PRE-PRIMARY EDUCATION CURRICULUM

PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE

CURRICULUM PRE-PRIMARY EDUCATION 1

 TABLE OF CONTENTS

Sr. Chapters Pages

No.
1 Preamble 3

2 Introduction 4

3 Transition of Scheme of Studies into Curriculum, Textbook & 7

Dissemination into Knowledge & Skills
4 Standards, Benchmarks, Competencies and Expected Learning 11
Outcomes
 Personal and Social Development

 Language & Literacy

 Basic Mathematical Concepts

 The World Around Us

 Health, Hygiene & Safety

 Creative Arts

5 Creating Learning Environment for Pre-Primary Education 54

Classroom, Effective Teaching Learning Strategies and Criterion
of Assessment
6 Assessment Objectives for Pre-Primary Education 65

7 Guidelines for Pre-Primary Learning Material Development 74

8 References and Bibliography 78

9 Curriculum Review Committee Members for Pre-Primary 80

Education

CURRICULUM PRE-PRIMARY EDUCATION 2

 PREAMBLE
Curriculum lies at the heart of the educational enterprise. It is a mean
through which nations transmit their philosophy of life and its spirit to exemplify
their value system to its young generations. The development of curriculum
requires inputs from the stakeholders to reflect the needs of the society and
interests of the learners.

Curriculum, syllabus and standards of education were on the concurrent list

under Entry 38 of the Concurrent Legislative List to the Fourth Schedule of the
Constitution of Islamic Republic of Pakistan, 1973. After 18th Constitutional
Amendment, development of curricula and approval of textbook manuscripts and
supplementary reading material relating to textbooks, production of reference and
research material in respect of the problems relating to the Schemes of Studies and
curricula / textbooks etc. are now the exclusive domain of the Punjab Curriculum and
Textbook Board under Punjab Curriculum and Textbook Board Act, 2015 (Act VI of 2015).

To carry out its mandate, the Punjab Curriculum and Textbook Board has
developed Scheme of Studies from Pre-Primary Education to Intermediate Level for the
province of Punjab in consultation with all the stakeholders involved in the delivery of
education. This Scheme of Studies has been developed keeping in view the arising
need of Science & Technology in our society, modern trends in education and the
need to bridge the gap between public / private schools and Deeni Madaris of the
Punjab.

For developing Curriculum for Pre-Primary Education, the National Curriculum

2007 developed by Ministry of Federal Education, Islamabad has been taken as the
reference document.

This Curriculum will hopefully pave the way for bringing about qualitative
change in education at this level.

Managing Director

CURRICULUM PRE-PRIMARY EDUCATION 3

 INTRODUCTION
Punjab Curriculum and Textbook Board started curriculum revision in the light

of the Scheme of Studies developed after the 18th Constitutional Amendment. Pre-
Primary Education being the first rung of the educational ladder had to be addressed
at the earliest. Accordingly, a road map has been developed for designing activities
for preschoolers (age 3.5-05 years) under the notion of developmentally appropriate
practices for this tender aged student. This curriculum is aimed to foster children’s
overall well-being and to ensure the best possible conditions for growth and
development in a conducive and child friendly environment where they can
experience choice and freedom of actions. This provision is aimed to help them
develop into individuals who are able to learn through play, discovery,
experimentation and collaboration.

The first three years of a child’s life are critical for whole of his/her life. It is
widely acknowledged that these years of a child are crucial for his/her future life. In
these years he/she is developing all his/her faculties at enormous speed. Child is
developing self-esteem, confidence, curiosity, self-control, trust, collaboration, and
cooperation. In the world, during these years, the child interacts with his/her family
and school. The persons he/she is interacting during these days are parents,
teachers, siblings, or care-givers.

To up bring the whole personality of the child, his/her personal, social,

emotional, and moral developments are equally important along with his/her

physical and cognitive development. Therefore, the early years of a child have

significance in the acquisition of skills, knowledge and attitude that become the

base for life-long learning attitude. The child learns and explores the world around

him/her through interacting with the environment. It is critical for parents and

teachers to create a conducive environment for the kids in which they may explore

the world around them so as to develop their balanced and dynamic personalities.

The child is said to be a “little scientist”, therefore, teacher and parents need to

CURRICULUM PRE-PRIMARY EDUCATION 4

provide the child a laboratory in which he/she may experience and experiment life

experiences and phenomena to be explored for the development of a balanced

personality of future generation.

In the global age of today, we need to cater some important trends and issues
to be incorporated in the curriculum at every stage including Pre-Primary Education.
The major issues, today’s world is facing are intolerance, extremism, egocentrism,
corruption, unhygienic life-style, and lack of peace and sustainable development.
We need to address these issues from the very beginning. We need to develop a
curriculum that will ensure the development of tolerant, peace loving, enlightened,
caring, healthy and life-long learners, who will be responsible to create a peaceful,
enlightened, healthy and a caring society. The learners must be responsible citizens
of society, who will contribute not only for the well- being of the people of the
country but also become responsible members of the global community.

To achieve the above mentioned goals, we need to lay strong foundations of

Pre- Primary Education curriculum. The foundations of a curriculum provide
philosophical basis of a nation on one hand and psychological understandings of
children on the other hand. The philosophical foundation will assure the ideology,
values, culture, and national goals of a nation, which guide the whole curriculum
process. The psychological underpinnings are necessary to select the learning
experiences and their breadth and depth about a certain developmental level. In
other words the philosophy provides the “what” and “why” of curriculum and
psychological aspects provide the “how” and “when” of the curriculum.

Every child opens his/her eyes in a society that has its own ideology, culture,
values, and preferences. Pakistan has Islamic ideology and its own culture, values
and morals. The main aim of the nation is to inculcate Islamic ideology in the blood
of future generation. The culture of Pakistan is very rich with its sub-cultures in
different geographic units and different ethnicities. Different units have their own
languages, ethnicities, values, morals, and identities. Along with diverse
subcultures, Pakistan has a common set of values, language, dress, symbols, and

CURRICULUM PRE-PRIMARY EDUCATION 5

morals that make Pakistani culture. We want to develop a nation which has a
national identity that binds it in a single thread and also caters for individuals’ local
identities as members of its sub-cultures. Pakistan is facing the issues of intolerance,
extremism, and unhygienic life styles. Hence, the preference of the nation is to
develop tolerant, enlightened, peace loving, and healthy individuals. These national
preferences also provide insight for developing national curricular goals.

The other significant foundation of any curriculum is psychological

foundation. The psychological foundation provides insight about the selection of
content according to the interest and age level of the learners. It also provides
guidelines for teachers to select teaching techniques and learning activities that
should be age appropriate and according to the interest level of the learners.
Psychology guides us in developing the content, selecting skills, and choosing a set
of attitudes for specific developmental level. It also educates us in selecting
appropriate instructional methods and techniques to teach the selected content,
skills, and attitudes. It is hoped that this curriculum will serve the purpose for which
it has been developed.

CURRICULUM PRE-PRIMARY EDUCATION 6

TRANSITION OF SCHEME OF STUDIES INTO CURRICULUM, TEXTBOOKS & DISSEMINATION OF
KNOWLEDGE & SKILLS

1. Sustainable technical development is the pathway to the socio-economic

development of a nation. To have technologically vibrant, industrialized and
knowledge-based Pakistan, maximum efforts must be directed towards
imparting high quality education covering emerging trends modern
developments and scientific learning.

The Scheme of Studies 2019 has not only laid requisite emphasis on existing
subjects like physical and social sciences, it has also focused on Quranic
Education with Urdu as well as English translation of the Holy Quran,
Technology based education, computer Science & IT, Agriculture, Business
Administration, Fine Arts and Sports Education.

2. This Scheme of Studies has laid down the following aims and objectives:

 To prescribe the subjects to be taught to various grades and

impart high quality student-centered learning.

 To transform School Education with added emphases on STEAM

subjects and skilful application of emerging trends, modern

concepts, technical knowledge and innovative activities.

 To promote awareness about National Integration, Patriotism,

Islamic Ideology and its impact on socio-economic development
and security of the country.

 To produce disciplined, motivated and enlightened youth with

high moral character, sound ethical values and resilience to

face adversities and challenges.

 To produce creative, constructive and critical thinking individuals

imbued with Quaid-e-Azam & Allama Iqbal’s vision and having in-
depth understanding of technology driven knowledge economy.

CURRICULUM PRE-PRIMARY EDUCATION 7

  To bring students of Ittehad-e-Tanzeemat-e-Madaris Pakistan
into mainstream of education.

3. Aforementioned aims and objectives have to be achieved through

curriculum, textbooks and dissemination of knowledge & skills to the
students.

4. Following subject specific objectives will be achieved through this curriculum.

This curriculum for Pre-Primary Education is designed to:

i. Develop tolerant, peace loving, enlightened, caring, healthy and life-

long learners, who will be responsible to create a peaceful,
enlightened, healthy and a caring society.

ii. Develop responsible citizens of society, who will contribute not only
for the well- being of the people of the country but also become
responsible members of the global community.

iii. Develop an understanding of self, peers and family and recognize

difference amongst people and to inculcate values in them.

iv. Develop basic logical, critical and problem –solving skills.

v. Understand sounds of different letters of Urdu and English and also

write Urdu and English letters

vi. Understand personal safety , security and healthy and hygienic practices

vii. Develop understanding to express through participation in creative art

activities

viii. Recognize plants and animals in their surrounding areas

5. Based on the Scheme of Studies, Curricular Outline for Pre-Primary Education
will be as under:

KLA 1: PERSONAL & SOCIAL DEVELOPMENT

 Personal Social & Moral Development and Spiritual Development of Personal values

 Learning how to work, play & cooperate with others in a group

CURRICULUM PRE-PRIMARY EDUCATION 8

 KLA-2: LANGUAGE & LITERACY

 Important aspects of language development i.e. competency in talking,

listening, reading & writing covering the following:
 Phonics – Alphabet
 Rhymes – Single syllable words
 Conversation in simple sentences
 Written work
 Folk Tales

KLA-3: BASIC MATHEMATICAL CONCEPTS

 Important aspects of mathematics understanding

 Application through practical activities

 Using and understanding mathematical language

KLA-4: THE WORLD AROUND US

 Knowledge & understanding of environment, people and features of natural and

man -made world
 Community studies (Home, Village, City)

 Nature Studies (Plants, Animals & Life Cycle)

 Seasons

KLA-5: HEALTH, HYGIENE & SAFETY

 Development of Physical Control, mobility awareness of space and manipulation

skills of indoor and outdoor environment

 Establishing positive attitude towards a healthy and active way of life

KLA-6: CREATIVE ARTS

 Development of children’s imagination and their ability to communicate and

express ideas, feelings, observations and expressions in creative way

 Encouraging children to think about new and innovative ideas

CURRICULUM PRE-PRIMARY EDUCATION 9

6. Expected Learning Outcomes on the aforementioned Key Learning Areas are
given in the subsequent units so as to facilitate the development of the
requisite training materials and textbooks.

CURRICULUM PRE-PRIMARY EDUCATION 10

STANDARDS, BENCHMARKS, COMPETENCIES AND EXPECTED LEARNING OUTCOMES

Key Learning Area 1: Personal and Social Development

Standards
Students will be able to:
1. Develop an understanding of themselves as unique beings
2. Appreciate the diversity of people around them
3. Interact with peers, teachers, family and neighbors in a positive way
4. Practice politeness and use common courtesy expressions
5. Demonstrate a sense of responsibility for self and others in their class, school,
home and neighborhood
6. Appreciate their own culture, heritage and that of their peers and neighbors
7. Understand basic values in their own religion and show respect for others’
religious values and practices
Benchmarks
By the end of year II of Pre-Primary Education, students will be expected to:
1. Perceive themselves in a positive way, and express freely their
emotions, strengths, likes and dislikes
2. Recognize, appreciate and respect similarities and differences among people
3. Share and cooperate with each other and form friendly relationships with
those around them
4. Care for their own and others’ belongings and things in their surroundings
5. Use basic Islamic expressions and duas like Assalam o Alaikum, Bismillah,
Alhamdulillah etc., and learn about other religions
6. Identify elements of their culture e.g. dresses, food, folk dance and play local
games
7. Share and work with their peers, teachers, family and neighbors regardless
of gender
8. Show empathy and cooperate with peers, elders, neighbors and people

CURRICULUM PRE-PRIMARY EDUCATION 11

Key Learning Area 2: Language and Literacy (Urdu and English)

Standards
Students will be able to:
1. Engage in conversation with others and talk confidently about matters of
personal and immediate interest
2. Describe different objects, events, activities and their plans for the day
3. Enjoy age appropriate books, stories, poems and rhymes and relate them with
their personal experiences
4. Understand how printed material is organized in Urdu and English books
5. Use pictures, symbols and letters for writing purpose
6. Recognize and pronounce sounds of Urdu and English letters
7. Recognize and write Urdu and English letters
8. Write “Aadhi ashkaal ko mussawatton se jor kar arkaan aur ilfaaz saazi kar sakein”
9. Write “Arkaan ko haroof se mila kar chote chote ilfaaz bana sakein”
10. Read rhyming words phonetically (for English) ending with -at, -en,-in, -ot, and –ug
Benchmarks:
By the end of year II of Pre-Primary Education, students will be expected to:
1. Listen attentively and speak in their turn, without interrupting others
2. Understand and communicate in simple language
3. Name and describe different things in their immediate environment
4. Respond to stories, poems and rhymes verbally or by using actions as appropriate
5. Recognize the cover, back and text orientation of age appropriate books
6. Use correct pronunciation and demonstrate an increasing vocabulary
7. Recognize their name written in Urdu and English
8. Recognize pictures and familiar words in simple texts
9. Hold a pencil correctly
10. Use marks, strokes and scribbles to communicate meaning
11. Make sounds of and write different letters in Urdu and English

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12. Write “Aadhi ashkaal ko mussawatton se jor kar arkaan aur ilfaaz saazi kar sakein jaise ke
13. Read rhyming words phonetically (for English) ending with -at,-en,-in, -ot, and -ug
Key Learning Area 3: Basic Mathematical Concepts
Standards
Students will be able to:
1. Develop basic logical, critical and problem-solving skills by understanding the
attributes of different objects on the basis of color, size, weight and texture
2. Recognize basic geometrical shapes and positions of objects in relation to each
other
3. Understand the basic concept of quantity, count till 50 and number operations
using 0-9
4. Understand the basic concept of measurement
Benchmarks
By the end of Year II of Pre-Primary Education, students will be expected to:
1. Recognize and differentiate between colors (primary and secondary)
2. Recognize different shapes and use them to draw simple objects
3. Differentiate between objects on the basis of size (big/small), height
(tall/short), weight (heavy/light), width (thick/thin or broad/narrow), and
textures (smooth/rough, soft/hard)
4. Match, sort and group objects on the basis of similarity of attributes
5. Observe, recognize and create simple sequences and patterns
6. Use numbers to represent quantities in daily life interaction
7. Count up to 50 orally
8. Identify and write correct numerals to represent numbers 0-9
9. Understand the concept of addition in daily life
10. Compare objects using measurement attributes such as length, weight,
and temperature

11. Understand informal time unit and know that clocks and calendars mark
the passage of time

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Key Learning Area 4: The World Around Us
Standards
Students will be able to:
1. Develop understanding of their family, people and places around them
2. Recognize plants and animals in their surrounding areas and explore their basic
features and habitats
3. Observe the weather and develop an understanding of the seasons and their
significance to people
4. Develop a caring attitude towards the environment.
Benchmarks
By the end of Year II of Pre-Primary Education, students will be expected to:

1. Know the role and importance of their family members

2. Be aware of places in their surroundings
3. Know about people living around them
4. Learn about different types of animals
5. Learn about different features of animals
6. Observe and develop an understanding of different weathers
7. Learn about and name different seasons Key
Learning Area 5: Health, Hygiene and Safety
Standards
Students will be able to:
1. Develop sense of balance, agility and coordination among different organs
2. Develop an understanding of safe, healthy and hygienic practices
3. Develop an understanding of gross-motor skills, fine motor skills and enhance sensory
motor skills
4. Understand personal safety and security
Benchmarks
By the end of Year II of Pre-Primary Education, students will be able to:
1. Develop awareness of healthy food and its benefits
2. Develop awareness of unhealthy food and its harmful effects
3. Understand the importance of milk and water

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4. Develop habit of maintaining personal hygiene and cleanliness
5. Walk, hop and jump on a straight line
6. Climb on a ladder/stairs, tree etc.
7. Differentiate between pleasant and unpleasant smells
8. Distinguish various tastes such as sweet, bitter, salty, sour, spicy
9. Differentiate between different sounds such as loud, soft, shrilly
10. Be aware of dangers: bad touch, strangers, household sharp objects,
medicines, chemicals, fire and roads
Key Learning Area 6: Creative Arts
Standards
Students will be able to:
1. Express themselves through the use of various techniques of drawing,
colouring and printing
2. Explore and create various techniques of folding, cutting, tearing and weaving
paper to make objects, patterns and collage
3. Participate in a variety of dramatic play activities to express themselves
4. Identify and appreciate variety of sounds, patterns, rhythms and rhymes as a
form of expression
Benchmarks
By the end of Year II of Pre-Primary Education, students will be expected to:
1. Differentiate colours in the environment
2. Express through colors/drawing
3. Create different crafts with indigenous materials
4. Appreciates different rhymes and songs etc.
5. Identify sounds of different musical instruments
6. Use different techniques to use waste materials to create new items
7. Create various models with clay and plasticine
8. Explore/experiment with different sound producing objects
9. Participate in different dramatic activities.

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 COMPETENCIES & EXPECTED LEARNING OUTCOMES FOR VARIOUS KEY LEARNING AREAS
KEY LEARNING AREA 1: PERSONAL AND SOCIAL DEVELOPMENT
Competencies, Expected Learning Outcomes and Ideas for Implementation
Competency 1: Children will develop an understanding of themselves as unique beings, and their likes, dislikes, strengths, em otions and self-grooming
Expected Learning Outcomes Expected Learning Outcomes Examples and Ideas for Implementation
(Year 1) (Year 2) (Year 1&2)
By the end of the year children will begin to By the end of the year children will begin to This competency focuses on developing children’s
develop the attitudes, knowledge and skills to; develop the attitudes, knowledge and skills to; self- confidence and understanding of their
a. Tell their name, age, sex and class lifestyles and preferences. Teachers can facilitate
a. Tell their name, age and sex b. Share what they like about learning in the following ways:
b. Share what they like about themselves and what they like about  Ask “Why” questions so that children can
themselves and what they like about
a friend think about their responses. For examples,
a friend
c. Identify different occasions when they if a child says I want to be a pilot, teachers
c. Identify different occasions when they feel
happy or sad feel happy, sad, loved, angry, excited should also be asking her why she/he
d. Express their emotions through facial and scared. wants to become pilot-what does she/he
expressions, gestures and d. Express their emotions through facial like about pilots? Be patient with children
movement expressions, gestures and movement so that they have adequate time to think
e. Choose an activity/work that they enjoy e. Choose an activity/work that they enjoy and then respond they should never be
doing the most in class and at home. doing the most in class and at home. rushed into answering.
f. Express their likes and dislikes f. Express their likes and dislikes and talk
g. Exhibit the skill of:
 Encourage children to keep learning areas
about their strengths/what they are tidy and should keep only those things in
 Dressing up e.g. buttoning their shirts,
good at doing. his/her bag which belong to them
tying shoelaces, zipping their jackets
g. Exhibit the skill of:
etc., and  Encourage children to seek permission
 Dressing up e.g. buttoning their
 Maintaining proper posture while walking before taking others belongings
shirts, tying shoelaces, zipping their
and sitting.  Putting lunch-boxes and water-bottles at
h. Take care of his/her and others’ jackets etc., and
the assigned places in the shelves and
belongings  Maintaining proper posture while
remembering to take them back home.
i. Perceive himself/herself in a positive way walking and sitting.
j. Understand and practice honesty, h. Take care of his/her and others’
fairness, truthfulness and belongings
trustworthiness i. Observing proper etiquettes
while talking, drinking and
eating

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 j. Perceive himself/herself in a positive
way
k. Understand and practice
honesty, fairness, truthfulness
and trustworthiness

Competency 2: Children will be willing to share and work in collaboration with their peers, teachers, family and neighbors regardless of gender.
By the end of year children will begin to By the end of year children will begin to develop This competency focuses on developing children’s
develop the attitudes, knowledge and skills the attitudes, knowledge and skills to: relationship with the people they interact with on a
to: a. Show an understanding for the feeling of daily basis. Teachers can facilitate learning in the
a. Show an understanding for their peers. following ways:
the feeling of their peers. b. Cooperate with peers, teachers,  Encourage children to help each other
b. Cooperate with peers parents and community members. carrying out small tasks, like handling and
and teachers c. Form friendly and interactive relation using class materials such as, books, blocks
c. Form friendly and interactive with peers and adults around them and beads.
relation with peers and d. Work and share materials amicably in  Help children to work and play amicably
adults around them groups. by being friendly and respectful towards
d. Work and share e. Learn to respect others’ likes and dislikes each other.
materials amicably in f. Learn to make queues  Help children make queues when going out
groups. whenever required of the class for outdoor activities, during
e. Listen patiently when break, for washing hands and coming back to
others are talking the classroom.
f. Learn to make queues
 Help children take turns during classroom
whenever required
discussion, be attentive and respectful
when peers or teacher are sharing their
views and experiences.
 Support children resolve conflicts,
using a problem-solving approach.

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Competency 3: Children will develop an appreciation for the diversity of people around them.

By the end of year children will begin to By the end of year children will begin to developThis competency focuses on making children
develop the attitudes, knowledge and the attitudes, knowledge and skills to: pluralistic in their attitudes and thinking i.e; they
skills to: a. Show empathy and cooperate with peers, consider everyone as equal and do not
a. Show empathy and cooperate elders, neighbors and people who might discriminate against anyone on the basis of their
with peers, elders, neighbors and be different in social backgrounds, beliefs identity. Teachers can facilitate learning in the
people who might be different in and abilities. following ways:
social backgrounds, beliefs and b. Respect the feelings and views of others  Tell/read stories, recite poems or sing
abilities. c. Avoid meeting unknown people even if songs about people from various countries
b. Respect the feelings and views they offer inducements
and cultures and about people with
of others. disabilities.
 Discuss similarities and differences between
themselves and people in their environment
and talk about everyone’s strengths and
unique qualities.
 Encourage children to interact openly with all
their peers and listen to others respectfully
and attentively without interrupting them.
Competency 4: Children will develop an understanding of their own religious values and practices as well as the appreciation, respect, and
acceptance of others’ religious values and practices.
By the end of year children begin to By the end of year children will begin to develop This competency focuses on developing children’s
develop the attitudes, knowledge and the attitudes, knowledge and skills to: concept of religion and respect for all religious.
skills to: a. Recognize, appreciate and Teachers can facilitate learning in the following
a. Associate and mingle with respect similarities and ways:
children having different differences among people  Celebrate days to develop cultural
beliefs. b. Know that religion of most of the harmony through games, food, dresses
people of Pakistan is Islam. etc.
b. Know that religion of most c. Know that other religions exist and  Assign tasks to mixed-ability groups with
of the people of Pakistan is people belonging to other religions pre- defined rules displayed in the
Islam. also live in Pakistan. classroom as classroom norms.
c. Know that other religions d. Name their religion.  Promote the values of tolerance and respect
exist and people belonging for everyone. Young children should be
made confident that God loves them. He has
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 created them with love and wants them to
love their Fellow-beings.

17
 to other religions also live in e. Know that love, care peace and Notions of ‘fear; or ‘punishment’ should
Pakistan. respect for others are common values not be inculcated at this young age.
d. Name their religion. across religions.  Recite small dua’as so that Muslim children
e. Know that love, care f. Muslim children will: are introduced to Islamic living. Help children
peace and respect for Know Allah is the Sole Creator and understand the significance of dua’as. For
others are common Prophet Muhammad PBUH is His example why we should recite prayers before
values across religions. last and most beloved Prophet. eating or sleeping – what do they mean and
Know that Islam stands for how they communicate our gratefulness to
f. Muslim children will: peace and harmony. Allah.
Know Allah is the Sole Recite Tauz and Tasmiaah  Help and Encourage children belonging to
Creator and Prophet Recite the first Kalma. other religions to recite their own prayers.
Muhammad PBUH is His Recite small dua’as and know why
last and most beloved they should be recited.
Prophet. g. Children belonging to other religions
Know that Islam stands learn about and practice their own
for peace and religion.
harmony. h. Respect other religions and
Recite Tauz and have tolerance for other
Tasmiaah religions.
Recite the first Kalma.
Recite small dua’as

g. Children belonging to
other religions learn about
and practice their own
religion.
Competency 5: Children will demonstrate a sense of responsibility for self and others in class, school, home and neighbourhood.
By the end of the year children will begin to By the end of the year children will begin to This competency focuses on developing children’s
develop the attitudes, knowledge and skills develop the attitudes, knowledge and skills to: confidence and self-reliance, and on developing
to: a. Manage small tasks leading to self- an understanding and appreciation for the
Reliance. responsible use of scarce resources.
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a. Manage small tasks leading b. Take care of their own belongings and Teachers can facilitate learning in the following
to self-reliance. put classroom materials back in the right ways:
b. Take care of their own place after use.  Encourage a sense of care and responsibility
belongings and put c. Carry out small tasks leading to a sense of in children. For example, turning pages of
classroom materials back responsibility for school and public books with care; helping in setting the
in the right place after use. property. snacks carefully; returning materials to the
c. Carry out small tasks leading d. Recognize that water, food, electricity designated place after use
to a sense of responsibility and paper are very important and need  Stand back and let children resolve little
for school and public to be used carefully problems independently, until they ask for
property. e. Recognize and practice their help. Encourage them to help other children
d. Recognize that water, responsibility in keeping the and adults in the classroom and
food, electricity and environment, home, classroom and neighborhood.
paper are very important neighborhood clean.  Introduce respect for others’ property and
and need to be used give them responsibility for:
carefully.  Performing tasks assigned
e. Recognize and practice individually and in groups
their responsibility in  Cleaning up after snack time.
keeping the environment,  Using materials with care,
home, classroom and keeping tables, shelves and walls
neighborhood clean. clean.
 Using waste bin for throwing
litter and wrappers, after
checking for ‘junk’ that can be
recycled.
 Taking pride in clean, environment.
 Returning things that do not
belong to them, to an adult,
switching off fans and lights
when leaving room.
 Organize group activities
 Talk about the importance of water,
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 food, electricity and paper.
 Discuss in simple terms where they come
from; how we need these in our daily
lives and how these can be depleted and
if we don’t use them carefully.

Competency 6: Children will learn about and appreciate heritage and culture of their own family, their peers and neighbors.
By the end of the year children will begin to By the end of the year children will begin to This competency aims to develop children’s
develop the attitudes, knowledge and skills develop the attitudes, knowledge and skills to: appreciation of culture and heritage that is part of
to: a. Talk about the cultural aspects of their their daily lives.
a. Understand the cultural lives, such as, clothing, lifestyle, food, Teachers can facilitate learning in the following
aspects of their lives such as, traditions and customs. ways:
clothing, food and festivals. b. Narrate stories heard from elders.  Initiate discussions about cultural
b. Play local games e.g. hide c. Play local games e.g. hide and seek, events which the children experience
and seek, jumping, gudda- jumping, gudda-guddi ki shaadi, ghar directly.
guddi ki shaadi, ghar ghar ghar khail,tug of war, kokla chapaaki  Talk about family gathering places such
khail,tug of war, kokla etc. as hall, masjid
chapaaki etc.) d. Express basic knowledge about  Encourage them to talk about and
c. Express basic knowledge Pakistani culture. e.g. national game, play their favourite local games.
about Pakistani culture flag, flower, fruit, juice, animal, bird etc.  Organize events about cultural
e.g. know about the aspects such as clothing, food and
national game, flag, festivals
flower, fruit,
juice, animal, bird etc.)

Competency 7: Children will learn to be courteous and will use common courtesy expressions like greetings, please, thank you, sorry,
excuse me.

20
By the end of the year children will begin to By the end of the year children will begin to This competency focuses on developing children’s
develop the attitudes, knowledge and develop the attitudes, knowledge and skills to: courteous conversation and mannerism to help
skills to: a. Understand the importance of develop positive and healthy relationships with
a. Understand the importance of being polite to others peers and elders. Teachers can facilitate learning in
being polite to others b. Use polite expressions like please, thank the following ways:
b. Use polite expressions like you, sorry and excuse me.  Present herself /himself as a role model in
please, thank you, sorry and c. Take turns when speaking and front of students by always practicing polite
excuse me. respect the right of others to speak expressions.
c. Take turns when speaking and d. Show politeness while talking to  Reinforce practice of polite expressions
respect the right of others to others through role plays and use of these
speak expressions during classroom activities
d. Show politeness while talking to  Encourage students to use these
others
expressions at home and in daily life
routine.
 By displaying some charts/pictorial displays
reflecting common courtesy expressions.
KEY LEARNING AREA: LANGUAGE AND LITERACY
COMPETENCIES, EXPECTED LEARNING OUTCOMES AND IDEAS FOR IMPLEMENTATION
Listening and Speaking Skills
Competency 1: Children will engage in conversation with others and talk confidently about matters of immediate and personal interest.
By the end of the year children will begin to By the end of the year children will begin to  The primary function of the competency is to
develop the attitudes, knowledge and develop the attitudes, knowledge and skills to: enhance children’s confidence and ability to
skills to: a. Listen attentively to peers and communicate with fluency.
a. Listen attentively to peers and teachers, in small and large groups as  Teachers can facilitate learning in the
teachers, in small and large groups peers and understand and follow following ways:
as peers and understand and simple instructions.  Engage children in conversation by
follow simple instructions. b. Recognize and differentiate talking about special cultural and
b. Recognize and between sounds in the national events which are meaningful
differentiate between environment. for them.
sounds in the c. Use correct pronunciation.  Encourage them to talk about previous
environment. d. Wait for their turn to speak and day’s events at school and at home. Initiate
c. Wait for their turn to speak and not interrupt when others are the conversation by sharing own
not interrupt when others are talking. experience and feelings, taking care that
talking. e. Make eye contact while speaking these are appropriate for the children.
21
d. Make eye contact while speaking to others. Following the weekend, ask learning
to others. f. Initiate conversations with peers questions or comments such as, “I wonder
e. Initiate conversations with and adults. if anyone went to the park yesterday….; or
peers and adults. g. Talk about their experiences and “I can see that Ayesha has Mehdi/henna on
f. Respond to and verbally express feelings with peers and adults. her hands; Do you think someone in her
a range of feelings, such as, joy, h. Recognize letters with their initial family is getting married? It looks like Ali
sorrow, wonder and anger. sounds. has had a haircut.”
g. Recognize letters with their sounds. i. Recognize initial letter sounds in familiar  Introduce sounds using available
h. Use correct pronunciation. words. technology for practice.
j. Use words from the immediate  Encourage children to listen different
environment. sounds in environment for example,
k. Respond to and verbally express a paper tearing, dropping and hitting
range of feelings, such as, joy, sorrow, things, animal voices, blowing wind, and
wonder and anger musical instruments.
 Establish an environment where children
feel free to talk setting with children. Be
available to converse with all the children
throughout the day. Refer one child’s
questions and problems to another.
 Listen actively to children and wait for them
to complete what they are saying. Be
patient with their hesitation and at the
same time help other children to listen and
wait, by holding up a hand, and nodding,
assuring them that they will get a turn.
Show appropriate facial expressions and
body language to communicate respect,
joy, sorrow and wonder.
 Play games where they have to understand
and follow simple instructions. For example,
“Touch your head and then your nose and
then clap your hands.”
 Use phonic rhymes and sounds in

22
 audio/video form. Children will learn the
rhyme and will identify letters with their
initial sounds.
 Prepare a word list from the
immediate environment.
 Read the words and help children to
identify initial letter sound.
 Repeat the correct pronunciation of
word that children may have
mispronounced, without telling them
that they are wrong.
 Help them enhance their vocabulary, by
encouraging them to use new words which
have been introduced through discussions
and stories. Action poems and songs are a
good way to learn words.
Competency 2: Children will describe objects, events and their plans for the day.
By the end of the year children will begin to By the end of the year children will begin to  This competency is designed to help children
develop the attitudes, knowledge and develop the attitudes, knowledge and skills to: to process and comprehend spoken language
skills to: a. Name things in their environment. and to communicate their thoughts, needs,
a. Name things in their environment. b. Describe and talk about pictures and interests and feelings to others. Teachers can
b. Recognize and differentiate objects what they see in their immediate facilitate learning in the following ways:
between sounds in the environment.  Take children for a walk around the school
environment c. Share their plans for the day and play a game of naming objects that
c. Describe and talk d. Express their ideas with clarity. they see in the environment. Back in the
about e. Extend their ideas or accounts by classroom, encourage children to try and
pictures/objects. providing some detail about their recall what they had seen in the
d. Share their plans for the day. topic. environment.
 Talk about and discuss pictures from
children’s story books, or pictures that
have been cut out from old magazines or
newspapers.
 Encourage children to share which gosha

23
 they would like to work in and what they
plan to do there during work [Link]
patient if initially children are unable to
describe their plans. Help them to plan or
giving them ideas and ask them simple
questions to help them communicate their
plans.
 Help and monitor children to implement
their plans while they can working in
goshas.
 Play games where children have shut their
eyes and listen for the different sounds in
the environment. For example, the sound
of a bird, a cat or dog, a rickshaw or a bus. At
other times, make sound such as clapping,
tapping or stomping your foot and ask
them to identify and describe the sound.
Competency 3: Children will enjoy listening to stories and poems/rhymes and make up their own stories and rhymes.

By the end of the year children will begin to By the end of the year children will begin to  This competency focuses on enjoying stories,
develop the attitudes, knowledge and develop the attitudes, knowledge and skills to: poems and songs and on making up own
skills to: a. Enjoy rhymes and stories. stories and taking part in role play with
a. Enjoy rhymes and stories. b. Respond to stories, songs and rhymes confidence. Teachers can facilitate learning
b. Respond to stories, songs and verbally or with actions as in the following ways:
rhymes verbally or with actions as appropriate.  Tell children traditional stories and tales
appropriate c. Build their imagination and generate which have cultural relevance for them.
creative ideas regarding what  Use simple props such as puppets and
happens next in the stories. masks and local toys.
 Sit with children on the floor, on a darri so
that you are closer and at the same
physical level as them.
 Tell stories without props too, so that
children can rely and build their
imagination.
24
  Maintain their interest in stories and
telling or reading a story with intonation
and with pleasure. Pause while telling or
reading a story for children’s comments or
questions and enjoy their responses.
 Sing songs and recite poems in similar
manners with actions and encourage
children to role play.
 Listen to the children as they work and play,
and make up chants and rhymes along with
them. Recite rhyming words, even if all of
them do not make sense and laugh at these
altogether. Develop a playful interest in
repetitive sounds and words, aspects of
language such as rhythm, rhymes, and
alliteration and an enjoyment of nonsense
stories and rhymes.
READING SKILLS
Competency 4: Children will enjoy age appropriate books and handle them carefully.

 By the end of the year children will  By the end of the year children will begin  This competency focuses on pre-reading
begin to develop the attitudes, to develop the attitudes, knowledge and skills. Children will enjoy books and handle
knowledge and skills to: skills to: them carefully.
 Teachers can facilitate learning in the
 Enjoy looking through age  Enjoy looking through age appropriate following ways:
appropriate books. books.  Hold up books for children when reading a
 Hold a book.  Hold, open and turn pages of a book with story and show them the pictures. Show
 Predict what comes next in the story. care. respect for books through actions and facial
 Repeat simple repetitive  Predict what comes next in the story. expressions.
 Repeat simple repetitive sequences o Share own feelings about books
sequences in traditional and
popular children’s books. in traditional and popular children’s during greeting circle time.
stories. Encourage the children to tell a story
 Tell a simple story by looking
at pictures.  Tell a simple story by looking at pictures. by looking at the pictures. If they
 Retell a favourite story. make up their own stories, just
25
 accept them. However, if they are
re-telling a favourite story, and they
miss important steps in the
sequence, help them to remember
by questioning gently and appealing
to their sense of reason.
 Establish a library area in the classroom.
o Encourage children to bring books
(used books) from home (wherever
possible) to keep in the library area
for a few days.
 Show children how to hold and open a
book without spoiling or tearing it. Show
them also how to turn the pages with care.
Learning to respect other people’s
property is an important part of learning
about right and wrong.
 Build up a sense of anticipation and give
children the opportunity to guess what
will happen next in a story. Also wait for
and encourage them to join in when a
sentence is repeated in a familiar story.

26
Competency 5: Children will understand how printed material in books is organized.

By the end of the year children will begin to By the end of the year children will begin to develop  This competency will help children
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: understand the different parts/sections of a
book, the different kinds of books and the
a) Recognize the cover and back of a book. a. Differentiate between the front and back of
orientation of different languages
b) Know that some books tell stories a book.
and others give information. b. Identify story books and books with
 Teachers can facilitate learning in the
other information.
following ways:
c. Know that Urdu is read from right to left
and top to bottom.  Tell children in a conversational tone, what
d. Know that English is read from left to right the different parts of a book are, such as
and top to bottom front cover, back cover. When reading out a
story, show them, without expecting them
to understand or remember straight away,
where a sentence begins and which
direction we read in and how we read from
top to bottom
 Talk to them about different kinds of
books that some tell us story and other tell
us about so many different things, such as
animals, plants, people and places.
Competency 6: Children will recognize familiar words in simple text.
By the end of the year children will begin to By the end of the year children will begin to develop  This competency will help children recognize
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: familiar words in simple texts. They will
begin to associate sounds with letters of the
a. Understand that words and a. Understand that words and pictures
alphabet and also to recognize letters of the
pictures carry meaning. carry meaning.
alphabet by shape and sound. They will
b. Identify and name the characters in b. Identify and name the characters in a story.
a story. c. Recognize their first names in print (Urdu & begin to recognize their own names and
c. Recognize their first names in print English). other familiar, often repeated words.
(Urdu). d. Recognize letters of the Alphabet (a – z, A – Z).  Teachers can facilitate learning in the
d. Recognize letters of the alphabet (a - z). following ways:
 Provide a print rich environment. Children
learn to read by trying to make sense of the
print.
27
e. Recognize “Alif se yey” e. Recognize Urdu letters of the alphabets (Alif se They come across to support their efforts by
f. Identify letter sounds yey) labelling objects and areas in the classroom.
g. Think of a variety of objects beginning f. Identify sight words that are meaningful Place plenty of books in the learning
with a single letter of the alphabet. for them environment for them to look through, and to
g. Identify letter sounds through words that tell each other their stories.
carry meaning for them  Create symbols for their names and draw these
h. Associate initial letter sounds with names along with the written name on a label which can
of objects in their classroom environment. be pinned (safely) on their clothes. Let them find
i. Think of a variety of objects beginning with a their own name tags each day when they arrive.
single letter of the alphabet. When they are confident and can identify their
j. Recognize sounds of letter blends (Urdu names easily, remove the symbol and leave only
and English) e.g. th, ch, sh etc. their name on the name tag.
 Prepare little cards with letters of the Alphabet
(remember to move from mother tongue to
Urdu to English) and play matching games.
 Match the cards to objects and pictures which
begin with a particular alphabet. Say the initial
alphabetical sounds of objects and match these
to sounds of the alphabets present. Begin with
words that are personally meaningful for the
children like their own name, names of family
members, pets, favourite food and places. Keep
an ear open for children’s interests and use
words that are important for them to help them
“read” the respective alphabet and sight words.

28
WRITING SKILLS
Competency 7: Children will use pictures, symbols and letters for the purpose of writing.
By the end of the year children will begin to By the end of the year children will begin to develop  This competency will help children use pictures
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: symbols and letters to different purpose of
a. Make marks and scribble writing. It will also focus on learning the skills they
to communicate meaning a. Make marks and scribble to will need in writing legibly.
b. Hold a pencil correctly. communicate meaning Teachers can facilitate learning in the following
c. Trace and colour different shapes, b. Draw pictures to communicate meaning. ways:
such as circles, squares, triangles and c. Hold a pencil correctly.  Provide a variety of writing and drawing
rectangles. d. Colour a simple picture keeping within materials to give children marks on paper. Accept
d. Trace and draw (freehand) lines designated space. children’s scribbling/drawing as their first
and simple patterns e. Trace, copy, draw and colour different attempts at writing. Look carefully to find letters
shapes, such as circles, squares, triangles and images emerging form their scribbling.
and rectangles. o Gently, help them to hold their
f. Trace and draw vertical, horizontal and wavy writing tools correctly; use
lines and simple patterns made up of lines, computers with children’s
circles, semi circles and other simple software where possible.
shapes.  Talk to them about their drawing and write a
g. Trace, copy and write the letter of word or sentence, exactly as they say it, and then
Urdu alphabet let them trace over it if they want to. They may
h. Trace copy and write the letters of the return to it the next or another day and “read”
English alphabet (a-z, A-Z). what was written. This will help them see that
i. Write their names (single word) in English pictures communicate meaning.
&Urdu  Provide a tray with sand in it. Encourage
children to draw lines and patterns in the sand
and then later on paper. They can trace or copy
lines and patterns that have been made for
them.
 Give them plenty of opportunities to trace,
draw and colour pictures prepared for them
and simple shapes which have been
introduced earlier. Let them trace and copy
letters of the alphabet (mother tongue, Urdu,
English) and their own names.
29
KEY LEARNING AREA: BASIC MATHEMATICALCONCEPTS

COMPETENCIES, EXPECTED LEARNING OUTCOMES AND IDEAS FOR IMPLEMENTATION

Competency 1:Children will develop basic logical, critical, creative and problem solving skills by demonstrating an understanding of the different attributes of
objects, such as colour, size, weight and texture, and match, sequence and classify objects based on one/two attributes.
By the end of the year children will begin to By the end of the year children will begin to develop This competency requires that children use
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: mathematical language as they explore the similarities
and difference between the attributes of objects. It
a. Recognize, name and differentiate a. Recognize, name and differentiate between focuses on enhancing children’s thinking skills through
between primary colours (Red, Yellow, primary colours (Red, Yellow, Blue) and a few pattern identification and through building
Blue) (Urdu & English) secondary colours (Urdu & English) relationship.
b. Differentiate between the objects b. Differentiate between the objects on the Teachers can facilitate learning in the following ways:
on the basis of size (big/small) and basis of size (big/small), weight (heavy, light),  Give the children freedom to explore patterns
length (tall/short). length (tall/short), width (thick/thin or and relationship. Give them the opportunity to
c. Arrange objects according to their broad/narrow) and textures (smooth & come up with different answers or solutions
size/length, going from smallest to rough, soft & hard). and accept what they come up with.
biggest, biggest to smallest, shortest c. Arrange objects and later pictures,  Design various interesting activities using
to the longest and longest to shortest. size/length, going from smallest to biggest, simple everyday material to help children build
d. Match and compare one object biggest to smallest, shortest to the their skills. A few ideas are given below:
with another on the basis of longest and longest to shortest according  Use concrete materials such as, beads, blocks,
similar attributes. to their weight and width, going from and buttons. Help them recognize and describe
e. Group objects together according highest to lowest, heaviest to lightest and the attributes of these objects.
to their shapes and colours. narrowest to widest and vice versa.  Ask children to compare the given objects and
f. Sort and group objects (classify) based d. Match and compare one object with identity similarities and differences between
on a single attribute (for e.g. colour) another on the basis of similar attributes. them. Encourage them to group various objects
and based on two attributes (e.g. e. Sort and group objects (classify) based on and explain the reasons for doing so.
colour and weight). different attributes (e.g. colour, weight
 Use a variety of materials to help children build
etc.). their classification skills. For example, give
f. Observe, identify, extend and create children red and blue beads of the same size
patterns developed with various concrete and ask them to sort these in two groups. Later,
materials. give them red and blue beads in small and large
g. Observe, identify, extend and create sizes and ask them to sort these. In the second
the given picture/symbol patterns. case, children may come up with different
h. Differentiate between' more', 'less' ideas.
and 'equal.

30
i. Observe and identify the “odd one out” from the They can make four groups (small red beads,
given set of concrete material or pictures large red beads, small blue beads and big blue
and explain the answer. beads). They may make only two groups (red
beads and blue beads or small beads and big
beads. (Encourage children to consider various
attributes while sorting.
 Use the concept of sorting and sequencing in
daily class activities, such as making a queue of
children in the order of height, dividing the
children for various group activities, organizing
class materials in boxes and arranging books in
various piles.
 Use low cost materials, such as, beads, peanut
shell, ice cream sticks and pebbles for pattern
seeking exercises. Start by showing a few
patterns to children, and then engage them in
extending the given patterns and developing
their own patterns using concrete materials
and pictures.
 Engage children in observing the environment
and identifying various patterns. For example,
pattern on floor tiles (one red tile and one
blue tile) pattern of lines and flowers on
various clothes and patterns of day and
night.

30
Competency 2: Children will develop a basic understanding of quantity, counting up to 100 and simple number operations of 0-9.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on nurturing children’s
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: emerging number concepts, through concrete
a. Differentiate between some and all from experiences. It aims to develop an understanding
a. Understand one to a given set of objects, and understand of basic numbers and simple mathematical
one correspondence. that some is less than all. operations.
b. Count up to 20 orally. b. Understand one to one correspondence. Teachers can facilitate learning in the following ways:
c. Use numbers to represent quantities c. Count up to 50 orally.  Encourage children to sing number songs and
in daily life interaction. d. Use numbers to represent quantities in poems, count different objects in the
d. Scribble freehand numbers 0-9. daily life interaction. environment, count while bouncing a ball
e. Identify and recognize numerals from e. Compare quantities of objects in /clap/ jump.
0- 9. different sets and describe which sets  Engage children in hands-on activities to help
f. Sequence numerals correctly from 0-9. are equal, which have more objects, and them build an understanding of numbers and
g. Identify which numeral represents which have lesser objects than another. their numeral representation
a bigger quantity. f. Begin to develop an understanding of
 Provide manipulative material, such as counting
the concept of zero.
bars, small blocks, balls, spoons, ice- cream
g. Identify and write correct numerals
sticks and engage children in sorting the given
to represent numbers from 0-9.
objects in groups; counting the number of
h. Sequence numerals correctly from 0-20.
objects in each group; comparing the quantities
i. Identify which numeral represents a
in the various groups; and identifying which one
bigger quantity.
has more objects than the other, which has less
j. Add concrete objects in two given sets
and which two groups have equal numbers
k. Identify the signs of addition and equal to.
 Provide daily opportunities to the children to
l. Substitute numerals for concrete
count and recount objects in the
objects during the process of addition.
environment.
m. Use mathematical language, such as,
adds and makes to describe the  Encourage children to compare relationships
process of addition. between quantities in their daily life. Ask
n. Use the concept of addition in their question to stimulate thinking. For example: -
daily lives. Are there more brown objects or black objects
in our class? - Are there more girls or more boys
in our class? - Do more children in our class
likebananas or do more like apples?

31
o. Remove the identified number of objects  Give two sets of materials (such as, cups and
from a given set, and tell how many spoons) to children, and ask them to arrange
objects are left in the set. them in one to one correspondence.
 Introduce numeral representation once
children have developed a good sense of
numbers and their values. For example, count
objects and show its numerals to children on a
card or on the board; give number cards (cards
on which different numerals form 1-9 are
written) and various objects to children and
engage them in: sorting the objects in groups;
counting the objects in each group; and placing
the right number card alongside each group.
 Give children picture cards and number cards
and engage them in counting the number of
pictures in each card, and matching the picture
cards with their corresponding number cards.
 Engage children in various activities using
concrete materials to build the concept of
addition and subtraction.
 Provide opportunities to use addition and
subtraction in daily life. For example, Ali has
two books. Asma has three books. How many
books does that make? Saima had four biscuits.
She ate two now, howmany biscuits does she
have?
 Use mathematical language to describe number
operations and encourage children to do the
same.

32
Competency 3: Children will recognize basic geometrical shapes and the position of objects in relation to each other.
By the end of te year children will begin to By the end of the year children will begin to develop  This competency will help children to develop a
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: sense of shape and space. It emphasizes the
a. Recognize, name and trace two a. Recognize, name and draw two dimensional provision of hands- on experience to
dimensional shapes, such as shapes, such as circle, oval, square, understand the position of objects in space.
circle, square, or triangle. rectangle or triangle. Teachers can facilitate learning in the following
b. Identify the shapes in their environment. b. Identify the shapes in their environment. ways:
c. Draw object of their own choice using c. Draw object of their own choice using various  Provide several sets of shape cards in the same
various shapes. shapes. colour, and ask children to sort the cards using
d. Develop understanding and d. Develop understanding and describe the their own criteria; describe their sorting and talk
describe the position and order of position and order of objects using position about the criteria they used; and name each
objects using position words up, words such as, in front of, behind, up, shape. Children may use and name each shape.
down, and inside, outside. down, under, inside, outside, between Children may use various names, and at this stage,
and next to. it needs to be accepted.
 Introduce the shapes and their proper names.
Involve children in identifying and talking about
similarities and differences among the shapes.
 Take children on a ‘shape walk’ looking for
geometric shapes in the environment.
 Provide experiences in making shapes with natural
and recycled materials, such as, clay string and ice-
cream sticks.
 Introduce and use various position words to
describe the position of objects in daily activities.
For example, Akram is putting the ball on the
table; Salma has put the pencil next to her book;
Zehra is standing between Ali and Asma.
 Engage children in various games in which they
give instructions to each other using position
words.
 Involve children in describing pictures using
position words.

33
Competency 4: Children will develop an understanding of measurement.
By the end of the year children will begin to By the end of the year children will begin to develop  This competency emphasizes developing basic
develop the attitudes, knowledge and skills to the attitudes, knowledge and skills to ideas about measurement and measuring
a. Describe and compare objects using a. Describe and compare objects using attributes through hands-on experiences.
length; weight and temperature (hot length; weight and temperature (hot &
& cold) as measurement attributes. cold) as measurement attributes.  Teachers can facilitate learning in the following
b. Understand informal time units (e.g. b. Observe various objects and estimate ways:
morning, evening, yesterday, their weight and length.  Provide concrete materials to children such as
tomorrow) and know that clocks and c. Verify their estimations using simple objects. long and short pencil, strips of paper or strings,
calendars mark the passage of time. d. Understand informal time units e.g. heavy and light blocks, toys and pebbles and
c. Sequence events in time and (morning, evening, yesterday, tomorrow) engage them in comparing and describing the
anticipate events. and know that clocks and calendars mark relationship between these objects, using words
the passage of time. such as, longer or shorter than, heavier or lighter
e. Sequence events in time and than.
anticipate events.  To lead children towards estimating the
measurements, show them a few objects and
ask questions, such as, which one seems to be
the heaviest/lightest, longest/shortest? To
verify their estimations, use simple tools such
as, their own hand span, a simple balance, rope,
scale or measuring tape.
 Using a calendar indicates special days, months,
birthdays and use terms such as yesterday,
today or tomorrow. Use a clock in the daily
routine to anticipate what will happen next.
o Anticipate how many months before
Ramadan and Eid, summer holidays,
going to the next class, and other events
that are of relevance to the children.

34
KEY LEARNING AREA: THE WORLD AROUND US

COMPETENCIES, EXPECTED LEARNING OUTCOMES AND IDEAS FOR IMPLEMENTATION

Competency 1: Children will develop an understanding of their families and how they are important.
By the end of the year children will begin to By the end of the year children will begin to develop This competency is designed to help children recognize
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: the importance of family relationships and to learn
more about their own families and those of their peers.
a. Name their family members and a. Identify their immediate and extended family The key processes children can be engaged in, are the
identify their relationship with relations (parents, siblings, uncles, aunts and collection and sharing of information about their
them (parents, siblings, and cousins) family.
grandparents) b. Tell the names of their parents.
b. Identify various ways of showing love c. Collect information about their family. Teachers can facilitate learning in the following ways:
and respect for family members. d. Identify various ways of showing love and  Talk to children about their family members
respect for family members. and about their roles and responsibilities. This
can be initiated by choosing stories based on
family relationships.
 Help children think of a few questions they
could ask their family members, in order to
learn more about them, such as, their likes and
dislikes, hobbies and favorite food etc. with
their peers in small groups in class. Children can
bring photographs.
 Invite parents and grandparents in the school.
 Make a family tree to show immediate and
extended family relationship.
 Celebrate parents’ and grandparents’ days
to reinforce the concept of relationships.
 Help children think of ways in which they can
show their family that they love and
respectthem.

35
Competency 2: Children will develop an understanding of the people and places around them.
By the end of the year children will begin to By the end of the year children will begin to This competency focuses on exploration and
develop the attitudes, knowledge and skills develop the attitudes, knowledge and skills to: enhanced understanding the world around it. It also
to: a. Talk about various community members focuses on helping children realize the importance of
a. Recognize different community and explore their roles. community structures and their services.
members (professionals e.g. doctor, b. Recognize places such as, school, library,
policeman, cobbler etc.) and their clinic/hospital/dispensary, shopping Teacher can facilitate learning in the following ways:
roles. mall/market, post office, cinema, bank,  Help children identify and learn more about
b. Recognize places such as, school, home, park, museum, zoo, mosque, airport, community members, who are most relevant to
market, park, zoo, mosque etc. railway station and talk about their purpose their context. These may be the people who
c. Identify and name some us means and importance. provide services to others such as, lady health
of familiar transportation. c. Identify and explore various means visitor, carpenter, cobbler, milkman, cleaner,
of transportation. doctor, driver, tailor.
 Help children identify and learn more about
community places which are of significance in
their local community. Children in different
schools may explore different places.
 Take children on field trips where they can
observe the places and talk to the people there.
 Invite various community members to class to talk
about their work. Encourage children to have
discussions with them.
 Give children a choice of drawing or making clay
models of imaginary forms of transport, for
examples, a flying rickshaw. Encourage children to
come up with their own ideas. Talk to them about
their experiences of travelling and mode of
transportation as used by them.
 Involve children to collect pictures of different
places mentioned above (like museum, hospital,
post office, railway station etc.) from newspapers,
sticker charts or other means and share with their
friends in the classroom.

36
Competency 3: Children will recognize the plants and animals in their environment and explore their basic features and habitat.

By the end of the year children will begin to By the end of the year children will begin to develop This competency is designed to engage children in the
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: careful observation and comparison of various animals
and plants in their surroundings. It also aims to develop
a. Recognize and name some animals a) Recognize and name animals, their a caring and loving attitude towards animals and plants.
and explore their basic features. young ones animals and explore their
b. Demonstrate a caring attitude basic features. Teachers can facilitate learning in the following ways:
towards plants and animals b) Compare a variety of animals to identify  Read or tell animal and plant stories, and talk to
c. Know that animals have different similarities and differences and to sort children about their observations and
types of homes. them into groups, using their own criteria. experiences with animals and plants.
d. Recognize and name at least five c) Know that there are different types of plants  Ask children to observe local animals and their
common fruit and vegetables, d) Recognize plants and explore their basic features, such as, body parts, sounds,
each. basic parts. habits, food and habitat.
e) Talk about the significance of animals and  Organise trip to park to observe different types
plants for human beings and their and sizes of plants/trees.
relationships with each other like some  Organise field trips to the zoo to see animals that
plants provide food for animals and are not locally observable. In the classroom, they
some give them homes. can depict various animal movements and sounds
f) Demonstrate a caring attitude
 Help children recognize the main parts of
towards plants and animals
plants, such as, root, stem, leaves, flowers and
g) Know that animals have different types
seeds and compare the parts of various plants.
of homes. Some live on land, some live-
Give them the opportunity to touch, smell and
in water and some can fly.
feel the different textures of leaves, and talk
h) Know that some animals are friendly
about similarities and differences.
(pet animals), some are useful (farm
 Organise a pet day in class where children who
animals), some are dangerous (wild
have pets at home can bring them to the
animals), some can fly (birds) and some
classroom or talk about them.
are very small (insects).
 Encourage children to reflect on and share ideas
i) Recognize and name common fruit
about actions which are harmful for animals and
and vegetables
plants, for example, beating animals and pulling
off flowers and leaves from their stems.

37
 
Discuss ways of taking care for animals and
plants.
 Involve children in a role play to show how to take
care of animals and plants.
Competency 4: Children will observe the weather and develop an understanding of the seasons and their significance to people.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on helping children
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: understand their environment by becoming good
a. Observe and describe daily weather a. Observe and describe daily weather environmental observers and explorers.
conditions. conditions. Teachers can facilitate learning in the following ways:
b. Identify and talk about key features of b. Describe key features of different seasons.  Clock or sticking chart with different weathers
different seasons. c. Explore and discuss how the changing (pictorials) which can be changed every day
seasons affect our food, clothes and according to the weather.
lifestyles.  Record daily weather condition on a weather
chart using symbols(sight reading/vocabulary)
 Spend a few minutes each day, talking about
the daily weather conditions, using simple
indicators such as sunny, cloudy, warm, cold,
rainy, windy, dry, or humid day.
 Use simple symbols/pictures to help children
record the weather. For example, put up a big
chart in the class with boxes for each day and
ask children to draw symbols in the relevant
box to record their observations.
 Engage children in discussions, during winter,
about food, clothes and lifestyle related to
winter. In summer, design activities to facilitate
children to explore summer and help them
notice how various aspects of our life changes
with the change in seasons.
 Show them pictorial display and/or video to know
the harmful effects of cutting old trees and

38
 pollution caused by plastic bags, smoke,
putting fire on rubbish.
 Engage children in discussion to understand the
harmful effects of these acts (like rise in
temperature) and know the importance of
planting tree.
 Engage the children in activity of planting and
adopting a tree.
Competency 5: Children will develop a caring attitude towards the environment.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on nurturing children’s abilities
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: to think critically about sustainable development.
Identifying problems, thinking of alternatives, generating
a) Understand the importance and uses a. Understand the importance and uses diverse solutions and asking and responding to open-
of water. of water and the need to conserve it. ended questions, are the key processes in which children
b. Understand the need for clean air and need to be engaged.
b) Use resources/materials carefully. how to prevent air pollution Teachers can facilitate learning in the following ways:
c. Identify pleasant and unpleasant  Work with children on puzzles and general
sounds leading to an awareness of noise problem solving activities. Select tasks which
pollution can be solved in a variety of ways, which have
d. Use resources and materials carefully. optional solutions, instead of just one correct
e. Identify practices that are useful answer.
and harmful to the environment.  Children in activities which encourage them to
think of alternatives. For examples, ask children
to think of various possible uses for an empty
plastic bottle, an old calendar, an empty carton
or biscuit box.
 Discuss and share ideas for replacing
environmentally harmful practices with better
alternatives. For example, use of cloth/paper
bag instead of plastic bags.

39
  Engage children in answering open-ended
questions which are imaginary and from
daily life, such as
1. If you could choose, would you rather be
a flower or a bird? Why?
2. What would happen if all the toys are
disappeared from the world?
3. What could you do if you saw two of your
friends fighting in the playground?
4. What would you do if your teacher was
not in the class and your friend got hurt?
Competency 6: Children will recognize and identify natural resources and physical features of Earth
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on developing abilities to
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: observe and differentiate amongst land features around
a) Recognize different physical features of a) Recognize different physical features like them. It also sensitize them towards the importance of
the Earth like mountains, desert, mountains, desert, land diversity and importance of its conservation.
forests, sea. b) Identify some natural resources of the
b) Understand that air, water and light earth like air, water, light, etc. Teachers can facilitate learning in the following ways:
are Natural resources . c) Name at least three natural resources  Use stories and poems about mountains,
and three physical features jungle, sea, rivers, desert etc.
 Encourage children to share their experiences
if they have seen any of these resources and
features.
 Use flash cards to make children familiar with
the names and pictures (of Natural
resources/physical features) Encourage children
to talk with their family about these natural
resources/physical features.
 Involve children in the discussion to know
theresponsible use of resources like water,
energy means like electricity and gas.

40
KEY LEARNING AREA: HEALTH HYGIENE AND SAFETY:
COMPETENCIES, EXPECTED LEARNING OUTCOMES AND IDEAS FOR IMPLEMENTATION
PHYSICAL DEVELOPMENT AND SAFETY
Competency 1: Children will develop a sense of balance, agility and coordination.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on children’s developing
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: physical control, mobility and awareness of space in
a. Move in a number of ways, such as a. Move in a number of ways, such as running, indoor and outdoor environments. It includes
running, jumping, skipping, sliding and jumping, skipping, sliding and hopping. establishing a positive attitude towards a healthy,
hopping., maintain balance while Maintain balance while walking on a straight active way of life.
walking on a straight and curved line and curved line.
b. Refine and improve their movements b. Refine and improve their movements as Teachers can facilitate learning in the following ways:
as they repeat actions. they repeat actions.  Dedicate time for physical activity every day.
c. Develop gross motor skills and flexibility c. Develop gross motor development and  Monitor children’s height and weight on a
through physical exercise, such as flexibility through physical exercise, such as monthly basis and keep the record. Identify the
stretching, bending and other drills. stretching, bending and other drills. children who are falling behind in physical growth
d. Move through spaces with d. Move through spaces with consideration according to the National Health Standards and
consideration of other of other children/people and objects in refer to basic health unit in consultation with
children/people and objects in the the environment. parents and follow up for improvements.
environment. e. Show respect for other children’s  To help children learn to balance by engaging
e. Show respect for other personal space while playing. them to walk with a book on his/her head.
children’s personal space while f. Development of spatial intelligence  Model healthy and safe practices and
playing. g. Demonstrate the control necessary to hold
promote healthy lifestyles for children.
f. Develop an understanding of objects or hold themselves in fixed
 Provide safe spaces and opportunities for
spatial intelligence. positions for a couple of minutes.
children to walk, run and play every day.
g. Demonstrate the control necessary to
 Provide opportunities to throw ball at a
hold objects or hold themselves in
certain distance, walk backwards, climb stairs,
fixed positions for a couple of minutes.
and jump over small objects with balance and
control.
 Support children in using outdoor gross motor
equipment such as swings, climbing frames
safely and appropriately.
 Encourage both girls and boys to participate in
active play.

41
 
Participate in gross motor activities during
transition time, from the segment of the daily
routine to another. For example, “hop to the
table” or “jump five times while you wait to
wash your hands.
 Jump in Place
 Walk and Run
 Easily changing
 Direction and speed
 Demonstrate control to hold objects or
hold them self in fix position in couple
of minutes
Competency 2: Children will have increased hand-eye coordination and ability to handle tools and materials effectively.

By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on developing children’s skills
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: to accomplish tasks and activities that require
a) Demonstrate the use range of child- balance and safe handling of tools and objects.
appropriate tools with increasing a) Use a range of child-appropriate tools Teachers can facilitate learning in the following ways:
control and confidence. with increasing control and confidence.  Provide opportunities to use simple tools
b) Handle malleable materials safely b) Handle malleable materials safely such as, scissors, thread, paper knives, and
with increasing control. with increasing control. hammers and screw drivers.
c) Show increasing control over fastening of c) Show increasing control over fastening of  Provide sensory experiences to children such as
clothes and utility items. Able to clothes. Able to manipulate small water and sand play where children can pour, fill
manipulate small objects with ease objects with ease (string beads, fit small and empty.
(string beads, fit small objects into holes), objects into holes), pick up small objects  Organize activities which involve dressing-up
pick up small objects with fingers with fingers. using varied fasteners, such as, buttons,
hooks, laces and zips. Involve children in
opening and closing bottle caps and boxes and
bags of various designs and sizes.
 Routinely check the environment to ensure
that healthy and safe practices are followed.
Review safety rules before involving children
in activities, such as cutting, so that children
are conscious of them while working.
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Competency 3: Children will develop sensory motor skills
By the end of the year children will begin to By the end of the year children will begin to develop The main focus of this competency is to help children
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: through a variety of activities to develop their
a) Name five senses and identify sensory skills:
related sense organs. a. Name five senses and identify related
b) Differentiate between different smells. sense organs. Teachers can facilitate learning in the following ways:
c) Differentiate between sweet and b. Differentiate between different smells Take a bag full of different objects with different
salty taste. c. Differentiate between different tastes; textures (mystery bag) to be given to children and
d) Differentiate between sweet, bitter, salty, sour, spicy etc. they will identify by just putting their hand inside
textures; smooth, rough, d. Differentiate between textures; the bag and will identify the objects without looking
hard, soft smooth, rough, hard, soft, silky, fluffy into the bag.
e) Enhance observation skills by looking e. Enhance observation skills by looking at the Introduce different smells through opaque jars
at the environment around them environment around them containing different smelling objects such as onion,
f) Understand the difference f. Differentiate between different sounds; garlic, swab of perfume, vinegar, talcum powder,
between loud and soft sounds. loud, soft, shrilly etc. soap etc. Children will smell each jar and identify
g) Differentiate between hot and g. Differentiate between different the smell like bad, good, strong, light, fruity,
cold temperature. temperatures hot, cold, warm etc. flowery, pungent etc.
Teacher will place an object on the table and will
ask the children to describe it in 2 to 3 sentences
verbally. Teacher will show different pictures to the
children and will ask them to describe those
pictures. Children will be asked to name objects in
the class.
Teacher may involve children in different activities
and games to identify different sounds; for
example, tapping table, bouncing ball, clapping,
musical instruments, dropping things, sounds in
the
environment etc.

43
SAFETY AND HYGIENE PRACTICES:
Competency 4: Children will develop an understanding of the importance of safe, hygienic practices.
By the end of the year children will begin to By the end of the year children will begin to develop The main focus of this competency is on hygiene, safety
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: and wellbeing. It emphasizes helping children to
a) Demonstrate an awareness of a) Demonstrate an awareness of internalize the importance of hygiene and safety.
healthy lifestyle practices. healthy lifestyle practices.
b) Identify healthy and unhealthy food. b) Identify healthy and unhealthy food. Teachers can facilitate learning in the following ways:
c) Understand the importance of milk c) Understand the importance of milk Model hygienic and safe practices and read
d) Understand the importance of d) Understand the importance of clean water stories about healthy lifestyles.
clean water e) Learn healthy eating habits Establish a physically and emotionally safe
e) Learn healthy eating habits f) Take care of their personal hygiene environment where children know they can talk
f) Take care of their personal hygiene (cutting nails, keeping hair clean and tidy, about how they are feeling.
(washing hands, keeping hair clean and keeping teeth clean, taking bath and Discuss safety rules on a regular basis, before
tidy, keeping teeth clean, taking bath proper use of toilet and keeping starting an activity or going outdoors to play.
and proper use of toilet and keeping belongings clean) Discuss hitting, touching others, pushing, being
belongings clean) g) Recognize and follow basic safety rules: considerate and walking slowly in a queue, so
Cross the road carefully as not to bump into others.
g) Recognize and follow basic safety rules: Identify and seek adult help whenever Discuss and put up pictorial messages/signs in
Cross the road carefully required e.g. when feeling unwell, hurt the classroom about broken wires, loose
Identify and seek adult help or uncomfortable. switches, sharp edges and tools, door and
whenever required e.g. Be aware of harmful effects of taking windows handling and broken glass etc.
when feeling unwell, hurt or medicines without adults’ Display safety rules/signs on a prominent place
uncomfortable. supervision in the classroom
Be aware of harmful effects Avoid touching electronic devices, sockets, Discuss how germs are spread. Advise children
of taking medicines without switches and mechanical tools. not to buy snacks from vendors who do not
adults’ supervision Identify people in the community who cover, and allow flies to sit on the food which in
Avoid touching electronic care for health needs. turn spread diseases. Discuss the hazards of
devices, sockets, switches spitting in the surroundings and the risks of
and mechanical tools smoking and air pollution.
Talk about the importance of washing hands
especially before and after meals and after
using toilets, keeping nose clean and dry,
keeping bodies clean, brushing teeth regularly

44
 and wearing clean clothes. Demonstrate
these practices through action rhymes and
songs.
*Engage children in a discussion on food types. Over a
period of time, children can talk about benefits of
healthy food and harmful effects of junk food for
example the hazards of eating meethi-chalia, chewing
gum, excessive intake of oily foods, sweets/toffees and
fizzy drinks.
Encourage children to drink milk and plenty of
clean drinking water.
Talk about clinics, hospitals, doctors, dentists
and other health professional and their role
in society.
Competency 5: Children will develop an understanding of personal safety and security.
By the end of the year children will begin to By the end of the year children will begin to develop Develop the attitudes, knowledge and skills to:
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: a) Demonstrate an understanding on private
a) Demonstrate an understanding a) Demonstrate an understanding on body parts (good touch and bad touch)
on private body parts (good touch private body parts (good touch and bad b) Understand that except their parents and
and bad touch) touch) doctor no one else can touch those body parts
b) . Understand that except their b) Understand that except their parents c) Understand that they must report parents
parents and doctor no one else can and no one else can touch those body and teacher immediately if someone touches
touch those body parts parts them inappropriately
c) Understand that they are not c) Understand that they are not allowed d) Understand that they should not
allowed to touch the private parts of to touch the private parts of others talk to strangers
others d) . Understand that they must report go with strangers
d) Understand that they must parents and teachers immediately if take anything from strangers
report parents and teachers someone touches them inappropriately This competency focuses of promoting self-awareness of
immediately if someone touches e) Understand that they should not personal safety and security to help them safeguard
them inappropriately talk to strangers from unseen/unpleasant happenings in their
e) Understand that they should not: go with strangers environment.
talk to strangers take anything from strangers
go with strangers
take anything from strangers
45
 Teachers can facilitate learning in the following ways:

Telling short stories from daily life and fiction.

Show videos related to know the importance
of being careful from the unpleasant
happenings
Discussion with children about private body
parts and how good touch is different from bad
touch
Role plays to emphasize the importance of being
careful of strangers.
KEY LEARNING AREA OF CREATIVE ARTS:
COMPETENCIES, EXPECTED LEARNING OUTCOMES AND IDEAS FOR IMPLEMENTATION
VISUAL ARTS
Competency 1: Children will express themselves through the use of drawing and colours.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on helping children to initiate
develop the attitudes, knowledge and skill to: the attitudes, knowledge and skill to: the process of building their skills and understanding of
a) Hold crayons/colour pencils correctly. a) Hold crayons/colour pencils/paint drawing and colours. It does not require proficiency in
b) Recognize and use a variety of colours brushes correctly drawing specific objects or to use colours with great skill.
to express their imagination and b) Recognize and use a variety of media Emphasis should be placed on the enhancement of
observations. and colours to express their imagination children’s confidence to use colours and various drawing
c) Recognize colours and use them to and observations. tools for self-expression.
express their thoughts and c) Recognize colours and use them to
feelings. express their thoughts and feelings. Teachers can facilitate learning in the following ways:
. Introduce a variety of drawing media such as,
crayons, charcoal, paint, chalk, etc. and drawing
tools on children’s computer software where
possible and provide children with
opportunities to experiment with all of them.
Give children the assurance that they can draw
anything they like, and can use colours of their
own choice.

46
 Introduce a variety of colours, including black,
and provide opportunities for them to
explore these colours by mixing them in
water and applying them on large sheets of
paper and newspaper. Give children the
freedom to represent their thoughts and
feelings through the use of these colours.
Provide sufficient time for children to work on
their drawings and painting. Encourage them to
talk about the art work.
Display children’s drawing and paintings in the
class and place samples in each child’s portfolio
Competency 2: Children will work with a variety of low cost and waste material to create craft project of their choice
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on nurturing children’s
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: creativity, decision making skills, and confidence in their
a) Understand different ways of a) Understand different ways of using choice of materials.
using waste material to create waste material to create craft.
craft. b) Use various art techniques, such as, Teacher can facilitate learning in the following ways:
b) Use various art techniques, such as, drawing, colouring, collage or printing to Ask children to collect waste material such as
drawing, colouring, collage or printing create their craft work. used ice cream cups, pieces of cloth, used tissue
to create their craft work. c) Share ideas for creating various objects boxes, straws, pencil shavings and peanut
from waste material. shells, from their home, school and
d) Create objects of their own choice using neighbourhood.
a variety of waste and indigenous Involve children in sorting the collected
materials collected from their immediate materials and organizing them in boxes and
surroundings. jars. It is important to place all the material
within easy access of children. Materials for
colouring, sticking and cutting should also be
made available.
Invite children to share ideas for creating new
projects.

47
 Encourage them to decide what they want to
make and to work in pairs or groups, if they
choose to.
Provide sufficient time for children to work on
their projects, and to discuss the process and
the product. Display children’s final products in
the class.
Place samples of work in each child’s
portfolio.
Encourage them to use imaginations to
create their art work.
Competency 3: Children will experiment with a variety of materials to represent their observations and imagination, in the form of models.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on nurturing children’s creative
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: abilities by engaging them in designing and developing
a) Enjoy engaging with clay, papier-mache a) Enjoy engaging with clay, papier-mache and models/sculpture using clay, papier-mâché, and other
and other available modelling materials other available modelling materials like play available modelling materials.
like play dough and plasticine. dough and plasticine.
b) Create various models. b) Create various models. Teachers can facilitate learning in the following ways:
c) Colour or decorate their models if they c) Colour or decorate their models if
choose to do so. they choose to do so. Help and encourage children in thinking about
new ideas and providing them the material,
freedom, and encouragement to create
models of their own choice.
Provide sufficient time for children to work on
their projects. Display children’s final products in
the class and encourage them to present their
work as well as appreciate/comment on others’
projects.

48
 Competency 4: Children will observe, practice and explore various techniques of folding, cutting, tearing and weaving paper to make objects and
patterns.
By the end of the year children will begin to By the end of the year children will begin to This competency focuses on paper art for the expression
develop the attitudes, knowledge and skills to: develop the attitudes, knowledge and skills to: of children’s creativity and imagination. Like other
a) Fold paper in a variety of ways to make a) Fold paper in a variety of ways. competencies the elements of imagination, choice and
simple designs b) Use Various techniques of paper cutting decision making are critical.
b) Observe adults and practice using and paper folding to make simple
various techniques of paper cutting objects and designs. Teachers can facilitate learning in the following ways:
and paper folding to make simple
objects and designs Demonstrate the art of paper folding step
c) Explore various ways to make different by step, for example, how to fold paper in
objects by folding and cutting paper halves, quarters, diagonals, etc. with
increasing precision.
Organise activities where children can practice
paper folding and making a few simple objects
. such as, a fan or a boat with the help of
demonstrations. Encourage them to
manipulate the paper in various ways to make
different objects.
Provide sufficient time for children to work on
their projects, discuss the process and the
product. Display children’s final products in the
class. Place samples of work in each child’s
portfolio.
Involve children in cleaning up the place at the
end of all activities.

49
Competency 5 : Children will learn the skills for collage work and printing and use these in a variety of ways to create thei r own art pieces and patterns.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on nurturing children’s creative
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: abilities and thinking, through collage work and printing.
a) Identify a variety of materials for a) Identify a variety of materials for collage Like other competencies, it emphasizes on children’s
collage making. making choice and decision making for creating designs and use
b) Make personal choices from the b) Make personal choices from the of material. The competency also focuses on the
available material for creating available material for creating their own development of fine motor skills.
their own collage. collage
c) Create their collage by c) Create their collage by pasting materials Teachers can facilitate learning in the following ways:
pasting materials of their of their own choice. Involve children in the collection of materials
own choice. d) Identify a variety of materials for printing. for collage work, such as, pieces of paper, old
d) Identify a variety of materials for e) Use available material for creating photographs magazine cutouts, cotton,
printing. their own art work. wool, used buttons and pencil shavings etc.
e) Use available material for f) Create own patterns and designs For printing, collect materials, such as,
creating their own art work. using different techniques for threads, sponges and tops of vegetables that
f) Create own patterns and designs printing. are usually thrown away.
using different techniques for Place all necessary items such as glue, scissors,
printing paper and colours, in a place which can be
easily accessed by children during art activities.
Show the children some samples of collage
work prior to the activity day. Encourage them
to think about different ideas for their own
collage work.
Encourage children to develop their own
collage by selecting materials of their own
choice.
Demonstrate a variety of printing
techniques such as: sponge printing,
stamping (with wooden stamps, rubber
stamps) thread printing, bubble printing,
thumb/finger, hand/foot printing,
flower/leaf printing and
block printing.

50
 Engage children in the process of developing
their own prints, using their own choice of
techniques.
Provide sufficient time for children to work on
their projects, discuss the process and the
product. Display children’s final products in the
class.
Place samples of work in each child’s portfolio.
SOUND, RHYTHM AND ACTION
Competency 6: Children will listen to, identify and appreciate a variety of sound patterns, rhythms and rhymes as a form of expression.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on developing children’s
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: sense of sound in terms of rhythm and rhyme, using a
a) Listen to and identify sounds a) Listen to and identify sounds and rhythms variety of objects from their environment.
and rhythms in their in their surroundings.
surroundings. b) Experiment with different sound Teachers can facilitate learning in the following ways:
b) Experiment with different sound producing objects and observe the Collect several sound producing objects such
producing objects and observe the differences in the sounds produced by as, wooden and metallic spoons, wooden
differences in the sounds produced them. sticks, hard plastic tubes, metallic and plastic
by them. c) Produce sound patterns/rhythms bowls etc.
c) Produce sound patterns/rhythms by counting out beats. Engage children in exploring sounds produced
by counting out beats. d) Explore the sounds made by various by various objects when they are struck with
d) Explore the sounds made by musical instruments. another object, (such as a spoon or stick) or
various musical instruments. e) Recite poems, folk songs, national songs in tapped with the fingers.
e) Recite poems, folk songs, national chorus and solo. Provide opportunities to explore the
songs in chorus and solo. f) Participate in teacher guided action poems. difference in sound when a bottle/container
f) Participate in teacher guided is filled with different levels of water and
action poems. when it is empty.
Engage children in producing repetitive sounds
using various objects, leading to musical
patterns. For example, gently tapping a
metallic bowl and plastic cup with a metallic
spoon in sequence and listening to the sound
and then changing the sequence and
observing the difference.
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 Demonstrate beats and rhythms by clapping
out number patterns, for example, 1-2-3
stop 1-2-3 stop. These beats can then be
played out by tapping or shaking various
sound producing objects.
Engage children in reciting poems, folk songs
and national songs in chorus and in solo with
rhythm and appropriate actions and
expressions.
Sound boxes/shakers can be made with empty
boxes, grains and pebbles.
DRAMATIC PLAY
Competency 7: Children will participate with increasing confidence in a variety of dramatic play activities to express themselves.
By the end of the year children will begin to By the end of the year children will begin to develop This competency focuses on building children’s
develop the attitudes, knowledge and skills to: the attitudes, knowledge and skills to: confidence, enhancing their imagination and nurturing
creative expression by encouraging them to participate
a) Imitate the movements they observe a. Imitate the movements they observe in in dramatic play activities.
in their environment. their environment.
a. Explore and enact a variety of b. Explore and enact a variety of roles. Teachers can facilitate learning in the following ways:
roles. c. Perform/depict a variety of roles and Help children to develop the confidence to
b. Perform/depict a variety of situations in front of the class with participate in dramatic play activities by
roles and situations in front increasing confidence. engaging them in various mimicking and
of the class with increasing d. Dramatize stories, poems and folk tales. enacting games such as:
confidence. e. Enact daily experiences and fantasy while I. Let’s pretend to be…’ In this game,
c. Dramatize stories, poems working/playing cooperatively with other children identify an object and try to
and folk tales. children. mimic it. For example, ‘let’s pretend to
d. Enact daily experiences and be a train’: children can make a line
fantasy while working/playing and enact the movement and sound of
cooperatively with other a train. In the same way, encourage
children. children to depict animal actions,
plants in the wind, the different
movements of water, airplanes and
whatever else they can think of.

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 II. Children can enact the roles of various
family members and the occupations
of community members, such as, a
doctor, a carpenter, a washer man, a
tailor, a policeman, etc.
III. ‘Guessing games,’ In these games,
children think of a situation, a person
or an object. The chosen subject is
depicted in front of the other children
and they try to guess what is being
enacted.
Engage children in acting out poems and
stories by selecting roles for themselves.
Children can be invited to represent their own
imaginations through role play. For examples,
children can develop a role play to depict ‘If I
were a magician, I would…’

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 CREATING LEARNING ENVIRONMENT FOR PRE-PRIMARY EDUCATION CLASSROOM,
EFFECTIVE TEACHING LEARNING STRATEGIES AND CRITERION OF ASSESSMENT

INTRODUCTION

Children are unique individuals with different personalities, abilities and interests, as well as
pace of development. Their languages, cultures and living habits also vary. As schools adopt
“Child-centeredness” as the core value of the curriculum, teachers should care for, accept
and understand children’s individual needs and uphold the principles of inclusion so as to
allow children to develop their strengths and unleash their potential.

Learning is an active and creative process in which children are working at making sense of the
world around them. We need to give them the opportunity to engage in this process
purposefully and actively, by using all five senses and their imagination. A wide range of
experiences and activities provide children with the opportunity to develop their knowledge,
skills and attitudes in a meaningful way.

EARLY LEARNING ENVIRONMENT

Pre-Primary Education environment is a whole formed by physical, psychological and social

elements. It includes the built facilities, the immediate neighborhood, and psychological and
social settings and also the materials and equipment. A rich and flexible environment is
conducive to learning, and attracts interest and curiosity in children and encourages them
to experiment, act and express themselves.

In planning for an effective Pre-Primary Education program, it is important to make sure the
environment includes and caters to the different learning styles of young children. Children
during the early years learn best through direct sensory encounters with the world. They
acquire knowledge by manipulating, exploring, and experimenting with real objects. We can
say that they almost exclusively learn by doing and through hands-on experiences. The indoor
and outdoor play areas form the physical environment for facilitating learning for the children.
These must provide opportunities for children to explore discover and learn in a safe
environment.

• The outdoor environment plays an equally important role in the development of children
as it provides a space for play, exploration and social interactions. It is mandatory that
all children have the opportunity to engage in daily outdoor physical activity. A specific
time must be set aside every day for break time and for outdoor play/activities. This time
can be used for free play, for more structured activities involving physical movement and
balance, and for practical activities such as digging, planting and nature walks. The sand
and water play can be in troughs with wheels to enable both indoor and outdoor play. It
is important that the learning materials are modified for children with special needs.
• The indoor environment should be planned keeping in mind the interests and
developmental needs of young children. Classroom space can be divided into

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 learning/activity corners with an appropriate arrangement of shelves and furniture. It is
of utmost importance to keep in mind that the quality of the physical classroom space,
along with the materials provided, affects the level of child involvement and the quality
of interactions between adults and children. Further details on organizing the Pre-
Primary Education classroom are provided in the following section.

Setting up Pre-Primary Education Classroom

The Pre-Primary Education classroom arrangement must be flexible, which can

be adjusted to lesson plans and activities, such as large groups for singing and
storytelling and smaller groups for drawing, coloring, and individual play. It should
also have learning ‘corners’, such as creative art corner, library corner, and home
corner, so that the children can play according to their interests and choose their
activity. An example of optimal utilization of classroom space which allows
flexibility is given below:

Classroom arrangement during large group activities e.g. circle time: During this
time, the children sit in a circle, along with the Pre-Primary Education teacher.
Circle time may be used for engaging the children in a discussion, reading a book
or singing songs/ rhymes etc. Sitting in a circle allows all children to face each
other clearly. The teacher sits on the same type of chair/ mat as the children,
which conveys that the Pre-Primary Education teacher is a facilitator rather than
a director.

Circle Time

Classroom arrangement during small group activities: The classroom should

allow for the Pre-Primary Education teacher to engage children of a particular age
group in small group activities. During this time, other children can play
independently in one of the learning corners (free play). The children should

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 be encouraged to choose a corner of their own interest as this will motivate
them to be engaged in the learning process. Meanwhile, in the small group, the
Pre-Primary Education teacher can focus on facilitating activities or discussions
that are somewhat challenging and need guidance. In this way, the space in the
Pre-Primary Education classroom can be used efficiently by dividing them into
small groups. It should be ensured that the Pre-Primary Education teacher can
observe all children in each of the corners from where s/he might be working
with a group of children.

Setting Up Learning Centers/Corners

A learning center is usually defined as an area in a child care or school where children
go to small groups to focus their attention on a specific kind of play activity. A good learning
center should be a learning experience. The teacher should create each center with a
certain goal in mind, and when that goal is met, those centers will be successful.

Learning centers should constantly be changing because they are incorporating

lesson plans from the teacher. Having successful learning centers will require that teachers
be creative.
A teacher should have a thorough knowledge of child development and learning in
order to be able to understand the characteristics of children within the given age groups.
Teachers must be able to determine what activities, materials, interactions, and
experiences will be safe, healthy, appropriate (age, individual, and sociocultural) and
challenging for the age group that they will be working with. For more on the subject, take
the continuing education course: Early Childhood Growth and Development.
Learning centers help with better classroom management and better overall
achievement. With learning centers students begin to see how they learn best and it
promotes physical activity which helps with overall mood.
Young children learn best by experimenting with their environment through hands-
on activities and play, which is why learning centers are such a vital part of the Pre Primary
Education classroom. Using learning centers to give children the hands-on experiences and
play opportunities they need is important, but there are a variety of factors that influence

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which learning centers would work best for space, how teacher should set them up, and the
materials teacher should include in each.
Art
An art learning center serves as a great creative outlet for kids to help express their
emotions and ideas. Children can experience different textures and use different materials
as they create their works of art. Fine motor skill development and improved hand-eye
coordination are other ways an art learning center will benefit the children in your care.

Block
Children can improve their motor skills, practice problem solving, and learn to work
with their classmates while playing in a block learning center. Block play enables children to
explore their creative side by building unique structures and communities with blocks, block
people, and block animals. A block learning center will also teach children about basic
engineering and architecture concepts.
Literacy
A literacy center is a must-have in any preschool classroom or Pre Primary Education
environment. Having a quiet area to practice their reading, writing, and comprehension skills
will help children express ideas, explore their interests, and learn about the world around
them. Including a literacy center in your classroom will help foster skills in children that will
influence their overall success in school and in life.
Technology
A technology learning center provides plenty of great educational resources that can
be utilized to teach children new subjects in a fun and interactive way. You can also teach
children how to appropriately use technology to find a variety of information about the world.
Integrating a technology learning center in your preschool classroom will ensure that children
are digitally literate and can use technology to accomplish various tasks.
Dramatic Play
Including a dramatic play learning center in your classroom will give children
opportunities to role play as adults in everyday situations and a variety of careers. Dramatic
play encourages creativity, self-expression, and knowledge of the community. You can also
use a dramatic play learning center to help teach children about other countries, cultures,
and customs.
Sand and Water
A sand and water learning center encourages children to participate in sensory play.
Children can learn about sand and water and learn to share with others as they play in the
learning center. Including sand and water play sets in the learning center can also help
broaden children's sensory play experiences and encourage creativity as they use sand and
water to explore their senses.
Nature and Science
Also known as a discovery or exploration center, a nature and science center brings
the outdoors indoors and gives children opportunities to explore nature and science
concepts. Including a weather station in this learning center would also give children a way
to actively learn about the weather and climate in their community and make observations
about daily changes they see in the weather. Using a nature and science learning center to
help foster a strong connection with and understanding of the environment in children can
only be beneficial to everyone's future.
Music and Movement
Including a music and movement center in your preschool classroom encourages
children to be physically active and gives them opportunities to experiment with sound and

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music. A music and movement center can also promote self-expression, foster creativity, and
help children relax. Movement props aid creative expression and offer additional fun activities
for children in the learning center.
Math and Manipulative
A math and manipulative center can help children further develop their fine motor
skills and better understand beginning math concepts. Children can also practice their
problem-solving skills and improve their hand-eye coordination by sorting counters and
participating in other similar activities. A math and manipulative center can help children have
a more positive relationship with math, which may influence their education and career
choices later in life.

Displays on the walls

It is essential to display children’s artwork and projects on the wall. This helps children
to remember the activities in which they participated and fosters their self-esteem, as they
feel their work is valued. Parents also feel proud of their children and take a more active
interest in their education when they see their children’s work displayed on the walls of the
classroom. All displays should be at children’s eye level.

Other pictures displayed on the walls must relate directly to the Pre-Primary Education
curriculum. It is best to label pictures as this helps young children understand that written
words can be used to represent objects, which in turn helps them to understand the
curriculum purpose of reading and writing. Pictures can also include those of the children in
the class or the community in which they live.

Furniture and mats

The furniture in the classroom must be child-sized, so children are comfortable
sitting and working on it. It should have rounded edges and the height of
furniture should be such that children can sit comfortably and use their hands
freely. Furniture can be replaced by mats for Pre-Primary Education classrooms.
Colourful mats can be used to mark the sitting area. It is important to consider
the texture when selecting mats. Children must feel comfortable as they sit on
the mat and focus on their tasks.
Shelves
Shelves should be low in height and hold manipulative toys, puzzles and other
learning materials for children to explore. Children must have easy access to these
resources. Storage shelves and/or low room dividers can be used to separate
learning corners to clearly mark boundaries.
Grouping
An effective Pre-Primary Education programme should use appropriate grouping
practices. It is well known from research that a multi grade as well as mixed-age
grouping is on the whole more appropriate for young children. In classroom
environments, teachers have the flexibility to use grouping that ranges from

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 individual work, to small and large group work, as well as whole class
engagements to facilitate learning.

• Individual / multi age groups and ability: If the children in the class are more
or less of a similar age, consider grouping them according to their
developmental needs and abilities. Offer a range of activities for each group
that caters to individual children and their educational needs.
If a class has children with different ages, consider dividing them into groups
according to their ages. Let each group of children work together. The
curriculum should be planned to meet the developmental levels of each age
group. Consider each child, observe, collect and record significant data that
provides you with information that highlights his/her strengths and needs.
The next step is to plan and set goals for individual children.

• Individual, small and large group interactions: While planning the day and
activities, make sure to balance quiet individual time with large and small
group interactions. Individual time might include the choice of free play in
quiet centres such as the reading, writing or the puzzle Centre. Group time
is often energetic and noisy. Songs, rhymes, finger plays, dramatics, science,
math and physical activities can be used during group time. Group times
should fit into the whole curriculum and support themes and projects. Plan
opportunities for group interactions both in the indoors and outdoors
settings. Balance it with active and quiet activities. A large group quiet time
might include a story read aloud session. Small group interactions might
include children working together in the creative centre on a collage or in
construction work in the block centre.
The Pre-Primary Education learning environment should be planned creatively and
imaginatively. While planning specific activities, remember to include the
development of the whole child. A well thought out and planned activity can involve
several aspects of development.
Essential Learning and Play Material
In early childhood stage, a child learns through interacting with immediate
environment hence environment should be stimulating with a variety of
materials to arouse and sustain the child’s curiosity, interest and promote his
learning. Any preschool care and education centre should have adequate and
varied supply of play equipment and materials which is developmentally and age
appropriate. Developmentally appropriate play materials to foster all round
development should be available at the Pre-Primary Education centre.

• The materials should be safe, clean and in good condition. Sufficient quantity should
be available to work in small groups and it should be easily accessible to the child.
• The materials should promote gross and fine motor development and help the child to
discover and explore including constructing and reconstructing. It should promote
sensory exploration and social interaction along with creative expressions through
arts, painting, etc.
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• The materials and teaching strategies should be differentiated on the basis of
children’s needs and context. Materials which can be adapted for meeting diverse
abilities and multi-purpose usage should be given preference. Strategies such as
simplifying directions, use of concrete materials/examples, sequencing learning tasks
from easy to hard, repeated opportunities to practice skills and adapting materials by
increasing stability (by utilising Velcro), accessibility ( e.g. developing a hand splint to
hold materials,), visual clarity or distinctiveness (adding contrast or specialized lighting)
etc can be adopted
• The materials should be differentiated on the basis of child use, teacher use and
home use. Materials which can be adapted for multi-purpose usage should be given
preference.
• Teachers should be encouraged to develop learning materials using resources
available. Parents, local toy makers, craftsperson and other community members may
be involved to create play materials for children.
• Naturally occurring materials may be adapted and used for different purposes.

Some essential learning and play materials are:

Blocks for constructive play

Manipulative toys
Material for imaginative play/Dramatic play – dolls, puppet, masks, kitchen sets,
mirrors, old spectacle frames, purses, old shoes, weighting scales, clock etc.
Material to develop Language skills – Books and picture books, story telling aid-
puppet, etc., story cards, sound board, conversation cards, flash cards, picture
dominoes, collection of rhymes and stories, visual discrimination and auditory and
visual association, slates, chalks, crayons, blackboard, drawing paper, etc.
Material to develop cognitive skills – sound boxes, visual discrimination cards, touch
cards, feel bag, food items of varying kind to develop sensory skills and materials in
the environment, cards, picture jigsaw and self-correcting puzzles for matching,
sorting, arranging, classifying, problem solving, memory and sequential thinking to
develop cognitive skills
Musical and art material for creative expression such as paints, crayons, sketches,
pencil, paint brushes, cotton, threads, clay, knife, papers, scissors, cloth, gum and
fevicol, bead, etc. Any open ended material that can be used by children in a variety
of ways
Nature as learning material.
Indigenous play materials and teacher made learning materials using available
resources
SCHEDULE AND DAILY ROUTINE OF PRE-PRIMARY EDUCATION CLASSROOM:

Preschool children are very sensitive to their settings, and their behaviors and

interactions with other children and adults are often different in different situations. This

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means that preschool-age children are likely to have different learning experiences when
involved in different types of activities. To help preschool children develop all of the diverse
skills they need to succeed, they should be exposed to different settings and activities
throughout the school day.
Creating an effective schedule is like putting together a puzzle or a favorite recipe.
There are certain “ingredients,” or elements that go into an effective schedule. The order
and style of those elements are up to teacher. Then teacher will have a chance to consider
how best to arrange these pieces for classroom. The schedule is the “big picture” of the
main activities. Routines, on the other hand, are the steps done along the way to complete
the schedule. Routines help provide a pattern and predictability to one’s day.

A consistent daily routine is an important support for young children in an early learning
environment. It builds their sense of trust and control and enables them to participate more
fully in planning their own explorations and in engaging as active members of the classroom
community. Basic ingredients of an effective schedule are circle time, group work time,
outdoor time, free-choice time, snack time, story and rhyme time.

A sample daily routine and explanation is given below. It can be varied depending on
the school’s hours and needs. The daily routine should be displayed using symbols/pictures
for each activity, so that children, who are not yet reading can understand it.

8:00-8:15 Assembly: Dua /National Anthem/small prayer

8:15-8:30 Circle Time: Children and teachers sit at circle time as a group to discuss the past day’s
events, to plan for the current day, and to discuss issues that have emerged in the classroom and
can benefit from group discussion, writing, or drawing.

8:30-9:15 Language and Literacy (Urdu/ English ):

It may be organized in a small group or in large groups. Children participate in teacher-

initiated learning experiences designed to extend classroom explorations and promote the
development of new skills. It provides an opportunity for cooperative and independent learning
within a developmentally supportive structure. It can also be organized in rhyme time, story time
etc. Teachers and children gather for songs, finger plays, and games, followed by shared
book reading.

9:15- 10:00 Basic Mathematical Concepts: It may be organized in groups either small or
large groups. Teacher discuss the concepts from the different key learning areas, with all the
children.

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 10:00 -10:30 Snack Time: Children wash their hands. Pray and transition to snack.

10:30 -11:15 The World Around Us: It may be organized as outdoor activity time. In this time
children develop their gross and fine motor skills, collaborate, work out conflicts and explore
the world around them. Children participate in open-ended learning experiences in a natural
setting.

11:15-12:00 Health, Hygiene and Safety/Sports & Games: It may be organized in learning
areas, small groups and practicing different activities as well as outdoor.

12:00-12:12:45 Creative Arts: It may be organized in groups, indoor or outdoor activities.

Students may be given free choice time so they feel freedom to do tasks as per their choice.
Children and teachers tidy the outdoor classroom together.

12:45-1:00 Pack up Time: Children and teachers work together to tidy the classroom.

Learning and Teaching

Child centeredness is the core value of Pre-Primary Education curriculum. Teachers should
understand the features of the ways children learn when designing curriculum and learning
activities. Highly effective learning activities entail the following features, which can sustain
and enhance children’s interest and motivation in learning:

Learning content should be selected from real-life themes to offer children

interesting learning experiences and help them connect what they have learned
with their everyday life experiences.
Learning content should be in line with the interests and needs of children and respect
individual differences to enable different children to derive satisfaction from learning,
and sustain their interest in learning.
Children should be encouraged to explore with multiple senses through learning
activities and play to help them accumulate firsthand new learning experiences.
Professional support and resources from schools, families and community should be
solicited for curriculum planning to provide children with quality and enriched learning
experiences.
A learning atmosphere full of friendliness, respect, acceptance, appreciation and
harmony would help children feel loved and cared for, as a result they would establish
positive values and attitudes.
ASSESSMENT FOR PRE-PRIMARY EDUCATION

Research indicates that formal tests and examinations are not at all accurate when
measuring young children’s abilities. Many children do not perform well in situations where
they have to answer specific questions or complete specific tasks because they may not be
familiar with the testing language, they may be shy or frightened in a new situation, or they

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may be tired, bored, upset or unwell on the day of the test. When a child does not do well
on a test for any of these reasons, a teacher may attach a negative, inaccurate label (she/he
is weak, lazy, dull) to that child which is then difficult to replace and can be harmful for the
child’s development.

Tests usually for Pre-Primary Education suggest that we compare one child’s score
with another’s, which is inappropriate for children. This comparison is meaningless because
children learn at their own individual and unique pace. This scoring and comparison may be
harmful to children whose score is low, because they may be made to feel like ‘failures’ when,
in fact, their development is normal and will soon catch up with the others.

Children’s progress should be measured by the teacher’s on-going observations

during the entire year. Their progress should be compared to their own previous level of
development and not to that of other children. The results of evaluating a child’s progress
should be used to plan the future learning programme for the Pre-Primary Education
classroom.

CHILD ASSESSMENT AND RECORD KEEPING

Throughout the day, Pre-Primary Education teachers will have to observe children as
they participate in different activities. Sometimes they can stand back to observe, but more
often than not they will be involved in the activities with the children.

This is a skill that teachers have to develop, to be actively involved, picking up cues
from the children and at the same time observing each individual child. What is the teacher
supposed to look for? The teacher observes and assesses the different areas of learning
and development.

The following methods of assessment and record keeping are strongly recommended:
A. CHECKLIST OF CHILDREN’S PROGRESS
For each child, teachers should maintain a checklist of the Expected Learning
Outcomes which are given in the section on Key Learning Areas. Any special comments
and anecdotes the teacher may have about a child must be recorded here.
B. PORTFOLIO OF CHILDREN’S WORK

Teachers should also maintain each child’s art work constructive feedback or put in
remarks on child’s work related to literacy, numeracy and other related worksheets
in their individual folders. Each sheet will have the child’s name, and date the work
was done. The portfolio will aid the teacher in assessing the progress children have
made in their art work, writing, and understanding of numeracy related concepts.

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 C. PROGRESS REPORT FOR PARENTS

The teachers should meet parents in school to discuss the child’s progress in class or
send the progress report home. This report will be based on the Expected Learning
Outcomes. The teacher should fill in the progress report, twice a year, using the
portfolio and monthly checklist as a base, to support her/his evaluation. From their
observations, monthly checklists and portfolios, teachers can assess each child’s
progress. When progress is recorded regularly and efficiently, the teacher builds up
a comprehensive picture of each child. The process of recording helps the teacher to
be aware of all areas of the child’s learning and development.

D. ASSESSMENT OBJECTIVES

A suggested list of Assessment objectives is as follows to assess children progress at

certain level:

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 ASSESSMENT OBJECTIVES FOR PRE-PRIMARY EDUCATION

AREA 1: PERSONAL AND SOCIAL DEVELOPMENT

Competencies Assessment Objectives Assessment Objectives

(Year 1) (Year 2)
Competency 1: 1. Tell their name, age and sex 1. Tell their name, Class, age and sex
Children will develop an understanding of 2. Exhibit the skill of: 2. Exhibit the skill of:
their likes, dislikes, strengths, emotions Dressing up e.g. buttoning Dressing up e.g. buttoning their
and self-grooming their shirts, tying shoelaces shirts, tying shoelaces and zipping
and zipping up their Jackets. up their Jackets
3. Share their like and dislikes.
4. Differentiate between Emotions such
as Happy, sad, angry.
Competency 2: 1. Share materials amicably in groups. 1. Share materials amicably in groups.
Children will be willing to share and work 2. Make queues whenever required 2. Make queues whenever required
in collaboration with their peers,
3. Interact easily and appropriately
teachers, family and neighbors
regardless of gender.
with others
Competency 3: 1. Cooperate with others 1. Show empathy and cooperate
Children will develop an appreciation for through sharing of objects. with other.
the diversity of people around them. 2. Show empathy towards emotional 2. Respect the feelings of others who
or physical pain of other children have different abilities
and animals.

Competency 4: 1. Tell that Allah is the Sole Creator and 1. Tell that Allah is the Sole Creator and
Children will develop an understanding of Prophet Muhammad PBUH is His last Prophet Muhammad PBUH is His last
their own religious values and practices
and most beloved Prophet. and most beloved Prophet.
as well as the appreciation, respect,
2. Recite the first Kalma 2. Recite the first Kalma.
and acceptance of others’ religious
values and practices. 3. Recite small dua’as

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 4. Children belonging to other religions, 3. Recite small dua’as and tell why they
tell about their own religion. should be recited.
4. Show tolerance for other religions.
Competency 5: 1. Show sense of responsibility for 1. Show sense of responsibility for school
Children will demonstrate a sense of school and public property E.g. and public property E.g. Switch off lights
responsibility for self and others in class, Switch off lights and Fan while living and Fan while living the class.
school, home and neighborhood. the class. 2. Use water, food, and paper responsibly.
2. Use water, food, and 3. Throw litter in the bin to keep their
paper responsibly. environment, home, classroom
3. Throw litter in the bin to keep their and neighborhood clean.
environment, home, classroom and
neighborhood clean.
Competency 6: 1. Tell about Pakistani culture. i.e. that 1. Tell about Pakistani culture. i.e. know
Children will learn about and appreciate is national game, flag, flower, fruit, about the national game, flag, flower,
heritage and culture of their own family,
animal, bird etc. fruit, animal, bird etc.
their peers and neighbors.
Competency 7:
Children will learn to be courteous and
will use common courtesy expressions 1. Use polite expressions like please, 1. Use polite expressions like please, thank
like greetings, please, thank you, sorry thank you, sorry, excuse me where you, sorry, excuse me as per
and excuse me. appropriate. requirement.

AREA 2: LANGUAGE AND LITERACY

Listening and Speaking Skills

Competency 1: 1. Differentiate between sounds in 1. Differentiate between sounds in

Children will engage in conversation with the environment the environment
others and talk confidently about matters 2. Identify letters with their initial 2. Identify letters with their initial sounds
of immediate and personal interest. sound 3. Use correct pronunciation.

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 3. Use correct pronunciation 4. Talk about their experiences and
4. Express a range of feelings, such as, feelings with peers and adults.
joy or sorrow, wonder and anger. 5. Use words from an
enhanced vocabulary.
6. Express a range of feelings, such as, joy,
sorrow, wonder and anger.
Competency 2: 1. Name things in their environment. 1. Name things in their environment.
Children will describe objects, events and 2. Describe and talk about pictures. 2. Talk about pictures and
their plans for the day. 3. Describe their plans for the day. Describe appearance of object/
animals.
3. Explain their plans for the day
4. Express their ideas with clarity.
Competency 3: 1. Predict about what happen next in story
Children will enjoy listening to stories and 1. Retell a Simple story. 2. Retell a Simple story using correct
poems/rhymes and make up their own sequence of events.
stories and rhymes.
Reading Skills
(Year 1) (Year 2)
1. Recognise their first name in 1. Recognise their first names in print (Urdu &
Competency 6: print (Urdu). English).
Children will recognize familiar words in 2. Recognise some letters of the Alphabet (a
simple texts 2. Recognise some letters of the – z, A – Z).
alphabet (a - z). 3. Recognize and read about Alif ta Yey
4. Recognize sounds of letter blends English
3. Recognize some letters from alif ta yey e.g. th, ch, sh etc.
5. Recognise sounds of and bhari Alfaz like
bhay,phay, …

67
 1. Draw pictures to communicate meaning.
Competency 7:
2. Hold a pencil correctly.
Children will use pictures, symbols and 1. Make marks and scribble
familiar letters and words to to communicate meaning
3. Trace, copy and write the letter of Urdu
communicate meaning, show awareness
alphabet from key document – alif taa
of some (symbols, letters and words), 2. Hold a pencil correctly.
yay.
for the different purposes of writing.
4. Trace copy and write the letters of
3. Trace and draw (freehand) lines
the English alphabet (a-z, A-Z).
and simple patterns
5. Trace and draw vertical, horizontal and wavy
lines and simple patterns made up of lines,
circles, semi circles and other simple
shapes.

AREA 3: BASIC MATHEMATICAL CONCEPTS

Competency 1: 1. Identify primary colours (Red, Yellow, 1. Identify primary colours (Red, Yellow, Blue)
Children will develop basic logical, Blue) (Urdu & English) and a few secondary colours (Urdu &
critical, creative and problem solving English).
skills by demonstrating an 2. Differentiate between the objects 2. Differentiate between the objects on the
understanding of the different attributes on the basis of size (big/small) and basis of size (big/small), weight (heavy,
of objects, such as colour, size, weight length (tall/short). light), length (tall/short), width
and texture, and match, sequence and (thick/thin) and textures (e.g. smooth &
classify objects based on one/two rough, soft & hard).
attributes. 3. Develop patterns with various
concrete materials.
4. Differentiate between' more', 'less'
and 'equal.
5. Observe and identify the “odd one
out” from the given set of concrete
material or pictures and explain the
answer.

68
Competency 2: 1. Count up to 20 orally. 1. Identify that 'some' is less than 'all'
Children will develop a basic 2. Count up to 50 orally.
understanding of quantity, counting up 2. Sequence numerals correctly from 0-9. 3. Sequence numerals correctly from 0-20.
to 100 and simple number operations of 4. Add concrete objects in two given sets
0- 9.

Competency 3: 1. Identify and name two 3. Recognize, name and draw two
Children will recognise basic geometrical dimensional shapes, such as circle, dimensional shapes, such as circle, oval,
shapes and the position of objects in square, or triangle. square, rectangle or triangle.
relation to each other. 2. Describe the position and order of 4. Describe the position and order of
objects using position words in, out objects using position words such as, in
and inside, outside. front of, behind, up, down, under, inside,
outside,between and next to.

Competency 4: 1. Compare length, weight 1. Compare length, weight and temperature.

Children will develop an understanding of and temperature 2. Estimate weight and length of
measurement. different objects.

AREA 4: THE WORLD AROUND US

Competency 1: 1. Name their Parents and siblings. 1. Name their Parents and siblings and Talk
Children will develop an understanding of 2. Talk about their likes and dislikes about their likes and dislikes
families and their immediate extended 2. Talk about their family members and each
family. one’s role and importance to the well-
being of the family.

Competency 2: 1. Name different places, professions, and 1. Name and talk about different places,
Children will develop an understanding of means of transportation. professions, food and means of
the people and places around them. transportation.

Competency 3: 1. Tell names of few animals. 1. Recognise animals and tell their basic
Children will recognise the plants and 2. Tell about different types of plants. features.
animals in their environment and explore 3. Demonstrate a caring attitude towards 2. Compare a variety of animals to identify
their basic features and habitat. plants and animals similarities and differences to sort them
4. Tell names of animals’ homes. into groups
5. Identify pet animals, farm animals , wild 3. Recognise plants and identify parts of plants.
animals, birds and insects 4. Identify different types of plants.
6. Name at least five common fruit and

69
 vegetables, each. 5. Talk about the significance of animals and
plants for human beings and their
relationships with each other like some
plants provide food for animals and
some give them homes.
6. Demonstrate a caring attitude
towards plants and animals
7. Tell names of animals’ homes. identify pet
animals, farm animals, wild animals, birds
and insects
8. Name common fruit and vegetables
Competency 4: 1. Name four seasons. 1. Name four seasons.
Children will observe the weather and 2. Tell about daily weather conditions e.g 2. Tell about daily weather conditions e.g
develop an understanding of the Cloudy, Sunny, Windy etc. Cloudy, Sunny, Rainy, Windy etc.
seasons and their significance to 3. Tell about changes in food and clothes in
people. during summer and winter.
Competency 5: 1. Demonstrate careful attitudes towards
1. Demonstrate careful attitudes
Children will develop a caring attitude use of resources / Martials e.g Water,
towards use of resources / martials
towards the environment. paper etc.
e.g Water, paper etc.
2. Identify unpleasant sound that cause noise
pollution.
Competency 6:
Children will recognise and identify 1. Name at least three natural resources
1. Name three natural resources.
natural resources and physical features of physical features of the earth.
Earth

70
AREA 5: HEALTH, HYGIENE AND SAFETY

Physical Development and Safety

Competency 1: 1. Jump in Place

1. Jump in Place
Children will develop a sense of balance, 2. Walk and Run easily by changing
agility and coordination. Direction and speed. 2. Walk and Run easily by changing Direction
3. Demonstrate control to hold objects or and speed.
hold them self in fix position in couple of 3. Demonstrate control to hold objects or hold
minutes them self in fix position in couple of minutes
Competency 2:
Children will have increased hand-eye 1. Grasp and control small objects can 1. Grasp and control small objects can fasten
coordination and the ability to handle fasten and unfasten button, zips and unfasten button, zips shoes lasses. Can
tools and materials effectively. shoes lasses. Can cut with scissors. cut with scissors.

Competency 3: 1. Name sense organs.

1. Name sense organs.
Children will develop sensory motor skills 2. Relate Organs with them its sense.
2. Relate Organs with them its sense.
3. Differentiate between different
3. Differentiate between different
4. smells. Differentiate between
4. smells. Differentiate between
textures; taste Temperature, Sounds
textures; taste Temperature, Sounds
5. and smells Name some objects from
5. and smells
the environment
Name some objects from the environment
SAFETY AND HYGIENE PRACTICES:

Competency 4:
Children will develop an understanding of
the importance of safe, hygienic
practices.

71
Competency 5:
Children will develop an understanding of
personal safety and security.
CREATIVE ARTS
VISUAL ARTS
Competency 1: 1. Hold crayon and colour pencils and
1. Hold crayon and colour pencils correctly
Children will express themselves through paint brushes correctly
2. Identify basic colours Red, Blue and
the use of drawing and colours. 2. Draw a person or animals with two or
yellow
three body parts.
3. Tell preference four favorite colours.
Competency 2:
Children will work with a variety of low 1. Use various arts techniques such as 1. Use various arts techniques such as drawing,
cost and waste material to create craft drawing, colouring, collage or printing. colouring, collage or printing.
project of their choice
Competency 3:
Children will experiment with a variety of
PORTFOLIO will be prepared by the teacher and PORTFOLIO will be prepared by the teacher
materials to represent their
details will be mentioned separately for each and details will be mentioned separately for
observations and imagination, in the
child. each child.
form of models/sculptures.

Competency 4:
Children will learn the skills for collage
work and printing and use these in a
variety of ways to create their own art
pieces and patterns developing their PORTFOLIO will be prepared by the teacher and details will be mentioned separately for each child .
fine motor skills.
Competency 5:
Children will observe, practice and
explore various techniques of folding,

72
cutting, tearing and weaving paper
to make objects and patterns.
SOUND, RHYTHM AND ACTION
Competency 6:
Children will listen to, identify and
appreciate a variety of sound patterns,
rhythms and rhymes as a form of
expression.
Can enact different roles and situations
Competency 7:
Children will participate with increasing
confidence in a variety of dramatic play
activities to express themselves.

73
 GUIDELINES FOR PRE-PRIMARY LEARNING MATERIAL
DEVELOPMENT

KEY CONSIDERATIONS FOR MATERIAL DEVELOPMENT

The first step towards developing learning materials is to ascertain its
utility and impact on children’s learning. Information and guidelines for the use of these
materials should be already communicated to the teachers and concerned stakeholders in
advance. It is critical to identify specific learning areas and key competencies for which the
learning materials will be used. If this information is provided to teachers, parents and
educators, it will facilitate the effective utilization of the learning materials.

Interactivity of Materials: Children at this Pre-Primary Education stage of childhood need

hands-on, concrete activities to make sense of the world around them.

Quality and Relevance of Content: A key aspect is to look at the content for its quality.
Depth, range, comprehensiveness and accuracy of information shared, defines the quality
of the materials. For example, depicting a whale as fish is inaccurate. Checking the learning
content for relevance with respect to the age, context and key competencies is essential
for producing quality learning material. It is also entirely possible that correct information
can be irrelevant. For example, describing the internal parts of a computer at the Pre-
Primary Education level is irrelevant and unnecessary, even though the information may
be accurate. Material must be assessed for both quality and relevance.

Language and Text: Developers should ensure that words used in the material are
appropriate to the learner’s as well as the teacher’s literacy level. Complex sentence
structures and archaic words should be avoided. For Pre-Primary Education materials,
language must be simple and creative. Care should be taken to ensure that language and
text used for materials do not violate the principles of inclusiveness and diversity
mentioned below. All learning materials should be free from stereotyping and should
respect the social diversity of the context. Stereotypes may be understood as ideas about
people that are widely held and accepted, though they may not necessarily be true, such
as, only men as breadwinners, and women as housewives only. The title of the material,
especially in the case of booklets, guides and displays should be engaging and meaningful.

Visuals: Visuals and illustrations at the Pre-Primary Education level play a key role in stimulating
children’s thinking and developing their meta-cognitive skills. The illustrations and graphics used in
the material should be accurate, attractive, bright, colourful, and engaging. However, they should
not be too dense or cluttered, thereby making it difficult for children to focus on the main points.
Visual content should be free from all types of stereotyping whilst retaining relevance and respect
for social contexts. For instance, check the illustrations and see if the dominant characters are
mainly from one cultural group or more. Who is doing what? Are children with disabilities passive
onlookers, or are they actively involved? Do they look enthusiastic? Is the imagery in any way
promoting violence? Responding to such questions will ensure that illustrations are not
perpetuating the taboos and misconstrued notions widely held in society. For example, illustrations
74
and visuals may also be utilized to communicate important messages such as small family size
particularly showing happy family with two daughters only.
Inclusiveness of Teaching Materials: It is of utmost importance that the teaching and
learning materials are inclusive in nature. As charted out by UNESCO, learning materials
become incisive when they:

- Include all children, including those with diverse backgrounds and abilities.
- Are relevant to the children’s learning needs and abilities and useful for their future
life.
- Include males and females in a variety of roles.
- Use appropriate language that includes all of these aspects of equity.

Safety of Materials: Learning resources related to the Key Learning Area should be
produced as far as possible with natural materials. The concept of safety is broader than
ensuring that materials do not have sharp edges. For instance, many toys and learning
materials are made of poor quality plastic which is detrimental to health and is
carcinogenic. Where possible, environment friendly materials should be used.

A SUGGESTED LIST OF MATERIALS FOR THE PRE-PRIMARY EDUCATION CLASSROOM:

Given below is a list of learning materials which teachers can place in the Learning
Corners/Goshay and use during Group Work Time as well. It is highly recommended that
the materials are from the local context to begin with. Not necessarily all materials have
to be purchased; families and community members will certainly be willing to share
old/used (but clean) objects and “junk” which can be very useful to build up a conducive and
equipped Pre- Primary Education learning environment. However there is no limit to
quality and if resources permit a Pre-Primary Education classroom must be the best
equipped classroom in any school. Materials which can be recycled and reused are
strongly recommended. Teachers must check for breakage, safety and cleanliness on a
daily basis.
For Creative Art Work
A. Materials for painting art and craft

paint
Soap shavings, pencil shavings, wood shaving , Plastic bottles
Paint brushes of different sizes and toothbrushes
Saucers, dishes for paint
Sponges
Used T- shirts Toothbrushes
Bits of wood
Small pieces of cloth
Egg shells
Pencils, crayons, markers, chalk
Old /Used magazines, newspapers, catalogues
Paper of different sizes and textures of Wax paper, tissue paper
75
 Scraps of paper, paper plates
Invitation/greeting cards
Shoe boxes, small/large boxes
Clay, plasticine
Buttons, straws, small empty cartons
Empty thread spools/reels
Cardboard tubes, paper bags
Cloth, felt, vinyl scraps, feathers/fallen leaves
Recycle/indigenous materials
Materials for holding things together and for taking them apart
White glue
Masking tape
Yarn
staplers
String
paper clips
Rubber bands
scissors
Cellophane tape
paper knives

For Music
LCD/LED,CD/DVD Player with a variety of CDs/DVDs /CD players and
tapes/CDs of a variety of music
Computer Speakers, mike
Radio
Musical instruments (drum, flute, xylophone, duff, guitar etc.)
Bottles of different sizes and textures, metal spoons, wooden sticks

For Pretend Play/Role Play

Old telephones, old clocks, tool box, soft chair, broom and dustpan
etc.
Set of gardening tools, construction tools, carpenter tools and
made of plastic
Props for pretending – play
Dolls, stuffed animals, doll bed, baby rattles, bibs, bottles
Cushions
Child-sized stove/choolha, fridge, sink(pots, pans, tea cups,
bowls, plates, boards and rolling pin, cutlery etc.)
Potholders, aprons, towels, dishcloths, sponges, napkins, place mats
Empty food boxes, cartons, jars, bags
Milk cartons, carpet piece
Small pieces of wood with
round edges
For Experimentation and Discovery
76
 Small cars and trucks, small animals, insects, birds
Magnifying glass
Puzzles, boxes and bottles with lids in different sizes
Jigsaw puzzles
Stacking rings
Magnets
Sets of matching picture cards
Sand and strainers
Weather Chart
Clock
For Language Skills
Assorted books (big books, small books, picture books with and
without text)
Child-made books
Photograph books from field trips
Cozy chair / pillows/cushions
Puppets
Slate & chalks
Puppet stand, puppet theatre,finger puppets etc.
Takhti, qalam & dawat

77
 REFERENCES AND BIBLIOGRAPHY

Aly, J. H. (2007). Education in Pakistan. A white paper revised. Document

to debate and finalize the National Education Policy.
Bennett, J. O. H. N. (2008). Pre-Primary Education and care systems
in the OECD countries: the issue of tradition and governance.
Encyclopaedia on Early Childhood Development, 1-5.
Bennett, J., &Tayler, C. P. (2006). Starting strong II: Pre-Primary Education and
care.
OECD.
Bennett, N. (1997). Teaching through play: Teachers' thinking and classroom
practice.
McGraw-Hill Education (UK).
Daries, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., Siraj-Blatchford, J.,
&Vallabh, P. (2009). Pre-Primary Education for sustainability:
Recommendations for development.
International Journal of Early Childhood, 41(2), 113-117.
Department of Education (DoE). (2001). Education White Paper 5: Meeting
the Challenge of Early Childhood Development in South Africa. Pretoria:

Department of Education.

Government of Pakistan. (2009). National Education Policy, Ministry

of Education, Islamabad.
Henderson, K. (2004). Illinois Early Learning Standards. vol. SU-29, August.
Hohmann, M., & Weikart, D. P. (2002). Educating Young Children: Active
Learning Practices for Preschool and Child Care Programs [and] A Study Guide
to Educating Young Children: Exercises for Adult Learners.
Heinämäki, L. (2008). Pre-Primary Education in Finland.
Mahmud, M. (2002). Strong Foundation-A Guide for PRE-PRIMARY
EDUCATION Teachers. Teachers Resource Centre, Karachi.
Miller, D. F. (2006). Positive Child Guidance. New York: Delmar Learning.
Morrison, G. S. (2013). Fundamentals of Pre-Primary Education. Pearson Higher
Ed.
Morrison, G. S. (1988). Pre-Primary Education today. Columbus, Ohio:

CURRICULUM PRE-PRIMARY EDUCATION 78

 Merrill Publishing Company.
Nuttall, J. G. (Ed.). (2003). Weaving TeWhāriki: Aotearoa New Zealand's early

childhood curriculum document in theory and practice. Wellington, NZ: New

Zealand Council for Educational Research.

Shami, P. A. (2009). Pre-Primary Education in Pakistan--Progress and

Challenges Journal on Educational Psychology, 2(4), 98-104.
Bennett, N. (1997). Teaching through play: Teachers' thinking
and classroom practice. McGraw-Hill Education (UK).
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CURRICULUM PRE-PRIMARY EDUCATION 79

 CURRICULUM REVIEW COMMITTEE MEMBERS

1. Dr. Amna Ansari, Education Specialist, Punjab Monitoring and Implementation

Unit, Lahore
2. Dr. Syed Manzar Abbas Shah, Head, Department of Education, Lahore
Leads University, Lahore
3. Ms. Parveen Din Muhammad, Subject Specialist, Quaid—Azam Academy for
Educational Development, Lahore
4. Ms. Yasmeen Wyne, Course Coordinator, Quaid—Azam Academy for
Educational Development, Lahore

5. Ms. Aniqa Shafique, Principal, The City School, Model Town Link Road, Lahore

6. Ms. Augustina, Pre-Primary Education Teacher, Lahore Grammar School,

Newlands, Lahore
7. Ms. Farzana Kouser, Pre-Primary Education Curriculum Developer and
Trainer, Beacon house School System, Head office, Lahore

8. Ms. Huma Mirza (as an observer), Consultant, World Bank

9. Ms. Tehmina (Coopted member) Pre-Primary Education Curriculum
Developer and Trainer, Beacon house School System, Head office, Lahore

10. Ms. Mamoonah Yasmeen, Deputy Director, Curriculum Science ,

Coordinator, Punjab Curriculum and Textbook Board, Lahore

CURRICULUM PRE-PRIMARY EDUCATION 80