ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

Name: FAKEHA
D/O: SYED IQBAL ALI
ROLL NO: BP616028 REG NO: 17SHD00462
ADDRESSS: B/115 DAMAN E KOHSAR HOUSING SOCIETY LATIFABAD HYDERABAD
Course: Teaching of Pakistan Studies (8640) Semester: Autumn, 2020
Level: B. Ed. (4 Years) Secondary Teacher Education

ASSIGNMENT No.1

Q1 Discuss the integration of different subjects in Pakistan Studies.

Justify with examples.

ANSWER: Although Pakistan Studies is a compulsory subject from Class

IX up to the university level, it is an astonishing fact that many of the
students are unaware of important historical figures and events.
Even if they know some, it's just the names of some of the famous
personalities and not the details about their achievements, life and
causes of success or downfall. The books on Pakistan Studies of
different levels cover the topics which are repeated in all of them.
In Pakistan Teacher education is leaping into the future. Scheme of
Study for Pakistan was updated during 2006 and augmented by
National Professional Standards during 2008. This is the latest
milestone in journey toward standards based teacher education in the
country. Pakistan Studies is a compulsory subject and an integrated
area of study that draws upon various social science disciplines such as
geography, history, anthropology, economics, political science, and
sociology related to Pakistan. This subject is compulsory at the
secondary school and higher secondary school levels in Pakistan.
Similarly, many departments of social sciences of universities are
offering Bachelor Studies, Master Studies, and Philosophy degrees in
this subject. In addition, many research institutes, international and
national organizations are engaged in collaborative teaching, research,
and exchange programmers in the field of teacher education in
Pakistan. These organizations are providing pluralist platforms for
discussions to teachers. Pakistan Studies is being taught at secondary
and higher secondary level to inculcate knowledge about history,
cultures, geography, resources, climate, industry, foreign policy,
contemporary problems and issues of Pakistan (Ali, 2010). Teaching of
Pakistan Study aims to enhance student’s knowledge about society,
culture, people, history and geography of Pakistan. Moreover, teaching
of this discipline aims to inculcate knowledge about languages,
literature, resources in Pakistan, historical perspectives, administrative
system of the country, foreign relations, supports, political &
constitutional developments, human rights, knowledge about
renowned sufis and economic developments in the county. Teaching of
Pakistan Studies as a subject provides a background knowledge to the
students about creation of Pakistan, Pakistan Movement and the
political developments in Pakistan. Teaching of this subject also covers
teaching about the salient features of Pakistan such as land, economy,
human development, and domestic issues and international current
affairs. Moreover, this subject aims to create awareness among
students about Pakistan as an enlightened nation and to assist students
in identifying various perspectives on current, persistent, and
controversial issues in Pakistan. Similarly, teaching of Pakistan Studies
aims to create a sense of patriotism, tolerance, active citizenship,
respect for cultural diversity and religious harmony to make students
active and responsible citizens. Contents included in Teaching of
Pakistan Studies covers areas as concept of civilization, skill
development, two-nation theory, Sir Syed Ahmad Khan, Allama Iqbal,
Quaid-e-Azam Muhammad Ali Jinnah, key economic, social, and
political factors contributing to the development of modern Pakistan. It
seems that contents included in the curriculum are quite
comprehensive and cover all the aspects about Pakistan. Although
Pakistan Studies is taught as a compulsory subject from 9th class to
university level, yet majority of students not know about the life
achievements of famous leaders of Pakistan and remained unaware
about the important historical events of Pakistan.

Q2 Elucidate the taxonomy of objectives of teaching Pakistan Studies at

Elementary level.

ANSWER: Teaching of Pakistan Studies

PAKISTAN Studies is a subject that aims at enhancing students'

knowledge about history, culture and geography of Pakistan and to
inculcate patriotism in the hearts of students so that they may become
a good citizen.
Although Pakistan Studies is a compulsory subject from Class IX up to
the university level, it is an astonishing fact that many of the students
are unaware of important historical figures and events. Even if they
know some, it's just the names of some of the famous personalities and
not the details about their achievements, life and causes of success or
downfall. The books on Pakistan Studies of different levels cover the
topics which are repeated in all of them. General Aims:
In this unit general aims and objectives with references to Pakistan
Studies have been briefly discussed. While going through these aims
and objectives, one can clearly observe that
'Aims' are broad and philosophical in nature and scope while objectives
are specific and more behavior oriented.
Aims are concerned with purpose whereas objectives are concerned
with achievement. Usually an educational objective relates to gaining
an ability, a skill, some knowledge, a new attitude etc.

The objective on the other hand, is more specific and more functional
as compared to the aims of a particular subject. They are specific ones
which describe behavior to be attained in a particular unit, a subject,
area, a course, or a grade level program.
Statements that Pakistan should preserve the ideology of Pakistan,
transmit culture, reconstruct society or provide for the fullest
development of the individuals, are aims attributed to the subject.
Moreover, similar statements like the development of the democratic
way of life, creation of a to literate society, are aims which are general
in nature and are insufficient guide for making a more specific decision
about the development of certain program.
Objectives play an important role in teaching-learning process. They are
starting points. Nothing can be done without having any target to be
achieved. Objectives serve as a guide for the evaluation of
achievement. Objectives are developmental representing "roads to
travel" rather than terminal points. Therefore, the teacher of teaching
of Pakistan Studies should keep continuity in the formulation of
objectives and appreciation of the developments taking place in social,
cultural and geo-political environment of the country.
The formulation of objectives in curriculum are in fact based on the
collective value position which is supposed to be reflecting of Pakistan
society.

Q.3 critically analyses the secondary level curriculum of Pakistan

Studies. Also identify the grey Areas that need improvement.

ANSWER: Curriculum Pakistan Studies

One of the respondents replied that every curriculum has some
stakeholders which include teachers, students, education department
or in our case HEC, universities, and the government. , If these
stakeholders work in collaboration and support each other only then it
can lead to successful curriculum development. The problem is there is
a lack of collaboration between these stakeholders due to which we are
facing issues in proper curriculum designing. Another respondent
highlighted the role of teachers in meeting the objectives of the
curriculum. He said that efforts have been made to keep the books and
the study material in the textbooks of Pakistan in accordance with the
objectives set by the designers. These objectives, however, are not
achieved by the teachers in the class. For example the failure in
teaching the relationship between Pakistan as an Islamic state and at
the same time as a modern democracy. Generally, teachers come to
the class with their own viewpoints. They carry discussion regarding
Pakistan on the basis of their political ideologies and political leaders
whom they follow. Furthermore, the same topics are repeatedly taught
at various levels of the annual system which makes it burdensome for
the students to discuss and understand. On the other hand, B.S courses
are fairly difficult. After the introduction of B.S courses, the problem of
teaching methodology has arisen. Most of the teachers who are from
the old educational system find the content of the BS curriculum
difficult and challenging to cope with. They continue to use old teaching
methods and limited learning to the new BS system which develops
issues in learning and evaluation. If the students use other sources like
the internet, libraries etc., only then they can survive the modern needs
of learning and evaluation, otherwise, with untrained teaching staff,
any innovation in the educational system is useless. A respondent
criticized the overall process of the curriculum development process.
He thought that the whole system of the process of curriculum
development, its implementation and assessment are not properly
planned. There is no proper alignment between the contents, the
objectives and assessment tools of the curriculum. Another respondent
replied that as for as Master Level is concerned there is consistency
among curriculum and examination.
The majority of the respondents argued that national integration, unity
and patriotism are definitely highlighted in the curriculum of Pakistan
Study. It inculcates the patriotic and cultural values of Pakistan in the
minds of the learners. It is the duty of teachers to emphasize national
integration, unity and patriotism because without these, the curriculum
is useless. To attend all these shortcomings and drawbacks, Higher
Education Commission held the meeting of the National Curriculum
Revision Committee from October 2012 to March 2013 at Peshawar.
The aim was to bring changes in the curriculum of Pakistan Studies. It
was also aimed to promote a sense of patriotism and develop global
perspectives. The meeting was successful in achieving its aims and
objectives (Curriculum of Pakistan Studies).
Q.4 what are the factors which affect content selection? Give rationale
for adopting the principles of selection of content for Pakistan Studies?

ANSWER: SEVEN CRITERIA FOR THE SELECTION OF SUBJECT MATTER

OR CONTENT OF THE CURRICULUM
The micro curriculum employs the seven criteria for the selection of
subject matter below. For the macro curriculum, the subjects needed
for the curricular program or course comprise the content.

1. SELF-SUFFICIENCY
To help learners attain maximum self-sufficiency most economically is
the central guiding principle of subject matter or content selection
(Schefter, 1970) as cited by Bilbao et al. (2008). Although the economy
of learning implies less teaching effort and less use of educational
resources, students gain more results. They can cope up with the
learning outcomes effectively. This criterion means that students
should be given a chance to experiment, observe, and do field study.
This system allows them to learn independently. With this principle in
mind, I suggest that there should be a one-day independent learning
activity each week for a high school curriculum or preparatory year.
However, this should be carefully planned by the teacher. When the
students return, they should present outputs from the activity.

2. SIGNIFICANCE
The subject matter or content is significant if it is selected and
organized to develop learning activities, skills, processes, and attitudes.
It also develops the three domains of learning, namely the cognitive,
affective, and psychomotor skills, and considers the learners’ cultural
aspects. Particularly, if your students come from different cultural
backgrounds and races, the subject matter must be culture-sensitive. In
short, select content or subject matter that can achieve the overall aim
of the curriculum.

3. VALIDITY
Validity refers to the authenticity of the subject matter or content you
selected. Make sure that the topics are not obsolete. For example, do
not include typewriting as a skill to be learned by college students. It
should be about the computer or Information Technology (IT). Thus,
there is a need to regularly check the curriculum’s subject matter or
contents and replace it if necessary. Do not wait for another five years
to change it.
Modern curriculum experts are after current trends, relevance, and
authenticity of the curriculum; otherwise, the school or the country
becomes obsolete.

4. INTEREST
Criteria for selection of subject matter
Some teachers are bookish.
This criterion is valid to the learner-centered curriculum. Students learn
best if the subject matter is interesting, thus makes it meaningful to
them.
However, if the curriculum is subject-centered, teachers have no choice
but to finish the pacing schedule religiously and only teach what is in
the book. This approach explains why many students fail in the subject.

5. UTILITY
Another criterion is the usefulness of the content or subject matter.
Students think that a subject matter or some subjects are not necessary
to them. They view it as useless. As a result, they do not study.

Here are the questions that students often ask:

Will I need the subject in my job?

Will it give meaning to my life?
Will it develop my potentials?
Will it solve my problem?
Will it be part of the test?
Will I have a passing mark if I learn it?
Students only value the subject matter or content if it is useful to them.

6. LEARNABILITY
The subject matter or content must be within the schema of the
learners. It should be within their experiences. Teachers should apply
theories in the psychology of learning to know how subjects are
presented, sequenced, and organized to maximize students’ learning
capacity.

7. FEASIBILITY
Feasibility means the full implementation of the subject matter. It
should consider the school’s real situation, the government, and society
in general. Students must learn within the allowable time and the use
of resources available. Do not give them a topic that is impossible to
finish.

For example, you have only one week left to finish the unit, but the
activities may take a month for the students to complete. Thus, this
requirement is not feasible. Do not offer a computer subject if there is
no electricity in the area, or there are no computers. Further, feasibility
means that there should be teachers who are experts in that area. For
example, do not offer English for Business Communication if there is no
teacher to handle it. Also, there is a need to consider the nature of the
learners. The organization and design of the subject matter or content
must be appropriate to the nature of students. So, it would be better if
students in a subject-centered curriculum (with a pacing schedule that
must be religiously implemented every week) shall be grouped
homogeneously; otherwise, many will flunk in that subject.

Q. 5 Compare Activity method and project method. In your view which

is the most appropriate for teaching Pakistan Studies.
ANSWER: Method may be defined as a systematic procedure adopted
for the attainment of some specific objectives.
The term teaching method refers to the general principles, pedagogy
and management strategies used for classroom instruction.
The need for right methods of teaching cannot be underestimated in an
ideal system of education. Infect the problem of method can no more
be ignored in any system of educational philosophy and practice than
that of the aim of the curriculum.
Even the best curriculum and the most perfect syllabus remains
ineffective unless quickened into life by the right methods of teaching.
This is a method which is generally followed in colleges and schools
with big classes. In this method only the teacher talks, the students are
passive listeners and they do not take any active part. Although this
method is attractive, economical speedy, useful for factual information
and logical sequence yet it has certain, limitations that it is memory
based, emphasizes spoon feeding, too rapid, without learning by doing,
authoritarian and fails to develop critical thinking.
The discussion method of teaching is a process in which small groups
assemble to communicate with each other, using speaking, listening
and nonverbal processes in order to achieve instructional objectives.
The most common type of collaborative method of teaching in a class is
classroom discussion. It is also a democratic way of handling a class,
where each student is given equal opportunity to interact and put forth
their views. A discussion taking place in a classroom can be either
facilitated by a teacher or by a student. A discussion could also follow a
presentation or a demonstration. Class discussions can enhance
student understanding, add context to academic content, broaden
student perspectives, highlight opposing viewpoints, reinforce
knowledge, build confidence, and support community in learning.

Demonstrating, which is also called the coaching style or the Lecture-

cum-Demonstration method, is the process of teaching through
examples or experiments.
It is one of traditional method. This is also known as Chalk and talk
method. In this method Teacher is active and learners are passive.
Lecture-cum-demonstration includes the merits of the lecture as well
as demonstration method. Demonstration means ‘to show’. In Lecture
method teacher just tells but in demonstration method teacher shows
and illustrates certain fundamental phenomena.

Project method is one of the modern method of teaching in which, the

students point of view is given importance in designing the curricula
and content of studies. This method is based on the philosophy of
Pragmatism and the principle of ‘Learning by doing’. In this strategy
pupils perform constructive activities in natural condition. A project is a
list of real life that has been imparted into the school. It demands work
from the pupils.
Team teaching is a method of coordinated classroom teaching involving
a team of teachers working together with a single group of students.