ISLAMIYAT - AKU-EB - The Aga Khan University

Higher Secondary School Certificate

Examination Syllabus

ISLAMIYAT CLASSES XI-XII

(based on National Curriculum 2002)

Published by

Aga Khan University Examination Board

Bungalow # 233 / E. I Lines,

Daudpota Road, Karachi, Pakistan.

September 2008

Latest Revision June 2012

All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution

to all its affiliated schools.

Higher Secondary School Certificate

Examination Syllabus

ISLAMIYAT

CLASS XI-XII

This subject is examined in both

May and September Examination sessions

Latest Revision June 2012 Page 4

Sr. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2002) 7

2. Rationale of the AKU-EB Examination Syllabuses 9

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

4. Scheme of Assessment 32

5. Teaching-Learning Approaches and Classroom Activities 34

6. Recommended Text and Reference Material 34

7. Definition of Cognitive Levels and Command Words 35

Annex A: HSSC Scheme of Studies 38

Annex B: Selected Ayat 43

Annex C: Selected Ahādīth 44

For queries and feedback

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PREFACE

In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the Federal

Ministry of Education has begun a process of curriculum reform to improve the quality of

education through curriculum revision and textbook development (Preface, National

Curriculum 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 National

Curriculum revision through the development of appropriate examinations for the Secondary

School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the

National Curriculum and subject syllabus guidance.

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to

English and Urdu medium candidates for SSC and HSSC from private schools anywhere in

Pakistan or abroad, and from government schools with the relevant permissions. It has been

accorded this mandate to introduce a choice of examination and associated educational

approach 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 cells

will 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 best possible

opportunities for its students. In consequence it offered HSSC for the first time in September,

2007 to coincide with the arrival of its first SSC students in college or higher secondary

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 to register as AKU-EB

candidates even though they have not hitherto been associated with AKU-EB.

This examination syllabus exemplifies AKU-EB’s commitment to national educational goals.

• It is in large part a reproduction, with some elaboration, of the Class XI and XII

National Curriculum 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

purchase and additional texts for the school library.

• It identifies areas where teachers should work together to generate classroom

activities and materials for their students as a step towards the introduction of multiple

textbooks, another of the Ministry of Education’s policy provisions for the

improvement of higher secondary education (ibid. para. 6.3.4).


This examination syllabus brings together all those cognitive outcomes of the National

Curriculum 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 and

understanding, a fundamental activity in fostering “attitudes befitting useful and peaceful

citizens and the skills for and commitment to lifelong learning which is the cornerstone of

national economic development” (Preface to National Curriculum documents 2000 and

2002).

To achieve this end AKU-EB has brought together university academicians, teacher trainers,

writers of learning materials and above all, experienced teachers, in regular workshops and

subject panel meetings.

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools

to help them in planning their teaching. It is the syllabus, not the prescribed textbook which is

the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can be

used to identify the training needs of subject teachers and to develop learning support

materials 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 which have been implemented since September, 2008.

These documents are a major step forward towards a standards-related curriculum and have

been welcomed by AKU-EB. Our current HSSC syllabuses have been revised to ensure

conformity with the National Curriculum.

We stand committed to all students who have embarked upon the HSSC courses in

facilitating their learning outcomes. Our examination syllabus document ensures all possible

support.

Dr. Thomas Christie

Director,

Aga Khan University Examination Board

July 2009


1. Aims/Objectives of the National Curriculum (2002)1

1.1 General Objectives

1. To strengthen the belief of fundamental tenets of Islam in the minds and hearts

of students, and to explain the importance and benefits of faith in their

practical lives;

2. To promote feelings of love, grandeur and obedience for Allah;

3. To promote love and affection for the Holy Prophet (PBUH). To prepare

students intellectually and practically to obey the Holy Prophet (PBUH) and to

strengthen their belief in the finality of the Prophet (PBUH).

4. To strengthen belief in students’ hearts and minds that Islam is a perfect

religion. Provide them with spiritual and ethical training in the light of Islamic

teachings and prepare them to promote greatness of Islam, establishment of

peace and unity in the Muslim Ummah.

5. To make students aware of the greatness of the Holy Qur’ān and Ḥadīth and to

create ability to read and understand the Holy Qur’ān.

6. To make students aware of the importance and benefits of the concept of

‘ibādat, and to help them attain Divine blessings, the prime objective of their

lives and encourage them to be regular in the practice of the pillars of Islam.

7. To create interest for the study of Seerat-e-Rasul (life of the Holy Prophet

(PBUH) and to seek guidance from it for their practical life.

8. To make students aware of the magnificent and glorious history of the

Muslims and their achievements in educational, spiritual, political and military

fields and to create a sense of restoration of dignity of the past and renaissance

of Islam.

9. To make students aware of the ideology of Pakistan; to create love for

Pakistan so that they may practically participate in the struggle for stability,

prosperity, national cohesion and peace in the homeland”.

1 Government of Pakistan (2002), National Curriculum; Islamiyat Classes XI-XII, Islamabad, Ministry of

Education (Curriculum Wing).


1.2 Specific Objectives

On completion of this curriculum, the students should be able to:

1. show an awareness of the importance of faith and should uphold their faith

above all else.

2. express love and grandeur of Allah with a real sense of feeling through their

words and deeds;

3. consider the love and respect for the Holy Prophet as the quintessence of their

faith. They should take pride in following the Holy Prophet (PBUH) and

manifest the same through their words and deeds.

4. have belief in the perfection, universality and finality of Islam. They should

consider that as the last and final message of Allah, the Qur’ān endorses other

revealed books. With hope and ambition in their hearts that their faith is all-

powerful at the universal level they should begin intellectual and practical

struggle for the same.

5. read, translate and give a brief interpretation of some parts of the Qur’ān and

selected ahadith;

6. recognise that worship of Allah (‘ibadat) is their aim of life, attaining His

blessings is their prime objective and to be punctual in following the pillars of

Islam.

7. draw inspirations from the Seerat-e-Rasul (SAS) for the success and welfare in

this world and the Hereafter.

8. demonstrate an awareness of the glorious past of the Muslim Ummah, having

appropriate knowledge of their ancestors’ educational, spiritual and military

achievements.

9. study about good morals and attitudes and present themselves as a good model

by putting these into practice.


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. All subjects are to be taught and

examined in both classes XI and XII except Islamiyat and Pakistan Studies

which will be examined at the end of class XII only. It is therefore important

for teachers, students, parents and other stakeholders to know:

(a) that the AKU-EB Scheme of Studies for its HSSC examination

(Annex A) derives directly from the 2007 Ministry of Education

Scheme of Studies;

(b) how the marks for each subject will be allocated to different topics and

sub-topics across Objective Tests and Constructed Response Papers;

(c) which topics will be examined in Class XI and in Class XII;

(d) at which cognitive level or levels (Knowledge, Understanding,

Application and other higher order skills) the topics and sub-topics will

be taught and examined;

2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such

guidance teachers and students have little option other than following a single

textbook to prepare for an external examination. The result is a culture of rote

memorization as the preferred method of examination preparation. The

pedagogically desirable objectives of the National Curriculum which

encourage “observation, creativity and other higher order thinking [skills]” are

generally ignored. AKU-EB recommends that teachers and students use

multiple 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 to

make them easier for teachers to follow. Blank sheets are provided in each

syllabus for writing notes on potential lesson plans. It is expected that this

arrangement will also be found helpful by teachers in developing classroom

assessments as well as by question setters preparing material for the AKU-EB

external examinations. The AKU-EB aims to enhance the quality of education

through improved classroom practices and improved examinations.

2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command

words such as list, describe, relate, explain, etc. The purpose of the command

words is to direct the attention of teachers and students to specific tasks that

candidates following the AKU-EB examination syllabuses are expected to

undertake in the course of their subject studies. The examination questions

will be framed using the same command words, but not necessarily the same

content, to elicit evidence of these competencies in candidates’ responses. The

definitions of command words used in this syllabus are given in Section 8. It is

hoped that teachers will find these definitions useful in planning their lessons

and classroom assessments.


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 order

to derive multiple choice questions and constructed response questions on a

rational basis from the subject syllabuses ensuring that the intentions of the

National Curriculum should be met in full. The weighting of marks to the

Multiple Choice and Constructed Response Papers is also derived from the

SLOs, command words and cognitive levels. In effect the SLOs derived from

the National Curriculum determine the structure of the AKU-EB subject

examination set out in Section 3 and 4.

2.1.6 Some topics from the National Curriculum have been elaborated and enriched

for better understanding of the subject and/or to better meet the needs of

students in the twenty-first century. These additional topics have been

italicized 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 Muslims to be deeply inspired with

their faith, its history and its ethics the better to meet the challenges of the

contemporary world. The spirit of the objectives of the National

Curriculum Document for Islamiyat revolves around these areas and this

examination syllabus of AKU-EB follows this in letter and spirit.

2.2.2 Islamiyat is a compulsory subject for all the students of HSSC, as per the

National Curriculum, except for non-Muslim candidates who may opt for

‘Ethics’. The objectives of the National Curriculum emphasize that students

should be able to know and understand their faith with firm beliefs in the basic

concepts of Tawheed (oneness of Allah) and finality of the prophethood;

obey and love Allah and The Prophet (صلی هللا عليہ و آلہ و سلّم) and learn to live

by the ethics of their faith in the light of the teachings of The Qur’an and

Sira of The Prophet (صلی هللا عليہ و آلہ و سلّم). Objectives one to seven revolve

around these three major areas. This examination syllabus considers all the

content areas as given in the National Curriculum document These are Al-

Qur’ān, Al-Hadīth, Mozuaati Mutalia, which cover the basic beliefs, religious

obligations, biography (Sira) and prophetic model (Uswatun hasanah) of

The Holy Prophet (صلی هللا عليہ و آلہ و سّلم) and ethics. It derives its student

learning outcomes from these content areas.

2.2.3 The syllabus emphasizes on the meaning and understanding of The Qur’anic

text of the three chapters and the Hadīth (traditions) of The Holy Prophet

as meaning is significant to know and reflect how ,(صلی هللا عليہ و آلہ و سلّم)

guidance and inspiration can be sought from these two sources by Muslim

students in living their lives today.


2.2.4 Objective eight of the National Curriculum Document seeks to introduce a

historical and cultural dimension to studying Islam. It states that students

should be made aware of the glorious past of Muslims and their achievements

in and contribution to various sciences of that time. This objective seems not

to have been translated in the textbooks. In order to achieve this particular aim

of the Curriculum Document in creating awareness in students about the

achievements of Muslims and their brilliant past, as the document suggests,

this examination syllabus has included a topic of ‘Muslim Cultures’,

tracing it historically with focus on the brilliant achievements of Muslims

in various branches of knowledge and sciences and an attempt has been made

to link the topic with the present day Muslim world. It is envisaged that

through the teaching of this topic students will be able to link themselves

with their past heritage, will develop a sense of pride and appreciation for the

contributions made by Muslim scholars and scientists, and realize the need for

reviving and enlivening the glorious past in today’s context. They would be

able to develop attitudes that were the hallmark of flourishing Muslim cultures

such as tolerance, respect for diversity and pluralistic views, curiosity for

intellectual, spiritual and moral endeavors.

2.2.5 As the AKU-EB HSSC Islamiyat examination syllabus is based on the

National Curriculum 2002, AKU-EB has revised the Scheme of Assessment

according to National HSSC Scheme of Studies 2007. HSSC Islamiyat

examinations will be confined to the contents of Islamiyat textbooks published

by the provincial textbook boards and National Book Foundation.


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

Classes XI and XII

Topics Student Learning Outcomes Cognitive Levels

2

K U A

1. Al-Qur’ān al-Karim Candidates should be able to:

1.1 Introduction 1.1.1 explain different literal meanings of the word ‘Qur’ān’; *

1.1.2 give the meaning of some famous names of the Qur’ān as

mentioned in it;

*

1.1.3 state the division of the Qur’ān i.e Ayat, Ruku, Manzil, Surah; *

1.1.4 give an overview of the characteristics of Makki and Madani

chapters of the Qur’ān;

*

1.1.5 explain what is meant by tartib e- tauqifi of the Qur’ān; *

1.1.6 discuss the attributes of the Qur’ān such as truth, guidance and

remembrance (zikr)

*

1.1.7 give an overview of significance of the Qur’ān in comparison

to other revealed books;

*

1.1.8 explain in the light of the Qur’ān and Hādīth that the Qur’ān

is a source of guidance for every aspect of life;

*

1.1.9 explain with the help of examples that how our morals can be

improved by acting upon the Qur’ānic teachings;

*

1.1.10 explain with reference to the Qur’ānic verses and Hādīth that

recitation of the Qur’ān has a “miraculous” effect (tabdeel-e-

qalb);

*

1.1.11 explain the completion of din (religion) in the light of the

Qur’ān;

*

1.1.12 comment on the eloquence of the Qur’ān that left indelible

impact on the Arabs and Ajums;

*

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

Questions).


NOTES


K U A

1.2 Collection and Compilation of

the Qur’ān

1.2.1 explain the preservation of the Qur’ān with reference to its

verses;

*

1.2.2 narrate the ways in which the Qur’ān was preserved in the

days of the Holy Prophet عليہ و آلہ و سلّمصلی هللا ( );

*

1.2.3 describe how the Qur’ān was collected and compiled during

the period of rightly-guided caliphs (رضوان هللا عليہم);

*

1.2.4 give examples of different forms in which the Qur’ān can be

preserved in the present time;

*

1.3 Translation and Explanation 1.3.1 give the meaning of the selected words; *

Selected verses (1-12) as given

in the textbooks of Islamiyat

published by various Provincial

Textbook Boards and the

National Book Foundation (See

appendix B)

1.3.2 discuss the application of these verses in your daily lives; *

1.3.3 discuss the topics covered in the selected verses; *

1.3.4 express the understanding of the teachings and values covered

in these verses;

*

1.3.5 discuss the application of these teachings and values in their

lives;

*

1.3.6 explain the main teachings of these selected verses. *


NOTES


K U A

2. Al-Hadīth

Introduction

Candidates should be able to:

2.1 Preservation , Compilation and

Religious Significance

2.1.1 describe different forms (memorise, save through writing) of

preservation of Hadīth in the days of the Holy Prophet

)صلی هللا عليہ و آلہ و سلّم );

*

2.1.2 name the famous books on “Hadīth ” and their compilers; *

2.1.3 explain the religious significance of Hadīth in the light of the

teachings of the Qur’ān;

*

2.1.4 explain the characteristics of the three periods of compilation

of Hadīth;

*

2.1.5 comment on the compilation (Tadwīn) of Hadīth;

*

2.2 Selected Ahadīth 2.2.1 give the meanings of the words in the selected Ahadīth; *

Note: Hadīth No. 1 to12 given

in the textbooks of Islamiyat

published by various Provincial

Textbook Boards and the

National Book Foundation (See

Appendix C)

2.2.2 explain the main teachings of these Ahadīth; *

2.2.3 discuss the mutual relationship of these Ahadīth; *

2.2.4 analyze Islamic values derived from these Ahadīth and explain

their importance with examples;

*

2.2.5 give examples of how the teachings of these Ahadīth can be

applied in our individual and collective lives.

*

3. Mauzū‘āti Mutala‘a Candidates should be able to:

(a) Beliefs:

3.1 Tawhid: Introduction to

and Existence of Allah and

Arguments for the Unity of

Allah in the Light of the

Qur’ān and Hadīth; Its Impact

on Human beings

3.1.1 explain the concept of the word “’imān”; *

3.1.2 give the meaning of “aqeedah” as a word and as a term; *

3.1.3 state the fundamental beliefs of Islam; *

3.1.4 describe the meaning of “tawhid” as a word and as a term; *

3.1.5 explain the concept of existence of Allah with reference to the

Qur’ān and Hādīth;

*


NOTES


K U A

3.1.6 explain that ‘shirk’ is a great sin; *

3.1.7 discuss that the organization of the universe proves the

existence of God;

*

3.1.8 give an overview of the impact of belief in the unity of God on

human lives (purity of heart and mind, thoughts and beliefs)

and explain that it can bring practical changes;

*

3.2 Belief in Prophecy (Risālat):

Introduction: The Attributes

of Prophecy (Risalat),

Humanness (bashariyat) ,

Bestowed (wahabah),

Immaculateness (ismat) and

Revelation (wahi). The

Characteristics of the Prophet

Muhammad صلی هللا عليہ و آلہ و سلّم( ):

Comprehensiveness (jami‘iyat),

Universality (alamgiriyat) and

Finality (Khatm e- nubuwwat)

Requisites of the Belief in

Prophethood (Love, Obedience

and following the Holy Prophet

)سلّمهللا عليہ و آلہ و (صلی

3.2.1 describe the meaning of ‘rasul’ as a word and as a term; *

3.2.2 state the concept of “Risālat”; *

3.2.3 explain these attributes (humanness, bestowed,

immaculateness and revelation) of “Risālat” in the light of the

Qur’ān;

*

3.2.4 explain the basic responsibilities of a messenger [recitation of

the verses, purification, teaching of the Book and wisdom

(hikmah) and basharat o andaaz] as ordained by Allah;

*

3.2.5 give arguments in support of universality of the Prophecy of

Hazrat Muhammad صلی هللا عليہ و آلہ و سلّم( );

*

3.2.6 discuss with reference to the Qur’ān and Hādīth that the holy

Prophet Muhammad صلی هللا عليہ و آلہ و سلّم( ) is the final Prophet;

*

3.2.7 explain with examples that the personality of the Holy Prophet

)صلی هللا عليہ و آلہ و سلّم ) encompasses all excellence;

*

3.2.8 explain the impact of obedience to the Holy Prophet

)صلی هللا عليہ و آلہ و سلّم ) on a society;

*


NOTES


K U A

3.3 Belief in Angels:

Introduction to and

Responsibilities of the Four

Great Angels Jibrīl (Gabrial),

Mikāīl (Michael), Isrāfīl and

Izrāīl (عليھم الس�م)

3.3.1 explain the word ‘Mala’ikah’; *

3.3.2 explain the importance of belief in angels; *

3.3.3 name some great angels and state their responsibilities; *

3.3.4 explain how the angels implement the commandments of

Allah;

*

3.4 Belief in the Hereafter:

Introduction, Concept of

Hereafter (the Day of Judgment

Resurrection, Reward and

Punishment). Arguments in

Favour of Hereafter and its

Effects on human life

3.4.1 give the literal meaning of the word “akhirah”; *

3.4.2 explain the term ‘akhirah’; *

3.4.3 describe the difference between ‘dunya’ and ‘akhirah’; *

3.4.4 explicate the concept of “’akhira” in the light of the Qur’ān

and Hādīth;

*

3.4.5 give examples of impact of belief in the Hereafter and how it

can help in eradicating evils at individual and societal levels;

*

3.4.6 describe the occurrence of the day of judgment, accountability

of deeds and reward and punishment;

*

3.5 Belief in the Revealed Books:

Introduction

3.5.1 name the Revealed Books and list the names of the prophets

on whom these books were revealed;

*

3.5.2 explain the importance of the Revealed Books in the light of

the Qur’ān;

*

3.5.3 explain in which sense the Qur’ān testifies the past Revealed

Books;

*

3.5.4 give an overview of some common ethical values of the past

revealed books as mentioned in the Qur’ān;

*

3.5.5 describe the concept of ‘ahl-e-kitaab’ and in the light of the

life of the Holy Prophet صلی هللا عليہ و آلہ و سلّم( ) give an overview of

the relationship to be kept with them;

*


NOTES


K U A

(b) Islamic Identity (in the Light

of the Pillars of Islam)

3.6 Namaz (Its Importance in the

Qur’ān and Hādīth)

3.6.1 explain the concept of ‘ibādat and its objectives; *

3.6.2 give the literal and terminological meaning of the word ‘salāt’; *

3.6.3 explain the importance of performing Namaz through the

Qur’ān and Hadith;

*

3.6.4 explain the importance of “Namaz” over other ‘ibādāts; *

3.6.5 explain with examples the physical and spiritual benefits of

‘Namaz’;

*

3.6.6 give an overview of the impact of congregational prayer on

individual and collective life;

*

3.7 Roza (Fasting) : Introduction,

its Importance according to the

Qur’ān and Hādīth; The

Excellence of the Month of

Ramadan and “The Night of

Power” (Shab-i-Qadr)

3.7.1 give meaning of ‘saum’ as a word and as a term; *

3.7.2 elaborate the excellence of the month of Ramadan; *

3.7.3 elaborate the importance and excellence of the ‘Night’ of

Power (Shab-i-Qadř);

*

3.7.4 discuss the importance and excellence of Roza in the light of

the Qur’ān and Hādīth;

*

3.7.5 state the aims and objectives and norms of Roza in the light of

the Qur’ān and Hādīth;

*

3.7.6 discuss the physical benefits of observing Roza; *

3.7.7 give examples of spiritual impact of Roza in our individual and

collective lives;

*


NOTES


K U A

3.8 Zakāt (alms): Introduction; its

Importance according to the

Qur’ān and Sunnah, its

Excellence; (Nisab) and its

Distribution

3.8.1 give the meaning of ‘ Zakāt’ as a word and as a term; *

3.8.2 highlight the importance and excellence of ‘Zakāt’as

mentioned in the Qur’ān and Hadith;

*

3.8.3 explain the nisab and distribution of Zakāt in the light of the

Qur’ān and Hadith;

*

3.8.4 discuss the economic benefits of paying Zakāt; *

3.8.5 suggest social benefits of paying Zakāt; *

3.8.6 give an overview of impact of current system of paying Zakāt

in our country;

*

3.9 Hajj (Pilgrimage): Introduction,

its Importance and Excellence

as mentioned in the Qur’ān,

Performance of Rites

(Manasik) of Hajj, the

Ceremonial Visit to Madina-e-

Munawarah and Umarah

3.9.1 give the meaning of ‘Hajj’ as a word and as a term; *

3.9.2 give an overview of the historical background of Hajj in the

light of the Qur’ān;

*

3.9.3 give arguments that Hajj is an ‘all inclusive’ ‘ibādat; *

3.9.4 explain in the light of the Qur’ān and Hadith that Hajj is an

obligation;

*

3.9.5 state the rites (manasik) of Hajj; *

3.9.6 explain the difference between the performance of Hajj and

Umrah;

*

3.9.7 explain the importance of Musjid-e-Nabawi and visiting the

Shrine of the Holy Prophet (صلی هللا عليہ و آلہ و سلّم);

*

3.9.8 evaluate the impact of performing Hajj on our individual and

collective lives;

*

3.10 Jihad 3.10.1 express their opinion about the meaning and concept of Jihad

in the present age;

*

3.10.2 explain the types [jihad against nafs, jihad against shaitan,

jihad through sword (defensive and strategical)] of jihad;

*

3.10.3 explain with examples that Jihad against nafs is a continuous

effort;

*


NOTES


K U A

3.10.4 prove with reasons the need and importance of jihad through

pen against illiteracy;

*

3.10.5 describe the significance of jihad while differentiating between

jihad and war;

*

(c) The Excellent Example

(uswa-e-hasanah) of the

Life of the Holy Prophet

(صلی هللا عليہ و آلہ و سلّم)

3.11 Prophet Muhammad

(صلی هللا عليہ و آلہ و سلّم)

As the Mercy for all

Creatures (including

children, women,

servants/ slaves,

orphans, common

people and animals)

3.11.1 give the meaning of ‘sīrah’ as a word and as a term; *

3.11.2 explain the importance of uswa-e-hasanah on human life in

the light of the Qur’ān and Hadith;

*

3.11.3 explain with examples how the ‘Sirat-e-Nabawi’ can be acted

upon in the present age;

*

3.11.4 give examples of physical and spiritual benefits of practicing

the ‘Sirat-e-Nabawi’;

*

3.11.5 express their opinion as to how guidance can be sought from

the‘Sirat-e-Nabawi’ in solving the present-day economic,

social and other problems;

*

3.11.6 explain with reference to the Qur’ānic verse that Hazrat

Muhammad (صلی هللا عليہ و آلہ و سلّم) is a mercy to all worlds;

*

3.11.7 narrate the events depicting the Holy Prophet’s mercy for the

created beings;

*

3.11.8 discuss what role they can play as students for the

development of the Ummah in the light of the excellent life of

the Holy Prophet (صلی هللا عليہ و آلہ و سلّم);

*


NOTES


K U A

(d) Moral Values (in the Light of

Sira)

3.12 (i) Good Morals 3.12.1 state what is meant by moral values; *

3.12.2 explain the importance of moral values in Islam; *

3.12.3 state the literal and terminological meaning of these values

(patience and tolerance, forget and forgive, justice, integrity,

fulfillment of promise, truth, respect for humanity, lawful

earning, sacrifice);

*

3.12.4 explain the Islamic teachings concerning these values; *

3.12.5 give examples of these moral values from the life of the Holy

Prophet (صلی هللا عليہ و آلہ و سلّم);

*

3.12.6 discuss the need, importance and impact of these values in the

present time;

*

3.12.7 discuss what rewards can be obtained by practicing these

values in our individual and collective lives;

*

(ii) Evils (Lying,

Backbiting,

Hypocrisy,

Haughtiness,

Jealousy)

3.12.8 explain what is meant by evils; *

3.12.9 discuss the demerits of practicing these evils at individual and

social level;

*

(iii) Islamic

Brotherhood

(Ukhuwwat)

3.12.10 state the literal meaning of Ukhuwwat; *

3.12.11 describe what is meant by Islamic Brotherhood in the light of

the Qur’ān and Sira;

*

3.12.12 discuss the need, benefits and consequences of Islamic

brotherhood in the formation of Ummah;

*

3.12.13 discuss that the promotion of Islamic Ukhuwwat is a

guarantee for the development of Muslims in the present age;

*

3.12.14 suggest how we can act upon the concept of Ukhuwwat-e-

Islami in the present age;

*


NOTES


K U A

(iv) Rights of People

(Huquq al-

‘ibād); parents,

Children,

Spouse,

Relatives,

Neighbours,

Women,

Teachers and

Minority

3.12.15 explain what is meant by Huquq al-‘ibād (rights of people); *

3.12.16 discuss why Islam has emphasized Huquq al-‘ibād ; *

3.12.17 explain with examples how a Muslim can take care of the

rights of other people through his morals and attitudes;

*

3.12.18 explain how Islam has taken care of women’s rights; *

3.12.19 explain the rights of minorities incumbent upon Muslims by

keeping in view the life of the Holy Prophet

;(صلی هللا عليہ و آلہ و سلّم)

*

3.12.20 explain with examples how Huquq al-‘ibād can be practiced

in the light of the Qur’ān and Hadith.

*

4. Muslim Cultures Candidate should be able to:

4.1 Calligraphy and Architecture 4.1.1 explain the importance of calligraphy in Muslim societies; *

4.1.2 highlight the contributions of Muslims in calligraphy and

architecture (tombs, minarets, meena kari, designing, concrete

floors, fountains, bara dari, use of geometry, spiralled

buildings, verses and Ahadīth and calligraphy);

*

4.1.3 give an overview of the characteristics of Muslim architecture

(qasr, palaces, building castles and general residences);

*

4.1.4 highlight the contributions of Sadequain and Gulgee in the

field of calligraphy.

*


NOTES


4. Scheme of Assessment

Classes XI and XII

Table 1: Number of Student Learning Outcomes by Cognitive Levels

Topic

No.

Topics No. of

Sub-Topics

SLOs Total

K U A

1. Al-Qur’ān al-Karim 3 4 12 6 22

2. Al-Hadīth 2 2 4 4 10

3. Mauzū‘āti Mutala‘a 12 17 52 22 91

4. Muslim Cultures 1 0 4 0 4

Total 18 23 72 32 127

Percentage 18 57 25 100

Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs),

Constructed Response Questions (CRQs) and

Extended Response Questions (ERQs)

Topic

No. Topics

No. of

Sub-Topics

Marks

Total Multiple

Choice

Questions

Constructed

Response

Questions

Extended

Response

Questions

1. Al-Qur’ān

al-Karim 3 5 6 0 11

2. Al-Hadīth 2 4 6 0 10

3. Mauzū‘āti

Mutala‘a 12 8 8 7 23

4. Muslim

Cultures 1 3 3 0 6

Total 18 20 23 7 50


Table 3: Paper Specifications

Topic

No. Topics Marks Distributions

Total

Marks

1. Al-Qur’ān al-Karim MCQs 5 @ 1 Mark

CRQ 1 @ 6 Marks 11

2. Al-Hadīth

MCQs 4 @ 1 Mark

CRQ 1 @ 6 Marks 10

3. Mauzū‘āti Mutala‘a MCQs 8 @ 1 Mark

CRQs 2 @ 4 Marks each

*ERQ 1 @ 7 Marks

Choose any ONE from TWO

23

4. Muslim Cultures MCQs 3 @ 1 Mark

CRQ 1 @ 3 Marks 6

Total MCQs

20

CRQs

23

ERQs

7 50

* Extended response question will require answer in more descriptive form.

Students will be writing the answer in a paragraph rather than a word or a

simple sentence.

4.1 The Islamiyat examination will be confined to the contents of the textbooks published

by the Textbook Boards and National Book Foundation. The AKU-EB HSSC

Islamiyat examination syllabus is based on the National Curriculum 2002.

4.2 The syllabus will be taught in both XI and XII whereas the examination will be

conducted in class XII only.

4.3 Table 1 summarises the nature of the SLOs in each topic. This will serve as a guide in

the construction of the examination paper. The percentage of the number of SLOs at

18% Knowledge level, 57% Understanding level and 25% Application level

respectively indicate the need for both teachers and learners to develop a deeper

understanding of topics including Muslim cultures and ethical values as to better meet

the challenges of the contemporary world.

4.4 Table 2 shows the distribution of marks whereas table 3 gives paper specifications

for each topic. There will be 20 items for the MCQ paper carrying one mark each

whereas the Constructed Response Paper carries 30 marks. There will be a choice in

extended response question.

4.5 The question paper will be in two parts. Part I will be a separately timed Multiple

Choice Questions of 30 minutes, administered before the Constructed Response

Paper (paper II). Part two will be of 1 hour and 30 minutes duration. The total

duration of the complete paper will be two hours.

4.6 All constructed and extended response questions will be in a booklet which will also

serve as an answer 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 individual

and 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, field

visits and presentations, should be focused, Students may be encouraged to carry out

further exploration of the content and topics.

5.3 However, evaluation and testing is to be considered as an extension of learning of the

students.

6. Recommended Text and Reference Books

Recommended Books

Textbook:

Any ONE of the following depending on location and choice of the school

1. Provincial Textbook Boards’ Islamiyat Textbook for Classes XI & XII.

(Punjab, Sindh, Baluchistan and KPK).

2. National Book Foundation. Islamiyat Textbook for Classes XI & XII. Islamabad.

Reference Books

1. Habib-ur-Rehman & Saqib M. Khan. Islamiyat, Paramount Publishing

Enterprise.

2. Yasmeen Malik (2009), Islamic Beliefs and Practices. Army Publisher,

Islamabad.

3. Taqi Uthmani, Ulum al Qur’ān, Maktaba e- Dar al- Ulum Karachi.

4. Subhi Saleh. ‘Ulum-ul-Hadīth (English Translation). Lahore: Kashmir Book

Depot.

5. Shibli Nomani. Sīrat-un-Nabī, volume 3 and 4 (English Translation). Karachi:

Dār-ul-Isha‘at.

6. Rais Ahmed Ja‘fri, Aimma-e-arba‘a Sh. Ghulam Ali and Sons, Lahore

7. Mohsin Naqvi (2009) Maktab-e-Ahl e-Bayt mein‘Ulum-e-Hadith ka irtiqa,

Maktaba e-Himayat al-Islam, Karachi.

8. Naima Suhaib (2009) Tarikhe-Islam ki azeem shakhsiyat, Kitab sara e-Bayt al-

Hikmat, Lahore.

9. Abul Hasan Ali Nadvi, Maghrabi dunya per Musalmano ke zawal ke athar,

Idara e-Islamiyat, Lahore.

10. Huda, A. (1973). Musalmano ke Ilmi aur thaqafati karnamain. Karachi: Qamar

Kitab Ghar, Urdu Bazar, Karachi.


11. Haider, B. (1981) Muslim Contribution to Civilization, Lahore: Kazi

Publications.

12. Sh. Mohammad Akraam (1955) The Cultural Heritage of Pakistan. Oxford

University Press.

13. Abdullah Yusuf Ali (1979), The Holy Quran, text, translation and

commentary. Sh. Muhammad Ashraf, Lahore Pakistan.

14. Abdul Majid Darayaabadi, Commentary on the Quran. Dar-al-Isha'at, Karachi.

15. Mubarizuddin, S. (1952). Islami Fun-e-tamir. Delhi: Maktaba Jamia Ltd. And

Karachi: Iqbal Kitab Ghar.

16. Zia-ud-Din, M. (1984). Moslem Calligraphy. New Delhi: Kitab Bhavan

Kalam Mahal. Darya Ganj and Lahore: Al-Biruni.

17. Ifthikar-ul-Haq. Islamiyat for O’ level. Karachi: Book Land.

18. Mahmud S.F. A Short History of Islam, OUP, Karachi.

19. Ahmed, A. A. (1997). Islamic Culture in Subcontinent, translation into Urdu

by Dr. Jamil Jalibi. Lahore: Idara-e-Thaqafat-e-Islamia, Lahore.

20. Azad, M. (1995). Rasool-e-Rahmat. Lahore: Sheikh Ghulam Ali and Sons.

7. Definition of Cognitive Levels and Command Words

7.1 Definition of Cognitive Levels

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 be

taught and evaluated through questions based on: who, when, where, what, list, define,

describe, identify, label, tabulate, quote, name, state, etc.

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 main

idea/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 through

questions based on: distinguish, analyze, show relationship, propose an alternative,

prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast,

create, design, formulate, integrate, rearrange, reconstruct/recreate, reorganize, predict

consequences etc.

7.2 Definition of Command Words:

Knowledge Give the meaning

of:

Provide literal meaning of a word or a formal statement or

equivalent paraphrase is required.

Name: Mention the commonly used meanings of things objects,

people, books etc.

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

State:

Give a brief and factual answer with no explanation. Implies

a concise answer related to events, quantity or a fact about

something.

Understanding

Describe: Requires candidates to state in words the main points of

the topic. The connotation as well as the denotation of

words will usually be important and these connotative

meanings should be consistent with each other.

Give an overview: Put forward a survey of something that gives an overall

picture of an event, views etc. Means to express in a

logical and convincing way in support of ideas and content

areas.

Highlight: To bring to front, make evident, bring to light, with

emphasis.

Elaborate/Elucidate: Clarify or enrich given statements or definitions, by

providing relevant details or examples.

Explain/Explicate : Give a clear and detailed account of related information

with reasons or justification. It may imply some reference

to theory depending on the context.


Express: Put forward one’s views in a logical and lucid way

considering all aspects of the matter under discussion.

Application

Analyze: Use information to relate different features of the components

of specified material, present arguments in an integrated way

so as to draw conclusions about common characteristics of a

component.

Comment: Give an opinion with specific reasons on any given topic or

point.

Discuss: Present views in a logical and lucid way considering all

aspects of a matter under discussion and draw convincing

conclusions on the points raised.

Evaluate: To judge or assess the worth or logic to determine the unique

conclusion.

Give examples/

Exemplify:

Name specific instances or cases to demonstrate the

occurrence of an event or existence of a situation or

phenomenon.

Give arguments/

Prove:

To provide evidence in support of or against an under

discussion matter and explain its reasons

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

opinion.


Annex A

HSSC Scheme of Studies3

AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu

medium schools. The revised HSSC Scheme of Studies issued by the Curriculum Wing was

implemented from September 2007. The marks allocated to subjects in the revised National

Scheme of Studies have been followed.

HSSC I-II (Classes XI-XII) subjects on offer for examination

HSSC Part-I (Class XI) Science Group (Pre-Medical)

Subjects Marks

Medium Theory Practical Total

English Compulsory-I 100 - 100 English

Urdu Compulsory-I OR

Pakistan Culture-I a

100 - 100 Urdu

English

Physics-I 85 15 100 English

Chemistry-I 85 15 100 English

Biology-I 85 15 100 English

Total: 455 45 500

HSSC Part-II (Class XII) Science Group (Pre-Medical)

Subjects Marks


English Compulsory-II 100 - 100 English

Urdu Compulsory-II OR

Pakistan Culture-II a

100 - 100 Urdu

English

Islamiyat OR Ethics b 50 - 50 English / Urdu

Pakistan Studies 50 - 50 English / Urdu

Physics-II 85 15 100 English

Chemistry-II 85 15 100 English

Biology-II 85 15 100 English

Total: 555 45 600

a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Board’s

approval.

b. For non-Muslim candidates in lieu of Islamiyat.

Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will

be conducted at the end of Class XII.

3 Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,

Curriculum Wing.


HSSC Part-I (Class XI) Science Group (Pre-Engineering)

Subjects Marks





100 - 100 Urdu

English

Physics-I 85 15 100 English

Chemistry-I 85 15 100 English

Mathematics-I 100 - 100 English

Total: 470 30 500

HSSC Part-II (Class XII) Science Group (Pre-Engineering)

Subjects Marks





100 - 100 Urdu

English



Physics-II 85 15 100 English

Chemistry-II 85 15 100 English

Mathematics –II 100 - 100 English

Total: 570 30 600


approval.





HSSC Part-I (Class XI) Science Group (Science General)

Subjects Marks



Urdu Compulsory-I


100 - 100 Urdu

English

Any one subject combinations of the following:

Physics-I

Mathematics-I

*Statistics-I

85

100

85

15

-

15

300

English

English

English

Economics-I

Mathematics-I

*Statistics-I

100

100

85

-

-

15

300

English / Urdu

English

English Economics-I

Mathematics-I

Computer Science-I

100

100

75

-

-

25

300

English / Urdu

English

English Physics-I

Mathematics-I

Computer Science-I

85

100

75

15

-

25

300

English

English

English Mathematics-I

*Statistics-I

Computer Science-I

100

85

75

-

15

25

300

English

English

English Total: 500

HSSC Part-II (Class XII) Science Group (Science General)

Subjects Marks





100 - 100 Urdu

English



Any one subject combinations of the following: Physics-II

Mathematics-II

*Statistics-II

85

100

85

15

-

15

300

English

English

English Economics-II

Mathematics-II

*Statistics-II

100

100

85

-

-

15

300

English / Urdu

English

English Economics-II

Mathematics-II

Computer Science-II

100

100

75

-

-

25

300

English / Urdu

English

English Physics-II

Mathematics-II

Computer Science-II

85

100

75

15

-

25

300

English

English

English Mathematics-II

*Statistics-II

Computer Science-II

100

85

75

-

15

25

300

English

English

English Total: 600


approval.




*These subject is offered ONLY in the May examination.


HSSC Part-I (Class XI) Commerce Group

Subjects Marks





100 - 100 Urdu

English

Principles of Accounting-I 100 - 100 English

Principles of Economics 75 - 75 English

Principles of Commerce 75 - 75 English

Business Mathematics 50 - 50 English

Total: 500 - 500

HSSC Part-II (Class XII) Commerce Group

Subjects Marks





100 - 100 Urdu

English



Principles of Accounting-II 100 - 100 English

Commercial Geography 75 75 English

*Computer Studies

OR Banking

60

OR 75

15

-

75

English

Business Statistics 50 - 50 English

Total: 600 600


approval.




*This subjects are offered ONLY in the May examination.


HSSC Part-I (Class XI) Humanities Group

Subjects Marks Medium

English Compulsory-I 100 English



100 Urdu

English

Any three of the following Elective Subjects 1. Civics-I

2. Computer Science-I (75+25 practical)

3. Economics-I

4. *Education-I

5. *Geography-I (85+15 practical)

6. *Islamic Studies-I

7. *Islamic History-I

8. Literature in English-I

9. Mathematics-I

10. *Psychology-I (85+15 practical)

11. *Statistics-I (85+15 practical)

12. *Sociology-I

13. Urdu Literature-I

14. *Fine Arts-I

300

(100

each)

English / Urdu

English

English / Urdu

English / Urdu

English / Urdu

English / Urdu

English / Urdu

English

English

English / Urdu

English

English / Urdu

Urdu

English

Total: 500

HSSC Part-II (Class XII) Humanities Group

Subjects Marks Medium

English Compulsory-II 100 English



100 Urdu

English

Islamiyat OR Ethics b 50 English / Urdu

Pakistan Studies 50 English / Urdu

Any three of the following Elective Subjects 1. Civics-II

2. Computer Science-II (75+25 practical)

3. Economics-II

4. *Education-II

5. *Geography-II (85+15 practical)

6. *Islamic Studies-II

7. *Islamic History-II

8. Literature in English-II

9. Mathematics-II

10. *Psychology-II (85+15 practical)

11. *Statistics-II (85+15 practical)

12. *Sociology-II

13. Urdu Literature-II

14. *Fine Arts-II

300

(100

each)

English / Urdu

English

English / Urdu

English / Urdu

English / Urdu

English / Urdu

English / Urdu

English

English

English / Urdu

English

English / Urdu

Urdu

English

Total: 600


approval.




*These subjects are offered ONLY in the May examination.


Annex B


Annex C

Documents

ISLAMIYAT - AKU-EB - The Aga Khan University