The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. In particular students would continue to have the option of exiting after Grade 10 National Education Policy 2020 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11-12, including at a more specialized school, if so desired. (NEP 2020, Page-11)
Highlights of Recommendation at Secondary Stage in NEP 2020
Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and Engaging
The curricular and pedagogical structure of school education will be reconfigured to make it responsive and relevant to the developmental needs and interests of learners at different stages of their development, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. The curricular and pedagogical structure and the curricular framework for school education will therefore be guided by a 5+3+3+4 design, consisting of the Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both together covering ages 3-8), Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11 and 12 in the second, covering ages 14-18). (NEP 2020, Page-11)
Highlights of Recommendation at Secondary Stage in Ncfse-2023
a. This Stage is for students aged between 14 and 18.
b. Phase 1 — Grades 9 and 10:
i. All students would continue to engage with all the Curricular Areas as in the
In addition, students would study Environmental Education as an Interdisciplinary Area of study. They would develop capacities for reasoning and argumentation for issues in the public sphere along with ethical and moral reasoning. They would use these capacities in the context of Environment Education.
Learning Standards have been set for these areas of study.
c. Phase 2 — Grades 11 and 12:
i. Choice-based courses are to be offered to enable flexibility and choice for students and to remove hard separations between disciplines and academic areas.
ii. Students need to study two subjects from Language Education (called Group 1, see Figure 1.4i), at least one of which must be a language native to India. Literature subjects are also contained in Language Education at this level.
iii. Students need to choose four subjects (with an optional fifth subject) from at least two of the following three groups (see Figure 1.4i):
1) Group 2: Art Education, Physical Education, Vocational Education
2) Group 3: Social Science and Humanities, Interdisciplinary Areas
3) Group 4: Science, Mathematics and Computational Thinking
iv. This scheme allows for both breadth of study as well as gaining disciplinary depth. To allow for interesting combinations, there should be no further restrictions for students to choose specific streams.
v. An illustrative list of subjects that can be made available within each Group is given below.
vi. Some illustrative combinations possible with this scheme are given in Figure 1.4ii.
d. Textbooks play a significant role in organising content in Grades 9 and 10. In Grades 11 and 12, students should be encouraged to source content from multiple channels. Course compendiums can be utilised in Grades 11 and 12 to make the choice of content more dynamic and flexible.
e. Pedagogy at this Stage should expect more independent learning from the students. More opportunities for self-study and group work should be encouraged. Classroom interactions should also be diverse — didactic, Socratic, and inquiry-based methods are all appropriate for this Stage.