Strengths

●       It is a combination of the Cambridge Curriculum, NCP, AKU, and IB Curriculum.

●       It integrates core pertinent skills such as enquiry, project, collaborative, research and reflection-based learning.

●       It covers important historical and Geographical aspects with a profound understanding based on the learner’s profile for Knowledge and Skills.

●       IT/ICT integrated with updated software tools (Online links to latest data are given)

●       Open to diverse online teaching resources with assessment recording planning strategies (a variety of online teaching and assessment )

●       Upskilling on new technologies and resources.

●       Aims towards historical and geographical learning for global competencies

●       Caters to Civic History to flourish empathetic and ethical attributes that focus on developing honesty, integrity, equality and fairness among learners.

●       Embodies historical values and beliefs that are essential for students to learn and grow into responsible citizens of the world.

●       Encompasses up-to-date geographical facts and figures and phenomena.

●       Sets up goals to create a community of learners who are empowered, inspired and have awareness through thematic division of historical and geographical skills and knowledge.

●       Caters to all levels of Bloom’s Taxonomical study skills intervention with historical and geographical oriented commanding skills.

●       Designed Curriculum is embedded with three major dimensions of Geography including physical, human and environmental aspects.

●       Citizenship and Constitution study have been included as separate themes in line with international best practices.

Weaknesses

●       It is possibly difficult to translate and convey knowledge of the curriculum  nationwide regarding historical and geographical aspects at different levels.

●       Learning curve may be interrupted for both teachers and students due to lack of exposure to such curricula.

●       It may be challenging for the students and teachers in terms of recommended pedagogical approaches.

●       It may not address the progression of students’ learning based on their past experience and knowledge (e.g. earlier grade students studied Knowledge based Pakistan Studies only)

●       Implementation of case studies might be new for teachers and learners.

●       The Curriculum might not provide the multiple approaches to cater a simplified content for learning for the learners seeking individual needs.( Core and Extended/ Basic and supplemented )

●       The suggested syllabi might not cater to the course competencies  for the foreign nationals new to the curriculum making teaching and learning a challenge.

Opportunities

●       Blended and integrated learning opportunities are provided through strategic diversities for learning.

●       Provides opportunities for academic interaction and collaborative learning.

●       Working collaboratively with other schools.

●       Holistic and self-sufficient/regulated learning opportunities.

●       Analytical, evaluative, critical thinking, creative and innovative learning (outcomes are suggested).

●       Caters students through assigned tasks to build up dedication, resilience, and unwavering in their quest to acquire historical and geographical knowledge and understanding.

●       Serves as a catalyst to the new realities on  education through problem based and enquiry learning.

●       Caters learners to collate  through chronological arrangement of the historical events relating causes with their effects.

●       Provide opportunities to nurture the data interpretation and graphical analyzing skills to infer various geographical phenomena.

●       It provides an extensive opportunity for the students to inculcate physical, Human and environmental aspects of Geography to enhance their reflective and creative skills.

Threats

●       Pakistan Studies curriculum is not based on a single book hence; shift from single book to multiple resources may not be done appropriately by teachers and students. (Since the drift of the topics from various books and resources might be missed out )

●       Teachers’ lack of experience with classroom management including pacing instruction might hinder students learning.

●       Lack of effective planning strategies of the teachers to cater the attainment targets might be missed through instructional lagging.

●       Lack of differentiated tasks to make the lesson inclusive for all learners might not be very productive.

●       Curriculum training might not cater to the demands of the curriculum.

●       Resistance from teachers towards the shift of pedagogical approach required to meet the demands of the curricula.

●       Students are not trained on concept-based learning so they might want to revert back to rote learning.

●       Insufficient training of students for formative and summative assessment along with the procedure to follow the accurate paper pattern by the teachers might decline the effectiveness of productive results and cause frustration among students.