Assignment Work

Designing Syllabus
An Overview of ENGLISH FOR 10TH CLASS

Punjab Text Book Board Lahore

Submitted to H.E Dr. Asim Mahmood by Mr. Asif Ikram ( !"#$ % Mr. Sa&man'u&'Waheed ( !(#$ st)o M.*hi& +nd, Dated (-'"#'+"("

.on/erning Edu/ationa& 0uidan/e and Sy&&abus Design1...

(With referen/e to *akistan$

Eng&ish has be/ome over the years a 2attern of &ife in *akistan. It has got the si&ent status of offi/ia& &anguage in the /ountry. A&& government do/uments, mi&itary /ommuni/ations, street signs, many sho2 signs, business /ontra/ts and other a/tivities are done in Eng&ish. 3he &anguage of the /ourts is a&so Eng&ish. In short, *akistanis are using this &anguage as a ma4or too& of /ommuni/ation. 5ut even before this stage of using, one need to a/6uire and &earn &anguage 2ro2er&y. *akistani, non'native s2eakers of Eng&ish seeking to undertake university study fre6uent&y take Eng&ish for A/ademi/ *ur2oses /ourses in order to 2re2are to meet the &anguage re6uirements for su/h /ommuni/ation. Edu/ationa& 0uidan/e is a 2ro/ess of he&2ing students to a/hieve the se&f' understanding and se&f'dire/tion ne/essary to make informed /hoi/es and move toward 2ersona& goa&s. 0uidan/e, a uni6ue&y Ameri/an edu/ationa& innovation, fo/uses on the /om2&ete deve&o2ment of individua& students through a series of servi/es designed to ma7imi8e s/hoo& &earning, stimu&ate /areer deve&o2ment, and res2ond to the 2ersona& and so/ia& /on/erns that inhibit individua& growth. 3his guidan/e may a&so work in deve&o2ing the sy&&abuses and /ourse out&ines for the students. In /urri/u&um deve&o2ment and sy&&abus designing there is strong ro&e of 9:eeds Ana&ysis;. :eeds Ana&ysis is a devi/e to know the &earner<s ne/essities and needs. It a&so in/or2orates in fi&&ing u2 the ga2es in an edu/ationa& system. It he&2s in measuring the 2rob&ems and gives suggestions to e72erts. .urri/u&um deve&o2ers deve&o2 /urri/u&um whi&e Sy&&abus designers design sy&&abuses in the &ight of the vision 2rovided by :eeds Ana&ysis. In 2ub&i/ s/hoo&s, guidan/e 2rograms are organi8ed as a series of servi/es. One servi/e is a/ademi/ 2&anning. .ounse&ors assist students with /urri/u&um and individua& /ourse se&e/tion. *rograms a&so are designed to he&2 students who have a/ademi/ diffi/u&ties. In order to /om2rehend the differen/e between =anguage .urri/u&um Deve&o2ment and =anguage Sy&&abus Design, we need to define them first.

=A:0>A0E .>??I.>=>M DE@E=O*ME:3

9.urri/u&um is a very genera& /on/e2t whi/h invo&ves /onsideration of the who&e /om2&e7 of 2hi&oso2hi/a&, so/ia& and administrative fa/tors whi/h /ontribute to the 2&anning of an edu/ationa& 2rogram.;

=anguage .urri/u&um Deve&o2ment fo/uses on determining (. What know&edge, ski&&s, and va&ues students &earn in s/hoo&sA +. What E72erien/e shou&d be 2rovided to bring about intended &earning out/omesA -. How tea/hing and &earning in s/hoo&s or edu/ationa& systems /an be 2&anned, measured an eva&uatedA .urrent /urri/u&um debates have fo/used on 6uestions of /urri/u&um /ontentB various&y inter2reted as dis/i2&inary know&edge, /u&tura& va&ues, ideo&ogies, s2e/ifi/ ski&& sets and /om2eten/ies. However, the te/hni/a& form of the sy&&abus i'e its sha2e and features, has been neg&e/ted in these debates. Cet, resear/h shows the te/hni/a& form, when 2ro2er&y su22orted, /an set u2 the s/hoo& and /&assroom /onditions to im2rove out/omes for a&& students. In wider view =anguage .urri/u&um Deve&o2ment fo/uses on dire/ting, designing, revising, im2&ementing and eva&uating the &anguage 2rograms. =anguage .urri/u&um Deve&o2ment starts with the notion of sy&&abus design whi/h is obvious&y a ma4or fa/tor in &anguage tea/hing. It in/&udes more issues than sy&&abus design. Its ma4or /on/erns areD (. 3he needs of &earners +. 3o 2ane&i8e the ob4e/tives for a 2rogram -. 3o draw a22ro2riate sy&&abus, /ourse stru/ture, tea/hing methods, and materia&s. . 3o /arry out an eva&uation of the &anguage 2rogram.

.O>?SE

A /ourse is 9an integrated series of tea/hing'&earning e72erien/es, whose u&timate aim is to &ead the &earners to a 2arti/u&ar state of know&edge;. 3he distin/tion between a /urri/u&um and a /ourse is im2ortant be/ause some of the areas of /on/ern in /urri/u&um deve&o2ment asD so/ieta& needs ana&ysis, testing for 2&a/ement 2ur2oses or 2rogram wide eva&uation may be out of the hands of tea/hers who are deve&o2ing /ourses. It is said that the way you organi8e your /ourse de2ends on a number of fa/tors whi/h in/&udeD 93he /ourse /ontent, your goa&s and ob4e/tives, your 2ast e72erien/e, your students< needs, your be&iefs and understandings, the method or te7t and the /onte7t;.

WHA3<S SC==A5>S A:D SC==A5>S DESI0:A

9Sy&&abus is essentia&&y a statement of what shou&d be taught, year by yearE through &anguage E sy&&abuses often a&so /ontain 2oints about the method of tea/hing and the time to be taken;. Another o2inion stats that a 9sy&&abus is a more detai&ed and o2erationa& statement of tea/hing and &earning e&ements whi/h trans&ates the 2hi&oso2hy of the /urri/u&um into a

series of 2&anned ste2s &eading towards more narrow&y defined ob4e/tives at ea/h &eve&;. So we /an say that a sy&&abus is an offi/ia& 9ma2; of a s/hoo& sub4e/t. It 2rovides tea/hers withD (. A rationa&e and out&ine of the s/hoo& sub4e/t +. An overview and s2e/ifi/ation of what shou&d be taught and &earned -. 0uidan/e on a22&ying /entra&i8ed standards to assess students to ensure that /&assroom and s/hoo&'&eve& assessment a&igns with systemi/ 2ra/ti/es. 3he sy&&abus is not the /urri/u&um. 3he /urri/u&um is the sum tota& of the tea/hing and &earning resour/es used in /&assrooms and other &earning environments. 3he sy&&abus sets the 2arameters for the /urri/u&um, aiming to sha2e and inf&uen/e the /urri/u&um in use. Ea/h sy&&abus wi&& have a rationa&e whi/h in/&udes brief statements aboutD The school subjectD a statement of the 2hi&oso2hy and &ogi/ of the s/hoo& sub4e/t, noting key deve&o2ments and ben/hmarks in resear/h on the sub4e/t The educational goalsD the overa&& 2ur2oses of the s/hoo& sub4e/t, noting benefits and va&ue, asso/iated &earning during the 2arti/u&ar 2hase and &inks to ear&ier and &ater &earning The learnersD a des/ri2tion of the 2hase, age and deve&o2menta& issues of the diverse /ommunities of &earners to whom the s/hoo& sub4e/t wi&& be taught (e.g. by gender, &anguage, /u&tura& ba/kground, age, &o/ation, s2e/ia& needs$. Sy&&abuses are more &o/a&i8ed and are based on a//ounts and re/ords of what a/tua&&y ha22ens at the /&assroom &eve&. One of the first things /&arified is that Fsy&&abus< refers to the /ontent or sub4e/t matter of an individua& sub4e/t, whereas F/urri/u&um< refers to the tota&ity of /ontent to be taught and aims to be rea&i8ed within one s/hoo& or edu/ationa& system. 0iven these definitions it is suggested that it seems he&2fu& to define a /urri/u&um and a sy&&abus as se2arate entities. 3o sum u2 it is 2ossib&e to see sy&&abus design as 2art of /ourse design, whi/h in turn, forms 2art of the design of the /urri/u&um as a who&e. Selecting the Shape of the Syllabus When se&e/ting the sha2e of the sy&&abus, 9the basi/ di&emma whi/h /ourse 2&anners must re/on/i&e is that &anguage is infinite, but a sy&&abus must be finite.; Ea/h sy&&abus wi&& in/&ude the standards of &earning and standards of assessment to guide tea/her 4udgment. 3hey wi&& be framed as 9as2irationa&; targets for students and tea/hers to work towards, and wi&& a&so be used for re2orting a/hievement. Ea/h sy&&abus wi&& indi/ate where systemi/ standardi8ed testing 2rograms and mandated moderated assessment are &inked to re6uired &earning. 3his wi&& guide the

deve&o2ment of systemi/, s/hoo& and /&assroom assessment and moderation. In Pakistan, the history te&&s that we had never been ab&e to formu&ate a /urri/u&um for our edu/ationa& system. Our nationa& 2o&i/ies sin/e the inde2enden/e are not being governed by reason and moderation. We ru&ed out the Guaid<s se/u&ar s2irit by a&&owing more than one edu/ationa& system in the /ountry whi&e on the other hand 3urkish nation, by fo&&owing the sing&e edu/ation system 2ro2osed by Mustafa Hama& has be/ome a &eading 2ower of Is&ami/ wor&d. So the basi/ 2rob&em that we fa/ed and a&so fa/ing today is of deve&o2ment of a we&& 4ustified and modern /urri/u&um for the nation. We &a/k resour/esB we &a/k man2ower in this fie&d. 5ut fortunate&y in the re/ent years e/onomi/ u2&ift of the /ountry has im2arted a sense to gain know&edge among 2eo2&e. 0overnment 2o&i/ies have a&so been idea&i8ing the modern s2irit. .urri/u&um wings in a&& 2rovin/es and one on nationa& &eve& in Is&amabad working 2ro2er&y. :ow they<ve brought into /onsideration the most modern /on/e2tion of :eeds Ana&ysis in /urri/u&um deve&o2ment. A&though there are sti&& many &a2ses that remains unfi&&ed. In order to have a /riti6ue of the sy&&abus designing in the /ountry, I se&e/ted a te7t book of Eng&ish in/&uded in the sy&&abus for (" th /&ass in *un4ab, under *un4ab 3e7t 5ook 5oard. It<s authors areD (. Mian Muhammad Af8a& +. Mrs. Iar6a 5ashir -. 5ashir Ahmad .haudhry . Mumta8 Ahmad Shah #. 5ushra :a6i !. Mrs. Shaha ?asu& 5efore its eva&uation, I<&d &ike to mark the /ontents of the book.

CONTENTS
=esson :o. ( =esson :o. + =esson :o. =esson :o. =esson :o. # =esson :o. ! =esson :o. K =esson :o. L =esson :o. M =esson :o. (" =esson :o. (( =esson :o. (+ =esson :o. (*ro2het Muhammad (SAW$ as an Edu/ationist Jestiva&s in *akistan 3he Differen/e between a 5rain and a .om2uter 5&essings of 0od (*oem$ Ha8rat Ayesha (?.A.$ 3rans2ort Human ?ights and Madina .harter A :ation<s Strength (*oem$ A Jather<s Advi/e Ha8rat A&i<s (?.A.$ Humanism Handi/rafts of *akistan 3he Mena/e of Drugs 3he .hara/ter of a Ha22y =ife (A *oem$

=esson :o. ( =esson :o. (# =esson :o. (! =esson :o. (K =esson :o. (L =esson :o. (M =esson :o. +" =esson :o. +(

Sim2&i/ity 3raffi/ Edu/ation =etter Writing A Jragment (*oem$ A =itt&e Word (*oem$ 3wo Wedding .eremonies My Mother (*oem$ 3he 0reat =eader

As ear&ier mentioned, it<s a /ourse te7t book of Eng&ish whi/h /om2rises the sy&&abus of the ("th /&ass. Jrom the /ontents we /an ma2 many basi/ e&ements that 2&ayed their ro&e in the formation of this book. One thing is very /&ear that it<s not in itse&f a /urri/u&um and nor working as /urri/u&um but there is a strong inf&uen/e of set ob4e/tives behind its /om2osition. It<s working both as a te7t book and a&so as sy&&abus. 3he ty2e of sy&&abus is 3o2i/a&. In order to /om2rehend the nature of 3o2i/a& Sy&&abus, first, we need to /ount a&& the ty2es of sy&&abus. Ea/h ty2e of sy&&abus fo&&ows its own ways of organi8ing /ourses and materia&s. Jor instan/e, in stru/tura& sy&&abus, 2hono&ogi/a& and grammati/a& stru/tures are the organi8ing 2rin/i2&es whi&e these stru/tures are se6uen/ed from easy to diffi/u&t or fre6uent to &ess fre6uent. In situationa& sy&&abuses, situation forms the basis of a&& organi8ing 2rin/i2&es whi&e stru/tura& se6uen/e /an be ba/k grounded. 3o2i/a& sy&&abuses are simi&ar to situationa& sy&&abusesB however they are organi8ed by to2i/s or themes, rather than situations. 3y2i/a&&y, the to2i/s are se&e/ted by the te7tbook author on the basis of his)her sense of the im2ortan/e of the to2i/s or themes. 5ut this se&e/tion of to2i/s is an a/t that<s stri/t&y governed by some ob4e/tives given by /urri/u&um wing. Other ty2es are, Jun/tiona&, :otiona&, Ski&& based, and 3ask based sy&&abuses. Jun/tiona& Sy&&abuses try to deve&o2 abi&ities of identifying, re2orting, /orre/ting and des/ribing, in the students. 3his book, as far as the te7t is /on/erned, is a to2i/a& sy&&abus book but it has given 2&a/e to /&ass a/tivities and homework e7er/ises. 3his in/&usion of /a2a/ity bui&ding measures about stru/tura& 2atterns makes it a stru/tura& sy&&abus as we&&. Jor instan/e, fo&&owing tit&es of the 6uestions, 2art of the e7er/ises, /an be seen. .hoose the /orre/t answer (mu&ti2&e /hoi/es given$ *un/tuate the fo&&owing 3i/k (N $ the statements either true or fa&se 3i/k the /orre/t word and write the senten/es in your note book. 3aking the organi8ationa& 2attern into /onsideration, we see the fo&&ow u2 of different to2i/s. Out of +( to2i/s, more than ha&f are re&ated to the fie&ds of re&igion, so/ia& s/ien/es and mora&ities. 3here is on&y one to2i/ /on/erning writing abi&ities of students tit&ed 9=etter Writing;. 3he se6uen/ing 2attern is &inear in /ase of diffi/u&ty &eve&s. 3here &ooks a shar2

diversion, at one 2&a/e, from /urri/u&um be/ause it seems bit awkward that the essay on Guaid'e A8am has been in/&uded as the &ast &esson of the book. So the organi8ationa& 2attern is not fo&&owing the /urri/u&um to some e7tent. Se/ond&y, there is on&y one to2i/ /on/erning information te/hno&ogy. 3his, to me, is the stri/t vio&ation of the needs of the students. In /urrent s/enario of the wor&d where most of the &anguage &earning is being /arried through /om2uters, internet and e&e/troni/ media, it<s very im2ortant to in/&ude the re&evant data even in the to2i/a& sy&&abuses. Moreover, in re/ent years, there has been a hea&thy trend in /ourse design with the fo/us shifting from tea/her' /entered to &earner'/entered a/tivities and in this /onne/tion, a &ot of /redibi&ity is being given to nee based /ourses. In order to /om2rehend the im2ortan/e of :eeds Ana&ysis, we must first define this very term F:eeds Ana&ysis<. :eeds ana&ysis has a vita& ro&e in the 2ro/ess of designing and /arrying out any &anguage /ourses, whether it is Eng&ish for S2e/ifi/ *ur2oses or genera& Eng&ish /ourse. ?ather than deve&o2ing a /ourse around an ana&ysis of the &anguage, an ES* a22roa/h starts instead with an ana&ysis of the &earner<s needs. :eeds ana&ysis genera&&y refers to the a/tivities that are invo&ved in /o&&e/ting information that wi&& serve as the basis for deve&o2ing a /urri/u&um that wi&& meet the needs of a 2arti/u&ar grou2 of students. 3a&king about the drawba/ks, in our s2e/imen, we fee& that it<s a book whi/h has been written by the authors who /ondu/ted on&y the 2artia& needs ana&ysis. As ear&ier mentioned, the in/&usion of on&y one &esson from fie&d of writing and a&so on&y one from the fie&d of I3, is /&ear&y /o&oring the need for :eeds ana&ysis. I wou&d &ike to 2resent an e7am2&e from the book of Eng&ish for M th /&ass. It wou&d make for us easy to gras2 the 2oints of drawba/k from a te7t. In the &esson :o.# tit&e F?ura& and >rban =ife in *akistan<, there has been dis/ussed in detai& the differen/e between vi&&age &ife and /ity &ife. 3he 2oint I want to raise is that there you<&& not see anywhere, author defining anyone of two. :ow the students, who were ignorant of these words, how /an understand whether Furban< stands for vi&&age &ife or /ity &ife. 3his differen/e has been given in the se/ond &ast senten/e of the &esson and even not 2ro2er&y but 4ust as a /&ue. .oming ba/k to our s2e/imen, we see that there is shar2 in/&usion of 2assive form of tenses right from the start of the first &esson. It wou&d have been better to move from sim2&e to /om2&e7 senten/e stru/tures. 3he first senten/e of the book /om2rises of -- words. In order of 2utting forward the &earner<s needs, one /an easi&y ma2 it and bui&d u2 the notion that if you are going to start a new sy&&abus te7tbook, you must mountain your organi8ing 2atterns from bottom'u2 &eve&. Another im2ortant as2e/t of using &anguage is s2eaking a &anguage meaningfu&&y and a22ro2riate&y but there we see no 2&a/e of guidan/e for the students. It is an essentia& need in &earning a se/ond &anguage. In *akistan, sin/e our inde2enden/e, we a&ways deva&ued the s2eaking

/on/e2tion for Eng&ish. And this has a&ways been re4e/ted in /ourses of a&& /&asses. It<s very ridi/u&ous that on&y the students of Master /&asses have this o22ortunity and more 2in/hing is that it<s on&y for the students of Eng&ish &anguage. Jurther, I 2resent &esson :o.(# tit&ed F3raffi/ Edu/ation;. 3he 2rob&em that our system of edu/ation has, is the e&ement of /on/e2tua&i8ing a debate on a to2i/ and it<s most&y for the sake of stru/tura& tea/hing of grammar or vo/abu&ary. We never try to do things 2ra/ti/a&&y. Jor instan/e, in this &esson on&y benefits and few ru&es have been given but there are no traffi/ signa&s. 3he in/&usion of traffi/ signa&s might have given more s2a/e to the author for setting u2 a /&ass a/tivity. Jina&&y, few suggestions that I wou&d 2referab&y 2ut forwardB (. We<&& have to give more and more im2ortan/e to :eeds ana&ysis. +. We are a&ready a way behind from the rest of the wor&d in taking benefits from I3, so this fie&d even in tea/hing &anguage is im2ortant. -. We never try to do things 2ra/ti/a&&y. We need to deve&o2 a habit of 2ra/ti/a& eva&uation rather on&y dis/ussing them on 2a2ers. . Jor 4unior /&asses be&ow ten, we must add more and more /&ass a/tivities regarding 2o&ishing Writing and S2eaking abi&ities of students. #. 5eing a nation, we seem a very /onfused nation as far as our edu/ationa& system is /on/erned. It<s better to estab&ish on&y one edu/ation system in the /ountry. !. 5eing s2e/ifi/ towards /urri/u&um wing and the sy&&abus designers, I wou&d suggest them to fo&&ow the same &ine of a/tion, bring hierar/hy to their /on/e2tua& ideas be/ause it<s the need of the students.