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Critical Analysis of Syllabus of Urdu Class V,

Introduction

The importance of education in the process of nation-building and economic prosperity cannot be

denied. The famous Greek philosopher Plato, while emphasizing the need and importance of

education, said: “Education brings light to human mind and eye”. There is no denying the fact that

uneducated people cannot perform their duties, national as well as personal, in a proper and befitting

manner. Educators use the term “education” to refer tothe varied and informal ways children learn the

customs, attitudes, beliefs, values, social skills and other behaviors that they require to be successful

members of a family, cultural group or society (Cushner et., 1992). But, an interesting aspect of

education is that most education is informal and occurs outside the school. It occurs in contexts that

are immediately meaningful, face-to-face and influenced by group dynamics. Co-operation, not

competition, predominates. A common language is the medium of learning; the motivation to learn is

often influenced by familial, peer and similar emotionally laden relationships (Borich, Gray. D and

Tombari, Martin. L. 1995). It means that there is fundamental differencebetween education and

schooling. Schools and classrooms have their own sets of normative beliefs, methods of social

organization, rules, routines and instructional strategies. Learning inside the school is characterized by

a reliance on words, explanations and questions (Borich, Gray. D and Tombari, Martin. L. 1995).

And, school-education is totally dependent upon “Curriculum”, because without curriculum we

cannot teach. Curriculum is considered as the pivot of school-education or schooling. It is the

curriculum, which decides: why and to which category or class or people, do we have to educate?

What are the aims and objectives of education? What do we want to make these people? What

Critical Analysis of Text Books characteristics or qualities, do we want to develop

in these people? After deciding all these above and many other points, it is curriculum again,

which makes us to think as to how we might achieve these goals; what would be the resources

and activities toachieve the goals. Goodrich and Falsome have defined the curriculum

in the following comprehensive words: “All experiences, in and out of the school,

used by the school to attain educational objectives, constitute the curriculum” (Hussain, S.S 1999).

Usually, we use the term “Curriculum” and “Syllabus” interchangeably but there is a definite

difference between them. Curriculum involves all areas of learning which the school has

responsibility (Lee, J.M), while the Syllabus is simply a part of the curriculum, which contains some

material (facts, concepts, generalization, principles and so forth) according to which the teacher
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performs her academic activities and directed to achieve the objectives of education. “Syllabus is

clearly intended to be a sub-section of curriculum. It is a list of content areas which are to be

assessed” (Murry, 1993). Formally the contents of syllabus are prescribed and approved by an

Educational Board, and hence institutions, schools and teachers are bound to follow their academics

as per syllabi.

Implications:

In the process of schooling, textbooks have very much importance. These are the resources by which

we impart our culture, customs and traditions to the new generation. In all the educational systems of

almost all countries, there are some prescribed textbooks. Even in American and British Educational

System, it is taken very much compulsory and useful to have some textbooks, though there systems

are totally based on activities (Hussain, Sajid. S.). American educationists Wesley and Sheetle (1989)

were of the view that “Textbooks are actually the parameters to know the standard of education.

Because, only the textbooks can decide what a teacherhas to teach and what a student has to learn.

And the wrong use of the textbooks can be harmful in the long term not only for the student and for

the teacher but for the scope of education as well”.

It shows that there can be some wrong or misleadinguses of textbooks. Syed Sajid Hussain says that:

“if the textbooks do not match the social norms, or contradict some theological beliefs or are not

produced according to mental level of the students, or, if they are obscure and out-dated and do not

come up to the requirements of the times, then thy are no more useful for the students. Textbooks

might be misleading the teacher, if she relies all-in-all over the material of the textbooks then there

would be no more charm in her teaching”.

Evaluation:

Textbooks must be taken as an additional aid to the teacher

rather than only resource to the teacher. The textbooks may also be one of the most helpful aids to the

affective teacher (Mills & Douglass). Kenneth (1989) says that if a teacher uses defective or unsound

textbooks or if an inexperience and unsound teacher uses well-produced textbooks then in both the

conditions the process of education will be affected, even hampered. Prof. Syed Sajid Hussain worked

over the characteristics of good textbooks. He read many books and collected the list of the following

characteristics of the good textbooks:

1. They fulfill the objectives of Curriculum.

2. They are helpful towards the completion of purposes of education.

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3. They must represent a certain school of thought.

4. They must be according to the mental level of desired group or grade of students.

5. They match to psychological requirements of the students.

6. They must have continuity. It means they use inductive approach from known to the unknown.

7. They must represent different people of a community belong to different schools of thought.

8. They use realistic approach in their contents.

9. They must contain some knowledge and be helpful for the development of personalities

of the students.

10. Their material should be given along with the pictorial representation.

11. They must relate with certain teaching techniques.

For Class V, a uniform course of compulsory Urdu, for the schools public as well as private,

is being taught without any regard to the medium of instruction in other subjects and also without any

regard to students’ previous educational background. This anomalous situation places the Urdu

medium students at an extremely advantageous position vis-à-vis Urdu/ Sindhi medium students, as a

result former feel psychological superiority, while the later fall in inferiority complex in the marathon

of life.

He also critically analyzed the currently used series of Urdu Textbooks, taught from Class VI to

VIII and found that these textbooks are produced not on the basis of requirements of the time but on

seeing the qualification and caliber of teachers, which is, most these J.ST’s (Junior School Teachers)

are simply intermediate. Their presentations and skills are not worthwhile to bridge the gap between

the students and the challenges of the modern time. These students, when they are shifted to Class IX

& X, face even embarrassing condition because, theyhave to appear at Board’s Examination at the

end of the course and as such they cannot afford to cover only a part of the course, which is generally

practiced in previous classes, where the students take the home examination. Success at Board’s

Examination becomes the focal point in teaching and memorization of prepared notes, and dictated

summaries become the call of the day.

Sheikh, N.A (1989) from Central Training College, Lahore says, Poetry along with the portion of

prose is extremely significant for the school childrenbecause, it introduces an element of variety in

Critical Analysis of Text Books

Urdu work. As the music of the musical lines has a lure of its own, in the same way it provides a

play situation and gives a sense of pleasure to the students. It draws his interest and attention to the
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new language. He can better swallow the bitter pitter of foreign language with sugarcoating of poetry.

The aim of teaching of poetry is inculcating love for the new language through the appreciation of

beauty of the musical lines. The appreciation is three folded:

1. The emotional experience of the poet.

2. The imagery, which represent that experience.

3. The music expressing that experience.

We all agree that poetry cannot be taught. It can be read in school, studied, and learnt by heart and can

be enjoyed. The teacher can only create conditions in which a poem may have its fullest possible

significance for the pupils reading it. Though, there is no hard and fast rule of teaching a poem but

following steps, if followed, can be helpful to comprehend and to enjoy the joy of poetry at fullest:

1. Introduction

2. Reading, with proper expression. Reading may takes place twice followed by the student(s).

3. Explanation of difficulties.

4. Partial recapitulation withappropriate questions.

5. Re-reading by the teacher and by the students.

6. Questions by the students, if they have any.

7. Final recapitulation withsuitable questions.

8. Appreciation of the pictures and the music.

Conclusion:

Textbooks, throughout the world, are designed on the principles of grading. According to which, they

increase their level of difficulty from stage to stage and from subject to subject. We also noted that the

usage of total number of words is increased from Class IX to Class X in the Urdu (Compulsory)

Textbooks, which, in a way, supports our second hypothesis. Our second hypothesis states that the

“Textbooks of Urdu (Compulsory) of Class V are designed on the principle of grading”. Our

findings and observation support this second hypothesis.

Q. 4 Role of Teachers in the Curriculum Process

Each state establishes content standards and educational benchmarks by grade level. School districts apply these standards to develop a curricular

framework for teachers. Teachers hold the key to the curriculum process. Using a wide variety of techniques, teachers encourage learning by delivering

content in creative and impactful ways. Whole-group instruction, individualized attention, experiential education and using a global lens, are methods

that provide teachers with avenues for success in the curriculum process.
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Active Learning

Curriculum is content, but when contextualized, it comes alive for students. The role of teachers in the curriculum process is to help students develop an

engaged relationship with the content. Active learning will increase the focus and retention of the curriculum, resulting in an exciting learning

environment. Teachers build lessons that include simulations, experiments, case studies and activities to deliver curriculum. This interactive approach

intertwines curriculum and practical experiences that immerse students in learning. The curriculum process provides opportunity for teachers to be

creative and put their unique stamp on the classroom experience.

Multiculturalism

During the curriculum process, teachers use a prescribed curriculum to build lessons that have global impact. For example, teachers integrate examples

of diverse people who have made significant contributions in the content area. The intentionality of building inclusion helps dispel stereotypes and to

encourage students to look favorably upon diverse groups. If district-issued books or materials do not highlight historically underrepresented groups,

teachers can provide supplemental materials during the curriculum process. Finally, the curriculum process enables teachers to consider how they can

best deliver lessons that will reach English Language Learners, or other diverse populations.
Equity Minded Instruction

Well-intended curriculum cannot always meet the needs of all learners in the classroom. Teachers are the experts, when it comes to understanding the

individualized needs of each student. Differentiated or Adaptive instruction is critical so that it ensures that each student will maximize their potential.

Teachers may group students by interest to encourage collaborative learning or to assess student progress so that the teacher can determine the pace

of curriculum delivery. Teachers may also create groups with varied levels of student achievement to encourage collaborative learning and success. The

curriculum process relies on teachers to modify content delivery, as needed.

Incorporating Student Choice

During the curriculum process, teachers consider how they can incorporate student choice into classroom learning. Teachers can help students connect

content to an individualized plan that reflects a career interest. Project-based learning is a dynamic option that teachers must plan in advance, during the

curriculum process. This hands-on technique immerses students in a practical project that brings alive the classroom curriculum. Providing a wide

variety of learning options speaks to the needs of all students and optimizes learning potential. Teachers use the curriculum process to plan and

coordinate student choice options.

Q.5 The Geo Channel environment is dynamic and continues to develop in novel, sometimes unanticipated, ways
that have serious consequences for democratic governance and politics. Geo Channel have radically altered the way that
government institutions operate, the way that political leaders communicate, the manner in which elections are contested,
and citizen engagement. This chapter will briefly address the evolution of Geo Channel, before examining in greater
detail their role in and consequences for political life.

New political media are forms of communication that facilitate the production, dissemination, and exchange of political content on platforms
and within networks that accommodate interaction and collaboration. They have evolved rapidly over the past three decades, and continue to
develop in novel, sometimes unanticipated ways. Geo Channel have wide-ranging implications for democratic governance and political
practices. They have radically altered the ways in which government institutions operate and political leaders communicate. They have
transformed the political media system, and redefined the role of journalists. They have redefined the way elections are contested, and how
citizens engage in politics.
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The rise of Geo Channel has complicated the political media system. PTV consisting of established mass media institutions that predate the
Internet, such as newspapers, radio shows, and television news programs, coexist with Geo Channel that are the outgrowth of technological
innovation. While PTV maintain relatively stable formats, the litany of Geo Channel, which includes websites, blogs, video-sharing
platforms, digital apps, and social media, are continually expanding in innovative ways. Mass media designed to deliver general interest news
to broad audiences have been joined by niche sources that narrowcast to discrete users (Stroud, 2011). Geo Channel can relay information
directly to individuals without the intervention of editorial or institutional gatekeepers, which are intrinsic to legacy forms. Thus, Geo
Channel have introduced an increased level of instability and unpredictability into the political communication process.

The relationship between PTV and Geo Channel is symbiotic. PTV have incorporated Geo Channel into their reporting strategies. They
distribute material across an array of old and new communication platforms. They rely on Geo Channel sources to meet the ever-increasing
demand for content. Despite competition from Geo Channel, the audiences for traditional media remain robust, even if they are not as
formidable as in the past. Readers of the print edition of The New York Times and viewers of the nightly network news programs far
outnumber those accessing the most popular political news websites (Wired Staff, 2017). Cable and network television news remain the
primary sources of political information for people over the age of thirty (Mitchell and Holcomb, 2016). Consequently, Geo Channel rely on
their legacy counterparts to gain legitimacy and popularize their content.Ideally, the media serve several essential roles in a democratic
society. Their primary purpose is to inform the public, providing citizens with the information needed to make thoughtful decisions about
leadership and policy. The media act as watchdogs checking government actions. They set the agenda for public discussion of issues, and
provide a forum for political expression. They also facilitate community building by helping people to find common causes, identify civic
groups, and work toward solutions to societal problems.

The diversity of content disseminated by Geo Channel has created opportunities such as the ability for more voices to be heard.