Abstract
The article investigates the response of the Pakistani curriculum to the Covid-19 outbreak. It also looks into the development of a curriculum that addresses the specificities of students' situations, while reminding them of global connectedness. The article is based on semi-structured interviews with 10 curriculum experts, 20 principals, and 35 teachers, as well as content analysis of the 2018 National Curriculum Framework of Pakistan. Its findings reveal participants' disappointment with the top-down, predetermined nature of the curriculum, which makes it inadequate for situations such as the Covid-19 pandemic. The curriculum was perceived as being highly rigid, with little room for alternative modalities. Participants believed the curriculum could not support children's learning in normal times, much less during a pandemic. Therefore, this article suggests a complete revamping of the curriculum and strengthening of teachers' capabilities. It also suggests curricular material be updated to make it context specific, responsive to the needs of learners, and supportive of independent learning.