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Curriculum Development at
Primary and Secondary Level
Why Curriculum???
Education plays a vital role in nation building.
Ministry of (provisional) Education, is
responsible for the cohesion, integration and
preservation of the ideological foundation of
the states.
Curriculum Bodies at Primary and
Secondary Levels
• IN PUNJAB : PUNJAB CURRICULUM AUTHORTY (PCA)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 KhyberPakhtunkhwa 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.
Main Functions of these bodies
• prepare or cause to be prepared schemes
of studies, curricula,manuscripts of
textbooks, standards of education and
schedules or strategy for their
introduction in various classes of an
institution in connection with the
implementation of the education policy
of the Government.
Main Responsibilities
Ministry of Education (Curriculum
Development Body) is responsible in making
of:
1. Curriculum
2. Syllabus
3. Planning
4. Policy and
5. Development of Educational Standards.
Curriculum Design and Development
Process in Pakistan
1. Evolution of Curriculum Objectives.
2. Development of Scheme of Studies.
3. Development of Syllabus of each subject.
4. Development of Textbook, Instructional
material.
5. Approval of Textual Material.
6. Teacher Training.
Evolution of Curriculum Objectives.
• Prepares the draft of objectives.
(Send to inter-provincial Ministry for discussion
curriculum development).
• Objectives are finalized.
• Translated to the specific teaching objectives.
Factors considered in finalizing the objectives
• Be precise
• Assist in the selection of teaching strategy
• Produce a designated behavior pattern
• Enables teachers to evaluate the quality and
effectiveness of learning.
Developing Objectives
Objectives are derived from
• Recommendation of the Education
Policy
• Provisional Level Seminars
• Forums of research studies
• Inter Board Committee of Chairmen
The studies Scheme
(Scheme of Studies)
It 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
Development of Syllabi
It is based on objectives and scheme of study.
1. Subject specific syllabi is prepared in consultation with:
2. Subject expert
3. Psychologist
4. Serving teacher
Syllabi must satisfy the following conditions:
1. Based on the needs of learner.
2. Take into account the existing knowledge and the
environmental experience of the learner.
3. The development level of the learner is considered in the
cognitive, effectiveness and psycho-motor domain.
4. Content should be focused on attaining the objectives.
Textbook Development
• Provisional Text Book Boards are responsible for the
development of the text-books according to the
approved syllabi.
How textbook is developed?
1. Establish a list of text book writers.
2. Invitation are sent to the writers to submit the
material within the syllabus parameter.
3. Selection is made on the basis of relevance of
material.
4. The selected material is transformed into a textbook.
Review the Approval
Review committee comprises on five or six members:
• At least one expert form the syllabus Formulation Committee.
Two subject experts.
Two school teachers
• Textbooks Review Parameter
• The books truly reflects the curriculum.
• It meets the objectives stated in the curriculum.
• Book does not contain any material repugnant to Islamic and
Pakistani ideology.
• In case of approval, textbook is sent for publishing and distribution.
• In case of objection, complaints are relayed with revision
recommendations.
Teacher Training
• Teacher training for curriculum
implementation is the responsibility of the
provincial government.
• It is now stressed that each textbook must
have a teacher's guide or included in textbook.
• In some cases assistance in the training of the
masters trainers is arranged by the provincial
government.
Thank you very much

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Curriculum development at primary and secondary level

  • 1. Curriculum Development at Primary and Secondary Level
  • 2. Why Curriculum??? Education plays a vital role in nation building. Ministry of (provisional) Education, is responsible for the cohesion, integration and preservation of the ideological foundation of the states.
  • 3. Curriculum Bodies at Primary and Secondary Levels • IN PUNJAB : PUNJAB CURRICULUM AUTHORTY (PCA)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 KhyberPakhtunkhwa 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.
  • 4. Main Functions of these bodies • prepare or cause to be prepared schemes of studies, curricula,manuscripts of textbooks, standards of education and schedules or strategy for their introduction in various classes of an institution in connection with the implementation of the education policy of the Government.
  • 5. Main Responsibilities Ministry of Education (Curriculum Development Body) is responsible in making of: 1. Curriculum 2. Syllabus 3. Planning 4. Policy and 5. Development of Educational Standards.
  • 6. Curriculum Design and Development Process in Pakistan 1. Evolution of Curriculum Objectives. 2. Development of Scheme of Studies. 3. Development of Syllabus of each subject. 4. Development of Textbook, Instructional material. 5. Approval of Textual Material. 6. Teacher Training.
  • 7. Evolution of Curriculum Objectives. • Prepares the draft of objectives. (Send to inter-provincial Ministry for discussion curriculum development). • Objectives are finalized. • Translated to the specific teaching objectives. Factors considered in finalizing the objectives • Be precise • Assist in the selection of teaching strategy • Produce a designated behavior pattern • Enables teachers to evaluate the quality and effectiveness of learning.
  • 8. Developing Objectives Objectives are derived from • Recommendation of the Education Policy • Provisional Level Seminars • Forums of research studies • Inter Board Committee of Chairmen
  • 9. The studies Scheme (Scheme of Studies) It 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
  • 10. Development of Syllabi It is based on objectives and scheme of study. 1. Subject specific syllabi is prepared in consultation with: 2. Subject expert 3. Psychologist 4. Serving teacher Syllabi must satisfy the following conditions: 1. Based on the needs of learner. 2. Take into account the existing knowledge and the environmental experience of the learner. 3. The development level of the learner is considered in the cognitive, effectiveness and psycho-motor domain. 4. Content should be focused on attaining the objectives.
  • 11. Textbook Development • Provisional Text Book Boards are responsible for the development of the text-books according to the approved syllabi. How textbook is developed? 1. Establish a list of text book writers. 2. Invitation are sent to the writers to submit the material within the syllabus parameter. 3. Selection is made on the basis of relevance of material. 4. The selected material is transformed into a textbook.
  • 12. Review the Approval Review committee comprises on five or six members: • At least one expert form the syllabus Formulation Committee. Two subject experts. Two school teachers • Textbooks Review Parameter • The books truly reflects the curriculum. • It meets the objectives stated in the curriculum. • Book does not contain any material repugnant to Islamic and Pakistani ideology. • In case of approval, textbook is sent for publishing and distribution. • In case of objection, complaints are relayed with revision recommendations.
  • 13. Teacher Training • Teacher training for curriculum implementation is the responsibility of the provincial government. • It is now stressed that each textbook must have a teacher's guide or included in textbook. • In some cases assistance in the training of the masters trainers is arranged by the provincial government.