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ICT at School
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ICT Curriculum for Students

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Guided by the National Policy on ICT in School Education (see §3.1), the curriculum for students is designed to promote creativity, problem solving, and introduce students to the world of information and communication technologies with the specific purpose of widening their horizons and better informing them of choices in their career pursuits. In particular, the curriculum focusses on training the student to working with a variety of resources; learning to critically appraise information and resources; and making safe, productive, ethical and legal use of these resources a habit.

Students are also introduced to ICT outside the classroom context. Their curiosity and desire to learn will prompt them to more intensely participate in ICT activities. While introduction to social networks and blogging would become inevitable, making them aware of cyber bullying or other means of violating their rights should become an essential part of the training. While experimenting with hard and software the range of learning is very high. Channelising these tendencies and co-opting them into the teaching-learning process can help teachers create able support to the ICT system in the school.

The impact of ICT on the overall development of the personality can be extremely significant. In particular its effect on the improvement of communication skills is treated as a central goal of the ICT curriculum.

Language barriers and isolation can deny students access to the wide range of digital information and resources. Physically challenged, particularly the visually impaired and the auditorily impaired need additional support. Heightened awareness on the part of the system will help address these students' problems of access.

Based on the availability of ICT infrastructure and the provisioning of an ICT class in the timetable, different schools or Boards of School Education can exercise the choice to begin the ICT programme with any appropriate class, but ensure that every student completes the advanced stage outlined in the National Policy on ICT in School Education before completing schooling.

This curriculum is recommended for use with students of classes 6-12. It should not be used at the primary stage (classes 1 to 5). A structured ICT programme at the primary stage is not desirable and can be counter productive.

The curriculum expects an allocation of three sessions per week and thirty weeks per year for the course work. The course spans three years.

The Learning Strands

The ICT curriculum for students is also conceived as an important vehicle for the realisation of the goals of the National Curriculum Framework. It attempts to introduce students to a dynamic, immensely popular field, exposing them to a wide range of information and resources, motivating them to explore and participate in. It can not only support learning, but also introduce them to diverse activities which challenge their intellect and imagination.

To this end, the curriculum is organised into four strands:

The scope of these strands remain the same as that for the teacher. In terms of activities however, the syllabus articulates content differently, taking into consideration the age profile of students, their unique needs and the objective of preparing them for their future.