1. COMPARATIVE STUDY AND
CRITICAL PERSPECTIVE ON
CURRICULUM

2. OBJECTIVE OF STUDY
 To demonstrate thorough understanding of
what is curriculum and differentiate
between curriculum and syllabus.
 Present a comparative study of our
designed curriculum and National
Curriculum of Pakistan.

3. WHAT IS CURRICULUM?


a)
b)
c)
Hass (1987) provides a broader definition, stating that “a
curriculum includes all of the experiences that individual learners
have in a program of education whose purpose is to achieve
broad goals and related specific objectives, which is planned in
terms of a framework of theory and research or past and present
professional practice.”
Cronbleth (1992) defines curriculum as answering three
questions:
What knowledge, skills and values are most worthwhile?
Why are they most worthwhile?
How should the young acquire them?

4. DIFFERENCE BETWEEN
CURRICULUM & SYLLABUS


I.
II.
III.
Functionally a “Syllabus” is
generally uni-dimensional
document. It merely presents the
content or the subject matter to be
studied.
Curriculum is three dimensional
document, because it takes into
account:
The needs of the learner.
The content (in terms of specific
performance)
Instructional methodology

5. FOUR PHASES OF CURRICULUM
DEVELOPMENT PROCESS (CDP)
DESIGN
IMPLEMENTATION
EVALUATION
Feedback Loop
Cyclical Process
DEVELOPMENT

6. CURRICULUM DEVELOPMENT
PROCESS (CDP)

Involves the following phases:
1. Design:
•
The decision about
philosophy and aim
of education.
2. Development:
•
•
Way curriculum is
conceptualized.
Selection and organization of
content & learning activities.
3. Implementation: 4. Evaluation:
•
•
Actualizing the
curriculum entities.
Determines the
extent to which the
curriculum has been
successful.

7. NATIONAL CURRICULUM OF
PAKISTAN 2006

The first National Curriculum

The National Curriculum of
Pakistan 2006 is a Standard-
was developed in 1975-76.
Based Curriculum.

Next it was reviewed in 2000
2002.

Recent document is National
The main objectives are to
make the curriculum more
vibrant and responsive to;
Curriculum of Pakistan 2006.

- Modern socio-economic
The Current National
- Technical
Curriculum of Pakistan is a
- Professional and
comprehensive document
- Labour market needs
developed by a team of
of the country.
qualified professionals.

8. COMPERATIVE STUDY Of
CURRICULUM GOALS AND OBJECTIVES:
National
Curriculum
Our
Perspective
• To build conceptual
foundation for skillful
utilization in further learning.
• To demonstrate use of
mathematical skills in daily life.
• Integration of mathematics
with new technologies.
• To enable learner to express
ideas clearly and effectively,
analyze information and draw
conclusions.
• Development of geometrical
concepts to enable learner
think logically, reason
systematically and conjecturer
astutely.
• To make learner enable to
interpret instructions,
descriptions and explanation in
appropriate mathematical
language.
• To enable learner to visualize
• To develop the link between

9. COMPARATIVE STUDY of
STANDARDS OF MATHEMATICS
National
Curriculum
 National Curriculum for Mathematics
Our Perspective
 However, we feel that in order to
is divided into these five categories or
provide students with essential
standards:
mathematical skills and knowledge,
1. Numbers and Operations
Reasoning and Logical
2. Algebra
Thinking‟ must be
3. Measurements and Geometry
• Encouraged at every level AND
4. Information Handling
• integrated with all the categories
5. Reasoning and Logical
Thinking.
Thus the standards may be redevised
as:
1. Numbers and Operations

10. National Curriculum of Mathematics-2006/7
KEY FEATURES:

To enable students to acquire understanding of
concepts of mathematics and apply them to
problems of the world they live in.

To provide the students with a sound basis for
specialization in math at higher stages or and
apply it in scientific and technical fields.

11. NATIONAL CURRICULUM OF MATHEMATICS
AIMS:
Focus is on promoting creative
and analytical critical thinking
skills for learners rather than rote
learning.
 Promote Active learning.
 Providing reasonable weightage
to assessment to develop the
practical approach of
mathematics.


12. AIMS OF NMC:
SUGGESTED MODIFICATIONS FOR
IMPROVEMENT
RECOMMENDATIONS
BASED ON
THE „4 R‟S‟: AN ALTERNATIVE
CURRICULUM
PROPOSED BY DOLL

13. THE „4 R‟S‟: AN ALTERNATIVE
CURRICULUM – An Overview

The concept of 4R‟s is as following;

RICHNESS: Are the multiple possibilities



and interpretations that a negotiated
curriculum would produce.
RECURSION: Is a process of looping
thoughts‟ which leads to meaning that
curriculum is a living and open document.
RELATIONS: Connections that establish
meaning for students.
RIGOUR: Observation on logic, scientific
facts and observation and measurements.

14. IMPROVED AIMS OF
MATHEMATICS CURRICULUM:









Students should be confident
creative users
communicators of mathematics
able to investigate, represent and
interpret situations in their personal and
work lives
develop an increasingly sophisticated
understanding of mathematical concepts
fluency with processes
able to pose and solve problems
recognize connections between the areas
of mathematics and other disciplines
appreciate mathematics as an accessible
and enjoyable discipline to study.

15. OUR VISION OF CURRICULUM
KEY FEATURES

Creative and analytical critical thinking skills
about complex issues.

Analysis and adaptation of new situations.

Effective learning.

Ability to solve complex kinds of problems.

Communicating efficient thinking.

Development of effective and efficient class for
both teachers and learners.

Deduction and analysis of real life situation.

16. THE CURRICULUM APPROACH OF
NCM
The national curriculum to an extent
follows many approaches of the two
modern philosophies :
 ESSENTIALISM
 PERENNIALISM.
eg: Our culture has a core of common
knowledge that the schools are
obliged to transmit in a systematic and
disciplined way.


17. OUR RECOMMENDATIONS
TO THE CURRICULUM APPROACH
Integrating a few assumptions of
„PROGRESSIVISM‟ PHILOSOPHY by John Dewey,
in the design of national curriculum of mathematics
fore.g.

The content of the curriculum should be derived
from students‟ interests rather than from the
academic standards.

Effective teaching takes into account the interests
and needs in relation to COGNITIVE, AFFECTIVE
and PSYCHOMOTOR domains.

Learning is essentially ACTIVE rather than
PASSIVE.

Effective teachers provide students with
experiences that enable them to LEARN BY
DOING.

18. EVALUATION AND CONCLUSION

Content up-gradation accordingly to the fulfillment
of curriculum goals and objectives.

Provision of audio-visual aid to improve the delivery
of instructional objectives.

Integration of reasonable weightage to assessment
to develop the practical approach.

Examinations may be held on qualitative approach
rather than only on quantitative approach.

Schools should be given greater freedom over the
curriculum but will be a constitutional requirement
for all schools as a national benchmark of
excellence

Provision of knowledge and skills that young people
need to excel confidently and successfully through
their education.

19. CONCLUDING REMARKS
Curriculum is a guiding ,living document it must
always be
improved through integrating feedback,
thorough analysis
and evaluation with the following
questions:






WHAT STUDENT NEEDS WERE NOT MET?
WERE THE OBJECTIVES MET?
HOW CAN THE CURRICULUM BE MODIFIED
TO MEET THE UNMET NEEDS AND
OBJECTIVES?
IS THE CURRICULUM BALANCED AND
SEQUENCES PROPERLY?
WHAT ADDITIONAL RESOURCES ARE
NEEDED?
HOW WILL WE KNOW THAT THE
STUDENTS LEARNED THE CONTENT OR

20. THANKYOU
FOR YOUR
PATIENCE!