MG SCHOOL EDUCATION: KREIS_N2_1_Curriculum and Inclusive Classrooms

NISTHA MODULE 1

1.Teaching students belonging to disadvantaged sections of society in neighbourhood schools with appropriate support , is known as -

Special education
Inclusive education
Exclusive education
Integrated education

2. Which of the following statements is NOT true for National Curriculum Framework ( NCF ) ?

NCF provides guidance on the content to be included in syllabus and textbooks ,
Till now four NCFs have been formulated
NCF does not have implications for higher education
The last NCF was formulated by NCERT in the year 2005

3. Inclusive education is based on the principle of :

Social existence and globalisation
World brotherhood
Social Equity
Social Entity

4. The real aim of assessment is to -

Identify the lacuna in learning and provide required support
Test academic knowledge of students
Enhance rote learning
Conduct examination so that children may be promoted to next class

5. If a student asks a question in the classroom , then it would be beneficial to

Answer the question & encourage asking more questions .
Provide some reference to find out the answer .
Advise him / her to meet after the class
Encourage to search answer independently

6. Which of the following would be most useful for orientation and mobility training for a student with visual disability ?

Audio Clips
Slate and Stylus for note - taking
Tactile maps of the school building
Verbal description of the learning activity

7. Effectiveness of school curriculum is determined by

Community Participation
School Leadership
Students ' learning outcomes
Teachers ' competencies

8.Including children belonging to socially disadvantaged groups ( SDGs ) will be beneficial for

Uniform
Mainstream school in neighbourhood
Equity based Inclusive schools
Barrier free accessible school

9. The NEP 2020 proposes to change existing design of school education from 10 + 2 to :

5 + 3 + 4
3 + 5 + 3 + 5
None
5 + 3 + 3 + 4 .

10. If a state adopts textbooks developed by the NCERT , then teachers of this state need to focus on

Following the textbooks as they are The
old textbooks of the state
Contextualisation of various concepts as per the need of the children in the state
Assessment of learning outcomes

11. Right of Children to Free and Compulsory Education ( RTE ) Act provides that every child shall have the right to free and compulsory education in a neighbourhood school :

between the age of 6-14 years and till completion of primary education
between the age of 5-14 years and till completion of elementary education
between the age of 6-14 years and till completion of elementary education
till the completion of primary education irrespective of age

12. Learning Outcomes helps teachers to i ) go beyond textbooks

i , ii and iii
i , iii and iv
ii , iii and iv
i , ii and iv

13. The second National Policy on Education in India was formulated in :

1995
2004
1986
1971

14. School Curriculum reflects culture of

Home
Society
School
Locality

15. Components of Curriculum do not include

Syllabus and Textbooks
Teaching Strategies
Recruitment and Transfer of Teachers
Assessment and Evaluation

16. The first and second National Policies on Education in India were formulated in the years :

1966 and 1992
1968 and 1986
1986 and 2019
1967 and 1989

17. Which of the following is not a component of the curriculum- ?

Objectives and Learning Outcomes
Assessment
Teaching - Learning Process
Design

18. In the process of curriculum development , syllabus is placed in between

NCF and Textbooks
Textbooks and Examinations
Teacher Support Material and NCF
National Education Policy and NCF

19. To communicate with others , alternative communication system helps

Children with hearing disability .
Children with deaf blindness
Children with speech and language disability .
Children with or without disability .

20. Hidden curriculum -

Indicates application of formal learning in classroom
May not be part of formal course of study
Encourages learning from textbooks
Is carefully planned

21. Which of the following statements is not valid for Curriculum

It provides the vision for education at various levels in India
It encompasses syllabus , textbooks , pedagogy and assessment methods
It evolves from National Curriculum Framework .
It is a set of planned activities designed to implement the aims of education in schools .

22. The arrangement of the element of Curriculum is known as ?

Curriculum development
Curriculum construction
Curriculum Foundation
Curriculum design

23. Which of the following is not important for creation of Inclusive classroom :

Location of the school
Support of parents
Support of community
Role of Teacher CUS

24. The Rights of Persons with Disabilities Act , 2016 ( RPWD Act 2016 ) defines Inclusive Education as a system of education wherein students with and without disability :

Learn in an integrated setting , will spend some time in regular classroom
Attend the same school but students with disability learn in separate classrooms
Learn together and the system of teaching and learning is suitably adapted
Learn together and the system of teaching and learning remains same Recorde ZALAS

25. Two children having the same disability

Will always require the same intervention by the teacher in the classroom
Will not require any intervention by the teacher in the classroom
May require different interventions by the teacher in the classroom
Will require intervention by special educator only in the classroom

26. Which of the following statements is not true for National Curriculum Framework ( NCF ) :

It provides guidance on the content to be included in syllabus and textbooks ,
NCF do not have linkage with National level educational policies .
It provides a set of educational aims in line with the vision outlined in the National Policy on Education
NCERT has been given the mandate to develop NCFs Recorde

27. An outline of the themes or topics to be included in a subject for specific class to be covered in the stipulated time is called

Course
Programme
Syllabus
Curriculum

28. Learning Outcomes articulates

The predicted output of the subject contents to be taught .
The process and procedure of assessment of learning achievements after the targeted learning inputs .
The competency of the teachers to evaluate the performances of learners .
The developed knowledge , skills , personal - social qualities and attitudes of learners after a scheduled course of teaching learning activities .

29. A syllabus -