National Curriculum-2006&

Scheme of Studies

Dr. Abdul Jabbar Sr. Headmaster

What is Curriculum?

What is Curriculum????????????

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).

Basic Factors behind Changing National Curriculum in 2006The Curriculum was changed to:Ensure shift of emphasis

Teacher centered to Student centeredTo know to doTo know and to become

Make curriculum more vibrant and responsive to: modern needs, socio-economic needs, Technical needs, professional needs and labour market needs

Important concepts/ terms

Developmental levelsStandardsBenchmarksStudent learning outcomes (SLOs)

Curriculum 2006 StructureDevelopmental Level Grades

I 1-2II 3-5III 6-8IV 9-10V 11-12

Curriculum Structure…..

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?

StandardsStandards (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”

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.

BenchmarksBenchmarks 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.

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”Examples1. 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.

Components of CurriculumCurriculum consists of following parts1. Description of standards, benchmarks and

students learning outcomes2. Themes3. Teaching strategies4. Teaching and learning resources (including

guidance for textbook writing, A. V. aids, Online resources, materials and apparatus)

5. Assessment and evaluation

PROCESS OF CURRICULUM

DEVELOPMENT

Levels of Curriculum Development

1. Societal/National/Provincial2. Institutional3. Instructional4. Personal (McNeil, 2006, pp. 89-91)

Before 18th AmendmentBefore ‘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’ manuscriptsModify/improve/ correct the curriculum and the textbooks or

reference materials.

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.

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 Outcomes6. Recommendations/suggestions for resources7. Teaching strategies8. Assessment

SALIENT FEATURES OF THE NATIONAL CURRICULUMThe curriculum provides to the students:

1. Challenges and Enjoyment2. Breadth3. Progression4. Depth5. Coherence among different grades and subjects6. Relevance to the society7. Science-technology Connection8. Competitive with Curricula of advanced countries

Issues and Problems in Curriculum1. Gap between curriculum development and

its implementation2. Less reorganization of Individual differences3. No allocation of resources according to the

new curriculum4. Assessment not harmonious with curriculum5. Teacher’s training 6. Less awareness of teachers/management

about curriculum

Scheme of StudiesIt 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

Types of CurriculumCurriculum

IntentionalIntendedRecomm

ended

Written

Supported

Tested

ActualizedTaught

Learned

UnintentionalHidden Null

THANKS