Higher Secondary School Certificate Examination Syllabus ISLAMIC STUDIES CLASSES XI-XII. (based on National Curriculum 2002)

Transcription

1 Higher Secondary School Certificate Examination Syllabus ISLAMIC STUDIES CLASSES XI-XII (based on National Curriculum 2002)

2 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.

3 Higher Secondary School Certificate Examination Syllabus ISLAMIC STUDIES CLASSES XI-XII This subject is examined in the May Examination session only

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 Scheme of Assessment Teaching-Learning Approaches and Classroom Activities Recommended Text and Reference Material 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 Address: The Aga Khan University Examination Board Bungalow No. 233/ E.I. Lines, Daudpota Road, Karachi-Pakistan. Phone: (92-21) Fax: (92-21) examination.board@aku.edu Website: Facebook: June 2012 Page 4

5 PREFACE In pursuance of National Education Policy ( ), 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 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 (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 ). June 2012 Page 5

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, 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 6

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

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 allpowerful 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 8

9 2. Rationale of the AKU-EB Examination Syllabus 2.1 General Rationale 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) (b) (c) (d) that the AKU-EB Scheme of Studies for its HSSC examination (Annex A) derives directly from the 2007 Ministry of Education Scheme of Studies; how the marks for each subject will be allocated to different topics and sub-topics across Objective Tests and Constructed Response Papers; which topics will be examined in Class XI and in Class XII; at which cognitive level or levels (Knowledge, Understanding, Application and other higher order skills) the topics and sub-topics will be taught and examined; 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 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 9

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 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 Specific Rationale of the AKU-EB Islamic Studies Examination Syllabus 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 The syllabus emphasizes on the meaning and understanding of the Qur anic صلی الله عليہ و آلہ و ( Prophet verses and the Hadīth (traditions) of The Holy as meaning is significant to know and reflect how guidance and,(سل م inspiration can be sought from these two sources by Muslim students in living their lives today. June 2012 Page 10

11 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 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 June 2012 Page 11

12 3. Topics and Student Learning Outcomes of the Islamic Studies Examination Syllabus Part I (Class XI) Topics 1 Al-Qur an Candidates should be able to: Student Learning Outcomes Cognitive Levels 2 K U A 1.1 Introduction of Qur an define the term Qur an; give the different meanings of the word Qur an ; highlight the concept of Wahi with reference to revelation of Qur an; state the kinds of Wahi as mentioned in Qur an; elaborate the states of revelation on the Holy Prophet (P.B.U.H); explain that Wahi is necessary for mankind; explain how they can apply the guidance of Wahi in their daily lives; differentiate between Makki and Madani Surahs; explain how Qur an is a miracle as an all comprehensive book ; discuss the need and excellence of reciting Qur an daily; 1.2 Preservation of Qur an explain how the Holy Prophet (P.B.U.H) took care of preserving the Qur an; name the Scribes (Katiban-e-Wahi); 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 12

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14 1.3 Translation and Explanation of Surah Al-Baqarah; Ruku 1-10: Verses explore the materials on which Qur an was written in the days of the Holy Prophet (P.B.U.H); explain the steps taken by Hazrat Abu Bakar (R.A) for preservation of Qur an during his Khilafat; describe the efforts of Hazrat Umar (R.A) regarding preservation of Qur an; highlight the contribution made by Hazrat Usman (R.A) for the preservation and propagation of Qur an; describe the modern ways of preservation and propagation of Qur an; K U A state the reason for naming this Surah as Al-Baqarah or the cow; 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; explain main features of infidels with reference to verses 6 to 12; elucidate the state of hypocrites in the light of verses 19-20; discuss the implementation of these verses (19-20) in the present time; elucidate with examples that only Allah is the Creator and Sustainer of the whole universe in the light of verses 21-22; explain the concept of guidance keeping in view verses 26-27; explain with examples what inner attitude is required to accept the guidance of Allah; highlight the meaning and concept of Khilafat-e-Arz bestowed on Prophet Adam (A.S); comment on our responsibilities being the heir of Prophet Adam (A.S); June 2012 Page 14

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16 2 Ahadith Candidates should be able to: K U A elucidate how Allah proved the excellence of Adam on Angels in the light of verses 30-39; suggest how Muslims can excel over other nations by acquiring knowledge; suggest how Muslims can co-exist with people of other religions in the light of verse 62; explain what type of evasive mentality of people of Bani Israel is evident from the incident of cow narrated in verses 67-74; explain what type of changes Jews made in the books revealed to their Prophets in the light of verses 75-79; describe the commandments given to Bani Israel in the verses 83-84; explain the content of teachings of Islam in verses 83-85; explain the practical approach of Bani Israel described in verses Translation and Explanation of Selected Ahadith (See Annex B) state the meaning of the words of selected Ahadith; explain the key concepts contained in these Ahadith discuss the inter-relation of these Ahadith; analyze the understanding and application of these Ahadith in the Muslim society; discuss the lessons derived from these Ahadith to be applied in their moral and social lives; give examples of application of these Ahadith in their individual lives; June 2012 Page 16

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18 2.1.7 describe in the light of hadith 1 how one s intention affects the reward of his actions in life.; explain the principle beliefs of Islam in the light of these Ahadith; comment on how Halal earning and intake affect the daily life of Muslims in the light of these Ahadith; describe the points which should be kept in view while interpreting a Hadith; explain how interpretation of Hadith helps us in understanding the history, problems and conditions of the era of the Prophet hood; comment on the need of understanding Hadith for solving religious issues. K U A 3 History of Islam (The Period of the Holy Prophet P.B.U.H) Candidates should be able to: 3.1 Revelation of Islam explain the social, economic, political and religious states of Arabs before Islam; highlight the social status of the family of the Holy Prophet (P.B.U.H); explain important events in the early life of the Holy Prophet (P.B.U.H); explain how the Holy Prophet (P.B.U.H) abstained himself from wrong practices of Arab society in his life;. June 2012 Page 18

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20 3.2 Ba that and the Holy Prophet at Makkah state the event of first revelation on the Holy Prophet (P.B.U.H); comment the main difficulties faced by the Holy Prophet (P.B.U.H) in propagation of Islam in Makkah; comment on the importance of migration to Habshah for Muslims; elucidate the excellence of the Holy Prophet (P.B.U.H) over other Prophets in the light of Mairaj; explain the importance of Bait-e-Aqaba in the life of the Holy Prophet (P.B.U.H) and the Muslim community;. K U A 3.3 The Holy Prophet (P.B.U.H) at Madinah discuss the significance of the event of Hijrah in the history of Islam; discuss the implementation of the Pact of Madinah in the present time; discuss the role of different battles in the development and stability of Muslim community in Madinah; explain the wisdom of the Holy Prophet (P.B.U.H) behind sending letters to different rulers; discuss the teachings of the last sermon of the Holy Prophet (P.B.U.H) at Hajj; apply these teachings in their lives; June 2012 Page 20

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22 3.4 Sirah of the Holy Prophet (P.B.U.H) 4 Khilafat-e-Rashidah (Rightly Guided Caliphs) discuss the most important aspects (truthfulness, trustworthiness, bravery, justice and forgiveness) of Sirah of the Holy Prophet (P.B.U.H); suggest how Muslims can emulate the examples of the Holy Prophet (P.B.U.H) in their daily life; explain the justice system established by the Holy Prophet (P.B.U.H); state the appointment of Governors by the Holy Prophet (P.B.U.H) in different areas; explain the system of Zakat and Baitul Mal in the days of the Holy Prophet (P.B.U.H). Candidates should be able to: K U A 4.1 Khulfa-e-Rashdeen explain why Khilafat-e-Rashidah has been named so; elucidate important events of Khilafat-e-Hazrat Abu Bakar (R.A); explain important characteristics of Khilafat of Hazrat Umar (R.A); elucidate the efforts of Hazrat Usman (R.A) for propagation and preservation of Qur an; explain the difficulties faced by Hazrat Ali (R.A) during his Khilafat and the ways in which he dealt with them. June 2012 Page 22

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24 Part II (Class XII) Topics 5. Al-Qur an Candidates should be able to: Student Learning Outcomes Cognitive levels K U A 5.1 Translation and Explanation of Surah Al-Baqrah; Ruku 11-20: Verses name the Prophets on whom the divine books were revealed; explain how people reacted to the Prophets and their teachings (Al-Baqarah, verses 87-88); explain that Qur an testifies the books revealed on the past Prophets (verse 91); explain the importance of Angels especially the dignity of Hazrat Jibrail and Mika el (verses 97-98); explain how Qur an condemns magic and its practitioner (verses ); suggest ways through which a state of better understanding among different religions can be established (verse 113); explain how Allah tested Prophet Ibrahim (A.S) and he reconstructed Baitullah (Al-Baqarah, verses ); explain that Prophet Ibrahim prayed Allah for sending the Holy Prophet Muhammad (P.B.U.H) (verse129); explain the event of change in Qibla and significance of turning face towards Ka aba (verses ); highlight the concept of shahdat (martyrdom) and excellence of martyrs in Islam (verse 154); June 2012 Page 24

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26 give examples how one can remain steadfast when put to trials by Allah (verse 155) analyze the impact of manasik of Hajj in practical life (verse 158); give examples that Allah is the Creator of the world and give some examples of His manifestations (verses ). K U A 6. Al-Hadith Candidates should be able to: 6.1 Introduction explain the word Hadith and its meaning as a term; differentiate between the terms Hadith and Sunnah ; describe different types of Hadith; 6.2 Importance of Hadith discuss the importance of Hadith with reference to the performance of Ibadat and in daily life; explain the key terms of Ilm-ul-Hadith; state about famous collections of Hadith (Sihah Sitta and Kubut-e-Arba) and their compilers; explain different periods of collection and compilation of Hadith (days of the Holy Prophet, companions, Taba ain and Taba a Tab ain); comment those values of Muslim society (with reference to acquiring and publishing knowledge) which are promoted by this period. June 2012 Page 26

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28 6.3 Translation and Explanation of Selected Ahadith (See Annex C) K U A state the meaning of the words in selected Ahadith; analyze the moral values contained in selected Ahadith; explain the key concepts of selected Ahadith ; explain that Islam prohibits causing damage to others and one s ownself (Hadith No. 1); suggest some steps for curbing evil in society in the light of Hadith No. 3; give examples what rights a Muslim has on other Muslims (Hadith No. 4); elucidate what type of wrongdoings will Allah forgive (Hadith No. 6); analyze the mandatory behaviour of being a Momin (Hadith No. 8); 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; discuss the steps to be taken to follow the teachings of Qur an while describing the excellence of reciting Qur an (Hadith No. 16); explain that Allah will not forgive the hypocrites (Mushriks) (Hadith No. 17); analyze the reasons due to which Allah will not forgive the one who kills Momin intentionally (Hadith No. 17). June 2012 Page 28

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30 7. Culture and Civilization Candidates should be able to: K U A 7.1 Culture and Civilization state the literal meaning of words culture and civilization ; explain the meaning of culture and civilization as terms; define the terms Islamic culture and civilization ; discuss the importance of Islamic culture and civilization in a Muslim s life; explain the development of fine arts in Islamic culture and civilization; describe the eminent achievements of Muslims in the field of architecture, calligraphy, medicine and geography; 7.2 Personal Life explain the importance of good moral character of an individual; suggest the ways in which one can adopt some moral values (Taqva, Zikr, Shukr, Sabar and Tadabur) in his life; discuss the mutual relation between justice and forgiveness; describe the term ehsaan with reference to Islamic point of view; suggest the ways in which one can apply this value (ehsaan) in his daily life; define the term social welfare from the Islamic perspective; suggest the ways in which social welfare can change a society; 7.3 Family Life explain the rights and duties of parents; discuss the rights and duties of children; explain the importance of marriage and its objectives; elucidate the rights and duties of husband and wife; suggest the steps one can take for a happy married life; June 2012 Page 30

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32 K U A 7.4 Islamic System of Education describe the importance of education in Islam; describe the historical perspective of Islamic education system (the era of the Holy Prophet and after); explain the salient features of Islamic education system; suggest the ways in which we can implement these features; explain the role of Mosques as an educational institution in the history of Islam; discuss the role of teachers and the responsibilities of students in Islamic education system; 7.5 Islamic Society define an Islamic society and state its main characteristics; give the meaning of the term neighbour in Islamic perspective; explain Islamic teachings on the rights of neighbours; explain the teachings of Islam about Silah Rahami (loving and treating one s relatives nicely) and its importance in one s life; discuss the concept of citizen in Islam; suggest the ways in which an Islamic state should protect the rights of its citizens; describe the basic rights of citizens from Islamic perspective; 7.6 Islamic State define Islamic state and state its salient features; state major duties and responsibilities of an Islamic State with reference to the State of Madinah; explain the problems and challenges the Muslim world is facing; elaborate what role the concepts of brotherhood, preaching of Islam, and Jihad can play for the solution of these problems; comment on whether Muslims can overcome their existing problems. June 2012 Page 32

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34 4. Scheme of Assessment Class XI Table 1: Number of Student Learning Outcomes by Cognitive Levels Topic No. of SLOs Topics No. sub-topics K U A Total 1. Al-Qur an (Surah Al- Baqrah, Ruku ) 2. Ahadith (1-20 Annex B) History of Islam Khilafat-e-Rashida Total Percentage Topic No. Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs), Constructed Response Questions (CRQs) and Extended Response Questions (ERQs) Topics 1. Al-Qur an (Surah Al- Baqrah, Ruku 1-10) 2. Ahadith (1-20 No. of Sub- Topics Multiple Choice Questions Marks Constructed Response Questions Extended Response Questions Total Annex B) 3. History of Islam Khilafat-e-Rashida Total June 2012 Page 34

35 Table 3: Paper Specifications Topic No. 1. Topics Al-Qur an (Surah Al- Baqrah, Ruku 1-10) No. of Sub-Topics 3 Marks Distributions MCQs 1 Mark CRQs 6 Marks ERQ 10 Marks Choose any ONE from TWO Total Marks Ahadith (1-20 Annex B) 1 1 Mark CRQs 6 Marks History of Islam 4 4. Khilafat-e-Rashida 1 Total 9 MCQs 1 Mark CRQs 6 Marks ERQ 10 Marks Choose any ONE from TWO MCQs 1 Mark CRQ 4 Marks MCQs CRQs ERQs 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 35

36 Class XII Table 4: Number of Student Learning Outcomes by Cognitive Levels Topic No. of SLOs Topics No. sub-topics K U A Total 5. Al-Qur an (Surah Al-Baqrah, Ruku : Verse ) 6. Al-Hadith (1-20 Annex C) Culture and Civilization Total Percentage Topic No. Table 5: Allocation of Marks for the Multiple Choice Questions (MCQs), Constructed Response Questions (CRQs) and Extended Response Questions (ERQs) Topics 6. Al-Qur an (Surah Al-Baqrah, Ruku 11-20: Verse ) 7. Al-Hadith (1-20 Annex C) 8. Culture and Civilization Total Topic No. Topics No. of Sub- Topics 6. Al-Qur an ( Surah Al-Baqrah, Ruku 11-20: Verse ) Multiple Choice Questions Marks Constructed Response Questions Extended Response Questions Total Table 6: Paper Specifications No. of Sub- Marks Distributions Topics 1 MCQs 1 Mark CRQs 7 Marks Total Marks 7. Al-Hadith (1-20 Annex C) 3 MCQs 1 Mark CRQs 6 Marks ERQ 10 Marks 38 Choose any ONE from TWO 8. Culture and Civilization 6 MCQs 1 Mark CRQs 6 Marks ERQ 10 Marks 38 Choose any ONE from TWO Total 10 MCQs CRQs ERQs 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. 24 June 2012 Page 36

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% respectively 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 37

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 38

39 7.2 Definition of Command Words Knowledge Define: Give the meaning of: Name: State: Understanding Describe: Differentiate: Discuss: Elaborate: Explain/ Elucidate: Only a formal statement or equivalent paraphrase is required. No examples need to be given. Provide literal meaning of a word or a formal statement or equivalent paraphrase is required. Mention the commonly used meanings of objects, people, books etc. Give a brief and factual answer with no explanation. Implies a concise answer related to events, quantity or a fact about something. 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. To identify those characteristics which always or sometimes differentiate two categories. Present views in a logical and lucid way considering all aspects of a matter under discussion and draw convincing conclusions on the points raised. Clarify or enrich given statements or definitions, by providing relevant details or examples. 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 39

40 Application Analyse: Apply: Comment: Give examples/ Exemplify: Justify: Suggest: 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. To use the available information in different context to relate and draw conclusions. Give an opinion with specific reasons on any given topic or point. Name specific instances or cases to demonstrate the occurrence of an event or existence of a situation or phenomenon. To prove with reasons or give logic to support the given statement. Apply knowledge in a given situation to give a rational opinion. June 2012 Page 40

41 Annex A HSSC Scheme of Studies 3 AKU-EB as a national board offers SSC and HSSC qualifications for both and Urdu medium schools. The revised HSSC Scheme of Studies issued by the Curriculum Wing was implemented from September 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 Theory Practical Total Medium Compulsory-I Urdu Compulsory-I OR Urdu Pakistan Culture-I a Physics-I Chemistry-I Biology-I Total: HSSC Part-II (Class XII) Science Group (Pre-Medical) Subjects Marks Theory Practical Total Medium Compulsory-II Urdu Compulsory-II OR Urdu Pakistan Culture-II a Islamiyat OR Ethics b / Urdu Pakistan Studies / Urdu Physics-II Chemistry-II Biology-II Total: 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 Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education, Curriculum Wing. June 2012 Page 41

42 HSSC Part-I (Class XI) Science Group (Pre-Engineering) Subjects Marks Theory Practical Total Medium Compulsory-I Urdu Compulsory-I OR Urdu Pakistan Culture-I a Physics-I Chemistry-I Mathematics-I Total: HSSC Part-II (Class XII) Science Group (Pre-Engineering) Subjects Marks Theory Practical Total Medium Compulsory-II Urdu Compulsory-II OR Urdu Pakistan Culture-II a Islamiyat OR Ethics b / Urdu Pakistan Studies / Urdu Physics-II Chemistry-II Mathematics II Total: 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 both Classes XI and XII, but the examination will be conducted at the end of Class XII. June 2012 Page 42

43 HSSC Part-I (Class XI) Science Group (Science General) Subjects Marks Theory Practical Total Medium Compulsory-I Urdu Compulsory-I Urdu Pakistan Culture-I a Any one subject combinations of the following: Physics-I Mathematics-I Statistics-I Economics-I Mathematics-I Statistics-I Economics-I Mathematics-I Computer Science-I Physics-I Mathematics-I Computer Science-I Mathematics-I Statistics-I Computer Science-I June 2012 Page / Urdu / Urdu Total: 500 HSSC Part-II (Class XII) Science Group (Science General) Subjects Marks Theory Practical Total Medium Compulsory-II Urdu Compulsory-II OR Urdu Pakistan Culture-II a Islamiyat OR Ethics b / Urdu Pakistan Studies / Urdu Any one subject combinations of the following: Physics-II Mathematics-II Statistics-II Economics-II Mathematics-II Statistics-II Economics-II Mathematics-II Computer Science-II Physics-II Mathematics-II Computer Science-II Mathematics-II Statistics-II Computer Science-II / Urdu / Urdu Total: 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. These subject is offered ONLY in the May examination.

44 HSSC Part-I (Class XI) Commerce Group Subjects Marks Theory Practical Total Medium Compulsory-I Urdu Compulsory-I OR Pakistan Culture-I a Urdu Principles of Accounting-I Principles of Economics Principles of Commerce Business Mathematics Total: HSSC Part-II (Class XII) Commerce Group Subjects Marks Theory Practical Total Medium Compulsory-II Urdu Compulsory-II OR Urdu Pakistan Culture-II a Islamiyat OR Ethics b / Urdu Pakistan Studies / Urdu Principles of Accounting-II Commercial Geography Computer Studies OR OR 75 Banking 75 - Business Statistics Total: 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. This subjects are offered ONLY in the May examination. June 2012 Page 44

45 HSSC Part-I (Class XI) Humanities Group Subjects Marks Medium Compulsory-I 100 Urdu Compulsory-I OR Pakistan Culture-I a 100 Urdu 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 -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) / Urdu / Urdu / Urdu / Urdu / Urdu / Urdu / Urdu / Urdu Urdu Total: 500 HSSC Part-II (Class XII) Humanities Group Subjects Marks Medium Compulsory-II 100 Urdu Compulsory-II OR Pakistan Culture-II a 100 Urdu Islamiyat OR Ethics b 50 / Urdu Pakistan Studies 50 / Urdu Any three of the following Elective Subjects Civics-II (100 / Urdu 2. Computer Science-II (75+25 practical) each) 3. Economics-II / Urdu 4. Education-II / Urdu 5. Geography-II (85+15 practical) / Urdu 6. Islamic Studies-II / Urdu 7. Islamic History-II / Urdu 8. Literature in -II 9. Mathematics-II 10. Psychology-II (85+15 practical) / Urdu 11. Statistics-II (85+15 practical) 12. Sociology-II / Urdu 13. Urdu Literature-II Urdu 14. Fine Arts-II Total: 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. These subjects are offered ONLY in the May examination. June 2012 Page 45

46 Class XI Annex B Selected Ahādīth June 2012 Page 46

47 June 2012 Page 47

48 June 2012 Page 48

49 Class XII Annex C Selected Ahādīth June 2012 Page 49

50 June 2012 Page 50