Question 1 Part A 5 1

Part B 5 1
Question 2 Part A 2 2
Part B 3 1
Part C 5 2
Total Marks 20 7
1. LIFE AND CAREER SKILLS

Today’s life and work environments need way more than thinking skills and content

knowledge. the power to navigate the advanced life and work environments within the

globally competitive modern era needs students to pay rigorous attention to

developing adequate life and career skills.

FLEXIBILITY AND ADAPTABILITY

Adapt to Change

• Work effectively in an exceedingly climate of ambiguity and dynamical priorities

Be Flexible

• Incorporate feedback effectively

• Deal positively with praise, setbacks and criticism

• Perceive, negotiate and balance diverse views and beliefs to reach workable

solutions, particularly in multi-cultural environments

INITIATIVE AND SELF-DIRECTION

Manage Goals and Time

• Set goals with tangible and intangible success criteria

• Balance tactical (short-term) and strategic (long-term) goals

• Utilize time and manage workload efficiently

Work Independently

• Monitor, define, rate and complete tasks while not direct oversight

Be Self-directed Learners

• Transcend basic mastery of skills and/or program to explore and expand

one’s own learning and opportunities to gain expertise

• Demonstrate initiative to advance talent levels towards an expert level

• Demonstrate commitment to learning as a long method

• Reflect critically on past experiences so as to tell future progress

2. INFORMATION, MEDIA AND TECHNOLOGY

People within the twenty first century live in a technology and media-suffused surroundings,
marked

by numerous characteristics, including: 1) Access to an abundance of information, 2) Rapid

changes in technology tools, and 3) The flexibility to collaborate and make individual

contributions on an unprecedented scale. To be effective within the twenty first century, citizens
and

workers should be able to exhibit a variety of purposeful and important thinking skills associated
with

information, media and technology.

INFORMATION LITERACY

Access and Evaluate Information

• Access information efficiently (time) and effectively (sources)

• Evaluate information critically and competently

Use and Manage Information

• Use data accurately and creatively for the difficulty} or problem at hand

• Manage the flow of data from a good type of sources

• Apply understanding of the ethical problems surrounding the

access and use of information

MEDIA LITERACY

Analyze Media
• Understand each however and why media messages are constructed, and for what

purposes

• Examine however people interpret messages otherwise, however values and points

of read are included or excluded, and the way media will influence beliefs and

behaviors

access and use of media

Create Media Products

• Understand and utilize the most acceptable media creation tools,

characteristics and conventions

• Perceive and effectively utilize the foremost acceptable expressions and

interpretations in diverse, multi-cultural environments

Technological tool Enhance

Technology has certainly brought about improvements in physical health and comfort. Medical
technology is always improving, leading to lower infant mortality, cures for diseases, and many
more improvements in quality of life. ... Technology makes us think that it improves our quality
of life without actually improving it.
Question: 2

Curriculum development

The process of selecting, organizing, executing and evaluating the learning experiences on the
premise of the requirements, abilities, and interest of learners, and on the basis of the nature of
the society or community.

Curriculum development process in Pakistan

Organizational structure of curriculum wing

National bureau of curriculum and Textbooks(NBTC) is called curriculum wing

It is supervise curriculum and textbooks.

It is approves and maintain curriculum standard from the primary to the higher secondary levels.

In each province there is one organization in charge of curriculum and approving textbook
development (referred to by different names) and another, usually a textbook board, in charge of
overseeing the development and printing o f textbooks. Punjab is the exception, where the roles
are divided somewhat differently. The actual textbooks are developed by private publishers who
are registered with the provincial government and upon selection by the relevant provincial
agency are given an NOC to write textbooks.