1. 1

2. OBJECTIVES
• Describe the structure of National Curriculum of
Mathematics.
• Differentiate the terms
standard, competencies, ,Benchmarks and
student learning outcomes.
• Describe the importance of curriculum.
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 2

3. Time Management
» Intro and Group formation…. …10 minutes
» National Curriculum Maths…… 40 minutes
» Activities………………………….. 30 minutes
» Questions………………………….10 minutes
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 3

4. HISTORY
The first National Curriculum was
developed in 1975-76 .
Which was further reviewed in 1984-85 and
then in 1994-95.
The next review took place in the years of
2000 and 2002.
Last review of the National Curriculum was
took place in 2006-2007
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 4

5. HISTORY
The main objective was to make the
curriculum more vibrant and more
responsive to the modern, socio-
economic, technical, professional and
labor market needs of the country.
It was also targeted to make it
comparable with international
standards.
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 5

6. Time: 5
minutes
In your words the word curriculum
is…………………………….
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 6

7. CURRICULUM IS
» which is taught in school
» is a set of subjects
» is content
» is a program of studies
» is a sequence of courses
» is a set of performance objectives
» is a course of study
» is everything that goes on within the school, including extra-class
activities, guidance and interpersonal relationships
» is that which is taught both inside and outside the school directed by
the school
» Curriculum is everything that is planned by school personal
» is all the experiences of learner both inside and outside the school
» Curriculum is a series of experiences undergone by learners in school
Developing the Curriculum 4th Edition Peter F.Oliva

8. Curriculum can be conceived in a
narrow way (as subjects taught) or in
a broader way (as all the experiences
both inside and outside of school)
8
31-Dec-12 Developing the Curriculum 4th Edition Peter F.Oliva

9. CURRICULUM
Franklin Bobbitt…perceived curriculum as
that series of things which children and youth must do and
experience by way of developing abilities to do the things well that
make up the affairs of adult life and to be in all respects what
adults should be.
Hilda Taba
All curricula, no matter what their particular design are composed
of certain elements. A curriculum usually contains a statement of
aims and of specific objectives; it indicates some selection and
organization of content; in either implies or manifests certain
patterns of learning and teaching, whether because the objectives
demand or because the content organization requires them, finally
in includes a program of evaluation of the outcomes.
31-Dec-12 Developing the Curriculum 4th Edition Peter F. Oliva 9

10. CURRICULUM
Robert M. Gagne
Structured series of intended learning outcomes.
31-Dec-12 10
Developing the Curriculum 4th Edition Peter F. Oliva

11. CURRICULUM
The term „curriculum comes from the
Latin word “currere” which means „race-
course‟
where the words „race‟ and „course‟ are
suggestive of time and path respectively.
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 11

12. CURRICULUM
The curriculum therefore can be seen
as the prescribed course of study to
be covered in a specific timeframe.
31-Dec-12 Mathematics Curriculum 2007 12

13. National Curriculum
1) Course of Study
2) Time Frame
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 13

14. COURSE OF STUDY
HUMANITIES LANGUAGES
SCIENCES
31-Dec-12 14

15. TIME FRAME
Time
• 1 year
• 2 years
• 3 years
• ……
• …..
31-Dec-12 15
E: hamidpak@gmail.com C:+92-336-4853000

16. NATIONAL CURRICULUM
12 Years Education
Program
Higher Secondary
Education
31-Dec-12 16

17. Time: 10
minutes
• Draw the structure of curriculum
E: hamidpak@gmail.com C:+92-336-
31-Dec-12 17
4853000

18. GENERAL STRUCTURE OF NATIONAL
CURRICULUM
Course of Study
Major Learning Area
Competence
Benchmarks
Student Learning Outcomes
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 18

19. STRUCTURE OF MATHEMATICS
CURRICULUM
Standards
Competencies
Benchmarks
Student Learning Outcomes
31-Dec-12 19

20. GENERAL STRUCTURE OF NATIONAL
CURRICULUM
Course of Study Mathematics
Major Learning Area Standards
Competence Competencies
Benchmarks Benchmarks
Student Learning Outcomes Student Learning Outcomes
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 20

21. IMPORTANT TERMS
» Developmental Levels
» Standards
» Competencies
» Benchmarks
» Student Learning Outcomes
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 21

22. DEVELOPMENTAL LEVELS
Division of 12 years education
in 5 levels
Grouping of Grades
Each Group is Consider as
Developmental Level
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 22

23. FIVE DEVELOPMENTAL LEVELS
Grade XI-XII
Grade IX-X
Grade VI-
VIII
Grade III-
V
Grade I
& II
31-Dec-12 Ref. National Curriculum Document, Ministry of Education, Pakistan 23

24. STANDARDS
S-1
Numbers
and
Operations
S-5
Reasoning S-2
and Logical Algebra
Thinking
Mathematics
Standards
S-4 S-3
Measurement
Information and
Handling Geometry
31-Dec-12 24

25. COMPETENCIES
• Define the STANDARD by specifying
broadly the mathematical knowledge
and skills needed to the students
during twelve years education.
• A broad statement

26. Desired Learning Outcome
5: Grade XI-
XII
4: Grade IX-X
3: Grade VI-
VIII Competencies
2: Grade
III-V
1: Grade I
& II
31-Dec-12 Ref. National Curriculum Document, Ministry of Education, Pakistan 26

27. BENCHMARKS
• Benchmarks further elaborate the
COMPETENCIES, indicating what the
students will accomplish at the end of
each five developmental levels.

28. Desired Learning Outcomes
5: Grade XI-XII
4: Grade IX-X
3: Grade VI-VIII
2: Grade III- Benchmarks
V
1: Grade I
& II
31-Dec-12 Ref. National Curriculum Document, Ministry of Education, Pakistan 28

29. STUDENT LEARNING OUTCOMES
» These are built on the description of
benchmarks, and describe what students will
accomplish at the end of each grade.
» Cumulative Student Learning Outcomes for a
particular academic year specify what the
students will be able to do at the end of the
academic year.
» SLOs are the incremental steps toward the
accomplishment of benchmarks, which are
organized around the standards.
31-Dec-12 29
E: hamidpak@gmail.com C:+92-336-4853000

30. FRAMEWORK OF NATIONAL CURRICULUM
MATHEMATICS K
STANDARD
COMPETENCIES
(It defines the standard)
BENCHMARKS
(Benchmark further elaborate the
competencies. 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.)

31. 31-Dec-12 31

32. 31-Dec-12 32

33. Maths Curriculum Includes
» Standards
» Benchmarks
» Grade-wise Students’ Learning Outcomes
» Teaching Strategies
» Assessment and Evaluation
» Teaching and Learning Resources
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 33

34. Who are the
customers of
Curriculum?
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 34

35. Student
Teachers
Test Item Developers
Writers of Textbooks
Lesson plans or teacher guide writers
School Management
Parents
31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 35

36. Time: 20
minutes
To check the students’ performance
Prepare a class test of 30 marks
according the curriculum document
Unit“ Numbers” grade 2
E: hamidpak@gmail.com C:+92-336-
31-Dec-12 36
4853000

37. Now it’s your turn
Ask questions if any…..
31-Dec-12 E: hamidpak@gmail.com C:336-4853000 37

38. hamidpak@ gmail.com
C:0336 4853000