Welcome to the National Curriculum of Pakistan (NCP) 2023 Feedback Portal.

Here you will find a DRAFT version of curriculum documents for Grades 9-12. Please give your feedback on all material shared.

After feedback is incorporated, the provincial/area Implementation Leads will review the updated draft for consensus and finalization.

Feedback for Grades 9-12 is due on March 30, 2023

The revised Standards for Grades 9-12 will be notified by April 2023. The various education departments may then get the NCP 2023 notified through respective cabinets.


SWOT Analysis:

Strengths:

●       Levels and verbs in bloom’s taxonomy are used.
[see Appendix 1A: Bloom’s taxonomy (urdu) and Appendix 1B: Use of Bloom’s taxonomy in Questions (urdu)-Reference: Grid- 2020 and 2022 curriculum]

●       Vast vocabulary that identifies the cognitive levels in bloom’s taxonomy is used. 

➔    Vertical progression between Grades 6-8 and Grades 9-12 is very well taken care of. The team is of the view that this is essential in reading and application of this document for teachers to understand progression.   

➔    Skills are spread into domains which include two Receptive skills ( Listening and Reading), three Productive skills (Speaking, Writing, and  Zaban Shanasi aur Quwaid).

●       Nine skills were in place in 2020, but for Grades ECE-8 in 2022 and for Grades 9-12 in 2023,  these nine skills have been merged into five skills mentioned above.

 

Weaknesses:

●       Assessment method which is currently in place is not aligned with the curriculum document (for example: Speaking and Listening particularly need to be part of examination formally)

●       Assessment for Reading is understood as reading text or reading aloud rather than Reading for Meaning and Reading for Understanding.

●       Implementation of activities/chapters on Reading for Comprehension is very crucial.

Threats:

●       Acceptance level or mindset of new ways of teaching and assessment

●       Essential for teachers to read, understand, and use this document in classrooms as part of their daily routine and to reflect in their lesson planning.

●       In the absence of specialized and trained teachers, getting desired output may be a challenge

Opportunity:

●       Clearly defined SLOs did not exist earlier. If these SLOs also become part of textbooks and scheme of work and lesson plans, it will be beneficial for practitioners/teachers.

●       In absence of narrowed down SLOs, Boards of Intermediate and Secondary Education found it difficult to introduce SLO based exams as opposed to textbook-based ones. This exercise of including literary text selections will ensure that the students are not limited to a textbook.