Curriculum, Textbook and Instructional Planning
What is tested
This domain covers the official curriculum architecture of Nepal and the planning documents a teacher produces from it.
Curriculum architecture
- The Curriculum Development Centre (CDC), Sanothimi develops the national curriculum, syllabuses and textbooks; textbooks are approved through a defined process and schools select from approved lists.
- The National Curriculum Framework 2076 (2019) sets the competency-based orientation, the level structure (basic: grades 1–8; secondary: 9–12) and the scope for local curriculum content.
- Distinguish three terms: curriculum (aims, competencies, content, pedagogy, assessment); syllabus (subject-wise content and time allocation); textbook (one resourced realisation of the syllabus).
- Plans run at three levels: annual (scope and sequence), unit, and daily lesson plan.
Lesson-plan structure
Objectives, materials, introduction, development steps with teacher and student activity, assessment, homework, reflection.
Worked example
Rewrite 'Students will understand fractions' as a behavioural objective using ABCD (Audience, Behaviour, Condition, Degree): Grade 6 students will add two unlike fractions with denominators up to 12 using the LCM method, scoring at least 4 of 5 items correct. The behaviour is observable, the condition names the method, and the degree is measurable, so assessment becomes checkable.
Traps that cost marks
- Writing understand or know as the objective - neither is observable.
- Omitting assessment and closure from the lesson plan.
- Treating the textbook as the whole curriculum and ignoring NCF competencies.
- Regarding local curriculum content as a deviation rather than a sanctioned component.