The document summarizes key aspects of Pakistan's National Curriculum 2006. It outlines the structure of the curriculum, including developmental levels from grades 1-12, key learning areas, standards, benchmarks, and student learning outcomes. It describes how the curriculum shifted emphasis from teacher-centered to student-centered learning. It also discusses how the curriculum relates to textbooks, teaching strategies, resources, teacher guides, lesson planning, examinations, and the academic calendar. The role of education administrators is to ensure teachers develop lesson plans according to the curriculum's student learning outcomes and adopt recommended teaching strategies.

1. Dr. Abdul Jabbar
Sr. Headmaster

2. Structure of Presentation
 Structure of National Curriculum 2006
 National Curriculum 2006 & textbooks
 National Curriculum 2006 & Taleemi calender
 National Curriculum 2006 & Teacher’s Guides
 National Curriculum 2006 & Lesson Planning
 National Curriculum 2006 & Resources
 National Curriculum 2006 & Examinations

3. Basic Factors behind Changing
National Curriculum in 2006
The Curriculum was changed to:
Ensure shift of emphasis from
Teacher centered to Student
centered
To know to do
To know and to become

4. Important concepts/ terms
Developmental levels
Competencies
Standards
Benchmarks
Student learning outcomes (SLOs)

5. Curriculum 2006 Structure
Developmental Level Grades
I 1-2
II 3-5
III 6-8
IV 9-10
V 11-12

6. Competency
 Key Learning area
1. Reading and thinking skills
2. Writing Skills
3. Oral Communication Skills
4. Formal and lexical aspects of language
5. Appropriate ethical and social
development

7. Standards
 Standards (as defined in the National Curriculum )are:
 “what students should know and be able to do.
Standards are broad descriptions of
the knowledge and skills which
students should acquire in a subject
area”
 These define the competency by specifying
broadly knowledge, skills & attitudes

8. Benchmarks
 Benchmarks are:
 descriptions of the knowledge and skills at
developmental level.
 Benchmarks further elaborate the standards
 Describing what students will be able to accomplish at
every developmental levels

9. Students Learning outcomes
 Students Learning outcomes are:
 More specific and are given for each topic in the
subject.
 These learning outcomes “determine how well
students are performing and will assure that all
students are measured on the same knowledge
and skills using the same method of
assessment”.
 These outcomes are “realistic, observable,
achievable and measurable”

10. Curriculum Structure………..
Competency: Key learning area
(languages)
Standards
 (Subject level) What content for Biology?
Benchmarks
 (Developmental level) What content at this developmental level?
 Student Learning Outcomes (SLOs)
 (Grade Level) What content for this class/topic/subtopic?

11. Components of Curriculum
Curriculum consists of following parts
1. Description of standards, benchmarks and students
learning outcomes
2. Themes
3. Teaching strategies
4. Teaching and learning resources (including guidance
for textbook writing, A. V. aids, Online resources,
materials and apparatus)
5. Assessment and evaluation

13. National Curriculum 2006 &
textbooks
 Curriculum specifies/dictates the nature of content
and style of textbooks
 It gives complete guidelines for developing textbooks
 Textbooks in Punjab completely adhere to the content
suggested in the curriculum
 Every textbook endeavours to achieve the SLOs
suggested in National curriculum

14. National curriculum and teaching
strategies
 Making lessons interactive
 Discussion
 Interactive demonstration
 Role Play
 Cooperative learning
 Inquiry based learning

15. National Curriculum 2006 &
Resources
 Human Resources
 Teachers’ qualification
 Teachers’ Training
 Material resources
 Textbooks
 Instructional aids
 Online resources

16. National Curriculum 2006 &
Teacher’s Guides/ Lesson Planning
 Activity
 Develop a lesson plan for SLO
“Use textbook pictures to aid comprehension and for
development of vocabulary” (Grade: III, p 120)
 Revised teacher’s guides have been prepared strictly to
help achieve SlOs suggested in National Curriculum

17. National Curriculum 2006 &
Examinations
 Curriculum coherance
 Examinations are based on National Curriculum
 Particularly PEC exams take SLOs rather than
textbooks
 Internal examinations must be based on curriculm

18. National Curriculum 2006 &
Taleemi calendar
Competency Standard Benchmark SLOs Month
Writing Skills
Standard 1:
All students
will produce
with
developing
fluency and
accuracy, academic,
transactional and
creative
writing, which is
focused, purposeful
and shows an insight
into the writing
process.
Identify and
use
techniques
for
writing
effective and
unified
sentences
and a
paragraph.
Write multi-
syllable
words with
correct
spellings.
April

19. Your Role with respect Curriculum
 Thorough awareness with curriculum of all subjects
 Be able to guide teachers in:
 Developing lesson plans according to SLOs in
curriculum
 Adopting teaching strategies as mentioned in
curriculum

20. Questions????????

21. THANKS