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AKESP & SUPARCO

1. The document discusses space education provisions in the Pakistani K-12 curriculum. It outlines concepts related to earth, sky, weather, and seasons that are taught in grades 1-3. 2. For grades 4-8, the national science curriculum includes an Earth and space science strand that covers topics like the solar system, moon phases, eclipses, and space exploration. 3. Specific concepts taught by grade are outlined, such as properties of the sun and stars in grade 5 and the solar system and gravity in grade 8. The curriculum also includes skills standards around questioning, observation, investigation and communication.

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Aga Khan Education Service, Pakistan Space Education & its Significance (K-12) Muhammad Kashif Saleem Manager Learning Technologies
Aga Khan Education Service, Pakistan ‫ا‬‫جاؤ۔‬ ‫نکل‬ ‫تو‬ ‫جاؤ‬ ‫نکل‬ ‫سے‬ ‫کناروں‬ ‫کے‬ ‫زمین‬ ‫اور‬ ‫آسمان‬ ‫کہ‬ ‫ہو‬ ‫قدرت‬ ‫تمہیں‬ ‫اگر‬ ‫وانس‬ ‫جن‬ ِ‫ہ‬‫گرو‬ ‫ے‬ ‫نہیں‬ ‫کے‬ ‫ہی‬ ‫سکنے‬ ‫نکل‬ ‫تم‬ ‫سوا‬ ‫کے‬ ‫زور‬ ‫اور‬ 1 1. https://quran.com/55/33
Aga Khan Education Service, Pakistan O company of jinn and human beings. If you are able to pierce through the confines of the heavens and Earth, pierce through them. You will not pierce through, except with a clear authority. (Qur'an, 55:33) 2 2. http://www.miraclesofthequran.com/scientific_112.html
Aga Khan Education Service, Pakistan Iterated on achieving self-sufficiency in all fields of education and urged for a proactive role, devising of such strategies beneficial for coming generations and for the welfare of humanity High Excellency President Mamnoon Hussain: 2nd International Conference on Space – 2016
Aga Khan Education Service, Pakistan As the Holy Quran so powerfully affirms, “Allah is the Creator and the Master of the heavens and the earth.” And then it continues: “Everything in the heavens and on earth, and everything between them, and everything beneath the soil, belongs to Him.” His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
Aga Khan Education Service, Pakistan But in Islamic thought….beauty and mystery are not separated from intellect – in fact, the reverse is true. As we use our intellect to gain new knowledge about Creation, we come to see even more profoundly the depth and breadth of its mysteries. His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
Aga Khan Education Service, Pakistan We explore unknown regions beneath the seas – and in outer space. We reach back over hundreds of millions of years in time…..And the more we discover, the more we know, the more we penetrate just below the surface of our normal lives – the more our imagination staggers.His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
Aga Khan Education Service, Pakistan Just think for example what might lie below the surfaces of celestial bodies all across the far flung reaches of our universe. What we feel, even as we learn, is an ever-renewed sense of wonder, indeed, a powerful sense of Divine inspiration.” His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
Aga Khan Education Services, Pakistan • AKES,P is amongst the largest private networks of education institutions in Pakistan. • Reaching out to the most remote areas of Pakistan, AKES,P has been providing quality education for over a hundred years. • It is a direct provider of education for pre-primary to higher secondary school(K-12) students and facilitates access to tertiary education through the provision of scholarships, hostels and other educational support services.
Aga Khan Education Services, Pakistan • The first AKES,P school was established in 1905 in Gwadar, Balochistan. • Over a century later, AKES,P operates 159 schools (200 CBS) and 4 hostels in Gilgit-Baltistan, Chitral, Punjab and Sindh, mostly in rural areas. • Over 50,000 students • These represent very diverse schools, ranging from rural schools with less than a 100 students to large urban schools. • With over 2,500 (Over 1800 Teachers) employees, most of which are teachers, AKES,P is also supported by over 2,000 volunteers.
AKESP
Aga Khan Education Service, Pakistan Space Education Provisions in K-12
National Curriculum General Knowledge (Class I-III) - 2007 • Knowledge: • Students will develop knowledge and understanding of the following concepts and apply these understanding to interpret, integrate, and extend their knowledge. • Our Beliefs • History • Geography • Economics • Political Science • Life Science • Physical Science • Earth and Space Science
Grade – I Themes Students’ Learning Outcomes Earth & Sky Earth • Shape of the Earth • Earth’s Features • Identify the shape of the Earth • Recognize that the Earth covered with Land and Water Objects in the Sky • Sun, Moon and Stars • Objects during Day and Night • Identify objects in the sky during day and Night • Recognize that the Sun shines very brightly during the day and gives us heat and light • Recognize that the moon and starts shines at night
Grade – I Themes Students’ Learning Outcomes Weather • Weather Conditions (Sunny, Rainy, Cloudy, and Windy) • Identify the daily weather conditions (Sunny, Rainy, Cloudy, and Windy) • Predict daily weather conditions (through Observations) Seasons • Name of Seasons • Characteristics of the Four Seasons • Name four Seasons (Spring, Summer, autumn, and winter) • Illustrate the key characteristics of the four seasons (summer: hot, winter: cold, autumn: leaves fall, spring: new flowers & leaves • Relate seasonal weather conditions to appropriate choices for clothing, food and recreational activities
Aga Khan Education Service, Pakistan Grade – II Deals with the Earth and Earth’s resources
Grade – III Themes Students’ Learning Outcomes SUN • Time & Directions • Shadow • Recognize that while living on the Earth we see the sun rising in the East and setting in the West • Name the four cardinal directions • Name places towards North, South, East, and West of school and home • Describe the size of shadow with the position of the Sun • Recognize that the size of the shadow created by the position of the sun was used to tell the estimated time
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade V • Observe and describe the characteristics of objects in the sky • Observe and record the changing appearances and positions of the Moon in the sky at night and determining the monthly patterns of lunar change; • Model changes that occur because of the rotation of the earth and the revolution of the Earth round the Sun;
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade V • Understand that the Sun, a star, is a source of heat and light energy and identifying its effects upon the Earth; • Compare celestial bodies in our solar system; and • Demonstrate how relationship of the Earth, Moon, and Sun causes eclipses and Moon phases
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade VIII •Identify the characteristics of the Sun and other stars; •Compare and contrast the celestial bodies in our solar system; •Investigate the force of gravity and the ways gravity governs motion in the solar system and objects on Earth;
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade VIII •Model the position of the Earth in relationship to other objects in the solar system; and •Understand that space exploration is an active area of scientific and technological research and development
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade V •Ask questions about objects and events in the immediate environment; and develop ideas about how those questions might be answered •Observe and explore material and events in immediate environment and record the results; •Identify patterns and order in objects and events studied;
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade V •Develop solutions to problems through reasoning, observation and investigation; •Work with others, share and communicate ideas about their explanations; and •Take safety measures during experiments.
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade VIII •Ask questions about objects and events in local environment and develop plans to investigate those questions. •Observe and investigate the local environment and record the results;
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade VIII •Use appropriate tools, techniques, and measurement units for gathering observations and presenting the same in an organized way/form; •Design and conduct scientific investigations; •Interpret findings from investigations using appropriate methods
National Curriculum for General Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade VIII •Work collaboratively to carryout science-related activities and communicate ideas, procedures and results; and •Take safety measures during scientific investigations.
National Curriculum for General Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeIV • Understanding ourselves • Characteristics and needs of living things • Food and Health • Living Things & their Environment • Matter and its states • Heat and its Measurement • Force and machines • Introduction to sound • Investigating Electricity and Magnetism Movements of the Earth
National Curriculum for General Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeV • Classification of Living Things • Seeds: Structure and Germination • Microorganisms • Environmental Pollution • Matter and charges in its states • Force and mechanism • Properties and Behaviour of Light • Electricity and Magnetism • Soils Solar System
National Curriculum for General Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeVI • Cellular Organisation of Plants and Animals • Sense Organs • Photosynthesis and Respiration in Plants • Environment and Interactions • Atoms, Molecules, Mixtures and compounds • Solutions and Suspensions • Air • Force and Machines • Energy and its Forms • Investigating Sound • Properties of Light Space and Satellites
National Curriculum for General Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeVII • Human Organ Systems –I • Reproduction in plants • Transport System in Human and Plants • Environment and Feeding Relationships • Structure of an Atom • Physical and Chemical Changes and Processes • Water • Transmission of Heat • Sound Waves • Dispersion of Light • Circuit and Electric Current Investigating the Space
National Curriculum for General Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeVIII • Human Organ Systems –II • Heredity in Organisms • Biotechnology • Pollutants and Environment • Chemical Reactions • Acids, Alkalis and Salts • Measurements of Physical Quantities • Force and Pressure • Sources and Effects of Heat Energy • Lenses • Electricity in Action Exploring Space
Grade - IV Contents SLOs Movement of the Earth • Earth • Earth’s Spin • Day and Night • Revolution • Seasons • Describe the shape of the Earth • Relate the Earth’s spin with the occurrence of day and night • Define the term revolution • Identify that the distance between Earth and Sun effects the time earth takes to revolve around the Sun • Explain that the Earth is tilted on its axis and this tilt causes seasons.
Grade - V Contents SLOs Solar System • Stars and Planets • Solar System (Sun and Planets) • Natural Satellites in Solar System • Differentiate between a star and a planet • Explain that the sun is a star • Describe the solar system and its planetary arrangement showing positions of Earth in our Solar System • Explain the relative size of the planets and their distances from Sun using Model
Grade - V Contents SLOs Solar System • Stars and Planets • Solar System (Sun and Planets) • Natural Satellites in Solar System • Compare the sizes of Earth, Sun and Moon • Investigate the moons of different planets of the solar system
Grade - VI Contents SLOs Space and Satellites • Satellites • Natural Satellites (Asteroids, Comets, Meteors) • Artificial Satellites and Geo Stationary • Kinds of Artificial Satellites ( Sputnik, Explorer 1, Geostationary, Landsat, Communication, Polar, Earth Orbit Global Positioning System) • Define the term Satellite • Compare the physical characteristics of comets, asteroids and meteors • Inquire into sighting of Halley’s Comet; describe what would they feel it they saw it • Define the terms artificial and geostationary satellites • Explain the key milestones in Space
Grade - VI Contents SLOs Space and Satellites • Satellites • Natural Satellites (Asteroids, Comets, Meteors) • Artificial Satellites and Geo Stationary • Kinds of Artificial Satellites ( Sputnik, Explorer 1, Geostationary, Landsat, Communication, Polar, Earth Orbit Global Positioning System) • Explain the key milestones in Space Technology • Describe the uses of various satellites in space. • Investigate how artificial satellites have improved our knowledge about space and are used for space research. • Explain that how do satellites tell us where we are,
Grade - VII Contents SLOs Investigating the Spaces • What’s beyond our solar system? • Stars, Galaxies, Milky Way, and Black Holes • Star distances • The life of Stars (the Birth and Death of our Sun) • Looking at Stars • Explain the Big Bang Theory of the origin of the Universe • Describe a star using the properties such as brightness and colour. • Identify bodies in space that emit and reflect light • Suggest safety methods to use when observing the Sun • Define terms Star, galaxy, Milky Way and black Holes.
Grade - VII Contents SLOs Investigating the Space • What’s beyond our solar system? • Stars, Galaxies, Milky Way, and Black Holes • Star distances • The life of Stars (the Birth and Death of our Sun) • Looking at Stars • Explain the types of Galaxies • Explain the birth and Death of Sun • Evaluate the evidence that support scientific theories of the origin of the universe • Identify the major constellations visible at the night in the sky • Describe the formation of black holes • Explain the working of telescope.
Grade - VIII Contents SLOs Exploring Space • Telescope, space craft, spectroscopes • Space exploration • Describe development of tools and technologies used in space explorations • Analyze the benefits generated by technology of the space exploration • Explain that how do astronauts survive and research in space • Suggest the ways to solve the problems that have resulted from space exploration
Grade - VIII Contents SLOs Exploring Space • Telescope, space craft, spectroscopes • Space exploration • Identify the technological tools used in space exploration • Identify new technologies used on earth that have developed as a result of the development of space technology • Design a spacecraft and explain the key features of design to show its suitability as spacecraft
National Curriculum for PHYSICS Grades IX – X (2006) UNIT # 5 Gravitation Major Concepts (16 periods) • Law of gravitation • Measurement of mass of earth • Variation of ‘g’ with altitude • Motion of artificial satellites(simple treatment) Science, Technology and Society Connections The students will: • gather information to predict the value of the acceleration due to gravity ‘g’ at any planet or moon surface using Newton’s law of gravitation. • Describe how artificial satellites keep on moving around the earth due to gravitational force.
National Curriculum for PHYSICS Grades IX – X (2006) UNIT # 12 Geometrical Optics Major Concepts (23 periods) • Reflection of light • Image location by spherical mirror equation • Refraction of light • Total internal reflection • Refraction through a prism • Image location by lens equation • Magnifying power and resolving power • Compound microscope • Telescope (Just a Concept) • Defects in vision
National Curriculum for PHYSICS Grades XI – XII (2006) Unit - 5 Rotational and Circular Motion Major Concepts (21 periods) • Kinematics of angular motion • Centripetal force and centripetal acceleration • Orbital velocity • Artificial satellites • Artificial gravity • Moment of inertia • Angular momentum
National Curriculum for PHYSICS Grades XI – XII (2006) Unit - 5 Rotational and Circular Motion Science, Technology and Society Connections The students will: • assess the suitability of the recommended speed limit for the given data on the banking angle and radius of curvature of some roads. • describe the experience of roller coaster rides in the amusement parks. • describe the principles and benefits of weather forecasting and communication satellites. • evaluate the accuracy of the information presented in a newspaper article on satellite. • write a report on an information search on the topic of 'Space station’
National Curriculum for PHYSICS Grades XI – XII (2006) Unit - 3 Forces and Motion Major Concepts (30 periods) • Displacement • Sverage velocity and instantaneous velocity • Sverage acceleration and instantaneous acceleration • Review of equations of uniformly accelerated motion • Newton’s laws of motion • Momentum and Impulse • Law of conservation of momentum • Elastic collisions in one dimension • Momentum and explosive forces • Projectile motion • Rocket motion
National Curriculum for PHYSICS Grades XI – XII (2006) Unit - 3 Forces and Motion Science, Technology and Society Connections The students will: • explain in terms of law of conservation of momentum, the motion under thrust of a rocket in a straight line considering short thrusts during which the mass remains constant • describe the nature of the rocket thrusts necessary to cause a space vehicle to change direction along a circular arc in a region of space where gravity is negligible
SSC Examination Syllabus Physics IX-X (AKU – EB) 5.5 Earth and Space SLOs Cognitive Levels K U A Recall that moon orbits the earth and some planets have moons; x Explain the gravitational force; • Causes the planet to orbit the Sun • Causes the moon and artificial satellites to orbit the earth • Causes comets to orbit the Sun x State that a galaxy is a large collection of billions of stars and a universe is a large collections of billions of galaxies; x Explain that the orbit of a comet differs from that of a Planet. x
SSC Examination Syllabus Physics XI-XII (AKU – EB) 5 Circular Motion (Artificial Satellites) SLOs Cognitive Levels K U A Define Weightlessness in artificial satellites; x Classify different types of satellite; x Define geostationary orbits; x Derive expression for geostationary orbits altitudes; x Explain how artificial gravity can be produced when a satellite revolves around the earth; x
SSC Examination Syllabus Physics XI-XII (AKU – EB) 5 Circular Motion (Orbital Velocity) SLOs Cognitive Levels K U A Define orbital velocity; x Derive a relation for orbital velocity and use this relation for solving numerical; x
Limitation of Space Education K-12 in Pakistan • Serious lacking in the application of the content knowledge that students assimilate from Grade I – XII • No availability of the Labs equipment in the schools related to the space education and space exploration • lack of the audio and video facilities to share the resources available with various space agencies • Lack of Career Counselling session and career paths regarding the Space Education.
Bridging the Gap • SUPARCO and Pakistan Science Foundation are trying their best to reach to the maximum schools in order to provide them the exposure and technical facilities which is helpful in promoting the Space Education. • Col. Abdul Sattar, Head of Space Education and Awareness Directorate and his team played a very exponential role in taking the all possible measures to reach to the remotest possible schools of AKESP.
Bridging the Gap • SUPARCO is going an extra mile to facilitate AKESP Schools with Tele-Education and Internet via Satellite to ensure the quality education access to the remotest and underprivileged areas of Northern Pakistan. • SUPARCO has been organizing the World Space Week since a Last Decade which includes many activities especially for students. WSW is to encourage the general public in space exploration, educating children and promoting international co-ordination in space-related endeavours.
Bridging the Gap • World Space Week 2016
Application and Significance of Space Education • SATELLITE REMOTE SENSING • Remote sensing systems are commonly used to survey, map and monitor the resources and environment • Applications of Remote Sensing • Agriculture • Forestry • Geology • Natural Disasters • Cartography • Geographic Information System • Environmental Assessment
Application and Significance of Space Education • SATELLITE COMMUNICATION TECHNOLOGY • Applications of Satellite Communication Technology • Telemedicine • Tele-Education • SATELLITE POSITIONING AND NAVIGATION • Applications of Satellite Communication Technology • Global Positioning System (GPS) • Galileo Positioning System - European Union (EU) • Glonass (Russia) • Compass (China)
Application and Significance of Space Education • SATELLITE METEOROLOGY • Applications of Satellite Communication Technology • Weather Forecasting • Drought Monitoring • Forest Fire Monitoring • Sea Surface Temperature Monitoring • Fog and Haze Monitoring
Application and Significance of Space Education • SATELLITE METEOROLOGY • Applications of Satellite Communication Technology • Weather Forecasting • Drought Monitoring • Forest Fire Monitoring • Sea Surface Temperature Monitoring • Fog and Haze Monitoring
Top five reasons to keep exploring space 1- The Apollo missions promoted science education by inspiring a whole generation of kids to become astronauts, rocket scientists, and engineers. 2- Space science also helps in environmental research by studying air quality, climate change, alternative energy, and near-earth objects. 3- We are consuming earth’s natural resources pretty quickly. Space has virtually unlimited resources. It is all just a matter of collecting and bringing them back. Planetsave.com - July 26th, 2009 by Daniel Hohler
Top five reasons to keep exploring space 4- The more we explore the cosmos, the more it humbles us. Earth is just a tiny speck orbiting a mediocre yellow-dwarf star nowhere near the centre of our galaxy, let alone the universe. (Vastness) 5- The population on earth is growing exponentially while the resources required to support life are fast eroding. Space colonization can be the ultimate solution Planetsave.com - July 26th, 2009 by Daniel Hohler
In this era of hyper globalization with increasing technological capture of almost all aspects of life, one cannot simply afford to look the other way when the world is slowly preparing to break the shackles of gravity and move out of this planet.
Conclusion Space Education • is to satisfy human curiosity by answering questions about the deep mysteries of the Universe. • is helping in shaping modern lifestyle by producing helpful applications for all walks of life. • is helping in perusing the modern careers which are evolving in 21st century due to the advancement in the technology and specially space technology. Pakistani Policy Makers should not ignore space sciences in planning the overall landscape of education, Science and Technology, which can prove quite beneficial in a country’s socio-economic uplift.
Aga Khan Education Service, Pakistan Thanks for listening patiently.

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AKESP & SUPARCO

  • 1.
    Aga Khan EducationService, Pakistan Space Education & its Significance (K-12) Muhammad Kashif Saleem Manager Learning Technologies
  • 2.
    Aga Khan EducationService, Pakistan ‫ا‬‫جاؤ۔‬ ‫نکل‬ ‫تو‬ ‫جاؤ‬ ‫نکل‬ ‫سے‬ ‫کناروں‬ ‫کے‬ ‫زمین‬ ‫اور‬ ‫آسمان‬ ‫کہ‬ ‫ہو‬ ‫قدرت‬ ‫تمہیں‬ ‫اگر‬ ‫وانس‬ ‫جن‬ ِ‫ہ‬‫گرو‬ ‫ے‬ ‫نہیں‬ ‫کے‬ ‫ہی‬ ‫سکنے‬ ‫نکل‬ ‫تم‬ ‫سوا‬ ‫کے‬ ‫زور‬ ‫اور‬ 1 1. https://quran.com/55/33
  • 3.
    Aga Khan EducationService, Pakistan O company of jinn and human beings. If you are able to pierce through the confines of the heavens and Earth, pierce through them. You will not pierce through, except with a clear authority. (Qur'an, 55:33) 2 2. http://www.miraclesofthequran.com/scientific_112.html
  • 4.
    Aga Khan EducationService, Pakistan Iterated on achieving self-sufficiency in all fields of education and urged for a proactive role, devising of such strategies beneficial for coming generations and for the welfare of humanity High Excellency President Mamnoon Hussain: 2nd International Conference on Space – 2016
  • 5.
    Aga Khan EducationService, Pakistan As the Holy Quran so powerfully affirms, “Allah is the Creator and the Master of the heavens and the earth.” And then it continues: “Everything in the heavens and on earth, and everything between them, and everything beneath the soil, belongs to Him.” His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
  • 6.
    Aga Khan EducationService, Pakistan But in Islamic thought….beauty and mystery are not separated from intellect – in fact, the reverse is true. As we use our intellect to gain new knowledge about Creation, we come to see even more profoundly the depth and breadth of its mysteries. His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
  • 7.
    Aga Khan EducationService, Pakistan We explore unknown regions beneath the seas – and in outer space. We reach back over hundreds of millions of years in time…..And the more we discover, the more we know, the more we penetrate just below the surface of our normal lives – the more our imagination staggers.His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
  • 8.
    Aga Khan EducationService, Pakistan Just think for example what might lie below the surfaces of celestial bodies all across the far flung reaches of our universe. What we feel, even as we learn, is an ever-renewed sense of wonder, indeed, a powerful sense of Divine inspiration.” His Highness the Aga Khan - Dec. 6, 2008 (Ottawa, Canada)
  • 9.
    Aga Khan EducationServices, Pakistan • AKES,P is amongst the largest private networks of education institutions in Pakistan. • Reaching out to the most remote areas of Pakistan, AKES,P has been providing quality education for over a hundred years. • It is a direct provider of education for pre-primary to higher secondary school(K-12) students and facilitates access to tertiary education through the provision of scholarships, hostels and other educational support services.
  • 10.
    Aga Khan EducationServices, Pakistan • The first AKES,P school was established in 1905 in Gwadar, Balochistan. • Over a century later, AKES,P operates 159 schools (200 CBS) and 4 hostels in Gilgit-Baltistan, Chitral, Punjab and Sindh, mostly in rural areas. • Over 50,000 students • These represent very diverse schools, ranging from rural schools with less than a 100 students to large urban schools. • With over 2,500 (Over 1800 Teachers) employees, most of which are teachers, AKES,P is also supported by over 2,000 volunteers.
  • 11.
  • 14.
    Aga Khan EducationService, Pakistan Space Education Provisions in K-12
  • 15.
    National Curriculum GeneralKnowledge (Class I-III) - 2007 • Knowledge: • Students will develop knowledge and understanding of the following concepts and apply these understanding to interpret, integrate, and extend their knowledge. • Our Beliefs • History • Geography • Economics • Political Science • Life Science • Physical Science • Earth and Space Science
  • 16.
    Grade – I ThemesStudents’ Learning Outcomes Earth & Sky Earth • Shape of the Earth • Earth’s Features • Identify the shape of the Earth • Recognize that the Earth covered with Land and Water Objects in the Sky • Sun, Moon and Stars • Objects during Day and Night • Identify objects in the sky during day and Night • Recognize that the Sun shines very brightly during the day and gives us heat and light • Recognize that the moon and starts shines at night
  • 17.
    Grade – I ThemesStudents’ Learning Outcomes Weather • Weather Conditions (Sunny, Rainy, Cloudy, and Windy) • Identify the daily weather conditions (Sunny, Rainy, Cloudy, and Windy) • Predict daily weather conditions (through Observations) Seasons • Name of Seasons • Characteristics of the Four Seasons • Name four Seasons (Spring, Summer, autumn, and winter) • Illustrate the key characteristics of the four seasons (summer: hot, winter: cold, autumn: leaves fall, spring: new flowers & leaves • Relate seasonal weather conditions to appropriate choices for clothing, food and recreational activities
  • 18.
    Aga Khan EducationService, Pakistan Grade – II Deals with the Earth and Earth’s resources
  • 19.
    Grade – III ThemesStudents’ Learning Outcomes SUN • Time & Directions • Shadow • Recognize that while living on the Earth we see the sun rising in the East and setting in the West • Name the four cardinal directions • Name places towards North, South, East, and West of school and home • Describe the size of shadow with the position of the Sun • Recognize that the size of the shadow created by the position of the sun was used to tell the estimated time
  • 20.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade V • Observe and describe the characteristics of objects in the sky • Observe and record the changing appearances and positions of the Moon in the sky at night and determining the monthly patterns of lunar change; • Model changes that occur because of the rotation of the earth and the revolution of the Earth round the Sun;
  • 21.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade V • Understand that the Sun, a star, is a source of heat and light energy and identifying its effects upon the Earth; • Compare celestial bodies in our solar system; and • Demonstrate how relationship of the Earth, Moon, and Sun causes eclipses and Moon phases
  • 22.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade VIII •Identify the characteristics of the Sun and other stars; •Compare and contrast the celestial bodies in our solar system; •Investigate the force of gravity and the ways gravity governs motion in the solar system and objects on Earth;
  • 23.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Content Standard Benchmarks Grade VIII •Model the position of the Earth in relationship to other objects in the solar system; and •Understand that space exploration is an active area of scientific and technological research and development
  • 24.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade V •Ask questions about objects and events in the immediate environment; and develop ideas about how those questions might be answered •Observe and explore material and events in immediate environment and record the results; •Identify patterns and order in objects and events studied;
  • 25.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade V •Develop solutions to problems through reasoning, observation and investigation; •Work with others, share and communicate ideas about their explanations; and •Take safety measures during experiments.
  • 26.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade VIII •Ask questions about objects and events in local environment and develop plans to investigate those questions. •Observe and investigate the local environment and record the results;
  • 27.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade VIII •Use appropriate tools, techniques, and measurement units for gathering observations and presenting the same in an organized way/form; •Design and conduct scientific investigations; •Interpret findings from investigations using appropriate methods
  • 28.
    National Curriculum forGeneral Science Grade IV – VIII (2006) Strand – 3 (Earth and Space Science) •Skill Standard Benchmarks Grade VIII •Work collaboratively to carryout science-related activities and communicate ideas, procedures and results; and •Take safety measures during scientific investigations.
  • 29.
    National Curriculum forGeneral Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeIV • Understanding ourselves • Characteristics and needs of living things • Food and Health • Living Things & their Environment • Matter and its states • Heat and its Measurement • Force and machines • Introduction to sound • Investigating Electricity and Magnetism Movements of the Earth
  • 30.
    National Curriculum forGeneral Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeV • Classification of Living Things • Seeds: Structure and Germination • Microorganisms • Environmental Pollution • Matter and charges in its states • Force and mechanism • Properties and Behaviour of Light • Electricity and Magnetism • Soils Solar System
  • 31.
    National Curriculum forGeneral Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeVI • Cellular Organisation of Plants and Animals • Sense Organs • Photosynthesis and Respiration in Plants • Environment and Interactions • Atoms, Molecules, Mixtures and compounds • Solutions and Suspensions • Air • Force and Machines • Energy and its Forms • Investigating Sound • Properties of Light Space and Satellites
  • 32.
    National Curriculum forGeneral Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeVII • Human Organ Systems –I • Reproduction in plants • Transport System in Human and Plants • Environment and Feeding Relationships • Structure of an Atom • Physical and Chemical Changes and Processes • Water • Transmission of Heat • Sound Waves • Dispersion of Light • Circuit and Electric Current Investigating the Space
  • 33.
    National Curriculum forGeneral Science Grade IV – VIII (2006) • Grade Wise Learning Units Distribution Matrix Grades Content Strands Life Science Physical Science Earth and Space Science GradeVIII • Human Organ Systems –II • Heredity in Organisms • Biotechnology • Pollutants and Environment • Chemical Reactions • Acids, Alkalis and Salts • Measurements of Physical Quantities • Force and Pressure • Sources and Effects of Heat Energy • Lenses • Electricity in Action Exploring Space
  • 34.
    Grade - IV ContentsSLOs Movement of the Earth • Earth • Earth’s Spin • Day and Night • Revolution • Seasons • Describe the shape of the Earth • Relate the Earth’s spin with the occurrence of day and night • Define the term revolution • Identify that the distance between Earth and Sun effects the time earth takes to revolve around the Sun • Explain that the Earth is tilted on its axis and this tilt causes seasons.
  • 35.
    Grade - V ContentsSLOs Solar System • Stars and Planets • Solar System (Sun and Planets) • Natural Satellites in Solar System • Differentiate between a star and a planet • Explain that the sun is a star • Describe the solar system and its planetary arrangement showing positions of Earth in our Solar System • Explain the relative size of the planets and their distances from Sun using Model
  • 36.
    Grade - V ContentsSLOs Solar System • Stars and Planets • Solar System (Sun and Planets) • Natural Satellites in Solar System • Compare the sizes of Earth, Sun and Moon • Investigate the moons of different planets of the solar system
  • 37.
    Grade - VI ContentsSLOs Space and Satellites • Satellites • Natural Satellites (Asteroids, Comets, Meteors) • Artificial Satellites and Geo Stationary • Kinds of Artificial Satellites ( Sputnik, Explorer 1, Geostationary, Landsat, Communication, Polar, Earth Orbit Global Positioning System) • Define the term Satellite • Compare the physical characteristics of comets, asteroids and meteors • Inquire into sighting of Halley’s Comet; describe what would they feel it they saw it • Define the terms artificial and geostationary satellites • Explain the key milestones in Space
  • 38.
    Grade - VI ContentsSLOs Space and Satellites • Satellites • Natural Satellites (Asteroids, Comets, Meteors) • Artificial Satellites and Geo Stationary • Kinds of Artificial Satellites ( Sputnik, Explorer 1, Geostationary, Landsat, Communication, Polar, Earth Orbit Global Positioning System) • Explain the key milestones in Space Technology • Describe the uses of various satellites in space. • Investigate how artificial satellites have improved our knowledge about space and are used for space research. • Explain that how do satellites tell us where we are,
  • 39.
    Grade - VII ContentsSLOs Investigating the Spaces • What’s beyond our solar system? • Stars, Galaxies, Milky Way, and Black Holes • Star distances • The life of Stars (the Birth and Death of our Sun) • Looking at Stars • Explain the Big Bang Theory of the origin of the Universe • Describe a star using the properties such as brightness and colour. • Identify bodies in space that emit and reflect light • Suggest safety methods to use when observing the Sun • Define terms Star, galaxy, Milky Way and black Holes.
  • 40.
    Grade - VII ContentsSLOs Investigating the Space • What’s beyond our solar system? • Stars, Galaxies, Milky Way, and Black Holes • Star distances • The life of Stars (the Birth and Death of our Sun) • Looking at Stars • Explain the types of Galaxies • Explain the birth and Death of Sun • Evaluate the evidence that support scientific theories of the origin of the universe • Identify the major constellations visible at the night in the sky • Describe the formation of black holes • Explain the working of telescope.
  • 41.
    Grade - VIII ContentsSLOs Exploring Space • Telescope, space craft, spectroscopes • Space exploration • Describe development of tools and technologies used in space explorations • Analyze the benefits generated by technology of the space exploration • Explain that how do astronauts survive and research in space • Suggest the ways to solve the problems that have resulted from space exploration
  • 42.
    Grade - VIII ContentsSLOs Exploring Space • Telescope, space craft, spectroscopes • Space exploration • Identify the technological tools used in space exploration • Identify new technologies used on earth that have developed as a result of the development of space technology • Design a spacecraft and explain the key features of design to show its suitability as spacecraft
  • 43.
    National Curriculum forPHYSICS Grades IX – X (2006) UNIT # 5 Gravitation Major Concepts (16 periods) • Law of gravitation • Measurement of mass of earth • Variation of ‘g’ with altitude • Motion of artificial satellites(simple treatment) Science, Technology and Society Connections The students will: • gather information to predict the value of the acceleration due to gravity ‘g’ at any planet or moon surface using Newton’s law of gravitation. • Describe how artificial satellites keep on moving around the earth due to gravitational force.
  • 44.
    National Curriculum forPHYSICS Grades IX – X (2006) UNIT # 12 Geometrical Optics Major Concepts (23 periods) • Reflection of light • Image location by spherical mirror equation • Refraction of light • Total internal reflection • Refraction through a prism • Image location by lens equation • Magnifying power and resolving power • Compound microscope • Telescope (Just a Concept) • Defects in vision
  • 45.
    National Curriculum forPHYSICS Grades XI – XII (2006) Unit - 5 Rotational and Circular Motion Major Concepts (21 periods) • Kinematics of angular motion • Centripetal force and centripetal acceleration • Orbital velocity • Artificial satellites • Artificial gravity • Moment of inertia • Angular momentum
  • 46.
    National Curriculum forPHYSICS Grades XI – XII (2006) Unit - 5 Rotational and Circular Motion Science, Technology and Society Connections The students will: • assess the suitability of the recommended speed limit for the given data on the banking angle and radius of curvature of some roads. • describe the experience of roller coaster rides in the amusement parks. • describe the principles and benefits of weather forecasting and communication satellites. • evaluate the accuracy of the information presented in a newspaper article on satellite. • write a report on an information search on the topic of 'Space station’
  • 47.
    National Curriculum forPHYSICS Grades XI – XII (2006) Unit - 3 Forces and Motion Major Concepts (30 periods) • Displacement • Sverage velocity and instantaneous velocity • Sverage acceleration and instantaneous acceleration • Review of equations of uniformly accelerated motion • Newton’s laws of motion • Momentum and Impulse • Law of conservation of momentum • Elastic collisions in one dimension • Momentum and explosive forces • Projectile motion • Rocket motion
  • 48.
    National Curriculum forPHYSICS Grades XI – XII (2006) Unit - 3 Forces and Motion Science, Technology and Society Connections The students will: • explain in terms of law of conservation of momentum, the motion under thrust of a rocket in a straight line considering short thrusts during which the mass remains constant • describe the nature of the rocket thrusts necessary to cause a space vehicle to change direction along a circular arc in a region of space where gravity is negligible
  • 49.
    SSC Examination SyllabusPhysics IX-X (AKU – EB) 5.5 Earth and Space SLOs Cognitive Levels K U A Recall that moon orbits the earth and some planets have moons; x Explain the gravitational force; • Causes the planet to orbit the Sun • Causes the moon and artificial satellites to orbit the earth • Causes comets to orbit the Sun x State that a galaxy is a large collection of billions of stars and a universe is a large collections of billions of galaxies; x Explain that the orbit of a comet differs from that of a Planet. x
  • 50.
    SSC Examination SyllabusPhysics XI-XII (AKU – EB) 5 Circular Motion (Artificial Satellites) SLOs Cognitive Levels K U A Define Weightlessness in artificial satellites; x Classify different types of satellite; x Define geostationary orbits; x Derive expression for geostationary orbits altitudes; x Explain how artificial gravity can be produced when a satellite revolves around the earth; x
  • 51.
    SSC Examination SyllabusPhysics XI-XII (AKU – EB) 5 Circular Motion (Orbital Velocity) SLOs Cognitive Levels K U A Define orbital velocity; x Derive a relation for orbital velocity and use this relation for solving numerical; x
  • 52.
    Limitation of SpaceEducation K-12 in Pakistan • Serious lacking in the application of the content knowledge that students assimilate from Grade I – XII • No availability of the Labs equipment in the schools related to the space education and space exploration • lack of the audio and video facilities to share the resources available with various space agencies • Lack of Career Counselling session and career paths regarding the Space Education.
  • 53.
    Bridging the Gap •SUPARCO and Pakistan Science Foundation are trying their best to reach to the maximum schools in order to provide them the exposure and technical facilities which is helpful in promoting the Space Education. • Col. Abdul Sattar, Head of Space Education and Awareness Directorate and his team played a very exponential role in taking the all possible measures to reach to the remotest possible schools of AKESP.
  • 54.
    Bridging the Gap •SUPARCO is going an extra mile to facilitate AKESP Schools with Tele-Education and Internet via Satellite to ensure the quality education access to the remotest and underprivileged areas of Northern Pakistan. • SUPARCO has been organizing the World Space Week since a Last Decade which includes many activities especially for students. WSW is to encourage the general public in space exploration, educating children and promoting international co-ordination in space-related endeavours.
  • 55.
    Bridging the Gap •World Space Week 2016
  • 56.
    Application and Significanceof Space Education • SATELLITE REMOTE SENSING • Remote sensing systems are commonly used to survey, map and monitor the resources and environment • Applications of Remote Sensing • Agriculture • Forestry • Geology • Natural Disasters • Cartography • Geographic Information System • Environmental Assessment
  • 57.
    Application and Significanceof Space Education • SATELLITE COMMUNICATION TECHNOLOGY • Applications of Satellite Communication Technology • Telemedicine • Tele-Education • SATELLITE POSITIONING AND NAVIGATION • Applications of Satellite Communication Technology • Global Positioning System (GPS) • Galileo Positioning System - European Union (EU) • Glonass (Russia) • Compass (China)
  • 58.
    Application and Significanceof Space Education • SATELLITE METEOROLOGY • Applications of Satellite Communication Technology • Weather Forecasting • Drought Monitoring • Forest Fire Monitoring • Sea Surface Temperature Monitoring • Fog and Haze Monitoring
  • 59.
    Application and Significanceof Space Education • SATELLITE METEOROLOGY • Applications of Satellite Communication Technology • Weather Forecasting • Drought Monitoring • Forest Fire Monitoring • Sea Surface Temperature Monitoring • Fog and Haze Monitoring
  • 60.
    Top five reasonsto keep exploring space 1- The Apollo missions promoted science education by inspiring a whole generation of kids to become astronauts, rocket scientists, and engineers. 2- Space science also helps in environmental research by studying air quality, climate change, alternative energy, and near-earth objects. 3- We are consuming earth’s natural resources pretty quickly. Space has virtually unlimited resources. It is all just a matter of collecting and bringing them back. Planetsave.com - July 26th, 2009 by Daniel Hohler
  • 61.
    Top five reasonsto keep exploring space 4- The more we explore the cosmos, the more it humbles us. Earth is just a tiny speck orbiting a mediocre yellow-dwarf star nowhere near the centre of our galaxy, let alone the universe. (Vastness) 5- The population on earth is growing exponentially while the resources required to support life are fast eroding. Space colonization can be the ultimate solution Planetsave.com - July 26th, 2009 by Daniel Hohler
  • 62.
    In this eraof hyper globalization with increasing technological capture of almost all aspects of life, one cannot simply afford to look the other way when the world is slowly preparing to break the shackles of gravity and move out of this planet.
  • 63.
    Conclusion Space Education • isto satisfy human curiosity by answering questions about the deep mysteries of the Universe. • is helping in shaping modern lifestyle by producing helpful applications for all walks of life. • is helping in perusing the modern careers which are evolving in 21st century due to the advancement in the technology and specially space technology. Pakistani Policy Makers should not ignore space sciences in planning the overall landscape of education, Science and Technology, which can prove quite beneficial in a country’s socio-economic uplift.
  • 64.
    Aga Khan EducationService, Pakistan Thanks for listening patiently.

Editor's Notes

  • #4 The Arabic word sultan, translated here as "a clear authority," has other meanings as well: force, power, sovereignty, dominion, law, path, permission, give leave, justify, and proof. Careful examination reveals that the above verse emphasizes that humanity will be able to move into the depths of Earth and sky, but only with a superior power. In all likelihood, this superior power is the superior technology employed in the twentieth century, for it enabled scientists to achieve this great feat.