Higher Secondary School Certificate Examination Syllabus · PDF fileAims/Objectives of the National Curriculum (2002)1 1.1 General Objectives 1. ... Demonstrate an awareness of the

Higher Secondary School Certificate

Examination Syllabus

ISLAMIC STUDIES CLASSES XI-XII

(based on National Curriculum 2002)

Published by

Aga Khan University Examination Board

Bungalow # 233 / E.I. Lines,

Daudpota Road, Karachi, Pakistan.

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

ISLAMIC STUDIES

CLASSES XI-XII

This subject is examined in the

May Examination session only

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 34

5. Teaching-Learning Approaches and Classroom Activities 37

6. Recommended Text and Reference Material 37

7. Definition of Cognitive Levels and Command Words 38

Annex A: HSSC Scheme of Studies 41

Annex B: Selected Ahādīth (Class XI) 46

Annex C: Selected Ahādīth (Class XII) 49

For queries and feedback

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June 2012 Page 5

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).

June 2012 Page 6

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

June 2012 Page 7

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 (P.B.U.H). To prepare

students intellectually and practically to obey the Holy Prophet (P.B.U.H) and

to strengthen their belief in the finality of the Prophet (P.B.U.H).

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

(P.B.U.H) 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; Islamic Studies Classes XI-XII, Islamabad, Ministry of

Education (Curriculum Wing).

June 2012 Page 8

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 (P.B.U.H) 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 (P.B.U.H)

8. Try for the success and welfare in this world and the Hereafter.

9. Demonstrate an awareness of the glorious past of the Muslim Ummah, having

appropriate knowledge of their ancestors’ educational, spiritual and military

achievements.

10. Study about good morals and attitudes and present themselves as a good

model by putting these into practice.

June 2012 Page 9

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. All subjects are to be taught and examined in both

classes XI and XII. 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.

June 2012 Page 10

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

rationale 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.

2.2 Specific Rationale of the AKU-EB Islamic Studies 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 Islamic Studies revolves around these areas and

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

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

verses and the Hadīth (traditions) of The Holy Prophet ( صلی هللا عليہ و آلہ و as meaning is significant to know and reflect how guidance and ,(سّلم

inspiration can be sought from these two sources by Muslim students in

living their lives today.

June 2012 Page 11

2.2.4. It states that students should be made aware of the Islamic history covering the

periods of Holy Prophet (P.B.U.H) and rightly guided Caliphs. Besides, in

order to achieve the learning objectives 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 ‘Cultures and Civilization’ ,with focus on Islamic values, family life

educational system and Islamic society. 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 endeavours.

2.2.5 As the AKU-EB HSSC Examination Syllabus for Islamic Studies is based on

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

Assessment according to HSSC National Scheme of Studies 2007.

June 2012 Page 12

3. Topics and Student Learning Outcomes of the Islamic Studies Examination Syllabus

Part I (Class XI)

Topics Student Learning Outcomes Cognitive Levels

2

K U A

1 Al-Qur’an

Candidates should be able to:

1.1 Introduction of Qur’an 1.1.1 define the term Qur’an; *

1.1.2 give the different meanings of the word “Qur’an”; *

1.1.3 highlight the concept of “Wahi” with reference to revelation of

Qur’an;

*

1.1.4 state the kinds of Wahi as mentioned in Qur’an; *

1.1.5 elaborate the states of revelation on the Holy Prophet

(P.B.U.H);

*

1.1.6 explain that Wahi is necessary for mankind; *

1.1.7 explain how they can apply the guidance of Wahi in their daily

lives;

*

1.1.8 differentiate between Makki and Madani Surahs; *

1.1.9 explain how Qur’an is a miracle as an “all comprehensive

book”;

*

1.1.10 discuss the need and excellence of reciting Qur’an daily;

*

1.2 Preservation of Qur’an 1.2.1 explain how the Holy Prophet (P.B.U.H) took care of

preserving the Qur’an;

*

1.2.2 name the ‘Scribes’ (Katiban-e-Wahi); *

1.2.3 name the Companions who learnt Qur’an by heart; *

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).

June 2012 Page 13

NOTES

June 2012 Page 14

K U A

1.2.4 explore the materials on which Qur’an was written in the days of

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

*

1.2.5 explain the steps taken by Hazrat Abu Bakar (R.A) for preservation

of Qur’an during his Khilafat;

*

1.2.6 describe the efforts of Hazrat Umar (R.A) regarding preservation

of Qur’an;

*

1.2.7 highlight the contribution made by Hazrat Usman (R.A) for the

preservation and propagation of Qur’an;

*

1.2.8 describe the modern ways of preservation and propagation of

Qur’an;

*

1.3 Translation and Explanation of

Surah Al-Baqarah; Ruku 1-10:

Verses 1-86

1.3.1 state the reason for naming this Surah as “Al-Baqarah” or the cow; *

1.3.2 suggest the ways in which we can adopt those characteristics of

Muttaqeen (pious people) which are described in the light of initial

verses of this Surah;

*

1.3.3 explain main features of infidels with reference to verses 6 to 12; *

1.3.4 elucidate the state of hypocrites in the light of verses 19-20; *

1.3.5 discuss the implementation of these verses (19-20) in the present

time;

*

1.3.6 elucidate with examples that only Allah is the Creator and Sustainer

of the whole universe in the light of verses 21-22;

*

1.3.7 explain the concept of “guidance” keeping in view verses 26-27; *

1.3.8 explain with examples what inner attitude is required to accept the

guidance of Allah;

*

1.3.9 highlight the meaning and concept of “Khilafat-e-Arz” bestowed on

Prophet Adam (A.S);

*

1.3.10 comment on our responsibilities being the heir of Prophet Adam

(A.S);

*

June 2012 Page 15

NOTES

June 2012 Page 16

K U A

1.3.11 elucidate how Allah proved the excellence of Adam on Angels

in the light of verses 30-39;

*

1.3.12 suggest how Muslims can excel over other nations by

acquiring knowledge;

*

1.3.13 suggest how Muslims can co-exist with people of other

religions in the light of verse 62;

*

1.3.14 explain what type of evasive mentality of people of Bani Israel

is evident from the incident of cow narrated in verses 67-74;

*

1.3.15 explain what type of changes Jews made in the books revealed

to their Prophets in the light of verses 75-79;

*

1.3.16 describe the commandments given to Bani Israel in the verses

83-84;

*

1.3.17 explain the content of teachings of Islam in verses 83-85; *

1.3.18 explain the practical approach of Bani Israel described in

verses 85-86.

*

2 Ahadith



Selected Ahadith (See Annex B)

2.1.1 state the meaning of the words of selected Ahadith; *

2.1.2 explain the key concepts contained in these Ahadith. *

2.1.3 discuss the inter-relation of these Ahadith; *

2.1.4 analyze the understanding and application of these Ahadith in

the Muslim society;

*

2.1.5 discuss the lessons derived from these Ahadith to be applied in

their moral and social lives;

*

2.1.6 give examples of application of these Ahadith in their

individual lives;

*

June 2012 Page 17

NOTES

June 2012 Page 18

K U A

2.1.7 describe in the light of hadith 1 how one’s intention affects the

reward of his actions in life.;

*

2.1.8 explain the principle beliefs of Islam in the light of these

Ahadith;

*

2.1.9 comment on how “Halal” earning and intake affect the daily

life of Muslims in the light of these Ahadith;

*

2.1.10 describe the points which should be kept in view while

interpreting a Hadith;

*

2.1.11 explain how interpretation of Hadith helps us in understanding

the history, problems and conditions of the era of the Prophet

hood;

*

2.1.12 comment on the need of understanding Hadith for solving

religious issues.

*

3 History of Islam (The Period of the

Holy Prophet P.B.U.H)


3.1 Revelation of Islam 3.1.1 explain the social, economic, political and religious states of

Arabs before Islam;

*

3.1.2 highlight the social status of the family of the Holy Prophet

(P.B.U.H);

*

3.1.3 explain important events in the early life of the Holy Prophet

(P.B.U.H);

*

3.1.4 explain how the Holy Prophet (P.B.U.H) abstained himself

from wrong practices of Arab society in his life;.

*

June 2012 Page 19

NOTES

June 2012 Page 20

K U A

3.2 Ba’that and the Holy Prophet

at Makkah

3.2.1 state the event of first revelation on the Holy Prophet

(P.B.U.H);

*

3.2.2 comment the main difficulties faced by the Holy Prophet

(P.B.U.H) in propagation of Islam in Makkah;

*

3.2.3 comment on the importance of migration to Habshah for

Muslims;

*

3.2.4 elucidate the excellence of the Holy Prophet (P.B.U.H) over

other Prophets in the light of Mairaj;

*

3.2.5 explain the importance of Bait-e-Aqaba in the life of the Holy

Prophet (P.B.U.H) and the Muslim community;.

*

3.3 The Holy Prophet (P.B.U.H) at

Madinah

3.3.1 discuss the significance of the event of Hijrah in the history of

Islam;

*

3.3.2 discuss the implementation of the Pact of Madinah in the

present time;

*

3.3.3 discuss the role of different battles in the development and

stability of Muslim community in Madinah;

*

3.3.4 explain the wisdom of the Holy Prophet (P.B.U.H) behind

sending letters to different rulers;

*

3.3.5 discuss the teachings of the last sermon of the Holy Prophet

(P.B.U.H) at Hajj;

*

3.3.6 apply these teachings in their lives; *

June 2012 Page 21

NOTES

June 2012 Page 22

K U A

3.4 Sirah of the Holy Prophet

(P.B.U.H)

3.4.1 discuss the most important aspects (truthfulness,

trustworthiness, bravery, justice and forgiveness) of Sirah of

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

*

3.4.2 suggest how Muslims can emulate the examples of the Holy

Prophet (P.B.U.H) in their daily life;

*

3.4.3 explain the justice system established by the Holy Prophet

(P.B.U.H);

*

3.4.4 state the appointment of Governors by the Holy Prophet

(P.B.U.H) in different areas;

*

3.4.5 explain the system of Zakat and Baitul Mal in the days of the

Holy Prophet (P.B.U.H).

*

4 Khilafat-e-Rashidah (Rightly Guided

Caliphs)


4.1 Khulfa-e-Rashdeen 4.1.1 explain why Khilafat-e-Rashidah has been named so; *

4.1.2 elucidate important events of Khilafat-e-Hazrat Abu Bakar

(R.A);

*

4.1.3 explain important characteristics of Khilafat of Hazrat Umar

(R.A);

*

4.1.4 elucidate the efforts of Hazrat Usman (R.A) for propagation

and preservation of Qur’an;

*

4.1.5 explain the difficulties faced by Hazrat Ali (R.A) during his

Khilafat and the ways in which he dealt with them.

*

June 2012 Page 23

NOTES

June 2012 Page 24

Part II (Class XII)

Topics Student Learning Outcomes Cognitive levels

K U A

5. Al-Qur’an



Surah Al-Baqrah; Ruku 11-20:

Verses 87-167

5.1.1 name the Prophets on whom the divine books were revealed; *

5.1.2 explain how people reacted to the Prophets and their teachings

(Al-Baqarah, verses 87-88);

*

5.1.3 explain that Qur’an testifies the books revealed on the past

Prophets (verse 91);

*

5.1.4 explain the importance of Angels especially the dignity of Hazrat

Jibrail and Mika’el (verses 97-98);

*

5.1.5 explain how Qur’an condemns magic and its practitioner (verses

102-103);

*

5.1.6 suggest ways through which a state of better understanding

among different religions can be established (verse 113);

*

5.1.7 explain how Allah tested Prophet Ibrahim (A.S) and he

reconstructed Baitullah (Al-Baqarah, verses 124-128);

*

5.1.8 explain that Prophet Ibrahim prayed Allah for sending the Holy

Prophet Muhammad (P.B.U.H) (verse129);

*

5.1.9 explain the event of change in Qibla and significance of turning

face towards Ka’aba (verses 142-150);

*

5.1.10 highlight the concept of shahdat (martyrdom) and excellence of

martyrs in Islam (verse 154);

*

June 2012 Page 25

NOTES

June 2012 Page 26

K U A

5.1.11 give examples how one can remain steadfast when put to trials

by Allah (verse 155)

*

5.1.12 analyze the impact of manasik of Hajj in practical life (verse

158);

*

5.1.13 give examples that Allah is the Creator of the world and give

some examples of His manifestations (verses 163-164).

*

6. Al-Hadith


6.1 Introduction 6.1.1 explain the word ‘Hadith’ and its meaning as a term; *

6.1.2 differentiate between the terms ‘Hadith’ and ‘Sunnah’; *

6.1.3 describe different types of Hadith;

*

6.2 Importance of Hadith 6.2.1 discuss the importance of Hadith with reference to the

performance of Ibadat and in daily life;

*

6.2.2 explain the key terms of Ilm-ul-Hadith; *

6.2.3 state about famous collections of Hadith (Sihah Sitta and

Kubut-e-Arba) and their compilers;

*

6.2.4 explain different periods of collection and compilation of

Hadith (days of the Holy Prophet, companions, Taba’ain and

Taba’a Tab’ain);

*

6.2.5 comment those values of Muslim society (with reference to

acquiring and publishing knowledge) which are promoted by

this period.

*

June 2012 Page 27

NOTES

June 2012 Page 28

K U A


Selected Ahadith

(See Annex C)

6.3.1 state the meaning of the words in selected Ahadith; *

6.3.2 analyze the moral values contained in selected Ahadith; *

6.3.3 explain the key concepts of selected Ahadith ; *

6.3.4 explain that Islam prohibits causing damage to others and

one’s ownself (Hadith No. 1);

*

6.3.5 suggest some steps for curbing evil in society in the light of

Hadith No. 3;

*

6.3.6 give examples what rights a Muslim has on other Muslims

(Hadith No. 4); *

6.3.7 elucidate what type of wrongdoings will Allah forgive (Hadith

No. 6);

*

6.3.8 analyze the mandatory behaviour of being a Momin

(Hadith No. 8);

*

6.3.9 explain the acts which continue to benefit a person, even after

his death (Hadith No. 10) and suggest how we can apply this

Hadith in our lives;

*

6.3.10 discuss the steps to be taken to follow the teachings of Qur’an

while describing the excellence of reciting Qur’an (Hadith No.

16);

*

6.3.11 explain that Allah will not forgive the hypocrites (Mushriks)

(Hadith No. 17);

*

6.3.12 analyze the reasons due to which Allah will not forgive the one

who kills Momin intentionally (Hadith No. 17).

*

June 2012 Page 29

NOTES

June 2012 Page 30

K U A

7.

Culture and Civilization Candidates should be able to:

7.1 Culture and Civilization 7.1.1 state the literal meaning of words ‘culture’ and ‘civilization’; *

7.1.2 explain the meaning of ‘culture’ and ‘civilization’ as terms; *

7.1.3 define the terms ‘Islamic culture’ and ‘civilization’; *

7.1.4 discuss the importance of Islamic culture and civilization in a

Muslim’s life;

*

7.1.5 explain the development of fine arts in Islamic culture and

civilization;

*

7.1.6 describe the eminent achievements of Muslims in the field of

architecture, calligraphy, medicine and geography;

*

7.2 Personal Life 7.2.1 explain the importance of good moral character of an

individual;

*

7.2.2 suggest the ways in which one can adopt some moral values

(Taqva, Zikr, Shukr, Sabar and Tadabur) in his life;

*

7.2.3 discuss the mutual relation between justice and forgiveness; *

7.2.4

describe the term “ehsaan” with reference to Islamic point of

view;

*

7.2.5 suggest the ways in which one can apply this value (ehsaan) in

his daily life;

*

7.2.6 define the term ‘social welfare’ from the Islamic perspective; *

7.2.7 suggest the ways in which social welfare can change a society;

*

7.3 Family Life 7.3.1 explain the rights and duties of parents; *

7.3.2 discuss the rights and duties of children; *

7.3.3 explain the importance of marriage and its objectives; *

7.3.4 elucidate the rights and duties of husband and wife; *

7.3.5 suggest the steps one can take for a happy married life; *

June 2012 Page 31

NOTES

June 2012 Page 32

K U A

7.4 Islamic System of Education 7.4.1 describe the importance of education in Islam; *

7.4.2 describe the historical perspective of Islamic education system

(the era of the Holy Prophet and after);

*

7.4.3 explain the salient features of Islamic education system; *

7.4.4 suggest the ways in which we can implement these features; *

7. .4 5 explain the role of Mosques as an educational institution in the

history of Islam;

*

7.4.6 discuss the role of teachers and the responsibilities of students

in Islamic education system;

*

7.5 Islamic Society 7.5.1 define an Islamic society and state its main characteristics; *

7.5.2 give the meaning of the term ‘neighbour’ in Islamic

perspective;

*

7.5.3 explain Islamic teachings on the rights of neighbours; *

7.5.4 explain the teachings of Islam about “Silah Rahami” (loving

and treating one’s relatives nicely) and its importance in one’s

life;

*

7.5.5 discuss the concept of citizen in Islam; *

7.5.6 suggest the ways in which an Islamic state should protect the

rights of its citizens;

*

7.5.7 describe the basic rights of citizens from Islamic perspective;

*

7.6 Islamic State 7.6.1 define ‘Islamic state’ and state its salient features; *

7.6.2 state major duties and responsibilities of an Islamic State with

reference to the State of Madinah;

*

7.6.3 explain the problems and challenges the Muslim world is

facing;

*

7.6.4 elaborate what role the concepts of brotherhood, preaching of

Islam, and Jihad can play for the solution of these problems;

*

7.6.5 comment on whether Muslims can overcome their existing

problems.

*

June 2012 Page 33

NOTES

June 2012 Page 34

4. Scheme of Assessment

Class XI

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’an (Surah Al- Baqrah, Ruku

1-10)

3 6 26 4 36

2. Ahadith (1-20 Annex B) 1 1 7 4 12

3. History of Islam 4 2 14 4 20

4. Khilafat-e-Rashida 1 - 5 - 5

Total 9 9 51 13 73

Percentage 12 70 18 100

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

Multiple

Choice

Questions

Constructed

Response

Questions

Extended

Response

Questions

Total

1. Al-Qur’an (Surah

Al- Baqrah, Ruku

1-10)

3 10 18 10 38

2. Ahadith (1-20

Annex B) 1 7 12 0 19

3. History of Islam 4 8 12 10 30

4. Khilafat-e-Rashida 1 5 8 0 13

Total 9 30 50 20 100

June 2012 Page 35

Table 3: Paper Specifications

Topic

No. Topics

No. of

Sub-Topics Marks Distributions

Total

Marks

1.

Al-Qur’an (Surah Al-

Baqrah, Ruku

1-10)

3

MCQs 10 @ 1 Mark

CRQs 3 @ 6 Marks

*ERQ 1 @ 10 Marks

Choose any ONE from TWO

38

2. Ahadith

(1-20 Annex B) 1

MCQs7 @ 1 Mark

CRQs 2 @ 6 Marks 19

3. History of Islam 4

MCQs 8 @ 1 Mark

CRQs 2 @ 6 Marks

*ERQ 1 @ 10 Marks


30

4. Khilafat-e-Rashida 1 MCQs 5 @ 1 Mark

CRQ 2 @ 4 Marks 13

Total 9 MCQs CRQs ERQs

100 30 50 20

• Extended response question (ERQ) will require answers in more descriptive form.

The answers will be in a paragraph rather than a word or a single sentence.

June 2012 Page 36

Class XII

Table 4: Number of Student Learning Outcomes by Cognitive Levels

Topic

No. Topics

No. of

sub-Topics

SLOs Total

K U A

5. Al-Qur’an (Surah Al-Baqrah, Ruku

11-20: Verse 87-167)

1 1 8 4 13

6. Al-Hadith (1-20 Annex C) 3 3 9 8 20

7. Culture and Civilization 6 6 23 7 36

Total 10 10 40 19 69

Percentage 14 58 28 100

Table 5: 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

Multiple

Choice

Questions

Constructed

Response

Questions

Extended

Response

Questions

Total

6. Al-Qur’an (Surah

Al-Baqrah, Ruku

11-20: Verse 87-

167)

1 10 14 0 24

7. Al-Hadith (1-20

Annex C) 3 10 18 10 38

8. Culture and

Civilization 6 10 18 10 38

Total 10 30 50 20 100

Table 6: Paper Specifications

Topic

No. Topics

No. of

Sub-

Topics

Marks Distributions Total

Marks

6. Al-Qur’an ( Surah Al-Baqrah,

Ruku 11-20: Verse 87-167)

1 MCQs 10 @ 1 Mark

CRQs 2 @ 7 Marks 24

7. Al-Hadith (1-20 Annex C) 3 MCQs 10 @ 1 Mark

CRQs 3 @ 6 Marks

*ERQ 1 @ 10 Marks


38

8. Culture and Civilization 6 MCQs 10 @ 1 Mark

CRQs 3 @ 6 Marks

*ERQ 1 @ 10 Marks


38

Total 10 MCQs CRQs ERQs

100 30 50 20

• Extended response question (ERQ) will require answers in more descriptive form.

The answers will be in a paragraph rather than a word or a single sentence.

June 2012 Page 37

4.1 Tables 1 and 4 summarise the nature of the SLOs in each topic. This will serve as a

guide in the construction of the examination paper. The per cent age o f t he

number o f SLOs at Understanding level 73% and 59% and at Application

level 15% and 26% respect ively indicate the need for both teachers and

learners to develop a deeper understanding of the topics.

4.2 Tables 2 and 5 show the distribution of marks whereas tables 3 and 6 give paper

specifications for each topic. There will be 30 items for the MCQ paper carrying

one mark each whereas the Constructed Response Paper carries 70 marks including

at least one question from each topic. There will be a choice in ERQ question.

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

Choice Questions of 40 minutes, administered before the Constructed Response

Paper (paper II). Part II will be of 2 hours and 20 minutes duration. Both papers will

be of duration of 3 hours.

4.4 In the constructed response questions there will be no choice. However, the extended

response question will be presented in an either/or form.

4.5 All constructed response questions will be in a booklet 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.

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

1. William Chipic. The Vision of Islam, Lahore. Sohail Academy.

2. Ameer Ali Justice. Spirit of Islam

Reference Books

1. Dr. Khalid Alavi. Mohammad, the Prophet of Islam. A Joint Publication of Da’wah

Academy International Islamic University, Islamabad and Institute of Islamic Studies

and Da ‘wah Birmingham. U.K.

2. Dr. Mohsin Naqvi. Quran: A Comparative Study (Part I & II). Karachi. Islamic

Orientation Publications.

3. S. F. Mahmud. (2004). A Short History of Islam. Karachi: Oxford University Press.

June 2012 Page 38

4. Abdullah Yousuf Ali. Holy Quran, Text, Translation and Commentary. Lahore: S.H.

Muhammad Ashraf Publisher.

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.

June 2012 Page 39

7.2 Definition of Command Words

Knowledge

Define: Only a formal statement or equivalent paraphrase is required.

No examples need to be given.

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 objects, people,

books etc.

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.

Differentiate: To identify those characteristics which always or sometimes

differentiate two categories.

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.

Elaborate:

Clarify or enrich given statements or definitions, by providing

relevant details or examples.

Explain/

Elucidate:

Give a clear and detailed account of related information with

reasons or justification. It may imply some reference to theory

depending on the context.

Explore: To investigate or examine systematically/ to attain

information by searching in books/ videos/ websites.

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

June 2012 Page 40

Application

Analyse: 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.

Apply: To use the available information in different context to relate

and draw conclusions.

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

point.

Give examples/

Exemplify:

Name specific instances or cases to demonstrate the

occurrence of an event or existence of a situation or

phenomenon.

Justify: To prove with reasons or give logic to support the given

statement.

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

opinion.

June 2012 Page 41

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.

June 2012 Page 42

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.


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

conducted at the end of Class XII.

June 2012 Page 43

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.

June 2012 Page 44

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

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




*This subjects are offered ONLY in the May examination.

June 2012 Page 45

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.

June 2012 Page 46

Annex B

Class XI

Selected Ahādīth

June 2012 Page 47

June 2012 Page 48

June 2012 Page 49

Annex C

Class XII

Selected Ahādīth

June 2012 Page 50

Documents

Higher Secondary School Certificate Examination Syllabus · PDF fileAims/Objectives of the National Curriculum (2002)1 1.1 General Objectives 1. ... Demonstrate an awareness of the