NEP

National Education Policy (NEP)

The National Education Policy 2020 is the education policy formulated by the Union Cabinet of India on 29 July 2020. It envisions a massive transformation in the education system of India.

Broadly, the new curriculum in NEP 2020 focuses on: 

1. Rendering core concept
2. Practical application of knowledge
3. Higher-order thinking skills for developing a scientific temper and
4. Structured Assessment for Analyzing Learning (SAFAL)

According to the New Academic Structure, the old 10+2 system is replaced with the new pedagogical framework, 5+3+3+4. It consists of the following:

• Foundational stage (3 to 8 years)
• Preparatory stage (8 to 11 years)
• Middle stage (11 to 14 years) and
• Secondary stage (14 to 18 years)

Amity University Press takes note of the above structural change in the education system. The books published by AUP strictly follow the revision of all aspects of the education structure, including school regulation and governance, to create a new system that is aligned with the aspirational goals of 21st-century education along with India’s tradition, culture, and value system.

Foundational stage (3 years of pre-primary + Grades 1‒2)

This stage is also called Early Childhood Care and Education (ECCE). In the formative years of learning emotional and social adjustment is central so the curriculum is more Fun & play, discovery and activity-based, and focuses on cultivating basic skills like clarity of speech, memory, retention, observation, and gross motor skills.

The content lays emphasis on identifying and developing the creative potential of each learner. Amity University Press follows the principle that education must develop both the foundational capacities of literacy and numeracy and higher-order cognitive capacities, such as critical thinking skills and problem-solving skills. We make sure the pre-primary level books deliberate on social, ethical, and emotional issues.

Assessment in the Foundational Stage is seen as an enabler for learning and development. It is an integral part of the everyday classroom process and largely based on systematic and careful observation of children and analysis of their work— such as crafts, projects, and simple worksheets.

Preparatory stage (Grades 3‒5)

As children make progress toward their understanding of the external world, we introduce some more formal but interactive ways of classroom learning. The books are published to develop core real-life skills like logic, critical thinking, inquiry, analysis, problem-solving, and creative thinking.  

At this stage, the books are prepared for achieving universal foundational literacy and numeracy, i.e. the ability to read and write and perform basic operations with numbers, which is a necessary and indispensable prerequisite for all future schooling and lifelong learning.

Middle stage (Grades 6‒8)

At this stage, we engage subject experts to prepare manuscripts for abstract concepts in the subjects across sciences, mathematics, arts, social sciences, and humanities. The books are designed based on the interdisciplinary and multidisciplinary system of international standards. 

As per the NEP, our books focus on integrated subject learning to explore relations among different subjects. The books promote the learning and development of higher-order thinking skills (HOTS), like investigation, synthesizing, analysis, interpretation, evaluation, and reasoning for developing scientific temper.

Secondary stage (Grades 9‒12)

This stage includes four years of interdisciplinary, multidisciplinary, and cross-disciplinary studies with greater depth and flexibility in the student’s choice of subjects. 

The idea is to expose students to different fields and provide more info about career options in sync with the child’s Aptitude, Interest, and Personality to make career-related decisions. In this regard, our books are designed to help students assess their strengths, and in accordance with their life aspirations help facilitate their entry into higher education.

Examination and Assessment Patterns in the Books are as per the NEP guidelines.

Structured Assessment for Analyzing Learning (SAFAL)

1. Diagnostic assessment: (Formative assessment)  

This assessment is essential to understand students’ knowledge, skills, strengths, and weaknesses beforehand and to formulate the teaching process accordingly. This helps teachers adjust their strategies with each student. These teaching strategies will be elaborated in the Teachers Resource Book.

• Learning Assessment: (Continuous Assessment)   

This is a way to evaluate students’ learning and whether their learning aligns with the objectives mentioned in the lesson plan for the teachers. It will focus more on developing cognitive skills. Parent-student-teachers need to come together in this assessment process.

• Examination ‘for’ promotion: (Summative Assessment)  

These assessments are generally grade-based and include projects and standardized tests. This provides them with a clear idea of the student’s understanding and learning for further promotion.