Evaluating Primary-Level English Textbooks of Single National Curriculum through the Lens of Bloom's Taxonomy

Abstract

This study aims to analyse the application of Bloom's Taxonomy framework in categorising thinking skills, as utilised in English textbook design, following the updated syllabus of the Single National Curriculum. The current study employs a qualitative methodology and content analysis as the chosen method for data analysis in order to obtain the results. The provided sample consists of elementary-level textbooks that have been adopted in Federal Schools in accordance with the newly implemented Single National Curriculum Policy of 2021. The present study examines the sample of textbooks utilized in elementary education, with a specific focus on children in grades one through five. The results of the study indicate that textbooks examined consist of questions that primarily target lower-order thinking abilities (LOTS), with around 89.8% of the items falling within this classification. The scope of the researcher's investigation has been constrained to the cognitive domain as a result of temporal and resource constraints. It is recommended that SNC new curriculum should be student centered to focus on communicative competency of the language learners and the curriculum should be revised as per the need of subject and learners. The representative from all provinces should be the part of the curriculum design in order to design the textbook as per the needs of the multilingual and multicultural learners.