‘K.G.F. Chapter 2′ opened in cinema halls on April 14th across 10,000 screens in India with over 50,000 shows on first day.The film will reportedly dethrone ‘Baahubali – the Conclusion’ with respect to the collections on Day #1 of the Hindi version and has even inched close to bonafide Hindi films like ‘War’ and ‘Thugs of Hindostan’ the same regard
K.G.F: Chapter 2 Hindi version breaks RRR’s advanced booking record , film earns 20crore INR in North before release
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THE National Curriculum Framework (NCF) 2005 recommends that children’s life at school must be linked to their life outside the school This principle marks a departure from the legsey of fookish learning which continues to shape our system and causes a gap between the school. home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this baste idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy of Education (1986).
The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that. given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and Initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering. discussion in small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book. We wish to thank the Chairperson of the advisory group in languages, Professor Namwar Singh and the Chief Advisor for this book, Professor R. Amritavalli for guiding the work of this committee. Several teachers contributed to the development of this textbook; we are