Single national curriculum

1. QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
Courtesy of
National Curriculum Council, Ministry of Federal Education and Professional Training, Islamabad, Govt. of Pakistan

2. Ice-breaker
Trainees are requested to write two truth and a Lie about them.
Trainer will asked response from five (Random) trainees to share their truths
and lie while the rest (nominated by trainer) will make intelligent guess.

3. SNC-General Science, G-IV-V
The SNC is developed to “serve as a foundation document for the promotion of
school science education in Pakistan” The general science SNC offers the planned an
d guided learning experiences and intended outcomes for implementation in schools
for students’ engagement in science. More, the general science curriculum is a ve
hicle to interpret and transmit the national goals and societal aspirations of science
education to the younger generations. The curriculum is further translated into a mo
re comprehensive and ready-to -use form as textbooks. This workshop aims to provi
de teachers with opportunities to explore the new SNC curriculum and science text
books and engage in thoughtful alignment between SNC and textbook for
teaching, learning and assessment of general science at grade 4 and 5.

4. Learning Outcomes of Teacher Training
Module – Science
By the end of this workshop teachers will be able to:
Reflect on their own teaching and learning practices of science;
Examine and broaden their own conceptions of learning and teaching science;
Enhance their understanding of the Single National Curriculum (Science) along with its
implications for teaching science;
Augment their knowledge and skills of a compendia of teaching strategies in science particularly
those that are relevant to SNC;
Demonstrate an enhanced understanding of a variety of assessment strategies to gauge learning
progression of students;
Design science lessons ingrained in student centered pedagogy; and,
Implement their lesson plans in a ‘classroom’ set-up to receive feedback for improvement.

5. 06-day plan
Days Learning Areas
1 Orientation to SNC and Science Textbooks
2 Teaching and Learning Practices of Science
3 Classroom Assessment in Science
4 STEM Pedagogy in Science
5 Planning Instruction for Science
6 Micro-Teaching, Reflection and Modified Lesson Presentation

6. Day 1: Orientation to Single National
Curriculum(SNC) and Science Textbooks
By the end of this session participants will be able
to:
 Reflect on the use of curriculum documents and science te
xtbooks to re-visit teachers’ existing practices;
 Explore the new SNC curriculum and science textbooks;
 Demonstrate the use of alignment/connection between the
curriculum and textbooks; and,
 Analyse the key features and elements of the curriculum
and textbooks using the curriculum, assessment, and instructi
on alignment tool.

7. Ground Rules

8. Mightiest and muddiest points of science
teaching and learning
write three ‘mightiest’ (strengths) and three ‘muddiest’
(weaknesses) points of best science lesson you have ever taught/
learnt.

9. Looking into SNC and Textbooks
a) Dissecting SNC -Key Components of SNC
 Strands
 Life Science
 Physical Science
 Earth and Space Science
 Crosscutting elements
 Skills
 Attitudes
 STEM
 Goals
 Standards
 Benchmarks
 Progression grid
(grade- IV-V) (SNC P.8-13)
 Learning content and
Students learning
outcomes
 Teaching and
Learning of Science
 Active
 Project-Based
 Flipped Classroom
 Scientific Inquiry
(SNC P.8-13,14,25, 46-51)
 Assessment & Evaluation
 Diagnostic
 Formative
 Summative
 Assessment
 as Learning
 for Learning
 of learning
 Science Assessment
 TIMSS
(SNC P.53-60)

10. Looking into SNC and Textbooks…
a)Dissecting SNC – Overview / Follow up

11. Looking into SNC and Textbooks
a)Dissecting SNC – Practice Session
Please divide Participants in six groups and assigned specific science content from three core stra
nds (e.g., life science, physical science, earth, and space science). Referring to SNC document, eac
h group will identify standards, benchmark, and target learning outcome for identified content in
respective strands.
Groups # Strands Assigned Content
1&2 Life Science i. Characteristics and life processes of organisms Grade
4, textbook p. 01-19
ii. Classification of Organisms Grade 5, textbook p. 01-1
9
3&4 Physical Science i. Matter and its characteristics (Grade 4, textbook p. 4
4-57)
ii. Physical and chemical changes in matter
(Grade 5, textbook p.59-71)
5&6 Earth and Space S
cience
i. Solar system and our Earth (Grade 4, textbook p.102-
113)
ii. Space and satellites(Grade 5, textbook p. 123-133)
7&8 Cross Cutting the
mes (Skills, Attitud
es and STEM)
i. Technology in daily life(Grade 4, textbook p. 114- 128
)
ii. Technology in daily life(Grade 5, textbook p. 134-146)

12. Looking into SNC and Textbooks
b)Dissecting Science Textbook
Participants will be asked to skim the assigned textbook to notice:
 The order of content with respect to the key strands of science given in the SNC
 New content as ‘Technology in everyday life’
 Each chapter beginning with ‘students’ learning outcomes’ and ‘three driving questions’
Each chapter containing:
 Relevant content
 Pictures/graphics/visuals
 Point to ponder
 Activity text boxes
 Interesting information
 Do you know?
 Key Points
 Web links
 Exercises (containing MCQs, Short answers, CRQs, Investigate, Project)
 Glossary

13. Looking into SNC and Textbooks
b)Dissecting Science Textbook- Follow-up/discussion

14. Looking into SNC and Textbooks
b)Dissecting Science Textbook- Practice Session
The Participants already divided in groups will then be asked to fill the ‘Text book Review Form’
by focusing at their assigned content in groups:
Submit their response by clicking at below link
Padlet/Google Doc link will be pasted here & in the chat box
Share out - Groups will present their summarised form to whole group. Based on these presentat
ions, facilitator will stress the importance of understanding all the features of the textbook and th
eir best use in teaching and learning of science.

15. Aligning SNC and Science Textbooks
Introduction
Facilitator will introduce the ‘curriculum, assessment and instruction alignment matrix’

16. Aligning SNC and Science Textbooks
Follow-up discussion
The facilitator will engage participants in recognizing the significance of alignment
among curriculum, assessment, and instruction.
Practice Session
The Participants will then be provided with the link of matrix. Each group will be
assigned ‘learning outcomes’ for the previously allocated content, and referring to
the SNC curriculum and textbooks, to align the given learning outcomes with the
appropriate assessment and learning tasks.
Padlet/Google Doc link will be pasted here & in the chat box
Share-out
Each group will present their work to class.
This will be followed by a Q & A session.

17. Closing
Reviewing the ‘SNC Wall’ and ‘Science Textbook Wall’
Participants will be asked to recapitulate the connection between SNC and textbook using the
above two wall (SNC and Text Book).
End of the day Evaluation
Participants will reflect on the activities of the day by completing a questionnaire at
Padlet/Google Doc link will be pasted here & in the chat box