curriculum development at secondary level
- 2. Curriculum Development and its Significance • 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: o Analysis o Selecting o Formation o Review • Curriculum development is significant because it o Takes contents and shapes into plan for effective teaching and learning o Provide a map to achieve outputs o Provide appropriate learning activities and assessments
- 3. 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).
- 4. 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
- 5. Grading Scale at Secondary Level • The Secondary School Certificate (SSC) is examined in two parts at the end of grades 9 and 10 and is awarded upon passing the final SSC exam at the end of grade 10. • The exam is graded on the 0-100 scale. • The minimum passing grade in each subject is 33 percent. • The final grade average is typically converted into a letter grade. Students are examined in eight subjects. Those who fail more than two subjects must repeat the school year.
- 6. Developing Objectives Requirement of curriculum objectives Should be precise Assist in the selection of teaching strategy Enable teachers evaluate the quality of learning. Produce a designated behavior pattern • Curriculum objectives are basically derived from the recommendations of National Education Policy, national level seminars and other forums. • The NBCT prepares the draft of objectives; which are widely circulated among the provincial institutions responsible for curriculum development, teacher training and examination. • Based on their views/comments, these objectives are finalized.
- 7. Studies Scheme • The scheme of studies is based on three key factors: o the national education policy o market demand o global issues that relate to new education dimensions. • Task work in this area is undertaken with active participation of the provincial government, research organizations and experts; as well as feedback from the IBCC.
- 8. Textbook Development • Provincial Textbook Boards (PTBB) are responsible for development of text-books according to the approved syllabi. • Established lists of textbook writers in various subjects are kept. From these lists, invitations are issued to writers to submit draft materials within the prescribed syllabus parameters. • Selections are made on the basis of the quality and relevance of materials submitted to local situations. • Finally, the selected materials are transformed into textbooks; the final versions of which are sent to the NBCT for approval.
- 9. Development of Syllabus • Subject specific syllabi are prepared in consultation with: provincial curriculum centers; subject experts; and psychologists and serving teachers. • They ensure that the syllabi, in all respects, satisfy the following conditions: o They are based on the needs of the learner/child. o They take into account the existing knowledge and environmental experience of the learner. o The developmental level of the learner is considered in the cognitive, effectiveness and psycho-motor domains. o The contents should be focused on attaining the objectives.
- 10. Teacher Training Teacher training for curriculum implementation is the exclusive responsibility of the provincial government. However, it is now being stressed that each textbook must have a teacher’s guide—also approved by the NBCT. In some cases, assistance in the training of master trainers is provided to provincial governments.
- 11. Review and Approval • A National Review Committee, comprising five or six members includes: at least one expert from the Syllabus Formulation Committee; two subject experts; two schoolteachers (one teaching the relevant material and one from a teacher-training institute). • On receipt of textual materials from PTBB, this committee conducts textbook reviews based on the following parameters o The book truly reflects the curriculum o It meets the objectives stated in the curriculum o The book does not contain any material repugnant to Islamic and Pakistani ideology. • In the case of approval, the textbook is sent back for publishing and distribution. In case of objection, the specific complaints are relayed along with revision recommendations.
- 12. Merits of Existing Curriculum Merits According to the cultural necessities Useful for practical life Suitable Teaching techniques Teacher‘s participation
- 13. Demerits of Existing Curriculum Not endorse the practice of decisive and innovative thinking. Not to be helpful in the development of a democratic society. Teaching method and techniques are not suitable Not according to the student‘s capabilities and resources No consistency among examination , textbooks and curriculum. •Teachers were not appropriately skilled in execution of curriculum.
- 14. Recommendations for Development of Curriculum Curriculum objectives and content may be designed in a way that meets the challenge of new era. Curriculum may be as closer to its society and culture as blood to living beings. Islamic and oriental knowledge may be given due importance. Cohesion and synchronization among the learners, instructors and curriculum specialists Could be easily and purposefully evaluated and assessed. Curriculum planners should be sound skilled, capable, knowledgeable in their meadows, failure to which would make the curriculum concerned collapsed. Proper supervision and co-ordination is needed to see input and output of whole process and its implementation. Teachers‘ opinion may be given main magnitude in the execution of curriculum. Continuous research may be carried out to eradicate the shortcomings in the existing curricula.