APSACS Curriculum Implementation Guide Session 2024-25 dated 17 Apr 2024.pdf

 CURRICULUM IMPLEMENTATION GUIDE FOR TEACHERS 2024-25 TABLE OF CONTENTS Chapters Contents Pgs 1 Scheme of Work 1.1 Introduction 02 1.2...

 CURRICULUM IMPLEMENTATION GUIDE FOR TEACHERS 2024-25 TABLE OF CONTENTS Chapters Contents Pgs 1 Scheme of Work 1.1 Introduction 02 1.2 Progression Grid 05 1.3 Assessment for Learning 06 1.4 Strands 09 1.5 Values Education 11 1.6 Skills Development 12 1.7 Project Work 16 2 Planning 2.1 Smart Teaching Techniques 18 2.2 Blended Teaching and Learning Approach 21 2.3 Effective Utilization of White Board 23 2.4 Graphic Organizers 24 2.5 Success Criteria 25 2.6 Guidelines for Effective Use of Notebooks 27 2.7 Coordination Meetings 28 2.8 Lesson Plan 33 2.9 Lesson Evaluation 40 3 Monitoring 3.1 Lesson Observation 44 3.2 Notebook Review 47 4 Islamiyat, Nazra and Tarjuma- ul-Quran 4.1 National Education Policy – 2017 49 4.2 The Compulsory Teaching of the Holy Quran Bill – 2017 49 4.3 Single National Curriculum (SNC) – 2020 49 4.4 Single National Curriculum (SNC) – 2022 49 4.5 Implementation Strategy 50 4.6 Religious Education for Non-Muslim Students 53 5 Language Development Programmes 5.1 APSACS English Language Development Programme 54 5.2 APSACS Urdu Adab Silsla 61  TABLE OF FIGURES Ser Name Pgs 1. Progression Grid 05 2. Strands 10 3. Standard Project Trail 17 4. Features of Smart Classroom 20 5. Blended Teaching and Learning Approach 22 6. Table of Graphic Organizers 24 7. Weekly Subject Coordination Meeting Record 32 8. Unfilled Daily Lesson Plan (English) 35 9. Filled Daily Lesson Plan (English) 36 10. Unfilled Daily Lesson Plan (Urdu) 37 11. Filled Daily Lesson Plan (Urdu) 38-39 12. Lesson Plan, Execution & Evaluation 40 13. Lesson Evaluation (English) 41 14. Lesson Evaluation (Urdu) 42-43 15. Lesson Observation 45-46 16. Notebook Review 48  PREFACE APSACS Secretariat is the nucleus of the Army Public Schools & Colleges System. It does not only communicate and coordinate amongst all schools but plays the role of a lighthouse by supplying detailed policy guidelines and instructional booklets for the exemplary working of the system. To ensure uniformity and standardization in its education system, APSACS Secretariat after deliberate consideration and consultation designs policies and procedures to implement the curriculum for the best outcomes. APSACS strongly believes in a sublime Vision and Mission; APSACS Vision “Investing in the success for all students” APSACS Mission “Provide exemplary educational programs of international standards that inspire and prepare all students for success in global environment at affordable costs” Thus, all the APSACS policy decisions revolve around staying steadfast on its Vision and Mission. To carry forward this practice the Curriculum Implementation Guide is developed to provide clear and succinct policy guidelines. These are designed in the light of APSACS's vision and mission, for the smooth running of all the institutions at each level. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 1 of 65  SCHEME OF WORK 1.1 Introduction a. A plan that outlines the learning objectives to be achieved over a set period (typically a term or an academic year) is referred to as a Scheme of Work. It helps to structure the teaching, learning, and assessment of any subject logically in progression. b. A Scheme of Work details the method of delivering the curriculum, such as the order of lessons, the amount of time to be dedicated to each topic and any assessment activities that might be necessary. Keeping in perspective this efficacy of the Scheme of Work and to help teachers plan and sequence their lessons in advance more effectively, APSACS has transposed from detailed Break Ups to SOWs. c. APSACS Scheme of Work is a convenient and succinct document that maps out the curriculum into deliverable units. It is student centred and allows room for teachers to manoeuvre, create and produce greater contact time with students. It aims to give greater latitude to teachers to tailor lessons according to individual class needs. Furthermore, it includes clear guidelines on Assessment for Learning so that teachers are well-equipped to steer the learning toward the maximum output. d. Instructions for Teachers. A Scheme of Work based on International Standards and SNC SLOs 2022, is developed for each class and subject providing an outline for planning & teaching of the curriculum content. However, schools will need to adjust the Teaching Weeks, Periods and Holidays according to their Regions’ Academic Calendar. e. Contents of SOW (1) SOW Summary. SOW Summary gives clear and to-the-point information about the Prescribed books, Reference books, Notebooks, and most importantly the syllabus outline. The total number of Teaching Weeks and Teaching Periods required to complete each Unit and Chapter/topic are also given in this summary. (2) Progression Grid. Progression grid is a visual representation, giving interconnection of concepts, content and skills across different levels of proficiency. It enables a teacher to evaluate individual learner’s progress against the objectives and identifies the next steps in learning, which are working towards expectation, meeting the expectation and exceeding the expectation. (3) Scope and Sequence. The scope and sequence is a commonly used term in education when talking about curriculum, books, or courses. The scope refers CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 2 of 65  to the amount of content to be taught in a particular time to the learners. The sequence is a list and order of the concepts, topics, and content that are covered through a book, syllabus, or lesson plans. (4) Unit, Chapter, Topic and Skills. Relevant Unit wise information is given under the appropriate headings e.g., the Unit no., Sub units/ Chapters/ Topics/ Lessons. Skills given in SOW are for the entire Unit / Chapter. Teachers must pick and write the focused skills for their daily Lesson Plan. (5) Student Learning Outcomes. The SLOs of the entire Unit/Chapter are given in simple and user-friendly language for the teachers to share with students so that they are also aware of the direction and progression of the teaching & learning to focus on the required knowledge and skills. (6) Teaching Strategies and Learning Activities. Appropriate teaching strategies are given to guide teachers to develop and plan their daily lessons however teachers are free to add more strategies that they deem effective. A number of Class Activities to help students understand the concept are also suggested. The teachers must identify Relevant Strands and Icons in their Lesson Plans. (7) Digital Resources & Tools. A good number of Digital Resources & Tools are given alongside detailed teaching strategies and activities. Teachers ought to use the given Digital Resources to utilize the content for better comprehension of students, however make sure that the aim and purpose for showing the digital content is made clear to the students. Whereas, Digital Tools are to ensure better reinforcement through online assessments. Such online quizzes are not only fun to take but easy to check, thus decreasing teacher’s workload. (8) Assessment for Learning. Some AFL strategies/activities are given in the SOWs however, teachers also need to think of more such activities/strategies during Subject Coordination Meetings and must mention them in their Lesson Plans. (9) Teaching Resources. Textbook, Workbook, Activity Book, Teaching Guides, Suggested Resource Materials along with their page numbers are given. Moreover, A/V Aids, real-life objects, IT equipment, Digital Resources and Tools are also indicated. However, teachers can add alternative resources according to the planned activities. Ensure that the Digital Resource Content and Images are age-appropriate and do not contain any objectionable material against any Religion, Pakistan, or Armed Forces of Pakistan. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 3 of 65  (10) C.W, H.W & Online Assignments/ Research Project (a) C.W, H.W, and Online Assignments are identified in the SOW. APSACS SOW provides a number of tasks during the class. Teachers must judiciously select the relevant tasks for each topic. (b) Teachers must follow APSACS H.W policy. Online Assignments/Research projects are an essential component to keep students and teachers engaged in the process of digital learning to develop a research mindset, therefore this practice should continue. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 4 of 65 1.2 Progression Grid. Progression Grid is a logical sequencing of concepts, content and skills across multiple teaching stages, which helps learners develop more sophisticated ways of thinking. Following are salient features of progression grid:- a. Progression Grid is a dynamic visual representation that gives the interconnection of concepts and skills across different levels of proficiency. b. By mapping out learning objectives, competencies, and milestones across various proficiency levels or grades, it provides a comprehensive roadmap for curriculum implementation. c. The Progression Grid empowers students (if shared) to take ownership of their learning journey to set personalized learning goals, track their progress, and engage in targeted practice and reflection. d. It focuses on the use of student-centred approach which not only cultivates a growth mindset but also fosters a deeper understanding of concepts and skills. e. The Progression Grid serves as a catalyst for differentiation and personalization, offering teachers the flexibility to tailor instruction to meet the unique needs of each learner. f. Through targeted interventions, enrichment activities, or alternative assessment strategies, teachers can use the Progression Grid to scaffold better learning experiences. Fig: Progression Grid CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 5 of 65 1.3 Assessment for Learning. Assessment for Learning is a strategy that on using assessment as a tool to support and enhance students’ learning. It involves ongoing, formative assessment practices that provide feedback to students for better comprehension. Here are some key strategies of Assessment for Learning:- a. Anecdotal Records. An Anecdotal record is an informal written academic description of a student. Improve classes with specific problems or difficult parts, and enter as a result of direct observation. Anecdotal notes can be used as documentation of students' achievements in studies. Beware - Informal reports should be written carefully, avoiding judgmental remarks. b. Application Cards. After learning about an important theory, principle, or method, ask students to write one or more practical applications of what they just learned to see how well they communicate their knowledge. c. Brainstorming. Brainstorming is a technique that is used to determine what learners already know about a subject. Because there are no criticisms or grades, students are often highly motivated to be able to participate. d. Chain Notes. Students pass around envelopes in which the teacher writes questions about the lesson. When the envelope arrives at the students, they take their time to answer the questions and then place the answer in the envelope for their teacher to assess later. e. Checklists. Checklists define student behaviours and outcomes in the curriculum, including action or content goals. These are a reliable and simple observation method. Checklists are mostly used to track student progress. f. Exit Cards. Exit cards are a fast way for teachers to gauge students' comprehension. They are written responses to questions at the lesson or day's end. This strategy can be used at any level or subject. g. Gallery Walk. Students in small groups go around the room discussing class questions or problems in the subject at hand. Teacher pastes questions at different points called stations. Students go to different stations, discuss, write comments, and move to the next station with the teacher’s signal. h. Graphic Organizers. Graphic organizers aid student comprehension. Examples include T-charts, Venn diagrams, and KWL diagrams. Graphic organizers assess student’s understanding of ideas / concepts / relationships. i. Guided Reciprocal Peer Questioning. Guided questioning enables students to ask about new material or recognize gaps in their knowledge through open-ended prompts. E.g. "What if..." Ask each other "How does ____ affect ____”? CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 6 of 65  j. Hand Signals. Students raise their hands and the teacher gives a ‘thumbs up/down’ to indicate understanding. It can be done vice versa. k. Journals - Learning/Reflection. Reflection as a learning journal allows students to reflect on the learning that is taking place in the classroom. Journals provide students with everyday conversations in which they can reflect on important concepts or ideas raised in class. l. KWL Chart. A KWL chart is a type of graphic organizer that allows students to determine "What they know about a particular topic", "What they want to know about a particular topic", and "What they learn about a particular topic from the lesson". m. Learning Logs. Learning Logs are used to measure students’ progress. It represents ongoing student feedback on a particular area of study. The entries are regular and properly dated. n. Minute Paper. A Minute Paper is an informal assessment method in which students are asked simple questions about some aspect of the lesson that they can answer in one minute, and then the teacher collects, verifies, and sends back the answers on 3 x 5 cards to students with comments or other interesting points. o. Muddiest Point. Muddiest Point identifies the most confusing parts of a lesson. Students write the problematic concept on a card or email. The teacher gathers students' "highlights" and explores them further in the next lesson for better comprehension. p. No Hands Up. The "No Hands Up" rule gives the whole class time to think about preparing an answer before the teacher selects a student to respond. Another way is to allow a show of hands, only when the student has a question of their own. q. One-sentence Summary. This simple strategy helps students ask themselves, “Who does what?, to whom, when, where, how, why?" (Represented by the letters DWWWWHW). Students combine their answers on a topic into short sentences, paragraphs and long sentences. r. Pairs Check. Pairs Check is a method in which groups of four, work in pairs on a problem. Student A attempts the given problem whereas student B acts as coach and indicates when the student A solves the problem, then for the next problem/question students switch roles. In the next step, each pair checks the other pair to verify its position. s. RSQC2 (Recall, Summarize, Question, Comment and Connect) RSQC2 assesses students by having them recall and combine key points from previous lessons. Students create unanswered questions and link concepts to the overall goal of the course while providing comments on their understanding. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 7 of 65  t. Traffic Light Cards. Students have red, yellow, and green cards. If a student shows their yellow card, it means the teacher is going too fast. If someone has a question, they'll show it in red and the teacher can select a student with yellow or green card to ask a question. u. Think-Pair-Share. In Think Pair Share, students think of a question, formulate it, discuss the question with their pairs, and share their answers with their classmates. v. Turn-to-Your-Neighbour. This is a helpful technique for all-scale classes. Here, teacher assigns students a problem to solve. Ask students to turn to their neighbours and discuss a problem without using any additional resources. Small groups of 3-4 students are recommended. w. Umpire. Umpire (Arbitration) is when the teacher asks a question and checks with other students to see if they agree with the first student's answer. "Do you agree with his definition of circumference, or what do you think"? CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 8 of 65 1.4 Strands. The latest APSACS Syllabus is developed according to the National Curriculum of Pakistan, COAS Directive and demands of the 21st Century Skills:- a. Strands are embedded in the Syllabus and can be identified by different icons which serve to alert the teacher to capitalize on such teachable moments during the lessons. Teachers will not mention these strands explicitly in the objectives however emphasize their importance indirectly. b. APSACS Syllabus guides and helps teachers to inculcate the four Cs (Critical thinking, Creativity, Collaboration & Communication) in students. These four skills are essential for today’s students to succeed in all aspects of life. c. Good decision-making skills can help students to live a successful life. It allows them to find and choose the most suitable solution/ option in any situation. Decision- making skill is a core competency directly linked with Critical Thinking and its fundamentals. d. Basic ICT (Information and Communication Technology) skills are the need of the hour and this “re-skilling” in an era of automation, data and Artificial Intelligence (AI) is essential. e. Life skills have been defined as, the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. f. Interfaith Harmony promotes the calm and peaceful coexistence of all peoples. This interrelationship between people of different religious affiliations at the individual and organizational levels conveys a positive image of Pakistani society. Pakistan was founded on Islamic ideology and allows all ethnic minorities freedom of religion in accordance with Islamic norms. APSACS aspires to foster Interfaith Harmony among its staff and students by including this strand in relevant topics/discussions and even in class/school activities. g. When teaching any class, the teachers must understand that all the values cannot be embedded in one class or school level. Values Education is progressively embedded in different lessons/classes to develop the Emotional Intelligence of students. The teachers are expected to emphasize a particular point during the lesson. These are the teachable moments which the teachers can capitalize and benefit from. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 9 of 65  For teachers clarity following strands are given along-with their Icons:- Strands Icons / Symbols Strands Symbols Values Patriotism Education Interfaith Life Skills Harmony Communication Creativity Critical Thinking Collaboration Smiles / e-Skills/Digital Disaster Literacy Management Sports Inclusion Decision Making Say No to Drugs Fig: Strands CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 10 of 65 1.5 Values Education a. APSACS Syllabus focuses not only on developing a hard-core knowledge base at each level but also on building a wholesome personality. Therefore, a robust Values Education Programme in line with our social and religious obligations is in place. It helps teachers in nurturing the love and pride of the land (Patriotism) in students by helping them explore local /regional/ national cultures and traditions. b. Values Education and character building is realized through the direct and hidden curriculum of any formal school culture. At APSACS, to develop high sense of integrity, responsibility and selflessness, conscious effort is made to embed strands of Values Education for the majority of subjects. The topics for creative writing, debate and dialogue are carefully selected to provide students with an opportunity to reflect on and internalize values by using critical thinking skills. Efforts are made to stimulate the intellect of students as well as make them morally sound. APSACS has robust Academic and Co-Curricular Activities (CCA) programmes through which students are taught to practice values such as tolerance, co-operation, sharing, team work, respect for everybody, compassion for young and weak, human and animal rights, saying NO to Bullying/drugs/aggression and toxic competition, care for the environment, dignity of labor etc. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 11 of 65 1.6 Skills Development a. Any curriculum's goal is to create future generations who can contribute to society on a local, national, and worldwide scale. In order to accomplish this, curriculum implementers need to be specialists who can help students acquire the necessary skills. b. It has been observed that teachers’ main focus stays only on completing the prescribed syllabus content instead of developing the requisite skills. c. Therefore, a comprehensive list of subject-wise skills is provided ahead. Which, during the Subject Coordination Meetings can help teachers identify, after studying the objectives of a lesson, the particular skill/skills aimed to be developed through the teaching of a lesson. The same will be entered in the requisite box /space provided in the lesson plan format. d. Subject Wise Skills List:- English Literacy Listening Speaking Reading Writing · Comprehension · Fluency & · Fluency & · Syntax · Critical Accuracy Accuracy · Grammar Evaluation · Pronunciation · Comprehension · Mechanics · Listening for · Vocabulary · Decoding (punctuation, gist spelling, handwriting · Listening for · Grammar · Skimming & & vocabulary) Information Scanning · Communication · Listening for · Communication · Predicting · Intonation Details · Application · Note-taking · Eliciting · Presenting · Planning · Interpreting · Questioning · Debating &Organizing · Inference · Creativity · Summarizing CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 12 of 65  ‫ر‬ ‫اُردو‬ ‫· زن‬ ‫رى‬ · · · ‫زى‬ · ‫دار رى‬ · · · ‫و‬ · ‫رى‬ · ‫ا‬ · · ‫ر‬ ‫روز ہز‬ · ‫و‬ · · ‫و ى‬ · ‫ون‬ · ‫ى‬ · ‫ا رِ ل‬ · ‫ر و‬ · ‫ا‬ · / ‫از‬ · · ‫ى‬ · ‫ت‬ ‫ا‬ ‫ا رِ ن‬ · ‫ى‬ · ‫· ا‬ ‫أتو‬ · ‫ن‬ ‫ا ار‬ ‫وا‬ ‫ا‬ · ‫ا‬ · · · ‫ت رى‬ · ‫ى‬ · ‫ى‬ · ‫ادا‬ ‫ناوردر‬ ‫رج‬ · ‫ادا‬ ‫ناوردر‬ ‫ت‬ · ‫ل‬ ‫ا‬ ‫در‬ ‫ا ظ ادا‬ · ‫رت‬ ‫آ آت‬ ‫أتو‬ · Preschool Preschool · Tracing & Drawing · Listening · Colouring · Speaking · Patterning · Reading · Comparing · Writing · Gross & Fine Motor Skills letters · Eye-Hand Coordination · Recognizing numbers alphabet · Problem-Solving Skills · Identifying · Phonetic Awareness · Following Directions · Sorting · Predicting · Visual Discrimination · Auditory Discrimination CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 13 of 65  · Visual Memory · One to One Correspondence · Creativity · Self-help Skills · Comparing &Contrasting · Classification Mathematics Science · Recognizing · Evaluating · Making · Observing Connections · Ordering · Calculating · Hypothesizing · Consequences · Counting · Simplifying · Fact finding · Analogical · Adding · Comparing · Planning Reasoning Experiment · Subtracting · Estimating · Comparing · Handling · Dividing · Analytical · Inferring Equipment Thinking · Multiplying · Judging · Measuring · Problem- · Identifying Relevance Solving · Collecting · Measuring · Analyzing &Recording Data · Plotting · Converting · Classifying · Investigating · Critical · Reasoning Thinking · Drawing& · Collaborating& · Factorizing Labelling Communicating · Logical Thinking · Reporting& · Predicting concluding · Using Mathematical tools CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 14 of 65  General Knowledge/ Social Studies History Geography · Thinking Skills (thinking · Cartographical Skills through) · Graphical Skills · Understanding the Historical · Statistical Skills process using organizers · General Investigative Skills · Organize Inquiry · ICT Skills · Formulating the Narrative · Mapping Skills · Chronological Skills · Comparing &Contrasting · Causation · Mapping Skills · Timeline Computer Art · Identify and use icons & · Creating · Recognizing menus. · Free Hand · Cutting and · Start an application / open and Drawing Pasting move among more than one · Colouring · Painting application at a time. · Sketching · Collage work · Dealing with real life problems · Shading · Calligraphy while using digital literacy. · Tracing · Familiarizing with hardware & software. · Organizing work effectively on computers. Using appropriate terminology. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 15 of 65 1.7 Project Work a. APSACS values the practical application of knowledge and skills. To achieve this, students are given project work that involves investigation and presentation in written and illustrated form. Project stages include research, building the project, and presentation. Skills required for project presentation include task delegation, research, gathering information, artistic and meaningful presentation, and effective communication. Students enjoy projects that allow them to contribute based on their strengths and abilities, capitalizing on their unique talents. b. For the project to be successful, good working relationships must be established and students must work well with learning partners in a conducive environment. The amount of time spent on the project depends on the time available and the nature of the project. c. Stages and Steps of a Project (1) The stages of a project are as follows:- (a) Conception of idea, setting objectives and deadlines. (b) Group formation. (c) Data collection &processing of information. (d) Organize data and create end-product. (e) Final presentation with layout. (2) Irrespective of the length of the project, these steps must be followed:- (a) Classroom Planning. The students and the teacher must discuss the content and the scope. Discuss side as and different means of gathering the necessary data. The teachers should form groups of mixed-ability students. (b) Carrying out the Project i. Teacher should inform the school management about the project work. ii. Parents/Guardians should be informed about the project especially, if students have to visit places outside the school. iii. Roles and duties should be assigned to organize the project work according to students’ interests and capacities. iv. Provide facilitation if students need to conduct interviews, do recordings, take photographs, and use the science /computer laboratory or art room facilities. v. Set realistic deadlines. d. Reviewing & Monitoring of the Project. Reviewing and monitoring include discussion, giving finishing touches to the project, and presentations. Feedback sessions, both during and after the project, should be held. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 16 of 65  e. Nature of Projects given in the Syllabus. Classes, I-VIII are assigned project work in English, Arts, Mathematics, Science, Social Studies/History, and Computer Science, with instructions and resources provided to benefit both teachers and students. Art teachers’ support may be required for projects, and research work may be assigned as homework. Research and guidance are essential, and original work is to be valued and graded. f. APSACS STREAM Expo for Project Display (1) All the projects and displays made during the term must be kept safe for APSACS STREAM Expo Day. (2) APSACS STREAM Expo (Ref to Research and Holistic Development Policy) will be conducted at the end of the first term during the Result Preparation and PTM week. Proper preparation for the display of projects and presentations should be made. (3) Refer to the given figure for clarity. Fig: Standard Project Trail CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 17 of 65  PLANNING 2.1 Smart Teaching Strategies. In this era of discoveries, inventions and advancement, the field of education cannot rely on years old conventional ways of imparting knowledge. Thus, Smart teaching which involves Smart strategy and Smart learning leads to Smart educational outcomes. These four factors if chosen wisely, reflected upon in light of personal scenarios and put into practice, will result in achieving the ideal effective education system. Following are some of the Smart teaching strategies to enhance the teaching and learning experience with in available time:- a. Prioritize Learning Objectives (1) Identify the core concepts and learning outcomes that students must understand. (2) Focus the teaching efforts on these key points to ensure that essential content is covered efficiently. (3) Be cautious of not spending more time on less important points therefore highlight the required SLOs during lesson preparation and focus them primarily. b. Use Active Learning Techniques (1) Engage students in active learning activities such as group discussions, problem-solving exercises, and hands-on projects. (2) Active learning encourages maximum students’ participation, better understanding thus allowing teacher to do more in less time effectively. c. Flipped Classroom Model (1) Assign digital resources /reading content for students to review and revise outside of class beforehand, sparing valuable class time for discussions, activities, and clarification of concepts. (2) Maximize in-class engagement to achieve ideal syllabus coverage by using authentic digital resources for students to actively and interactively clarify and apply that knowledge during class. d. Break Down Content (1) Break down the syllabus into smaller, manageable portions. (2) Present each segment of content sequentially, focusing on mastering one concept before moving on to the next. (3) It helps in preventing cognitive overload and improves retention. (4) Informal assessment can be done before moving on to the next topic. e. Utilize Technology. Integrate technology tools whenever possible into teaching practices such as educational software, online simulations, interactive multimedia presentations, and learning management systems (LMS by FBISE & e-Taleem by CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 18 of 65  MoFEPT) to enhance teaching and provide additional resources for students to explore outside of class. f. Scaffold Learning (1) Scaffold learning by building upon previously covered material. (2) Create connections between concepts and reinforce learning through regular review sessions and informal assessments. g. Effective Time Management (1) Develop a realistic schedule and allocate time for each topic based on its importance and complexity. (2) Stick to the schedule and avoid spending excessive time on less critical concepts. (3) Use instructional time efficiently by minimizing disruptions and staying focused on learning objectives. h. Provide Clear Instructions and Expectations (1) Communicate clear instructions and expectations to students regarding assignments, assessments, and participation. (2) Clarify learning objectives and assessment criteria to guide students' efforts and ensure they stay on track with the syllabus. i. Encourage Self-directed Learning (1) Foster a culture of self-directed learning by empowering students to take responsibility for their education. (2) Provide resources, guidance, and opportunities for independent study, research, and exploration. (3) Encourage curiosity and initiative to facilitate deeper learning and mastery of the syllabus. j. Feedback and Reflection (1) Provide timely and constructive feedback to students on their progress and understanding of the material. (2) Encourage reflection on their learning experiences and help them identify areas for improvement. (3) Adjust the teaching strategies based on student feedback to optimize syllabus coverage and effectiveness. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 19 of 65  Fig: Features of Smart Classroom CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 20 of 65 2.2 Blended Teaching and Learning Approach. Blended teaching and learning is a pedagogical approach that amalgamates traditional face-to-face teaching methodology with online learning activities. It incorporates the prominent and finest features of traditional classroom teaching and online learning, thus resulting in a hybrid teaching and learning environment. To achieve their educational goals students, benefit to a great extent from a mix of in-person and virtual learning experiences:- a. The key features of a blended teaching and learning approach are:- (1) The combination of in-person and online Instruction allows students to benefit from direct interaction with teachers and peers during in-person sessions, while also benefitting from the flexibility and accessibility of online resources. (2) Blended learning offers the compliance to access learning materials and complete assignments at students’ own pace and convenience. Online learning materials can be designed to cater to individual learning methods and preferences thus allowing for personalized learning experiences. (3) By incorporating a variety of instructional methods active learning strategies are promoted through Blended learning. In-person sessions may involve collaborative group work, discussions, demonstrations, or hands-on activities, while online components may include interactive multimedia, simulations, quizzes, or discussion forums. (4) Student engagement and interactivity is increased through blended learning. Multimedia resources, such as videos, interactive presentations, and virtual simulations, can captivate students' attention and deepen their understanding of the subject matter. (5) Blended learning allows for ongoing assessment and feedback. Online platforms can facilitate formative assessments, quizzes, and self-paced activities, providing immediate feedback to students. Whereas, in-person sessions can be dedicated to discussions, clarifications, and more comprehensive assessments. (6) Integrating a wide range of digital resources and tools such as e-books, videos, educational websites, and online libraries, is a hallmark of the Blended teaching and learning approach. Students can access these resources outside the classroom, expanding their learning opportunities and accessing up-to-date information. (7) Students’ diverse learning modalities are acknowledged and supported in Blended learning. It recognizes that some students may thrive in face-to-face interactions, while others prefer the self-paced and interactive nature of online learning. A blended approach accommodates both, thus promoting inclusivity. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 21 of 65  (8) A blended teaching and learning approach combines the strengths of face-to- face instruction and online learning, providing students with a flexible, engaging, and personalized educational experience. By integrating in-person and online components, blended learning maximizes the benefits of both approaches and promotes effective learning outcomes. Fig: Blended Teaching and Learning Approach CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 22 of 65 2.3 Effective Utilization of White Board a. Despite all the modern gadgetry to facilitate learning, the role of a simple black/whiteboard cannot be undermined. It is still a valuable tool for teaching, be it a university class or a toddler’s playgroup. If you simply stand and talk in front of a class, you will fail to capture the attention of those students who process visual information better. b. Dividing a whiteboard in sections to provide information/explanation, proves to be very useful. There are various ways of doing it, one such way of blackboard / Whiteboard division is the H Model which effectively divides the board into four parts. The upper part of H is to write the content for students to see till the end of the lesson. The lower part of His to write points, and make figures/ graphs that are to be used during the lesson and will be erased after explanation. The right side of the H board is to write the lesson objectives and success criteria and the left side is for homework, project reminders, and important announcements. c. Standing at an appropriate position while writing on the board is very important. Therefore, teachers when writing should try standing on the right side of the board so that it stays visible to the students. This body position also helps to write in straight lines. While writing engage students through interactive discussion regarding the content being presented on the board. After writing a point, move to one side so that the students can see what is written. d. Teachers should frequently go to the back of the class and check if the writing is visible and there is no glare on the whiteboard surface and make sure that the position of the board is favorable for all students. Use of H Model for effective use of whiteboard Date Subject, Topic & Pg no Attendance SLOs Explanation Home work Examples Project work Success Graphic organizers Exam / criteria Test announcement CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 23 of 65 2.4 Graphic Organizers a. A graphic organizer, also known as a concept map, mind map, or visual organizer, is a visual representation or diagram that helps organize information and ideas in a clear and structured manner. It serves as a visual tool to help individuals understand and analyse complex concepts, relationships, and connections between different elements. b. Graphic organizers are widely used in educational settings to support learning and cognitive processes. They are particularly effective for visual learners and individuals who benefit from visual representations of information. Graphic organizers can be created using pen and paper or with the help of digital tools and software. Common types of graphic organizers include:- Venn diagrams are used to compare and contrast two or more concepts or ideas. Concept maps illustrate the relationships and connections between different concepts or topics. Mind maps visually represent ideas, concepts, and their relationships in a hierarchical or branching structure. Flowcharts depict a step-by-step process or sequence of events. KWL charts assist in organizing prior knowledge, generating questions, and summarizing new knowledge gained during learning. Fig: Table of Graphic Organizers CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 24 of 65 2.5 Success Criteria. In a classroom setting, success criteria refer to specific, measurable indicators that articulate what successful learning looks like for a particular lesson, task, or activity. They provide clear benchmarks against which students can assess their progress and understand what is expected of them. Success criteria help students understand the learning objectives and standards, guiding them in self-assessment and reflection on their own learning journey. Here's a step-by-step guide on how to do it effectively:- a. Before writing success criteria, clearly define the learning objectives of the lesson. What specific knowledge, skills, or understanding do you want students to gain? b. Begin each success criteria with an action verb that describes what students will be able to do. For example, "identify," "analyze," "solve," "create," etc. c. Ensure that each success criteria is specific and measurable so that it's clear when students have achieved it. d. Make sure the success criteria are easy for students to understand. Avoid using overly complex language or including unnecessary details. e. Share the success criteria with students at the appropriate time during the lesson. Success criteria to be displayed/written visibly. f. Use the success criteria to reflect student learning at the end of the lesson. Provide feedback to students based on how well they have met each criteria, and use this information for future instructions:- (1) Examples of success criteria for a Mathematics lesson (a) SLO. Students will be able to solve equations. (b) Success Criteria i. Identify the variables and constants in a given equation. ii. Apply appropriate inverse operations to isolate the variable. iii. Solve the equation correctly to find the value of the variable. iv. Check the solution by substituting it back into the original equation. v. Explain the steps taken to solve the equation in writing or verbally. (2) Examples of success criteria for an English language lesson (a) SLO. Students will be able to write a persuasive essay. (b) Success Criteria i. Clearly state a position or opinion on the given topic in the introductory paragraph. ii. Include at least three pieces of evidence to support the argument, such as facts, statistics, examples, or expert opinions. iii. Organize the essay logically with a clear introduction, body paragraphs, and conclusion that flow smoothly from one to the next. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 25 of 65  iv. Use persuasive language techniques, such as appeals to logic, emotion, or credibility, to effectively convince the reader of the argument. v. Maintain a formal tone throughout the essay. vi. Conclude the essay by summarizing key points and reinforcing the main argument. (3) Examples of success criteria for a science lesson (a) SLO. Students will be able to use the scientific method. (b) Success Criteria i. Clearly state a testable question or problem to investigate. ii. Develop a testable hypothesis that predicts the outcome of the experiment. iii. Design a controlled experiment with independent and dependent variables, as well as appropriate controls. iv. Follow the experimental procedures outlined, including making accurate observations and measurements. v. Collect quantitative or qualitative data during the experiment using appropriate tools and methods. vi. Organize collected data in tables, graphs, or charts for analysis. vii. Analyze the data collected to identify patterns, trends, or relationships. viii. Draw conclusions based on the data collected and analyze whether they support or refute the hypothesis. ix. Evaluate the reliability and validity of the results obtained and consider possible sources of error. x. Clearly communicate the findings of the experiment in a formal lab report, including an introduction, methods, results, discussion, and conclusion. ‫۔‬ ‫ع در ا‬ ‫د‬ ‫۔‬ (٤) ‫ر‬ ‫)ا (۔‬ ‫۔‬ ‫ر‬ ‫ا لو ا‬ ‫در ا‬ ‫۔‬١ ‫۔‬ ‫لر‬ ‫اورا‬ ‫در ا‬ ‫۔‬٢ ‫۔‬ ‫ر‬ ‫ا ظ‬١٢٠–١٠٠ ‫ر دہا ظ‬ ‫در ا‬ ‫۔‬٣ ‫۔‬ ‫ں‬ ‫اورا‬ ‫در‬، ‫ںا ا‬ ‫در ا‬ ‫۔‬٤ CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 26 of 65 2.6 Guidelines for effective use of notebooks in schools. In this digital age, where screens dominate our daily lives, the humble notebook might seem outdated. However, its significance in educational settings remains paramount. Notebooks serve as a tangible repository for students' thoughts, ideas, and learning. To ensure that notebooks fulfill their potential as valuable learning tools, it's essential to establish guidelines for their effective use in schools. Here are some key considerations. Encourage students to:- a. Maintain a clear organizational structure by using dividers for both terms, labeling sections appropriately as for language/ grammar, and dating entries. b. Write legibly, use headings and subheadings, and draw diagrams where relevant. c. Actively engage with their notebooks during classes. Instead of passively transcribing information from the whiteboard, they should jot down key points, questions, and personal reflections as for How and Why questions. d. Regular review of the notebooks so that students keep a check for completion of notebook work. e. Personalize their notebooks to reflect their individual learning styles and preferences. This could include using colored pens for dividers and labels only, highlighting important points, or incorporating mnemonic devices such as acronyms, acrostics and rhymes etc. f. Integrate relevant digital content by giving research-oriented tasks supported by more digital content such as printed screenshots of figurative examples or QR codes to add authenticity into their work. This integration enhances the richness of their learning experience. g. Respect and care for their notebooks by keeping them clean, avoiding unnecessary doodling or defacement, and storing them securely. Instilling a sense of responsibility for their notebooks fosters a culture of respect for learning materials. h. Notebooks play a vital role in the learning process and should be utilized effectively to maximize their educational benefits. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 27 of 65 2.7 Coordination Meetings a. Coordination meetings play a crucial role in ensuring effective communication, collaboration, and alignment within a school. Coordination among different school segments helps reduce the disconnect that may exist between different tiers of the school. b. Coordination meetings facilitate discussions on standardization and quality assurance in various aspects such as teaching methodologies, assessments, and curriculum implementation. Through these meetings, teachers can share best practices, discuss teaching strategies, and collaborate on designing effective assessments. Furthermore, by discussing student performance, analyzing assessment results, and identifying areas of improvement, teachers can collectively work towards enhancing the quality of education provided. c. Types of Academic Coordination Meetings. To ensure well-planned execution of the curriculum three types of meetings are:- (1) Mega Coordination Meeting. The Mega Coordination meeting will be held at the start of Academic Year:- (a) Attendees of this meeting include; the Regional Director (in close proximity schools as a monitoring measure), Principal, Academic Coordinator/ Vice Principal, All Section Heads & Dy Section Heads (if any), Subject Coordinators, CCA Coordinator, AIS Coordinator, Admin Officer, Security Officer, and Sports in charge. (b) Agenda for the Mega Coordination Meeting is as follows:- i. Detailed discussion regarding changes in APSACS Academic Package, Management Facilitation Booklet, and Curriculum Implementation Guide is done. ii. Thorough reading of the APSACS Academic and CCA Calendars takes place. iii. Discussion and finalization of Orientation Day activities is conducted. (2) Term Coordination Meeting (a) The Term Coordination Meetings are held once before the start of each term, separately in the Pre, Junior, Middle, and Senior section. (b) The attendees of the term coordination meetings are the Section Head, Academic Coordinator/ Vice Principal, Dy Section Heads (if any), Subject Coordinators, Class In charge, School Teaching Staff (level specific), PTIs, and Admin Officer. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 28 of 65  (c) The procedure for the first such meeting is given in succeeding paras. Agenda for the Term Coordination Meeting includes the following points:- i. Discussion on 3x APSACS Policy Booklets to know the latest policies, booklists and allocation of periods and timetabling. Moreover any other general to specific instructions are discussed as per the road map. ii. Updating the SEF of respective school level and chalk out the implementation plan for the whole term. iii. Plans are discussed for the conduct of First Subject Coordination meeting of the Term. iv. In the Second Term Coordination Meeting Remedial Plans are prepared. The lists of students with low academic attainment who require extra support are prepared. These lists serve as a basis for developing remedial plans to provide additional assistance to LRLs (Low Readiness Learners). (3) First Subject Coordination Meeting (a) Study of Summary Page i. Subject coordinators and the team of subject teachers for parallel classes/sections are to perform the in-depth study of the Scheme of Work (SOW) for the term. Based on this information, they create a broad teaching plan for their assigned subjects for the entire term. ii. The units/chapters in the Summary page of the Scheme of Work (SOW) for one term are distributed among the teachers of different sections (parallel) of a class for planner writing. This ensures equal distribution of topics and load sharing among teachers. Teachers spread the syllabus over the allotted periods in a logical and balanced manner. The teaching plan is then displayed in the Section Head's office, ensuring visibility and accessibility for all stakeholders. (b) Development of First Lesson Plans i. For the first teaching week of the session an experienced teacher is detailed the responsibility of preparing lesson plans for the entire week based on the assigned topics. ii. These lesson plans are then discussed during the subject coordination meeting with the rest of the subject teachers. Objective and logical evaluation of each lesson plan is conducted to ensure coherence among its components, including learning outcomes, timeframe, skills, pedagogy/activities, resources, and assessment plans. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 29 of 65  iii. The developer of the lesson plan incorporates the agreed-upon changes proposed by other teachers of parallel classes, fostering ownership and collaboration among all teachers. (c) Submission of the Final Plan. The finalized plan is submitted to the Section Head by the coordinator, who then prepares photocopies for the teachers of parallel classes. This lesson plan is utilized for the first teaching week of the session. After the first week, rotational planning is followed as outlined in the Teacher Planner. (4) Weekly Subject Coordination Meeting i. The Attendees of Weekly Subject Coordination Meetings are the Section/ Dy Section Head, Subject Coordinators, and Subject Teachers. These meetings are scheduled after regular school timings during the teachers’ stay-back time. ii. The procedure for subject coordination meeting includes the following steps:- aa. Reflect and Review. Reflect on the previous week's work and review the upcoming week's work. This helps in making connections between lessons, identifying areas of improvement, and preparing for the next topics. bb. Understanding Learning Outcomes and Skills. Teachers should understand the significance of National Curriculum Learning Outcomes (NLOs NEP 2017-2025) and their relationship with the skills identified for each lesson. During coordination meetings, discuss and evaluate whether the chosen pedagogy, activities/assignments and planned resources are sufficient for inculcating the identified skills. cc. Making Connections with Past Learning. Before starting a new unit or concept, teachers should make meaningful connections with past learning. This helps in understanding the coherence of the curriculum and the expected achievement at each class level. dd. Focus on Digital Literacy. Emphasize the inculcation of digital literacy in students using IT resources such as tablets, laptops, LCDs, mobile phones, projectors, and smart boards. Encourage the integration of technology in teaching and learning processes. ee. Coordination with Other Staff Members. For lessons that require specific facilities such as science laboratories, art rooms, or computer laboratories, coordinate with the relevant staff members. Decide on the periods during the week that will be utilized for these purposes. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 30 of 65  Coordinate with the computer teacher/librarian for facilitating internet/library research for project work/tasks. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 31 of 65  ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM WEEKLY SUBJECT COORDINATION MEETING RECORD (CLASS Pre – VIII) Week: 14th+15th Class: V No. of Sections: A,B & C (3) Resources: Novel pg no: 35-39 & 60, 61, Teaching Guide Steps Subject: Eng Lit Topic: The Secret Garden Sub Topics: Chapter 10 CD Multilingual Glossary 1. Review of Previous Week's Work (& completion plan, if any): Completed till chapter 9 Period wise Break-up of: Resources/Digital Assessment for Class Work/ Homework/ 2. Topics/Sub- Skill(s) to be focused Methodology Activities /Project Resources Learning Online Assignment Topics: on: 1st · Recapping · Rearranging · Novel · Pair-reading C.W: Chapter 10 · Reading & sentences · Digital Resources · Class Discussion · Textbook Ex 1-4 · Discussion · Think-Pair-Share understanding · Use of graphic · Computer Lab · Completing Online Quiz · Pair-reading · RSQC2 · Vocabulary organizer · Solving online H.W: · Using · Student generated development · Use the correct novel Quiz Qs · Draw your Secret contextual · Predicting form of verbs · Summarising Garden. clues & · Find definitions · Use of Digital Tool Online Assgn: dictionary of the words · Give a title & write a few sentences about it 2nd · Comprehension · Group /pair · Answering Critical · Novel ·Q /Ans Session C.W: Chapter 10 · Character Discussion Thinking Qs · Notebooks ·Exit Card · Ex 5 Follow-up contd.. Analysis · Real-life · Illustration of ·Muddiest Point Activities Q 1,2 & 4 applicaiton chap 10 ·Sharing of Personal · Ex 6 · Giving personal · Selected movie Experiences H.W: opinion clips · Opinion Sharing · Ex 6 Writing an · Open ended Qs informal letter 3. Strategies for Learners requiring extra assistance: Pairing of LRLs with high achievers, ICT integration and encouraging participation Teacher Responsible for Preparing lesson Plan: Saima 4. Attendees of Coordination Meeting: 1. Gulraiz 2. Rubina 3. Rasheeda 4. - 5. Date of submission of the Lesson Plan to the Sec Head: ---- Date of distribution of the finalized Lesson Plan to the Teachers: ----- Sign: Subject Coordinator: _______________________ Fig: Weekly Subject Coordination Meeting Record CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 32 of 65 2.8 Lesson Plan a. Teachers will take turns in developing the weekly lesson plans, ensuring that each teacher contributes to the planning process. This rotational approach allows for shared responsibilities and encourages the exchange of ideas and teaching strategies among the teaching team. b. To facilitate this process, teachers are encouraged to carry their weekly lesson plans on clipboards. This practice ensures that the lesson plans are readily accessible and easily portable during classroom instruction. c. All Lesson plans must be typed. All relevant areas are to be filled as per the filled sample provided in the lesson planner. d. Other important points to be considered while planning a lesson are as follows:- (1) Student Learning Objectives (SLOs). Write the specific SLOs that will be shared verbally, written on the board, and explained to the students at the beginning of the lesson. (2) Skills Identification for the Lesson. Write the specific skills that will be focused during the lesson. Also, mention that the teachers will focus on the development of these skills using appropriate pedagogy and activities. (3) Resources. List the audio/visual aids, charts, flash cards, illustrations, models, or realia that will be used during the lesson to enhance the teaching and learning experience. (4) Plan to Check Previous Knowledge. Assess students' previous knowledge related to the topic by connecting and recapping previous and present topics of similar concepts and their prior experiences. (5) Introduction Plan for the Topic. Introduce the topic through an announcement, an activity, a short discussion, or brainstorming to engage students by creating interest. (6) Salient Features of the Lesson. The lesson content should align with the given Student Learning Outcomes (SLOs) in SOW. Likewise the chosen methodology should best meet the SLOs too, which may include brainstorming, discussion, demonstration or a combination of different teaching strategies. (7) Planned Activities and Audio/Visual Aids. Clearly indicate at what point in the lesson the planned activities will take place. Ensure that the chosen activities are thoughtfully selected to develop the desired skills in students. (8) Student Work and Homework. Specify the intended student work, including board practice, class work (written/oral), and homework. Ensure that CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 33 of 65  homework aligns with the SOW. Homework must be reinforcement of the taught concept. (9) Success Criteria. Discuss the success criteria for the lesson, either through a model or by highlighting important points. Share and write the criteria on the board before assigning any tasks (written/oral). (10) Plenary/Wrap up. For summarizing the lesson, may involve the teacher's recap, joint class effort, board activity, AFL activity, or the use of a chart or graphic organizer. (11) Assessment for Learning Strategies. Clearly state the Assessment for Learning Strategy in the daily lesson to determine the extent to which the intended learning outcomes have been achieved. AFL can be conducted through various strategies. (12) Evaluation of Lesson Objectives. Assess and determine how well the lesson objectives were met within the allotted teaching time and if any adjustments were needed in terms of slowing down, speeding up, or modifying the lesson plan to achieve the objectives. Moreover, evaluate the effectiveness of the planned pedagogy in achieving the intended outcomes. CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 34 of 65 Week: _____________ DAILY LESSON PLAN Developed by: __________ Date: ______________ Taught by: _____________ Class: Subject: Period: ) Topic: SLO (s): Skills focussed on: Resources: Methodology (selected in the subject Coordination Meeting should be used): Activity Success Criteria: Assessment For Learning: C.W: H.W: Online Assignment (if any): Plenary / wrap up: Lesson Evaluation: Sign / Name & Date : Subject Coordinator _________________ Fig: Unfilled Daily Lesson Plan (English) CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 35 of 65  Week: 15 DAILY LESSON PLAN Developed by: Gulraiz Date: 20 June 2023 Taught by: Rubina Class: V Subject: Eng Lit Period: 40 mins + 40 mins Topic: The Secret Garden Sub topic: Chap 10 SLO (s): Students will be able to: · Predict ending of the novel. · Develop reading comprehension & Questioning skills. · Identify values and theme of novel. · Solve a quiz using digital tool. Skills focussed on: Predicting. Critical thinking, Creativity, Communication, Summarizing. Resources: Novel, Digital Tool, Internet, White board & markers, Worksheets. Methodology (selected in the subject Coordination Meeting should be used): 1. Recap of events will be given in jumbled order. Students will arrange the sentences in the correct order. (Worksheet will be prepared & photocopied according to student strength during the Coordination Meeting). 2. Students will look at the pictures & predict what is going to happen in this chapter. 3. Activity # 1: With the help of Graphic organizer students will summarize the plot of the novel. (Board Work). 4. Reading & discussion of Chap 10 will be carried out in pairs. 5. Students will be encouraged to ask critical thinking questions from the class such as: - If you were Mary what would you have done to help Colin? - Why would you like to visit the Secret Garden depicted in the story? - Which of the characters inspired them most & why? 6. Activity # 2: Students will discuss the key themes in groups i.e. values of friendship, kindness, healing & reunion. 7. Activity # 3: Students will be taken to the computer lab after coordination with the Comp lab in charge/teacher. - Quiz will be completed by the students using the following Digital Tool: https://www.sparknotes.com/lit/secretgarden/quiz/ Success Criteria: Remember to: 1. read the sentences and put them in the order they occurred in the story. 2. formulate critical thinking open ended Qs. 3. identify and support the themes with facts & evidence from the story. 4. complete the Digital Quiz by giving accurate answers. Assessment For Learning: Think-Pair-Share, RSQC2, Student generated Qs, Use of Digital Tool C.W: Completing Online Quiz. H.W: Draw your imaginary secret garden. Online Assignment (if any): Give a title to your secret garden and write a few lines to describe your drawing. Plenary / wrap up: Students will share all the important events of the novel turn wise. Lesson Evaluation: Most of the students are not able to complete the digital tool therefore it will be carried forward in the next lesson. Sign / Name & Date: Subject Coordinator _________________ Fig: Filled Daily Lesson Plan (English) CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 36 of 65  ‫ى‬ ____________:‫ر دہ‬ ___________________: ____________: / ____________________: ‫ر‬ : : :‫ن‬ :‫ان‬ : ‫ں‬ ‫اس‬ : ‫ت‬ · · · : ‫ر‬ : ‫ذرا‬ (‫دہ‬ ‫ورت‬ ‫) وار آرڈ‬: ‫ر‬ :‫ر‬ : ‫در‬ : :‫م‬ :‫م‬ : ‫ا‬ ‫آن‬ :‫ا دہ‬ :‫ہ‬ ___________________________: ‫آرڈ‬ ‫ ر ۔‬،‫ م‬/ ‫د‬ Fig: Unfilled Daily Lesson Plan (Urdu) CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 37 of 65  ‫ى‬ ‫ر دہ‪:‬ز‬ ‫‪ :‬اں‬ ‫‪:‬‬ ‫‪/‬‬ ‫‪٢٠٢٣‬‬ ‫ر ‪١٥ :‬ا‬ ‫(‬ ‫‪٤٠)١ :‬‬ ‫‪:‬‬ ‫ن‪:‬اردو‬ ‫ى‬ ‫ان‪ :‬ر‬ ‫‪:‬‬ ‫ں‬ ‫اس‬ ‫ت ‪:‬‬ ‫۔‬ ‫ا‬ ‫‪،‬روا اور‬ ‫در‬ ‫·‬ ‫۔‬ ‫ا ل‬ ‫·‬ ‫۔‬ ‫داروں‬ ‫تاوراس‬ ‫د‬ ‫·‬ ‫۔‬ ‫ا‬ ‫‪،‬ڈ‬ ‫ا ‪،‬‬ ‫‪،‬‬ ‫ى‪،‬‬ ‫ىو‬ ‫و ى‪،‬‬ ‫ر ‪:‬‬ ‫پ‪/‬ا رٹ رڈ۔‬ ‫اد‪،‬ا رٹ ن‪/‬‬ ‫‪ ،‬ر ‪،‬ڈ‬ ‫درى ب ت‪٤٠ ٣٨‬‬ ‫ذرا ‪:‬‬ ‫دہ(۔‬ ‫ورت‬ ‫ر ‪ ):‬وار آرڈ‬ ‫۔‬ ‫آ ز‬ ‫ادد‬ ‫ڈ‬ ‫ر‬ ‫(‪ :‬ى ك‪،‬ذ آ د اور‬ ‫ل‬ ‫و ى كـ) د‬ ‫ا‬ ‫ڈ‬ ‫‪https://fb.watch/f4faKw655l/‬‬ ‫‪:‬‬ ‫ل‬ ‫د‬ ‫ت‬ ‫ا‬ ‫اد‬ ‫ڈ‬ ‫·‬ ‫؟‬ ‫دار‬ ‫ن ن‬ ‫‪١‬۔‬ ‫آ اور ں؟‬ ‫رہ‬ ‫ن‬ ‫آپ‬ ‫‪٢‬۔‬ ‫رہد ؟‬ ‫‪٣‬۔ ا آپ ن‬ ‫۔‬ ‫ات‬ ‫ر‬ ‫‘‘اور‬ ‫‪’’:‬‬ ‫وا‬ ‫·‬ ‫۔‬ ‫آ ہ‬ ‫ت‬ ‫·‬ ‫و‬ ‫’’ا ا ظ‘‘اور‬ ‫۔دوران ا‬ ‫ا‬ ‫در‬ ‫دہ‬ ‫ا‬ ‫·‬ ‫۔‬ ‫ش وا‬ ‫د‬ ‫ا ظ‬ ‫۔‬ ‫۔‬ ‫ل‬ ‫د‬ ‫ت‬ ‫ا‬ ‫د‬ ‫ات‬ ‫ا تاور‬ ‫دوران ‘‘د‬ ‫’’‬ ‫·‬ ‫ہ‬ ‫ا‬ ‫وہ‬ ‫ازاں‬ ‫ل‬ ‫د‬ ‫ا‬ ‫و ں‬ ‫(‪:‬‬ ‫اور‬ ‫ل‬ ‫‪ ،‬د‬ ‫)‬ ‫و‬ ‫·‬ ‫ا ر ل ے ۔‬ ‫۔‬ ‫ا دہ وا‬ ‫ت ز‬ ‫ا ا‬ ‫اور‬ ‫ت‬ ‫ا‬ ‫·‬ ‫‪:‬‬ ‫ہ‬ ‫ا ت ذر‬ ‫ا‬ ‫·‬ ‫اور ں؟‬ ‫دارا‬ ‫آپ ن‬ ‫‪o‬‬ ‫؟‬ ‫آپ‬ ‫اس‬ ‫‪o‬‬ ‫ت‬ ‫ا‬ ‫ت‬ ‫وہ وہ‬ ‫ا‬ ‫۔‬ ‫ں‬ ‫و ں‬ ‫(‪:‬‬ ‫)ا ٹ‬ ‫و‬ ‫·‬ ‫۔‬ ‫ت و‬ ‫ذر‬ ‫ازاں‬ ‫ورت‬ ‫و‬ ‫ت ز (‪ ،‬و‬ ‫)‬ ‫(‪،‬‬ ‫اور‬ ‫ل‬ ‫‪ ،‬د‬ ‫)‬ ‫‪ ،‬و‬ ‫دہ‬ ‫ا‬ ‫) ى ك(‪،‬‬ ‫ا‬ ‫ں‪:‬ڈ‬ ‫·‬ ‫(۔‬ ‫)ا ٹ‬ ‫‪CP&D Curriculum Implementation Guide for Teachers 2024-2025‬‬ ‫‪Page 38 of 65‬‬  ‫ر‪:‬‬ ‫۔‬ ‫اور‬ ‫د‬ ‫اد‬ ‫ڈ‬ ‫·‬ ‫۔‬ ‫لر‬ ‫اورادا‬ ‫در‬ ‫ا‬ ‫·‬ ‫۔‬ ‫ا‬ ‫لر‬ ‫اورادا‬ ‫در‬ ‫·‬ ‫۔‬ ‫ا ل‬ ‫ر‬ ‫وف‬ ‫·‬ ‫ت ز ‪،‬‬ ‫‪،‬‬ ‫اور‬ ‫ل‬ ‫د‬ ‫ا ‪ /‬ا ت‪،‬‬ ‫ہ ر‬ ‫ا ت‪،‬‬ ‫ہ ر‬ ‫وا‬ ‫ہ‪،‬‬ ‫ت‬ ‫اد‬ ‫‪:‬ڈ‬ ‫۔‬ ‫ا ٹ‬ ‫۔‬ ‫لاورو‬ ‫ا ‪ ،‬د‬ ‫م‪:‬‬ ‫۔‬ ‫ات ٹ‬ ‫ى‬ ‫م‪:‬‬ ‫ا ت ا دہ وا ۔‬ ‫د‬ ‫ا دہ‪:‬‬ ‫ر ۔‬ ‫‪/‬م‬ ‫ت‪ /‬ا تا‬ ‫م‬ ‫ى‬ ‫ہ‪ :‬ر‬ ‫‪___________________________:‬‬ ‫آرڈ‬ ‫‪ /‬م‪ ،‬ر ۔‬