Curriculum is the basic tool involved in the pedagogical process. Any education system fails if it is not tailored to meet the needs of those for whom it was designed initially. In this research, it was observed that the existing National Curriculum for the English Language (2006) does not fulfil the language related needs of the Pakistani learners. The intermediate level is the terminal level for students who either discontinue their education and get a job or continue learning in various fields. The existing theoretical curriculum is inadequate in terms of the practical application of English in real-life situations. Paulo Freire’s theory of problem-posing education supports the current study. Data was collected through teacher and student questionnaires filled by the intermediate students of both public and private sectors. CIPP model of Stufflebeam was used for the analysis of the collected data. For computational analysis, MS Excel was used. The results showed that the learners’ creative writing skills and verbal skills are not improving satisfactorily and a gap was also found in the methodologies currently used for teaching English. The current study is beneficial for pinpointing the ground realities and the practical needs of the teachers and students in the teaching-learning process. It is also helpful for stakeholders in the designing of the curriculum and syllabus.
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