@Mariya-Rajpar Language learning should be rooted in creativity and expression, not in rigid textbooks or memorization-based systems. Instead of following a traditional book-based curriculum, language education should focus on practical and engaging components like essays, applications, creative writing, and grammar—all planned and tailored by the teacher according to the students’ level and classroom needs.
There should be flexibility for teachers to design content that inspires thinking and expression, rather than following standardized government-provided textbooks that often burden students without fostering real understanding.
Our goal should be to nurture creativity, build communication skills, and develop independent thinking through languages—not to push students into rote learning. When teachers are empowered to create their own language materials, they can make the learning more relevant, personalized, and effective.
In this way, we shift the focus from memorizing content to developing skills, which is the true purpose of learning any language.
In today’s digital age, the subject of Home Economics no longer requires a traditional textbook-based approach. With the vast availability of educational apps, YouTube channels, and online resources, students can easily access recipes, cooking tutorials, home management tips, and teaching techniques at their fingertips.
This subject is entirely practical in nature. Therefore, instead of focusing on theory and book learning, the emphasis should be on hands-on activities—such as cooking, organizing, budgeting, and presentation skills. Students can watch demonstrations digitally and then practice the skills in class or at home.
We should question whether it is even necessary to keep Home Economics as a separate subject if it is not offering value through practical experience. If retained, it should be revised as a skill-based practical module with minimal theoretical content, allowing students to learn through observation, experimentation, and doing—not by memorizing outdated textbook content.
The third important point is regarding the Arabic language. Currently, Arabic is being taught as a separate subject, but it is very difficult for students, especially when qualified Arabic teachers are not available in many schools. This leads to confusion and ineffective learning, both for students and for teachers who are not trained in the language.
To address this, it is recommended that Arabic be merged with the subject of Islamiyat. Since Arabic is primarily taught to help students understand Islamic texts and practices, combining it with Islamiyat will reduce the academic burden and allow for more purposeful and focused learning.
Moreover, the Arabic content should be made concise, simple, and functional—focusing only on the basic vocabulary and phrases needed to understand Islamic prayers, verses, and common expressions. There is no need for advanced grammar or difficult text at this stage.
What subjects, life skills, or values would you add that are currently missing?