“From Rote Learning to Meaningful Learning: Strengthening Foundational Literacy and Numeracy through Activity-Based Pedagogy in Primary Schools”
Author: Nisha Soni (Educator, Excellence Learning Academy, Zamania)
Email: nishasoni0501@gmail.com
Paper Id: JCRSIVOL1|2005 (Volume 1 Issue 2 2026)
Citation: Soni, Nisha (2026). “From Rote Learning to Meaningful Learning: Strengthening Foundational Literacy and Numeracy through Activity-Based Pedagogy in Primary Schools” Journal of Classroom Research and School Innovation (JCRSI), 1(2), 31–38.
Available : https://jcrsiindia.com/wpcontent/uploads/2026/09/JCRSIVOL12005.pdf
Abstract
Foundational literacy and numeracy (FLN) constitute the essential foundation upon which children’s subsequent educational development is built. In primary schools, however, classroom learning can still become dominated by textbook completion, memorisation, repetitive written exercises, and examination-oriented practices. Such approaches may provide short-term familiarity with content but do not necessarily ensure that children can apply literacy and numeracy skills in meaningful situations. The National Education Policy (NEP) 2020 and the NIPUN Bharat Mission have consequently placed foundational learning at the centre of school education in India. NIPUN Bharat seeks to ensure that children acquire foundational competencies in reading, writing and numeracy by the end of Grade 3.
The present paper examines how activity-based, play-based, experiential and context-sensitive pedagogies can strengthen foundational literacy and numeracy among primary school children. The study adopts a conceptual research approach based on analysis of policy documents, educational frameworks and relevant literature concerning foundational learning and primary education. The paper argues that meaningful learning requires a shift from teacher-dominated transmission to child-centred classroom experiences involving stories, games, manipulatives, local contexts, peer interaction, questioning, observation and formative assessment. It further proposes a practical classroom framework integrating literacy, numeracy, assessment and local resources. The paper concludes that activity-based pedagogy can make primary education more engaging and conceptually meaningful when supported by teacher preparation, appropriate assessment, locally relevant learning materials and systematic monitoring of individual learning progress.
Keywords: foundational literacy, foundational numeracy, primary education, activity-based learning, experiential learning, NIPUN Bharat, classroom pedagogy, formative assessment