3. What is Curriculum?
It is (i) a proposed (ii) documented
(iii)plan for guiding learning that is
put into practice in the classroom
in a learning environment
(Glatthron, Boschee, & Whitehead, p. 5).
4. Basic Factors behind Changing
National Curriculum in 2006
The Curriculum was changed to:
Ensure shift of emphasis
Teacher centered to Student centered
To know to do
To know and to become
Make curriculum more vibrant and responsive to:
modern needs,
socio-economic needs,
Technical needs,
professional needs and
labour market needs
8. Curriculum Structure………..
Standards
(Subject level) What content for Biology?
Benchmarks
(Developmental level) What content at this developmental level?
Student Learning Outcomes (SLOs)
(Grade Level) What content for this class/topic/subtopic?
9. Standards
Standards (as defined in the National Curriculum )are:
“what students should know and be able to do.
Standards are broad descriptions of
the knowledge and skills which
students should acquire in a subject
area”
10. Standards………Example
Students will be able to understand the
principles of biology, diversity in life forms,
structure and functions of cells, the
processes of life, continuity in life, how
living things interact with each other and
their environment and the applications of
biology for human welfare.
11. Benchmarks
Benchmarks are:
descriptions of the knowledge and skills at
developmental level.
Students will be able to understand the principles of
biology and diversity in life forms.
They will be able to;
1. Describe the parameters of the study of life and the
levels of organization of life and relate the study of life
with the scientific methodology.
2. Describe the aims and principles of classification
systems and binomial nomenclature.
12. Students Learning outcomes
Students Learning outcomes are:
More specific and are given for each topic in the subject.
These learning outcomes “determine how well students are performing
and will assure that all students are measured on the same knowledge
and skills using the same method of assessment”.
These outcomes are “realistic, observable, achievable and measurable”
Examples
1. Define biology its major divisions i.e. botany, zoology
and microbiology.
2. Define the branches of biology i.e. morphology, anatomy,
physiology, embryology, taxonomy, cell biology,
histology, paleontology, environmental biology,
biotechnology, socio-biology, parasitology, immunology,
entomology, genetics, pharmacology.
13. Components of Curriculum
Curriculum consists of following parts
1. Description of standards, benchmarks and students
learning outcomes
2. Themes
3. Teaching strategies
4. Teaching and learning resources (including guidance
for textbook writing, A. V. aids, Online resources,
materials and apparatus)
5. Assessment and evaluation
15. Levels of Curriculum Development
1. Societal/National/Provincial
2. Institutional
3. Instructional
4. Personal
(McNeil, 2006, pp. 89-91)
16. Before 18th Amendment
Before ‘The Eighteenth Constitutional Amendment Act 2010’
(GOP, 2010). The ‘Federal Supervision of Curricula, Textbooks
and Maintenance of Standards of Education Act, 1976’
empowered Federal Ministry of Education [MOE] to supervise
the educational matters present on the concurrent list.
National Bureau of Curriculum and textbooks [NBCT], working
under the Federal MOE, was a nominated ‘competent authority’
for performing the following functions from primary to higher
secondary level:
Develop curricula, scheme of studies, and manuscripts of
textbooks
Approve Textbooks’ manuscripts
Modify/improve/ correct the curriculum and the textbooks or
reference materials.
17. Curriculum Bodies at Primary and
Secondary Levels
IN PUNJAB : PUNJAB CURRICULUM and TEXTBOOK
BORAD [formerly PUNJAB CURRICULUM AUTHORTY
(PCA), Punjab Textbook Borad) is responsible to develop
curriculum for Punjab Province.
IN SINDH: BUREAU OF CURRICULUM AND
EXTENSION WING (BCEW) is responsible for develop
curriculum for Sindh Province
IN KPK: DIRECTORATE OF CURRICULUM AND
TEACHER EDUCATION(CTE) is responsible for develop
curriculum for Khyber Pakhtunkhwa Province.
IN BALOCHISTAN: No Curriculum body its in process
IN ICT, FATA, FANA and AJK: CURRICULUM WING is
responsible for the develop curriculum for these Areas.
18. Development Process
1. Situational Analysis
1. (Need Analysis/
2. availability of resources)
2. Development of Standards (Top down approach)
3. Development of Benchmarks.
4. Selection of themes (Scheme of studies)
5. Development of Student learning Outcomes
6. Recommendations/suggestions for resources
7. Teaching strategies
8. Assessment
19.
20. SALIENT FEATURES OF THE
NATIONAL CURRICULUM
The curriculum provides to the students:
1. Challenges and Enjoyment
2. Breadth
3. Progression
4. Depth
5. Coherence among different grades and subjects
6. Relevance to the society
7. Science-technology Connection
8. Competitive with Curricula of advanced countries
21. Issues and Problems in Curriculum
1. Gap between curriculum development and its
implementation
2. Less reorganization of Individual differences
3. No allocation of resources according to the new
curriculum
4. Assessment not harmonious with curriculum
5. Teacher’s training
6. Less awareness of teachers/management about
curriculum
22. Scheme of Studies
It is based on three key factors:
• The Education policy
• Market Demand
• Global Issues Task work in this area is undertaken with
the participation of:
• Provincial government
• Research organizations and experts
• Feedback of the IBCC