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					   Scheme of Studies, Syllabus
              and
     Model Question Paper
            (For and from annual examination 2007)




   Higher Secondary School Certificate
              Examination


                       CIVICS
                        PART – 1




                         Research Wing
Federal Board of Intermediate and Secondary Education, Islamabad
                   Islamic Republic of Pakistan
                             TABLE OF CONTENTS

S. No.   Contents                                                       Page No.
  1.     Foreword                                                          (i)
  2.     Preface                                                          (iii)
  3.     Scheme of Studies                                                 1
  4.     Aims and Objectives of Education Policy 1998 – 2010               3
  5.     Aims and Objectives of Civics Syllabus                            7
  6.     Objectives, Concepts, Contents, Activities and Evaluation of      8
         Civics Syllabus
  7.     Teaching Strategies                                              15
  8.     Assessment and Evaluation                                        16
  9.     Definition of Cognitive Levels                                   17
 10.     Definition of Command Words                                      18
 11.     Recommended Reference Books                                      20
 12.     Model Question Paper                                             21
                                FOREWORD

      We are living in an extraordinary age characterized by stunning changes in
social organization, economic well-being, modern philosophical and religious
perspectives with a much advanced understanding of our universe. Education is
vital to every aspect of human progress and development and therefore, for the first
time in history educational development on a global scale tends to precede
economic development.


      Over the last five years the government of Pakistan has taken several
initiatives to reform the teaching and learning in our schools and colleges. One of
these reforms includes the designing and implementation of an examination system
that ensures assessment of comprehension of concepts, analytical skills and critical
approach of students.


      In the present day teaching-learning process students resort to memorization
and learn only what is needed to pass the examination; students rarely apply or
integrate what they have learned in a realistic context. This hinders the ability of
students to use concepts in new situations. Therefore, the examination system
should take cognizance of the aims and objectives of the curriculum. In the
concern for academic progress the basic aims of education should not be lost sight
of. The Federal Ministry of Education has fixed priorities in the context of
educational endeavours which aim at the improvement of teaching and
examination system at all levels. An effective examination system can prove to be
a vehicle for improvement in teaching-learning process and the improved quality
of examination may in the long run result in improvement of the overall quality of
education. If the examination system is reduced to simply testing how well
students reproduce a given set of information, rote learning becomes the dominant
culture, unimaginative teaching methods become the norm and schooling becomes
a chore.


                                        (i)
      The present government has given a good deal of attention to reforming the
secondary and higher secondary school curricula to raise the education standard.
We need to improve the achievement of students through better instructional
materials, curricula, more intensive teaching and better examination strategies and
so on. Reaching these goals would depend on the extent to which teachers,
principals and administrators have ready and continuing access to professional
development in all areas of education.


      The Federal Board of Intermediate and Secondary Education, in compliance
with the policy perceived by the Ministry of Education, has undertaken the arduous
task of enhancing the quality of its examinations. It has employed all possible
resources in the pursuit of this national cause and has set another example of its
commitment to excellence. I hope this will go a long way in improving the quality
of education in Pakistan.




                                                           SAJID HASSAN
                                                                Secretary
                                                          Ministry of Education




                                         (ii)
                                    PREFACE

      Education as a system largely relies on the curriculum and evaluation of the
students‟ knowledge through examination. Assessment and evaluation help
enhance the student‟s accomplishments and improve the teacher‟s abilities and
communication skills. A wide range of cleverly designed assessment and
evaluation techniques in the education system can help the teachers closely follow
student progress and facilitate future acquisition of knowledge.

      The National Education Policy (1998-2010) of Pakistan outlines the
evaluation strategy as one of its prime objectives at the Secondary and Higher
Secondary level education by introducing a system of evaluation which
emphasizes comprehension of concepts and discourages learning by rote. Over
the past five years, assessment and improvement of students‟ performance has
been the focus of much discussion and efforts within the academic institutions and
at the government level to adopt a novel and interesting approach to assessing
students‟ abilities and learning potential.

      In line with the stated objective of the National Education Policy, the
Ministry of Education launched appropriate and effective strategies for so
regulating the examination system as to help the students comprehend and grasp
ideas and hone their intellectual capabilities. The Federal Board while playing a
leading role in restructuring the examination system under the directions of the
Ministry of Education, undertook the responsibility for designing model question
papers during 2002-2003 based on the revised National Curriculum. These model
papers, divided into 3 sections, were distributed among the institutions. This was
the first step to bring about changes in the assessment and evaluation system. This
effort of the Federal Board was widely acclaimed in the educational circles.

      Realizing and responding to the growing competition and changing trends in
the field of education, the Federal Board has embarked on a process of bringing
evolutionary changes in the conventional examination system. In the process it has


                                          (iii)
taken a significant initiative and developed interaction and cooperation with
Edexcel International, UK to bring about desirable improvements in the teaching
methods and the examination system. As a part of cooperation experts from
Edexcel International visited the Federal Board to analyze the content and quality
of SSC and HSSC question papers and held useful discussions with the paper-
setters. Building on the review of the suggestions and recommendations of Edexcel
experts, the Federal Board has put in considerable time and effort to devise and
implement an appraisal system that should draw forth, stimulate and nurture the
creative potential of the students. In this connection, the Board held panel meetings
with experienced teachers of public and private institutions and designed model
question papers for the SSC composite examination 2007 and circulated them
among all concerned.

      After the preparation of SSC model question papers as per Government
directive, FBISE has prepared model question papers for HSSC Part – I
examination to be held in 2007. In this context, experienced and competent
teachers of „A‟ level and HSSC level from private and public sectors were brought
together to interact and blend the merits of both examination systems as well as
prepare model papers to improve the quality of assessment and evaluation. The
questions included in the model papers aim at testing the comprehension potential
and capacity of the students based on knowledge, understanding and application.
The Board aims at fostering an ordered intellect and encouraging the students to
develop a conceptual approach to the subject studied so that they do not get
stumped if they have to answer a question that is not straight from their text book.

      This booklet contains examination syllabi and their scope, model question
papers and their marking scheme, aims and objectives of each subject and
instructional objectives for the teachers and students. Practical activities have also
been included to inculcate a spirit of team-work and cohesion and to lend a fresh
approach to studies. Previously, only course contents, extracted from the National
Curriculum, were selected for the syllabus booklets. Now, greater part of the


                                         (iv)
material from the National Curriculum has been included in this booklet which
concerns both the teachers and the taught. Moreover, definitions of the command
words have also been included which should help the teachers to frame questions
in a manner that impels the students to equip themselves with the ability to clearly
understand and learn concepts in order to solve the question paper. It presents the
examination syllabus in detail and helps in introducing a wide range of teaching
strategies from classroom techniques to the Board examination. Considerable
stress has been laid on developing a principled approach to teaching that is neither
dogmatic nor inflexible. Accordingly, this can serve as the teacher‟s resource book.
With emphasis on the development of comprehension, it has been shown how the
evaluation procedure determines the extent of students‟ learning or the extent to
which instructional goals have been attained.

      This work is expected to become an essential reference tool for practising
teachers, student – teachers, school and college administrators, and parents. It is,
therefore, hoped that the information and guidelines provided in this booklet will
lead to optimizing the learning pace of the students and the devotion and
commitment of the teachers in the classroom.

      We assure the readers of our unwavering readiness to accept both objective
and meaningful criticism and constructive suggestions.




                                                  MUHAMMAD S SHAMSHAD
                                                     Commodore (Retd)
                                                           Chairman FBISE




                                        (v)
                                 SCHEME OF STUDIES
                                 FOR HSSC (CLASSES XI–XII)


COMPULSORY FOR ALL (500 marks)

1.        English (Compulsory)/ English (Advance)             2 papers                200 marks


2.        Urdu (Compulsory)/ Urdu Salees In lieu of Urdu      2 papers                200 marks
          (Compulsory)/ Pakistan Culture for Foreign
          Students Part – I and Pakistan Culture Paper-II


3.        Islamic Education/Civics (for Non-Muslims)          1 paper                 50 marks


4.        Pakistan Studies                                    1 paper                 50 marks


SCIENCE GROUP (600 marks)

The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks:


(A)       Pre-Medical Group:
          Physics, Chemistry, Biology


(B)       Pre-Engineering Group:
          Physics, Chemistry, Mathematics


(C)       Science General Group:
          1.     Physics, Mathematics, Statistics
          2.     Mathematics, Economics, Statistics
          3.     Economics, Mathematics, Computer Science
          4.     Physics, Mathematics, Computer Science
          5.     Mathematics, Statistics, Computer Science


HUMANITIES GROUP (600 marks)

Select three subjects of 200 marks each from the following:
S. No. Subject                                              S. No.       Subject

     1.    Arabic/Persian/French/English (Elective)/Urdu      10.        Sindhi (Elective)
           (Elective)                                         11.        Civics
     2.    Economics                                          12.        Education
     3.    Fine Arts                                          13.        Geography
     4.    Philosophy                                     14.     Sociology
     5.    Psychology                                     15.     Mathematics
     6.    Statistics                                     16.     Computer Science
     7.    History of Modern World/Islamic History/       17.     Islamic Culture
           History of Muslim India/ History of Pakistan   18.     Library Science
     8.    Islamic Studies                                19.     Outlines    of   Home
     9.    Health and Physical Education                          Economics



COMMERCE GROUP (600 marks)


HSSC – I
1.        Principles of Accounting                        paper – I           100 marks
2.        Principles of Economics                         paper – I           75 marks
3.        Principles of Commerce                          paper – I           75 marks
4.        Business Mathematics                            paper – I           50 marks


HSSC – II
1.        Principles of Accounting                        paper – II          100 marks
2.        Commercial Geography                            paper – II          75 marks
3.        Computer Studies/Typing/Banking                 paper – II          75 marks
4.        Statistics                                      paper – II          50 marks

MEDICAL TECHNOLOGY GROUP (600 marks each)

1.        Medical Lab Technology Group
2.        Dental Hygiene Technology Group
3.        Operation Theater Technology Group
4         Medical Imaging Technology Group
5.        Physiotherapy Technology Group
6.        Ophthalmic Technology Group
           AIMS AND OBJECTIVES OF EDUCATION POLICY
                          (1998 – 2010)

AIMS

       Education is a powerful catalyzing agent which provides mental, physical, ideological
and moral training to individuals, so as to enable them to have full consciousness of their
mission, of their purpose in life and equip them to achieve that purpose. It is an instrument for
the spiritual development as well as the material fulfillment of human beings. Within the context
of Islamic perception, education is an instrument for developing the attitudes of individuals in
accordance with the values of righteousness to help build a sound Islamic society.


       After independence in 1947 efforts were made to provide a definite direction to education
in Pakistan. Quaid-i-Azam Muhammad Ali Jinnah laid down a set of aims that provided
guidance to all educational endeavours in the country. This policy, too has sought inspiration and
guidance from those directions and the Constitution of Islamic Republic of Pakistan. The policy
cannot put it in a better way than the Quaid‟s words:


       “You know that the importance of Education and the right type of education, cannot be
       overemphasized. Under foreign rule for over a century, sufficient attention has not been
       paid to the education of our people and if we are to make real, speedy and substantial
       progress, we must earnestly tackle this question and bring our people in consonance with
       our history and culture, having regard for the modern conditions and vast developments
       that have taken place all over the world.”


       “There is no doubt that the future of our State will and must greatly depend upon the type
       of education we give to our children, and the way in which we bring them up as future
       citizens of Pakistan. Education does not merely mean academic education. There is
       immediate and urgent need for giving scientific and technical education to our people in
       order to build up our future economic life and to see that our people take to science,
       commerce, trade and particularly well-planned industries. We should not forget, that we
       have to compete with the world which is moving very fast towards growth and
       development.”


       “At the same time we have to build up the character of our future generation. We should
       try, by sound education, to instill into them the highest sense of honour, integrity,
       responsibility and selfless service to the nation. We have to see that they are fully
       qualified and equipped to play their part in various branches of national life in a manner
       which will do honour to Pakistan.”


       These desires of the Quaid have been reflected in the Constitution of the Islamic Republic
of Pakistan and relevant articles are:


       The state shall endeavour, in respect of the Muslims of Pakistan:
           a. to make the teachings of the Holy Quran and Islamiat compulsory and encourage
               and facilitate the learning of Arabic language to secure correct and exact printing
               and publishing of the Holy Quran;


           b. to promote unity amongst them and the observance of Islamic moral standards;


       Provide basic necessities of life, such as food, clothing, housing, education and medical
       relief for all such citizens irrespective of sex, caste, creed or race as are permanently or
       temporarily unable to earn their livelihood on account of infirmity, sickness or
       unemployment;


       Remove illiteracy and provide free and compulsory secondary education within minimum
       possible period.


       Enable the people of different areas, through education, training, agricultural and
       industrial development and other methods, to participate fully in all the forms of national
       activities including employment in the service of Pakistan;


       The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices
       among the citizens.


       Reduce disparity in the income and earnings of individuals, including persons in various
       classes of the service of Pakistan.


       Steps shall be taken to ensure full participation of women in all the spheres of national
       life.
       The vision is to transform Pakistani nation into an integrated, cohesive entity, that can
compete and stand up to the challenges of the 21st Century. The Policy is formulated to realize
the vision of educationally well-developed, politically united, economically prosperous, morally
sound and spiritually elevated nation.


OBJECTIVES

       To make the Qur‟anic principles and Islamic practices as an integral part of curricula so
that the message of the Holy Quran could be disseminated in the process of education as well as
training. To educate and train the future generation of Pakistan as true practicing Muslims who
would be able to usher in the 21st century and the next millennium with courage, confidence,
wisdom and tolerance.


       To achieve universal primary education by using formal and informal techniques to
provide second opportunity to school drop-outs by establishing basic education community
schools all over the country.


       To meet the basic learning needs of a child in terms of learning tools and contents.

       To expand basic education qualitatively and quantitatively by providing the maximum
opportunities to every child of free access to education. The imbalances and disparities in the
system will be removed to enhance the access with the increased number of more middle and
secondary schools.


       To ensure that all the boys and girls, desirous of entering secondary education, get their
basic right through the availability of the schools.


       To lay emphasis on diversification of curricula so as to transform the system from
supply-oriented to demand oriented. To attract the educated youth to world-of-work from various
educational levels is one of the policy objectives so that they may become productive and useful
citizens and contribute positively as members of the society.


       To make curriculum development a continuous process; and to make arrangements for
developing a uniform system of education.
       To prepare the students for the world of work, as well as pursuit of professional and
specialized higher education.


       To increase the effectiveness of the system by institutionalizing in-service training of
teachers, teacher trainers and educational administrators. To upgrade the quality of pre-service
teacher training programmes by introducing parallel programmes of longer duration at post-
secondary and post-degree levels.


       To develop a viable framework for policy, planning and development of teacher
education programmes, both in-service and pre-service.


       To develop opportunities for technical and vocational education in the country for
producing trained manpower, commensurate with the needs of industry and economic
development goals.


       To improve the quality of technical education so as to enhance the chances of
employment of Technical and Vocational Education (TVE) graduates by moving from a static,
supply-based system to a demand-driven system.


       To popularize information technology among students of all ages and prepare them for
the next century. To emphasize different roles of computer as a learning tool in the classroom
learning about computers and learning to think and work with computers and to employ
information technology in planning and monitoring of educational programmes.


       To encourage private sector to take a percentage of poor students for free education.

       To institutionalize the process of monitoring and evaluation from the lowest to the
highest levels. To identify indicators for different components of policy, in terms of quality and
quantity and to adopt corrective measures during the process of implementation.


       To achieve excellence in different fields of higher education by introducing new
disciplines/emerging sciences in the universities, and transform selected disciplines into centres
of advanced studies, research and extension.


       To upgrade the quality of higher education by bringing teaching, learning and research
process in line with international standards.
              AIMS AND OBJECTIVES OF CIVICS SYLLABUS

AIMS
1.   To transmit the traditional values in consonance with the modernity.
2.   To develop for critical appraisal of alien culture and ideology.
3.   To comprehend evil consequence of imperialism, colonialism and the significance of
     independence.
4.   To promote the unity of Muslim Ummah in the world.
5.   To develop and practice the spirit of Ideology of Pakistan and Islam.


OBJECTIVES
1.   To develop an understanding of the social nature and significance of Civics, its key
     concepts and civil life.
2.   To emphasize learning of civics themes in a way that it encourages creativity, observation,
     questioning and exploration.
3.   To create awareness among the students about the nature of civic life and acquaint them
     the civic life of the people in their society.
4.   To inculcate in students the behaviour patterns of national character and qualities of good
     citizen, patriotism, self-reliance, and leader ship.
5.   To prepare the students with the positive role of a citizen in Islamic Society and world at
     large.
6.   To enhance an understanding of socio-economic and socio-political processes occurring in
     our society in the light of our ideological commitments.
7.   To develop an understanding of Ideology of Pakistan and the struggle of Muslims for
     emergence of an Islamic State.
8.   To inculcate a strong sense of national unity and integrity an gratitude to Almighty Allah.
9.   To develop an understanding and appreciation in relation to Pakistan‟s international
     relations.
      OBJECTIVES, CONCEPTS, CONTENTS, ACTIVITIES AND
             EVALUATION OF CIVICS SYLLABUS


I.   Civics – what is it?

Objectives           Concepts         Contents            Activities         Evaluation
Cognitive        1. Introduction 1. Definition            1.         Group 1. Evaluate the
1. To illustrate                 2. Nature                discussions.     students through
the introductory 2. Relationship 3. Significance          2. Group work :
aspects of civics. with other social 4. Utility           for    preparing   Subjective cum
2. To explain sciences.              5. Relationship      charts and for     objective types
relationing                          of civics with       other              tests based on
aspect of civics                     Political Science,   assignments.       comprehension
and other social                     History,             3.    Use     of   and higher order
sciences.                            Economics,           Supplementary      skills creativity,
Affective                            Sociology       &    Readers.           observation,
1. To attain a                       Ethics.              4.    Questions/   curiosity,
sense of love and                                         Answer Sessions.   explanation and
respect of human                                                             question.
relationships.                                                               2. Observing the
2. To develop a                                                              performance of
sense of gratitude                                                           students during
to almighty All                                                              i.          Group
for His blessings.                                                           discussions.
3. To recognize                                                              ii.      Question/
the reality of                                                               answer
Oneness in the                                                               iii. Group work.
knowledge and
the universe.
Psychomotor
1. To observe,
collect       and
communicate,
date.
2. To share group
discussion, group
reading     group
work etc.
II.   Civics – The Basic Concern


Objectives           Concepts           Contents              Activities           Evaluation
Cognitive            1. Civics and      1. the harmonic       1.          Group    1. Evaluate the
1. To illustrate     human needs.       relationship          discussions about    students through :
the nature of        2. individual      between        the    civic relationship   Subjective cum
civic    life in     3. Family          members         of    at various levels.   objective    types
relation      to     4. Community       society e.g. child    2.      Questions/   tests based on
individual,          5. Society         hold,                 Answer Sessions.     comprehension
family               6. Nation and      socialization,        3.     Use     of    and higher order
community            Nationality        gender, religion.     Supplementary        skills.
society, nation,     7.        Muslim   2. Individual as a    Readers.             2. Observing the
nationality and      Ummah.             member of state.      4. Group work        performance of
Muslim Ummah.                           3. Family a basic     e.g.        some     students during
Affective                               social institution.   research oriented    i.           Group
1. To develop the                       4. Nature &           assignments.         discussions.
feelings       of                       Significance of       5. Seminars.         ii.      Question/
harmonious                              community             6. Nation and        answer sessions
relationship                            5. Society            Nationality    &     iii. Group work
among          the                      6. Nation and Muslim Ummah                 iv. role plays.
members         of                      Nationality &
society                                 Muslim Ummah
2. To develop a
sense of pride in
being     Muslim
and Pakistani.
3. To develop a
sense of affection
for value and
behaviour
patterns of our
society based on
Islamic
teachings.
Psychomotor
1. To develop
skills        of
communication
an observation
2. To participate
in      speeches,
group
discussions, role
plays and group
work.


III. State


Objectives           Concepts            Contents            Activities           Evaluation
Cognitive        1. Introduction         1. Definition       1.         Group 1. Evaluate the
1. To illustrate                         2. Elements         discussions.      students through
various                                  3. Origin           2.     Questions/ :
introductory        2.     Distinctive   4. Distinction of Answer Sessions.       Subjective cum
aspects of state.   nature of state.     state from        3. Individual /        objective types
2. To express                            Government        Group research         tests based on
distinctive nature                       Society           assignments to         comprehension
of     State     in                      Nation            collect material       and higher order
Islamic             3.         Islamic                     specifically           skills
perspective       background.                                about diagnosing     2. Observing the
3. To relate the                         5.     Conceptual   the equity issues    performance of
concept        of                        basis of state in   and find out their   students during
welfare     state 4. Welfare State       Islam.              remedies.            i.          Group
with       equity                        6. Welfare State    4.    Visits    of   discussions.
issues.                                  and equity issues   related places to    ii. Study visits
Affective                                with reference to   screen out the       iii.     Question/
1. To develop                            gender, religion,   equity issues.       answer session.
Islamic civic
sense about state                        are & social        5. Meeting with      iv. Group work.
being the                                classes.            community            v.      Individual
primary requisite                                            leaders       and assignment work.
Islamic State.
                                                             social workers.    vi.       Using
2. To promote
the feelings of                                                6. Preparation internet.
love for Islamic                                             of charts, and
code of life, that
                                                             models          on
ensures equity at
each level.                                                  related topics.
Psychomotor                                                  7.     Use      of
1. To promote                                                Supplementary
skills      of                                               Readers.
communication,                                          8.     Use    of
observation and                                         Internet.
data collection.
2. To participate
in       speeches
group discussion,
use of internet,
meetings etc.


IV. Sovereignty


Objectives          Concepts        Contents            Activities         Evaluation
Cognitive    1. Understanding 1. Definition      1.         Group 1. Evaluate the
1. To define Sovereignty.     2.         Salient discussions.     students through
sovereignty                         features            2.    Questions/   :
2. To describe                      3.         Forms    Answer Sessions.   Subjective cum
attributes, form 2.       Islamic   Manifestation of    3.    Use     of   objective types
and              Background         Sovereignty         Supplementary      tests based on
manifestation of                    5.          Basic   Readers Library    comprehension
sovereignty                         principles     of   & materials.       and higher order
3. To illustrate                    Sovereignty    in 4. Meetings        skills
the concept of                      Islam.            5. Speeches        2. Observing the
sovereignty   in                                      6.     Use      of performance of
the background                                        Computer           students during
of Islam                                                                 i.          Group
Affective                                                                discussions.
1.To      develop                                                        ii.     Question/
sense of love for                                                        answer
Almighty Allah                                                           iii. Meetings
2.To promote an                                                          iv.    Use      of
urge to practice                                                           Library materials
the teaching of
Islam in its real
spirit.
Psychomotor
1. To promote
the skills of
communication
and observation
2. To participate
in group work,
discussions,
meetings     and
speeches.


V.   Government


Objectives           Concepts            Contents            Activities            Evaluation
Cognitive            1. Introduction     1. Meeting          1.           Group 1. Evaluate the
1. To describe       2. Classification   2.     Democracy    discussion      on    students through
the concept of       3. Organs           and Dictatorship    related matters.      :
government           4.           Good   3. Parliamentary    2. Meeting with       Subjective cum
2. To recognize      Governance          4. Presidential     political figures     objective types
the concept of                           5. Federal & administrators,     tests based on
good.                                    Unitary        local    bodies, comprehension
Governance with                          6. Legislature elected persons and higher order
specific                                 7. Executive   etc.              skills.
reference    to                          8. Judiciary   3.     Questions/ 2. Observing the
Government                               9. Definition  Answer            performance of
3. To identify the                       10.The role of      Sessions.             students during
implementation                           Good                4. Collection of      i.          Group
issues of good                           Governance     in   latest materials.     discussions.
governance      in                       Islamic             5.      Use      of   ii. Study visits
relation to an                           Democratic          Internet.             iii.    Individual
Islamic                                  Government          6.     Visits    to   and          group
Democratic                               11. Obstacles and   Courts,               assignments
Government                               remedies            Assemblies and        iv.     Use      of
Affective                                12.Accountability   other       related   internet        and
1.             To                                            places.               libraries.
demonstrate with                                             7.      Use   of
reference      to                                            Supplementary
Government love                                              Readers/
for       Islamic                                            libraries.
values


Psychomotor
1. To develop
skills      of
communication,
observation and
data collection
2. To participate
in       speeches,
discussions
meetings, use of
internet, group
reading, group
work etc.


VI. Law and Related Matters


Objectives            Concepts           Contents          Activities           Evaluation
Cognitive             1. Understanding   1. Meetings       1.         Group     1. Evaluate the
To       illustrate   Law                2. Sources        discussions.         students through
different aspects     2. Islamic Law     3. Kinds          2. Meetings with     :
of law in relation    3. Library an      4. Meaning        the members of       Subjective cum
to Islam, liberty     Equity             5. Sources        law     enforcing    objective types
and Equity                               6. Objectives     agencies,            tests based on
Affective                                Meaning      of   lawyers, social      comprehension
1. To develop the                        liberty           workers        and   and higher order
sense          of                        & equity          NGOs.                skills.
obedience      to                        8. Relationship   3. Use of internet   2. Observing the
rules                                    between   Law,    4.     Questions/    performance of
2. To enhance                            Library      an   Answer Sessions.     students during
love and respect                         Equity            5.     Use      of   i.         Group
for the supreme                                            Supplementary        discussions.
law of Almighty                                            Readers.             ii.     Question/
Allah.                                                     6. Collection of     answer
Psychomotor                                                Related Material     iii. Meetings iv.
1. To develop                                              7.     Visits  to    Use of internet
skills       of                                            various countries    and library
communication,                                             Law advocating       v. Study visits
observation and                                            Institutions
data collection.
2. To participate
in speeches, role
play     meetings
group discussion



VII. Citizen and Citizenship


Objectives           Concepts          Contents            Activities         Evaluation
Cognitive         1. Introduction      1. Definition       1.         Group   1. Evaluate the
1. To explain the                      2. Qualities of     discussions.       students through
concept        of 2. Human Rights      good citizenship    2.         Group   :
citizen      and and                   3.            How   assignments.       Subjective cum
citizenship      Responsibilities      citizenship       3. Meetings with     objective types
2. To recognize                        acquired      and related              tests based on
the significance                       lost?             representatives/     comprehension
of Human Rights                        4. Definition     authorities,         and higher order
and duties      in                                      members       of      skills
relation        to                     5. Rights and Human        Rights      2. Observing the
citizens.                              responsibilities commission            performance of
Affective                              of a citizen in NGO‟s etc.             students during
To attain a sense                      Islamic          4. Seminars           i.         Group
of    love    and                      perspective      5.    Use     of      discussions.
respect       for                      6.          UN supplementary           ii.         Group
human rights.                          declaration  of readers/library        assignments
Psychomotor                            Human Rights    materials              iii. Meetings
1. to develop                                          6.     Questions/      iv.    Use      of
skills          of                                     Answer Sessions.       supplementary
communication                                          7. Use of Internet     readers
and           data                                                            v.       Question/
collection.                                                                   answer sessions
2 To participate                                                              vi.    Use      of
in       speeches,                                                            internet
discussions
group work, use
of        internet
meetings etc.


VIII. Constitution


Objectives           Concepts          Contents            Activities         Evaluation
Cognitive            1. Introduction   1. Definition of 1.              Group 1. Evaluate the
To explain the                            constitution         discussions.          students through
introductory                              2.    Kinds     of   2. Visits to the      :
aspects        of                         constitutions        Polling Station,      Subjective cum
constitution                              3. Characteristics   Election              objective types
                                          of     a     good    Officers,    and      tests based on
Affective                                 constitution         Newspapers            comprehension
To inculcate a                                                 Offices etc.          and higher order
sense of love and                                              3. Meetings with      skills.
respect for the                                                elected     MA‟s,     2. Observing the
democratic                                                     MPA‟s, Nazims,        performance of
decision, which                                                Naib    Nazims, students during
promotes human                                                 Counselors etc. i.          Group
betterment                                                                     discussions.
Psychomotor                                                                    ii. Study visits
To resolve issues                                                              iii. Meetings
in the light of                                                                iv. Interviews
constitution                                                                   v. Use of internet
                                                                               vi.     Individual
                                                                               group
                                                                               assignments
                                                                                     vii.        Quiz
                                                                                     competitions



IX. Political Dynamics


Objectives           Concepts             Contents             Activities            Evaluation
Cognitive         1.        Public 1. Meeting                  1. Interviewing 1. Evaluate the
1. To explain the Opinion          2. Formulation              different  stake students through
nature of public 2. Elections and 3. Agencies                  holders    about :
opinion,             Electorate           4. Conditions for    various aspects       Subjective cum
Election,            3.       Political   sounds     public    like      political   objective types
Electorate     and   Parties              opinion              freedom.              tests based on
Political Parties    4. Devolution f      5. Meaning           2. Use of Internet    comprehension
2. To illustrate     Power Plan           6. Significance      3. Seminars           and higher order
the introductory                          of Elections in a    4.          Quiz      skills
aspects       of                          democratic state     competitions          2. Observing the
Development                               7.        Islamic    5.    Individual/     performance of
Affective                                 Concept              group                 students during
1. To develop a       8.   Direct   and assignments           i.          Group
sense of attention    indirect.          6.    Visits    to   discussions.
for democratic        Elections          related places.      ii. Study visits
behaviour             9. referendum      7.     Questions/    iii. Meetings
2. To develop a       10. Plebiscite     Answer Sessions.     iv. Interviews
sense of making       11. Introduction                        v. Use of internet
decisions,            12. Objectives                          vi.     Individual/
through               13. Role.                               group
participatory and                                             assignments
sharing approach                                              vii.           quiz
Psychomotor                                                   Competitions
1. To develop
skills           of
communication
observational
and           data
collection skills
2. To participate
in       meetings
speeches,      role
plays,      group
work,       group
discussions etc.
                              TEACHING STRATEGIES

       In revised curriculum the main emphasis is on avoiding the old traditional system of rte
learning. The whole curriculum demands to encourage the skills like observation, curiosity,
creativity, questioning, application, evaluation etc, so the teaching methodology should be
adopted in a way to encourage the higher order skills. For achieving this purpose the following
steps in teaching and learning process should be kept into consideration:
            No doubt that the lecture method cannot be ignored at this level but the teachers
             should be well acquainted with the objectives of the prescribed curriculum, so that
             he/she may be able to plan their lectures keeping in view the spirit of the
             curriculum.
            The active involvement of students is the main key to create the higher order skills
             among the students. So for the purposeful learning group discussions and
             assignment work should be organized.
            The use of audio-visual aids in properly organized manner should be the part and
             parcel of classroom activities.
            The activity oriented approach of prescribed curriculum demands that the teaches
             should not consider the textbooks as the whole curriculum. For the awareness of
             teaches the curriculum should be made an easily accessible public document in
             place of secret document locked in the almirahs of some selected libraries.
            The continuous awareness of teacher with the modern concepts introduced in the
             educational field should be an essential part of educational activity. The teachers
             should be given training and proper orientation to establish commitment with the
             Islamic beliefs and principles as enunciated in Quraan and Sunnah.
            In short the following strategies be adopted in teaching:
             1.    Islamic Polity approach.
             2.    Investigation approach.
             3.    Participatory and activity oriented approach.
             4.    Student centered approach.
             5.    Observational approach.
             6.    Question/answer approach.
             7.    Seminar
             8.    Group work and discussions.
                       ASSESSMENT AND EVALUATION

       Assessment, appraisal, or evaluation is a means of determining how far the objectives of
the curriculum have been realized. What really matters is the methodology employed for such
determination. As is now recognized, performance on the basis of content-oriented tests alone
does not provide an adequate measure of a student‟s knowledge and ability to use information in
a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques
should be developed for evaluating the kind and content of teaching and learning that is taking
place and for bringing about improvement in both. The following points, while developing the
tests/questions may be kept in view:


       1. Proper care should be taken to prepare the objective-type and constructed-response
           questions relating to knowledge, comprehension, application, analysis and synthesis,
           keeping in view the specific instructional objectives of the syllabus and the command
           words for the questions.


       2. There should be at least two periodic/monthly tests in addition to routine class/tests.
           Teachers are expected to develop and employ assessment strategies which are
           dynamic in approach and diverse in design. When used in combination, they should
           properly accommodate every aspect of a student‟s learning.


       3. In addition to the final public examination, two internal examinations should be
           arranged during the academic year for each class.


       4. Classroom examinations offer the best and most reliable evaluation of how well
           students have mastered certain information and achieved the course objectives.
           Teachers should adopt innovative teaching and assessment methodologies to prepare
           the students for the revised pattern of examination. The model papers, instructional
           objectives, definitions of cognitive levels and command words and other guidelines
           included in this book must be kept in view during teaching and designing the test
           items for internal examination.
                      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 one and 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.
                      DEFINITION OF COMMAND WORDS

       The purpose of command words given below is to direct the attention of the teachers as
well as students to the specific tasks that students are expected to undertake in the course of their
subject studies. Same command words will be used in the examination questions to assess the
competence of the candidates through their responses. The definitions of command words have
also been given to facilitate the teachers in planning their lessons and classroom assessments.


Give an account of:            Spell out a chronology and show in what ways the event or
                              circumstance to be accounted for derives from or is dependent on
                              earlier events.


Analyse:                      Go beyond the given information to relate and/or differentiate
                              aspects of a situation and draw conclusions on the basis of evidence
                              information.


Define:                       Provide a precise statement or meaning of words or terms to
                              describe their nature, properties or essential qualities.


Demonstrate:                  Show or prove by evidence and/or argument.


Describe:                     Explain in words and/or diagrams (where necessary) to demonstrate
                              knowledge of facts.


Discuss:                      Express views in a logical and lucid way considering all aspects of
                              a matter under discussion and draw conclusions.


Explain:                      Give a clear and detailed account of related information with
                              reasons or justification.


Give Examples/Statements: Cite specific instances or cases to demonstrate the occurrence of an
                         event or existence of a situation or phenomenon.


Identify:                     Pick out, recognizing specified information from a given content,
                              situation.

Illustrate:                   Give clear examples to state, clarify or synthesize a point of view.
Interpret:                  Clarify both the explicit meaning and the implications of given
                            information.


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


Locate:                     Determine the precise position or situation of an entity in a given
                            context, e.g. in a map.


Show:                       Indicate by writing, drawing or through graphs/charts.


State:                      Give a brief and factual answer with no explanation.


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


Trace the developments of: Mention, list, name information/facts in a sequence.
                   RECOMMENDED REFERENCE BOOKS

       In contrast to the previous practice the examination will not be based on a single
textbook, but will now be curriculum based to support the examination reforms. Therefore, the
students and teachers are encouraged to widen their studies and teaching respectively to
competitive textbooks and other available material.


       Following books are recommended for reference and supplementary reading:


       1.
              Written by:    Muhammad Sarwar


       2.
              Written by:    Imtiaz Ahmed Khan


       3.     Civics
              National Book Foundation, Islamabad

				
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