Orientation on mathematics curriculum

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Orientation on mathematics curriculum

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  2. 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. 3. Time Management» Intro and Group formation…. …10 minutes» National Curriculum Maths…… 40 minutes» Activities………………………….. 30 minutes» Questions………………………….10 minutes31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 3
  4. 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 2006-200731-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 4
  5. 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. 6. Time: 5 minutesIn your words the word curriculumis…………………………….31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 6
  7. 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. 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) 831-Dec-12 Developing the Curriculum 4th Edition Peter F.Oliva
  9. 9. CURRICULUMFranklin 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. 10. CURRICULUMRobert M. Gagne Structured series of intended learning outcomes.31-Dec-12 10 Developing the Curriculum 4th Edition Peter F. Oliva
  11. 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. 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. 13. National Curriculum 1) Course of Study 2) Time Frame31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 13
  14. 14. COURSE OF STUDY HUMANITIES LANGUAGES SCIENCES31-Dec-12 14
  15. 15. TIME FRAME Time • 1 year • 2 years • 3 years • …… • …..31-Dec-12 15 E: hamidpak@gmail.com C:+92-336-4853000
  16. 16. NATIONAL CURRICULUM12 Years Education ProgramHigher Secondary Education 31-Dec-12 16
  17. 17. Time: 10 minutes• Draw the structure of curriculum E: hamidpak@gmail.com C:+92-336-31-Dec-12 17 4853000
  18. 18. GENERAL STRUCTURE OF NATIONAL CURRICULUM Course of Study Major Learning Area Competence Benchmarks Student Learning Outcomes31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 18
  19. 19. STRUCTURE OF MATHEMATICS CURRICULUM Standards Competencies Benchmarks Student Learning Outcomes31-Dec-12 19
  20. 20. GENERAL STRUCTURE OF NATIONAL CURRICULUM Course of Study Mathematics Major Learning Area Standards Competence Competencies Benchmarks Benchmarks Student Learning Outcomes Student Learning Outcomes31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 20
  21. 21. IMPORTANT TERMS » Developmental Levels » Standards » Competencies » Benchmarks » Student Learning Outcomes31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 21
  22. 22. DEVELOPMENTAL LEVELS Division of 12 years education in 5 levels Grouping of Grades Each Group is Consider as Developmental Level31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 22
  23. 23. FIVE DEVELOPMENTAL LEVELS Grade XI-XII Grade IX-X Grade VI- VIII Grade III- V Grade I & II31-Dec-12 Ref. National Curriculum Document, Ministry of Education, Pakistan 23
  24. 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 Geometry31-Dec-12 24
  25. 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. 26. Desired Learning Outcome 5: Grade XI- XII 4: Grade IX-X 3: Grade VI- VIII Competencies 2: Grade III-V 1: Grade I & II31-Dec-12 Ref. National Curriculum Document, Ministry of Education, Pakistan 26
  27. 27. BENCHMARKS• Benchmarks further elaborate the COMPETENCIES, indicating what the students will accomplish at the end of each five developmental levels.
  28. 28. Desired Learning Outcomes 5: Grade XI-XII 4: Grade IX-X 3: Grade VI-VIII 2: Grade III- Benchmarks V 1: Grade I & II31-Dec-12 Ref. National Curriculum Document, Ministry of Education, Pakistan 28
  29. 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. 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.)
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  33. 33. Maths Curriculum Includes» Standards» Benchmarks» Grade-wise Students’ Learning Outcomes» Teaching Strategies» Assessment and Evaluation» Teaching and Learning Resources31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 33
  34. 34. Who are the customers of Curriculum?31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 34
  35. 35. StudentTeachersTest Item DevelopersWriters of TextbooksLesson plans or teacher guide writersSchool ManagementParents31-Dec-12 E: hamidpak@gmail.com C:+92-336-4853000 35
  36. 36. Time: 20 minutesTo check the students’ performancePrepare a class test of 30 marksaccording the curriculum documentUnit“ Numbers” grade 2 E: hamidpak@gmail.com C:+92-336-31-Dec-12 36 4853000
  37. 37. Now it’s your turn Ask questions if any…..31-Dec-12 E: hamidpak@gmail.com C:336-4853000 37
  38. 38. hamidpak@ gmail.comC:0336 4853000

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