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.




English


Overview of Improvements: The revision of the English Single National Curriculum is based on research, and aligns tried and proven international curricula (namely Singapore, USA, and UK) with our local context. The new curriculum document is reader friendly, with subtopics defined within larger domains. Language used in the document has been simplified and where technical terms are used, numerous examples have been added. Repetitions that existed across domains have been removed.


The reviewed curriculum is from Grade 1 - 5; Grades 6 - 12 have been created accordingly as a direct progression from primary levels. Listening and Reading are receptive skills which are required for the making of meaning from ideas or information. Speaking and Writing are productive skills that enable the creation of meaning. Grammar and Vocabulary, which constitute knowledge about language, are the building blocks that are required for the application of the receptive and productive skills for effective communication. These domains of language learning are large and require focus areas to break down what teachers will teach in order to achieve the standards.

Stepwise progression of all skills across domains, focus areas, and grade levels has been ensured. Given the diverse range of students in our schools, there is the need to spell out what the areas of language learning entail, when they can be taught and learned progressively from the Primary to the Secondary levels to meet the needs, abilities and interests of different learners, and why they are important. Moreover, the curriculum focuses on strengthening the basics of language attainment targets. Foundational skills have been added, and are spread across additional years to give students the opportunity to strengthen their core language skills to the level of college readiness as well as career preparedness.


Furthermore, enjoyment and fun in acquiring English language has been placed central to learning, included in the standards, and in the variety of outcomes.

The tables below give more information about the changes made in each domain along with the reasons for them.


Domain 1: Listening and Speaking

#

Improvement

Rationale

Changed the name of the domain from Oral Communication Skills to Listening and Speaking Skills

The terms ‘listening and speaking are more commonly used in schools in Pakistan, and will be easier for stakeholders to understand and interpret. This term is also used in international curricula.

  1. 2

Removed Standard 1 from the SNC guidelines 2020 in the current framework and moved it to the Reading and Critical Thinking domain

Standard 1 under this domain as present in the SNC 2020 guidelines covers phonological awareness/phonics concepts. These however, are foundational skills/concepts needed for students to read and pronounce words effectively. Hence, it was more appropriate to cover them under the reading domain.

Included a listening standard and specific SLOs for this domain which were missing in the 2020 SNC guidelines.

Students need to build listening attitudes and behaviours as a foundational step to be able to develop speaking skills/speak well.

Restructured the ‘Oral Communication Skills domain from the SNC 2020 domain using Common Core Standards/Massachusetts Curriculum Framework and Singapore Curriculum as the base document to include SLOs on listening, comprehension, collaboration and presentation of knowledge and ideas. Additionally, the updated grid has incorporated existing relevant and appropriate SLOs mentioned in the SNC 2020 guidelines. These SLOs are: Usage of formulaic functions and other language functions used to speak

The documents referred are tried and tested curriculum documents, and have very specific skills defined. They aid in the acquisition and development of a language in use, whereas prior language attainment targets were taught as a subject alone.

SLOs in the updated grid utilize a wide range of thinking/cognitive skills (e.g. Paraphrase, Analyze, Evaluate etc.)

These are essential skills for oral comprehension/understanding and were missing from the ‘Oral Communication Skills of the SNC guidelines.



Domain 2: Reading and Critical Thinking

#

Improvement

Rationale

1.

Standards have been simplified and made relevant to the SLOs within them.


Foundational skills added: Phonics incorporated, a few SLOs of reading that were in Oral Communication have been moved to Reading and Critical Thinking.

Foundational skills form the base of language; these were largely missing in the SNC, and were not extended across learning levels. Not enough guidance on phonics was provided, so under the head of foundational skills print and phonological awareness along with phonics and word recognition has been introduced.

2.

Examples have been provided in many SLOs

This has been done to assist the reader in understanding the technical terms and to give them the chance to find appropriate and relevant material.

3.

A second standard has been added which has subtopics such as reading strategies, and reading literary and informational texts. Reading strategies have been grouped under pre, while and post reading strategies and expanded upon.


Different types of text informational and literary have been added and strategies for reading these have been delineated,

A few reading strategies were included in the SNC; these have been expanded upon and grouped under pre, while and post reading categories.


There were not enough stories and genres of text in the textbooks. These have been specified now per level within SLOs per class, rather than as a separate attachment. This change will help readers to benefit from a wide variety of texts of all types.



Domain 3: Vocabulary & Grammar

#

Improvement

Rationale

1.

Changed the name of the domain from Formal and Lexical aspects of language to Vocabulary and Grammar

The terms ‘Vocabulary and Grammar are more commonly used in the schools in Pakistan and will be easier for stakeholders to understand and interpret

2.

The concepts have been progressively aligned by introducing some of the simpler concepts at earlier grades and by adding some of the missing concepts in the curriculum.

  • Some parts of speech have been introduced at earlier grades.

  • Concept of phrases which leads to clause formation has been added

  • At the sentence level, use of tenses is introduced in conditional sentences

  • Use of pronouns, punctuation and tenses is integrated with direct speech concepts.

A spiral, progressive approach to teaching grammar, i.e. grammatical items and structures is introduced at simpler levels and then revisited and reinforced at more sophisticated levels


These changes have been confirmed on the basis of test documents i.e. Common Core Standards/Massachusetts Curriculum Framework and Singapore Curriculum

3.

Overlapping of concepts have been pruned to streamline concepts according to relevance:

  • Poem writing by adding rhyming words is removed from standard 1.

  • Dictionary skill was elaborated from grade 1 to 5

  • Concepts of word formation are reviewed by adding and aligning prefixes, suffixes, synonyms, antonyms, and connotations in different text types.

These additions and revisions will help plan focused grammar lessons which place special attention on the explicit teaching and learning of specific grammatical and vocabulary items.

4.

Revised SLOs to make them specific.

This will help to make the implementation framework more functional for textbook development and assessment.

5.

Examples were added with SLOs

It will help readers to understand SLOs clearly.



Domain 4: Writing

#

Improvement

Rationale

1.

Added a new Standard “Mechanics of Writing”

It was essential to separate the skill of being able to hold a pencil, write with it and form correct letters and words, with correct spellings from the skill of creating a written text. The first one develops the childs fine motor skills while the second one relies on the childs imagination and familiarity with the English language. This helped rectify progression gaps in these foundational/mechanical skills of writing. The new standard and its statement was inspired by the Singapore National Curriculum.

2.

Spelling SLOs were made more specific and spelling strategies are now mentioned.

This is to help book developers and practitioners know how they can help a child acquire the skills to spell accurately. In previous versions of the curriculum, only the end goal of being able to spell was mentioned without specifying the strategies. These were inspired by the Singapore National Curriculum.

3.

Vocabulary specific SLOs were removed, e.g. “Write naming and action words”

These SLOs only require the child to be able to spell vocabulary words correctly, which is embedded within the spelling SLO. All vocabulary SLOs are covered under that domain.

4.

Added poem writing

The previous SLO only covered listing rhyming words without asking students to put them into the form of a poem. Since they are getting good exposure to poems under the reading domain, students can and should be expected to attempt poem writing.

5.

Specific elements of various composition types have been added

The previous SNC mentions specific types of paragraph writing but does not specify the elements of such paragraphs when progressing them across grades. Each type of paragraph requires a different skill to compose. These elements and skills have been added for compositions of different types/genres. These were inspired by the Common Core Standards (USA).

6.

The writing process (brainstorming, mind mapping, writing a first draft, reviewing, editing, preparing a final draft) has been embedded in multiple SLOs.

It is important for the child to learn how to write, not just what to write. The writing process helps make writing simpler. Multiple SLOs have been added, and existing SLOs have been revised to include the writing process, for example, there is now a specific SLO progression on brainstorming.