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“All the learning experiences planned and directed by the school to attain its
educational goals is Curriculum”
- Ralph Tyler.
WELCOME!
National Curriculum
2012
Presented by:
Md. Naeem Ferdous
Department of Curriculum & Instructional Technology
University of Dhaka
শিক্ষাক্রমের পটভূশে
KEY POINTS FROM THE BACKGROUND :
Overall, This Curriculum highlighting the child's natural
inclination towards learning science and the unique
learning environment they bring to the classroom.
শিক্ষানীশি ২০১০ (Education Policy 2010)
শিশুকেশরিেিা (Child Centered)
সশিয় শিখন (Active Learning)
পশিবাকিি সম্পৃক্তিা (Family Involvement)
সামাশিে প্রশিষ্ঠান (Social Institutes)
এেীভূ ি শিক্ষা (Inclusive Education)
সাাংস্ক
ৃ শিে ঐশিহ্য শনভভ িিা (Cultural Heritage Depended)
পািস্পশিে সম্পে
ভ (Relationship)
পাশিপার্শ্বিে পশিকবি (Immediate Environment)
Type of
Curriculum
Flow Chart
Analysis of
Science
Curriculum
Structure
শিক্ষাি লক্ষয (Aims
of Education)
শিক্ষাি উকেিয (Objectives of
Education)
প্রাশিে য াগ্যিা
(Terminal
Competency) পাঠ্যসূশি (Syllabus)
পাঠ্যপুস্তে (Text Book)
শবষয়বস্তু
(Content)
শিখনফল (learning
outcomes)
য োগ্যতোভিভিক
ভিক্ষোক্রম
(Competence
Based
Curriculum)
ভিক্ষোক্রমম ভিখনফল ও
যেভিভিভিক পভিকভিত
কোমেি ভনমদ
ে িনো ভিদযমোন
িমেমে।
প্রোে সকল ভিখনফমলি
ভিপিীমত পভিকভিত কোে
পভিক্ষি/প্রদিেন িমেমে
ভিভিন্ন ভিষেিস্তু োমত সহেমিোধ্য
হে এিং ভিশু যসগুমলো আনমেি
সোমে হৃদেঙ্গম কিমত পোমি, মুখস্ত
কিমত নো হে যসসকল ভদমক লক্ষয
যিমখ ভিখন-পদ্ধভত, পভিকভিত
কোে এিং যলখক ও অঙ্কন-
ভিিীমদি েনয ভনমদ
ে িনো প্রদোন কিো
হমেমে।
ভিজ্ঞোনমক োভিকিোমি
উপস্থোপন নো কমি িিং
ভিক্ষোক্রমম এভিষেটি একটি
সেীি, গ্ভতিীল, আনেদোেক
ও সৃেনিীল কমেকোন্ডিূমপ
উপস্থোপন কিো হমেমে।
14
31
30
16
18
0 5 10 15 20 25 30 35
14
31
30
16
18
12
12
10
15
15
0 5 10 15 20 25 30 35
Analyses the knowledge,
skills, needs etc. of the
leaners
Determine the behavioral
objectives and leaning
outcomes of the lesson
Prepare the teaching
according to the lesson
objectives
Present the lesson
through questioning,
discussion, demonstrating
experiments, leaning by
doing and active
participation of the
leaners.
Evaluate the lesson to
determine to what extent
the leaning outcomes are
achieved
Provide remedialteaching
if necessary
Teaching Learning Strategy
Nature of Teaching Learning
Emphasis on inquiry-based
learning
Focus on hands-on activities
Integration of science with
other subjects
Use of technology
Assessment Strategy
Grades 1 & 2:
•Control: School authorities
•Method: Formative assessment
Grades 3 to 5
•Control: School authorities
•Method:
• Quarterly
• Bi-annual
• Annual
• Continuous assessment
(effectively implemented)
Assessment Strategy
Additional points:
•Physical education and sports : Part
of the continuous assessment.
Grades 5
•Final examination
•Upazila/municipality/thana (large
cities) level
•Uniform question paper for all
Summary of Assessment Strategy
Shift towards a more holistic approach
Focus on values and morality
Inclusion of essential subjects
Strengths:
Implementation issues
Theoretical and content-heavy
Incomplete coverage
Challenges
Terminal Competencies and Subject-based Competencies of the Primary Science Curriculum 2012.pdf

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Terminal Competencies and Subject-based Competencies of the Primary Science Curriculum 2012.pdf

  • 1. “All the learning experiences planned and directed by the school to attain its educational goals is Curriculum” - Ralph Tyler. WELCOME! National Curriculum 2012
  • 2.
  • 3. Presented by: Md. Naeem Ferdous Department of Curriculum & Instructional Technology University of Dhaka
  • 4.
  • 6.
  • 7. KEY POINTS FROM THE BACKGROUND : Overall, This Curriculum highlighting the child's natural inclination towards learning science and the unique learning environment they bring to the classroom.
  • 8. শিক্ষানীশি ২০১০ (Education Policy 2010) শিশুকেশরিেিা (Child Centered) সশিয় শিখন (Active Learning) পশিবাকিি সম্পৃক্তিা (Family Involvement) সামাশিে প্রশিষ্ঠান (Social Institutes) এেীভূ ি শিক্ষা (Inclusive Education) সাাংস্ক ৃ শিে ঐশিহ্য শনভভ িিা (Cultural Heritage Depended) পািস্পশিে সম্পে ভ (Relationship) পাশিপার্শ্বিে পশিকবি (Immediate Environment)
  • 9.
  • 10. Type of Curriculum Flow Chart Analysis of Science Curriculum Structure
  • 11.
  • 12. শিক্ষাি লক্ষয (Aims of Education) শিক্ষাি উকেিয (Objectives of Education) প্রাশিে য াগ্যিা (Terminal Competency) পাঠ্যসূশি (Syllabus) পাঠ্যপুস্তে (Text Book) শবষয়বস্তু (Content) শিখনফল (learning outcomes) য োগ্যতোভিভিক ভিক্ষোক্রম (Competence Based Curriculum)
  • 13.
  • 14.
  • 15. ভিক্ষোক্রমম ভিখনফল ও যেভিভিভিক পভিকভিত কোমেি ভনমদ ে িনো ভিদযমোন িমেমে। প্রোে সকল ভিখনফমলি ভিপিীমত পভিকভিত কোে পভিক্ষি/প্রদিেন িমেমে ভিভিন্ন ভিষেিস্তু োমত সহেমিোধ্য হে এিং ভিশু যসগুমলো আনমেি সোমে হৃদেঙ্গম কিমত পোমি, মুখস্ত কিমত নো হে যসসকল ভদমক লক্ষয যিমখ ভিখন-পদ্ধভত, পভিকভিত কোে এিং যলখক ও অঙ্কন- ভিিীমদি েনয ভনমদ ে িনো প্রদোন কিো হমেমে। ভিজ্ঞোনমক োভিকিোমি উপস্থোপন নো কমি িিং ভিক্ষোক্রমম এভিষেটি একটি সেীি, গ্ভতিীল, আনেদোেক ও সৃেনিীল কমেকোন্ডিূমপ উপস্থোপন কিো হমেমে।
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28. 14 31 30 16 18 0 5 10 15 20 25 30 35
  • 29.
  • 31.
  • 32. Analyses the knowledge, skills, needs etc. of the leaners Determine the behavioral objectives and leaning outcomes of the lesson Prepare the teaching according to the lesson objectives Present the lesson through questioning, discussion, demonstrating experiments, leaning by doing and active participation of the leaners. Evaluate the lesson to determine to what extent the leaning outcomes are achieved Provide remedialteaching if necessary Teaching Learning Strategy
  • 33. Nature of Teaching Learning Emphasis on inquiry-based learning Focus on hands-on activities Integration of science with other subjects Use of technology
  • 34.
  • 35. Assessment Strategy Grades 1 & 2: •Control: School authorities •Method: Formative assessment Grades 3 to 5 •Control: School authorities •Method: • Quarterly • Bi-annual • Annual • Continuous assessment (effectively implemented)
  • 36. Assessment Strategy Additional points: •Physical education and sports : Part of the continuous assessment. Grades 5 •Final examination •Upazila/municipality/thana (large cities) level •Uniform question paper for all
  • 38.
  • 39. Shift towards a more holistic approach Focus on values and morality Inclusion of essential subjects Strengths: Implementation issues Theoretical and content-heavy Incomplete coverage Challenges