Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.




PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT

Standards:

a)Develop an awareness of themselves as an individual with unique thoughts, feelings, and perspectives.

b)Develop confidence to complete an action successfully or independently.

Personal, Social and Emotional Development

Competency 1: awareness of self


3-4 Years

4-5 Years

C1:1

Able to recognize themselves and say their name and gender.

Able to express their likes and dislikes.

C1:2

Able to recognize their emotions (happy, scared, angry, sad, bored).

Identify and express themselves on different occasions; when they feel happy, sad, scared, loved, angry, excited and bored.

C1:3

Demonstrate an understanding of their emotions.

Choose and talk about an activity/work that they enjoy doing the most in class.

C1:4

Able to recognize what they are good at (abilities like tracing, coloring, running, jumping, hopping etc.)

Demonstrate and differentiate what they are good at certain activities.

C1:5

Develop an understanding of his/her belongings.

Demonstrate a sense of ownership and taking care of his/her own self and share belongings (classroom resources).














Standards:

  1. Develop trust in and engage positively with adults who are familiar and consistently present in childrens lives.

  2. Engage in positive relationships and interactions with other children.

Personal, Social and Emotional Development

Competency 2: Awareness of Others (school, home , neighborhood & living things)

#

3-4 Years

4-5 Years

C2:1

Demonstrates awareness of the feelings of others (empathy).

Show an understanding and respect for the feelings of their peers and others.

C2:2

Recognize similarities and differences in others.

Appreciate and respect similarities and differences in others.

C2:3

Recognize and be aware of the needs of the peers, elders, and neighbors who may be differently abled.

Cooperate with and be aware of the needs of peers, elders, and neighbors who may be differently abled.

C2:4

Work cooperatively and share materials and ideas amicably in groups.

Work in collaboration, in groups/project work to promote leadership skills.

Cooperates with peers and engages in empathetic, caring behaviour and responds to others positively.

C2:5

Use courtesy words (good morning, Assalam o Alaikum, thank you, sorry) as per situation.

Use facial expression and body language according to the basic courtesy words

C2:6

Suggest solutions to everyday problems.

Develop problem solving skills by identifying problems and ways to work collaboratively to resolve conflict.

















Personal, Social and Emotional Development


Competency 3: heritage, culture and religion

#

3-4 years

4-5 years

C3:1

Talks about their culture i.e. the language they speak, the food they eat, clothes they wear, family traditions.

Develop understanding about Pakistani culture. (i.e. know about the national game, flag, flower, food, folk dresses, languages etc.)

C3:2

Recognise and respect people around them with diverse abilities, backgrounds and languages.

Know how to communicate appropriately and socialise with people with diverse abilities, backgrounds and languages

C3:3

Muslim children will: Believe that Allah is the Sole Creator and Prophet Muhammad is His last and most beloved Prophet ,

they will learn that Islam stands for peace and harmony. Recite the first Kalma & Recite small duaas and know why they should be recited.

Muslim children will: Believe that Allah is the Sole Creator and Prophet Muhammad is His last and most beloved Prophet, they will learn that Islam stands for peace and harmony, Recite the first Kalma and recite small duaas and know why they should be recited.

C3:4

All children will learn and practice their own religion, respect other religions and have tolerance for other religions.

All children will learn and practice their own religion, respect other religions and have tolerance for other religions.













LANGUAGE & LITERACY

Standards:

a) Young children attend to, understand, and respond to increasingly complex language.


Language and Literacy


Competency 1: Receptive Language

#

3-4 Years

4-5 Years

C1:1

Identify and respond appropriately to comments, questions, sounds, words, signs, stories and rhymes.

Differentiate and respond to comments, questions, sounds, signs, stories and rhymes.

C1:2

Listen attentively and respond to non verbal gestures, symbols and signs.

Listen attentively and respond to others in a variety of verbal and non-verbal ways for different purposes for example, exchanging ideas, expressing feelings, and a variety of contexts, plan-work-clean-up-review, group work time.

C1:3

Learn to wait for their turn to speak and listen attentively to others.

Learn to wait for their turn to speak and listen attentively to others.

C1:4

Follow two step directions that involve familiar experiences and objects.

Understand increasingly longer and complex directions, including sentences with two or more phrases or ideas.


















Language and Literacy


Competency 2: Expressive Language

#

3-4 Years

4-5 Years

C2:1

Communicate or express ideas and needs using common words. (For example, I need water, I am hungry or may I go to the washroom etc.).

Express their ideas with clarity and talk about pictures, stories, objects, events of personal interest etc.

C2:2

Learn and use new vocabulary (at least 100 new words) in the language being taught.

Demonstrate understanding of increasing use of expressive vocabulary (at least 150 words) in the language being taught.

C2:3

Describe pictures, events, objects and people using appropriate vocabulary and simple sentences.

Retell and respond to stories, songs and rhymes by using extensive vocabulary.

C2:4

Talk about their experiences and feelings with peers and adults.

Talk about their experiences and feelings with peers and adults by using complete sentences.



a) Young children use increasingly complex vocabulary, to express thoughts and needs.

Standards:

a) Children demonstrate book awareness and knowledge of basic print conventions; they understand that print carries meaning and spoken words are represented by text.


Language and Literacy


Competency 3A: Reading

#

3-4 Years

4-5 Years

C3A:1

Explore the physical features of a book

Explore the physical features and components of a book (title, cover and back).

C3A:2

Hold, open and turn pages of a book with care.

Recognize specific books by their cover and seek out specific pages within familiar books.

C3A:3

Recognise some books and the stories in them.

Know that some books tell stories and

others give information.

C3A:4

Know and recognize the script of the language being taught.

Know that Urdu is read from right to left

and top to bottom.

C3A:5

Know that English is read from left to

right and top to bottom.

C3A:6

Know that regional languages (where

applicable) are read from right to left

and top to bottom).

C3A:7


Identify and name the characters in a story.









Standards:

  1. Children notice and discriminate the sounds of spoken language.

b) Children recognise and identify letters and make letter-sound connections.


Language and Literacy


Competency 3B: Reading (Phonological Awareness)

#

3-4

4-5

C3B:1

Recognize letter names with their sounds.

Recognize letter sounds in the beginning, middle, and end of a word.

C3B:2

Recognise and name all upper- and lower-case letters (graphemes) and know the most common sound that each letter represents.

Understand how to use knowledge of letters and sounds including onset and rhyme to spell words.

C3B:3

Recognize phonemes (phonemic awareness) in spoken words.

Identify and recognize the sound of digraphs independently and within a word.

C3B:4

Identify and recognize a variety of objects beginning with an initial letter sound.

Blend and segment simple words with modeling and support.

C3B:5

Recognise and generate rhyming words, alliteration patterns.

Blend onsets and rhymes in single syllable words.

C3B:6

N/A


Blend sounds associated with letters when reading CVC words.





Standards:

a) Children learn writing skills and show knowledge of writing conventions; they demonstrate an understanding of writing as a means of communication.

b) Children use writing to represent and communicate ideas in a variety of contexts; they use a combination of drawing, dictating, and writing to communicate; they participate in shared writing.


Language and Literacy


Competency 4: Writing

#

3 - 4 Years

4 - 5 Years

C4:1

Hold writing tools properly to develop a comfortable and efficient pencil grip.

Trace and draw vertical, horizontal and wavy lines and simple patterns made up of lines, circles, semi circles and other simple shapes.

C4:2

Trace with the first two fingers of the right hand (sand, salt, textured paper, air etc.).

Trace, copy, draw letters and colour different shapes, such as circles, squares, triangles and rectangles (using a variety of tools).

C4:3

Colour a simple picture keeping within the designated space.

Draw and color complex pictures keeping within the designated space.

C4:4

Trace the letters of given languages alphabets

Trace, copy and write the letters of given languages alphabets using correct formation.

C4:5

Understands the difference between printed letters and pictures.

Write their full name in both upper & lower case correctly, in any given language.

C4:6

Draw pictures/make marks to communicate meaning.

Use some clearly identifiable letters(that they've learned) in their writing to communicate meaning.

C4:7

Write simple words using upper and lower case letters.

C4:8

Write consonant-vowel-consonant (CVC) words (word families e.g. ban, bun etc.) by representing some sounds with the appropriate letters.









































MATHEMATICAL DEVELOPMENT

Standards:

a) Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent.




Basic Mathematical Concepts


Competency 1: Number Sense and Quantity

#

3-4 Years

4-5 Years

C1:1

Verbally count, identify and trace numbers up to 20.

Verbally count, identify and write numbers up to 50.

C1:2

Differentiate between ‘less and ‘more quantities

Balances less and more quantities to make them equal

C1:3

Practice backward counting from 10-1.

Practice backward counting from 20-1.

C1:4

Identify nothing equates to zero in quantity

Take away equal quantities to make them zero

C1:5

Use strategies to make sets up to 5 objects.

Use strategies to make and rearrange sets of 5 and 10 objects

























Standards:

a) Children learn to use numbers to compare quantities and solve problems.




Basic Mathematical Concepts


Competency 2: Number Relationships and Operations

#

3-4 Years

4-5 Years

C2:1

Use visual cues to decide which set has more objects

Use counting to compare two sets of objects to determine which set has more or less.

C2:2

Understand that putting two sets together will make it more and putting apart two sets will make it less.

Understand that adding one or removing one changes the number in a group of objects.

C2:3

Understand that an entire set of objects is more than its parts.


Use toys as tools to solve addition and subtraction problems with totals smaller than ten.

C2:4

Add and subtract with sets of objects smaller than 3.

C2:5

Apply counting to their daily life activities.

Use math manipulatives, games, toys, and coins in daily activities

C2:6

Count at least ten objects in one-to-one correspondence.

Tell what number comes before or after a given number to 20.

C2:7

Tell what number comes before or after a given number up to ten

Explain the difference between addition and subtraction.











Standards:

Learn to measure objects by their various attributes (length, height, weight, volume) and to use differences in attributes to make comparisons.


Basic Mathematical Concepts


Competency 3: Measurement, Comparison and Ordering

#

3-4 Years

4-5 Years

C3:1

Use words such as ‘big, small and more to indicate differences in quantity.

Compare quantities (e.g. knowing that two is more than one or choosing a larger/bigger bag over the smaller one).

C3:2

Learn to use language to compare the sizes of objects (e.g. ‘big and ‘little).

Learn to use comparative language (e.g. ‘tall, ‘taller, ‘tallest and ‘short, ‘shorter and ‘shortest).

C3:3

Explore measuring tools (e.g. cup, glass, ruler etc) and use non standard units of measure for comparison.

Explore measuring tools (e.g. cup, glass, ruler etc) and use non standard units of measure for comparison.

C3:4

Describe and compare objects using length; weight; height; and temperature (hot & cold) as measurement attributes

C3:5

Understand informal time units and know that clocks and calendars mark the passage of time



Standards:

Learn to identify shapes and their attributes, solve problems using shapes, and explore the positions of objects in space.


Basic Mathematical Concepts


Competency 4: Geometry & Spatial Sense


3-4 Years

4-5 Years

C4:1

Identify and name 2-D or familiar shapes e.g. circle, square, triangle, oval, rectangle etc. in the environment.

Recognise and name 3-D shapes and objects such as sphere, cube, cuboid, cylinder and cone using features such as number of faces i.e. flat or curved.

C4:2

Learn to compare shape and sizes of objects

Learn to put together and take apart shapes to make other shapes

C4:3

Learn to order shapes from smallest to largest (e.g. orders various circle sizes).

C4:4

Learn to understand and use basic language related to locations (e.g. ‘above, below, ‘under, ‘over etc).





















































WORLD AROUND US

Standards:



a) Gain awareness of how they relate to their family and community, understand social roles and responsibilities, and recognise and respect similarities and differences in people.

b) Develop an awareness of plants, animals, seasons & weather in their environment








Domain: World Around Us


Competency 1: Family and Community

#

3-4 Years

4-5 Years

C1:1

Identify themselves as members of a family or classroom and learn to participate as active members of these communities

Learn to talk about their family members and everyones role and importance to the well-being of the family

C1:2

Identify basic similarities and differences between themselves and others

Demonstrate an awareness of and appreciation for family and cultural stories

C1:3

Learn to adopt the roles of different family members during dramatic play

Demonstrate an understanding about other children having different family compositions than own

C1:4

Learn to identify people by characteristics other than name, when asked

Recognise others capabilities in specific areas (e.g. ‘That man is good at fixing cars) etc

C1:5

Begin to recognise some community workers and increase awareness of their jobs

Identify some types of jobs and some of the tools used to perform those jobs

C1:6

Begin to show awareness of group rules (e.g. wait for your turn etc)

Learn to exhibit positive citizenship behaviours by sharing, taking turns, following rules and taking responsibility for classroom jobs

C1:7

Begin to recognise that there maybe different rules in different places (e.g. school rules maybe different from those at home) and follows appropriate set of rules, with assistance

Learn to exhibit personal responsibility, choice and leadership in context of self-help skills and duties/roles that benefit the family or class








Domain: World Around Us


Competency 2: Living and non-living things


3-4 Years

4-5 Years

C2:1

Identify and name a few living and non-living things.

Classify living and non-living things

C2:2

Understand and express the difference between living and non-living things

C2:3

Label at least five living and non-living things in their surroundings.

C2:4

Understand that all living things have homes.

Know that living things have different types of homes. Some live on land, some live in water and some live in nests.








Domain: World Around Us


Competency 3: Plants in their environment

C3:1

3-4

4-5

C3:2

Recognize plants and explore their basic features

Identify plants and name some of their basic features

C3:3

Recognize that plants are living things and know that plants need sunlight, water and food to live.

C3:4


Understand that there are different types of plants. Some are indoor and some are outdoor. Some can be grown in pots while some are grown outdoors such as big trees. Know that plants produce flowers and fruits.

C3:5

Practice how to take care of plants for example by growing a small seedling in a disposable glass.

Talk about the significance of plants for human beings.






Domain: World Around Us


Competency 4: Animals in their environment

#

3-4 Years

4-5 Years

C4:1

Recognize and understand that animals are living things

Explore basic features of animals

C4:2

Recognize and name pet animals, farm animals and wild animals

Talk about friendly animals (pet animals) , useful animals (farm animals) and dangerous animals (wild animals)






Domain: World Around Us


Competency 5: Weather and Environment

#

3-4 Years

4-5 Years

C5:1

Observe and explore daily weather conditions.

Describe daily weather conditions.

C5:2

Explore and discuss different seasons, based on observations and experiences.

Describe key features of different

seasons, based on observations and

experiences.

C5:3


Explore and discuss how the changing

seasons affect our food, clothes and

lifestyles.

C5:4

Understand the need for clean air.

Understand how to prevent air and land pollution.

C5:5

Understand the importance of water.

Identify the uses of water.

C5:6

Understand noise pollution.

Identify how to prevent/reduce noise pollution.

C5:6

Explore alternate uses of waste material.

Identify various ways of recycling.

C5:7

Explore and discuss harmful practices.

Identify practices that are useful and

harmful to the environment and suggest

alternatives to harmful practices.

C5:8

Name and talk about various landscapes like mountains, deserts, forests, sea, etc.







Domain: World Around Us

Competency 6: Children will be able to explore and use basic type of technology

#

3-4 Years

4-5 Years

C6:1

Name and explore different types of technology like television, computer, mobile phone, i-pad, iron, blender, washing machine etc.

C6:2

Learn basic use of different types of technology devices

C6:3

Understand the advantages and disadvantages of using technology










Domain: Health, Hygiene, and Safety


Competency 1: Health and hygiene

#

Ages: 3 – 4

4 – 5

C1:1


Practice healthy lifestyle practices independently (healthy foods and unhealthy foods, exercise, clean water etc)

C1:2

Identify people who take care of health needs

C1:3

Understand the importance of washing hands at necessary times

Practice hygienic practices independently (brushing teeth, washing hands at necessary times, taking a bath, proper usage of the toilet, etc.)

Competency 2: Safety

Benchmark: Children will demonstrate an understanding of how to keep themselves safe.

#

3 - 4 Years

4 - 5 Years

C2:1

Understand and participate in the routine of holding hands with an adult when walking in public places

Recognise and alert an adult in situations where they feel unsafe (they are injured, hurt, incidents of bullying, they dislike something, they are scared)

C2:2


Recognize an understanding that certain parts of the body are private and only parents, doctors, can be allowed to touch them. (‘good touch, ‘bad touch)

C2:3


Understand they must shout ‘NO when someone tries to touch them inappropriately

C2:4


Recognise basic safety rules. Understand they should not: talk to, go with or take anything from strangers, open the house front door to strangers, go out alone, do not take medicines on their own, crossing a road safely with an adult etc.

C2:5


Develop an understanding of the consequences if safety precautions are not followed

C2:6

Learn to recognise traffic lights and their meanings

Learn to cross a road carefully with adult assistance

C2:6

Begin to express needs and feelings (hungry, thirsty, need to go to toilet etc)














Creative Arts

Competency1: Drawing, Colouring & Collage Work

#

3- 4 Years

4-5 Years

C1:1

Learn to hold drawing tools (crayons, colour, pencils, paint brush) with a safe and effective grip.

Use various art techniques, such as, drawing, colouring, collage or printing to create their craft work.

C1:2

Develop the ability to use tools to cut and paste various materials.

Explore a variety of paper art techniques like folding paper to make patterns, collages, printing.

C1:3

Communicate favourite colours.

Express preferences to different types of art, music, and drama.

C1:4


Use a variety of lines, colours, shapes and textures to express ideas and thoughts.

C1:5


Use a variety of lines, colours, shapes and textures to express their feelings.

C1:6


Describe their artistic process and discuss specific elements in their work that hold personal importance.

Competency 2: Art & Craft Projects with Recyclable & other Materials


3-4 Years

4-5 Years

C2:1


Develop an understanding of using waste (old newspapers, paper, plastic bottles, boxes, wrappers) to create various objects/projects

C2:2


Learn to create objects of their own choice using a variety of waste and indigenous materials collected from their immediate surroundings

C2:3

Feel comfortable and enjoy engaging with modelling clay, Papier-mâché and other available modelling materials using play dough and slime

Create various sculptures/models using clay, Papier-mâché and other available modelling materials


Competency 3 : Music


3-4 Years

4-5 Years

C3:1

Explore different sounds made by sound producing objects (like musical instruments).

Experiment with and differentiate between different sound producing objects and their sounds

C3:2

Respond with movement or expressions to different poems, songs, rhymes

Perform songs, rhymes, poems with others using movements, expressions and actions

C3:3

Sing a range of well-known nursery rhymes and songs

Recite poems, folk songs, national songs in chorus and solo.


Competency 4 : Drama and Theatre


3- 4 Years

4-5 Years

C4:1

Imitate the actions/movements they observe around them(e.g. people, animals, various modes of transport)

Explore and enact a variety of roles around them (in stories, cartoons, & real life)

C4:2


Dramatise role-plays/stories, poems and folk tales individually, and in groups

C4:3


Enact daily experiences and stories while working/playing cooperatively with other children





















PHYSICAL DEVELOPMENT


Competency 1: Children will develop a sense of balance, concentration, coordination and sequence.


3-4 Years

4-5 Years

C1:1

Develop fine motor skills by using preliminary exercises e.g holding, caring, folding, stretching, bending etc

Develop control of muscular action particularly of the hand, light as well as energetic. Remembering the order and sequence of actions leads to the development of concentration. e.g washing table shoe polishing ,gardening and weeding etc

C1:2

Improve their movements as they repeat actions.

Refine their movements as they repeat actions.

C1:3

Learn and understand how different body parts can move.

Move in a number of ways, such as running, jumping, skipping, sliding and hopping.

C1:3

Demonstrate holding themselves in fixed positions for a couple of minutes.


C1:4

Develop the skill of walking on line by maintaining balance

Develop the skill of walking on line while carrying one or two objects. e.g flag, glass of water etc.


















Competency 2: Children will have increased hand-eye coordination and the ability to handle tools and materials effectively.


3-4

4-5

C2:1

Use a range of child-appropriate tools with increasing control.

Use a range of child-appropriate tools with confidence.


C2:2

Handle flexible/mouldable materials safely with increasing control.


Handle flexible/mouldable materials safely with confidence.


C2:3

Pick up small objects with fingers and try to manipulate small objects (fit small objects in to hole etc)

Able to manipulate small objects with

ease (string beads, transferring of material by using tong, spoon and fork etc),






Competency 3: Children will develop sensory motor skills


3-4 Years

4-5

C3:1

Differentiate between smells; bad and good



Differentiate between smells; bad, good,

strong, light, fruity, flowery, pungent


C3:2

Differentiate between different tastes;

sweet, bitter, salty

Differentiate between different tastes;

sweet, bitter, salty, sour, and spicy.


C3:3

Differentiate between different sounds;

loud, soft, shrill.


Differentiate different sounds in the environment.

C3:4

Differentiate between different

Temperatures; hot, cold


Differentiate between different

temperatures hot, cold, warm.





Competency 4: Gross Motor Skills


3-4 Years

4-5 Years

C4:1

Walks up and down stairs assisted, using alternating feet; may jump from bottom step, landing on both feet.


Walks up and down stairs unassisted, using alternating feet; may jump from bottom step, landing on both feet confidently

C4:2

Move around, under, over, along and

through balancing and climbing equipment.

Enjoys vigorous running, jumping, climbing, throwing , hopping etc.


C4:3

Show respect for other childrens personal space while playing.

Show respect for other childrens personal space while playing.

C4:4

Throws a ball overhand.

Throws a ball overhand at increasing distances.

C4:5

Catches a large bouncing ball with both arms extended.

Suggested Themes for Early Childhood Education



Themes and Topics

#

3-4 years

(2-3 week)

Status

4-5 years

Status


Theme

Topic


Theme

Topics


1

This is Me (Me & Myself)

My body - My family


My health


food, exercise, sleep etc.


2

Animal Kingdom

Pet animals (birds)

wild animals -(birds, insects)

farm animals

sea creatures

Designed and under review

Habitats

Animal habitats

Homes


Designed and under review

4

Transport

Forms of transport



Staying safe

Road safety

Safety at home

safety at school

stranger danger


5

Seasons

4 seasons - food-clothes-weather


Clothes


Seasonal clothes

materials

measurements/size



6

Neighbourhoods

localities and services (parks, schools, hospitals, police stations)


Professions

Jobs people do:

doctors

nurses

teachers

firemen


7

Plants

types of plants (trees and flowering plants)

parts of plants

how plants grow

gardens


Plants and Uses

Plants as food


Plants for healing


Plants and the environment