ssc islamiyat (english medium) 2006

8/14/2019 SSC Islamiyat (English Medium) 2006

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(based on National Curriculum 2006)

Secondary School CertificateExamination Syllabus

ISLAMIYATCLASSES IX


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Published byAga Khan University Examination Board

Bungalow # 233 / E.1 Lines,Daudpota Road, Karachi, Pakistan.

November 2004Latest revision July 2009

All rights reservedThis syllabus is developed by Aga Khan University Examination Board for distribution

to all its affiliated schools.


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Secondary School CertificateExamination Syllabus

ISLAMIYATCLASSES IX

Class IX examination in 2010 and onwards


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S. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2006) 7

2. Rationale of the AKU-EB Examination Syllabus 9

3. Topics and Student Learning Outcomes of the Examination Syllabus 12

4. Scheme of Assessment 28

5. Teaching-Learning Approaches and Classroom Activities 30

6. Recommended Texts and Reference Materials 31

7. Definition of Cognitive Levels and Command Words in the StudentLearning Outcomes in Examination Papers 31

Annex A: SSC Scheme of Studies 34

Annex B: Selected Qur nic Verses 36

Annex C: Selected Ah

d th 39

For queries and feedback

Address: AKU-Examination BoardBungalow No. 233/ E.1 Lines, Daudpota Road, Karachi-Pakistan.

Phone: (92-21) 35224702-09Fax: (92-21) 35224711E-mail: [email protected]

Website: www.aku.edu/akueb


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PREFACE

In pursuance of National Education Policy (1998-2010), the Curriculum Wing of theFederal Ministry of Education has begun a process of curriculum reform to improve the qualityof education through curriculum revision and textbook development (Preface, NationalCurriculum documents 2000 and 2002).

AKU-EB was founded in August 2003 with the same aim of improving the quality of education nationwide. As befits an examination board it seeks to reinforce the NationalCurriculum revision through the development of appropriate examinations for the SecondarySchool Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on thelatest National Curriculum and subject syllabus guidance.

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services toEnglish and Urdu medium candidates for SSC and HSSC from private schools anywhere inPakistan or abroad, and from government schools with the relevant permissions. It has beenaccorded this mandate to introduce a choice of examination and associated educationalapproach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:Autonomy will be given to the Examination Boards and Research and Development cellswill be established in each Board to improve the system (ibid. para. 6.5.3 (ii)).

AKU-EB is committed to creating continuity of educational experience and the bestpossible opportunities for its students. In consequence it offered HSSC for the first time inSeptember, 2007 to coincide with the arrival of its first SSC students in college or highersecondary school. Needless to say this is not an exclusive offer. Private candidates and

students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible toregister as AKU-EB candidates even though they have not hitherto been associated withAKU-EB.

This examination syllabus exemplifies AKU-EBs commitment to national educationalgoals.

It is in large part a reproduction, with some elaboration, of the Class IX and X NationalCurriculum of the subject.

It makes the National Curriculum freely available to the general public.

The syllabus recommends a range of suitable textbooks already in print for student purchaseand additional texts for the school library.

It identifies areas where teachers should work together to generate classroom activities andmaterials for their students as a step towards the introduction of multiple textbooks,another of the Ministry of Educations policy provisions for the improvement of secondaryeducation (ibid. para. 6.3.4).

This examination syllabus brings together all those cognitive outcomes of the NationalCurriculum statement which can be reliably and validly assessed. While the focus is on the

cognitive domain, particular emphasis is given to the application of knowledge andunderstanding, a fundamental activity in fostering attitudes befitting useful and peacefulcitizens and the skills for and commitment to lifelong learning which is the cornerstone of


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national economic development (Preface to National Curriculum documents 2000 and2002).

To achieve this end AKU-EB has brought together university academics, teacher trainers,writers of learning materials and above all, experienced teachers, in regular workshops andsubject panel meetings.

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schoolsto help them in planning their teaching. It is the syllabus, not the prescribed text book whichis the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus canbe used to identify the training needs of subject teachers and to develop learning supportmaterials for students. Involving classroom teachers in these activities is an important part of the AKU-EB strategy for improving the quality of learning in schools.

The Curriculum Wing of the Federal Ministry of Education has recently released new

subject specifications and schemes of study to take effect in September, 2008. Thesedocuments are a major step forward towards a standards-related curriculum and have beenwelcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure conformitywith the new National Curriculum 2006.

We stand committed to all students entering the SSC course as well as those who haverecently embarked upon the HSSC course in facilitating their learning outcome. Ourexamination syllabus document ensures all possible support.

Dr. Thomas ChristieDirector,Aga Khan University Examination BoardJuly 2009


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1. Aims/Objectives of the National Curriculum (2006) 1

1 Government of Pakistan (2006), National Curriculum; Islamiyat Classes IX-X, Islamabad, Ministry of Education (Curriculum Wing)


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2. Rationale of the AKU-EB Examination Syllabus

2.1 General Rationale

2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)

issued a revised part-wise Scheme of Studies according to which the totalmarks for the SSC examination have been increased from 850 to 1100 fromthe year 2008 and onwards. All subjects are to be taught and examined in bothclasses IX and X. It is therefore important for teachers, students, parents andother stakeholders to know:

(a) that the AKU-EB Scheme of Studies for its SSC examination (AnnexA) derives directly from the 2007 Ministry of Education Scheme of Studies;

(b) which topics will be examined in Class IX and in Class X;(c) at which cognitive level or levels (Knowledge, Understanding,

Application and other higher order skills) the topics and sub-topics willbe taught and examined;

2.1.2 This AKU-EB examination syllabus addresses these concerns. Without suchguidance teachers and students have little option other than following a singletextbook to prepare for an external examination. The result is a culture of rotememorization as the preferred method of examination preparation. Thepedagogically desirable objectives of the National Curriculum whichencourage observation, creativity and other higher order thinking [skills] aregenerally ignored. AKU-EB recommends that teachers and students usemultiple teaching-learning resources for achieving the specific objectives of the National Curriculum reproduced in the AKU-EB examination syllabuses.

2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects tomake them easier for teachers to follow. Blank sheets are provided in eachsyllabus for writing notes on potential lesson plans. It is expected that thisarrangement will also be found helpful by teachers in developing classroomassessments as well as by question setters preparing material for the AKU-EBexternal examinations. The AKU-EB aims to enhance the quality of educationthrough improved classroom practices and improved examinations.

2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with commandwords such as list, describe, relate, explain, etc. The purpose of the commandwords is to direct the attention of teachers and students to specific tasks thatcandidates following the AKU-EB examination syllabuses are expected toundertake in the course of their subject studies. The examination questionswill be framed using the same command words, but not necessarily the samecontent, to elicit evidence of these competencies in candidates responses. Thedefinitions of command words used in this syllabus are given in Section 8. It ishoped that teachers will find these definitions useful in planning their lessonsand classroom assessments.


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2.1.5 The AKU-EB has classified SLOs under the three cognitive levels Knowledge(K), Understanding (U) and Application of knowledge and skills (A) in orderto derive multiple choice questions and constructed response questions on arational basis from the subject syllabuses ensuring that the intentions of theNational Curriculum should be met in full. The weighting of marks to the

Multiple Choice and Constructed Response Papers is also derived from theSLOs, command words and cognitive levels. In effect the SLOs derived fromthe National Curriculum determine the structure of the AKU-EB subjectexamination set out in Section 4.

2.1.6 Some topics from the National Curriculum have been elaborated and enrichedfor better understanding of the subject and/or to better meet the needs of students in the twenty-first century. These additional topics have beenitalicized in Section 3 of this syllabus.

2.2. Specific Rationale of the AKU-EB Islamiyat Examination Syllabus

2.2.1 There is, perhaps, a greater need today for Muslim s to be deeply inspired withtheir faith, its history and its ethics the better to meet the challenges of thecontemporary world. The spirit of the objectives of the NationalCurriculum Document for Islamiyat revolves around these areas and thisexamination syllabus of AKU-EB follows this in letter and spirit.

2.2.2 Islamiyat is a compulsory subject for all the students of SSC, as per theNational Curriculum, except for non- Muslim candidates who may opt forEthics. The objectives of the National Curriculum emphasize that students

should be able to know and understand their faith with firm beliefs in the basicconcepts of Tawheed (oneness of Allah) and finality of the prophethood;obey and love Allah and The Prophet (P.B.U.H.) and learn to live by theethics of their faith in the light of the teachings of The Quran and Sira of The Prophet (P.B.U.H.). Objectives one to seven revolve around these threemajor areas. This examination syllabus considers all the content areas as givenin the National Curriculum document These are Al- Qur n, Al- Had th ,Mozuaati Mutalia, which cover the basic beliefs, religious obligations,biography (Sira) and prophetic model (Uswatun hasanah) of The HolyProphet (P.B.U.H.) and ethics. It derives its specific learning objectives fromthese content areas.

2.2.3 The syllabus emphasizes on the meaning and understanding of The Quranictext of the three chapters and the Had th (traditions) of The Holy Prophet(P.B.U.H.), as meaning is significant to know and reflect how guidance andinspiration can be sought from these two sources by Muslim students inliving their lives today.

2.2.4 Objective eight of the National Curriculum Document seeks to introduce ahistorical and cultural dimension to studying Islam. It states that studentsshould be made aware of the glorious past of Muslim s and their achievementsin and contribution to various sciences of that time. This objective seems notto have been translated in the textbooks. In order to achieve this particular aimof the Curriculum Document in creating awareness in students about the


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achievements of Muslim s and their brilliant past, as the document suggests,this examination syllabus has included a topic of Muslim Cultures tracingit historically with focus on the brilliant achievements of Muslim s invarious branches of knowledge and sciences and an attempt has been made tolink the topic with the present day Muslim world. It is envisaged that

through the teaching of this topic students will be able to link themselveswith their past heritage, will develop a sense of pride and appreciation for thecontributions made by Muslim scholars and scientists, and realize the need forreviving and enlivening the glorious past in todays context. They would beable to develop attitudes that were the hallmark of flourishing Muslim culturessuch as tolerance, respect for diversity and pluralistic views, curiosity forintellectual, spiritual and moral endeavours.

2.2.5 Since the AKU-EB SSC Islamiyat examination syllabus is based on theNational Curriculum 2006, AKU-EB has revised the Scheme of Assessmentaccording to part wise National SSC Scheme of Studies 2007.


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3. Topics and Student Learning Outcomes of the Examination Syllabus

SSC Part I (Class IX)

Topics Student Learning Outcomes

1. The Holy Qur n Candidates should be able to:

1.1 An Introduction (Ta ruf) 1.1.1 elaborate the significance of the Holy Qur n as a rbook;

1.1.2 explain the final message of All h to mankind; 1.1.3 illustrate with examples that the Holy Qur n is a b

guidance;1.1.4 state the process of writing and compilation of the Holy

Qurn in the time of the Prophet (P.B.U.H.) and durinperiod of rightly-guided caliphs;

1.1.5 express their understanding regarding the Qur nicAllh, man, society, universe, khirat and their interelationships;

1.1.6 explore the concept of creation of the universe with refeto the Qur n;

1.2.1 give the references of the selected verses of Holy 1.2.2 state the key messages of these Qur nic verses; 1.2.3 give the meanings of the words and translation of these

selected Qur nic verses and words used in them;

1.2 Idiomatic translation andexplanation (selected verses;1-10 verses as perAnnexure B)

1.2.4 express their understanding of the moral teachings and mentioned in these verses;

2 K = Knowledge, U = Understanding, A= Application (for explanation see Section 7: Definition of command words used in Student Learning OQuestions).


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Note: Translation of Maulwi Y suf Ali or MaulanaTaqi Usmani may be adoptedfor English translation of theQurnic verses

1.2.5 suggest how the teachings of these verses can be followones life.

2. The Had th Candidates should be able to:

2.1.1 give the meaning of Had th and Sunnah and difbetween the two;

2.1 An introduction of Had th and Sunnah and its impacton practical life 2.1.2 name the famous compilers of Had th and their co

Had th;2.1.3 give a general understanding of Had th and expla

some ethical teachings of Hadith can be applied in society;

2.1.4 explain how to apply teachings of Had th and Sindividual lives;

2.2.1 discuss the lessons embedded in selected Ahad thindividual and social lives;

2.2.2 explain the ethical teachings of the selected Ahad 2.2.3 give and explain the meaning of the selected Ahad

2.2 Selected Ahad th(1-12 as per Annexure C)

2.2.4 explain the relationship between the content and meanithe given Ahad th ;

2.2.5 exemplify how the teachings of these Ahad th can practical implications in ones life;

2.2.6 exemplify how they would practice the teaching of thes Ahadith regarding human welfare;


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3. Mauz t Mut laah Candidates should be able to:

A Beliefs3.1 Belief in the unity of God 3.1.1 explain the meaning of the word Aq dah ( );

(Tauh d) Introduction of 3.1.2 explain the meaning of the word m n ( ); 3.1.3 explain the meaning of the word Tauh d ( );3.1.4 discuss the existence of Allah in the light of verses of H

Qurn;3.1.5 state the demands of belief in the unity of Allah;

attributes of Allah and whatare the demands of belief inthem

Some of the attributes of Allah, the most beautifulnames ( )

3.1.6 explain the oneness of Allah in the light of some verseHoly Qur n;

3.1.7 analyze the effects of belief in the unity of All h oand social aspects of individual and collective lives of Muslims;

3.1.8 exemplify how they can draw lessons from the understaof the attributes of All h;

3.1.9 discuss the meaning of divine attributes (Asm -i-H3.1.10 analyse whether our individual characteristics and socia

behaviours are in conformity with the attributes of Alla3.1.11 demonstrate how Muslims can express their love for Al

human beings through their character;

3.2.1 explain the belief and significance of Nubuwwat Ris lat ;

3.2 Sense of belief in Nubuwwat( ) and Ris lat ( )

3.2.2 state the difference between the terms Nab and

3.3.1 argue for the eminence of 'Nubuwwat and Ris la3.3 Necessity of Nubuwwat andRis lat 3.3.2 show the effects of belief in Nubuwwat and Ris

lives;


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3.4 Love for the Holy Prophet(P.B.U.H.)

3.4.1 state the significance of love and respect for the Holy P(P.B.U.H.);

3.4.2 prove with arguments that the love for the Holy Prophe(P.B.U.H.) is essential for a believer;

3.4.3 explain how the Holy Qur n has made the obediencHoly Prophet (P.B.U.H) incumbent upon the believers to show their love for All h;

3.4.4 suggest the ways in which Muslims can express their lothe Holy Prophet (P.B.U.H.);

3.5.1 state the meaning and sense of obedience and follow3.5 Obedience to and followingthe Holy Prophet (P.B.U.H) 3.5.2 explain why All h made obligatory for Muslims to ob

follow the Holy Prophet (P.B.U.H.);3.5.3 exemplify how we can enlighten our lives by following

life-pattern of Holy Prophet (P.B.U.H);

3.6 Finality of the Prophecy 3.6.1 explain the belief in the finality of the prophecy and theProphet Muhammad (P.B.U.H.) being the last and finalProphet of God and its importance;

3.6.2 discuss how the concept of the finality of the prophecy perfection of religion are interrelated;

3.6.3 state the objectives of the teachings of the last and finalProphet (P.B.U.H.);

3.6.4 suggest how the belief in the Prophet Muhammad (P.B.

as the last and final Prophet and Messenger of Allimpact on the lives of Muslim;


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B The Excellent Life-Pattern / Ideal life

3.7.1 give an account of the forefathers of the Holy Prophet(P.B.U.H.);

3.7.2 state the selected events from the early life of the HolyProphet (P.B.U.H.);

3.7 The Excellent life (P.B.U.H)before enunciation (Bisat)

3.7.3 exemplify how they can draw lessons from the marital Holy Prophet (P.B.U.H.) ;

3.8.1 narrate the event of first revelation; 3.8 Enunciation of the Prophet(P.B.U.H.) (Bisat) andbeginning of Revelation

3.8.2 state the circumstances and condition of Arabs in whichAlmighty All h began to reveal his message on the HProphet (P.B.U.H.);

3.9.1 discuss how the Holy Prophet (P.B.U.H.) started preach3.9 The excellent life(P.B.U.H.) afterRevelation

In Makkah His call and Preaching

3.9.2 identify the difficulties faced by the Holy Prophet (P.B.during his mission in Makkah;

3.10 Migration (Hijrat) to Madinah 3.10.1 discuss the meaning and sense of the word Hijrat3.10.2 analyse the events and reasons that compelled the Holy

Prophet (P.B.U.H.) and other Muslims to migrate to M3.10.3 narrate how the Holy Prophet (P.B.U.H.) travelled to M

from Makkah;3.10.4 discuss the significance of obligatory migration; 3.10.5 suggest what guidance Muslims can take from the life o

Holy Prophet (P.B.U.H.) for solving the problems that Ummah is facing today;


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C Mores and Manners

3.13.5 explore the ways in which the characteristics of the HolProphet (P.B.U.H.) can be adopted;

3.14 Importance andexcellence of Knowledge

3.14.1 explain the significance and excellence of knowledge inlight of the Qur n and the Had th;

3.14.2 state what efforts were made for spreading knowledge idays of Holy Prophet (P.B.U.H.);

3.14.3 analyse the importance of knowledge in the present soc3.14.4 assess whether their quest for knowledge and their indiv

and collective lives are in conformity with the teachingIslam;

3.15 Chastity and Modesty, 3.15.1 give the meanings of these values; Manners of Saluting, 3.15.2 discuss the application of these values in their individual lCeremonial Purity and 3.15.3 analyse the importance of these values in the present timeCleanliness 3.15.4 explain the importance of these values keeping in view th

of the Prophet (P.B.U.H.);


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4. Scheme of Assessment

Class IX

Table 1: Number of Student Learning Outcomes by Cognitive Level

SLOsTopicNo.

Topics No. of Sub-Topics K U A

Total

1. The Holy Qur n An Introduction (Ta ruf) (selected verses 1-10 verses as perAnnexure B)

2 4 5 2 11

2. The Had th (Introduction and selected Ahad th1-12 as per Annexure C)

2 2 6 4 12

3. Mauz t Mut laah(a) Beliefs(b) The Excellent Life-Pattern/

Ideal Life(c) Mores and Manners

15 12 27 20 59

4. Fountainheads of guidance / Renowned Personalities of Isl m

3 5 4 6 15

Total 22 23 42 32 97Percentage 24 43 33 100


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Table 2: Allocation of Marks for the Objective Test,Constructed Response Paper and Extended Response Question

MarksTopic

No. TopicNo. of Sub-

TopicsObjective

Test

ConstructedResponse

Paper

ERQTotal

1. The Holy Qur nAn Introduction(Ta ruf) (selected verses1-10 verses as perAnnexure B)

2 4 5 - 9

2. The Had th(Introduction andselected Ahad th 1-12

as per Annexure C)

2 4 5 - 9

3. Mauz t Mut laah(a) Beliefs(b) The Excellent

Life-Pattern/ Ideal Life

(c) Mores andManners

15 10 10 7 27

4. Fountainheads of guidance / RenownedPersonalities of Isl m

3 2 3 - 5

Total 22 20 23 7 50

Table 3: Paper SpecificationsTopic

No.Topics Marks Distribution Total

Marks

1.

The Holy Qur n An Introduction (Ta ruf) (selected verses 1-10 verses as perAnnexure B)

MCQs 4 @ 1 Mark CRQ 1 @ 5 Marks 9

2.The Holy Had th (Introduction and selected Ahad th 1-12 asper Annexure C)


3.

Mauz t Mut laah(a) Beliefs(b) The Excellent Life-Pattern/

Ideal Life(c) Mores and Manners

MCQs 10 @ 1 Mark CRQs 2 @ 5 MarksERQ 1 @ 7 Marks

27

4. Fountainheads of guidance / RenownedPersonalities of Isl m


Total MarksMCQs

20CRQs

23ERQs

7 50


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Extended response questions (ERQs) will require answers in more descriptive form. Theanswers will be in a paragraph rather than a word or a single sentence.

* There will be TWO questions and the candidates will be required to attempt any ONEby making a choice out of the TWO.

4.1 Table 1 summarizes the number and nature of SLOs. This will serve as a guide in theconstruction of the examination paper. 24% of the SLOs at Knowledge level, 43% atUnderstanding level and 33% at Application Level indicate the need for both teachersand learners to develop a deeper faith and understanding of Muslim culture andethical values to better meet the challenges of the contemporary world.

4.2 There will be two papers of Islamiyat in SSC. One at the end of Class IX and theother at the end of Class X.

4.3 Written examination will consist of two papers i.e. Paper I and Paper II in each Class.

4.4 Paper I will consist of 20 compulsory Multiple Choice Questions. Each question willconsist of 4 options.

4.5 Paper II will comprise 30 Marks including Constructed Response Questions (CRQs)and Extended Response Questions (ERQs). There will however be a choice inExtended Response Questions (ERQs).

4.6 All Constructed Response Questions will be in a booklet which will also serve as ananswer script.

5. Teaching-Learning Approaches and Suggested Activities

5.1 The methodological approaches should lay emphases on meaning. Understanding,reflection, analysis and inquiry and encourage application of learning in individualand social life.

5.2 Teaching and learning should be based on activity and student-centered approaches.Activities such as a group work, discussion, qirat competitions, project work, fieldvisits and presentations, should be focused, Students may be encourage to carry out

further exploration of the content and topics.5.3 However, it requires a sensitive teacher to handle contentious issues. According to the

National Curriculum guideline 5 3 teaching material should not contain any thingcontroversial.

3 Government of Pakistan (2006), National Curriculum; Islamiyat Classes IX-X, Islamabad, Ministry of Education (Curriculum Wing)


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6. Recommended Texts and Reference Materials

Recommended Book

1. Muhammad Farkhanda Noor. Islamiyat for Class IX-X. Lahore: Feroz Sons.2. Dr. David Thomas and Dr. Mustafa Draper. Islamiyat . Karachi: Oxford University

Press.3. Dr. David Thomas and Dr. Mustafa Draper, Teachers Guide (Islamiyat). Karachi:

Oxford University Press.4. Shibli Numani, Sirat-un-Nabi (P.B.U.H.) English, Volume 1-2. Karachi:

Darul Ishaat, Urdu Bazar.5. Maulana Muhammad Zakariya. Virtues of the Holy Quran , Karachi: Darul Ishaat,

Urdu Bazar.6. Dr. M. Ism l Memon Madini. Manaqib-i-Sahaba , Karachi: Darul Ishaat, Urdu

Bazar.7. S. F. Mahmud. A. Short History of Islam . Karachi: Oxford University Press.

Reference Materials

1. Saleh, S. (1986). Ulum-al-Quran, (4 th ed.). translated into Urdu by GhulamAhmed Hariri. Faisalabad: Malik Sons Nashiran Wa Tajiran Kutub.

2. Saleh, S. (1981) (3 rd ed.) Ulum-al-Hadith. translated into Urdu by Ghulam AhmedHariri. Faisalabad: Malik Sons Nashiran Wa Tajiran Kutub.

3. Hasnain, S.A (1971) Ilmul Hadith. Pir Muahmmad Ibrahim Trust, Karachi.4. Hasnain, S. A. Muqadma Tafseer-e-Quran. Lahore: Al Raza Publications.5. Haider, B. (1981) Muslim Contribution to Civilization. Lahore: Kazi Publications.6. Huda, A. (1973). Musalmano ke Ilmi aur thaqafati karnamain . Karachi: Qamar

Kitab Ghar, Urdu Bazar, Karachi.7. Naimah Suhaib, Tarikh-i-Islam ki Azim Shakhsiyat . Fazli Son, Super market,

Urdu Bazar, Karachi.8. Maulana Muntakhab-al-haq. Tarikh-i-Ulum-i-Islami .9. Manazir Ahsan Gilani. Tarikh-i-Tadwin-i-Hadith .

7. Definition of Cognitive Levels and Command Words in the Student LearningOutcomes and in Examination Papers

7.1 Definition of Cognitive Levels (Knowledge, Understanding andApplication)

Knowledge:

This requires knowing and remembering facts and figures, vocabulary and contexts,and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can betaught and evaluated through questions based on: who, when, where, what, list, define,describe, identify, label, tabulate, quote, name, state, etc.


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Understanding:

This requires understanding information, grasping meaning, interpreting facts,comparing, contrasting, grouping, inferring causes/reasons, seeing patterns, organizing

parts, making links, summarizing, solving, identifying motives, finding evidence, etc.It can be taught and evaluated through questions based on: why, how, show,demonstrate, paraphrase, interpret, summarize, explain, prove, identify the mainidea/theme, predict, compare, differentiate, discuss, chart the course/ direction,report, solve, etc.

Application:

This requires using information or concepts in new situations, solving problems,organizing information and ideas, using old ideas to create new ones, generalizing

from given facts, analyzing relationships, relating knowledge from several areas,drawing conclusions, evaluating worth, etc. It can be taught and evaluated throughquestions based on: distinguish, analyse, show relationship, propose an alternative,prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast,create, design, formulate, integrate, rearrange, reconstruct/recreate, reorganize, predictconsequences etc.

Knowledge

Give Provide meaning or quantity or a fact about something.

Identify: Select the most appropriate from many possibilities on the basisof relevant characteristics. It will not normally be expected thatthe candidate justifies the choice unless specifically asked to doso.

List: Name item-by-item, usually in one or two words, preciseinformation such as dates, characteristics, places, names.

Introduce: Produce someone by name for the first time, or introduce aconcept at basic level.

Name: Give the name/s of some thing/s.

Narrate: To tell a story by describing all the events in order.

State: Implies a concise answer with little or no supporting argument,e.g. to state a simple fact.


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Understanding

Argue: Present supporting or opposing reasons to prove something.

Explain/Elaborate: May imply reasoning or some reference to theory, dependingon the context.

Express: Use appropriate vocabulary, language structure and intonationto communicate thoughts and feelings.

Highlight: To bring at forefront an especially significant or interestingdetail or event.

Illustrate: To give clear examples to state, clarify or synthesize a point of view.

Present: Show or exhibit something.

Prove: Establish or demonstrate the truth or validity of a statement.

Application

Analyse: Use information to relate different features of the components of specified material so as to draw conclusions about commoncharacteristics.

Deduce: Go beyond the information given to draw a conclusion which is notexplicitly stated in the stimulus material.

Demonstrate: Show, manifest by reasoning and evidence.

Discuss: Requires candidates to give a critical account of the issue raisedand draw meaningful conclusions.

Exemplify: Give examples with an accompanying explanation of why theexample is a good one.

Explore: To search something at a deeper level by reflecting on it and derivemeaning out of it.

Show: Display or exhibit oneself.

Suggest: Apply knowledge in a given situation to give a rational opinion.


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Annex ASSC Scheme of Studies 4

AKU-EB as a national board offers qualifications for both English medium and Urdumedium schools. The revised SSC Scheme of Studies issued by the Curriculum Wing was

implemented from September 2007. Accordingly, each SSC subject will be taught acrossboth the classes IX and X. The first SSC-I part wise (Class IX) examination was held in May2008 and SSC-II (Class X) in 2009. The Science group and Humanities group subjects areoffered at SSC level. The marks allocated to subjects in the revised National Scheme of Studies of September 2007 have been followed.

SSC I and II (Class IX and X) subjects on offer for examination

SSC Part-I (Class IX) Science Group MarksSubjects

Theory Practical TotalEnglish 75 - 75Urdu OR History and Geography of Pakistan a

OR Urdu-I b 75 - 75

Islamiyat OR Ethics c 50 - 50Pakistan Studies 50 50Mathematics 75 - 75Physics 65 10 75Chemistry 65 10 75Biology OR Computer Science 65 10 75Total: 520 30 550

SSC Part-II (Class X) Science Group MarksSubjects

Theory Practical TotalEnglish 75 - 75Urdu OR History and Geography of Pakistan a

OR Sindhi Aasan b 75 - 75

Islamiyat OR Ethics c 50 50Pakistan Studies 50 - 50Mathematics 75 - 75Physics 65 10 75Chemistry 65 10 75Biology OR Computer Science 65 10 75Total: 520 30 550

a. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory,subject to the boards approval.

b. Candidates from the province of Sindh may appear in Urdu-I in SSC Part I and in Sindhi Aasan inPart II examination.

c. For non-Muslim candidates only.

4 Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education, Curriculum Wing.


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SSC Part-I (Class IX) Humanities Group Subjects Marks

English 75Urdu OR History and Geography of Pakistan a OR Urdu-I b 75Islamiyat OR Ethics c 50Pakistan Studies 50General Mathematics 75

Any three of the following Elective Subjects1. Geography2. General Science3. Computer Science (65+10 practical)4. Economics5. Civics6. History of Pakistan7. Sindhi Elective8. Elements of Home Economics9. Food and Nutrition (65+10 practical)10. Art & Model Drawing11. Business Studies12. Environmental Studies13. English Literature d 14. Commercial Geography d

225(75 each)

Total: 550SSC Part-II (Class X) Humanities Group

Subjects MarksEnglish 75

Urdu OR History and Geography of Pakistana

OR Sindhi Aasanb

75Islamiyat OR Ethics c 50Pakistan Studies 50General Mathematics 75

Any three of the following Elective Subjects1. Geography2. General Science3. Computer Science (65+10 practical)4. Economics5. Civics6. History of Pakistan7. Sindhi Elective8. Elements of Home Economics9. Food and Nutrition (65+10 practical)10. Art & Model Drawing11. Business Studies12. Environmental Studies13. English Literature d 14. Commercial Geography d

225(75 each)

Total: 550a. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory,

subject to the boards approval.b. Candidates from the province of Sindh may appear in Urdu-I in SSC Part I and in Sindhi Aasan in

Part II examination.c. For non-Muslim candidates only.d. Subject will be offered as Additional Subject.


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Annex BSelected Qur nic Verses

Class IX (1 to 10)

Translation:

It is not righteousness that ye turn your faces towards East or West; but it is righteousness tobelieve in Allah and the Last Day, and the Angels, and the Book, and The Messengers; to

spend of your substance, out of love for Him, for your kin, for orphans, for the needy, for thewayfarer, for those who ask, and for the ransom of slaves; to be steadfast in prayer, andpractise regular charity, to fulfil the contracts which ye have made; and to be firm and patient,in pain (or suffering) and adversity, and throughout all periods of panic, such are the peopleof truth, the God - fearing.

Translation:

O mankind! reverence your Guardian-Lord, who created you from a single Person, created, of like nature, his mate, and from them twain scattered (like seeds) countless men and women-Fear Allah, through Whom ye demand your mutual (rights), and (reverence) the wombs (thatbore you): for Allah Ever watches over you.

Translation:

To orphans restore their property (when they reach their age), .nor substitute (your) worthlessthings for (their) good ones; and devour not their substance (by mixing it up) with your own.For this is indeed a great sin.

Translation:

If ye fear that, ye shall not be able to deal justly with the orphans, marry women of your

choice, two, or three, or four; but if ye fear that ye shall not be able to deal justly (with them),


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then only one, or (a captive) that your right hands possess. That will be more suitable, toprevent you from doing injustice.

Translation:

And give the women (on marriage) their dower as a free gift; but if they, of their own goodpleasure, remit any part of it to you, take it and enjoy it with right good cheer.

Translation:

To those weak of understanding make not over your property, which Allah hath made ameans of support for you, but feed and clothe them therewith, and speak to them words of kindness and justice.

Translation:

Make trial of orphans until they reach the age of marriage; if then ye find sound judgment inthem, release their property to them; but consume it not wastefully, nor in haste against theirgrowing up. If the guardian is well off, let him claim no remuneration, but if he is poor, lethim have for himself what is just and reasonable. When ye release their property to them,take witnesses in their presence: but all-sufficient is Allah in taking account.

Translation:

From what is left by parents and those nearest related there is a share for men and a share forwomen, whether the property be small or large a determinate share.

Translation:

But if at the time of division other relatives, or orphans, or poor, are present, feed them out of the (property), and speak to them Words of kindness and justice.


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Translation:

Let those (disposing of an estate have the same fear in their minds as they would have fortheir own if they had left a helpless family behind: let them fear Allah, and speak words of appropriate (comfort).


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Annex CSelected Ah d th

Class IX (1 to 12)

ssc islamiyat (english medium) 2006

Documents