Q.2 Write down a critical essay on the current syllabus of Urdu taught at grade five.
Course: Critical Thinking and Reflective Practices
Course Code 8611
Topics
Critical essay on the current syllabus of Urdu taught
- Urdu Syllabus
- Urdu Essay Writing
AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bachelors in Education /Masters in Education / PhD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8611| Course: Critical Thinking and Reflective Practices
Answer:
The curriculum is typically a phenomenon
that includes many dimensions of learning, including rationale, aims, content,
methods, resources, time, assessment, etc; which refers to various levels of planning
and decision-making on learning (for example, at the supra-, macro-, meso-,
micro- and nano-levels); or, international, national, local, classroom and
individual levels; and which relates to multiple representations of learning
(for example, as already mentioned, ‘intended’, ‘implemented’, ‘attained’,
etc). Curriculum can be understood as the totality of what children learn while
at school –including what they learn through classroom activities; in interdisciplinary
tasks; across the school, for example, in the playground, at lunchtime when
eating (civic responsibilities, etc.).
This curricular totality also includes
opportunities for wider achievement through sports, music, debating, and the
like. For the purposes of this paper, curriculum is defined in a holistic,
process-oriented way. This definition is based on the belief that, while
curriculum might commonly be perceived as a set of documents, the quality of
those documents is closely connected to the processes used to develop them and
to the means through which they are put into practice.
In other words, judging the quality of the curriculum
itself cannot be done in isolation from the broader processes of curriculum
development, implementation, and evaluation. The syllabus has been structured to
cover each of the three years of Primary 1-3. Each year’s work has been grouped
under five sections or themes (Diversity of matter, Cycles, Systems, Energy, and
Interactions of matter).
Each of these themes is related to the everyday
experiences of the child, and to commonly observed phenomena in the child's environment.
The main aim is to enable pupils to appreciate the links between different
scientific topics and thus help them to integrate scientific ideas in dealing
with phenomena. The sections/themes cover a core of concepts that provide a broad-based understanding of the environment upon which the foundation for
further study could be built.
The topics under each theme are not
to be looked at as separate or isolated blocks of knowledge. In general, there
are no clear borders between these themes. Some topics are common to different themes. A conscious effort should therefore be made by the teacher
to let pupils see the link between themes whenever possible.
In particular, it will be noted that
Systems, Energy, and Interactions of matter are closely related. Another feature
of the syllabus is the Spiral Approach. This is characterized by revisiting
concepts and skills at different levels with increasing degrees of depth at
each stage. The spiral approach has the benefit of matching scientific concepts
and skills to pupils· cognitive development. It therefore helps pupils to build
a gradual mastery of scientific skills.
Diversity of matter
Pupils should recognize that there is
a great variety of living and non-living things in the world. Humans seek to organize
this great variety to better understand the world in which they live. There are
common threads that connect all living things. There are also unifying factors
in the diversity of nonliving things that scientists use to classify them.
The study of the diversity in the world should also help
pupils to appreciate the importance of life’s diversity and therefore take necessary
steps to maintain this diversity. Topics covered under
Diversity of matter includes the following:
· Classification of organisms and materials
Cycles Pupils should recognize that
there are repeated patterns of change in nature and should seek to understand
how these patterns occur. Examples of cycles are the day and night cycle, life
cycles of living things, and the recycling of resources. Studying these cycles helps
humans to understand the Earth as a self-sustaining system and secondly, helps
humans to be able to predict events and processes.
Topics included under cycles are as follows:
· Water cycle
· Day and night cycles
· Convection and ventilation
· Reproduction in plants and animals
· Land and sea breezes etc. living things
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