The document describes the structure of Pakistan's National Curriculum for Mathematics from grades 1-12. It defines key terms like standards, competencies, benchmarks, and student learning outcomes. The curriculum has gone through 5 revisions with the most recent one in 2006 aiming to shift to a more student-centered approach and align with international standards. It consists of the course of study, teaching strategies, resources, and assessment. Standards define the overall content, competencies further define the standards, benchmarks elaborate on competencies by developmental level, and student learning outcomes build on benchmarks by grade level.

2. Presentation Topic:
Curriculum of Mathematics
Grade I-XII
Name: Lubna Rani
Roll #: 2K20/BEDSE/70
Programme: B.Ed 1.5 (Evening)
Semester: 2nd
Qualification: BS in Mathematics

3. • Describe the structure of National
Curriculum of Mathematics.
• Differentiate the terms standard,
competencies, Benchmarks and
student learning outcomes(SLOs).
• Describe the importance of
curriculum.

4. First National Curriculum  1975-1976
Second National Curriculum 1984-1985
Third National Curriculum 1994-1995
Fourth National Curriculum 2000-2002
Fifth National Curriculum  2006-2007

5. What is the meaning of
word CURRICULUM?

6.  The term "curriculum" comes from the
Latin word "currere" which means “race-course“
where the words "race” and “ course“are suggestive
of time and path respectively.
The curriculum therefore can be seen
as the "prescribed course of study to
be covered in a specific time-frame."

7. which is taught in school
is a set of subjects
is content
is a program of studies
is a course of study
 is everything that goes on within the school, including extra-class
activities, guidance and interpersonal relationships
 is that which is taught both inside and outside the school directed by
the school
Curriculum is everything that is planned by school personal
is all the experiences of learner both inside and outside the school
Curriculum is a series of experiences undergone by learners in school

8.  Curriculum can be conceived in a narrow
way (as subjects taught) or in a broader way (as
all the experiences both inside and outside of
school)
So in short….

9. The Curriculum was changed to:
 Ensure shift of emphasis from:
•Teacher centered to Student centered
Make curriculum more vibrant and responsive to:
•Modern needs,
•Socio-economic needs,
•Technical needs, and
•Professional needs
It was also targeted to make it comparable
with international standards.

10. Curriculum consists of following parts:
1. Course of Study (Description of standards,
benchmarks and students learning outcomes)
2. Teaching strategies (including effective
teaching strategies and time distribution)
3. Teaching and learning resources
(including guidance for textbook writing, A. V-
aids, Online resources,materials and apparatus)
4. Assessment and Evaluation

11. LANGUAG
ES
SCIENC
ES
HUMANITI
ES

12. Courseof Study
Major LearningArea
Competence
Benchmarks
Student LearningOutcomes

13. Standards
Competencies
Benchmarks
Student Learning Outcomes

14. Student LearningOutcomes
Benchmarks
Competencies
Major LearningArea
Student LearningOutcomes
Benchmarks
Competencies
Standards
Courseof Study Mathematics

15. »Developmental Levels
»Standards
»Competencies
»Benchmarks
»Student LearningOutcomes

16. AccordingtoCurriculum 2006structure
Division of 12yearseducation is in 5levels
EachGroupisConsideras
“Developmental Level”

17. Grade XI-
XII
Grade IX-
X
Grade
VI- VIII
Grade
III- V
Grade
I & II

18.  Standards (as defined in the National
Curriculum ) are:
 “what students should know and be able to do.”
or “What content for Mathematics?”
 Standards are broad descriptions of the
knowledge and skills which students should
acquire in a subject area(e.g: Mathematics)

19. Mathematics
Standards
S-1
Numbers
and
Operations
S-2
Algebra
S-3
Measurement
and
Geometry
S-4
Information
Handling
S-5
Reasoning
and Logical
Thinking

20. • A broad statement which define the
STANDARD by specifying broadly
the mathematical knowledge and
skills needed to the students
during twelve years education.

21. 5: Grade
XI- XII
4: Grade
IX-X
3: Grade
VI- VIII
2:
Grade
III-V
1: Grade
I
& II
Competencies

23. • Benchmarks further elaborate the
COMPETENCIES, indicating what the
students will accomplish at the end
of each five developmental levels.

24. 5: Grade XI-
XII
4: Grade IX-
X
3: Grade VI-
VIII
2: Grade
III- V
1: Grade
I & II
Benchmarks

26. » These are built on the description of
benchmarks, and describe what students will
accomplish at the end of each grade.
» Cumulative Student Learning Outcomes for a
particular academic year specify what the
students will be able to do at the end of the
academic year.
» SLOs are the incremental steps toward the
accomplishment of benchmarks, which are
organized around the standards.

30. STANDARD
(Content)
COMPETENCIES
(It defines the standard)
BENCHMARKS
(Benchmark further elaborate the
competencies. A benchmark
progresses through developmental
levels.)
STUDENT LEARNING OUTCOMES (SLOs)
(SLOs are built on the descriptions of benchmarks.
Each benchmark has different number of student
learning outcomes.)

31.  Course of Study including {Standards,
Competencies, BenchmarksandGrade-wise
Students’Learning Outcomes}
TeachingStrategies
Teachingand Learning Resources
Assessmentand Evaluation

32.  Part-I Teaching Mathematics- Role of a
Teacher
 Part-II Effective Teaching Strategies
 Part-III Time Distribution

33.  Part-I The Textbook
 Part-II The Teacher’s Manual
 Part-III The Workbook
 Part-IV The Web-based Resources

34.  Part-I Assessment in Mathematics
 Part-II The Traditional Examinations

35.  Part-III Unit-wise Weightages