QUAID-E-AZAM ACADEMY FOR EDUCATIONAL

DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB

TRAINING ON
SINGLE
NATIONAL
CURRICULUM

General Knowledge
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB

Ground Rules
Be on Time
Come prepared
Mute yourself
Chose a quite corner
Turn on video
Raise your hand to talk
Be respectful
Keep chat appropriate
Listening is half learning
 Session flow
Session Time Topic
1 09:30-11:00 am Introduction and Orientation of SNC
Features of Social Studies SNC and Model Textbooks (Comparative with 2006
curriculum and Distinct alongwith Examples from SNC and Textbooks)

2 11:00-12:30 pm Curriculum-Textbook Alignment in light of ;

Instructional Planning and Students-Centered Learning
Orientation to Instructional Strategies

3 01:30-03:00 pm Curriculum-Textbook Alignment in light of ;

Creation and Utilization of Instructional Material
Assessing Student Learning

4 03:00-04:30 pm Orientation to QAED Online Training LMS

Tutorial of LMS
Action Plan for PSTs
Introduction----------------------09-00-09:30 am
Lunch and Prayer Break---------12:30-01:30 pm
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB

TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge

Introduction
9:00 - 9:30 am
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 1
• 09:30-11:00 am
• Introduction and Orientation of SNC
• Features of General Knowledge SNC and Model Textbooks
(Comparison of 2006 Curriculum with SNC and Textbooks)
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 1
• Introduction and Orientation of SNC
 Vision of SNC
One system of Education for all, in terms of curriculum,
medium of instruction and a common platform of
assessment so that all children have a fair and equal
opportunity to receive high quality education. Single National
Curriculum is a step in that direction.
Need to develop SNC

To ensure Minimum National Standards in all subjects

To put emphasizes on national ideology and societal needs
To lead towards national cohesion
To improve quality of education and training
To remove disparities in private and public sector
To make one system of Education for all in terms of curriculum,
medium of instruction and a common platform of assessment
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 1

• Features of General Knowledge SNC and Model Textbooks

Introduction to SNC Framework for GK

• Let’s talk about the Elements of SNC for GK

• Themes

• Standards

• Benchmarks

• Student Learning Outcomes (SLOs)

 AIMS OF GENERAL KNOWLEDGE CURRICULUM

This Curriculum is designed for the young students to develop:

basic knowledge,
skills,
values,
interests,
and attitudes that will lead them to productively learn and understand the aforesaid
areas of knowledge more deeply in later grades.
The main goal is to:
produce young critical thinkers, capable of understanding and evaluating information,
developing knowledge, skills, values, positive attitudes, healthy habits, civic sense and
making informed decisions
 GK-Curriculum Focuses on:
INQUIRY-BASED CURRICULUM
THE STUDENT-CENTERED CURRICULUM
AN OUTCOME-FOCUSED CURRICULUM
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 1

• Features of General Knowledge SNC and

Textbooks
(Comparative with 2006 curriculum and Distinct along with Examples from SNC and Model Text
books)
KNOWLEDGE: Students will develop knowledge and understandings of the fol-
lowing concepts and apply their understandings to interpret, integrate, and extend
knowledge. Standard 1
Progression between standard 1.
 Standard 2
Responsible Citizenship
Progression between Standard 2
Alignment of Curriculum with Textbook
Grade I, II and III
How does textbook fulfill the requirement of the curriculum?

Requirement
• Examples from the textbook Grade
of the Curricu- 1
lum

Learning By Doing

Cooperative Learn-
ing/Role Play
 A quick re-cap
About SNC
Elements of SNC- GK i:e
Themes, Standards, Benchmarks, SLOs
Alignment of Curriculum with Textbook
Progression between standards in line with the Books and
grades
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 2
• 11:00 am-12:30 pm

Instructional Planning and Students-Centered Learning

Orientation to Instructional Strategies
Creation and Utilization of Instructional Material
 QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 2

Instructional Planning and Students-Centered Learning

 Instructional Planning

• Instructional planning includes:
• planning around what students will learn.
• how they will learn it.
•  Instructional plans may also include:
• considerations of academic content,
• assistive or augmentative technology needs,
• scaffolded supports,
• specific teaching strategies,
• and adaptations of or modifications to content
• Supported with age appropriate and effective instructional
resource
 THE ROLE OF TEACHER

• Teachers have extremely important responsibilities in implementing the main

objectives of the curriculum.
• students learning is fundamentally connected to how they learn it.
• Therefore
• there is a need for new forms of classroom organization, communication, and
instructional strategies where the teacher is a facilitator of learning
 THE CHANGING NATURE OF TEACHING AND LEARNING

• In the Traditional Instructional Practices generally:

• teachers- lecturing,
• Students-listening and reading textbooks.
• In the light of current understanding about the nature of learners and
learning, the roles and responsibilities of students and teachers in the
learning process are changing.
• Teachers- facilitators/ engage students by asking questions/provide
effective feedback
• Students-Learning by doing/questioning/modeling
 Energizer

• Participants will be divided into pairs.(Instructor and Doer)

• Choose your role
• instructor to give instructions to draw a scene/ picture/object
• Doer will follow the instructions and ………………..
Changing emphasis to promote Inquiry
Less emphases
More emphases on
on

1. Investigations confined to
one class 1. Investigations over extended
period of time
2. Getting an answer
2. Using evidence and stratagies
3. Providing answers to ques-
3. Communicating explanations
tions
4. Activities that investigate
4. Activities that demonstrate
5. Applying the result
5. Concluding inquries
 Major inquiry skills

• The skills of inquiry include :

• asking questions,
• Observing/investigating
• proposing ideas,Learning-by-Doing
• experimenting,
• Think pair and share
• interpreting the evidence that is gathered./
• Role play
 Major inquiry skills
‘Questioning’
• Questioning is one of the basic tools for inquiry skill that students need.
• Good questions are:
• Relevant
• Concise
• Stimulate thinking
• Should be guiding not leading
• One-dimensional
• Cannot be too personal
 Activity on Questioning

Choose any chapter from grade 1. and draft 3 questions.

You are reminded to focus on the points discussed above i:e
slide 30.
 Conducting Investigation

Once students have decided on questions and

hypotheses they wish to address, they should
be encouraged to design experiments that
test their hypotheses.
 Activity

From GK Book grade II

Chapter 5 or 6 identify what topic develops a relevance
in developing student’s Investigation skills.
 Learning-by-Doing Approach

Hands-on activities actively engage the learners in learning. When they are
physically involved,
mentally involved
thinking about what they are doing.
This is called ‘’hands-on, minds-on’’ or the ‘’learning-by-doing approach’’.
 Activity

Share any examples from your own practices,

experiences that support that students learn
best when they are applied with:
‘’hands-on, minds-on’’ or the
‘’learning-by-doing approach’’.
 Demonstrations
In-class demonstrations are an important part of teaching as demonstrations can
make ongoing lessons a fun, entertaining and engaging experience, and can also
stimulate students’ interest and curiosity.

To make in-class demonstrations effective in promoting conceptual

understanding, active participation and interaction of students is important along
with the effective and age appropriate usage of Instructional Resource.
 cooperative Learning

• Cooperative learning is a strategy in which students work together in small

groups to maximize their own and each other’s learning. For example:
• Think-Pair-Share
• To follow think-Pair-Share strategy, teachers have to first pose a question or
create a problem situation to the class that requires studentts to think critically.
 Role -Play

This could be share through an

activity
 Re- inforcing instructional strategies
and
resources

Lets’ develop its relevance within the

curriculum& textbook
Perspective and scale
Perspective and scale
 Reflection

Share any 5 learning points in the chat box from

session 1 and 2
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM
General Knowledge

12:30-01:30 pm
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 3
• 1:30 am-03:00 pm

Curriculum-Textbook Alignment in light of ;

Assessing Student Learning

GK Textbooks
Alignment with
SNC
 Outcome fo-
Student centered
cused

Salient
Features of
SNC (GK) Stimulation of
Curiosity and Inquiry based
Motivation to- learning
wards learning
 Development
process

Development of
Textbooks
Developed in accordance with
Review process
content spirit of SNC

Approval and
implementation
 Promoting lifelong learn-
ing
Developing independent
learning
Broadening the learn- Holistic development of
learner
ing space Focus on hands on activ-
ities and experiences
(Example through Screen
shorts from textbooks or
hyperlink)
Development of concepts, skills and at-
Alignment of titudes in an integrated way

Textbooks
with SNC Curiosity in science and Technology

Focus on sustainable development

 Alignment of Textbooks with
SNC
• Effective assessment practice
• Enhancing 21st Century skills
 Developing higher order thinking skills
 Problem solving and decision-making skills
 Critical thinking and analytical skills

• Student centered learning

– Meaningful learning
– Engaging
– Direct sensory involvement
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB

ASSESSMENT
Assessing Students’ Learning
Assessment & Evaluation
•Assessment:
Assessment provides a way to measure
students’ demonstration of learning .It
focuses on “How much did they learn?”
How well did we teach it?”

•Evaluation:
Evaluation is an integral part of
teaching-learning process .It involves
gathering information through
assessment techniques, making
valuable, judgment and sound
decisions.
Difference & Similarities between Assessment & Evaluation
Types of Assessment
Placement : measures entry behavior

Formative : monitoring learning behavior

Diagnostic : identify causes of learning problems

Summative :measures end-of-course achievement

Norm referenced
Describe student's performance in terms of the relative position held in some known groups

Criterion-references measurement
Describe students’ performance in terms of a clearly defined and delimited domain of learn-
ing tasks
 TYPES & TECHNIQUES

Formative Assess- Summative Assess-

Pre Assessment
ment ment

• Pre Test • Peer Evaluation • Unit Test

• KWL • Graphic Organizers • Performance
• Checklist • Quiz • Tasks
• Observations • AFL • Product/Exhibit
• Questioning • Notebooks • Demonstration
• Graphic organizers • Portfolio Review
Activity :Look at the six domains of the Blooms Taxonomy and design
questions/items for each domain.

Sr Blooms Taxonomy Questions

no Domains  
1 Remembering  
 
2 Understanding  
 
3 Applying  
 
4 Analyzing  
 
5 Evaluating  
Remembering & understanding (GK Book 3 Pg 29)
Evaluating and Creating
GK Book 3 Pg 30
Item development
Types of item
CRQs or supply items are constructed response questions. It has its two categories i.e.
Restricted response and Extended response course.
RRQs are restricted response questions. These items are restricted to specific brief fac-
tual data or information. There are short answers to these questions which can be of one
word, one sentence or one paragraph.
Example: When did first man step on the moon?
Faisal Mosque is situated in ______ (completion item)
Item development
Instructions to develop RRQs:

*Be very clear toward the students what are they supposed to do in a specific item.

*Choose the correct answer by clicking on the appropriate answer or by marking a, b, or c.

*Give short answers to the following questions or write one word answer to the question.
Give complete instruction.

Activity : Look at the following examples and find the most appropriate one.

Q1 What do you know about germination? or

Q1 Write down the process of germination in five steps?

Item development
ERQs
ERQS Extended response questions such as stories, letters or application writing. Children can
create their own answers. These answers can be lengthy, and opinion based unlike Restricted re-
sponse questions. The answers are open ended and can be answered from different perspectives.
The students have more freedom of expression. Activity: Which one is appropriate.

Q1 Write an essay on Education or corruption or

Q1 Write an essay on the Challenges to Education system during covid 19 CRQs

Remember to mention length of the essay ERQs

Q2 Write an essay on Pakistan. Or RRQs

Q2 Write an essay about the tourism in Pakistan.

Rubrics
RUBRICS = PEFORMANCE CRITERIA + RATING

What to score and what each score means (distinguish and describe different levels of quality)
Are there important traits that are looked for in students’ work or products.
Used to evaluate for student proficiency.
Must reflect learning targets, teachable and observable aspects of task.
What essential features will I see if students have done the task excellently, averagely, poorly?
CHECKLIST
Teacher checks whether the criteria selected were present or not.
SCALE
Teacher checks the intensity of criteria (how good, how often, how much).
QUANTITATIVE QUALITATIVE
(Uses brief verbal descriptions)
 Rubrics: Speaking Skills Check List
1= needs to be developed 2= developing 3= developed
Sr.No Skills Assessment

1 Fluency of the spoken utterances  

2 Clarity  

3 Pronunciation  

4 Vocabulary  

5 Cohesion and coherence of ideas  

6 Stress, tone intonation  

7 Grammatical accuracy  

8 Length of pauses  
 

9 Non verbal communication  

10 Overall performance  
Three modes of Assessment
AAL
Assessment For Learning: AFL AOL
Techniques which are used to assess the ongoing
teaching and learning practice

Assessment Of Learning:
Techniques to be used at the end of year, month,
unit or any interval of time to grade or evaluate
students’ work.

Assessment As Learning: Techniques which

enhance self-assessment. Modes of Assessment
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB
TRAINING ON SINGLE NATIONAL CURRICULUM

General Knowledge
• Session 4
• 03:00- 04:30 pm

Orientation to QAED Online Training LMS

Tutorial of LMS
Action Plan for PSTs
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB

Any Questions?
QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT
SCHOOL EDUCATION DEPARTMENT, GOVT OF THE PUNJAB