SUBMITTED TO: MAM ABIDA KHALID

SUBMITTED BY: SAIMA JAHANGIR

ROLL NO: BEDH-15-2035
SUBJECT: SCHOOL MANAGEMENT
TOPIC: PLANNING THE CURRICULUM
SESSION: 2015-2019
CONTENT
 PLANNING THE CURRICULUM
 TEACHER,S ROLE IN PLANNING THE CURRICULUM
 DEVELOPING AND PLANNING YEARLY CALENDAR
FOR SCHOOL ACTIVITIES
 ASSIGNING ROLES TO STAFF
 Planning the curriculum

The term “curriculum” has different interpretations among scholars. In this

session rather than listing the existing interpretations, I would take one step
forward, trying to evaluate them with reference to Hong Kong education
context. In education, a curriculum curricula or curriculums is broadly defined
as the totality of student experiences that occur in the educational process. The
term often refers specifically to a planned sequence of instruction, or to a view
of the student's experiences in terms of the educator's or school's instructional
goals curriculum as a set of learning goals articulated across grades that outline
the intended mathematics content and process goals at particular points in time
throughout the K–12 school program. Curriculum may incorporate the planned
interaction of pupils with instructional content, materials, resources, and
processes for evaluating the attainment of educational objectives. Curriculum is
split into several categories, the explicit, the implicit (including the hidden), the
excluded and the extra-curricular

According to Kelly (1999), curriculum is negatively viewed as a “syllabus

which may limit the planning of teachers to a consideration of the content or the
body of knowledge they wish to transmit or a list of the subjects to be taught or
both”

Definition of Curriculum Development

Curriculum development is defined as planned, a purposeful, progressive, and

systematic process to create positive improvements in the educational system.
Every time there are changes or developments happening around the world, the
school curricula are affected. There is a need to update them to address the
society’s needs. To illustrate this contention, let’s trace back history. During the
ancient times, people taught their children knowledge and skills to survive by
catching fish or hunting animals for food. They had no formal education during
that time, but their children learned and acquired the knowledge and skills for
survival. So, during that time, they already had a curriculum that other
educators call as, the sober-tooth curriculum. This type of curriculum refers to a
kind of curriculum that existed during the ancient times in which the purpose of
teaching was for survival. However, when the effects of discoveries and
inventions became inevitable, ancient people’s way of life had changed for the
better. As a result, education became formal, and curriculum development
evolved as systematic, planned, purposeful and progressive, even today. Having
a consistent value of teaching is always important for a good education system.
Therefore, curriculum can always be found in both eastern and western
education system. However, with different interpretations towards the term
“curriculum”, attitudes and values towards pedagogical approach may vary,
which in turn affects how students learn in schools. I, as a student teacher, could
take them as reference and think about what kind of teacher I would become in
the future.

Importance of Curriculum Development

Curriculum development has a broad scope because it is not only about the
school, the learners, and the teachers. It is also about the development of society
in general. In today’s knowledge economy, curriculum development plays a
vital role in improving the economy of a country. It also provides answers or
solutions to the world’s pressing conditions and problems, such as environment,
politics, socio-economics, and other issues of poverty, climate change, and
sustainable development. There must be a chain of developmental process to
develop a society. First, the school curriculum, particularly in higher education,
must be developed to preserve the country’s national identity and to ensure its
economy’s growth and stability. Thus, the president of a country must have a
clear vision for his people and the country as well .For instance, in the
Philippines, if President Aquino would like the country to become the Asia-
Pacific’s tourism hub, then the school curriculum must be developed along that
line. Curricular programs for higher education can be crafted in such a way that
it will boost the tourism industry. For example, different models may arise such
as edu-tourism, eco-tourism, cultural tourism, medo-tourism, biz-tourism,
techno-tourism, agri-tourism, archi-tourism, among others.If universities have
curricular programs that are innovative and in demand in the local or global
markets, many students even from foreign countries will enroll. A higher
number of enrollees would mean income on the part of the universities. As a
result, if the income is big, it can be used for teachers’ promotion, scholarship,
and remuneration. It can also be used in funding research and development
endeavors, and in putting up school facilities, libraries, and laboratories.I
believe that the country’s economy can improve the people’s way of life
through curriculum development. And to develop it, curriculum experts or
specialists should work hand in hand with lawmakers such as senators and
congressmen, the local government officials, governors, mayors, among others.
Likewise, business communities and industries, and other economically oriented
players in society may be engaged in setting and implementing rules and
policies for educational reforms.Hence, curriculum development matters a lot in
setting the direction of change in an organization, not only at the micro but also
at macro levels. As long as the goals and objectives of curriculum development
are clear in the planner’s mind, cutting-edge achievements in various concerns
can be realized.For additional information on curriculum develop

Yearly School Calendar

1. Developing and planning yearly calendar for school activities

2. Calendar • A chart or series of pages showing the days, weeks, and
months of a particular year, or giving particular seasonal information. • A
system by which the beginning, length, and subdivisions of the year are
fixed.
3. An academic term or term is a portion of an academic year, the time
during which an educational institution holds classes. • A semester
system divides the academic year into two terms, which are usually 14–
20 weeks each.
4. A trimester system divides the academic year into three terms which can
be as short as eight weeks or as long as 16 weeks each.
5. A quarter or quadmester system divides the academic year into four
terms, up to 12 weeks each, and generally counts the summer as one of
the terms.
6. Yearly School calendar • In Pakistan the Govt. school year is started from
the April 01 and ended on March 31 of every year. • But privately
managed registered schools are not following this school year. • This
school year promotes their students and starts new admission on January
01 of every year and completes their sessions on December 31 of every
year.
7. Calendar includes • Admission schedule • Fee deposition schedule •
Examination schedule • Result announcement • Salary distribution
schedule • Co-curricular activities • Routine time table • Vacation
8. . Meetings • Head and teachers • Head and non teaching staff • Head and
students • Head and parents • Visitors • Parents teacher
9. Factors affecting yearly school calendar planning • To secure a maximal
degree of efficiency in its work the school must make the most effective
use of the time at its disposal. • This is a complex problem, involving the
adjustment of several determining factors.
 10.Length of school year • Academic year for public/Govt. schools is
different from the private sector. • Both have different policies for
catering education and attain the goals in that year. Public/ Govt. school
starts new session from 01 April and ends on 31 march. • While private
sector schools start their session from 1st January and completes on 31
December.
11.Length of the school day • Duration of school days is also not same for
Govt. and private sector. • Even the timings are different in summer and
winter season for public sector schools. • While the private school
timings are almost same throughout the year. • Mostly private schools
have shorter duration for primary schools and longer durations for
secondary classes.
12.. Examination • Both sectors have same curriculum for higher classes and
different boards of education takes exams from the city. • Mostly board
examination starts from February and ends in June. And it varies from
class to class.
13.While the primary classes exams are held in school and it is different in
and private sector. • Curriculum is divided into three terms, 1st term ends
before summer vacation and 2nd term ends after the summer vacation and
the 3rd term ends at the end of academic year. • After that the students are
promoted to next levels.
14. Results • After examination teachers have limited time for the checking
and rechecking of exams. • After marking the exams, results are compiled
and submitted to the head or incharge. • A date is announced by the head
for declaration of results.
15.. Recess timing • Recess duration is same in both sectors and is half hour
duration. • In summer the recess takes place before afternoon and in
winter it takes place at afternoon.
16.16. Vacation • both sectors have approximately same duration of vacation
in summer which starts from the mid of June to the mid of august. •
While public sector have also winter vacation which varies from 8-10
days. • Regardless of that private sectors may have winter vacation or
maybe not.
17.17. Advantages of yearly planning • Adjustment of individual needs •
Better management • Intervals for ease
18.18. Disadvantages • Non-flexible • Rigid • Superficial work.

Teacher’s role in curriculum planning:

It is important that teachers and other staff be assigned to classes and to schools
whose needs are appropriately aligned with their professional competencies.
Doing this serves two purposes. First, it makes teachers more content in their
profession, lowering mobility and attrition. Second, it helps to ensure that all
students, regardless of their background, have equal access to experienced,
highly qualified teachers, a situation that currently is often not the case

At the minimum, all teachers should be assigned only to classes within their
area of licensure or otherwise demonstrated area of expertise. Teachers with
foreign language or other unique skills should be strategically assigned to work
with students and in communities where their skills and knowledge are needed.
Ideally, teachers in their first years on the job should be assigned a lighter
workload in terms of numbers of classes, fewer administrative duties, lower
class size or student load, and a lesser concentration of students with special
needs or behavioral Problems.

Assigning roles to staff:

1. Review alignment between teacher assignment and licensure area and

ensure that, at a minimum, all assignments are within licensure areas or
teachers otherwise demonstrate their expertise in the subject in which
they are assigned.
2. Assign novice teachers to classes appropriate for their experience level.
3. Provide a variety of formal teacher leadership positions that do not
require leaving the classroom.
4. Actively re-assign teachers to ensure that at-risk students are not
disproportionately taught by inexperienced or ineffective teachers,
providing transfer incentives if needed.
5. Provide teachers an active role in the design and implementation of
strong induction and mentoring programs.
6. Provide teachers opportunities to become peer coaches and/or facilitators
of staff development.
7. Capitalize on the problem solving and data analysis skills of special
educators/consultants to lead/facilitate team meetings.
8. Carefully consider staff’s unique competencies and assign them to
positions where these skills are.
9. Evaluate the success of assignment decisions.

National Curriculum Revision Committee (NCRC) Process

 Under Section 3, Sub-section (1) of the Federal Supervision of Curricula

Textbooks and Maintenance of Standards of Education Act 1976, the
 Government of Pakistan has appointed the HEC to oversee curriculum
revision.
 The curriculum revision work relates to Class XII at the bachelor's level
and onwards regarding all degrees, certificates and diplomas awarded by
institutions of higher education. The HEC may at any time choose to
advise the chancellor of an institution on its statutes and regulations.
 Based on the decision of the 44th Vice-Chancellors Committee to review
the curriculum of each subject every three years, the HEC regularly
collaborates with universities on curriculum revision.
 To facilitate these changes, committees comprising senior academics
nominated by the universities are established at the national level. If
required, teachers from local degree colleges and experts from user
organizations can also be included in the committees.
 Proforma for Constitution of NCRC
 Draft SOPs for Curriculum Revision
 Steps Involved in Curriculum Review/Revision Process
 The curriculum review and revision process has been divided in two
phases:

PHASE - I: Curricula under consideration

PHASE - II: Circulation of the draft curriculum

 Details of steps involved in the said process under each phase is as

follows:
 PHASE – I: Curricula under consideration
 Step – I: Constitution of NCRC in the subject
 The Vice Chancellors of all public and private sector universities, R&D
organizations, Directorate of colleges and industries in relation to the
subject under consideration, requested to nominate their representatives,
for appointment as member of National Curriculum Review Committee
(NCRC).
 Step –II: Assessment/Analysis of the existing curriculum
 The existing curricula are circulated amongst the members of NCRC to
discuss it with their colleagues and bring collective proposals for review
and revision of existing curricula in relation to:
 a) Learning Outcomes (of teaching the subject)
 b) Scheme of studies
 c) Course-content
 d) Weightage
 e) Reading materials
 f) Teaching strategies
 g) Methods of evaluation.
 In this way participation of maximum number of subject experts is
ensured.
 Step – III: NCRC Meeting-I: Draft Preparation
 The first meeting of the NCRC is organized at the HEC Headquarter
Islamabad or one of its Regional Centers at Peshawar, Lahore and
Karachi. During this meeting maximum local input could be made
available in the exercise of revising a curriculum. Universities at different
places may also be chosen to serve the purpose. The meeting which
normally runs for three consecutive days comes up with a draft of the
revised curricula, after detailed discussion and deliberation on the
proposals prepared by the NCRC members.
 PHASE – II: Circulation of the Draft Curriculum
 Step – I: Appraisal of the first draft
 The first draft prepared is circulated amongst the local as well expatriate
Pakistani experts, universities, institutions and organization soliciting
their views for its further improvement. The view/recommendations
collected on the first draft curriculum were deliberated upon to design
and finalize the curriculum of specific subject of study in a final meeting.
 Step – II: NCRC meeting-II - Finalization of draft
 The second meeting of the NCRC is held to finalize the draft of the
revised curriculum in the light of comments/suggestions/
recommendations received from the college and university teachers and
institutions all over the country. The meeting would again take three
days to finalize curriculum. The draft, so finalized, has expertise of all
faculty members of the subject under consideration, who are directly or
indirectly involved in this process.
 Implementation
 The curricula designed is printed and sent to universities/institutions for
its adoption/implementation after the approval of the Competent
Authority.
Implementation

The curricula designed is printed and sent to universities/institutions for its

adoption/implementation after the approval of the Competent Authority.