SINGLE NATIONAL CURRICULUM

GENERAL KNOWLEDGE
GRADE I-III 2020

ONE NATION, ONE CURRICULUM

NATIONAL CURRICULUM COUNCIL,

MINISTRY OF FEDERAL EDUCATION AND PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
 CURRICULUM

GENERAL KNOWLEDGE
GRADE I-III
2020

NATIONAL CURRICULUM COUNCIL

MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
Chapter 01: Introduction 06

General Knowledge Curriculum 06

1.1 Aims of General Knowledge Curriculum 06

1.2 Curriculum Development 07

1.3 Guiding Principles for the Curriculum Development 07

Chapter 02: Curriculum Focus 10

2.1 Inquiry-Based Curriculum 10

2.2 The Student-Centered Curriculum 10

2.3 An Outcome-Focused Curriculum 10

Chapter 03: Content Organization 12

3.1 Knowledge 12

3.2 Skills 25

3.3 Attitudes and Moral Values 25

Chapter 04: Learning Themes and Students’ Learning Outcomes 28

4.1 Grade – I 28

4.2 Grade – II 36

4.3 Grade – III 45

Chapter 05: Teaching and Learning 54

5.1 The Role of Teacher 54

5.2 The Changing Nature of Teaching and Learning 54

5.3 The Guiding Principles of Learning 55

Chapter 06: Assessment and Evaluating Students’ Learning 64

6.1 The Changing Paradigm in Educational Assessment 64

6.2 Incorporating Assessment into Learning Process 65

6.3 The Learning Assessment Process 65

6.4 Assessor(s) 66

6.5 Classroom Assessment Strategies 67

6.6 Assessment Tools 70

Chapter 07: Teaching - Learning Resources 74

7.1 Guidelines for Writing a Textbook 74

7.2 Guideline for writing a workbook 76

7.3 Other Educational Resources 77

7.4 A Guideline for Developing “Teacher’s guide’’ 77

7.5 Teacher Training and Professional Growth 78

Curriculum Review Committee for General Knowledge (I-III) 80

CHAPTER
CHAPTER

General Knowledge Curriculum

Single National Curriculum for General Knowledge 2020 for Grade I to III is the result of
an effort to review and revise the previous curriculum in line with modern trends and
innovations in different fields. It is important to mention here that National Curriculum
2006 for General Knowledge was an integration of General Science, Social Studies and
Islamiat. The subject of Islamiat was integrated in General Knowledge in Grades I and II
and appeared as a separate subject from grade III onwards.

Keeping in view recomendations from different stakeholders, the government has taken
the historic decision to introduce Islamiat (for Muslim students) and Religious Education
(for minorities) as separate subjects from Grade I onwards.

As a result of this decision the Single National Curriculum for General Knowledge 2020 is
now based on the themes and concepts from General Science and Social Studies.

This Curriculum for General Knowledge aims to provide our students with real life quality
learning experiences which is based on inquiry and hands-on activities. It is comprised of
concepts from General Science and Social Studies and Ethics:
• Knowledge of science is drawn primarily from the domains of life sciences, physical
sciences, earth and space sciences;
• Knowledge of social studies is drawn primarily from the social sciences strands of
history, geography, government, citizenship, economics, culture; and ethical values
which are essence of Islam and common in all religions.

1.1 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.
This Curriculum has been developed with the following emphasis:
• Broadening the learning space (out of the classroom learning)
• Strengthening the interface with pre-primary and secondary school curricula
• Developing understanding of ethical values
• Integrating students' learning experiences with emphasis on patriotism and
sustainable development
• Promoting life-long learning and enhancing 21st century skills
• Developing students' independent learning
• Enhancing interest and appreciation in society and curiosity in science &
technology
• Putting emphasis on students' holistic development and providing them real life
quality experience, based on inquiry and hands-on activities/experiences.

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1.2 CURRICULUM DEVELOPMENT

Students in the early grades have a natural curiosity about the world, thus it is
appropriate for them to start learning the basics of science and other disciplines at a
young age. Early school education (Grades I-III) has traditionally been content-intensive
which has hindered the development of effective thinking skills of students. The Single
National Curriculum is based on content progression at early levels to prepare the
students for conceptual learning at higher grades, supports students to meet
International standards and equip them with 21st century skills.

1.3 GUIDING PRINCIPLES FOR THE CURRICULUM DEVELOPMENT

Consistent with the Nature of Learning: The Curriculum is designed to stimulate

students’ curiosity and develop their interest in learning and to enable them to learn more
about themselves and the world around them through activities. Young children are
naturally inquisitive. They have a keen interest in the materials around them and move
naturally into activities that involve manipulation of materials, exploration and discovery.
Therefore, students in the early school years (Grades I-III) should nurture and extend this
curiosity, so that they are able to question, explore and investigate with increasing levels
of insight and skills.

Coherent: This Curriculum has been designed to ensure that the ideas taught within a
grade level have a logical and natural connection with each other and with those of higher
grades. Efforts have been made to introduce concepts, skills, and attitudes in a
well-integrated manner with progressive articulation appropriate to each grade level. This
progression is intended to prepare students to understand and use more complex
concepts and skills as they advance through the learning process.

Comprehensive and Developmentally Appropriate: This Curriculum considers the

psychological and social readiness of students. It builds from concrete experiences to
abstract understanding. Therefore, it focuses on providing experience with concepts that
students can explore and understand in depth to lay the foundation for future learning
experience.

The Curriculum is designed to help students develop attributes, essential for 21st century
in all areas of the physical, emotional, social, linguistic, aesthetic, and cognitive
development. It also emphasizes on:

• Active exploration of the environment;

• Self-directed and hands-on learning activities;
• Balance between individual and group activities;
• Regular and supportive interaction with teachers and peers; and
• Balance between active movement and quiet activities.

These experiences during the early years of school not only influence their later
functioning in school but also have effects throughout the life.

Feasible: This Curriculum can be taught with easily available resources and materials.
Teacher’s Guide Manual is strongly recommended, which will contain sample lessons on
each topic for each grade level. The Teacher’s Guide Manual is a document that will grow
as teachers add exemplary lessons aligned with the new Curriculum while keeping in view
the inquiry approach. In addition, activity-based workbook and other print resources are
also recommended.

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Useful and Relevant: Efforts have been made to ensure that General Knowledge
Curriculum adopts an integrated approach across disciplines that are socially relevant,
intellectually engaging, and personally meaningful to students. The Curriculum contents
relate directly to students’ needs and interests. Such relevance of content areas to other
endeavors will enable students to transfer skills gained from one area of instruction into
other subjects and their lives outside the classroom. Therefore, this Curriculum provides
skills in a context that enables students to experience the joy of learning.

Effective Assessment Practices: Students’ achievement of the standards and outcomes

in this Curriculum are to be best assessed by using a variety of assessment tools and
methods. Performance assessments are particularly appropriate to evaluate students’
mastery of thinking processes and problem-solving skills. Teachers in conjunction should
use variety of classroom assessment approaches with the Criterion Reference Tests.
Observation of students engaged in instructional activities is highly recommended to
assess students’ skills as well as attitudes towards learning. However, nature of the
questions posed by students will also provide an important evidence of their
understanding which must be encouraged by the teachers.

Reflective of Successful Teaching Practices: This Curriculum provides broader

guidelines for teachers whereby they will accept the responsibility for actively supporting
student’s development and to provide opportunities for students to acquire important
knowledge and skills. Teachers will use their knowledge of child development and
learning to identify the range of activities, materials, and learning experiences that are
appropriate for a group or individual student. The guidelines also describe various
aspects of the teachers’ role in making decisions about classroom practices.

Critical Thinking and Problem Solving Skills: Higher-order thinking skills are developed
in the process of teaching subject-matter knowledge within application contexts that call
for students to relate what they are learning to their lives outside of school by thinking
critically and creatively about it or by using it to solve problems or make decisions.
Similarly, learning through role-plays, demonstrations, and investigative activities is vital
to the early development of both the mind and the body. This Curriculum, therefore,
emphasizes student exploration through inquiry, and thereby calls for a shift from
teacher-centered to learner-centered approach.

Meaningful Learning and Engaging: Children learn best when they have real materials
they can manipulate. Through direct sensory involvement with their environment,
children learn about topics that are personally meaningful and interesting. Teaching
children requires the use of real and relevant materials and experiences. Discovering what
works best for all students requires knowledge about each student, various learning
styles of the students and clear learning outcomes.

Similarly, effective instructions engage students actively in enjoyable learning

experiences. In the early grades, children are forming attitudes and habits for learning.
Students are more likely to learn and remember new skills and concepts when they use
them in a meaningful context.

Therefore, this Curriculum emphasizes the importance of teaching instructions that

should maximize students’ potential and enables them in understanding of the
intertwined nature of learning.

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CHAPTER
CHAPTER

Primary focus of General Knowledge Curriculum is to develop students’ interest and

creativity through everyday experiences and investigations that promote the acquisition
of thinking skills as well as the development of healthy attitudes and moral values.

2.1 INQUIRY-BASED CURRICULUM

When students use inquiry to discover content, they not only learn a great variety of facts
and concepts, but they also learn how these are related to each other, and how it is that
we human beings come to understand our world and add to the great body of information
we call knowledge.

Inquiry-based approaches to the early childhood education focus on “student

constructed” learning as opposed to “teacher–transmitted” information. An Inquiry-based
Curriculum promotes inquiry approaches in teaching, if the development and
enhancement of students’ ability to think sequentially, critically, and creatively is an
expected outcome. Therefore, this Curriculum reflects a paradigm shift from the
characteristics of traditional approaches to Inquiry-based approach.

2.2 THE STUDENT-CENTERED CURRICULUM

Student is the centre of learning. Learning experiences need to be relevant to students’

daily life. Students are more interested and easily engaged in the learning, which uses
everyday materials, when they can make decisions about issues that relate to their
immediate environment and to discover ‘how things work’. Therefore, this curriculum is
designed to be a Student-centered curriculum as opposed to the traditional
teacher-centered one, whereby teachers’ role is desired to be shifted from a traditional
teacher to a facilitator.

2.3 AN OUTCOME-FOCUSED CURRICULUM

Outcomes-focused is a method of curriculum design and teaching that focuses on what

students can actually do after they are taught. This curriculum is outcomes-focused and is
intended to specify a set of well-defined outcomes in the form of Knowledge, skills,
attitudes and values. These Curriculum outcomes have been presented hereunder, for
both students and teachers to achieve. These outcomes provide a basis for study
programs that will challenge all students and teachers equally and offer them
opportunities to achieve these outcomes. However, these outcomes can be attained by
following the teaching & learning process explained in this document.

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CHAPTER
CHAPTER

General Knowledge Curriculum is organized around themes that students can relate in
their everyday experiences. It is also based on commonly observed phenomena in nature
& environment, geography, socio-cultural norms, moral values and practices. The basic
aim is to enable students to appreciate the links between different topics and thus allow
the eventual integration of ideas.

Therefore, a careful selection of topics/themes have been made to promote greater

understanding instead of covering a “little bit of everything”. The content is organized into
standards, which are then divided into themes. The topics under each theme are not to be
viewed as compartmentalized blocks of knowledge. In general, there are no clear
boundaries between these themes. There may be topics common to different themes for
example “Changing World from Past to Present” can be included in theme of both Science
and Social Studies. Hence, a conscious effort is needed to demonstrate the relationship
between themes whenever possible while writing a textbook. Nevertheless, all of the
themes identified are drawn from the standards for General Science Curriculum and
Social Studies Curriculum.

Each standard consists of various learning areas or topics, which have intended learning
outcomes. Whereas learning outcomes are statements that describe what knowledge,
skills and attitudes students are expected to demonstrate as a result of their cumulative
learning experiences at each grade level. The learning outcomes for a particular learning
area are provided to form a strong foundation for meeting the Benchmarks and Standards
for the entry to Grade IV for Social Studies & General Science.

3.1 KNOWLEDGE

Students will develop knowledge and understandings of the following concepts and apply
their understandings to interpret, integrate, and extend knowledge.

ETHICS AND VALUES

Standard 1: Students identify aspects of good character and good manners to practice
them in their lives.

Benchmarks Grade I-III

Students will:
1.1 identify aspects of good character using polite words, speaking the truth, practicing
kindness, forgiveness and honesty.
1.2 understand the importance of kindness, compassion and sharing with others and
apply in their daily lives.
1.3 demonstrate etiquettes of eating and drinking.
1.4 recognize that all human beings should be equally treated with respect.
1.5 understand and practice community welfare activities.
1.6 resolve conflicts and disputes through peaceful ways

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 PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III

• identify and list various • understand the • identify and recognize

aspects of good character importance of sharing the disagreements/
(punctuality, speaking things. conflicts that occur at
politely, kindness, home, in school and in
honesty, forgiveness and • list the things they share the local community.
truthfulness). with others (toys, books,
stationery items, lunch • identify the feelings of
• recognize the importance with friends etc.). people in different
of good manners. conflicting situations.
• identify from given
• greet others by saying pictures and stories the • identify reasons for
Assalam o Alaikum, Hello, ways in which people disagreements with
Good Morning etc. help each other (at home, friends and family
in classroom, in members.
• demonstrate the village/city, at the time of
etiquettes of eating (don’t any need or disaster) • identify the ways in which
waste food, eat with people resolve
clean hands, don’t drop • recognize that all human conflicts/disagreements
food around). beings are equal and at home and in school.
important.
• recognize and identify • use discussion and
the etiquettes of using a • identify that all human problem solving methods
washroom beings are similar and to work out
different in number of disagreement.
ways including family,
culture, climate, ethnicity
and religion they should
be respected.

• recognize the need to

respect all people as they
are born equal and with
dignity.

• identify ways in which

they can show respect for
all .

• understand that it is
necessary to show
respect for others’ needs,
interests, opinions and
feelings

• recognize what they say

and do, can hurt others,
and what others do and
say, can hurt them
(telling lies, pushing
others, bullying using
derogatory words etc.)

• recognize that mistakes

are a natural outcome of
learning and nothing to
be ashamed about or to
make fun of.

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 PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III

• recognize that making

fun of others can cause
distress and hurt others.

• identify ways in which we

can redress the hurt
caused to others (ask for
forgiveness, say sorry, do
something special for
them etc.)

• recognize that when

people hurt them, they
must forgive them.

• identify fairness and

unfairness in their daily
lives.

• identify ways of making

unfair situations fair.

• accept responsibility for

treating others unfairly.

• mend their behaviour

when it is proved unfair
through realization.

• understand that fair

dealing must be
exercised with everyone
regardless of their social
class, cultural and ethnic
background (inclusion of
all in games and group
activities).

RESPONSIBLE CITIZENSHIP

Standard 2: Students demonstrate responsible citizenship by respecting rules,

recognizing rights and responsibilities of citizens and appreciating diversity at local and
global level

Benchmarks Grade I-III

Students will:
2.1 demonstrate disciplined behavior at home, school, on the road and in the
playground.
2.2 identify name and the functions of important places in the neighborhood.
2.3 identify and practice responsible behaviour to keep their home and surroundings
clean and green
2.4 recognize and identify rights and responsibilities of good citizen
2.5 appreciate diversity at local and global level

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III

• identify the ways and • recognize that all • describe the activities
means by which they can individuals have rights. that individuals perform
keep themselves clean for the welfare of the
(washing hands before • identify their community.
and after meals and after responsibilities with
using the toilet, respect to each other • recognize that citizens
clipping/trimming nails, (careful use of food, organize themselves to
brushing teeth daily, water and other meet their needs.
taking bath regularly resources, regularity and
etc.). hard work towards • identify ways they can
• recognize the importance education, taking care of demonstrate good
of keeping themselves, surroundings and citizenship (playing fairly,
their clothes and hygiene, treating helping others, following
surroundings clean for everyone equally, and rules, taking
their health. following rules and responsibility for one's
• recognize that many regulations). actions).
families living in a locality
make a neighborhood. • appreciate the rights and • identify the personal
• describe their responsibilities of traits of good citizens
neighborhood (in terms individuals within their (trustworthiness, respect
of people, farms, place of community and in the for law, responsibility,
worship, shop, street, wider world. honesty, tolerance,
parks and playgrounds gender equality and
etc.). • identify some goods and respect for others’ rights
• identify key places on a services that government
pictorial map of a provides for the people. • recognize what
neighborhood. • identify religious and government does to meet
• describe their home. cultural festivals of the needs of the citizen.
• identify the different different faiths
kinds of houses celebrated in Pakistan. • suggest ways the
(bungalow, mud house, government and people
hut, and apartment). • understand that people can work together to
• identify what makes the of different religions have meet their needs in the
neighborhood clean or the right to practice their area.
dirty. religion
• understand and practice
the idea of keeping their • describe how Muslims
homes and celebrate ' Eid-ul-Fitr’ &
neighborhood clean. ‘Eid ul-Adha’.
• identify some traffic
rules.
• identify the masjid in
their neighborhood as a
place of worship for
Muslims
• inquire about other
places of worship
(church, temple,
gurdwara etc)
• recognize that they
should respect all places
of worship and all
religions.

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 DISCOVERING SELF AND IMMEDIATE ENVIRONMENT
Standard 3: Students recognize their own needs, those of others and understand their
role within their community and environment
Benchmarks Grade I-III
Students will:
3.1 introduce themselves by mentioning their name, their family members, friends,
interests and places around them.
3.2 make decision about their future keeping in view their interests.
3.3 identify the ways of keeping oneself clean and demonstrate healthy habits of
personal hygiene.
3.4 identify the causes of diseases and list ways to avoid germs.
3.5 understand need of staying safe in daily life situations.
3.6 identify the safety rules and demonstrate road sense.

PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III
• describe themselves • identify some professions • understand the risk and
briefly. For example their from pictures (teaching, danger associated with
name, age, likes and farming, medicine etc) the use of electric
dislikes, games, favourite appliances/sharp
food, what they want to • recognize the role of objects/fire.
be when they grow up. some common
professions in their daily • practice safety measures
• identify good qualities in lives. while using electrical
themselves (telling the appliances.
truth; respecting elders • State which profession
and listening to their they like the most and • list the various hazards
advice; getting up early in why? they can face at
the morning etc). home(bare wires,
damaged roof, broken
• recognize the good glass, fire, scissor etc.)
qualities of others.
• understand the ways of
• identify the ways in which being careful and staying
they are same and safe
different from others
with respect to likes and • identify some common
dislikes. disasters and ways to
stay safe.
• identify the ways and
means by which they can • understand that they
keep themselves clean should not hide anything
(washing hands before from their parents /
and after meals and after teachers / guardians to
using the toilet, stay safe from any
clipping/trimming nails, unexpected situation.
brushing teeth daily,
taking bath regularly
etc.).

• recognize the importance

of keeping themselves,
their clothes and
surroundings clean for
their health.

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III
• identify the causes of
illness

• identify the unhealthy

habits that cause
illnesses (Cough and
diarrhea etc.)

• recognize the fact that

germs can cause disease
and list ways to avoid
germs.

• identify some family

members (parents,
brothers and sisters,
grand-parents, aunts,
uncles and cousins
(paternal and maternal).

• list their friends at home

and school as well.

• narrate the special

qualities of some of their
members and friends.

• identify the safety rules

they should follow while
walking on the road,
crossing a road, traveling
by a bus etc

PATRIOTISM AND KNOWLEDGE OF COUNTRY

Standard 4: Students recognize the respect and value of their country Pakistan, its map,
its heroes and the significance of its flag.
Benchmarks Grade I-III
Students will:
4.1 demonstrate love and loyalty towards their country.
4.2 recognize national flag and understand symbolism in it.
4.3 recognize the map of Pakistan and learn the full name of the country, its provinces
and areas (AJK, GILGIT BALTISTAN AND ICT).
4.4 identify the distinguished personalities of Pakistan like Quaid-e-Azam and
Allama Iqbal

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III
• tell the full name of our • recognize the map of • introduce Quaid-e-Azam
country and date of Pakistan. as founder of Pakistan
existence.
• name the provinces and • narrate the major events
• recognize that all the areas (AJK, GB & ICT) of in the life of Quaid-e
countries have a flag Pakistan. Azam (date of birth,
founder of Pakistan, few
• draw the flag of Pakistan. • depict the cultural major contributions, and
diversity of all provinces the date when he died).
• identify what the colours and areas of Pakistan.
and symbols on the flag • introduce Allama Iqbal as
represent • recognize the a personality who
significance of National expounded idea of
flag. Pakistan.

• narrate the major events

in the life of Allama Iqbal
(date of birth, national
poet, famous poems for
children, and the date
when he died).

SERVICES AND GOODS

Standard 5: Students understand the concept of interdependence through recognition of

the role of goods and services in our lives and the need for respecting all occupations.
Benchmarks Grade I-III
Students will:
5.1 identify people from different occupations and demonstrate respect for them.
5.2 identify different modes of transportation.
5.3 demonstrate disciplined behavior at the public places e.g. bus stop, railway station,
airport etc.
5.4 differentiate among natural, human and capital resources.

PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III
• identify some • identify some common • define the terms natural
professions/ occupations professions of a resources, human
from pictures (teaching, village/city. resources, and capital
farming, medicine, resources.
cobbler, tailor, butcher • name some natural
etc). resources of land, water • identify natural resources
and air. of Pakistan (plants,
• recognize the role of animals, water, air, land,
some common • recognize the importance forests and soil) human
professions/ occupations of natural resources. resources (farmers,
in their daily lives builders, painters etc.),
• recognize that natural capital resources (trucks,
• state which profession/ resources are essential computer, factory
occupations they like the for survival of human buildings etc.).
most. beings (land for farming,
river/ sea for fishing, air
for breathing etc.)

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III
• identify the means of • differentiate between the • describe ways in which
transportation which materials that are found humans have changed
people use. naturally and the objects the natural environment.
that are made from these
• differentiate between materials by humans • predict that what would
slow & fast means of happen if natural
transportation. • recognize that people resources were all used
• identify the places where manufacture different up.
buses and trains stop, things from natural
aero planes land and resources to serve • suggest ways to save
ships berth. humanity. natural resources and
endangered animals
• describe the activities
that take place at a bus
stop, railway station,
airport, and harbor

LIFE SCIENCE

Standard 6: Students begin to understand and demonstrate curiosity about basic

concepts and processes of the living world around themselves.
Benchmarks Grade I-III
Students will:
6.1 recognize the difference between living and non-living things.
6.2 describe senses, body parts and recognize their functions.
6.3 identify the causes of illness and ways to stay healthy.
6.4 differentiate between different plants and animals and classify and recognize
them as a major source of food.
6.5 name major crops of Pakistan and their by products.

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III
• name major parts of the • identify major parts of a • compare different stages
human body (eyes, nose, plant. of lifespan of plants and
ears, mouth, arms, feet animals (from pictures,
and legs). • list the functions of the through observation /
root, stem, leaf and Video etc.) (germination,
• identify the functions of flower. growth, development and
various body parts. reproduction)
• identify different kinds of
• name the five senses leaves found around • identify the changes in
them. the lifespan of a hen and
• identify the sensory a plant.
descriptions of each of • identify the roots that are
the five senses (Taste: eaten by people. • recognize that healthy
sweet, sour, bitter, salty; living requires eating a
Touch: smooth, hard, • name a few plants balanced diet, keeping
soft, rough, cold, warm, around them which have clean, getting a good
hot; Hearing: loud, soft, flowers, and which do not night sleep and
high, low; Sight: bright, have flowers. exercising regularly.
dim and recognize colors;
Smell: pleasant, • highlight the importance
unpleasant). of plants for climate
change.
• recognize living and
non-living things around • recognize that the
them natural environment
comprises living and non
• identify the plants they living things.
see around them.
• list the major crops in
• recognize the differences Pakistan.
between the plants they
see around them. • recognize that people
process the crops they
• recognize the importance grow for making
of plants/trees as a products (cotton to
source of food, shade, thread to cloth to
and shelter. garments).

• identify the measures for • recognize and identify

the better care of the importance of
domestic and wild livestock.
animals and plants.

• recognize the importance

of keeping themselves,
their clothes and
surroundings clean for
their health.

• identify the causes of

illness

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III
• identify the unhealthy
habits that cause
illnesses (Cough and
diarrhea etc.)

• recognize the fact that

germs can cause disease
and list ways to avoid
germs.

PHYSICAL SCIENCES

Standard 7: Students recognize simple forms of Physical phenomena (matter & energy)
and identify everyday uses of them
Benchmarks Grade I-III
Students will:
7.1 understand the physical effects of light (shadows and directions)
7.2 recognize states of matter by observing their basic physical properties
7.3 recognize that energy exists in different forms and uses
7.4 recognize and identify simple machines and their uses .
7.5 identify major inventions.
7.6 identify push and pull as a force and its effects on object

PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III
• recognize the importance • identify sources of heat • recognize that present
of plants/trees as a and light in their homes, time is different from the
source of food, shade, schools and past in terms of living
and shelter. surroundings. style, food,
communication, clothes
• recognize the importance • group sources of light etc.
of animals as a source of and heat into natural and
food, joy and transport. human made. • identify how schools,
communities, and
• identify the measures for • identify and describe transportation have
the better care of methods of producing changed over time (from
domestic and wild heat (burning and the given pictures).
animals and plants rubbing etc.).
• sequence events in a
• list the uses of heat and narrative in chronological
light. order.

• recognize that the • describe what an

intensity of heat and light invention is.
is felt more as they come
nearer to the source. • identify major recent
inventions (e.g.
electricity; aeroplane;
computer; vaccination
etc)

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 PROGRESSION BETWEEN THE LEVELS
GRADE I GRADE II GRADE III
• identify recent inventions
(electricity, computers,
phone, internet etc.) and
how they have changed
the way people work and
play.

• define tool as an
instrument to make
people’s work easier

• name and identify

different forms of simple
machines (inclined plane;
lever; pulley;
wheel-and-axel; wedge)

• identify matter and its

states

• recognize basic
differences between
states of matter, such as
water, through physically
observable properties
(e.g. shape; size)

• describe the formation of

shadow

• recognize that the size

and location of the
shadow can be used to
estimate (guess) time

• identify that on Earth, the

direction of sunrise is
‘East’ and the direction of
sunset is ‘West’.

• identify the remaining

cardinal directions with
respect to East and West,
namely, South and North

• name places towards

North, South, East and
West of the school/home

22
 EARTH AND SPACE SCIENCE
Standard 8: Students understand the physical features and environmental changes of
Earth. They recognize Earth as a planet and begin to explore its relationship with celestial
bodies in sky.
Benchmarks Grade I-III
Students will:
8.1 identify features of earth and other heavenly bodies like sun, moon and the stars.
8.2 importance of natural sources and understand importance of their conservation
8.3 define the term “pollution” and name its types.
8.4 recognize their own role in reducing pollution in their environment.

PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III
• recognize and identify • recognize that the • describe ways in which
the shape of the Earth. natural environment humans have changed
comprises living and non the natural environment.
• recognize that the Earth living things.
is covered with land and • define the term pollution.
water. • name some natural
resources of land, water • list different types of
• identify objects in the sky and air. pollution (noise , air ,
during day and night. water, land)
• recognize the importance
• recognize that the sun of natural resources. • predict that what would
shines very brightly happen if natural
during the day and gives • list the ways in which resources were all used
us heat and light. people use natural up.
resources
• recognize that the moon • suggest ways to save
and stars shine at night • appreciate life begins natural resources.
with water.
• identify the endangered
• recognize the importance animals of Pakistan.
of water for living things. (Indus Dolphin, Markhor,
• identify the natural black buck etc.)
sources of water.
• suggest ways to protect
• identify the main sources the endangered animals.
of water in their locality.
• recognize the importance
of the resources of water.

• narrate how water gets

from a natural source to
the taps in their home.

• list the daily activities in

which they use water.

• recognize that clean

water should be used for
drinking and cooking
purposes.

23
 PROGRESSION BETWEEN THE LEVELS

GRADE I GRADE II GRADE III

• understand that boiling,

filtering etc. are methods
of purifying water.

• recognize that there are

some areas who always
face shortage of water.

• recognize that natural

resources are essential
for survival of human
beings (land for farming,
river/ sea for fishing, air
for breathing etc.).

• differentiate between the

materials that are found
naturally and the objects
that are made from these
materials by humans.

• recognize that people

manufacture different
things from natural
resources to serve
humanity.

• identify the ways human

beings waste water.

• identify problems caused

by wastage of water.

• suggest ways to save

water.

• recognize the importance

of forests for human
beings.

• identify the ways in which

the land is destroyed due
to human activity
(deforestation).

• suggest ways to reduce

deforestation.

Note: By the end of Grade III, students will have essential knowledge of Science and
Social Studies that will become foundation of learning for Grade IV. Science and Social
Studies will be introduced as separate subjects from grade IV.

24
3.2 Skills

Students will develop the skills required for inquiry, solving problems, communicating
ideas and results, for working collaboratively, and making informed decisions.

Students use a variety of skills in the process of answering questions, solving problems,
and making decisions. While these skills are not unique to General Knowledge, they play
an important role in development of systematic understandings and in the application of
the same to new situations. However, the listing of skills is not intended to imply a linear
sequence or to identify a single set of skills required in each investigation. Every
investigation and application has unique features that determine a particular mix and
sequence of skills involved thereto.

These will assist in the development of skills with their increasing scope and complexity of
application in higher grades.

A. Initiating and Planning: These are the skills of questioning, identifying problems,
and developing preliminary ideas and plans.
B. Performing and Recording: These are the skills of carrying out a plan of action,
which involves gathering evidence by observation and, in most cases, manipulating
materials and equipment.
C. Analyzing and Interpreting: These are the skills of examining information and
evidence, processing and presenting data interpreting, evaluating, and applying
the results.
D. Communication and collaboration: Communication skills are essential at every
stage where ideas are being developed, tested, interpreted, debated/discussed,
and agreed upon. Collaboration skills are also important, as the development and
application of inductive and deductive ideas are collaboratively processed both in
the society and in the classroom.

3.3 Attitudes and Moral Values

Students will be encouraged to develop attitudes that support the responsible

acquisition and application of the knowledge to the mutual benefit of self, society,
and environment.

Attitudes refer to generalized aspects of behavior that are modeled for students by
example and reinforced by selective approval. Attitudes are not acquired in the same way
as skills and knowledge. They cannot be observed at any particular moment, but are
evidenced by regular, unprompted manifestation over time. Attitude development is a
lifelong process that involves the home, the school, the community, and the society at
large.

The development of attitudes and moral values generally occurs through the following
stages where teacher has a key responsibility:
• being aware of the importance and the need for developing attitudes and values.
• giving emphasis to these attitudes and values.
• practicing and internalizing these attitudes and values.

The attitudes outcome focuses on the following ways in which school education can
contribute to attitudinal growth of the young students. These have been articulated as
general statements that have guided the development of the learning outcomes, which
also provide links to science & technology, society and environment:

25
Appreciation of Interest in Science, Social Studies and Ethics:

Students will be encouraged to appreciate the role and contribution of science,

technology & behavioral science in their lives, to be aware of their limits and impacts.
Students will be encouraged to develop enthusiasm and continuing interest in the study
of Science, Social Studies and Ethics. General Knowledge of these disciplines will
contribute to attitudinal growth when students are involved in discussion and activities
that stimulate their interest and curiosity, thus increasing their motivation for learning
and encouraging them to become interested in further education.

Inquiry: Students will be encouraged to develop attitudes that support inquiry, problem
solving, and decision-making. At early grades students will be engaged in partial and full
inquiries that are within their developmental capabilities. It can only contribute to
attitudinal growth when students are provided with the opportunities for development,
reinforcement, and extension of attitudes, which encourage inquiry such as
open-mindedness respect for reason and evidence, initiative, perseverance, creativity and
inventiveness.

Collaboration: Students will be encouraged to develop attitudes that support

collaborative activities. Students are provided with opportunities to work in groups on
real-life problems, thus developing a sense of interpersonal responsibilities, openness to
diversity, respect for multiple perspectives, and an appreciation of the role, effort and
contribution of others.

Stewardship: Students will be encouraged to develop responsibility for the application of

their knowledge in relation to Science &Technology, Society and Environment. Education
in these disciplines can contribute to attitudinal growth, when students are involved in
activities that encourage responsible behavior towards fellow-beings, living things and
the environment, and when students are encouraged to consider issues related to
sustainability and harmony in the society from a variety of perspectives.

Safety: Students will be encouraged to demonstrate a concern for safety in their daily life,
be at school or otherwise. School education can contribute to attitudinal growth when
students are encouraged to assess and manage potential dangers and apply safety
procedures in their daily life, thus developing a positive attitude towards safety.

26
CHAPTER
CHAPTER

4.1 GRADE – I
4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

All the students will be able • Work in groups and share

to: information about
themselves with group
• describe themselves members.
briefly. For example, their
name, age, likes and
dislikes, games, favourite
food, what they want to
be when they grow up.

• identify good qualities in • In pairs identify first their

themselves (telling the own and then their
truth; respecting elders partner’s good qualities.
My Self and listening to their Share the findings with
advice; getting up early in their class fellows.
• Introduction to Self the morning etc).
• Good Qualities
• recognize the good
qualities of others.

• identify the ways in which • Work in pairs, and

they are same and compare their likes and
different from others dislikes of food, colours,
with respect to likes and sports etc.
dislikes.

28 25
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• name major parts of the • Draw their body parts

human body (eyes, nose, and name them.
ears, mouth, arms, feet
and legs). • Group Work: Match the
given cut outs of the
• identify the functions of body parts with their
various body parts. functions
• name the five senses. • Name things they can
My Body see, taste, smell, hear
• identify their body parts and touch
Major Parts of the Human which help them to taste,
Body and their Function. touch, smell, hear and
see
• Senses (Touch, Taste, • identify the sensory • Categorize various tastes,
Smell, Sight and descriptions of each of sounds, smells etc from
Hearing). the five senses (Taste: the given items.
sweet, sour, bitter, salty;
Touch: smooth, hard,
soft, rough, cold, warm,
hot; Hearing: loud, soft,
high, low; Sight: bright,
dim and recognize colors;
Smell: pleasant,
unpleasant).
• identify the ways by • Demonstrate through
which they can keep role play the steps for
themselves clean washing hands and
(washing hands before brushing teeth.
and after meals and after
using the toilet, • Practice and demonstrate
clipping/trimming nails, cleanliness in the
brushing teeth daily, classroom by keeping
taking bath regularly their seat desk and
etc.). surrounding area clean.
Keeping Ourselves Clean
• recognize the importance • Design messages related
of keeping themselves, to health and cleanliness
• Importance of
their clothes and and share with family.
Cleanliness
surroundings clean for (link to art work)
• Ways of Cleanliness.
their health.
• Cleanliness and Health.
• Narrate personal
• identify the causes of experiences of students
illness and teachers regarding
any illness caused by
• identify the unhealthy unhealthy food/
habits that cause environment.
illnesses (like cough and
diarrhea etc.) • Videos can be shown to
elaborate the spreading
• recognize the fact that of germs.
germs can cause diseases
and list ways to avoid
germs.

26 29
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• identify some family • List family members that

members (parents, live with them.
brothers and sisters,
grand-parents, aunts, • Name their favorite
uncles and cousins family member and share
(paternal and maternal). the reason.

• recognize that they • Draw a family tree

should respect all family
My Family and Friends members and friends. • Talk about their favourite
friends and share the
• Family Members. • list their friends at home reason why?
• Respecting Family and school
Members.
• Key Events in their • narrate the special
Parents’ lives. qualities of some of their
friends.
• talk about things that • Conduct an interview
their parents did with parents or
differently in past from grandparents to find out
today how things were different
in the past (food, living
• talk about some style, dressing, means of
differences in the way communication,
things were done in the transportation festivals
past etc.) and share with their
classmates.
• name the games they like • Identify different games
to play. from the given pictures.

• recognize the importance • Participate in team based

of collaboration by games
participating in group
activities and games.
• define rules • Identify at least three
rules of students’
Games and Rules
• recognize the importance favourite game.
• Different Games.
of following rules.
• Rules of Playing
Games.
• observe and identify the
rules when playing a
game.

• understand the
importance of playing
games and exercise for
better health.

30
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• recognize that many • Prepare a checklist of

families living in a locality ‘how I am helpful to keep
make a neighborhood. my home, school and
neigbourhood clean’.
• describe their
neighborhood (in terms • Make a waste paper
of people, farms, shops, basket for the class.
streets, parks and
playgrounds etc.). • Draw a picture of their
NEIGHBOURHOOD house and colour it.
• identify key places on a
• What is neighbour pictorial map of a
hood? neighborhood.
• Key Places in a
neighbourhood. • describe their home.
• Kinds of Houses.
• Cleaning Homes. • identify the different
kinds of houses
(bungalow, mud house,
hut, and apartment).

• identify what makes the

neighborhood clean or
dirty.

• understand and practice

the idea of keeping their
homes and
neighborhood clean.

• Identify the Masjid in • Interview any elder to get

their neighborhood as a information about places
place of worship for of worship of different
Muslims religions.

• Inquire about other

places of worship
(church, temple,
gurdwara etc)

• recognize that they

PLACES OF WORSHIP IN THE should respect all places
NEIGHBOURHOOD. of worship and all
religions

31
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• tell the full name of our • Gather any information

country and date of about Pakistan and share
existence. with the class.

OUR COUNTRY: • recognize that all the • AJK students need to

PAKISTAN countries have a flag recognize and draw their
own flag along with the
• Name of the Country. • draw the flag of Pakistan. country (Pakistan) flag.
• Date of Existence.
• Flag of Pakistan. • identify what the colours • Ask the students if they
• Significance of the and symbols on the flag know anyone from a
National Flag. represent. different faith than their
own to understand the
significance of the white
part of our flag and share
in the class and assembly
• tell the name and
location of their school.

• identify the people they

interact with in school
(teachers, students,
principal, service
providing staff etc).
• talk about the activities • make at least five school
they engage in at school. rules to follow them with
the help of the teacher.
• share the rules they
follow in the school.

• understand and follow

the class and school
School rules.

• People in School. • understand why

• Activities in School. following the rules is
• Obeying Rules. important
• appreciate diversity by • Guess Who am I? Activity:
understanding that they identify school personnel
make different friends in through oral prompts or
school and these friends flashcards.
can be from different
social and religious • Plan a cultural show in
backgrounds the class.

• recognize that they

should respect everyone
in their school (teachers,
class fellows, service
providing staff etc.
regardless of their faith
ethnicity and social
background).

32
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• Know the importance of

keeping their school
clean.
• identify the means of • Bring pictures/ toys of
transportation which fast and slow means of
people use. transportation and share
the difference.
GETTING AROUND • differentiate between
Transportation slow & fast means of • Arrange the pictures from
transportation. slowest to fastest means
• Means of of transportation.
Transportation.
• Slow & Fast Means of • identify the places where • Show videos related to
Transportation. buses and trains stop, airport, bus stop, railway
• Activities at Airport, aeroplanes land and station and harbor.
Railway Station, Bus ships berth.
stop etc. • Observe the activities
• describe the activities happening at these
that take place at a bus places to share with the
stop, railway station, class.
airport, and harbour.

• identify some traffic

rules.
Traffic Rules
• identify the safety rules • Recite the poem on traffic
• Common Traffic Rules. they should follow while signs wearing traffic
• Safety Rules and Road walking on the road, signs masks.
Sense. crossing a road, traveling
by a bus etc.

• greet others by saying • Make a chart of

Assalam o Alaikum, Hello, classroom rules (using
Good Morning etc. courtesy words)

• Use please and thank you

when asking for and
receiving something and
sorry for mistakes and
Good Manners and Habits excuse me to address.
• identify and list various • Divide students in groups
• Greeting Others.
aspects of good character and assign one topic of
• Practicing Good
(punctuality, speaking good character for role
Qualities.
politely, kindness, play with the help of
• Eating Manners
honesty and teacher.
• Table and Bathroom
truthfulness).
Etiquettes
• Narrate stories about
• recognise the importance how and when they
of good manners. shared something with a
friend or vice versa.

• Talk about the

importance of sharing
with others.

33
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• Arrange a class activity

where students share
with each other. (food,
stationery, books etc)
• demonstrate etiquettes • Work in groups and make
of eating (don’t waste a list of some additional
food, eat with clean good manners.
hands, don’t drop food
around).

• Understand the hazards

of eating unhealthy food.

• recognize and identify

the etiquettes of using
the washroom.
• recognize living and • Observe and differentiate
non-living things around between living and
them non-living things

• identify the plants they • Visit school (or any other)

see around them. garden in groups to
compare different types
• recognize the differences of plants and share the
between the plants they similarities and
see around them. differences with the rest
of the class.
THINGS AROUND US Plants
and Animals • recognize the importance • Teacher to discuss
of plants/trees as a importance of these
• Common Plants and source of food, shade, plants and trees.
Animals. and shelter.
• Need of Plants and
• identify the things
Animals.
around them that are
• Importance of Plants
made up of plants/trees.
and Animals.
• Living Places of
• identify some common
Animals.
domestic and wild
• Wild and Domestic
animals.
Animals.
• Food for Animals. • identify the differences • Draw or bring picture of
• Caring for Things between common your favorite pet animal
around Us. domestic and wild and tell your class fellows
animals in terms of how you take care of it.
physical features.
• identify the food which
different animals eat.
• recognize the importance
of animals as a source of
food, joy and transport.

34
 4.1 GRADE – I
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES
THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• identify the homes of

animals (nest, burrow
etc.).

• differentiate between
animals that can and
cannot be kept at home
with reasons.

• identify measures for

better care of domestic
and wild animals and
plants.

• identify Earth as a planet. • Draw Earth and identify

the land and water
EARTH AND SKY • recognize and identify portion.
the shape of the Earth.
Earth • Observe the globe to
• Shape of the Earth. • recognize that the Earth understand the shape of
• Earth's features. is covered with land and earth.
water.

• identify objects in the sky • Draw Sun, moon and

during day and night. stars on a paper or chart.
Objects in the Sky
• recognize that the sun • Observe the objects in
• Sun, Moon and Stars. shines very brightly the sky during the day
• Objects during Day during the day and gives and the night
and Night. us heat and light.

• recognize that the moon

and stars shine at night.

35
4.2 GRADE – II
4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

All the students will be able • Collect pictures depicting

to: the cultural diversity of
Pakistan.
• recognize the map of
OUR COUNTRY: Pakistan. • Make a collage.
PAKISTAN
• name the provinces and • Organize a presentation
Map of Pakistan areas (AJK, GB & ICT) of on different cultures of
• Map of Pakistan. Pakistan. Pakistan
• Provinces of Pakistan.
• Significance of the • depict the cultural
National Flag. diversity of all provinces
and areas of Pakistan.

• recognize the
significance of National
flag.

• recognize that the people • Visit any nearest village/

of Pakistan live in villages Urban area/ town/city
and cities. and describe its key
characteristics.
• identify key
VILLAGES AND CITIES characteristics of a village
(buildings, facilities,
Lives in the villages and cities environment and the
work people do).
• Key Characteristics of a
Village and City. • identify key • indicate choice of place
• Comparison of Village characteristics of a city. to live and give reasons
and City Life.
• Common Professions • compare village and city
in the Village / City. life.

• identify some common

professions of a
village/city (tailor,
butcher, cobbler,
musician etc)

• define government Role Play: Dialogue

between a government
Role and Responsibilities • identify some goods and officer and a citizen
• Role and services that government regarding roles and
Responsibilities of provides for the people responsibilities of
Government (health, education, clean government and other
• Rights and water, infrastructure, citizens.
Responsibilities of utilities, safety and
People/ Citizen. security etc.)

36
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• list three rights of the

citizens (Right to food,
free education,
protection, equality and
health care).

• understand that
everyone has a right to
practice their own
religion freely
• identify their
responsibilities with
respect to each right
(careful use of food,
water and other
resources, regularity and
hard work towards
education, taking care of
surroundings and
hygiene, treating
everyone equally, and
following rules and
regulations).

• appreciate the rights and

responsibilities of
individuals within their
community and in the
wider world.

• understand why Muslims • Arrange Eid-milan Party

celebrate ‘Eid- ul- Fitr’ at school.
and ‘Eid –ul- Adha’
RELIGIOUS FESTIVALS IN
• Charity campaigns may
PAKISTAN
• describe how people be organized to inculcate
celebrate ' Eid-ul-Fitr ‘ & ' the concepts of sharing
• ‘Eid-ul-Fitr & '
Eid ul-Adha’. and sacrifice
Eid-ul- Azha.
• Other Cultural and
Religious Festivals. • identify other religious • Collect information about
and cultural festivals of religious festivals of
other faiths celebrated in different faiths and share
Pakistan. with the class

THE NATURAL • recognize that the • Divide the students into

ENVIRONMENT natural environment groups who will select
comprises of living and one natural resource
• Land non-living things. each (within the school)
• Living and non-Living and ask them to discuss
Things. and share the ways to
• Some Natural conserve that.
Resources. (Sustainable consumption
• Importance of natural of resources)
resources

37
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• name some natural • Visit the whole school

resources of land, water and make list of living
and air. and non- living things.

• recognize the importance

of natural resources.

• list the ways in which

people use natural
resources
• appreciate that life
begins with water.

• recognize the importance

of water for living things.

• identify the natural • Integrate the following

sources of water. activities with ART period

• identify the main sources • Design a poster for

of water in their locality. careful use of water.

• Draw main sources of

water in their locality.
Water
• recognize the importance
of the resources of water.
• Water in our lives.
• Sources of Water. • narrate how water gets • Flow charts, pictures,
• Uses of Water. from a natural source to models and videos can be
• Shortage of water. the taps in their home. used.
• Sustainable
consumption of water • list the daily activities in Role play
which they use water.
Design a role play to create
• recognize that clean awareness among the
water should be used for students regarding
drinking and cooking hazards of using unclean
purposes. water

• understand that boiling, Get information about the

filtering etc. are methods areas in the country
of purifying water. where people are facing
shortage of water
• recognize that there are
some areas that always
face shortage of water.

Plants • identify major parts of a

plant. (root, stem, leaf
• Major Parts of a Plant and flower)
and their functions.
• Plant and Seeds.
• Growth and Change in
Plants.
• Uses of Plants.

38
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• list the functions of the • Soak a few bean seeds in

root, stem, leaf and a jar fill with mud and
flower. observe over a few
weeks.

• Record/draw their
findings. How did the
seed change into a plant?
• identify different kinds of • Collect different types of
leaves found around leaves and paste them on
them. a chart with names.

• Trace the outlines of

leaves on a chart and
colour them.

• Cut out the coloured

leaves and display in the
classroom.
• identify the roots that are
eaten by people.

• name a few plants

around them which have
flowers, and which do not
have flowers
• identify the fruits which • Bring some plants or
have seeds in them. their pictures which grow
from seeds/ stem/ roots.
• recognize that some
plants grow from seeds
while others grow from
stems or roots
• identify that soil, light, air • Take two pots with
and water are needed to growing plants. Provide
grow a plant. one with all the factors
necessary to grow while
keep other away from
light, water etc.

• Observe the plants over

time and record their
findings.
• highlight the importance • Students to conduct a
of plants for climate plantation activity in
change. school and take care of
the plants they have
planted.

39
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• list the animals they see

in their surroundings
(land and water).
• recognize that animals • Visit the zoo/ farm
that live on land are /animals shed and
different in features from observe what different
those that live in water. animals look like? Share
your findings with the
• recognize that all animals class.
have young ones that
grow into adults. • Alternatively cut out
pictures of different
animals and paste them
on a chart to make a zoo.
Animals
• name different animals • Color the pictures of
• Animals on Land and and their young ones. For animals and their young
in Water. example, horse and foal, ones.
• Growth and Change in cat and kitten, dog and
Animals. puppy, hen and chick,
• Places for Animals. frogs and tadpoles,
butterflies and
caterpillars etc).
• identify that some young Match pictures of young
animals do not look like animals with their
their parents (frogs and parents
butterflies etc.)
• list the animals that feed
their young ones and
look after them.
• name different places
where animals live
(water, forests,
mountains, deserts etc.)

• recognize that natural

resources are essential
for survival of human
beings (land for farming,
river/ sea for fishing, air
for breathing etc.).
Uses of Earth's Resources • differentiate between the Group work: Take a round
materials that are found of the school and list natural
• Importance of naturally and the objects and man-made resources.
Resources. that are made from these
• Natural Materials. materials by humans.
• Human Made Objects.
• recognize that people
manufacture different
things from natural
resources to serve
humanity.

40
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• list the major crops in • Collect the seeds of

Pakistan. major crops for
identification.
Agriculture and Live Stock. • recognize that people (wheat, maize, rice,
process the crops they cotton and pulses.)
• Major Crops in grow for making
Pakistan. products (cotton to • Collect pictures and
• Processing (Making thread to cloth to make a list of
Products). garments). livestock.
• Live stock
• recognize and identify
the importance of
livestock.
• identify the ways in which
human beings waste
water.
Conservation of the Earth's
• identify problems caused Organize a speech contest/
Resources
by wastage of water. poster making competition
on conservation of
• Wastage of Water and
• suggest ways to save resources.
Land.
water.
• Problems caused by
Wastage of Water and • recognize the importance
Land. of forests for human
• Ways to Save Water beings.
and Land. • identify the ways in which
the land is destroyed due
to human activity
(deforestation).

• suggest ways to reduce

deforestation.
• identify sources of heat • Observe & identify
and light in their homes, the light sources and
schools and list them.
surroundings.
• Rub hands and
Heat and Light • group sources of light observe how heat is
and heat into natural and produced.
• Common Sources human made.
(Natural and Human
made). • identify and describe
• Uses of Heat and Light. methods of producing
• Methods of Producing heat (burning and
Heat. rubbing etc.)
• Intensity of Heat and
Light. • list the uses of heat and
light.

• recognize that the

intensity of heat and light
is felt more as they come
nearer to the source.

41
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• understand the
importance of sharing
things.

• list the things they share

with others (toys, books,
stationery items, lunch
with friends etc.)
• identify from given • Narrate an incident
pictures and stories the when they helped
ways in which people someone in any way.
Helping others help each other (at home,
• Sharing Things in classroom, in
village/city, at the time of
any need or disaster)

• identify from their daily • Teacher will provide

life, the ways in which different situations
people are to students in
interdependent and how groups. They will be
they help each other to asked to share their
make a difference in their ideas how they are
own lives and the lives of dependent on
others. others. (It could be a
role play, an oral
presentation or
charts presentation)
• identify some professions • State what they would
from pictures (teaching, like to be when they grow
farming, medicine etc) up ( Role play)

• recognize the role of

Professions/Occupations some common
around Us professions in their daily
lives.
• Common Professions/
Occupations • state which profession
• Professions/ they like the most and
Occupations they like why?

• recognize that all human

Respecting Others and beings are equal and
Appreciating their Diversity important.
(elders, religion, ethnic
groups, gender, social class) • identify that all human
beings are similar and
• Need to Respect all different in number of
People. ways including family,
• Ways to Respect all culture, climate, ethnicity
People. and religion they should
be respected.

42
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• recognize the need to

respect all people as they
are born equal and with
dignity.
• identify ways in which
they can show respect for
all.
• identify occasions when it • To demonstrate the
is important to wait for importance of taking
one's turn. For example, turns the teacher will
while speaking, in the place the students’
school, on the bus stop, notebooks on a table and
at canteen and ticketing ask the students to
counters etc. collect them. Teacher will
monitor the behavior of
• understand that it is the students and will
necessary to show remind them if necessary.
respect for others’ needs, It may be followed by a
interests, opinions and discussion on importance
feelings of taking turns.
• recognize what they say • narrate any incident of
and do, can hurt others, forgiveness from the life
and what others do and of Hazrat
say, can hurt them Muhammad
(telling lies, pushing
others, bullying using
derogatory words etc.)

• recognize that mistakes

are a natural outcome of
learning and nothing to
be ashamed about or to
make fun of.
Forgiveness and Forgiving
others • recognize that making
fun of others can cause
• Avoid hurting others distress and hurt others.
• Ways to reduce the
• identify ways in which we Share an incident from
Hurt.
can redress the hurt their personal lives when
• Forgiving Others.
caused to others (ask for they forgave someone or
forgiveness, say sorry, do requested someone for
something special for forgiveness.
them etc.)

• recognize that when

people hurt them, they
must forgive them.

43
 4.2 GRADE – II
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• identify fairness and • Tell any moral

unfairness in their daily lesson-based story in the
lives. class and discuss the
lesson learnt. (group
• identify ways of making activity)
unfair situations fair.

• accept responsibility for

treating others unfairly.
Being Just and Fair
• Fairness and • mend their behavior
Unfairness. when it is proved unfair
• Promoting Fairness. through realization.

• understand that fair

dealing must be
exercised with everyone
regardless of their social
class, cultural and ethnic
background (inclusion of
all in games and group
activities).

44
4.3 GRADE – III
4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

All the students will be able
to:

• recognize that heat and

light of the Sun helps to
OUR BIG WORLD sustain life on Earth
Habitat which is the only known
planet where life exists.
• Definition of Habitat.
• Kinds of Habitats. • define the term habitat. • Collect pictures of
• Eco system. different habitats,
• Characteristics of • describe the different relevant animals and
Habitats. habitats for living things plants
• Human Activities and (polar regions, desert,
the Natural Habitats. forest, aquatic)

• name plants and animals

that live in each of the
different habitats.

• briefly introduce what an

ecosystem is.
• identify the • Place one plant in light,
environmental factors one in dark and one
(temperature, light, covered with polythene
water) that support life in sheet and observe for a
a habitat. week.
• identify the ways plants • Make an aquarium or any
and animals have other habitat and present
features suitable to their that to the class. (Project
habitat (camel, fish, polar Work)
bear, cacti, lotus, pine
trees etc.).
• identify the ways human
activities affect the
natural habitats.
• compare different stages • Draw and sequence the
Changes in Living Things
of lifespan of plants and stages of the life cycle of
animals (from pictures, a plant/animal.
Life cycle of some Animals
through observation
and plants.
/ Video etc.)
(germination, growth,
development and
reproduction)
• identify the changes in • Draw or interpret
the lifespan of a hen and diagrams of the life
a plant. cycles of animal and
plants, from their own
surrounding, to identify
the different stages.

45
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• describe the formation of • Fix a pole in school

shadows ground and observe the
size of the shadow with
• recognize that the size the position of the sun
and location of the and time of day.
Our Helpful Sun shadow can be used to
estimate (guess) time
• Role of Sunlight in the • identify that on Earth, the
Formation of Shadows. direction of sunrise is
• Sunrise and Sunset ‘East’ and the direction of
• Using the Sun for sunset is ‘West’.
Guidance.
• identify the remaining
cardinal directions with
respect to East and West,
namely, South and North

• name places towards • Draw a map of your

North, South, East and neighbourhood showing
West of the school/home. postion of your school/home

Matter • identify matter and its • Name a solid, liquid and

• States of Matter states gas around themselves
• Observing Matter
• recognize basic • Use a balloon to help
differences between students understand how
states of matter, such as gas or liquid feels inside
water, through physically a balloon and how a solid
observable properties balloon feels when it is
(e.g. shape; size) empty

• recognize that energy is Students will make a list

required for doing work. of tasks performed in
their daily life that
• identify natural sources require energy
of energy (e.g. the sun,
Forms of Energy and Energy wood, flowing water,
Transfer wind, coal, oil, gas)
• Common sources and
uses of energy • understand that sources
of energy are used for
many things (move an
object, heating, lighting,
transportation, electric
appliances etc.)

46
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• define the terms natural

resources, human
resources, and capital
resources.

• identify natural resources • Collect the pictures of

(plants, animals, water, natural, human and
air, land, forests and soil) capital resources. Paste
human resources on a chart or booklet and
(farmers, builders, present in the classroom
painters etc.), capital
Natural, human and capital resources (trucks,
resources computer, factory
Types of Resources buildings etc.) of Pakistan

• define the terms: goods, • Role play: Buyer and

• Natural resources,
services, buyers and seller
Human Resources, and
sellers.
Capital Resources.
• Goods and Services. • identify the main goods • Visit nearest market and
• Buyers and Sellers. and services of their local list what is being sold
• Scarcity. area there.
• recognize the need for
interdependence as not
all goods and services are
available in their area.
• define scarcity. • Group Activity: identify
the scarce resources in
their surroundings.
• recognize that people
make economic choices
because goods and
services are limited.

• describe ways in which

humans have changed
Conservation of Natural the natural environment.
Resources • define the term pollution.
• list different types of
• Changes in the Natural pollution (noise , air ,
Environment. water, land)
• Pollution.
• Conserving the Natural • predict that what would • Make a presentation on
Environment. happen if natural what would happen if
• Protecting the resources were all used there was no water /gas/
Endangered Animals. up. electricity at school or in
• Extinct Animals their locality.
(Dinosaurs).
• suggest ways to save • Design a poster to
natural resources. communicate ways to
conserve natural
resources.

47
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• identify the endangered • Group Activity:

animals of Pakistan. Make a pictorial
(Indus Dolphin, Markhor, presentation on
black buck etc.) endangered animals.
• suggest ways to protect
the endangered animals.
• identify animals, which
are extinct (Dinosaurs
etc.).
• recognize that plants
make their own food in
the presence of sunlight

• recognize that different

animals eat different
kinds of food
• identify certain food
Food groups as fruits,
• Plants’ and Animals' vegetables, grains, dairy
Food. food, meat and dry fruit.
• Basic Food Groups.
• Balanced Diet. • define a balanced diet.
• Factors for Healthy • recognize that healthy • Prepare a flyer to educate
living living requires eating a others of the importance
balanced diet, keeping of cleanliness for healthy
clean, sleeping well, and living.
exercising regularly
• identify the ways to get • Make a personal
sufficient exercise to stay timetable mentioning
healthy. time for study, exercise,
play, leisure and rest.
• introduce Quaid-e-Azam • Sketch out
as the founder of Quaid-e-Azam’s character
Quaid-e-Azam Pakistan through Role play.
• Events and • narrate the major events
Contributions. in the life of Quaid-e
Azam (date of birth,
founder of Pakistan, few
major contributions, and
the date when he died).

• introduce Allama Iqbal as • Recite any of Allama

a personality who Iqbal’s poem.
Allama Iqbal expounded the idea of
Pakistan. • Interview your
• Events and
parents / grandparents /
Contributions. • narrate the major events elder brother or sister to
in the life of Allama Iqbal investigate about Allama
(date of birth, national Iqbal’s life.
poet, famous poems for
children, and the date
when he died).
48
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• recognize that present

time is different from the
past in terms of living
style, food,
CHANGING WORLD (FROM communication, clothes
PAST TO PRESENT) etc.

Past and Present Things • identify how schools, • Collect and paste the
communities, and pictures of past and
• Differences in Past and transportation have present means of
Present Things. changed over time (from transportation.
the given pictures).

• sequence events in a • Visit a museum/historical

narrative in chronological places and observe what
order. changes occurred in
people’s lives.
• describe what an • List a few favorite
invention is. inventions.

• identify major recent

inventions (e.g.
electricity; aeroplane;
Inventions computer; vaccination
etc)
• Common Inventions
• identify recent inventions • Discuss how a future
• Effects of Inventions
(electricity, computers, invention could change
on lives.
phone, internet etc.) and life of the people.
how they have changed
the way people work and
play.
• define tool as an • Identify some tools of the
instrument to make past that are still in use
Force and Machines people’s work easier today
• Simple Machines.
• Push and Pull as a • name and identify • Draw some simple
Force different forms of simple machines used in daily
• Uses of Force. machines (inclined plane; life (e.g. screwdriver;
• Force and Motion. lever; pulley; wheel - and hammer; plier; scissors)
- axel; wedge)
• recognize that push and • Push and pull the door
pulls move things fast or and explain the intensity
slow. (push and pull as a of force and quantity of
force) change.

• Play tug of War to explain

push and pull

49
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• recognize from pictures

of the past that force
applied by humans and
animals moved vehicles
(Tonga, bullock cart,
cycle, pushcart) while
today vehicles are moved
by machines (bus,
motorcycle and car etc.)
• observe and describe
how motion of vehicles
can be changed by
applying force (speed up,
slow down, stop, change
direction etc.).
• recognize that greater
the force, the greater the
change in the motion of
an object.

• define community and its

importance.
MAKING THE WORLD A
BETTER PLACE • describe the activities
that individuals perform
The Role of the Government for the welfare of the
and Citizens community.

• Individuals and • identify key problems in • Group activity: inquire

Community. their local area (shortage about a problem in the
• Key Problems. of drinking water, community, identify its
• Need of Government. pollution, lack of health causes, suggest solutions
• Government and and educational facilities, and take a responsible
People. poor sewerage system action to solve the issue. (
• Good Citizenship. etc) one problem per group)
• recognize that citizens
organize themselves to
meet their needs.
• describe what the
government does to meet
the needs of the citizens.
• suggest ways the • Prioritize three problems
government and people from the previous activity
can work together to in groups and identify for
meet people's needs in local
the area.

• identify ways they can

demonstrate good
citizenship (playing fairly,
helping others, following
rules, taking
responsibility for one's
actions).

50
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• identify the personal • Make a chart of the

traits of good citizens qualities of a good
(trustworthiness, respect citizen.
for law, responsibility,
honesty, tolerance,
gender equality and
respect for others’ rights.

• identify and recognize

the disagreements /
Working out Disagreement conflicts that occur at
home, in school and in
• Common Conflicts. the local community.
• Causes of Conflicts.
• identify the feelings of • Draw various face
• Impact of Conflicts.
people in different expression to show
• Resolving Conflicts.
conflicting situations. different feelings (happy,
• Preventing Conflicts.
sad, angry etc.)
• identify reasons for
disagreements with
friends and family
members.
• identify the ways in which
people resolve
conflicts/disagreements
at home, in school.
• use discussion and • Resolve a class conflict
problem-solving methods through a role play with
to work out different situations
disagreement. highlight the traits of
tolerance, flexibility and
pluralism. (Group Work)

• understand the risk and • Demonstrate through a

danger associated with role play how to rescue
the use of electric themselves and others
appliances/sharp during a disaster
objects/fire. (Earthquake, flood and
fire).
• practice safety measures
Safety while using electrical • Show a video to the
appliances. students related with
• Indoor Safety stranger danger and
• Outdoor Safety • list the various hazards generate discussion
• Natural disaster they can face at home
(bare wires, damaged • Identify potential hazard
roof, broken glass, fire, areas in their school and
scissor etc.) home (bare wires, broken
glass etc) and
• understand the ways of recommend ways to
being careful and staying make their home and
safe school safe.

51
 4.3 GRADE – III
LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES
KNOWLEDGE, SKILLS AND ATTITUDES

THEMES STUDENTS' LEARNING OUTCOMES ACTIVITIES

• identify some common

disasters and ways to
stay safe.

• understand that they

should not hide anything
from their parents /
teachers / guardians to
stay safe from any
unexpected situation.

52
CHAPTER
CHAPTER

5.1 The Role of Teacher

Teachers have extremely important responsibilities in implementing the main objectives

of the curriculum. This means that when teachers design teaching and learning
strategies, they must ensure that these strategies include learning opportunities and
enriching experiences for their students aimed at and achieving the learning outcomes
set out in the curriculum.

It is established that what students learn 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 whose major tasks
include but are not limited to:

I. Creating a classroom environment that reflects a constructive, active view of the

learning process that supports learning and teaching.
II. Designing effective learning experiences that help students achieve expected
learning outcomes.
III. Stimulating and managing classroom discourse in support of student learning.
IV. Learning about and then using student’s motivations, interests, abilities, and
learning styles to improve learning and teaching.
V. Selecting teaching strategies from a wide repertoire.
VI. Assessing students’ learning, including their participation in classroom activities
for making ongoing instructional decisions.

5.2 The Changing Nature of Teaching and Learning

Traditional Instructional Practices generally have shown that:

• Most of the classroom time is spent on teachers lecturing, students listening and
reading textbooks.
• Teachers use the same set of practices for every lesson. They do not review the
previous day’s lessons, state their objectives, present, demonstrate, model, check
for understanding, provide guided practice, and use closure.
• There are fewer connections between school learning and the everyday world.
• Knowledge of subject becomes an exercise of rote learning.

In such an environment, the role of the student is to memorize information, conduct

well-regulated experiments, and perform activities using a specific prescribed procedure
and then be tested on their ability to repeat these tasks or remember specific facts.

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. The
way in which learning is defined has expanded from simply recalling of facts or definitions
to being able to find connections between facts to build conceptual understanding.
Teaching for conceptual change requires knowledge about the preconceptions of the

54
students. It helps them to purposefully design, intellectually engaging explorations that
encourage students to confront and refine their own ideas. The teaching strategies
described in this curriculum are intended to support these changing emphases and
classroom learning.

The purpose of this curriculum is therefore, not to memorize the ‘’right’’ answer by the
students but for them to move along a learning continuum toward a deeper
understanding of concepts and processes. While students engage in constructing their
own understanding of each concept, the primary role of teaching is not to lecture, explain,
or otherwise attempt to ‘transfer’ knowledge, but to create situations for students that
will encourage their making the necessary mental constructions.

5.3 The Guiding Principles of Learning

Teachers need to keep themselves abreast of recent trends in teaching and learning. They
need to learn, analyze, and appraise, new developments in this field. For example,
developmentally appropriate instructions describe an approach to education that focuses
on the child as a developing human being and a lifelong learner. This approach recognizes
the child as an active participant in the learning process: a participant who constructs
meaning and knowledge through interaction with others, friends and family, materials
and environment. The teacher is an active facilitator who helps the child to understand
meaning of the various activities and interactions encountered through the
teaching-learning process. It requires teachers to make decisions in the classroom by
combining their knowledge of child development with an understanding of the individual
child to achieve desired and meaningful outcomes. Teachers ought to value the basic
principles of active learning; some of these are:

1. Learning Involves the Whole Mind and Body. Learning is not all merely ‘’head’’
learning (conscious, rational, ‘’left-brained,’’ and verbal) but involves the whole
body / mind with all its emotions, senses and receptors.

2. Learning in Creation, Not Consumption. Knowledge is not something a learner

absorbs, but something a learner creates. Learning happens when a learner
integrates new knowledge and skills into their own existing structure. Learning is
literally a matter of creating new meaning, new natural networks, and new patterns
of electro/chemical interactions within one’s total brain/body system.

3. Collaboration Aids Learning. The good learning has a social base. We often learn
more by interacting with peers than we learn by any other means. Competition
between learners slows learning. Cooperation among learners speeds it.

4. Learning Takes Place on Many Levels Simultaneously. Learning is not a matter of

absorbing one thing at a time in linear fashion, but absorbing many things at once.
Good learning engages people on many levels simultaneously (conscious and Para
conscious, mental and physical) and uses all the receptors, senses and path, it
can into a person’s brain/body system. The brain, after all, is not a sequential, but
a parallel processor and thrives when it is challenged to do many things at once.

5. Learning from Doing the Work Itself (With Feedback). People learn best in context.
Things learned in isolation are hard to remember and quick to evaporate. We learn
how to swim by swimming, how to manage by managing, how to sing by singing,
and how to sell by selling.

6. Positive Emotions Greatly Improve Learning. Feelings determine both the quality
and quantity of one’s learning. Negative feelings inhibit learning. Positive feelings

55
 accelerate it. Learning that is stressful, painful and dreary cannot form the basis for
learning that is joyful, relaxed and engaging.

7. The Image Brain Absorbs Information Instantly and Automatically. The human
nervous system is more of an image processor than a word processor. Concrete
images are much easier to grasp and retain than verbal abstractions. Translating
verbal abstractions into concrete images of all kinds will make those verbal
abstractions faster to learn and easier to remember.

5.4 Teaching Strategies

Research suggests that high quality student learning is most likely to occur when students
are engaged in the construction of personal knowledge and in work that has value
(application) beyond the school.

The key instruction of General Knowledge Curriculum is that ‘’ Students will value and use
their learning as a process of obtaining knowledge, based upon observable evidence.’’
Teachers can use a variety of teaching strategies to enhance students’ learning; however,
these must relate to outcomes of the General Knowledge Curriculum to be consistent with
the teaching role to be adopted. Suggested (not limited) teaching strategies for achieving
the outcomes of learning are described below:

A. Inquiry- based teaching method: Inquiry is an approach to learning that involves a

process of exploring the natural or material world that leads to asking questions and
making discoveries in the search for new understandings. In other words, it provides
experiences that help students acquire concepts, skills, abilities and understanding
of inquiry. Inquiry-based teaching approach takes children to new levels of
awareness and environment of learning. As a student-centered activity, inquiry gives
children ownership of the learning process and inspires them to become more
independent learners. As students engage in critical thinking and problem solving,
questioning, probing, and discovering answers, they gain a more meaningful and
long lasting understanding of concepts and processes.
CHANGING EMPHASES TO PROMOTE INQUIRY
LESS EMPHASES ON MORE EMPHASES ON
Activities that demonstrate and verify content Activities that investigate and analyze
questions.
Investigations confined to one class period. Investigations over extended periods of time.
Process skills out of context Process skills in context
Emphases on individual process skills such as Using multiple process skills (manipulation,
observation or inference. cognitive, procedural)
Getting an answer Using evidence and strategies for developing or
revising an explanation.
Providing answers to questions about content. Communicating explanations.
Individuals and groups of students analyzing Groups of students analyzing and synthesizing
and synthesizing data without defending a data after defending conclusions.
conclusion.
Doing few investigations in order to leave time Doing More investigations in order to develop
to cover large amounts of content. understanding, ability, values of inquiry and
knowledge of subject content.
Concluding inquires with the result of Applying the results of experiments to
experiments. arguments and explanations.

Management of material and equipment. Management of ideas and information.

56
Traditional educational systems work in a way that discourages the natural process of
inquiry. Students become less prone to ask questions as they move through the grade
levels. In traditional systems students learn not to ask too many questions, instead to
listen and repeat the expected answers.

The inquiry-based classroom highlights that:

• Learning is student-centered.

Inquiry shifts ownership of learning process from the teacher to the students, making the
process through which students learn concepts and develop skills as important as the
content. In this setting, the teacher acts as a facilitator in the inquiry process.

• Students engage in inquiry by asking questions and devising answers.

Inquiry requires students to describe objectives and events, ask questions and devise
answers, collect and interpret data and test the reliability of the knowledge they have
generated. They also identify assumptions, provide evidence for conclusions and justify
their work.

• Teachers ask questions that encourage inquiry and stimulate thinking.

To guide students through inquiry, teachers engage in open-ended questions such as ‘’

How do you know?’’ and ‘’How does your data support your conclusion?’’ in order to
encourage further probing and discovery.

• Students are engaged in problem solving by constructing meaningful experiences.

Because students follow a scientific approach, engaging in meaningful problem solving,

they can construct meaning out of their experiences. Endeavors include hands-on
exercises as well as critical and logical thinking activities.

• Students gain a greater understanding of the purpose of learning.

Inquiry allows teachers to create a framework where students understand ‘’how’’ and
‘’why’’ to ask questions. Students reflect on the lesson and explain why it is important and
gain a greater understanding about the inquiry process and how it relates to learning.

• Inquiry-based learning promotes a creative learning environment using both

groups and individual discovery techniques.

Inquiry involves setting short and long term goals and adapting them to students’
interests. Within this framework, teachers involve students in hands-on activities, whole
classroom, or group collaboration. This learning environment allows students the
freedom to explore and investigate while making connections and drawing conclusions.

• Students interact purposefully with each other and with the teacher, leading to
effective communication.

Inquiry-based teaching encourages students to collaborate with one another,

communicate ideas and thoughts, ask questions, justify answers and search for advice
from others.

57
• Assessment for learning.

Inquiry takes the focus off memorization and instead promotes assessing students’ ability
to understand reason and use their knowledge. Assessment can be achieved through
questioning, observing, using checklists, portfolios, student journals, student work
samples, hands-on assessments etc.
Assessment provides students with constructive feedback on how well they are meeting
expectations and in addition gives response on how well the classroom ‘’lessons’’ are
going.

Major Inquiry Skills

The skills of inquiry include observing, asking questions, proposing ideas, experimenting,
and interpreting the evidence that is gathered.

An inquiry may be initiated in a variety of ways. It may be based on a question brought to

the classroom by a teacher or students; or it may arise out of an activity, an interesting
observation, an unexplained event or pattern that appears worth pursuing. Engagement
in inquiry is not a linear process; it can have a variety of starting points and the steps
followed may vary from one inquiry activity to another. When an unexpected observation
is made or a procedure does not work, there is opportunity for new idea to emerge a new
set of procedures to be followed.

1. Questioning

Questioning is one of the basic tools for inquiry skill that students need.

Questioning in the classroom reflects students’ innate curiosity and practical-mindedness.

It can lead them to deeper understanding of any phenomena than what they would get
just by reading about it.

There are various strategies for helping students to ask questions. For example: Provide
them with an observable phenomenon to ask question about. Initially, some coaching will
be necessary. Teachers can, for example, ask students to focus their attention on a
particular aspect of what they are asked to observe. This works best when the
phenomenon being observed is active in some way. Students should be invited to
formulate questions that occur to them as they watch and afterwards explain what they
observed and suggest possible follow-up investigations.

Good questions share the following characteristics:

• The questions should be relevant and in a clear and simple language.

• The questions should be concise avoiding any extra details.
• The questions should stimulate thinking.
• The question should be guiding but not leading.
• The questions should be one-dimensional
• The questions cannot be too personal.

2. 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.

As students conduct their experiments, the teacher should continue in a role of a mentor
or as facilitator, giving as little direction as possible. Questions and issues can be brought
up as situations demand. Every effort should be made to let students make decisions and

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draw conclusions. Students should also devise their own way to report their findings to
others.

Inquiry is an involving process. Students may not always arrive at the complete answer,
but the point is they experience things which are new and different, conduct
investigations, supply evidence to support ideas, connect with scientists and experts,
keep record of thoughts and conclusions, and continue asking questions.

A note for teachers:

When working with younger, shy, or alienated students and with those who are new to
this sort of approach, teachers can ask leading questions or even spoon feed them
questions to get started.

Learning-by-Doing Approach

Hands-on activities actively engage the learners in learning. If they are physically
involved, they are likely to be mentally involved too. They are thinking about what they are
doing. This is called ‘’hands-on, minds-on’’ or the ‘’learning-by-doing approach’’. Students
learn concepts more when they are able to appreciate what they are doing. If they
practice only calculating answers to predictable exercises or unrealistic ‘’word problems’’
then that is all they are likely to learn. Similarly, students cannot learn to think critically,
analyze information, communicate thought provoking ideas, make logical arguments,
work as a part of team, and acquire other desirable skills unless they are provided an
opportunity and encouraged to do those things over and over in different contexts.

Why learning-by-doing approach?

We remember:
20% of what we read;
20% of what we hear;
30% of what we see;
50% of what we see and hear;
70% of what we see, hear, and discuss; and
90% of what we see, hear, discuss, practice and teach.

Advantages of learning by doing approach

• Multiple teaching/learning methods can be integrated.

• Always student-centered.
• Process of ‘’discovery’’ builds self-esteem.
• Learning is more fun for students; teaching is more fun for teachers.
• Different life skills can be learned, instead of only a single set of knowledge.

However, this approach requires systematic preparation, patience and guidance by

teacher, as there is often no single, ‘’right’’ answer.

The teacher’s role in learning by doing process

First, it is important to review the materials and practice the activities to be taught. The
teacher should never freely give the answers to a problem/ question. Instead, the teacher
facilitates the students in this process.

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a. Experience (doing) – Describe the experience or activity students do, they are told or
shown ‘’how’’.
b. Share (What happened?) – Develop questions that teacher will ask the students about
their experience and their reaction to it after they have completed the activity.
c. Process (What’s important?) -Develop questions that teacher will ask the students
about something they felt important about the experience.
d. Generalize (So what?)- Develop questions that will ask the students how the
experience related to their own lives.
e. Apply (How what?) Develop questions that ask the students how they could apply what
they learnt to a similar or different situation.

B. Demonstrations

In-class demonstrations are an important part of teaching as demonstrations can make

ongoing lessons a fun and entertaining 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.

Conducting Interactive Demonstration

• Determine the purpose of demonstration and what is to be achieved.

• Conduct the demonstration yourself to ensure the results are as you want.
• Prepare curricular materials or worksheets and ensure they are designed to promote
student-student as well as student-teacher interactions in the classroom.
• Perform the demonstration

Once the demonstration is complete, let students complete their worksheet activities. An
interactive demonstration could be made up of a number of conceptually linked
mini-demonstrations to address important conceptual issues and worksheet activities
require students to write predictions, draw diagrams and answer a set of multiple-choice
questions.

Conduct a whole class discussion and provide explanations to clarify or extend students’
learning.

Teachers think that they need a lot of sophisticated, expensive resources to teach any
subject. While teaching and learning does require purchases, much of the General
Knowledge Curriculum contents can be taught with simple, inexpensive and readily
available materials: such as paper clips, soda straws, papers, balloons, rubber bands,
paper cups, clay etc. Similarly, outdoors (farms/gardens/parks) are perfect resources for
learning. From examining bugs on a sidewalk to observing how a tree changes through
the seasons, the outdoors provides a wealth of learning opportunities. Children can learn
about plants and animals, shadows, weather, seasons, traffic signals, religious and
cultural festivals and many more concepts outside the classroom.

C. Cooperative Learning

Cooperative learning is a strategy in which students work together in small groups to

maximize their own and each other’s learning.

In cooperative classrooms, students have two responsibilities:

• to learn and complete assigned tasks and,

• to make sure that all members of the group do so as well.

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A source of academic, social and psychological benefits is associated with working
collaboratively in groups such as improved self-esteem, increased on-task time, increased
higher order thinking, better understanding of material, ability to work with others in
groups and improved attitudes towards schools and teachers. Cooperative learning
creates opportunities for students to master the social skills, necessary for living
productive and satisfying lives.

An example of cooperative learning structure is described below:

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 students to think critically.

• Students ‘Think’ alone to answer the question for a specified amount of time.
Students write their answer to show what they thought about the questions
individually.
• Students ‘Pair’ up with another student acting as a partner to discuss the
question/problem, listen to and expand on one another’s ideas.
• Students ‘Share’ their possible answers/solutions to the questions/problem with the
entire class.

Think-Pair-Share structures are effective only when students participate equally in

practicing social skills, and individually demonstrate what they have learned from their
partners.

Success on the academic task is assessed by the randomly asking questions to students,
checking their work, or through individual tests or quizzes. For the social skills task,
students are evaluated through teacher observation and students’ evaluation of their own
and group effectiveness.

D. Role -Play

Role-playing is a teaching strategy in which students learn by acting and observing, where
some students act out a scenario in front of the class. Students learn the content being
presented and also develop problem solving, communication, initiative and social skills.
As students examine their own and others’ feelings, attitudes and perspectives, they
develop an understanding of themselves and others. If students are asked to write the
content of role-plays themselves rather than simply enacting roles handed to them it will
enable them to connect and process information, and be creative. However, for early
grades students, teachers have to facilitate them in conducting role-plays.

Conducting Role-Plays

i. Determine the purpose of role-play, appropriateness to the objectives, and its

suitability for the age group.
ii. Write a role-play
iii. Teacher or students develop a realistic situation and decide how to portray it
(newscast, courtroom scene, press conference, puppet show, talk show, panel
discussion, drama).
iv. Define the problem or issue in the situation that the role-players have to deal with.
v. Determine the number of role-players needed.
vi. Develop short, specific roles for each person.
vii. Determine the time for each role play.
viii. Develop a set of questions for the post role-play discussion.

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While students are acting, ensure that the rest of the students are attentive and observe
the role-play. Teachers must allow students enough time to read and understand their
role and prepare to enact it. Also, teachers may involve the rest of the class by having
them suggest questions for the discussion to follow.

After the role-play, teacher reviews it with the class then opens the discussion of the class
ensuring they discuss only the role-play’s content. If discussing a problem, students can
explore alternative solutions to it. Summarize the role-play, focusing on student’s
understanding of the problem/issue that was being dramatized and/or attempt to solve
the problem.

The teacher can assess concept understanding, ability to communicate an issue/problem,

etc. through observation and asking questions. The social skills, developed while
preparing and conducting the role-play, can be assessed through a checklist.

Other Classroom Teaching and Learning Practices

The suggested Classroom teaching strategies are not intended to be exhaustive. It is

expected that teacher will also identify other research-based instructional designs and
practices that are appropriate to their students and can prompt students to focus on the
salient features of their experiences, observations, and the concepts they are working
with to support critical engagement and movement towards desired learning outcomes.
Model building, consequence maps, concept mapping, brainstorming,
predict-observe-explain, small group research, use of information technology, drill and
practice, process writing, storytelling, show and tell, class discussion, creative writing,
computer simulations, posters, etc. are some of the practices that may be used to ensure
that students have quality learning experiences.

Safety Practice

Activity-based, hands-on processes provide an exciting method of teaching and learning.

However, experiments and demonstrations may involve inherent risks for both the
teacher and the students. Thus teachers/schools should make every effort to create a
positive environment in which risk can be evaluated and reduced to an acceptable, safe
level. Fieldwork and field trips need special vigilance with respect to traffic and road
safety.

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CHAPTER
CHAPTER

Assessment provides a way to measure students’ demonstration of learning. It helps

teachers answer the questions: ‘’How much did they learn?’’ and ‘’ How well did they learn
it?’’ and ‘’How well did we teach it?” It determines their progression through their learning
experiences and enables them to demonstrate that they have achieved the intended
learning outcomes.

Cognitive learning theories emphasize that learning is not linear, that is instead of
building knowledge bit by bit from fundamental elements into more complex,
higher-order thinking, and it is a process of connecting prior understanding with new
learning. Consequently, an assessment strategy that measures the acquisition of facts
and elements cannot serve a constructive model.

Evaluation is an integral part of teaching-learning process. It involves gathering

information through various assessment techniques, making valuable judgment and
sound decisions. Assessment provides information and teaching about students’
achievement in relation to learning objectives. With this information, the teacher makes
informed decisions about what should be done to enhance the learning of students or to
improve teaching methods.

The early years of schooling (Age5-8) are an important period for development. It is in
these early grades that children learn to read and write, acquire a basic understanding of
content areas, and develop important dispositions toward learning. It is also a time to
begin the process of assessing children’s performance related to learning outcomes that
is consistent with how young children demonstrate their knowledge and skills.

6.1 The Changing Paradigm in Educational Assessment

This curriculum establishes that the ultimate outcome for the school education is that
students will learn the skills and competencies needed to succeed in today’s world such as
the skills of inquiry, reasoning, problem solving, decision-making and working
collaboratively. To meet these outcomes, teachers need to provide students with learning
experiences that are more authentic. If we want an accurate appraisal of how well
teachers are helping students to achieve these outcomes, they must make changes in
assessment that reflect the changes in curriculum and instruction.

Conventional assessments driven-by standardized multiple-choice tests, matching terms

or a short-answer tests, although can adequately assess factual knowledge and basic
skills, often fail to assess students’ acquisition of higher-order thinking skills such as
critical and creative thinking, and problem solving. Traditional assessment also does not
evaluate students’ learning process. Moreover, this approach may not increase students’
desire to learn as they know that what will probably be tested is their factual recall or
simple analysis.

Alternative assessment, which uses strategies such as performance, portfolio, students’

self-reflections and peer review, is considered as a valuable addition to standardized
assessment. The rationale of alternative assessment is to gather evidence from real-life,

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use multiple assessment strategies to assess learning, and provide ongoing feedback to
students. Alternative assessment is a better way to determine how well students are
learning (and how effective instruction is) than traditional forms of assessment. Research
on assessment suggests that a constructive alignment between instruction, learning, and
assessment is vital.

6.2 Incorporating Assessment into Learning Process

Linking assessment to instruction i.e., embedding it in the process of learning is central to

full implementation of this Curriculum. To allow students to construct learning in the
classroom through authentic experiences, assessment must be:

1. mainly open-ended, allowing for discussion and revision of new understanding.

2. tolerant of divergent thinking of students and promote the notion of no ‘’one right
answer’’.
3. presented in alternative mode, not just paper-and-pencil responses to limiting
questions.
4. designed to foster analysis, comparison, generalization, prediction, and modification
according to the grade and development level.
5. capable of promoting collaboration and team effort in demonstration of competence.
6. ongoing and cumulative, showing growth over time.

Therefore, assessment should be carried out regularly through the use of different
techniques such as oral questioning, observation checklist, and assignments, practical
and written tests. When assessment is carried out on continual basis, the teacher has the
feedback required to plan their day-to-day teaching.

On the basis of assessment data, a teacher can decide whether to proceed to the next
teaching lesson/theme, carry out remedial teaching, set enrichment exercises/drills or
modify teaching methods. Hence the process of evaluation can help a teacher raise
students’ performance by identifying the needs of students and taking the right steps in
meeting these needs.

Assessment practices also communicate what is important and what is valued at early
education (Grades I-III). For example, assessments that emphasize the acquisition of
factual knowledge imply that facts are important, whereas inquiry-centered assessments
indicate that scientific inquiry is important. The methods used to gain information about
achievement should define what students must learn.

The primary purpose of classroom assessment for these grades is not solely to evaluate
and classify student performance, but to inform teaching and improve learning, and to
monitor student progress in achieving year-end learning outcomes. The intent is to find
out whether a student knows and understands sufficiently to apply knowledge and skills
effectively after a period of instructions.

6.3 The Learning Assessment Process

In order to apply assessments effectively to determine whether student learning is

expanded or improved, an assessment plan needs to be developed that incorporates
assessment opportunities throughout the learning process. In the early grades, to be
effective, assessment cannot be an afterthought or an instructional add-on. It needs to be
embedded, contextualized, and executed within the learning process. Effective teachers
should outline the process for developing and implementing an assessment plan for
measuring students’ learning.

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Following is a process, as an example, to follow for the development and implementation
of assessment:

1) Select learning outcomes from a course of a study and Grade level.

2) Design assessment to measure learning outcomes.
i. Determine the outcomes to measure,
ii. Determine the purpose for the assessment,
iii. Determine the assessment method to employ, and
iv. Determine the kind of assessment data you need to collect.
3) Design learning activities based upon learning outcomes.
4) Include assessment activities within the learning designs.
5) Deliver learning.
6) Assess learning and learning activities.
7) Gather and format data generated from assessment activities.
8) Interpret the assessment data.
9) Use assessment data to make decisions at the students, classroom, and course level.

Teachers can modify this process depending upon their professional competencies and
needs of the students. However,

Assessment should be:

• inclusive of a range of practices to allow for diverse learning styles of students

• continuous, productive and constructive
• able to monitor and guide students’ progress towards attainment of outcomes
• appropriate to and based on the learning experience of all students
• comprehensive
• valid and reliable
• effective and manageable
• able to promote improved teaching strategies
• monitoring strengths and areas for further development
• consistent with teaching strategies
• involving negotiation between teachers and students
• able to involve students in their own record-keeping
• taking account of students’ self-assessment, and
• in understandable language.

6.4 Assessor(s)

The teachers, the students doing self-assessment, or the student(s) assessing a peer or
group, are assessors.

A. Teacher Assessment
The teacher assesses individual students or groups of students using a variety of
assessment tools to implement the various assessment strategies.

B. Self-Assessment

Through self-assessment, students can get a good idea of what they are expected to
accomplish and how they can demonstrate their knowledge. Students perceive the
relationship among content acquisition, skill proficiency and assessment opportunities.
By setting their sight on a demonstration, students can more readily see the connection
and the relevance of their work.

In addition, students record their observation and write reflective notes about how
learning experiences help them to understand the concepts and principles.

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The students assume the role of researchers and use critical thinking skills as they find
facts and make inferences to reach more conclusions. They are not receiving information
passively and then simply giving it back to the teacher after memorizing it. At early
grades, students apply established criteria to reflect upon and/ or assess their own
progress and achievement with the role of teacher as a facilitator.

Through the development of self-assessment skills, students can learn accuracy and
accountability. Other virtues of self-assessment are:

• The ability to perform self-assessment is a critical programming goal that has

implications for lifelong learning.
• Self-assessment helps students develop understanding of the established criteria.
This is particularly true with respect to psychomotor skills for which a cognitive
understanding is a necessary step towards good performance.
• Self-reflection is a part of self-assessment which includes personal responses and
reflections about oneself or the learning process (e.g, using questionnaires, surveys,
interest inventories, description of likes/ dislikes, responses to performance results
etc.). These reflections and responses can be recorded and included in student
learning logs, journals and portfolios.

C. Peer Assessment

Peer assessment is an effective way to collect a great deal of reliable information in a

short time. Evaluating the work of others is a valuable learning experience for the student
who is doing the assessment. While students make systematic judgments about each
other’s performance relative to stated criteria for the student learning outcomes, it
extends the teacher’s knowledge about an individual or group. However, peers must be
knowledgeable about the criteria for assessment, willing to take their responsibility
seriously, and treat others with respect.

In assessing their peers, students need to start with a limited role and use simple
checklists, rating scales, and frequency indexes.

D. Group Assessment

Group assessment is similar to peer assessment; however, group assessment involves

using group of students to assess other groups or using one student to assess a group.

6.5 Classroom Assessment Strategies

Assessment is an integral part of classroom activity. It involves analyzing students’ work

in light of given criteria and paying attention to what they are thinking, attending as much
to their reasoning as to what they don’t understand. It involves engaging students as
active participants in an assessment activity or conversion, so that it becomes something
they do, not merely something done to them.

Classroom assessment strategies provide ongoing feedback for the learners and the
teacher on what is making sense and what learners don’t understand. They provide
information for the teachers on adjustments and modifications that need to be made to a
course or learning plan.

Teachers learn about students’ progress not only through formal tests, but also through
moment-by-moment observations of students in action. They often conduct assessment
through instructional activities. To assess students’ knowledge, skills, and attitudes,
teachers require a variety of tools and approaches.

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Some of the classroom assessment strategies are described as follow.

A. Observation

Observation provides a way of gathering information fairly quickly while a lesson is in

progress. When used formally, the students would be made aware of the observation and
criteria being assessed. Informally, it could be frequent but brief check on a given
criterion.

Observation may offer information about students’ participation level for a given task, use
of piece of equipment or application of a given process. It is important to document
observations by keeping records.

Assessment tools that assist with recording information and maintaining records include
checklists, rating scales, scoring rubrics, frequency index scales, inventories, anecdotal
notes, codes, and self-adhesive notes or grids.

Observation guidelines for teachers:

• Observe a certain number of students per class rather than all students.
• Focus on one skill at a time.
• Display scoring rubrics, rating scales, and checklist criteria.
• Use computer/ information technology to assist in recording observations (subject to
availability).

B. Performance Tasks

Performance tasks (skill demonstration, games, routines, drawings, projects,

presentations) are activity-based tasks, used to observe student acquisition and/ or
application of knowledge, skills and/ or attitudes where:

• students perform, create, construct, produce, or do something

• deep understanding and/or higher order thinking skills are needed
• significant work is involved that usually takes days/ weeks to complete
• it calls on students to explain, justify, and defend
• performance is directly observable
• criteria is specified and explained to students along with the task
• there is no single best product or correct process
• usually students work with real-world contexts and constraints

Performance-based Assessment

• Can assess communication, presentation, psychomotor skills.

• Through product, can assess performance of process/skill, and also see what learning
students got from it.
• Teaching and learning occur during the assessment.
• Students find real-life application and contexts engaging.
• Provide a different way for students to show what they know and can do.
• Students learn how to ask questions, and since such tasks often involve group work,
to work effectively with others.
• Emphasis on higher order thinking and application - allows in-depth assessment of
main content ideas.
• Forces teacher to establish specific criteria to identify successful performance
• Encourage re-examination of instructional goals.

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Assessing performance is most often achieved through observing. However, assessment
tools such as scoring rubrics and rating scales also include performance criteria. These
tools, as well as anecdotal notes and checklists completed by the individual student,
peers, groups, and/ or the teacher, help measure the level of student performance,
progress and achievement.

C. Questioning/Interviews

General Knowledge Curriculum promotes in-depth understanding of concepts.

Interviewing a student allows teacher to verify that learning has taken place beyond
simply recall of facts. Interviews may be brief discussions between teacher and student or
they may be more extensive and include student, peer/parent and teacher. It is helpful for
students to know which criteria will be used for assessing formal interviews. This
assessment technique provides an opportunity to students to enhance verbal
presentation.

• Interview allows a student to display ability to use information and clarify

understanding.
• Effective questioning (e.g., open-ended, divergent, convergent) promotes critical
thinking and allows teacher to identify what the student knows and what the student
needs to learn.
• Questions can be delivered formally or informally through interviewing carried out as
a station activity or through whole-class questioning.
• Students’ responses can be given in writing or through a variety of methods (e.g.,
human opinion lines, thumbs up/ down sideways signals, stand-up / sit-down
indicators).
• Responses can be recorded using class checklists or other record-keeping methods.

D. Journals/Learning Logs/Reflections

Journal writing and learning log entries provide opportunities for students and record
their personal thoughts, reflections, choices, feelings, progress, and/ or participation,
patterns and changes related to active living participation chart, recess participation
records, personal goal-setting plans, and so on.

By recording feelings, perceptions of success and responses of new concepts, a student

may be helped to identify his or her most effective learning style. Knowing how to learn in
an effective way is useful information. Journal entries also give indicator of developing
attitudes towards concepts, process and skills, and how these may be applied in the
context of society.

Self-assessment, through a journal, learning log or reflection allows a student to think

about strengths and weakness, attitudes, interests and new ideas.

E. Portfolio

Portfolios offer another option for assessing students’ progress in meeting Curriculum
Outcomes over a more extended period of time. This form of assessment allows the
student to be central to the process. There are decisions about the portfolio, and its
contents, which can be made by the student and teacher together. What is placed in the
portfolio, the criteria of selection, how the portfolio is used, how and where it is stored,
and how it is evaluated, are some of the questions to consider when planning to collect
and display students’ work in this way. Items in portfolio may take the form of audio-video
productions, demonstrations, laboratory reports, research projects, work of art, written
reports, to name a few.

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The portfolio should provide a long-term record of growth in learning and skills. This
record of growth is important for individual reflection and self-assessment, but it is also
important to share with others. For all students, but particularly younger students, it is
exciting to interview a student regarding portfolio and see the record of development
over the time.

F. Paper and Pencil Tasks

Paper and pencil tasks may involve answering multiple-choice, true or false, open-ended,
or matching questions, completing and drawing, or labeling a diagram. These techniques
can be formative or summative.

These can be in written form for display or direct teacher assessment. Whether as part of
learning, or a final statement, students should know expectations for the exercise and
rubric by which it will be assessed. Written assignments and tests can be used to assess
knowledge, understanding and application of concepts. Test items tend to assess
knowledge of factual information and application of basic skills in isolated,
de-contextualized ways rather than assessing the application of the knowledge and skills
in meaningful, everyday situations.

Because formal written tests have limitations in measuring movement-based learning

outcomes, the use of paper and pencil tasks should be limited at early grades.

6.6 Assessment Tools

Assessment tools are instruments for measurement or making judgments, based on the
interpretation of evidence, to determine how well the students are performing. They
include the performance criteria to determine the level of students’ progress and
achievement. Examples of the assessment tools are checklists, rating scales, scoring
rubrics, frequency indexes, inventories, and anecdotal notes.

A. Checklist

• A checklist is an assessment instrument used to record of presence or absence of

specific, pre-selected concepts, skills, processes, or behavior and attitudes
Manitoba Education and Training, Reporting on Student Progress and achievement.
• It includes a list of specific criteria and/ or descriptors for behaviors and/ or
performance related to student learning outcomes and attitude indicators.
• The criteria and descriptors use in checklists should be clear, specific, easily
observable, and understood by the students. Students are encouraged to assist in the
development of criteria and descriptors. Teachers or students can readily add new
items to generic forms for various assessments.

B. Rating Scales

• Rating scales include clear and concise list of criteria that allows students’
performance to be judged along a continuum.
• Rating scales can be descriptive (e.g., always frequently, rarely), graphic, and/ or
numeric (e.g., 5,4,3,2,1 with 5 being highest and 1 lowest.)

C. Scoring Rubrics

• Separate sets of descriptors/ criteria for each performance level reflect learning
outcome components and distinguish the quality of a performance or product.
Rubrics usually have three to five levels.

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• Students assist with the development of criteria for each performance level where
possible so that there are clear expectations for students at the outsets of a
project/assignment, performance, or demonstration.
• Rubrics provide more detail than do rating scales or checklists. However, Scoring
rubrics are time consuming to construct. They should be created for large products
and processes.
• Scoring rubrics may range from two to five points:
• two- point rubrics (e.g., yes, no/ developing, developed/ okay, improvement desired)
• three point- rubrics (e.g., proficient, competent, improvement desired / powerful,
capable, developing / mature formative, initial / outstanding, acceptable, progressing)
• four- points rubrics (e.g., outstanding, good, okay, novice/ exemplary, competent,
developing, emerging)
• five-point rubric (e.g., consistently, frequently, sometimes, with direction, rarely /
awesome, very good, satisfactory, minimal, non-existent)

There are two types of rubrics

• Holistic rubrics score the students’ performance as a whole and combine a variety of
essential performance elements in order to determine the overall level of competency
(e.g. one rubric is used to assess several elements such as cooperation, participation,
fair play, and communication skills.)
• Analytical rubrics outline essential elements so that student receives feedback on the
level of performance for each essential element (e.g., a separate rubric is used for
elements of fair play that includes respect for opponents, rules, and officials,
self-control and equitable playing).

D. Frequency indexes

A frequency index indicates how often various skills, behaviors and/or attitudes occur.
Teacher may use a class list to add check marks each time a student performs or
demonstrates a certain characteristic. For example, the students perform or demonstrate
a certain characteristics i.e., the student:

• properly performs an activity/ role situation in the class room;

• assist fair or unfair play;
• works well with others;
• is active or inactive; and
• follows safety procedures and school/games rules.

E. Inventories

An inventory is given to student in order to find out prior knowledge, past experience,
abilities, and/ or current interest in an activity/ area.

An inventory can be either verbal (informal inventory) or written, and can consist of a
series of questions or statements requiring responses. For example, teacher may use
questionnaires, surveys, and/or a show of hands on specific topic areas (e.g., sports
interests, food intake and physical activity participation in leisure time).

F. Anecdotal Notes

An anecdotal note is a brief, narrative description of observations that provide

information regarding a student’s learning/ development/ behaviors/ needs. It captures
observations that might otherwise be lost.

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Anecdotal recording can be time-consuming and therefore, requires an organized,
efficient approach. Teachers may find it helpful to use:
• a list of students for each class, divided into three columns: date, observation,
planned action.
• brief, focused and objective notes.
• codes for quick recording (e.g.) C-cooperation, FP-fair play, IA- inattentive)
• self – adhesive notes for comment forms that students fill out, including date, name,
and description of behavior (positive or negative). Notes can be placed on a class
record-keeping sheet.
• computer technology (e.g. software programs for creating class recording lists).

Assessment of Affective Traits and Dispositions

Affective traits and dispositions are the attitudes, values, motivation, social relationship,
classroom environment, and concept of one’s own academic ability. They are those factors
(of the student, teacher, and classroom) that affect the way students learn.

Positive, well-developed affective traits motivate students to learn effectively now an in

the long-term. Students have a better self-concept, higher productivity and become more
involved citizens of their society. In addition, they learn or analyze themselves and refine
behaviors and disposition. (All teachers know that the students with positive affective
traits, learn better, and are more confident. But few, if any, teachers assess affective
targets. Reasons include the subject matter-knowledge and skills – are seen as the
primary focus of education in schools; the difficulty of defining affective targets because
they are personal and different for individual students; assessment is influenced by
transient to please teachers).

Affective traits can be assessed through self-reporting, teacher’s observation and peer
evaluation. No assessment technique/tool is a perfect device to assess students’
achievement. Thus, several techniques may be utilized collectively to evaluate total
growth of students in:

• intellectual growth
• moral achievement
• physical development
• emotional growth
• social growth
• social development

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CHAPTER
CHAPTER

In general, student-teacher interaction in most classrooms is limited to reading, writing

and speaking where textbook is the only teaching and learning tool. In addition to the
textbooks, teachers, in order to support the learning, must use many other resources that
can be available, accessible and affordable.

The teaching and learning resources include: textbooks, teacher’s guide/manual,

student’s workbooks, visual aids such as charts, models, videotapes, computer software,
internet websites, online libraries, community (field work, Guest Speakers etc).

7.1 Guidelines for Writing a Textbook

A textbook is an important teaching and learning resource and one of the most
extensively used resources in classrooms. Both the quality of contents and presentation
must be of the highest quality for primary school children in the early grades. Young
learners draw upon immediate personal experiences as a basis for exploring concepts
and skills. They enjoy hearing stories of both the recent and distant past. They enjoy
learning about events through the autobiographies and biographies of historical
personalities, therefore, for early grades, short pictorial representation, exposure to
various media and firsthand experience through activities, must be included in the
teaching and learning resources. Since the textbook serves as a framework for teaching
throughout the year, following are essential features for a textbook, which need serious
consideration:

1. A textbook must include an introduction to the textbook, explaining how to use the
textbook.
2. Table of contents including subtopics.
3. The textbook must be in line with the National Curriculum, covering all SLOs.
4. The book must be attractive and engaging.
5. Written text needs to be kept at minimum, particularly for Grade I and II.
6. Content and illustrations must be culturally, contextually and age appropriate.
7. Activities must be simple and within students’ capabilities.
8. All text and material must be accurate, up-to-date and error-free.
9. End-of-the-Chapter exercises must include a variety of assessment styles based on
levels of Bloom’s Taxonomy. These should encourage students to think, develop skills,
use information for a variety of purposes.
10. Exercises/questions must be contextually relevant (feasible to use in classrooms,
affordable, examples from context to increase relevance and meaning).
11. Textbooks should not include any content/material repugnant to the national
integrity and harmony.
12. Textbooks should be free from all kinds of biases including, gender, religion,
occupation, social background etc.
13. Relevant internet links and other online resources may be included.
14. Glossary of the new vocabulary must be included.

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7.1.1 Guideline for planning and writing a chapter

This curriculum requires a new way of writing a chapter in the textbook. The textbook
author is free to decide the titles of each chapter and can choose to cover students’
learning outcomes (SLOs) from any themes in developing the content of the chapter.
The textbook author must also keep in mind that a number of SLOs cannot be addressed
in the text (as if this is done it would lead students to simply memorize the text and not
serve the realization of the curriculum). These SLOs could be realized through questions
and practical activities within and at the end of the chapter exercises.

For example, students could be given a question that takes them to predict about scarcity
of natural resources with reference to growth of living things. Similarly, an activity could
ask students to engage in any inquiry and design a poster to communicate ways to
conserve natural resources as a product of the inquiry.

• Learning outcomes must be given at beginning of each chapter.

• Identify topics and subtopics that will be included (develop an outline)
• Decide on key ideas, facts, concepts, skills and values that can be developed.
• Decide about potential illustrations.
• Illustrations must clearly convey the desired concept.
• Activities must demand from students to do inquiry and problem solving according to
grade level.
• Ensure that the content is up to date, accurate and developmentally appropriate.
• Contents must be in line with chapter outcomes.
• Gender balance must be maintained while developing the text.
• Language must be consistent, culturally appropriate and grammatically correct (as if
talking to a group).
• Language must not be disparaging, patronizing or have stereotypes about any
religion, ethnic group, gender, for people of differing abilities or any other
community.
• Language must engage and hold reader’s attention.
• For Grades I and II, text must be kept to minimum level.
• Recall previous learning, where possible.
• Structure the writing so that the sentence is simple, paragraphs deal with single ideas
etc.
• Interesting information in the form of tid bits, fact file, point to ponder etc. must be
given.
• Write a summary/concept map at end of each chapter, reviewing key knowledge and
skills.
• End-of-chapter exercises
• Recall and integrate previous learning
• Engage students and develop their creativity
• Move from lower to higher order thinking
• Focus on multiple intelligences
• Keep the text contextually relevant in line with local teaching and learning.
• Provide website links for further research

Guidelines for choosing a textbook

Following indicators can be used to determine the quality of a textbook.

1. Does the book follow the outcomes of the curriculum?

2. Is the content accurate and up to date?
3. Are important skills developed?

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4. Do the illustrations (maps, pictures, drawings, graphs) help understand the content
better?
5. Do the end-of-the-chapter exercises encourage students?
a. To think
b. To develop their skills
c. To be creative
d. To be research oriented
6. Activities?
a. Are activities suitable for the needs of the learners?
b. Do activities include student participation in real life issues?
c. Do activities promote 21st century skills?
7. Is a variety of assessment strategies suggested? (e.g., binary and multiple choice
items, completing picture/map items, project work, exhibitions, interpretive
exercises, open-ended and divergent responses, etc.)
8. Does it motivate students to think?
9. Do the text, questions and suggested activities stimulate interest that would lead to
further study?
10. Is the book free from biases? a) Religious b) National/Ethnic Origin c) gender d)
occupation e) class etc.
11. Do the textbooks present issues from different perspectives?
12. Does it include current issues, problems, latest information and happenings?
13. Is a teacher’s guide/teaching notes included?
14. Is it attractive and appealing to children?
15. Is the language readable, understandable, and easy to follow? Is it appropriate for
the level of target learners?
16. Are the contents relevant to the needs, age and level of understanding of the
student?
17. Is there an introduction and summary?
18. Does it have an introduction explaining its organization, table of contents etc.?
19. Are there suggestions for further reading in the area or websites for further
information?

7.2 Guideline for writing a workbook

Workbooks are books that contain writing activities and exercises that build upon each
chapter in the textbook. Workbook exercises help students to develop conceptual
understanding of the concepts dealt with in the text, to develop skills and to apply
knowledge to new situations.

Basic features of a workbook

A workbook should have:

• Various exercises and activities for each chapter, topic, subtopic.

• Exercises and activities that will enable student to develop and practice the content
knowledge, skills and higher order thinking.
• Accurate and variety of exercises.
• Clear and explicit instructions i.e., easy for students to understand and follow.
• Clear illustrations/ examples/ explanations to show what children are supposed to do,
and/or what product looks like.
• Enough space for students’ responses (where appropriate).
• Relevant material and age appropriate vocabulary.
• Exercises and activities with a variety of purposeful, stimulating, challenging and
innovative items to encourage students to review and practice the knowledge and
skills they have learnt.

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• Exercises that include both constructed and restricted response items.
• Activities, which requires readily available, acceptable, and affordable materials and
resources.

7.3 Other Educational Resources

Educational Tours (visits): Keeping in view that students link their learning experiences
with real-life situations pertaining to environment, community, resources and local
expertise, explorative activities for examples, a quick field trip/visit to the schoolyard or
nearby field/park, railway station etc are recommended. All such activities are
characterized by active student involvement in attempting to find answers to questions
about the natural and constructed world. For this, teacher has to plan the tour and
Identify and contact appropriate authorities (seek parents’, principal’s written permission
at school and management at place of visit). Explain about the purpose of the tour.
Develop a task sheet to be completed by students. Evaluate and record the students’
outcomes.

Guest Speakers: Guest speakers from laboratories/factories or some community

personnel (not only professional but people with special skills such as carpenter) can be
invited to the school that could help students develop interest in learning.
Non-Print Resources: There are an increasing variety of resources such as video, offer
simulations and models of real-life situations that permit the investigation of phenomena
that are not easily available because of cost, safety, or accessibility.

Use of Technology: Computer and related technology offer students a very important
resource for learning the concepts and processes of science through simulations, graphic,
sound, data manipulation, and model building.

7.4 A Guideline for Developing “Teacher’s guide’’

Textbooks should ideally be accompanied by a teachers’ guides that is aimed at informing

teachers about how the textbook is written and how best to use it to facilitate student
learning. Teachers’ guides include detailed explanations of key concepts and the
methodologies to teach particular topics. They provide further examples that could be
given to facilitate learning, relate concepts with daily life situations and to reinforce
development of attitudes and values. Teachers’ guides serve to educate teachers and thus
can be seen as a mean of helping teachers develop professionally. A teacher guide should
include introduction to guide explaining how to use it. It must be easy to understand and
use, expand and develop teacher’s repertoire of knowledge and skills.

Basic features of a teacher’s guide

A teacher’s guide
• Helps teachers to plan and sequence the lesson in order to teach the text effectively.
• Provides teachers with relevant background knowledge essential for teaching the
concepts.
• Outlines the learning outcomes to be achieved from each planned lesson.
• Identify teaching strategies appropriate to the context of teaching and learning
according to the textbook.
• Provides step by step guidelines for teaching strategies that are suitable for teaching
knowledge, skills, and dispositions in each chapter.
• Identifies what extended activities students could do with teacher’s help to reinforce
and build upon the target knowledge, skills and dispositions.
• Identifies the resources needed for teaching strategies and extension activities.

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• Identifies sources of information teachers can use to develop their knowledge
(content and pedagogical).
• Explains how and where teachers can develop low-cost or no-cost resources.
• Includes Materials that teachers can photocopy (PCM), use themselves or for
students.
• Identify constraints and strength of each strategy or activity, especially if likely to be
new for teacher.
• Includes various assessment strategies (strengths, weaknesses, how to implement
etc.) and give examples of questions/tests.
• Provides teachers with choices of strategy/activity for each chapter (let them decide
which to use).
• Needs to be error free and contextually relevance.
• Includes Relevant website links
• Includes revised Bloom’s Taxonomy Pyramid to support the teachers in designing
tasks and questions in line with the progression in the lesson.
• Includes some other resources/websites/appropriate online resources at the end of
each topic/theme.

7.5 Teacher Training and Professional Growth

Teachers are important variable for effective implementation of Outcomes of any

Curriculum. In order that education can make a meaningful contribution towards the
national development efforts and become more relevant by linking it with real-life
problems and environment, additional competencies are needed for the teachers to play
their new role as they are not to be seen only as someone “imparting instructions” but as
a guide and facilitator for the students.

Teacher training programs therefore need to be critically analyzed and restructured to

provide for experiences, which will help develop these competencies. The efforts for
reforming teaching and learning strategies in the interest of promoting students’
understanding must be long-term and must explore teachers’ prior knowledge and
experience. Teacher professional development must utilize collaborative problem-solving
approaches, and must work toward the redefinition of student’s and teacher’s roles in the
classroom.

Teacher training programs, training for pre-service as well in-service teachers must
among other factors, focus on these guidelines:

Comprehensive understanding of teaching methods

Teachers should have full command over different methods of teaching. For example,
promoting inquiry by participating in “inquiry experiences” similar to those they will
eventually provide for their students. They must have understanding of elements of
constructive teaching practices and various inquiry approaches. Knowledge of
methodologies must be accompanied by a full understanding about the philosophy and
rationale of each teaching method.

Use and application of different methods in different situations

Teachers need to use and apply different strategies of teaching and learning according to
different situations, age appropriateness, and students’ prior knowledge. Experienced
and effective teachers know that their method and style needs to be adapted and
transformed to fit the local situation and external factors that may impinge on a lesson.

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Resource Management

Teachers must be trained to develop skills for managing the new and existing resources
that they may require to enrich their teaching styles. Teachers need to arrange resources
that are required for activities that enhance concepts of students and match these with
the level and interests of the learners.

Time Management

Time management is essential for implementation of teaching and learning practices.

Teachers should be able to effectively manage time while working with small and large
groups, for inquiry/investigative activities, role-plays as well as for assessing and
evaluating students’ learning and its documentation.

Teachers must be taught to evaluate their own teaching practices and subject knowledge
in the light of information about the content standards and students’ learning outcomes.
They improve their teaching practices by soliciting feedback and engaging in cycles of
planning, teaching, reflecting, discerning problems, and applying new trends and
strategies. Teachers use reflection and feedback to formulate and prioritize goals for
increasing their subject knowledge and teaching effectiveness.

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NATIONAL CURRICULUM COUNCIL
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
www.mofept.gov.pk