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:


       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.



       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.