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.


SNC - GENERAL KNOWLEDGE (1-3) - Progression Grid

Domains: Ethics and Values, Responsible Citizenship , Discovering Self and Immediate Environment, Patriotism and Knowledge of Country, Goods and Services, Life Sciences, Physical Sciences, Earth and Space science


Standard 1: Students recognize their own needs, those of others and understand their role within their community and environment.

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to describe themselves, their family members, friends and places around them

Benchmark II: Students will be able to explore who they are in relation to the people and places around them

Benchmark III: Students will be able to identify and practice healthy habits for personal hygiene

Benchmark IV: Students will be able to recognize the need for staying safe in daily life situations

Student Learning Outcomes

Describe themselves briefly. For example, their name, age, likes, games, favourite food, what they want to be when they grow up.

Identify the ways in which they are same and different from others with respect to likes.

Identify good qualities in themselves and others (telling the truth; respecting elders and listening to their advice; getting up early in the morning etc).

Recognize that people from different areas, religions, and cultures can be friends

Recognize that the people of pakistan live in different types of areas (villages, cities, towns, kachi abadis).

Differentiate between lifestyles of people living in different areas ((villages, cities, towns, kachi abadis).

Identify some common professions and occupations in pakistan (tailor, butcher, cobbler, musician etc.)

Additional/Advanced SLO:

Identify key characteristics of different types of areas (buildings, facilities, environment and the work people do)

Recognize the need for personal safety

Understand the risk and danger associated with the use of electric appliances/ sharp objects/ fire/ strangers, water bodies and animals.

Express feelings of discomfort, confusion, fear, and danger to their parents/ teachers/ guardians to stay safe from any unexpected situation.

Recognize that present time is different from the past in terms of living style, food, communication, clothes etc.

Additional/Advanced SLO:

Practice safety measures while using electrical appliances

List the various hazards they can face at home (bare wires, damaged roof, broken glass, fire, scissor etc.)

Identify some natural disasters and ways to stay safe.

Sequence events in a narrative in chronological order.

Identify how schools, communities, and transportation have changed over time (from the given pictures).

name major parts of the human body (eyes, nose, ears, mouth, arms, feet, hands and legs)

identify the functions of various body parts

name the five senses

identify their body parts which help them to taste, touch, smell, hear and see

identify the sensory descriptions of each of the five senses (Taste: sweet, sour, bitter, salty; Touch: smooth, hard, soft, rough, cold, warm, hot; Hearing: loud, soft, high, low; Sight: bright, dim and recognize colors; Smell: pleasant, unpleasant

Recognize that some people dont have all the body parts and senses and they are also valuable members of the society

[SLO 2...]


identify the ways by which they can keep themselves clean (washing hands before and after meals and after using the toilet, clipping/trimming nails, brushing teeth daily, taking bath regularly etc.)

recognize the importance of keeping themselves, their clothes and surroundings clean for their health.

Understand the hazards of eating unhealthy food.

Additional/Advanced SLO:

identify the unhealthy habits that cause illnesses (like cough and diarrhea etc.)

Identify some family members (parents, brothers and sisters, grand-parents, aunts, uncles and cousins (paternal and maternal).

tell the name and location of their school

* identify the people they interact with in school (teachers, students, principal, service providing staff etc.).

describe the activities they engage in at school

Additional/Advanced SLO:

recognize that they should respect all family members and friends.

narrate the special qualities of some of their friends

share and understand the rules they follow in class and school

Know the importance of keeping their school clean.


Standard 1: Students identify aspects of good character and good manners and learn to practice them in their lives.


Good manners and habits


Helping Others

Respecting Others and Appreciating their Diversity

Being Just and Fair


Working out Disagreement

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to demonstrate aspects of good character and etiquettes in their daily lives

Benchmark II: Students will be able to understand how their actions can affect the people around them

Benchmark III: Students will be able to demonstrate ways to build positive relations with diverse individuals and groups

Student Learning Outcomes

Greet others by saying Assalam o Alaikum, Hello, Good Morning etc.

Demonstrate aspects of good character (punctuality, speaking politely, kindness, honesty and truthfulness)

Demonstrate etiquettes of eating (dont waste food, eat with clean hands, dont drop food around).

Recognize and identify the etiquettes of using the washroom.

Recognize the importance of sharing things.

List the things they can share with others (toys, books, stationery items, lunch with friends etc.)

Identify from given pictures and stories the ways in which people help each other (at home, in classroom, in village/city, at the time of any need or disaster)

Relate with examples from their daily life the ways in which people are interdependent.

Identify that all human beings are similar, but differ by religion, family, culture, abilities, ethnicity, professions, and should all be respected.

Identify occasions when it is important to wait for one's turn. For example, while speaking, in the school, on the bus stop, at canteen and ticketing counters etc.

Demonstrate ways in which they can show respect for all

Recognize what they say and do, can hurt others, and what others do and say, can hurt them (telling lies, pushing others, bullying using derogatory words etc.)

Recognize that mistakes are a natural outcome of learning and nothing to be ashamed about or to make fun of

Recognize that making fun of others can cause distress and hurt others.

Differentiate between fair and unfair behavior in daily lives

Additional/Advanced SLO:

Identify ways in which we can redress the hurt caused to others (ask for forgiveness, say sorry, do something special for them etc.)

Recognize that when people apologise for their mistake they should forgive them.

Accept responsibility for treating others unfairly and manage their behavior accordingly.

Recognize disagreements/ conflicts that occur at home, in school and in the local community.

Identify feelings of people in different conflicting situations.

Identify reasons for disagreements with friends and family members.

Identify the ways in which people resolve conflicts/ disagreements at home and school.

Additional/Advanced SLO:

Apply discussion and problem-solving methods to work out disagreement.

[SLO 2...]


[SLO 3...]

Benchmark II: Another intermediate-term learning goal and understanding the child must achieve for promoting toward the next Learning Level, i.e., from Learning Level 1-3 to 4-5

Student Learning Outcomes

[SLO 1]

[SLO 1 gradually becomes more Additional/Advanced]...

[SLO 1...]

[SLO 2...]

[SLO 2...]



Standard 3: Students recognize the need to respect rules and rights, fulfill their responsibilities and appreciating diversity at local and global level.


Games and Rules


Traffic rules

Roles and responsibilities


The Role of the Government and Citizens

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to interpret and follow rules for different places, events, etc.

Benchmark II: Students will be able to recognize the role of the government and the rights and responsibilities of a citizen

Benchmark III: Students will be able to appreciate diversity in the community

Student Learning Outcomes

Name the games they like to play.

Demonstrate the importance of collaboration by participating in group activities and games.

Recognize the importance of following rules.

Observe and identify the rules when playing a game. * understand the importance of playing games and exercise for better health.

Identify some traffic rules

Identify the safety rules they should follow while walking on the road, crossing a road, traveling by a bus etc.

Recognize the role of government and identify some goods and services that government provides for the people (health, education, clean water, infrastructure, utilities, safety and security, parks and playgrounds etc.)

Understand the concept of religion and recognize multiple religions in Pakistan

Understand that everyone has a right to practice their own religion freely

Inquire about places of worship of major religions in Pakistan (masjid, church, Gurdwara, temple)

Recognize that they should respect all places of worship and all religions

Additional/advanced SLO:

List any three rights of the citizens (right to food, free education, protection, equality and health care)

Students will be able to reflect on their responsibilities towards to the natural world

Careful use of food, water and other resources, regularity and hard work towards education, taking care of surroundings and hygiene, treating everyone equally, and following rules and regulations

Recognize that people are members of a local community

Recognize that communities meet peoples needs

suggest ways the government and people can work together to meet people's needs in the area

Additional/Advanced SLO:

Describe the activities that individuals perform for the welfare of the community

Identify key problems in their local area (shortage of drinking water, lack of health and educational facilities, poor sewerage system etc.)


Standard 4: Students recognize the respect and value of their country Pakistan, its map, its founders, and the significance of its flag.


Our country

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to recognize key characteristics of Pakistan (name, date of formation, flag, provinces, religious festivals)

Benchmark II: Students will be able to identify key figures and their contributions in the formation of Pakistan

Student Learning Outcomes

Tell the full name of our country and date of formation

Recognize that all the countries have a flag

Draw the flag of Pakistan.

Recognize the map of Pakistan.

Name the provinces and areas (AJK, GB and ICT) of Pakistan.

Recognize the significance of national flag.

Identify what the colors and symbols on the flag represent.

Identify festivals of major religions in Pakistan and describe how they are celebrated

Additional/advanced slo:

Depict the cultural diversity of all provinces and areas of pakistan.

Introduce quaid-e-azam muhammad ali jinnah as the founder of pakistan

Narrate the major events in the life of quaid-e azam muhammad ali jinnah (date of birth, founder of pakistan, few major contributions, and the date when he died)

Introduce fatima jinnah as a key figure in the formation of pakistan

Introduce allama muhammad iqbal as a personality who expounded the idea of pakistan.

Narrate the major events in the life of allama muhammad iqbal (date of birth, national poet, famous poems for children, and the date when he died).


Standard 5: Students understand the concept of interdependence by classifying the role of goods and services in our lives and the need for respect for all occupations.


Getting around transportation


Professions/ Occupations around Us

Agriculture and livestock


Resources and their types

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to identify and differentiate between different kinds of transportation

Benchmark II: Students will be able to analyze importance of various occupations

Benchmark III: Students will be able to recognize the importance of key agricultural crops and livestock in Pakistan

Benchmark IV: Students will be able to distinguish natural, human and capital resources as a source for goods and services.

Student Learning Outcomes

identify the means of transportation which people use.

differentiate between slow & fast means of transportation.

Additional/Advanced SLO:

identify the places where buses and trains stop, airplanes land and ships berth.

describe the activities that take place at a bus stop, railway station, airport, and harbour.

[SLO 1 ]

identify some professions from pictures (teaching, business, farming, medicine etc).

recognize the role of some common professions in their daily lives.

state which profession they like the most and why

Recognize professional achievements of celebrated Pakistanis including women, transgender, minority groups, and differently abled individuals.

[SLO 1...]

define the term “resources”

* state type of resources, natural resources, human resources and capital resources

identify natural resources (plants, animals, water, air, land, forests and soil) human resources (farmers, builders, painters etc.), capital resources (trucks, computer, factory buildings etc.).

define the terms: goods, services, buyers and sellers.

identify the main goods and services of their local area

recognize the need for interdependence as not all goods and services are available in their area.

Describe scarcity and recognize that people make economic choices because goods and services are limited.

list the major agricultural crops and livestock in Pakistan.

recognize that people process the crops they grow for making products (cotton to thread to cloth to garments).

recognize the importance of livestock.


Standard 6: Students begin to understand and demonstrate curiosity about basic concepts and processes of the living world around themselves.

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to understand the relationship of living and non-living things with the environment

Benchmark II: Students will be able to recognize parts of a plants, the different types of plants, changes in their lifespan, and their importance for other living things

Benchmark III: Students will be able to recognize different types of animals, differences in features based on their habitat, changes in their lifespan, and their importance for other living things

Benchmark III: Students will be able to identify practices for healthy living

Student Learning Outcomes

recognize living and non-living things around them

* recognize that the natural environment comprises of living and non-living things

* recognize that natural resources are essential for survival human being (land, water, air, sun etc.)

* differentiate between the natural and man-made materials.

* recognize that people manufacture different things from natural resources to serve human needs.

* define the term habitat.

* describe the different habitats for living things (polar regions, desert, forest, aquatic)

* name plants and animals that live in each of the different habitats.

* briefly introduce what an ecosystem is.

* identify the environmental factors (temperature, light, water) that support life in a habitat.

* understand the ways plants and animals have certain features adapted to their habitat (camel, fish, polar bear, cacti, lotus, pine trees etc.).

* identify the ways human activities affect the natural habitats.

* Research some ways in which natural habitats can be protected.

* identify plants in their environment

* recognize the importance of plants/ trees as a source of food, shade, oxygen, and shelter

* identify the things around them that are made up of plants/ trees

Additional/Advanced SLO:

Differentiate between plants around them based on their characteristics

* identify major parts of a plant. (root, stem, leaf and flower)

* identify different shapes of leaves found around them

* identify the roots that are eaten by people

* name a few plants around them which have flowers, and which do not have flowers

* identify the fruits which have seeds in them

* recognize that some plants grow from seeds while others grow from stems or roots

* identify that soil, light, air and water are needed to grow a plant

* highlight the importance of plants for climate change

Additional/Advanced SLO:

list the functions of root, stem, leaf and flower

* compare different stages of lifespan of plants and animals (from pictures, through observation / Video etc.)

* identify the changes in the lifespan of an animal and a plant.

Identify some common domestic and wild animals

Identify the food which different animals eat.

Recognize the importance of animals as a source of food, joy, and transport.

Identify the homes of animals (desert, jungle, water, mountains etc.)

Demonstrate measures for better care of domestic and wild animals and plants.

Additional/Advanced SLO:

Identify the differences between common, domestic and wild animals in terms of physical features

Differentiate between animals that can and cannot be kept at home, with reasons

list the animals they see in their surroundings (land and water)

recognize the animals that live on land are different in features from those that live in water

recognize different animals and their young ones. For example, horse and foal, cat and kitten, dog and puppy, hen and chick, frogs and tadpoles, butterflies and caterpillars etc.)

identify that some young animals do not look like their parents (frogs and butterflies etc.)

list the animals that feed their young ones and look after them

name different places where animals live (nest, den, barrow etc.)

recognize that plants make their own food in the presence of sunlight.

recognize that different animals eat different kinds of food.

identify certain food groups as fruits, vegetables, grains, dairy product, meat and dry fruit.

recognize that healthy living requires eating a

balanced diet, keeping clean, sleeping well, and

exercising regularly

identify the ways to get sufficient exercise to stay



Standard 7: Students recognize simple forms of Physical phenomena (matter & energy) and relate everyday use to their lives.

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able to recognize sources and the various uses of energy

Benchmark II: Students will be able to differentiate between states of matter

Benchmark III: Students will be able to explore the different properties of materials

Benchmark IV: Students will be able to define push and pull forces and their impact on different objects

Benchmark V: Students will be able to recognize different machines and understand their evolution

Student Learning Outcomes

identify sources of heat and light in their homes, schools and surroundings.

group sources of light and heat into natural and human made.

describe methods of producing heat (burning and rubbing etc.)

list the uses of heat and light.

recognize that the intensity of heat and light is felt more as they come

nearer to the source.

recognize that energy is required for doing work.

understand that sources of energy are used for many things (move an object, heating, lighting,

transportation, electric appliances etc.).

* identify natural sources of energy (e.g. the sun, wood, flowing water, wind, coal, oil, gas).

understand the concept of states of matter

recognize basic differences between states

of matter

Recognize that objects are made of materials.

Identify the materials used in some of the objects around them.

Explore properties of materials with respect to colour, hardness or strength, texture, elasticity, interaction with light(opaque, translucent, transparent)

Understand that a force makes an object move or change direction by pushing or pulling something.

show that an object moves when we push it or pull it

Demonstrate that push action moves things away from us while a pull action brings things closer to us.

define tool as an instrument to make peoples work easier

* name and identify different forms of simple machines (inclined plane; lever;

pulley; wheel - and - axel;

wedge, screw)

* recognize that push & pull moves things fast or slow. (push and pull as a force)

* recognize from pictures of the past that force applied by humans and animals moved vehicles (Tonga, bullock cart, cycle, pushcart) while today vehicles are moved by machines (bus, motorcycle and car etc.)

* recognize that greater the force, the greater the

change in the motion of an object.

* observe and describe how motion of object can be changed by applying force (speed up, slow down, stop, change direction etc.)

Additional/Advanced SLO:

describe what an invention is.

identify major recent inventions (e.g. aeroplane, computer, internet etc.)

analyse recent inventions (electricity, computers, phone, internet etc.) have changed the lives of people.


Standard 8: Students characterize the physical features and environmental changes of Earth as aspect of its been that as a relationship with celestial bodies in the sky.

Grade 1

Grade 2

Grade 3

Benchmark I: Students will be able identify distinct features of Earth and recognize other celestial bodies such as Sun, moon, the stars and planets

Benchmark II: Students will be able to recognize the importance of natural resources and describe ways to conserve them including protection of animals

Benchmark III: Students will be able to name cardinal directions

Benchmark IV: Students will be able to define the term pollution, name its types and describe ways to reduce it

Student Learning Outcomes

Understand the concept of planets

identify Earth as a planet.

recognize the shape of the Earth

recognize that the Earth is covered with land and water.

identify celestial objects in the sky during day and night.

recognize that the sun shines very brightly during the day and gives us heat and light.

recognize that the moon and stars shine at night.

* recognize that living things need water to stay alive.

* identify simple uses of water in everyday life.

* identify the natural sources of water around themselves.

* recognize the importance of water resources.

* narrate how water gets from a natural source to the taps in their home.

* recognize that clean water should be used for drinking and cooking purposes

* understand that boiling, filtering etc. are methods of purifying water

* recognize that some areas of Pakistan experience shortage of water.

identify South and North with respect to East and West, namely, South and North.

identify that on Earth, the direction of sunrise is ‘East and the direction of sunset is ‘West.

recognize that heat and light of the Sun helps to sustain life on Earth which is the only known planet where life exists.

Additional/Advanced SLO:

name places towards North, South, East and West of the school/home.

describe the formation of shadows

recognize that the size and direction of the shadow can be used 4to estimate (guess) time

Describe the solar system and name planets.

* identify the ways in which human beings waste water.

* suggest ways to save water

* recognize the importance of forests for human beings

* identify the ways in which the land is destroyed due to human activity (deforestation).

* suggest ways to reduce deforestation.

define the term pollution

list different types of pollution (land, water, air,


suggest ways to reduce pollution (3 Rs)

predict that what would happen if natural

resources were all used up

* identify the endangered animals of Pakistan.

(Indus Dolphin, Markhor, Blackbuck etc.).

* suggest ways to protect the endangered animals.

* identify animals, which are extinct (Dinosaurs