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.
● 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.
● 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
● 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.