Curriculum Design

Instructors: Gulnaz Ayaz

A workshop to provide an opportunity of learning through play to the underprivileged residing in Kachi Basti ( Bilal Town and Civil Lines in Jhelum). 

This Art workshop does not aim to change the lifestyle of this community. The workshop plan is developed as a strategy to provide an opportunity to children, teenagers or even adults to indulge in activities where they can begin to identify and develop some 21st-century skills. The learning engagements of this workshop primarily focuses on developing self-awareness about their innate capabilities, later using these capabilities to explore themselves as a person. By the end of the workshop, we aim for the participants to exhibit their achievements and appreciate each other’s work.

Project by Saira Bano, Afifa Naeem, Mariam Ansari & Urooj Shahab

This course builds linkages between knowledge and its application to the real world. It enables learners to think openly, understand societal realities, identify problems, and solve them with their creative ideas and practical execution. They will be taught ideation techniques, how to reorient functionalities of the existing and the non-existing, all the while encouraging re-imagination. The course will expose practical aspects of society and through devised tasks and activities, learners will be enabled to constantly apply knowledge and skills they are learning in class to the real world. Behavior goals and experiential learning are incorporated as an essential part of the course so that learners emerge as successful design thinkers, problem solvers as well as responsible and productive citizens of the society.

Project by Mir Dostak, Anam Khurram, Pakeeza Zaidi & Ebaa Khurram

The term inquisitorial cycle is crafted by us to describe what is achieved by its implementation, what will be the loss, and vice versa. Questioning and curiosity is natural behavior since childhood. But with the passage of timing nature is changed due to the factors that questioning is not welcomed. However, if the inquisitive nature of the child is not discouraged and brought to a proper discourse, it will lead to experimentation. Whether the experiment is successful, it doesn’t matter. In both cases, it raises new questions, and so on.

Project by Fareeha Batool, Sanina Batool, Shahid Malik & Tanzeel Saeed

Marginalized communities in our society are deprived of the due respect and rights that are bound to be given to them at a very human level. The term transgender or hijra is not a new term for us, in fact it has a history of hundreds of years. In fact, it will come as a shock to many that hijras were a very respectable community in the era of the Mughals, when they held important administrative posts in the Mughal Courts. They were considered to hold religious authority and were sought out for blessings, particularly during religious ceremonies. However, when the Indian subcontinent came under British Raj during the 19th century, British authorities sought to eradicate and criminalize the Hijra community through various laws. These laws, though, were later repealed after India attained independence. 

Project by Aeraass Naeem, Reema Baig, Zain Shakeel, Zehra Bint-e Nassar & Zainul Abidin

Considering present situation of Pakistan. Things are quite problematic. 

Racism issues: Including religious and sects’ problems are arising day by day. 

Self-exploration: The decision power is week in student. They don’t know which field they are interested it. 

School systems: private and government schools. Mostly School don’t focus on moral values and ethics.  They just focus on scientific subjects rather than the personality of child

Hygiene problem: throwing trash everywhere. No sense of cleanliness. 

As mostly private schools consider PSHE as a serious subject. We plan this for government sector. 

For time being it is for nursery and pre nursery. 

Later on we will plan it till 2year. 

As things should be address from roots till the adult hood. 

Considering piget theory that every stage has its own requirement. 

Project by Abida Munium, Ayesha Siddique, Sidra Ashraf & Uzma Ali

According to the Reggio Emilia approach, the environment plays the most important role. It is considered as the third teacher. The early years of life are a time of rapid growth and development therefore the approach considers the following components of the environment to be essential:

Children want to be respected, valued, and listened to thus providing a positive environment is the foremost obligation of this approach, which includes both physical and psycho-social environments.

Project by Sadia Anwar, Sadaf Fahad, Saba Iqbal & Nabiha Durrani


This collection of group projects required students to select a theme and set of philosophies in art education that have a particular impact on curriculum thinking, and develop a curriculum resource for art educators.

Project details included a curriculum guide, an analysis of the selected theme and set of philosophies, an art educational rationale, developmental considerations, overview of lesson sequences and 1-2 micro lesson plans.

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