Curriculum development in pakistan at elementary and secondary
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The Federal Ministry of Education in Pakistan is responsible for developing the curriculum, syllabus, planning, policy, and education standards at the elementary and secondary levels. The objectives of the curriculum are derived from recommendations in the National Education Policy, national seminars, research studies, and the Inter Board Committee of Chairmen to promote national cohesion and preserve the ideological foundation of the state.
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Curriculum development at elementry and secondary level
The document discusses curriculum development at the elementary and secondary levels. It defines curriculum as the subjects that are most useful for living in contemporary society. It describes the roles that teachers, curriculum wings, and textbook boards play in the curriculum development process. Teachers serve on committees to help develop and revise curriculum. Curriculum wings review and approve curriculum. Textbook boards are responsible for developing textbooks to align with the approved curriculum. The process involves committees drafting curriculum, obtaining reviews and approval at the provincial and national levels before textbooks are produced.
Curriculum development at primary and secondary level
The document discusses curriculum development at the primary and secondary levels in Pakistan. It outlines the various bodies responsible for curriculum development in each Pakistani province. The main functions of these bodies include preparing schemes of studies and curricula. The curriculum development process involves evolving objectives, developing schemes of study and syllabi, approving textbooks and instructional materials, and training teachers. The goals are to align curriculum with the national education policy while considering market demands, research, and global issues.
Curriculum development process in pakistan lecture 2
The document outlines the curriculum development process in Pakistan from primary to higher education levels. It discusses the various curriculum bodies that are responsible for developing curricula at each level, including the Federal Textbook Board, provincial boards like the Punjab Curriculum and Textbook Board, and the Higher Education Commission. The main stages of the curriculum development process are described, including evolving objectives, developing schemes of study and syllabi, writing textbooks, reviewing and approving materials, and conducting teacher training programs.
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This document outlines the education policy of Pakistan between 1972-1980. It aims to make education free and universal up to class 10, eradicate illiteracy, and shift the focus towards science and technical education to meet the needs of the nation. Key goals included increasing enrollment at all levels, especially for women and underprivileged groups; integrating general and technical education; expanding teacher training programs to meet growing demand; and establishing new universities across the country. The policy aimed to reform and develop the educational system to promote national cohesion and prepare Pakistani youth for the future.
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Curriculum Development Process in Pakistan
The Federal Ministry of Education is responsible for curriculum development in Pakistan. The process begins with the formation of a national curriculum committee by the Federal Curriculum Wing. This committee prepares a preliminary national curriculum draft which is then sent to provincial bureaus of curriculum and other agencies. The provincial bureaus then form their own provincial curriculums. The Federal Curriculum Wing consolidates feedback and finalizes the National Curricula. Textbooks are then published by provincial textbook boards and the curriculum is implemented nationwide.
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The document discusses curriculum development at the elementary and secondary levels. It defines curriculum as the subjects that are most useful for living in contemporary society. It describes the roles that teachers, curriculum wings, and textbook boards play in the curriculum development process. Teachers serve on committees to help develop and revise curriculum. Curriculum wings review and approve curriculum. Textbook boards are responsible for developing textbooks to align with the approved curriculum. The process involves committees drafting curriculum, obtaining reviews and approval at the provincial and national levels before textbooks are produced.
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PAKISTAN EDUCATION POLICY 1972
This document outlines the education policy of Pakistan between 1972-1980. It aims to make education free and universal up to class 10, eradicate illiteracy, and shift the focus towards science and technical education to meet the needs of the nation. Key goals included increasing enrollment at all levels, especially for women and underprivileged groups; integrating general and technical education; expanding teacher training programs to meet growing demand; and establishing new universities across the country. The policy aimed to reform and develop the educational system to promote national cohesion and prepare Pakistani youth for the future.
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The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
Curriculum Development Process in Pakistan
The Federal Ministry of Education is responsible for curriculum development in Pakistan. The process begins with the formation of a national curriculum committee by the Federal Curriculum Wing. This committee prepares a preliminary national curriculum draft which is then sent to provincial bureaus of curriculum and other agencies. The provincial bureaus then form their own provincial curriculums. The Federal Curriculum Wing consolidates feedback and finalizes the National Curricula. Textbooks are then published by provincial textbook boards and the curriculum is implemented nationwide.
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The document discusses elementary education systems in Pakistan, the UK, and Malaysia. It provides details on:
- The structure of elementary education in Pakistan, including its evolution, constitutional provisions, levels (primary and middle), enrollment statistics by sector and gender.
- Key stages in the UK system, including the structure of primary education, types of primary schools, the national curriculum, and assessment.
- Comparisons between the elementary education systems of Pakistan, UK and Malaysia in terms of definitions, concepts, scope, and structure.
Curriculum development process in pakistan (by umair ashraf)
The curriculum development process in Pakistan involves both federal and provincial bodies. The Federal Ministry of Education is responsible for national education policy and standards. The National Bureau of Curriculum and Textbooks supervises curriculum and textbooks from primary to higher secondary levels. Each province has a provincial curriculum center and textbook board responsible for curriculum development and publishing textbooks respectively within their jurisdiction. The process involves developing objectives, schemes of studies, syllabi, instructional materials, approving textbooks, and teacher training programs.
Curriculum development in pakistan
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it includes all educational reforms from 1947 to 2020. All curriculum reforms and actions taken by government as well.
National Education Policies of Pakistan
The document provides a brief history of educational policies in Pakistan from 1947 to 2009. Some key points:
- The first education conference was held in Karachi in 1947 and recommended establishing committees on various aspects of education including primary, secondary, university, technical education etc. It emphasized Islamic values and compulsory education.
- The 1959 commission on national education recommended compulsory primary education up to class 10 and focus on science and technical education.
- The 1972 policy aimed to provide universal education and made education free up to class 8 initially and then class 10. It also nationalized all private schools and colleges.
- Subsequent policies in 1970, 1978, 1992, 1998 and 2009 focused on improving access, quality
Pakistan educational system history
The document provides an overview of Pakistan's educational system, which includes both traditional religious schools and a modern system begun under British rule.
The traditional system includes maktab schools attached to mosques for primary religious education, as well as higher levels like madrassas that provide education equivalent to secondary and post-secondary degrees. During the Soviet-Afghan war, madrassas expanded with foreign funding and trained Afghan and Pakistani students in a mix of religious and military teachings.
The modern system began under British rule and continues today. However, traditional religious schools like madrassas saw a large expansion during the 1980s under President Zia-ul-Haq, as he sought to mobilize support by
Education policy 1992
The National Education Policy 1992 aimed to increase participation in education across Pakistan and set targets to reform the education system. It recognized primary education as a fundamental right and sought to increase enrollment rates and transform primary education into basic education up to class VIII. The policy emphasized strengthening women's education through new formal and non-formal approaches. It also aimed to modernize curriculums at all levels of education and increase funding for research in sciences and technology.
Comparative view of public and private education systems in Pakistan
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
curriculum reforms in Pakistan
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The document discusses the education and examination system in Pakistan. It covers several key points:
- Pakistan uses both internal and external assessment methods to examine students, with internal focusing on continuous evaluation and external involving outside examiners.
- Universities have adopted measures like continuous internal assessment, semester systems, and question banks to improve the evaluation process.
- The semester system divides the academic year into two terms, allowing for more continuous learning and assessment while reducing exam stress.
- Question banks are curated test item libraries that cover the entire syllabus and can be used for formative and summative evaluations.
- Both internal and external assessments have advantages like engaging students continuously or encouraging competitiveness, but
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This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
curriculum development at secondary level
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
National education policy 2009
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It focuses on several areas like early childhood education, elementary education, literacy programs, improving teacher quality, and reforming curriculum. It also has sections on Islamiyat education, secondary and higher education, technical and vocational training, and matching education with labor market needs. The overall goals are to develop a demand-driven education system that reduces disparities and improves learning outcomes.
PAKISTAN Education System
The education system of Pakistan is decentralized and faces several challenges. Literacy rates are low at 57% overall with rural rates lower than urban. Education expenditures are only 2.3% of GDP. The system provides for pre-primary, primary, secondary and tertiary education. However, it is plagued by low quality, lack of resources, gender discrimination and disparities across socioeconomic classes. Recent policies aim to address these issues and provide all citizens equal access to education.
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The document summarizes key aspects of Pakistan's education policies from 1978 and 1992. The 1978 policy focused on Islamization of education and promoting Islamic ideology. It made Islamiat compulsory and revised curriculum to align with Islamic principles. The 1992 policy aimed to improve access, quality, and management of education. It sought to expand primary education, improve teacher training, and reform curriculum and evaluation. Both policies emphasized developing education in accordance with Islamic values and principles.
Educational Problems in Pakistan
1. The document discusses issues with Pakistan's current education system including a lack of clear objectives, differing syllabi between private and public schools, and changes to education policy based on political situations.
2. It notes declining student learning levels in core subjects like Urdu, English, and math. Fewer students and teachers in rural areas have primary schooling.
3. The use of English as a medium of instruction is debated, as many teachers and students lack proficiency in English. Using students' home language initially may better facilitate learning.
4. Reforms are needed like setting strategic education goals, improving teacher training, increasing education funding, and making the education system more unified and supervised. English should be
Different Education Policies of Pakistan
This document provides an overview of the different education policies implemented in Pakistan since independence in 1947. It discusses the key recommendations and features of the First Education Conference in 1947, the National Education Commission in 1959, education policies introduced in 1970, 1972, 1979, 1992, 1998-2010, and the Education Sector Reforms initiated in 2005-2010. The ultimate objectives of Pakistan's education policies have been to develop the education system based on Islamic ideology and values, promote universal primary education, improve access to opportunities for learning, and strengthen technical and science education. However, many policies faced challenges in proper implementation due to lack of resources, political instability, and other administrative issues.
NEP 2009
The National Education Policy 2009 was announced to replace the 1998-2010 policy, as the previous policy did not achieve desired results. The 2009 policy aimed to address two gaps - commitment and implementation. It focused on improving teacher quality, curriculum, literacy rates, equity and financing for education. The policy set targets like universal primary education by 2015, secondary by 2025, and increasing literacy to 86% by 2015. However, critics argue the targets are unrealistic without adequate poverty reduction plans. The policy's success depends on proper implementation of its aims to develop education.
EDUCATIONAL POLICY OF PAKISTAN (1998 – 2010)
The National Education Policy 1998-2010 had several goals:
1. To align education with the teachings of Islam and train students as practicing Muslims.
2. To increase literacy rates to 55% within 5 years and 70% by 2010.
3. To enroll 90% of children aged 5-9 in elementary school by 2002-2003 and improve education quality.
4. To increase secondary school participation from 31% to 48% by 2002-2003 through new programs and textbooks.
Curriculum development processes in Pakistan
The document summarizes curriculum development processes in Pakistan. It discusses the education system levels of elementary, secondary, and university. It describes the roles of the federal and provincial ministry of education and curriculum bodies in developing curriculum at the primary and secondary levels. It also outlines the curriculum development process, including establishing curriculum committees, drafting curriculum, testing, reviewing, and approving curriculum. Finally, it discusses some common problems with curriculum development in Pakistan, such as teacher reluctance to change, lack of training, political interference, economic issues, inadequate evaluation, and lack of teaching materials.
Comparison of Teacher Education in Pakistan with Other Developed Countries
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Curriculum development process in pakistan (by umair ashraf)
The curriculum development process in Pakistan involves both federal and provincial bodies. The Federal Ministry of Education is responsible for national education policy and standards. The National Bureau of Curriculum and Textbooks supervises curriculum and textbooks from primary to higher secondary levels. Each province has a provincial curriculum center and textbook board responsible for curriculum development and publishing textbooks respectively within their jurisdiction. The process involves developing objectives, schemes of studies, syllabi, instructional materials, approving textbooks, and teacher training programs.
Curriculum development in pakistan
Curriculum development in Pakistan best slides ever
University of sargodha
Presented by Tayyaba Maher
Department of education
Best presentation
Curriculum reforms in Pakistan (1947-2020)
it includes all educational reforms from 1947 to 2020. All curriculum reforms and actions taken by government as well.
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The document provides a brief history of educational policies in Pakistan from 1947 to 2009. Some key points:
- The first education conference was held in Karachi in 1947 and recommended establishing committees on various aspects of education including primary, secondary, university, technical education etc. It emphasized Islamic values and compulsory education.
- The 1959 commission on national education recommended compulsory primary education up to class 10 and focus on science and technical education.
- The 1972 policy aimed to provide universal education and made education free up to class 8 initially and then class 10. It also nationalized all private schools and colleges.
- Subsequent policies in 1970, 1978, 1992, 1998 and 2009 focused on improving access, quality
Pakistan educational system history
The document provides an overview of Pakistan's educational system, which includes both traditional religious schools and a modern system begun under British rule.
The traditional system includes maktab schools attached to mosques for primary religious education, as well as higher levels like madrassas that provide education equivalent to secondary and post-secondary degrees. During the Soviet-Afghan war, madrassas expanded with foreign funding and trained Afghan and Pakistani students in a mix of religious and military teachings.
The modern system began under British rule and continues today. However, traditional religious schools like madrassas saw a large expansion during the 1980s under President Zia-ul-Haq, as he sought to mobilize support by
Education policy 1992
The National Education Policy 1992 aimed to increase participation in education across Pakistan and set targets to reform the education system. It recognized primary education as a fundamental right and sought to increase enrollment rates and transform primary education into basic education up to class VIII. The policy emphasized strengthening women's education through new formal and non-formal approaches. It also aimed to modernize curriculums at all levels of education and increase funding for research in sciences and technology.
Comparative view of public and private education systems in Pakistan
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
curriculum reforms in Pakistan
Curriculum Reforms in Pakistan....You may visit my channel for more updates:
http://fixit.buysellclone.com/ visit this and click subscribe...
thank you
Unit 7 examination system in pakistan
The document discusses the education and examination system in Pakistan. It covers several key points:
- Pakistan uses both internal and external assessment methods to examine students, with internal focusing on continuous evaluation and external involving outside examiners.
- Universities have adopted measures like continuous internal assessment, semester systems, and question banks to improve the evaluation process.
- The semester system divides the academic year into two terms, allowing for more continuous learning and assessment while reducing exam stress.
- Question banks are curated test item libraries that cover the entire syllabus and can be used for formative and summative evaluations.
- Both internal and external assessments have advantages like engaging students continuously or encouraging competitiveness, but
Unit 8 new trends in pakistani education
This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
curriculum development at secondary level
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
National education policy 2009
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It focuses on several areas like early childhood education, elementary education, literacy programs, improving teacher quality, and reforming curriculum. It also has sections on Islamiyat education, secondary and higher education, technical and vocational training, and matching education with labor market needs. The overall goals are to develop a demand-driven education system that reduces disparities and improves learning outcomes.
PAKISTAN Education System
The education system of Pakistan is decentralized and faces several challenges. Literacy rates are low at 57% overall with rural rates lower than urban. Education expenditures are only 2.3% of GDP. The system provides for pre-primary, primary, secondary and tertiary education. However, it is plagued by low quality, lack of resources, gender discrimination and disparities across socioeconomic classes. Recent policies aim to address these issues and provide all citizens equal access to education.
Educational polices 1978 to 1992 pakistan
The document summarizes key aspects of Pakistan's education policies from 1978 and 1992. The 1978 policy focused on Islamization of education and promoting Islamic ideology. It made Islamiat compulsory and revised curriculum to align with Islamic principles. The 1992 policy aimed to improve access, quality, and management of education. It sought to expand primary education, improve teacher training, and reform curriculum and evaluation. Both policies emphasized developing education in accordance with Islamic values and principles.
Educational Problems in Pakistan
1. The document discusses issues with Pakistan's current education system including a lack of clear objectives, differing syllabi between private and public schools, and changes to education policy based on political situations.
2. It notes declining student learning levels in core subjects like Urdu, English, and math. Fewer students and teachers in rural areas have primary schooling.
3. The use of English as a medium of instruction is debated, as many teachers and students lack proficiency in English. Using students' home language initially may better facilitate learning.
4. Reforms are needed like setting strategic education goals, improving teacher training, increasing education funding, and making the education system more unified and supervised. English should be
Different Education Policies of Pakistan
This document provides an overview of the different education policies implemented in Pakistan since independence in 1947. It discusses the key recommendations and features of the First Education Conference in 1947, the National Education Commission in 1959, education policies introduced in 1970, 1972, 1979, 1992, 1998-2010, and the Education Sector Reforms initiated in 2005-2010. The ultimate objectives of Pakistan's education policies have been to develop the education system based on Islamic ideology and values, promote universal primary education, improve access to opportunities for learning, and strengthen technical and science education. However, many policies faced challenges in proper implementation due to lack of resources, political instability, and other administrative issues.
NEP 2009
The National Education Policy 2009 was announced to replace the 1998-2010 policy, as the previous policy did not achieve desired results. The 2009 policy aimed to address two gaps - commitment and implementation. It focused on improving teacher quality, curriculum, literacy rates, equity and financing for education. The policy set targets like universal primary education by 2015, secondary by 2025, and increasing literacy to 86% by 2015. However, critics argue the targets are unrealistic without adequate poverty reduction plans. The policy's success depends on proper implementation of its aims to develop education.
EDUCATIONAL POLICY OF PAKISTAN (1998 – 2010)
The National Education Policy 1998-2010 had several goals:
1. To align education with the teachings of Islam and train students as practicing Muslims.
2. To increase literacy rates to 55% within 5 years and 70% by 2010.
3. To enroll 90% of children aged 5-9 in elementary school by 2002-2003 and improve education quality.
4. To increase secondary school participation from 31% to 48% by 2002-2003 through new programs and textbooks.
Curriculum development processes in Pakistan
The document summarizes curriculum development processes in Pakistan. It discusses the education system levels of elementary, secondary, and university. It describes the roles of the federal and provincial ministry of education and curriculum bodies in developing curriculum at the primary and secondary levels. It also outlines the curriculum development process, including establishing curriculum committees, drafting curriculum, testing, reviewing, and approving curriculum. Finally, it discusses some common problems with curriculum development in Pakistan, such as teacher reluctance to change, lack of training, political interference, economic issues, inadequate evaluation, and lack of teaching materials.
Comparison of Teacher Education in Pakistan with Other Developed Countries
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
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Curriculum development process in pakistan (by umair ashraf)
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The 2020 curriculum focuses on developing logical and procedural fluency through reasoning and situational based questions compared to the 2006 curriculum which focused on conceptual understanding and real life applications. Some key differences include introducing new concepts through warm-up activities and using math labs rather than real-life situations, assessing students through portfolios and project-based work rather than just pen and paper tests, and incorporating ICT like GeoGebra. Both curricula aim to develop conceptual understanding, but the 2020 version emphasizes linking past experiences and deriving formulas independently through activities while the 2006 version focused more on memorizing formulas through worksheets.
GRAVITATION Day 1 final.pptx
This document discusses the key concepts of gravitation, including:
1) Isaac Newton discovered the law of universal gravitation after observing an apple fall from a tree, realizing all objects attract each other with a gravitational force.
2) Newton's law of universal gravitation states that every object in the universe attracts every other object with a force directly proportional to the product of their masses and inversely proportional to the square of the distance between them.
3) The gravitational force between two objects follows Newton's third law of motion, with equal but opposite forces between the objects.
GRAVITATION Day 1 sample.pptx
This document discusses Newton's law of universal gravitation. It begins by stating the aims of understanding force of gravitation and deriving the mathematical law. It then defines gravity as a force that causes every object in the universe to attract each other. The key points are that Newton's law states that the gravitational force between two objects is directly proportional to their masses and inversely proportional to the square of the distance between them. The document derives the gravitational formula and notes that gravitational force is very small between everyday objects, which is why we do not notice it.
GRAVITATION Day 1 final own voice.pptx
This chapter discusses gravitation and covers:
- Isaac Newton discovered gravity by observing an apple fall from a tree.
- Newton concluded that a force called gravitation causes objects to attract each other, deriving the inverse square law of universal gravitation.
- The gravitational force between two objects is directly proportional to their masses and inversely proportional to the square of the distance between them.
RATIO & PROPORTION.pptx
This document discusses ratios and proportions. It provides a hierarchy of ratio-related concepts including fractions, equivalent ratios, ratios, unitary method, proportions, direct proportions, and inverse proportions. It includes learning objectives about understanding ratios, using ratio notation, dividing quantities in a given ratio, and recognizing the relationship between ratios and proportions. It provides examples of setting up and comparing ratios between quantities like weights of objects. It also gives examples of ratio assessment questions and converting units to the same units to simplify ratios.
.ppt
The document discusses the difference between active and passive voice. In passive voice, the subject receives the action while in active voice, the subject performs the action. Passive voice uses helping verbs like "be" and "by" while active voice is more concise and direct. The document provides examples of sentences in both voices and offers tips on changing passive sentences to active sentences by identifying the subject and changing the verb form.
Chapter 19.ppt
The document summarizes sections from Chapter 19 of Magruder's American Government textbook about civil liberties protections in the United States Constitution. It discusses the rights to freedom of religion, speech, press, assembly, and petition as protected by the First Amendment, and how the Supreme Court has interpreted and placed limits on these rights over time. It also examines how principles of limited government and federalism have impacted civil liberties.
Checks and Balances.ppt
The document discusses checks and balances in the US government. It outlines the checks that each branch of government (Congress, the presidency, and the judiciary) has on the others, such as congressional oversight of the presidency and judicial review. Potential threats to checks and balances are also examined, like executive orders and signing statements. Finally, it notes that the US has a stronger system of checks and balances than the UK to limit government power.
AP Gov Federalism Lyberger 2015.pptx
Federalism divides power between the national and state governments in order to limit the power of government. The national government has enumerated powers listed in the Constitution like regulating interstate commerce, while states have reserve powers like regulating intrastate commerce. This system aims to promote political participation, innovation, and diversity while avoiding concentrated power. However, it can also lead to complexity, inequity between states, and conflicts between levels of government.
ap gov ppt ch01.ppt
This chapter introduces key concepts in the study of American government such as who governs, the purpose of government, and different theories of government. It defines political power, authority, and legitimacy. It also outlines different forms of democracy like direct and representative democracy and discusses the Framers' view of balancing popular views with limiting majority abuse of power. Finally, it summarizes theories of government like Marxism, elitism, bureaucratic, and pluralist theories.
Teacher Notes MODULE 25.pptx
The United States becomes involved in the Vietnam War to stop the spread of communism in Southeast Asia. Over time, the war becomes increasingly unpopular and divisive in the US as it drags on without clear progress. Protests and opposition to the war intensify during the 1960s. Finally, in the early 1970s, President Nixon begins withdrawing US troops from Vietnam as part of his Vietnamization policy. The last US troops depart in 1973 after over a decade of involvement, leaving South Vietnam to fight on its own.
Teacher Notes MODULE 28.pptx
This document is from an American history textbook and outlines several lessons on key issues facing the United States in the 21st century, including national security, foreign policy, poverty, and the environment. It introduces topics like terrorism, surveillance, globalization, and climate change. Each lesson contains subsections that provide more details on related policies, events, debates, and challenges. The overall document serves as a guide for students to learn about significant domestic and international concerns confronting America today.
Teacher Notes MODULE 20.pptx
Germany invades neighboring countries and launches the Holocaust, systematically killing millions of Jews and others. The United States remains neutral at first but begins providing military and economic aid to Britain and other Allied nations. In 1941, Japan attacks the US naval base at Pearl Harbor, bringing America fully into World War II against Germany, Italy and Japan.
Teacher Notes MODULE 21.pptx
The Cold War defined international affairs after World War 2, especially following the Korean War. The document outlines 6 lessons on the Cold War: 1) The Origins of the Cold War as the US and USSR emerged as superpowers with opposing political/economic systems; 2) The Cold War Heats Up as China became communist and Korea was divided; 3) The Cold War at Home and McCarthyism led to accusations against innocent US citizens; 4) Two Nations Live on the Edge as the nuclear arms race and brinksmanship brought the two countries to the edge of war; 5) Mounting Tensions in the Sixties led to further conflicts; and 6) The End of the Cold War in the late 1980s.
Teacher Notes MODULE 23.pptx
The document summarizes key events and policies during the Kennedy and Johnson administrations from the 1960s. It discusses Kennedy's New Frontier agenda which aimed to address social issues and confront the Soviet Union, but was cut short by his 1963 assassination. It then outlines Lyndon Johnson's Great Society programs that aimed to eliminate poverty and racial injustice through major civil rights laws and social welfare programs. However, Johnson also greatly escalated US involvement in the Vietnam War during this period of significant social change and cultural upheaval in America.
Teacher Notes MODULE 24.pptx
Activism and new civil rights legislation in the 1950s and 1960s advanced equal rights for African Americans. However, disagreements arose among civil rights groups about strategies and priorities, leading to a more violent period. Court decisions and laws banned segregation and expanded voting rights, but resistance remained strong in some areas.
Chapter_20.pptx
The document summarizes key aspects of US national security policymaking, including foreign policy instruments like the military, economics, and diplomacy. It outlines actors involved in foreign relations such as international organizations, regional groups, companies, NGOs, and individuals. It describes policymakers like the President, diplomats, national security establishment, and Congress. It provides an overview of periods in US foreign policy history from isolationism to the present War on Terror. It also briefly mentions military policy areas.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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