SINGLE NATIONAL CURRICULUM AND DISASTER

MANAGEMENT
(Review of primary level Urdu language curriculum)

Submitted to: Dr. Muqadas Butt

Submitted by:
Sammia Mushtaq (bsf1905181)
Rahma Qaiser (bsf1905415)
Aiman Shah (bsf1905351)
Sehar Siraj (bsf1905307)
Morning (Section B)
Semester V
Date: 10, February 2022

University of Education, Lahore

Division of Education, Township

1
 TABLE OF CONTENTS

1 Abstract

2 Introduction

3 Literature review

4 Methodology

5 Findings

6 Discussions

7 Conclusion

8 Recommendations

9 References

2
 Abstract

This report discusses the changes that have occurred in the curriculum since the introduction of
the Single National Curriculum (2020). A review of some of the available literature provides
insights into the changing role of curriculum in developing quality life skills in the generation.
The prime focus of this report is the curriculum's approach to the management of any disaster,
and the development of student's aptitude to stay calm and vigilant during any such situation has
been examined.

Key findings include:

 The standard has been set to develop a positive attitude towards the difficult aspects of
their personal and social life and to strategize how they are going to deal with any
detrimental situation.

 While the students in lower grades have not been made aware of any information
regarding disaster management and safety measures if exposed to such situations.

 The curriculum aims to enable the students to not only save themselves but also help
others in case of an emergency (such as a fire, flood, earthquake, etc.)

The information presented in this report has been gathered from secondary sources and the
Single National Curriculum Document of Urdu language for primary level (2020).

3
Introduction:
One system of Education for all, in terms of curriculum, medium of instruction, and a common
platform of assessment so that all children have a fair and equal opportunity to receive a high-
quality education. Single National Curriculum is a step in that direction.

The profile of the curriculum has altered markedly since the initiation of the Single National
Curriculum (2020). Our curriculum has transformed from being predominantly diverse and
almost completely incompatible for students attending the four different school categories i.e.
private, public, elite, and madrasahs.

This report examines ways in which our curriculum has changed, focusing on the following:
awareness of disaster management, how to be vigilant in such situations, how to help others in an
emergency, and effective time management in unfortunate circumstances. This report will also
consider new influences affecting the development of life skills in the students.

4
 Literature review
Disasters

They can take many forms. Human-caused disasters, such as industrial explosions or structural
failures, are the result of human error. Natural disasters are caused by physical phenomena such
as earthquakes and droughts. Complex disasters can include epidemics or armed conflicts.

Disasters, in any form, disrupt communities and have serious consequences for people, property,
economies, and the environment. They frequently test a community's ability to cope.

Disaster management

It is the process of preparing for and responding to natural disasters. It entails strategically
organizing resources to mitigate the damage caused by disasters. It also entails a systematic
approach to managing disaster prevention, preparedness, response, and recovery responsibilities.

Significance of disaster management

Disasters are incidents that have a significant impact on both people and the environment.
Disasters are unavoidable; we can do nothing to prevent them, but risk mitigation is entirely
within our control. Disaster management necessitates government intrusion, planning, and
budget allocation. These disasters do not have to be unpredictable all of the time. Floods occur in
valleys and floodplains, droughts occur in areas with instability and low rainfall, and oil spills
occur in shipping lanes. This predictability allows us to plan for, prevent, and mitigate the effects
of disasters. Disasters are irreversible, but we never know when or where they will strike.
However, their worst consequences can be mitigated or avoided entirely through planning, early
detection, and rapid, resolute actions.

Scope of Disaster management

Education prepares vulnerable communities to deal with such occurrences. Priority should be
given to incorporating disaster management into the curriculum. Children must be educated on

5
disaster management in a way that does not overburden them. It is helpful to study prevention,
preparedness, response, and recovery to better understand disaster management.

Prevention

The goal of disaster prevention is to reduce the potential damage and suffering that a disaster can
induce. While disaster management cannot avoid catastrophes, it can keep them from becoming
worse in reaction to dismissing potential causes and manageable risks. Mitigation refers to
actions taken to reduce the severity of a disaster's impact. Investing in risk-mitigation measures
can significantly reduce the impact of any disaster.

Preparedness

Prior planning is required for well-coordinated disaster responses. This helps to ensure quick,
effective response efforts while also limiting duplicated efforts. Foreseeing the needs of disaster-
affected communities improves the quality of response efforts. Building the capacity of
volunteers, personnel, and disaster management teams to respond to disasters also improves the
effectiveness of response efforts.

Response

During and immediately following a disaster, disaster management is focused on providing

assistance and intervention strategies that can save lives, protect the health, and preserve
structures, animal life, and community assets. Following an initial response, initiatives are taken
to assist communities in emotional, economical, and physical rebuilding.

Recovery

Recovery assistance may include facilitating the affected people by providing them financial
support as well as employment opportunities. Areas with severe structural damage can be
provided housing assistance and legal services. To overcome post-traumatic stress disorder and
emotional trauma mental health counseling can also be availed.

6
‫‪Methodology‬‬

‫‪Information for this report was sourced from some secondary sources, all listed in the Reference‬‬

‫‪List, also the data from the Single National Curriculum proved to be of great assistance.‬‬

‫‪Findings‬‬

‫‪Grade‬‬ ‫‪Appreciation‬‬
‫‪Competency‬‬ ‫‪Listening‬‬ ‫‪Speaking‬‬ ‫‪Life Skills‬‬
‫‪level‬‬ ‫‪and Criticism‬‬
‫ش‬ ‫نت‬
‫ن‬ ‫ے اور م اہ دے‬ ‫سادہ واق عات‪ ،‬دا ات اور اپ‬
‫‪Student‬‬ ‫ن‬
‫اپ ی پ س ن د‪ ،‬اپ س ن د کا‬ ‫ب‬‫ے ن‬‫ر‬ ‫ج‬
‫ہ ی‬
‫دی گئ ہ دای ات سن‬ ‫ف‬ ‫می ں آے والے روز مرہ‬ ‫ن‬
‫‪1‬‬ ‫‪Learning‬‬ ‫م ن اسب ال اظ می ں‬ ‫ق‬ ‫ن‬ ‫اعال ات سن کر دوسروں کو‬
‫کر ان پر عمل کر سکی ں۔‬ ‫ظ‬ ‫ز دگی کے وا عات پر‬
‫‪Outcomes‬‬ ‫ا ہار کر سکی ں۔‬ ‫ن‬ ‫ظ‬ ‫ن‬ ‫آگاہ کر سکی ں۔‬
‫ے ردعمل کا ا ہار کر ا۔‬ ‫اپ‬
‫ی‬ ‫ن‬
‫‪ ‬پڑھی ‪،‬س ی اور د کھی‬
‫معلومات کا عم ئلی‬
‫ق‬ ‫ن‬
‫ز دگی سے رب ط ا م‬
‫ق‬ ‫ق‬
‫وا عات‪ ،‬کہان ی اں اور‬ ‫ک تسی وا عہ‬ ‫کر سکی ں۔‬
‫پن‬ ‫ن ق‬ ‫ن‬
‫سن کر ہ دای ات پر عمل کر‬ ‫ان پر‬
‫ہ داینات سن کر ن‬ ‫‪/‬م ظ ر‪ /‬ری ب پرا ی‬ ‫روزمرہنز دگی می ں‬ ‫‪‬‬
‫‪2‬‬ ‫ن ن ن ظ‬ ‫ب‬
‫سکی ں۔‬ ‫ے ردعمل کا زب ا ی‬ ‫ا‬ ‫پ س د‪ ،‬اپ س د کا ا ہار کر‬ ‫لی ‪ ،‬پ ا ی‪ ،‬گیس اور‬ ‫ج‬
‫پظ‬
‫ا ہار کر سکی ں۔‬ ‫سکی ں۔‬ ‫ذراع اب الغت کے‬
‫درست اس عمال‬
‫سے آگاہ ی حاصل کر‬
‫کے ب ی ان کر سکی ں۔‬
‫ٹی وی‪ ،‬موبائل اور‬ ‫ت حال‬
‫ہنگامی صور ِ‬
‫ایک جملے میں‬ ‫کسی واقعہ‬
‫کمپیوٹر وغیرہ پر‬ ‫(حادثہ‪ ،‬زلزلہ اور‬
‫ایک سے زائد‬ ‫‪/‬منظر‪/‬تقریب پراپنی‬
‫‪3‬‬ ‫مختصر عبارات کو‬ ‫سیالب‪ ،‬وغیرہ) میں‬
‫ہدایات سن کر ان پر‬ ‫پسند‪ ،‬ناپسند کا اظہار‬
‫سمجھ کر پڑھ‬ ‫اپنی حفاظت کے ساتھ‬
‫عمل کر سکیں۔‬ ‫کر سکیں۔‬
‫سکیں۔‬ ‫ن‬ ‫دوسروں کی مدد‪ 9‬کرنا۔‬
‫خ تق‬ ‫ن‬ ‫ت‬
‫‪4‬‬ ‫ہدایات اور اعالنات‬ ‫طب ہ‪ ،‬ریر‪ ،‬ہ دای ات‬ ‫اور ظ موں می ں‬‫ف‬ ‫ہ ن گامی صور حال (حادث ہ‪ ،‬کہا ی وں‬
‫غ‬ ‫ظ‬ ‫ئ‬ ‫غ‬
‫و ی رہ پڑھ کر سجم ھ سکی ں‬ ‫ے طری م ن ا ر‪،‬‬ ‫ےگ‬‫رہ) می ں د فی‬ ‫الب‪ ،‬زلزلہ و ی‬ ‫س‬
‫سن کر ان پر عمل‬ ‫ت‬ ‫پ ین ف ظ‬
‫اور پ ی غ ام دوسروں‬ ‫کی ی ات اور حاالت پر‬ ‫ا ی ح ا ت کے سا ھ‬

‫‪7‬‬
 ‫دوسروں کی مدد کر سکی ں۔‬
‫کر سکیں۔‬ ‫ظ‬ ‫ن‬ ‫ناور اسکول می ئں پ یش‬ ‫گھر‬
‫ے ج ذب ات کا ا ہار کر‬ ‫پا‬
‫آے والے مئسا ل کا‬
‫ن‬ ‫سکی ں۔‬ ‫تف‬
‫ت ک پ ہ چ ا سکی ں۔‬ ‫حل ا اق راے سے‬
‫ت‬
‫ش‬ ‫خ‬ ‫ت‬ ‫الش کرسکی ں۔‬
‫ اکے اور اق کال‬،‫صاویر‬
‫ن‬
‫ےیا‬‫ وا ع‬،‫دی کھ کر کسی م ظ ر‬
‫ظ‬ ‫خ‬
‫ن ق‬ ‫ن‬ ‫ی ال کا درست ا ہار‬
‫ وا ع‬،‫ کہا ی‬،‫کسی ظ م‬
،‫ے‬ ‫کرسکی ں۔‬
‫ن‬ ‫ق ت ف‬
‫اعال ات اور ہ دای ات‬ ‫در تی آ ات اور ہ ن گامی‬
‫ن‬
‫ف‬ ‫سن کر خ اص خ اص‬ ‫ے اور‬
‫صور حال می ں باپ ئ‬
‫ن‬
‫سن کر گ ت گو کے اہ م‬ ‫کات ب ی ان کرسکی ں۔‬ ‫دوسروں کے چ ا و کی‬
‫ن‬ ‫ت‬
‫کات کو سجم ھ کر ب ت ا‬ ‫دابیر کرسکی ں۔‬
‫سکی ں۔‬

Listening
The students should be able to listen and then understand any information, instructions and
precautionary measures given regarding any disaster and emergencies such as a fire outbreak, an
earthquake, electric shocks, rainstorms, floods, and epidemics. It is important to not only
understand but also be able to retrieve those instructions from memory if ever facing such
situations and to act by them.

Speaking
The students will be able to propose their honest opinions about the incidents and catastrophes
they encounter in real life. It entails identification of the person at fault in case of an accident or
presenting their viewpoint regarding any short comes in the mitigation of any disaster. Students
will also be able to clarify key ideas from daily Life, occurrences, stories, instructions and
announcements via television, mobile phone and computer.
Appreciation and Criticism

8
The students should be so enabled that they will be willing to verbalized their thoughts and
emotions about narratives, experiences, observations, events, illustrations, sketches and figures
as well as their own conscience regarding any disastrous situation.
Life Skills
Students can explain a simple incident, instructions and announcements. When they read, listen
to, and write information, they can apply it in their daily lives. Learn how to use electricity,
water, gas and media correctly in every filed of life. In the situation of any disaster, students can
save themselves and also assisting others. Solve the problems that they face in their homes and
schools as a group without panicking.