teaching aids

Chart of the goods produced in their district.

Teaching learning activities

o Show the chart of the goods produced in their district.

economically. o At last teach all students how

their belongings can be used economically, for example, copy, pencil, shoes, shocks etc.

Evaluation Observe if the student have used their objects economically or not.

Learning outcome-2 To use the products produced

in their region Lesson

Regional products Teaching aids

Web chart of the products produced in their region. Teaching learning activities

o Show the chart of the goods which are produced in their region.

o Observe the goods of the students like books, exercise books, pen, etc.

o Identify if those goods are made within the district of the students or not.

o Make the students stand up in front of the class who has used the goods produced inside the region or district.

o Discuss about the benefits of those objects which are produced within the country.

o Finally motivate the students to consume those objects which are produced within the

o At the end, teach the students how the goods like exercise books, pencils, shoes, shocks, etc can be used economically.

Evaluation

Observe if students have used their goods economically or not.

Learning outcome-2 To use the products produced in

the country Lesson

Utilization of the domestic goods

Teaching aids

Web chart of the national products.

Teaching learning activities

o Show the chart of the national products.

o Discuss about the advantages and disadvantages of consuming the national products.

o Observe the goods of the students such as books exercise books, pen, pencil, ink, etc. whether they are national product

o Present those students in front of the class who have used the national products.

o Organize a debate programe among the students on the topic advantages and disadvantages of the using national products.

o Finally, motivate the students to use the products of the native

269

activities

o Show the chart of the daily uses goods.

o Inspect the Tiffin box of all the students in the daytime.

o Find out how many students have brought the Tiffin from the homemade product and who have brought the Tiffin from the junk food items from outside.

o Ask those students about the reason behind the use of food that is prepared home and outside.

o And then discuss in the classroom between these two types of food.

o Finally teach them the importance of the home made product such as hygienic, chief and easy to prepare.

Evaluation

Evaluate the

o Observe all the objects used by the students.

o Find out the locally produces goods which are used by the students.

o Discuss about the advantages and disadvantages of locally produced goods.

o Make students clear that they should use the locally produced goods.

Evaluation

Find out if the students use the locally produced good or not.

Learning outcome-3

To respect the good works that has been performed by the family members

lesson Respect works

Teaching aids

Web chart of the different works.

Teaching learning activities

o Show the web

o Discuss about these goods.

o Find out the name of the place where those goods had been produced.

o Motivate those students who have used the local made product.

o Discuss about the benefits of the use of those objects which are made at the local level.

o At the end advice them to use the products produced in their district.

Evaluation Observe the behavior of the students if they use the products produced within the district level or not.

Learning outcome-3

To respect the good occupations adopted in their locality

Lesson Good occupations

Teaching aids

Chart of occupations of

country. Evaluation

Observe if the students have used the products that are produced within the country or not.

Learning outcome-3 To respect all good works

performed by the villagers Lesson

Our villagers good works Teaching aids

Web chart of the good works. Teaching learning activities o Show the chart of the good

works. o Discuss about these good

works of people. o Organize a field visit and

observe the different works of the farmers, traders, carpenters, laboure etc.

o Ask them about who has made the house which is indispensable to human beings and discuss about the importance of the house.

o In the next step, ask the students about the importance of the food.

o In the same way discuss about various occupations and their importance.

o Finally tell the students about the importance of the good works of the villagers.

Evaluation

Observe the behaviour of the

country. Evaluation

Find out if students have used those products which are produced within the country or not.

Learning outcome-3 To make an inquiry of the

peoples who are involved in the upliftment of the economic sector of the district

Lesson Great economist of our country

Teaching aids

Photos of the great personality of the district.

Teaching learning activities

o Organize the field visit and visit all part of the district.

o Find out biggest industrialist and businessman of the district.

o Discuss about the industry and the annual income of such person as well as how much tax they pay to the government.

o In the next step find out the people who earn most from the farming and also the amount of tax they pay to the government.

o Finally ask the student to prepare a list of the persons from the district who have contributed substantially in different sectors like farming industry, business etc and contributed in the development of the region.

Evaluation

270

students if they use homemade items or not.

***

chart of different work.

o Ask the students about the main occupations of the people who live in their locality.

o Discuss about the occupations such as farming, trading and shop keeping etc.

o After introduction of occupation make them clear that each work has its own importance.

o Finally teach them about the importance of the work clearly.

Evaluation

Evaluate the students by looking at if they respect all the works equally or not.

***

their locality. Teaching learning activities

o Show the chart of the peoples who are involved in their occupations such as the shopkeepers, farmers, carpenters, etc.

o Ask the students what their neighbours occupation is.

o Discuss about different occupations and their importance.

o Since all the works are equally important teach them to respect each work.

Evaluation

Evaluate if the student use their local product or not.

***

students if they pay due respect to all the professions of different people.

Learning outcome-4 To tell the total expenditure

of the family Lesson

Total expenditure of our family

Teaching aids

Web chart of the expenditures of family. Teaching learning activities

o Shows web the chart of the expenditure of the family.

o Discuss about the total expenditure of the student.

o Similarly, discuss about the total expenditures of the family.

o Ask them about the sources of the expenditure of their family.

o Finally, ask them to prepare a report of the total annual expenditure of their family.

Evaluation Ask them to prepare the report of the total expenditure of their family.

***

In order to evaluate student the, ask them to prepare a description about the great personality of the district who had made great contribution in the economic sector of the district.

Learning outcome-4 To tell the total income and

expenditure of the family Lesson

Total income of our family Teaching aids

Web chart of the sources of the income and expenditure.

Teaching learning activities

o Show the web chart of the sources of the income and expenditure of the family.

o Discuss about the different sources of the family expenditure.

o Similarly discuss about the main income source of their family.

o Ask them to prepare a list about the sources of their income such as farming, job, business and others.

o At last ask student to prepare a list of the income and expenditures of the family.

Evaluation

Ask the student to prepare a list of the total annual income and expenditure of the family.

***

***indicates the end of the lesson.

271

J.4.6 UNIT-VI OUR PAST

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcome

At the completion

of this unit the

students will be

able to:

To tell the

general

background of

the family

members in

brief

Learning outcome-

1

To tell the

general

background of

their family

members in

brief

lesson

My parents and

grandparents

Teaching aids

Chart of day,

month and year.

Teaching learning

activities

o Show the web

chart of day,

month and year.

o At first, tell own

birth day,

Learning outcome

At the end of the unit

the students will be

able to:

To tell the general

background of the

parents of their

friends, and

To make an inquiry

of the objects of

historical and

archaeological

importance

Learning outcome-1

To tell the general

background of the

parents of their

friends.

lesson

General background

of the parents of my

friend

Teaching aids

Web chart of the

general background

of the family. Teaching learning

activities

o Show the web chart

of day, month and

year.

o Tell on general

Learning outcome

At the end of the unit the

students will be able to:

To find out the great

personality who had

made great

contribution in the

development of the

village, and

To find out historical

and archeological

objects of their

villages and to

preserve them.

Learning outcome-1

To find out the great

personality who had

made great

contribution in the

development of the

village

Lesson

Great personality of

our village Teaching aids

Photos of the great

personality.

Teaching learning

activities

o Show the photos of

the great personality.

o Make them clear that

Learning outcome

At the end of the unit the

students will be able to:

To find out major

contributions of the

martyrs,

To find out the

etymological meaning of

the word “Nepal” and

explanations of its origin,

To make an inquiry about

the Gopal and Kirat

dynasty of the ancient

period, and

To describe the major

functions of the head of

the nation.

Learning outcome-1

To find out major

contributions of the

martyrs

Lesson

Martyrs' contributions

Teaching aids

Photos of the Martyrs.

Teaching learning activities

o Show the photographs of

the martyrs.

o Ask the students if they

recognize those people.

o Make them familiar with

the martyrs and mention

Learning outcome

At the end of the unit the

students will be able to:

To find out the major

contributions of the

luminaries,

To introduce the national

emblems of Nepal,

To describe the major social,

political and economic

aspects of ancient Kirant

dynasty, and

To tell the major functions

of government head.

Learning outcome-1

To find out the major

contributions of the

luminaries

Lesson

Contribution of the

luminaries Teaching aids

Photos of the luminaries. Teaching learning activities

o Show the photographs of

luminaries such as Janak,

Buddha, etc.

o Ask the students if they

know those people.

o Make them familiar with the

photographs and discuss

about Gautam, Buddha,

272

month, year.

o Discuss about

the students date

of birth.

o Ask them to

prepare a

description of

birth, birthplace,

and academic

qualification of

their parents.

o Visit the local

area and ask

with the parents

about their date

of birth, birth

place, and

academic

qualification.

o At the end, ask

them to prepare

a general

background of

the family.

Evaluation

Evaluate the

students by

asking them to

prepare the

general

background

family of their

own.

***

background such as

date of birth

qualifications so on.

o Organize a field

visit and make an

enquiry about

general background

of the parents of

their friends.

o In the field, discuss

with the parents

about their date of

birth, birth place,

and academic

qualification.

o Ask students to

prepare a report

about the general

background of the

family of their

friend.

o Finally, if the report

presented by the

students is not

correct then make it

clear by the

correction.

Evaluation

Ask them to prepare

a report of general

background of the

guardian of their

parents.

Learning outcome-2

those people who

construct and reform

those school

buildings, paths,

bridge, and canals are

known as great people

of the village.

o Ask them who has

established the school

where they have been

studying.

o Ask them to find the

founder of the school

and for that purpose

ask them to go to the

administration to

make an enquiry.

o Ask them to write a

report about the

founder of the school

and the date when the

school was

established.

o Ask the students to

find out the other

persons also who have

constructed paths,

bridges, canal and

streets along with the

school.

o Ask the students to

meet the local

intellectuals and make

an enquiry about great

birth, death, education and

other principal works of

martyrs to the students.

o Discuss the contribution of

those martyrs how they

helped to establish

democracy by replacing

the Rana regime.

o Finally ask the students to

prepare a list of the

contributions of these four

martyrs.

Evaluation

Ask them to prepare a

prepare list of contribution

of these martyrs.

Learning outcome-2

To find out the

etymological meaning of

the word “Nepal” and

explanations of its origin

Lesson

Origin of the word Nepal Teaching aids

Map of Nepal. Teaching learning activities

o Show them a map of

Nepal.

o Discuss about the word

Nepal.

o Ask them how the word

"Nepal" was formed.

o At the end, Discuss about

the etymological meaning

Anshu Barma, and so on.

o In the next step discuss

about the contribution of

these luminaries.

o Make the student clear that

Janak made Mithila famous,

Buddha spread the

knowledge throughout the

world, Araniko took Nepali

art to China and

Shankhadhar establish Nepal

Sambat.

o Finally ask the students to

prepare a list of the

contributors made by

luminaries.

Evaluation

Ask them to prepare a

description of the

contribution of the

luminaries.

Learning outcome-2

To introduce the national

emblems of Nepal

Lesson

National emblems Teaching aids

Photos of the national

emblems.

Teaching learning activities

o Show the photos of the

national emblems.

o Discuss about the each

national emblems.

273

To make an inquiry

of the objects of

historical and

archaeological

importance.

Lesson

Historical and

archeological

objects

Teaching aids

Photos of the

historical

archaeological

goods.

Teaching learning

activities

o Show photos of the

historical

archaeological

goods that bear

historical and

archaeological

importance.

o Make the student

clear that these

objects are called

the objects of

historical and

archaeological

importance.

o Ask the students if

they have seen any

such type of objects

in their villages or

personality of the

local level. Evaluation

Evaluate the students

on the basis of the

finding/enquiry they

have made about the

people of historical

importance at district

level.

Learning outcome-2

To find out and

preserve the object of

historical and

archaeological

importance that is

found in their villages

Lesson

Preservation of the

historical objects Teaching aids

Photos of the

historical

archaeological goods.

Teaching learning

activities

o Show the photos of

the monastery,

temples etc to the

students.

o Make them clear that

they are known as the

historical and

archaeological objects

importance.

of the word Nepal.

Evaluation

Evaluate the students by

asking them to describe

the origin of the word

"Nepal"

Learning outcome-3

To make an inquiry about

the Gopal and Kirat

dynasty of the ancient

period

Lesson

Ancient period of Nepal Teaching aids

Photos of the Gopal and

Kirat kings.

Teaching learning activities

o Shows the photos of the

Gopal and Kirat kings.

o Diss about these kings.

o Tell the story about the

origin of the Gopal

dynasty.

o Describe about the origin

of Kirat dynasty.

o Finally ask the students to

write a description about

the Gopal and Kirat

Dynasty of the ancient

period. Evaluation

Ask them to describe

about the Gopal and Kirat

kings of the ancient

o Ask about the importance of

the national emblems.

o Make them clear that

national emblems are the

symbols of the national

unity and the symbols of the

identity.

Evaluation

Evaluate the students by

asking them to write a

description of the national

emblems of Nepal

Learning outcome-3

To describe the major social,

political and economic

aspects of ancient Kirant

dynasty

Lesson

Kirat dynasty of Nepal

Teaching aids

Photos of the Kirat kings.

Teaching learning activities

o Tell them a story about the

Kirant dynasty.

o Discuss about the Kirat

dynasty.

o Show the photos of the

major Kirat kings.

o Discuss about the social,

political and economic

reform of the Kirat dynasty. Evaluate

Ask the student to describe

about the kings of the

Kiranti dynasty.

274

locality.

o By taking the

students to the

nearby places of the

school let them try

to find out such

things that hold the

historical and

archaeological

meanings.

o Ask them to

maintain a record of

those objects which

they have found and

which bear such

historical and

archaeological

importance.

o At the end, discuss

about the

preservation of these

goods.

Evaluation

Ask them to search

the historical object

and prepare a report

about them.

***

o Ask them if they have

seen any other such

types of historical and

archaeological goods.

o Let the students make

a survey around the

school locality and

find out such things

like temple,

monastery, common

drinking water tap,

etc.

o Ask them to keep a

record of those objects

after making clear

their importance.

o In the next discuss

about the preservation

of these goods.

o Finally ask them to

prepare a report about

the preservation of

these goods. Evaluation

Ask them to prepare a

report about the

preservation of the

historical and

archaeological goods.

***

period.

Learning outcome-4

To describe the major

functions of the nation

head

Lesson

Head of the nation

Teaching aids

Web chart of the functions

of nation head.

Teaching learning activities

o Show the photo of the

nation head.

o Ask students the name of

the president of Nepal at

present.

o Discuss about the

functions of the nation

head.

o Make them clear that

president is the head of

Nepal.

o Show them the list of the

functions of the president.

o In the next step discuss

with the students about the

functions of the president.

Evaluation

Finally, ask the students to

prepare a list of the

functions of the president

***

Learning outcome-4

To tell the major functions

of government head

Lesson

Government head Teaching aids

Web chart of the functions

of the government head.

Teaching learning activities

o Ask them the name of the

prime minister at present.

o Discuss about provision of

the Prime Minister.

o Show them a list of the main

functions of the Prime

Minister.

o Discuss it among the

students.

o At the end, make them clear

the difference between

nation head and government

head. Evaluation

Evaluate the students by

asking them to describe the

functions of the Prime

Minister.

***

***indicates the end of the lesson.

275

J.4.7 UNIT-VII OUR EARTH

Grade-I Grade-II Grade-III Grade-IV Grade-V

Learning outcome

At the end of the unit

the students will be

able to:

To describe the

landforms around

their house, and

To draw general

map of the house

and school where

they live and

study.

Learning outcome-1

To describe the

landforms around

their house.

lesson

Land around my

house

Teaching aids

Photos of the

landforms.

Teaching learning

activities

o Ask the students

about what types

of land they have

seen.

Learning outcome

At the end of the unit

the students will be

able to:

To describe the

landforms around

their tole, and

To draw general

map of their tole

and locate the,

paths, rivers and

forest on it.

Learning outcome-1

To describe the

landforms around

their tole.

lesson

Land around my

tole

Teaching aids

Photos of the

landforms.

Teaching learning

activities

o Show the photos

of the land

features of around

their tole.

Learning outcome

At the end of the unit

the students will be

able to:

To describe the

physical and natural

features of their

village or city, and

To draw general

map of the village or

city where they live

and locate important

facts on it

Learning outcome-1

To describe the

physical and natural

features of their

village or city

Lesson

Our village

Teaching aids

Photos of the

physical and natural

features of the

village and city.

Teaching learning

activities

o Show the photos or

Learning outcome

At the end of the unit the

students will be able to:

To describe the physical,

natural, and social features

of their district,

To draw general map of

district,

To describe the origin and

structure of the earth and fill

the different facts on map,

and

To introduce friendly

countries India, China and

Bhutan in brief

Learning outcome-1

To describe the physical,

natural, and social features

of their district

Lesson

Geographical features of our

district

Teaching aids

Photos of the physical,

natural and social features of

the districts.

Teaching learning activities

o Organize the field trip of the

Learning outcome

At the end of the unit the

students will be able to:

To describe the physical,

natural, and social features

of Nepal.

To fill the different facts on

the map of Nepal after

drawing it.

To describe the oceans and

continents in briefly and

locate the oceans and

continents on the global and

map.

To introduce friendly

countries Bangladesh,

Srilanka, Pakistan and

Maldives.

Learning outcome-1

To describe the physical,

natural, and social features

of Nepal

Lesson

Geographical features of our

country

Teaching aids

Show a map of Nepal.

Teaching learning activities

276

o Show photos of

different types of

landforms such as

high low or plain.

o Organize a field

visit.

o First of all ask the

students to climb

up the high hill

and tell them

about the hills and

make them clear

that land can be

high like hills.

o In the next step

take the students

to low land and

tell them about the

features of it.

o By taking them to

different types of

lands let them

directly feel the

types of lands and

make the concept

clear to the

students.

o At the end,

describe all types

of landform and

o Organize the field

visit.

o Observe the land

feature of their

tole.

o Let the student

climb up the high

hills and tell them

about that feature

of the landform

and tell them that

the landform can

be of that high

type.

o In the second stage

take them to the

low land and

explain them about

that type of feature

of the landscape.

o In the third stage,

take them to the

plain land and

describe the about

the plain land.

o After the

observation of the

landform make

them clear about

high, low, plain

the poster of the

mountain, hill, plain

and valley to the

students.

o Ask them if they

have ever seen the

hills, mountains,

plain and valley or

not.

o Discuss about the

features of the hill,

mountain, plain and

valley in order to

make the concept

clear to the student.

o Discuss about the

geographical feature

of the place where

they live.

o Finally, make them

clear about the

natural and physical

features of their

villages or city.

Evaluation

Ask them to a

prepare descriptions

about the natural

and physical

features of their

district.

o Make the students familiar

with natural, geographical

and social features of the

district.

o In the first step let them

observe the feature of the

landforms eg. Slope, high,

low and plain land.

o In the second stage let them

observe the natural features

such as vegetation, trees,

herbs and the climate.

o In the third stage ask them

to observe the fooding,

clothing, and lifestyles of

inhabitants of the district.

o Ask them to write down all

these points in their diary

while they are observing

them.

o After returning to the

school, ask them to discuss

about the findings of the

observation.

Evaluation

Finally, ask the students to

write down a report about

the geographical, cultural,

natural and social features of

o Show a map of Nepal.

o Ask the students about the

geographical and natural

division and social diversity

of the country.

o Organize the field visit.

o During the field visit observe

climate, herbs, soil, cultural

and social factors of Nepal.

o Discuss climate, herbs, soil,

cultural and social factors of

Nepal.

o In the next step invite any

resource person and discuss

about the climate, herbs,

soil, cultural and social

factors of Nepal.

o Finally ask the students to

prepare a report about the

geographical, natural social,

cultural aspects of the

country.

Evaluation

Ask them to prepare a repot

about the geographical,

natural, social and cultural

aspects of Nepal.

Learning outcome-2

To fill the different facts on

the map of Nepal after

277

their features.

Evaluation

Ask them to

describe the

different types of

land and their

features.

Learning outcome-2

To draw general

map of the house

and school where

they live and

study.

lesson

Drawing a picture

Teaching aids

Map of school,

house etc.

Teaching learning

activities

o Show the map of

school and house.

o Let the students

observe the school

where they study.

o After the

observation, ask

them to draw a

simple map of the

school where they

study.

landforms.

Evaluation

Ask them to

describe the type

of landform

around their tole.

Learning outcome-2

To draw general

map of their tole

and locate the,

paths, rivers and

forest on the map.

lesson

General map of

the tole

Teaching aids

Map of tole

showing river,

path, forest and so

on.

Teaching learning

activities

o Show the map of

their locality.

o Visit their locality

and observe

different things

like path, river,

stream, forest and

so on.

o After arriving at

village or city.

Learning outcome-2

To draw general

map of the village or

city where they live

and locate important

facts on it

Lesson

Map of our village

Teaching aids

Map of village or

city showing

important fact on it.

Teaching learning

activities

o Show the map of

their village or city.

o Organize a field

visit and observe

different important

facts such as river,

stream, path, market

and so on.

o After returning the

class, show the map

of village or city

again to make the

student more clear

about the map of the

village.

o On the basis of

the district where they live.

Learning outcome-2

To draw general map of

district

Lesson

Map of our district

Teaching aids

Map of district.

Teaching learning activities

o Show the map of the district.

o Let them observe the map of

their district.

o Ask the students to draw

that map of the district after

looking at the map of it.

o Ask them to show rivers,

ponds, roads, paths, etc. on

the map while they draw it.

o Finally, ask the students to

draw the map of the district

without looking at the

model.

Evaluation

Ask them to draw the map

of the district.

Learning outcome-3

To describe the origin and

structure of the earth and fill

the different facts on map

Lesson

drawing it

Lesson

Map of Nepal

Teaching aids

Map of Nepal.

Teaching learning activities

o Show a map of Nepal.

o First of all let the students

observe the map of Nepal.

o In the next step, ask them to

prepare a map after

following the model map.

o Make them conscious to be

aware about the districts,

zones and other international

boundaries while drawing a

map.

o Let them practice many

times to draw the map.

o Fill different things like

river, pond, different places,

commercial centers etc after

preparing a map.

o Finally ask them to prepare

the map of Nepal without

following the model and let

them practice it many times.

Evaluation

Ask them prepare the map of

Nepal and fill different facts

on it.

278

o Ask them to repeat

the drawing map.

o Suggest them to

draw window,

door and rooms of

the school while

they drawing the

map.

o Let them observe

their house and

ask to draw the

map of house.

o Ask them to draw

the window, door

and room of the

house.

Evaluation

Ask them to draw

the map of the

house and school.

****

classroom, show

the map and

describe about

once again.

o Ask them to draw

a map of their tole

on the basis of the

field visit and

study of the map.

o Let them practice

to draw the map

many times.

o Ask them to fill

river, path, and

stream, and so on

map.

o Ask them to

colour the map

where necessary.

o Finally ask them

the work drawing

map repeat many

times.

Evaluation

Evaluate the

students on the

basis of the map

they sketch of

their locality.

****

observation and

study of the map,

ask the student to

draw a map of the

village or city where

they live.

o Ask them to repeat

them work drawing

map more times.

o At last ask them to

fill river, paths,

streets, etc on the

map and to put

colours on it.

Evaluation

Ask them to draw a

map of village or

city and locate the

different fact on it.

****

Origin of the earth

Teaching aids

Globe and map of the earth.

Teaching learning activities

o Show globe or map of the

world.

o Tell them the story of the

origin of earth.

o In the next step show them

the figure of the internal and

external structure of the

earth.

o Discuss about the structure

of the earth.

o Finally ask the students to

describe origin and structure

of the earth.

Evaluation

Ask them to describe about

the origin and structure of

the earth.

Learning outcome-4

To introduce neighboring

countries India, China and

Bhutan in brief

Lesson

Our friendly countries-I

Teaching aids

Map of the India, China and

Bhutan.

Teaching learning activities

Learning outcome-3

To describe the oceans and

continents in briefly and

locate the oceans and

continents on the global and

map

Lesson

Oceans and continents

Teaching aids

Globe.

Teaching learning activities

o Show globe.

o Discuss about the different

oceans and continents with

the students.

o Ask them to find out the

ocean and the continents on

the globe.

o Finally ask the students to

study about continents and

ocean on the basis of the

globe.

Evaluation

Ask them to find out oceans

and continents on the globe.

Learning outcome-4

To introduce friendly

countries Bangladesh, Sri

Lanka, Pakistan and

Maldives in brief

Lesson

279

o Show the map of Asia and

ask them to find out the map

of India, China and Bhutan.

o Show them a chart that

bears the economic

activities, population, social

and cultural matters of all

those countries.

o Discussion about area,

population, economic

activities and cultural

aspects of these three

countries.

o Finally ask the students to

make a list about the area,

population, economic

activities, social and cultural

matters of each country.

Evaluation

Ask them to prepare a short

description of the

neighbouring countries–

China, India and Bhutan.

****

Our friendly countries-II

Teaching aids

Map of Bangladesh, Sri

Lanka, Pakistan and

Maldives.

Teaching learning activities

o Show the map of the

Bangladesh, Sri Lanka,

Pakistan and Maldives.

o Discuss about the economic

activities and socio–cultural

aspects of thses country.

o In the next step show them

the list of population, area,

economic activities and

socio-cultural features of

those countries.

o Finally ask them to prepare a

list of the area, population

economic activities and

socio-cultural features of

these countries.

Evaluation

Evaluate the students by

asking them to give a brief

introduction of the

neighbouring countries:

Bangladesh, Srilanka,

Pakistan and Maldives.

****

***indicates the end of the lesson.