● 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
● 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
● Embodies historical values and beliefs that
are essential for students to learn and grow into responsible citizens of the
● 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
Curriculum is embedded with three major dimensions of Geography including
physical, human and environmental aspects.
and Constitution study have been included as separate themes in line with
international best practices.
● 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
● Blended and integrated learning opportunities
are provided through strategic diversities for learning.
● Provides opportunities for academic interaction and collaborative
● Working collaboratively with other schools.
● Holistic and self-sufficient/regulated learning
● 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
provides an extensive opportunity for the students to inculcate physical,
Human and environmental aspects of Geography to enhance their reflective and
● 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
● 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.