Promotion Linked Training Batch 37 BPS 17 to BPS 18 26 August 2019 to 20 September 2019 Muhammad Afzaal Firdousi HM GHS 48/F CTN (Bahawalnagar)

1. NATIONAL
EDUCATIONAL
CURRICULA
2006

2. Outline
Definition of curriculum
Difference between curriculum and
Syllabus
History of Curriculum
Focus of Curriculum 2006
AIMs and Objectives of Curriculum
Components of Curriculum
Activity

3. Objectives of presentation
 After getting the knowledge of this
presentation the participants would be able
to
 establish a clear philosophy and set of overarching
goals that guide the entire program and the
decisions that affect each aspect of the program;
 promote interdisciplinary approaches and the
integration of curricula when appropriate;
 establish sequences both within and between
levels and assures a coherent and articulated
progression from grade to grade;

4. Objectives of presentation
 outline a basic framework for what to do, how to do
it, when to do it and how to know if it has been
achieved;
 suggest methods of assessing the achievement of
the program's goals and objectives;
 provide a means for its own ongoing revision and
improvement; and
 Provide a direction for procurement of human,
material and fiscal resources to implement the
program.

5. CURRICULUM
In formal education, a curriculum is the set of courses, and
their content, offered at a school or university. As an idea,
curriculum stems from the Latin word for race course,
referring to the course of deeds and experiences through
which children grow to become mature adults. A curriculum
is prescriptive, and is based on a more general syllabus which
merely specifies what topics must be understood and to what
level to achieve a particular grade or standard.
WIKIPEDIA

6. • Curriculum: A plan of instruction that details
what students are to know, how they are to
learn it, what the teacher's role is, and the
context in which learning and teaching will
take place.
• Syllabus: A document with an outline and
summary of topics to be covered in a
class/grade. It is often either set out by school
management or an exam board. Content
covered in textbook is often taken as syllabus.

7. HISTORY OF NATIONAL
CURRICULUM In PAKISTAN
First National Curriculum - 1975-1976
Second National Curriculum -1984-1985
Third National Curriculum - 1994-1995
Fourth National Curriculum -2000-2002
Fifth National Curriculum - 2006-2007

8. CURRICULUM FOCUS
OF 2006
 INQUIRY-BASED CURRICULUM
–Scientific Inquiry
• Questioning, Observing, Predicting etc.
–Problem Solving
• Proposing, Creating, Testing etc.
–Decision Making
• Evaluation of possible solutions

9. CURRICULUM FOCUS
OF 2006
 STUDENT-CENTERED CURRICULUM
–Students engaged in learning with every day
materials
 OUTCOMES-FOCUSED CURRICULUM
– Well-defined outcomes

10. AIMS
 Aims are general statements that provide
direction or intent to educational action.
Aims are usually written in amorphous
terms using words like: learn, know,
understand, appreciate, and these are not
directly measurable. Aims may serve as
organizing principles of educational
direction for more than one grade. Indeed
these organizing principles may encompass
the continuum of educational direction for
entire programs, subject areas or the
district.

11. EXAMPLE of AIMS
Students will
understand and become proficient at
identifying the different types of
spoken English.
 be able to develop scientific
understanding of the living world

12. OBJECTIVES
Objectives are usually specific
statements of educational intention
which specifically explain either
general or specific outcomes.

13. EXAMPLE OF OBJECTIVES
Students will identify and list 5
terms of english they have heard
from their peers.
recognize scientific approaches
have relevance to many situations
in everyday life

14. K
STRANDS
(Key Learning Area)
STANDARDS
(Standards define the key
learning area)
BENCHMARKS
(Benchmark further elaborate the
standards. A benchmark progresses
through developmental levels.)
STUDENT LEARNING OUTCOMES
(SLOs are built on the descriptions of benchmarks.
Each benchmark has different number of student learning
outcomes.)
FRAMEWORK OF NATIONAL
CURRICULUM

15. STRANDS
 Major Learning Area
 KNOWLEDGE
– SKILLS
– ATTITUDE
– SCIENCE, TECHNOLOGY, SOCIETY & ENVIRONMENT

16. Competency
A key learning area.
 Competency 1: Reading and Thinking Skills
 Competency 2: Writing Skills
 Competency 3: Oral Communication Skills
 Competency 4: Formal and Lexical Aspects of
Language Standards
 Competency 5: Appropriate Ethical and Social
Development

17. STANDARDS FOR
SCIENCE
 What students should know and be able to do
 Broad descriptions of the Strands
– Life Science
• Students will understand, explain and differentiate
among the structure, characteristics and basic
needs of living things, the processes of life, and
will also investigate the diversity of life and how
living things interact with each other and with
environment.

18. STANDARDS FOR MATHS
Numbers and Operations
 The students will be able to
 Identify numbers, ways of representing
numbers and effects of operations
 Compute fluently with fractions, decimals and
percents
 Manipulate different type of sequences

19. STANDARDS FOR
ENGLISH
 Standard 1: All students will search for,
discover and understand a variety of text types
through tasks which require multiple reading
and thinking strategies for comprehension,
fluency and enjoyment.
 Standard 2: All students will read and analyze
literary text to seek information, ideas,
enjoyment, and to relate their own experiences
to those of common humanity as depicted in
literature

20. Standards are based on;
 Higher Order Thinking:
 Manipulating information and ideas
 Deep Knowledge:
 Central ideas of a topic
 Substantive Conversation:
 Extended conversational exchanges with the
teacher
 Connections to the World Beyond the
Classroom:
 Connections between knowledge and public
problems or personal experiences.

21. BENCHMARKS
 BENCHMARKS indicate what students should know and
be able to do at various developmental levels.
 Overall the benchmarks are built as per the restructured
Scheme of Study and are split into 5 developmental
levels:
 Kindergarten to Grade 3
 Grade 4 to Grade 5
 Grade 6 to Grade 8
 Grade 9 to Grade 10
 Grade 11 to Grade 12

22. BENCHMARKS FOR
SCIENCE
 Life Science: At the end of Grade V
– Identify the needs and characteristics of plants and
animals
– Compare major plant and animal structures ad their
functions
– Describe the diversity among organisms
– Explain food groups necessary to maintain healthy
body
– Compare and group plants and animals
– Examine the habitats of plants and animals
– Describe interactions or interdependence between
animals and plants

23. BENCHMARKS FOR
MATHS
At the end of Grade I-II
 Count read and write number up to 999
 Write number up to 100 in words
 Find the place value of each digit in 3
digit number
 Multiply numbers within the tables of
2,3,4,5, and 10
 Dividenumbers within the tables of
2,3,4,5, and 10 with the remainder zero

24. BENCHMARKS FOR
ENGLISH
 Students will be able to
 Analyze short stories and poems
 Write sentences answers to simple questions
and guided stories about familiar topics
 Revise and edit for word, order spelling and
punctuation

25. BENCHMARKS FOR
SKILLS
 Skills: At the end of Grade V
– Ask Qs about objects and events and develop ideas
how the Qs may be answered
– Observe and explore material
– Identify patterns and orders in objects
– Develop solutions to problems
– Work with others (Share and Communicate)
– Take safety measures

26. BENCHMARKS FOR
ATTITUDES
 Attitudes: At the end of Grade V
– Show interest and curiosity
– Willingly observe, questions and explore
– Appreciate accuracy
– Be open-minded in explorations
– Be sensitive to the needs of living things and
environment
– Work and cooperate with others
– Consider their own observation and ideas after
comparing with others’
– Take personal actions to preserve environment
– Show concern for own safety and that of others
– Recognize the role and contribution of science

27. STUDENTS’ LEARNING
OUTCOMES
 LEARNING OUTCOMES indicate what students should
know and be able to do for each topic in any subject area
at the appropriate developmental level and grade level.
 The Learning Outcomes sum up the total expectations
from the student.
 The SLOs focus on all domains of learning
– Understanding
– Comprehension
– Application
– Evaluation
– Reasoning
– Synthesis

28. Examples of;
STUDENTS’ LEARNING OUTCOMES
General Science IV
Chapter 1: UNDERSTANDING OURSELVES

29. STUDENTS’ LEARNING OUTCOMES OF
Maths I
Students will be able to
Identify numbers I-9
Identify 0 as number
Write numbers up to 9 in numerals
and words
Read numbers up to 9 in numerals
and words
Count objects up to 9

30. STUDENT LEARNING
OUTCOMES OF ENGLISH
Student will be able to
Articulate, identify and match small
and capital letters of the alphabets
in a series and in random order.
Articulate, identify and differentiate
between the sounds of individual
letters in a word.
Identify articulate common sight
words

31. Example of Pak Studies
Students will be able to
Define the term of ideology of
Pakistan
Identify the major sources of
Pakistan ideology
Explain the ideology of Pakistan
with reference to basic principle of
Islam.

32. LIST OF PRACTICALS AND
APPARATUS:
Study of external morphology of
mustard plant and microscopic
examination of root, stem, leaf, flower,
fruit and seeds
Identification of major organs and
organ systems in a dissected frog
(Dissection by demonstrator / teacher)

33. Required Apparatus, Chemicals
Charts and Models
1. Aquarium 01
 2. Aquarium net 01
 3. Balance 10

34. Chapter wise Time Allocation
Number of Period
Chapter 1: Introduction to Biology 11
 Chapter 2: Solving a Biological
Problem 04
 Chapter 3: Biodiversity 12

35. ASSESSMENT AND
EVALUATION
 Continuous Assessment Devices: The
continuous assessment should be a part of
the classroom learning.
 Following may be the devices on which the
said objectives can be achieved.
 Lab completion , Identification , Objective
enhancement-worksheets, quizzes, and
tests , Diagram completion, Observation
Review questions , Classroom discussions

36. Instructions for Textbook
Writing
 A team of a dozen or more authors should
not be engaged in developing the text
material. It results in loss of coherence and
consistency in the book. The task of
developing a textbook should be given to
Two or Three authors who can compile the
book making each part of it coherent and
developing Consistency in it. Each of all the
O-level and A-level Biology books is written
by one or two authors

37. Recap
 In formal education, a curriculum is the set
of courses, and their content, offered at a
school or university
 There is much difference between
curriculum and Syllabus
 First National Curriculum was presented in
1975
 Focus of Curriculum 2006 was inquiry
based learning
.

38. Recap
Aims are general statements that
provide direction or intent to
educational action.
Objectives are usually specific
statements of educational intention
which specifically explain either
general or specific outcomes.
Learning components of Curriculum
are strands, standards, benchmarks
and Student Learning Outcomes

39. Recap
Following are also the part of curriculum
List of practical
Required apparatus , chemicals,
charts and models
Chapter wise time allocation
Different methodologies for
assessment and evaluation
Instructions for textbook writing

40. Activity
•Develop benchmarks and
Student Learning
Outcomes for any of the
standard of your choice.