Curriculum Development at Elementary and Secondary

level

Curriculum development is the process of designing, planning, and implementing an

educational curriculum. It involves designing and planning learning experiences to
achieve specific objectives, selecting content and materials, and evaluating
effectiveness. Effective curriculum development leads to meaningful learning
experiences that promote student growth.

1973 constitution divide Pakistan into four autonomous provinces: Punjab, Sindh,
Khyber Pakhtunkhwa and Baluchistan. Each province has its own education system
and is responsible for developing and implementing its own curriculum, the federal
government has the power to ensure that the national curriculum meets certain
standards and objectives.

Education in Pakistan is provincial affair. Therefore, in order to ensure national

cohesion, integration and preservation of the ideological foundation of the State,
certain educational functions are the responsibilities of Federation, via the Federal
Ministry of Education. These responsibilities are:

 curriculum
 syllabus
 planning
 policy centers of excellence
 standards of education

In Pakistan, education system has three-tier:

 Elementary (grade1-8): elementary education in Pakistan has two stages;

 Primary stage: It comprises classes 1 to 5 and enrolls students of age group of
5+ to 9+
 Middle stage: A three year middle age consists of classes 6 to 8 corresponding
to age group 10+ to 12+
 Secondary (grade 9-10): has also two stages;
 High: grades nine and ten leading to the Secondary School Certificate
 Intermediate: grades eleven and twelve, leading to Higher Secondary School
Certificate.
 University programs: which lead towards advanced degrees.

 The eight common disciplines are Urdu, English, Mathematics, Science, Arts,
Social Studies, Islamiyah and sometimes Computer Studies.
 Science is taught as compulsory subject in an integration of biology,
chemistry, physics and earth science at primary and elementary level.

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  At secondary school level, science is an optional subject and those who opt it,
study physics, chemistry and biology.
 Courses offered throughout Pakistan are generally same and diversification in
courses takes place after class 8.
 The medium of instruction in schools is Urdu but English is also introduced as
second language.

Role of Ministry of Education

The Ministry of Education in Pakistan has a key role in the development and
implementation of curricula in the country.
The role of Ministry of Education is:
 To carry out international comparison concerning current trends in curriculum
development.
 To identify National Curriculum Framework.
 To review main principles of new national curriculum policy.
 To set up structure for curriculum review and revision.
 To delegate tasks for curriculum reform process, such as:
 Establish mechanism to identify students’ needs.
 Develop training and awareness programs for Educational officers.
 Develop parents and community awareness campaigns.

Role of curriculum wing

The Curriculum Wing is a department within the Ministry of Federal Education that is
responsible for the development and revision of national curricula for all levels of
education in the country.

The main factions of curriculum wing include:

 Developing and updating national curricula for all subjects and levels of
education.
 Reviewing and revising the national curricula regularly to ensure they are up-
to-date, relevant, and aligned with national educational standards.
 Providing guidance and support to educators to help them effectively
implement the national curricula in their classrooms.
 Monitoring and evaluating the implementation of the national curricula in
schools and colleges across the country.
 Collaborating with other stakeholders, such as provincial education
departments, universities, and educational organizations, to ensure that the
national curricula are effectively implemented and meeting the needs of
students and the demands of the workforce.

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 Textbook Board
Four provincial textbook boards (PTTBs) are established in four provinces and they all
work under the purview of Federation. Within their respective jurisdictions, these
PTTBs are responsible for preparing, publishing, stocking, distributing and marketing
school textbooks.

PTTB holds a competition (Open biding) for authors and publishers to submit their
book ideas. The best one is chosen and then sent to the curriculum wing to make
sure it follows the educational requirements.

The curriculum wing reviews it and in case, if it is found to be worth presentation

before National Review Committee (NRC), comprising highly qualified professionals
in textbook development with specified term of reference. In case it is accepted then
curriculum wing issue certificate to print an implement in specified areas.

PTTB also perform some other functions:

1. Research and survey of textbooks by staff of Textbook Board.
2. Training of authors, writers, designers, etc. of textbooks.

Punjab Education Commission (PEC)

In the province of Punjab, the institution responsible for conducting primary and
middle examinations is called the Punjab Education Commission (PEC). The PEC is
focused on improving the quality of education at these levels by developing
examination policies, syllabuses, and question papers, evaluating student learning,
and providing support and training to teachers.

While these institutions are specific to each province, their goals and responsibilities
are similar. They all work to ensure that students receive a high-quality education
and that the education system is continually improving to meet the needs of
students and the community.

Mechanism of Curriculum Development in Pakistan

Steps
Mechanism of curriculum development in Pakistan follows these steps:
 Curriculum wing request the provincial centers to prepare draft curriculum for
each subject taught in various classes up to class twelve.
 Provincial centers call of committee of teachers, subject specialists and experts
on each subject
 Provincial curriculum committees prepare curriculum plan.

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  The draft plan is sent to curriculum wing.
 Curriculum wing circulates the drafts to the selected teachers, subject
specialists, in school colleges and other agencies concerns and invites their
comments.
 The comments are reviewed in curriculum wing.
 The national committee of curriculum scrutinizes the draft in the light of
comments.
 The committee submits its recommendations to the ministry of education
 Secretary education accords necessary approvals
 The curriculum schemes duly approved are passed on to the provincial text
book boards of preparation of textbook.

Here are some things that need to be considered in the

curriculum development process:

1. The curriculum should be designed to achieve specific educational goals and

objectives that align with the needs and aspirations of the learners.
2. The curriculum should be focused on achieving specific learning outcomes,
such as knowledge, skills, and attitudes
3. The curriculum should take into account the learning needs and preferences
of different learners, including those with diverse backgrounds and abilities.
4. The curriculum should include a variety of teaching methods and strategies
that engage learners and help them to achieve their learning goals.
5. The curriculum should include appropriate assessment and evaluation
methods that measure student learning and provide feedback for
improvement.
6. The curriculum should be designed with available resources in mind, including
textbooks, materials, equipment, and technology.
7. The curriculum should be reviewed and updated on a regular basis to ensure
that it remains relevant and effective in meeting the needs of learners and
society.

By considering these factors in the curriculum development process, educators and

policymakers can create a curriculum that is effective, relevant, and responsive to the
needs of learners and society.

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 CURRICULUM REFORMS AND POLICIES

Sharif commission report (1959)

According Sharif curriculum reforms:

 It was urged that scientific knowledge must be included up to 10 to 12 years

of education.
 General education also needs to be included up to age of 17.
 It was also urged that those who terminate their education earlier must be in
position to take up a career.

 Recommendations of 1959 policy:

The education commission 1959 recommended the following reforms;

 First the compulsory subjects must provide adequate information.

 The curriculum should be flexible so that it could be changed according to the
social needs and interest.
 Religious subjects should be made compulsory throughout the primary
stages.
 Ministry of education set up a text book board.

 Responsibilities of text book board:

 To frame the syllabus according to the recommendation made in this report.
 To lay down policy for the presentation, printing and publication of the text
book.

REFORMS OF NATIONAL EDUCATION POLICY (1978)

 Enough content on Islam and Islamic ideology will be included to ensure it
protected and maintained.
 At primary level more importance will be given to practical and creative
activities so that children could gain desired knowledge and skill.
 The text book board will be recognized to improve their efficiency.
 Supplementary reading material; guides for children and for teachers will be
prepared for enrichment to the experiences of students and teacher.

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 REFORMS OF NATIONAL EDUCATION POLICY (1992)
 A new cycle of curriculum development will be initiated and major efforts
will be directed towards improving the imparting of the education.
 The curriculum shall encourage creativity and progressive thinking through
project oriented education.
 The linkage among curriculum, textbook writing, teacher training and
examination will be reinforced.
 Science curriculum will be revised and made compatible with the demand
of new knowledge.
REFORMS OF NATIONAL EDUCATION POLICY (1998-2010)
 Uniform curricula for all the public and private sector shall be adopted
gradually
 All curricula (1-12) shall be re-vamped, making it a systematic whole and
linking it to teacher training and textbook reforms.
 Kachi class shall be institutionalized in the primary cycle gradually and
progressively.
 The span of primary/lower elementary education including kachi class shall
be of six years.
 Curriculum at secondary stages will be based on two principals:
1. Compulsory subjects
2. Additional subjects
 The knowledge that is useful for the developing society
 To prepare the students for a definite career
 Revision of intended learning outcomes e.g.
 Developing insight (problem solving ability)
 Independent thinking
 Introducing innovative design in textbooks
 Integration of technical education into general education
 Developing the quality of instructions(teacher education)
CURRICULUM REFORMS (2000-2009)
 Milestones achieved and planned
 2000 - review of basic science subjects under education sector reforms
action plan 2001-06 and production of textbooks
 2002 – review of social science subjects under ESR and production of
textbooks
 2005 – comprehensive review of all subjects
 2006/7 – completion of review national curriculum 2006/7 and its
publication

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  2007 – national textbook and learning materials policy and plan of action
—2007-
 2010 implementation of national curriculum 2006/7
 2007-9- development of textbooks in phases. Phase 1= grades 1, 6, 9,11
 2010- (April) new textbooks planned to be in schools
CURRICULUM AUTHORITIES:
 The federal government has nominated two authorities for curriculum
development; (notification :1976)
 Curriculum wing grades early childhood education to 12 years
 Higher education commission grades 12 onwards
 In each province the following institution are in direct link with the ministry
of education for inputs to curriculum
 Textbook boards
 Teacher training institution(in-service and pre-service)
 Boards of intermediate and secondary education (BISE) 10 and 12

HIGHER EDUCATION COMMISSION

 Higher education commission has been appointed as the competent
authority for curriculum revision work beyond class 12
 HEC has also been entrusted to maintain the standards of education in
keeping with the nations changing social and economic needs which
are compatible with the basic national ideology.
 According to the decision of the 44 th vice-chancellors’ committee in
2001.
GENERAL RECOMMENDATIONS FOR CURRICULUM
DEVELOPMENT PROCESS
 Curriculum should be the based on the native research not on the basis of
opinions and experts.
 Some of the enthusiast working teachers should be involved in curriculum
development.
 The objectives must be spelt out in specific behavioral terms.
 Curriculum should be future oriented to meet the needs of 21 st century
which is expected to be scientific and technological.

SINGLE NATIONAL CURRICULUM (SNC) 2020

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 The single national curriculum is the latest curriculum reform in Pakistan. It aims
to create a uniform curriculum for all students across the country. The SNC
includes the teaching of English language and technology in all schools, along
with Islamic and ethical values. The curriculum is designed to be more relevant to
student’s lives and to lives and to help them develop key skills such as critical
thinking and problem-solving. The SNC also aims to promote moral and ethical
values among students.

ROLE OF A TEACHER IN
CURRICULUM DEVELOPMENT AT
VARIOUS LEVEL

Makers

Implementer Developer

Teacher Role As

 Teacher play essential role in developing, implementing, assessing and modifying

the curriculum
 TEACHERS are essential pillars in the teaching process with their knowledge, skills
and experiences they are central to any curriculum improvement effort.
 Teachers know the needs of all stakeholders of teacher education.
 Teachers can understand the psychology of the learner and aware about the teaching
methods and teaching strategies.
 They also play the role as evaluator for the assessment of learning outcomes.
 So teachers must possess some qualities such as making developing and
implementing.
 Teachers play the respective role for the each step of curriculum development
process

MAKER

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Teacher writes a curriculum daily through a lesson plan or an early plan
The addresses the goals, needs interest of learners by creating experiences where the
student learn better.

DEVELOPER

The teacher as a curriculum developer designs, enriches and modifies the curriculum to suit
the learners characteristics.

IMPLEMENTER

In this stage, the teacher gives life to the written materials

Its role has shift from learning to doing such as guiding, facilitating and directing activities.

ACTIVE LEARNING:

 Curriculum is content, but when contextualized, it comes alive for students

 The role of teachers in the curriculum process is to help students develop an

engaged relationship with the content

 Active learning will increase the focus and retention of the curriculum, resulting in an
exciting learning environment

 . Teachers build lessons that include simulations, experiments, case studies and
activities to deliver curriculum

 This interactive approach intermines curriculum and practical experiences that

immerse students in learning

 The curriculum process provides opportunity for teachers to be creative and put their
unique stamp on the classroom experiences.

MULTICULTURALISM

 During the Curriculum Development, teachers use a prescribed curriculum to build

lessons that have global impact

 Example: Teachers integrates examples of diverse people who have made significant
contribution on the content area The intentionality of building inclusion helps dispel
stereotypes and to encourage students to look favorably upon diverse group

 IF district issued books or material do not highlight historically underrepresented

groups

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  Teachers can provide supplemented materials during the curriculum process

 .Finally, the curriculum process enables teachers to consider how they can best
deliver lessons that will reach English language learners, or other delivers
populations.

EQUITY MINDED INSTRUCTION

 Well-intended curriculum cannot always meet the needs of all learned in the
classroom

 Teacher are the experts, when it comes to understanding the individualize needs of
each student s

 Differentiated or adaptive instruction is critical so that it will ensure that each student
will maximize their potential

 Teacher may group students by interest to encourage collaborative learning to to

asses student progress so that the teacher can determine the pace of curriculum
delivery

 Teachers may also create groups with varied levels of student achievement to
encourage collaborative learning and success

 The curriculum process relies on teachers to modify content delivery as needed

INCORPORATING STUDENT CHOICE

During the Curriculum process, teachers consider how they can incorporate student choice
into classroom learning

 Teachers can help student to connect to content to an individualized plan that reflect
a career interest

 Project based learning is a dynamic option that teachers must plan in advance, during
the curriculum process

 This hands on technique immerses students in a practical project that brings alive the
classroom curriculum

 Providing a wide variety of learning option peaks to the need of all students and
optimize learning potential

 Teachers use the curriculum process to plan and coordinate student choice e option

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Changes and issues to curriculum development
In Pakistan the curriculum prepared by policy makers is the "official curriculum. “It is meant
to be taught and learned and is imposed with a "top down" approach for its adoption and
implementation.

 Teachers are expected to implement it rigidly.

 Although it is a plan for learning a program for all experiences, which the learner
encounters under the direction of the school, these theories are not often translated
into practice.
 This curriculum is intended as "all of the experiences children have under the
guidance of the teacher", but because these "experiences" are generally not defend,
they appear vague and are therefore difficult for teachers to implement.
 In addition, children often do not share the experiences or have the cognitive
structures assumed by teachers. This curriculum therefore does not "encompass all
learning opportunities provided by the school", nor does it provide for bot h
"directed" and "undirected" opportunities for learning.
 With the practice of this narrow understanding, curriculum in Pakistan remains a
"specified fixed course of study". Children are considered to be the "beneficiaries" of
this official fixed document although it may not be based on student needs or
interests.

 This curriculum emphasizes transmission of knowledge, teacher skills of lecturing and

demonstrating, and prescribed textbooks and guidelines.
 The affective domain of children goes unnoticed because of this "highly
authoritative" kind of leadership in schools and classrooms.

Several attempts have been made to import innovative curriculum models and approaches
from the West, such as integrated curriculum, a child-centered approach, developmentally
appropriate practice, cooperative and constructive learning, reflective practice, and others.

However, these approaches are not sustained because they are initially taught by "experts"
from outside the teachers own schools, and, because of lack of ‘ownership’ during the
curriculum planning stage, teachers are unable to handle these developed concepts.

Thus there occurs a mismatch between curriculum and curriculum implementers.

1.1 Curriculum Development Pitfalls

Several major obstacles affecting the quality and effectiveness of the curriculum
development process in Pakistan are summaries below:

1. Expertise:

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  Some teachers are involved in curriculum development but their contribution to the
curriculum development is nominal, the reason is lack of expertise.

 The existing training programs and teachers academic qualification do not necessarily
contribute to curricular activity.

 Therefore, at best, the teaches are able to provide opinion about the compatibility
between specific concept or content and the intellectual development level of the
children in the specific age group or grade.

2. Textbook quality:

 Textbook often do not reflect the curriculum.

 All important self-assessment questions or activities are invariably missing.

 It requires considerable experience to translate the curriculum that covers the

objectives; consideration the children language proficiency and background
knowledge; concurrently arrange the content in a logical sequence.

3. Implementation and the follow up:

 The third problem is that there is lack of follow up of actual curriculum

implementation in classroom practice.

 The curriculum in actually implemented generally different from the official

curriculum document.

 The classroom teacher does not take into account the educational objectives.

 No evaluation of the implemented curriculum is carried out; hence no feedback is

received to revise the curriculum.

1.2 Factors effecting curriculum development in Pakistan

Curriculum development is influenced by several factors. Several factors affect all curriculum
development tin meeting the needs of 21st century learners in both organized academic
settings and corporation learning centers. They are:

1. Politics:

 Politics affect curriculum development. In numerous ways.

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  All aspects of curriculum depend upon local, provincial and national political
standards.

 Politics determine and define the goals, content, learning experiences and evaluation
strategies in education.
 Curricular materials and their interpretations are usually heavily influenced by political
consideration.
 Political considerations may play a part in hiring of personal.
 Funding of education is greatly influenced by politics.
 Enter into educational institutions and the examination systems are heavily influenced
by the politics

2. Economics:

 Economics influences curriculum development.

 The children, who are to be taught, will need to be employed.
 The skills needed by industry should be translated into the content and learning
experiences of these children.
 These skills, knowledge base and attitude required by industry should be developed
in classroom.
 As a teacher, you requires classroom supplies such as: textbooks, charts, equipment
and chemicals for science experiments
 These materials are products of industry
 Without these materials, learning is compromised
 it is therefore crucial that serious consideration be given to economics demands
when developing the curriculum.

3. Social factors:

 A multicultural society also influences curriculum design.

 Factors of diversity includes: religion, race, gender, ethnicity, socio-economic status,
age and also children with different kinds of disabilities.
 Society has its own expectations that should be considered while designing
curriculum.

4. Technology:

 Technology driven curriculum development is the norm of 21st century.

 Technological multimedia influences educational goals and learning experiences
among students.
 The computer is latest technological innovation.
 If one is not computer literate, he is not up to date.
 Curriculum designers cannot afford to ignore technology and its influenced on the
curriculum.
5. Diversity:

 Curriculum development affect from diversity opens learning opportunities.

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  Social diversity including religion, cultural and social grouping affects curriculum
development.
 Developing relevant curriculum takes into account society's expectation.

6. Learning theories:

 Psychology of learning theories affects curriculum development.

 Understanding the psychology behind learning theories in curriculum development
maximizes learning with content, delivery, interactive activities and experiences.
 Theories of learning and child development have to be considered when designing
the content of the curriculum

7. Environment:

 . Environment issues affect curriculum development.

 world awareness and action towards reversing and ending pollution continues
affecting curriculum development.
 For example ozone layer in the atmosphere which protects us from harmful
radiations from the sun is being depleted. It is through education that remediation
can be effected.
 Consideration for the environment has to be considered in curriculum development
to ensure the survival of future generations.

8. Classroom management:

 .Classroom management is another factor that influences curriculum design.

 It is about achieving order in classroom, so productive learning can occur.
 The ultimate goal of classroom management is to promote learning.
 Learning means the teacher is getting the curriculum across to the students, which is
ultimate goal in the carrier.

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