(a) Lower Primary Stage:
(Classes I-IV)- The child should receive instruction in the basic tools of learning such as reading, writing and computation and should learn to adjust to his surrounding through an elementary study of his physical and social environment.
For a sound foundation of mother-tongue, no language other than this should be introduced during the first four years. The curriculum should be gradually expanded and developed in keeping with the child’s growth and development.
The curriculum at this stage should include:
(i) One language, the mother-tongue or the regional language,
(iii) Study of the environment (covering Science and Social Studies in classes III and IV),
(iv) Creative activities,
(v) Work-experience and Social Service
(vi) Health education.
(b) Higher Primary Stage:
(Classes V-VII) The study of second language will be added to mother-tongue; arithmetic skill will be used in acquisition of more difficult mathematical knowledge; environmental activities will lead to the study of natural and physical sciences, history, geography and civics. The constructive and creative skills will provide the basis for the practice of simple arts and crafts. And the practice of healthy living will serve as foundation for physical education. At this stage the curriculum will cover the following:
(i) Two language; Mother-tongue and Hindi or English; it to be noted that a third language (English, Hindi or a regional language) may be introduced on an optional basis.
(iii) General Science,
(iv) Social Studies (History, Geography and Civics)
(vi) Work Experience and Social Service,
(vii) Physical Education, and
(viii) Education in Moral and Spiritual values.
(c) Secondary Stage:
The curriculum should meet the needs of the adolescent individuals as well as the democratic society in which the child is expected to participate as a citizen on reaching maturity. The secondary school curriculum should contain necessary educational elements for cultivation of certain skills, elements, attitudes, and qualities of character viz. capacity for clear thinking, the ability to communicate easily with his fellowmen, a sense of true patriotism and an appreciation of the value of productive work. The needs of adolescence are related not only to the acquisition of knowledge and the promotion of intellectual ability, but the fuller development of physical, emotional aesthetic and moral aspects of personality. Provision has, therefore, to be made in the curriculum for the programme of physical education. At this stage (classes VIII-X) the curriculum should include;
(i) Three languages: Mother-tongue, Hindi and English in non-Hindi area and in Hindi area mother-tongues (Hindi), English and one of the 15 modern Indian languages other than Hindi, it may here be noted the a classical language may be studied in addition to the above 3 languages on an optional basis.
(iii) General Science,
(iv) History, Geography and Civics,
(vi) Work-experience and Social Service,
(vii) Physical Education, and Education in moral and spiritual values.
(d) Subject Areas of Higher Secondary (+2) Course:
The existing one year higher-secondary course will soon cover a two- year period after the 10 years schooling pattern. The whole question of higher secondary curriculum will have to be carefully examined and details worked out by an expert body consisting of representatives of the Universities, State Board of School Education and State Department of Education. The curriculum will cover a large area than that of the 10 year pattern of curriculum as follows:
(i) Any two Indian languages including M.I.L. English and any classical language,
(ii) Any three subjects from among History, Geography, Economics, Logic, Psychology, Sociology, Art, Physics, Chemistry, Mathematics, Biology, Geology, Home Science and an additional language,
(iii) Work-experience and Social Service,
(iv) Physical Education,
(v) Art and Craft, and
(vi) Education on Moral and Spiritual value.