Secondary School Certificate Examination Syllabus

ISLAMIYAT
CLASSES IX-X

(Based on National Curriculum 2002)

Published by Aga Khan University Examination Board Bungalow # 233 / E.1 Lines, Daudpota Road, Karachi, Pakistan. November 2004 Revised August 2008 Second revision May 2010

All rights reserved This syllabus is developed by Aga Khan University Examination Board for distribution to all its affiliated schools.

Secondary School Certificate Examination Syllabus

ISLAMIYAT
CLASSES IX-X
Classes IX-X examination in 2011 and onwards

Preface 1. 7. 233/ E. 3.edu/akueb 4 . 5 7 8 11 29 33 34 35 38 40 Aims/Objectives of the National Curriculum (2002) Rationale of the AKU-EB Examination Syllabus Topics and Student Learning Outcomes of the Examination Syllabus Scheme of Assessment Teaching-Learning Approaches and Classroom Activities Recommended Texts and Reference Materials Definition of Cognitive Levels and Command Words in the Student Learning Outcomes in Examination Papers Annex A: SSC Scheme of Studies Annex B: Text of twenty selected Ahadith For queries and feedback Address: AKU-Examination Board Bungalow No.S. No. 5. 4. Table of Contents Page No. Daudpota Road. 2. 6.aku. Karachi-Pakistan.board@aku.1 Lines. Phone: (92-21) 35224702-09 Fax: (92-21) 35224711 E-mail: examination.edu Website: www.

• • • • It is in large part a reproduction. 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 latest National Curriculum and subject syllabus guidance. 2007 to coincide with the arrival of its first SSC students in college or higher secondary school.3 (ii)). 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. with some elaboration. National Curriculum documents 2000 and 2002). AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to English and Urdu medium candidates for SSC and HSSC from private schools anywhere in Pakistan or abroad. another of the Ministry of Education’s policy provisions for the improvement of secondary education (ibid.4). While the focus is on the cognitive domain. AKU-EB was founded in August 2003 with the same aim of improving the quality of education nationwide.PREFACE In pursuance of National Education Policy (1998-2010). AKU-EB is committed to creating continuity of educational experience and the best possible opportunities for its students. 6.5. The syllabus recommends a range of suitable textbooks already in print for student purchase and additional texts for the school library. of the Class IX and X National Curriculum of the subject.3. particular emphasis is given to the application of knowledge and understanding. In consequence it offered HSSC for the first time in September. 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 brings together all those cognitive outcomes of the National Curriculum statement which can be reliably and validly assessed. para. This examination syllabus exemplifies AKU-EB’s commitment to national educational goals. Needless to say this is not an exclusive offer. 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. It has been accorded this mandate to introduce a choice of examination and associated educational approach for schools. 6. 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 5 . 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. para. It makes the National Curriculum freely available to the general public. and from government schools with the relevant permissions.

national economic development” (Preface to National Curriculum documents 2000 and 2002). writers of learning materials and above all. experienced teachers. in regular workshops and subject panel meetings. 2008. not the prescribed text book which is the basis of AKU-EB examinations. Involving classroom teachers in these activities is an important part of the AKU-EB strategy for improving the quality of learning in schools. Thomas Christie Director. In addition. These documents are a major step forward towards a standards-related curriculum and have been welcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure conformity with the National Curriculum. the AKU-EB examination syllabus can be used to identify the training needs of subject teachers and to develop learning support materials for students. Dr. It is the syllabus. To achieve this end AKU-EB has brought together university academics. Our examination syllabus document ensures all possible support. 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. We stand committed to all students entering the SSC course as well as those who have recently embarked upon the HSSC course in facilitating their learning outcome. teacher trainers. Aga Khan University Examination Board July 2009 6 . AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools to help them in planning their teaching.

Provide them with spiritual and ethical training in the light of Islamic teachings and prepare them to promote greatness of Islam. 6. grandeur and obedience for Allah. show an awareness of the importance of faith and should uphold their faith above all else. “ To strengthen the belief of fundamental tenets of Islam in the minds and hearts of students. Government of Pakistan (2002). To create interest for the study of Seerat-e-Rasul (life of the Holy Prophet (PBUH) and to seek guidance from it for their practical life. 8. To prepare students intellectually and practically to obey the Holy Prophet (PBUH) and to strengthen their belief in the finality of the Prophet (PBUH). 2.1. prosperity. 1. 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. 9. To strengthen belief in students’ hearts and minds that Islam is a perfect religion. the prime objective of their lives and encourage them to be regular in the practice of the pillars of Islam. 5. spiritual. establishment of peace and unity in the Muslim Ummah.1 Aims/Objectives of the National Curriculum (2002)1 General Objectives 1. To promote feelings of love. National Curriculum. 3. To make students aware of the importance and benefits of the concept of ‘ibādat. 7. 1. and to help them attain Divine blessings. Ministry of Education (Curriculum Wing) 1 7 . political and military fields and to create a sense of restoration of dignity of the past and renaissance of Islam. express love and grandeur of Allah with a real sense of feeling through their words and deeds. 2. Islamiyat Classes IX-X. To promote love and affection for the Holy Prophet (PBUH). the students should be able to: 1. 4.2 Specific Objectives On completion of this curriculum. and to explain the importance and benefits of faith in their practical lives. To make students aware of the magnificent and glorious history of the Muslims and their achievements in educational. 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. Islamabad. national cohesion and peace in the homeland”.

demonstrate an awareness of the glorious past of the Muslim Ummah.1 In 2007. Application and other higher order skills) the topics and sub-topics will be taught and examined. spiritual and military achievements. draw inspirations from the Seerat-e-Rasul (SAS) for the success and welfare in this world and the Hereafter. 8. Understanding. recognise that worship of Allah (‘ibadat) is their aim of life. the Curriculum Wing of the Federal Ministry of Education (MoE) issued a revised part-wise Scheme of Studies according to which the total marks for the SSC examination have been increased from 850 to 1100 from the year 2008 and onwards. have belief in the perfection.3. 6. 7. students. 9. 4. attaining His blessings is their prime objective and to be punctual in following the pillars of Islam. 2. study about good morals and attitudes and present themselves as a good model by putting these into practice. translate and give a brief interpretation of some parts of the Qur’ān and selected ahadith.2 This AKU-EB examination syllabus addresses these concerns. which topics will be examined in Class IX and in Class X.1. Without such guidance teachers and students have little option other than following a single textbook to prepare for an external examination.1 Rationale of the AKU-EB Examination Syllabus General Rationale 2. consider the love and respect for the Holy Prophet as the quintessence of their faith. The result is a culture of rote 8 . at which cognitive level or levels (Knowledge. All subjects are to be taught and examined in both classes IX and X. the Qur’ān endorses other revealed books. 5. 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. They should take pride in following the Holy Prophet (PBUH) and manifest the same through their words and deeds. universality and finality of Islam. parents and other stakeholders to know: (a) (b) (c) that the AKU-EB Scheme of Studies for its SSC examination (Annex A) derives directly from the 2007 Ministry of Education Scheme of Studies. They should consider that as the last and final message of Allah. read. It is therefore important for teachers. 2.1. 2. having appropriate knowledge of their ancestors’ educational.

but not necessarily the same content. In effect the SLOs derived from the National Curriculum determine the structure of the AKU-EB subject examination set out in Section 4. The pedagogically desirable objectives of the National Curriculum which encourage “observation. The examination questions will be framed using the same command words. The AKU-EB has classified SLOs under the three cognitive levels Knowledge (K).4 2. 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. These additional topics have been italicized in Section 3 of this syllabus.1. The spirit of the objectives of the National Curriculum Document for Islamiyat revolves around these areas and this examination syllabus of AKU-EB follows this in letter and spirit. It is hoped that teachers will find these definitions useful in planning their lessons and classroom assessments.6 Some topics from the National Curriculum have been elaborated and enriched for better understanding of the subject and/or to better meet the needs of students in the twenty-first century. command words and cognitive levels.1. perhaps. explain. 9 . Specific Rationale of the AKU-EB Islamiyat Examination Syllabus 2. The AKU-EB aims to enhance the quality of education through improved classroom practices and improved examinations.5 2. creativity and other higher order thinking [skills]” are generally ignored. The weighting of marks to the Multiple Choice and Constructed Response Papers is also derived from the SLOs.1 There is. Understanding (U) and Application of knowledge and skills (A) in order to derive multiple choice questions and constructed response questions on a rational basis from the subject syllabuses ensuring that the intentions of the National Curriculum should be met in full. 2. The definitions of command words used in this syllabus are given in Section 8. AKU-EB recommends that teachers and students use multiple teaching-learning resources for achieving the specific objectives of the National Curriculum reproduced in the AKU-EB examination syllabuses.2. Blank sheets are provided in each syllabus for writing notes on potential lesson plans. to elicit evidence of these competencies in candidates’ responses. etc.2. The Student Learning Outcomes (SLOs) in Section 3 start with command words such as list. 2. 2.memorization as the preferred method of examination preparation.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to make them easier for teachers to follow.1. its history and its ethics the better to meet the challenges of the contemporary world. describe. 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.1. a greater need today for Muslims to be deeply inspired with their faith. relate.

2.B. tracing it historically with focus on the brilliant achievements of Muslims in various branches of knowledge and sciences and an attempt has been made to link the topic with the present day Muslim world. 2.2. as meaning is significant to know and reflect how guidance and inspiration can be sought from these two sources by Muslim students in living their lives today. It derives its students learning outcomes from these content areas.2 Islamiyat is a compulsory subject for all the students of SSC.H. As elaborated in the scheme of assessment.2. This objective seems not to have been translated in the textbooks. biography (Sira) and prophetic model (Uswatun Hasanah) of the Holy Prophet (P.B.U. spiritual and moral endeavours. except for non-Muslim candidates who may opt for ‘Ethics’.H.5 As the AKU-EB SSC Islamiyat examination syllabus is based on the National Curriculum 2002.4 Objective eight of the National Curriculum Document seeks to introduce a historical and cultural dimension to studying Islam. and realize the need for reviving and enlivening the glorious past in today’s context.) and learn to live by the ethics of their faith in the light of the teachings of the Qur’an and Sira of the Prophet (P.H. The objectives of the National Curriculum emphasize that students should be able to know and understand their faith with firm beliefs in the basic concepts of Tawheed (oneness of Allah) and finality of the prophethood. curiosity for intellectual. Mozuaati Mutalia. They would be able to develop attitudes that were the hallmark of flourishing Muslim cultures such as tolerance. respect for diversity and pluralistic views. will develop a sense of pride and appreciation for the contributions made by Muslim scholars and scientists.B. AKU-EB has revised the scheme of assessment according to part wise National SSC Scheme of Studies 2007.) and ethics. 2. It states that students should be made aware of the glorious past of Muslims and their achievements in and contribution to various sciences of that time. It is envisaged that through the teaching of this topic students will be able to link themselves with their past heritage.3 The syllabus emphasizes on the meaning and understanding of the Qur’anic text of the three chapters and the Hadith (traditions) of the Holy Prophet (P. Objectives one to seven revolve around these three major areas. 10 . Al-Hadith. this examination syllabus has included a topic of ‘Muslim Cultures’. the AKU-EB SSC Islamiyat examinations in both Classes IX and X will be confined to the contents of Islamiyat textbooks published by t h e provincial textbook boards and National Book Foundation.U.B. This examination syllabus considers all the content areas as given in the National Curriculum document These are Al-Qur’ān.U. which cover the basic beliefs. religious obligations.2.).2. In order to achieve this particular aim of the Curriculum Document in creating awareness in students about the achievements of Muslims and their brilliant past. obey and love Allah and the Prophet (P. as per the National Curriculum.H.U. as the document suggests.). 2.

Hadith (Sayings of Holy Prophet) (‫)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬ ّ Candidates should be able to: 2.5 state the number of verses and rukuāt. state the meaning of selected words and verses. discuss the application of these teachings and values in their lives.2 1.Qauli.1 1.1 2. U = Unders-tanding.1.1.1.1 Introduction to Hadith 2 K = Knowledge.3 1. Qur’ān e-Majīd 1.1. 11 . explain the difference between hadith e. fi‘li. * * * * * Cognitive levels2 K U A 1.1.1. * * 2. and taqriri.3.4 1. A= Application (for explanation see Section 7: Definition of command words used in Student Learning Outcomes and in Examination Questions). describe the key concepts of Sura e-Anfāl. Topics and Student Learning Outcomes of the Islamiyat Examination Syllabus SSC Part I (Class IX) Topics Student Learning Outcomes Candidates should be able to: 1.2 give the meaning of ‘Hadith’ as a word and as a term.1. express the understanding of teaching and values contained in this surah.1 Idiomatic translation and explanation of Sura e-Anfāl 2.

NOTES 12 .

K * U * A * * * * * 3.4 2.) رﺿﻮان اﷲ ﻋﻠﻴﻬﻢ‬ express their understanding of the Qur’ānic concept of existence of Allah.1.2 2. explain the humanistic aspect of these Ahadith. describe how the Qur’ān was written and compiled during the days of Holy Prophet ( ‫ )ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬and the Rightly Guided Caliphs (‫. analyse the level of understanding and application of these Ahadith in Muslim societies.2.1. explain with examples that the Qur’ān is a book of guidance.2.1.4 3.2.1.7 3.5 2.6 2. Mauzu‘ati Mutala‘a 3. 2.2.2.2.1.5 3. discuss the application of these Ahadith in our individual lives. * * * * * * * * 13 .1.8 give the meaning of the ‘Qur’ān’ as a word and as a term. discuss the conceptual relation between these Ahadith. analyse that exploring and reflecting over ‘man and the universe’ are compulsory from the Qur’ānic point of view.1 2.1.2. discuss the lessons that we can take from these Ahadith in social and moral aspects of our lives.7 give meanings of words from the selected Ahadith. explain that the Qur’ān is the final message of Allah for mankind. describe the significance of Qur’ān as a revealed book.1.2.2 Selected Ahadith Note: Ahadith from 1 to 10 as published by the Text Book Boards and National Book Foundation for Islamiyat IX and X .3 3. explicate the Qur’ānic concept of ‘Akhirat’.2 3.1 3.1.3 2. explain the key concepts of these Ahadith.6 3. Qur’ān e-Majīd: Introduction and preservation Candidates should be able to: 3.

NOTES 14 .

describe the objectives of the teachings of the Holy Prophet (‫.5 state what is meant by the finality of the Prophet-hood.4 3.)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬ ّ explain the mutual relationship between the concepts of the finality of the Prophet-hood and the completion of Dīn (religion). highlight the importance of obedience to Allah in their individual lives. give examples of how the Muslims can draw from the life and teaching of Holy Prophet (‫.)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬ explain how the Qur’ān has made the obedience to the Holy Prophet (‫ ) ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬equal to Allah’s obedience.4.1 3. explain why Allah has made the obedience to Holy Prophet (‫ )ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬incumbent upon Muslims.3 3. explain the importance of the concept of the finality of Prophet-hood.4. Love for and obedience to Holy Prophet (‫)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬ ّ 3.)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬ ّ demonstrate with examples how they can show their love and obedience for Holy Prophet (‫.4.3.4.)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬ ّ U * * A * 3.4 3.4.4 Finality of the Prophet-hood and completion of Dīn 3.3. explore different ways in which the Muslim Ummah can express its love and obedience to the Holy Prophet (‫.3 explain with examples the impact of love for Allah on ethical and social aspects of a Muslim society.1 3.2 3.)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬ * * * * * 15 .1 3. demonstrate how they can express their love and obedience for Allah through their prayers (Ibadah).3 3.2. Love for and Obedience to Allah 3.3.2.2.3.5 * * * * * 3.2 3.3. ّ explain the importance of love and respect for Holy Prophet (‫.K 3.2 3.3.2. and love for human beings.

NOTES 16 .

1 3.5.6. importance and heads of expenditure) 3.6.5.6.6.2 3.5.6 Zakāt (Obligation.3 3.5 Obligation and excellence of knowledge 3.)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬ analyse the importance of seeking knowledge in the modern age.3 3.1 3. give the literal meaning of ‘zakāt’.4 3. present an over view of application of knowledge in individual and collective lives.5.4 3. explain the concept of ‘zakāt’ as an Islamic term. U * A * * * * * * * * * 17 .5 discuss the importance of knowledge in the light of the Qur’ān and Hadith.K 3.5 3. state the heads of expenditures of ‘zakāt’ according to the Qur’ān and Hadith.2 3. state the efforts made for the promotion of knowledge during the time of the Holy Prophet (‫. discuss the benefits of ‘zakāt’ for individual and collective lives.5. explain in the light of the Qur’ān and Hadith that paying ‘zakāt’is obligatory.6. explain in the light of the Qur’ān and Hadith that seeking knowledge is obligatory.

NOTES 18 .

2 4.2 Knowledge and present day Muslims 4.2.1.4.1 4.2. hadith. science and other branches of knowledge. K * U * A * * 4. Ilm al-Rijāl etc). literature.1.3 * * * * * 19 . describe the important disciplines of Islamic learning that emerged through the study of the Qur’ān and Hadith (for example tafsir.4 state the meaning of the term ‘culture’. suggest how Muslims can revive their glorious past. history.2. mention the names of and distinguished services rendered by prominent Muslim scholars and thinkers in the field of Qur’ān. survey the causes of decline of Muslims in Arts and Sciences. explain and analyse the problems Muslims are facing today. grammar. Muslim Cultures 4. present an over view of the impact of Qur’ān and Hadith on the development of Arts and Sciences amongst Muslims.1 4.3 4. identify.1. Hadith.2 4. and play their role in research and dissemination of knowledge.1.1 Development of Arts and Sciences amongst Muslims Candidates should be able to: 4.

NOTES 20 .

1 Importance of Hadith 6.1.1. explain the key concepts of these Surahs. * * * * * * Cognitive levels3 K U A 6. Student Learning Outcomes Candidates should be able to: 5.1.1 6.Class X Topics 5.1.1. 11-20 mentioned in Islamiyat books for IX and X.2 5. published by text book board and National Book Foundation 3 6.2.3 5. explain the key concepts of these Ahadith. explain the importance of hadith for understanding the Qur’ān after the demise of Holy ( ‫.2 explain the importance of hadith for understanding the Qur’ān. U = Understanding.1.6 state the meanings of ‘Ahzab and Mumtahenah’. discuss the application of teachings and values contained in these Surahs.2. Qur’ān e-Majīd 5. A= Application (for explanation see Section 7: Definition of command words used in Student Learning Outcomes and in Examination Questions). 21 .) ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬ give the meaning of words from selected Ahadith.1. give the number of verses and rukuāt of both the Surahs.1 6. discuss what lessons we can draw from these Ahadith for our moral and social aspects of lives. discuss the conceptual relationship between these Ahadith.2.4 K = Knowledge.3 6. give the meaning of selected words and verses.4 5.1 5.1 Idiomatic translation and explanation of Sura-e-Ahzāb and Mumtahinah. Hadith (Sayings of Holy Prophet) (‫)ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳﻠﻢ‬ ّ Candidates should be able to: 6.2. * * * * * * 6.2 6.5 5.2 Selected Ahadith Note: Ahadith No. express their understanding of teachings and values contained in these Surahs.1.

NOTES 22 .

3 7. gratefulness.5 6.1 7.1 7.4 23 .2.3 Fortitude.2.2. state the meaning of taharat as an Islamic term. comment on the excellence of the Qur’ān in the light of the Qur’ān and Hadith.3. elaborate the concepts of sabar and shukr in the light of the Qur’ān and Hadith.2.2 7. U A * * 7.3.1.4 7.5 7. discuss the Qur’ān as a source of guidance for worldly and spiritual matters.1. discuss how the two concepts of sabar and shukr are interrelated.4 7.2.3 7. give an over view of the physical and spiritual benefits of wudu and ghusl. give the literal meaning of the words sabar and shukr.5 explain that the Qur’ān is a miracle from different aspects. discuss in what sense the Qur’ān is the last book of Allah. present an over view of the impact of sabar and shukr in Muslim’s individual and collective lives.1 Excellence of Qur’ān Candidates should be able to: 7. give comments on the humanistic aspect of the teaching of these Ahadith.3 7.1.2. * * * * * * * * * * * * * * 7. apply the injunctions regarding taharat in social lives. give the literal meaning of ‘taharat’.K 6. Mauzu‘ati Mutala‘a 7.1 7.2 7.1.3. discuss the benefits of taharat on environment.3.2 Ablution and physical cleanliness 7.2 7. explain that the recitation of the Qur’ān sparks spiritual development and peace of heart in the believers.6 give examples of application of these Ahadith in our individual lives.1.2. and our individual and collective lives (Sabr and Shukr) 7.

NOTES 24 .

5 7.4 7.4.4.5. K * U * A * * * * * * * * * * * * * 7.1 7.2 7.7 7.6 7. discuss the Qur’ānic concept of hijrat.4. its need and principles. give meaning of the word Zaujayn.6 7.5 Migration and Jihād 7.5.3 7.2 7. state kinds of jihād.4 7.5. discuss the events and causes that forced Muslims and the Prophet ( ‫ ) ﺻﻠﯽ اﷲ ﻋﻠﻴہ وﺁﻟہ وﺳّﻠﻢ‬to migrate to Madina.4.7.7 25 .5.4. its need and principles.5 7. discuss with examples how good relations between members of the family can be strengthened.5.4. explain the concepts of hijrat and jihad in the light of Qur’ān and Hadith. elaborate the rights and duties of children in the light of the Qur’ān.8 give the meaning of word ‘ā’ilah’ elucidate the meaning and concept of family life in the light of the Qur’ān and Hadith.4 Importance of family life 7. discuss the importance of family life in a Muslim society.3 7.4. explain the rights and duties of husband and wife according to the teaching of the Qur’ān. give literal meanings of the words ‘hijrat and jihād’. discuss the importance and impact of relations between husband and wife. discuss Qur’ānic concept of jihād.5. give an over view of the importance of jihad in individual and social lives.1 7.5.4.

NOTES 26 .

5 8.3 8. discuss the role of government and citizens for creating ‘national integrity’ in Pakistan. discuss the promotion of integrity and tolerance among different cultures of Pakistan. suggest how students can play their role in the development of Pakistani society.1. assess the diversity of cultures in Pakistan.2.2. Abul Qasim Khallaf bin Abbas al-Zahrawi. explain the impact of the contribution of these famous personalities on Muslim and other civilisations. * U A 8. Shah Abdul Latif Bhitai.2.4 8. state what is meant by ‘national integrity’.1 8. Muslims Cultures 8. Saleem uz Zaman Siddiqi.K 8.2. Abu Rehan al-Beruni.2 Role of citizens in social relationship and integrity 8.1 state the contribution of the following Muslim scholars: Dr.2.2 8.1.2. assess the impact of Islamic teachings in creating harmony among different cultures.2 8.6 * * * * * * * 27 .1 Famous personalities Candidates should be able to: 8. Syed Amir Ali.

NOTES 28 .

Published by the Textbook Boards and National Book Foundation* Mozoati Mutalia Topics and sub-topics as given in the Textbooks of Islamiyat Class IX and X. of Sub-Topics K SLOs U A Total 1 2 2 1 5 2. 6 5 16 10 31 4. Scheme of Assessment Class IX Table 1: Number of Student Learning Outcomes by Cognitive Levels Topic No. 29 .4. 2 2 3 4 9 3. Published by the Textbook Boards and National Book Foundation* Al-Hadith 10 Hadith (1 to 10) as given in the Textbooks of Islamiyat Class IX and X. 2 11 4 13 24 2 23 43 3 18 33 9 54 *Table 1 summarises the SLOs related to topics covered in the Islamiyat textbooks. Topics The Qur’ān Surah-e-Anfal (Complete) as given in the textbooks of Islamiyat Class IX and X. 1. Published by the Textbook Boards and National Book Foundation* Muslim Cultures Total Percentage No.

of Constructed ERQ Topic SubObjective Response Topics Test Paper Qur’ān d. 3.Topic No. Total Marks 11 11 21 7 50 30 . 4. of Topics Marks Distribution Sub-Topics Qur’ān d. 3. 1. 2. Constructed Response Paper and Extended Response Question Marks No. 2. 1.Majīd MCQs 5 @ 1 Mark 1 Surah-e-Anfal (complete) CRQ 1 @ 6 Marks Hadith e-Sharif MCQs 5 @ 1 Mark Introduction 2 CRQ 1 @ 6 Marks 10 Ahadith (1 to 10) MCQs 7 @ 1 Mark Mozu‘ati Mutala‘a 6 CRQs 2 @ 4 Marks ERQ 1 @ 6 Marks MCQs 3 @ 1 Mark Muslim Cultures 2 CRQ 1 @ 4 Marks MCQs CRQs ERQs Total Marks 11 20 24 6 Total 11 11 21 7 50 Topic No.Majīd 1 5 6 Surah-e-Anfal (complete) Hadith e-Sharif Introduction 2 5 6 10 Ahadith (1 to 10) Mozu‘ati Mutala‘a 6 7 8 6 Muslim Cultures 2 3 4 Total: 11 20 24 6 Table 3: Paper Specifications No. 4. Table 2: Allocation of Marks for the Objective Test.

published by the Textbook Boards and National Book Foundation* Mozu‘ati Mutala‘a Topics and sub-topics as given in the Textbooks of Islamiyat Class IX and X. published by the Textbook Boards and National Book Foundation* Muslim Cultures Total: Percentage 1 3 2 1 6 2. 31 . 2 1 3 4 8 3. 2 10 2 12 24 2 16 31 4 23 45 8 51 * Table 3 summarises the SLOs related to topics covered in the Islamiyat textbooks. of Sub-Topics SLOs K U A Total The Qur’ān Sura-e-Ahzab (complete) and Sura-e-Mumtahina (complete) as given in the textbooks of Islamiyat Class IX and X published by the Textbook Boards and National Book Foundation* Hadith e-Sharif Importance of Hadith 10 Ahadith (11 to 20) as given in the textbooks of Islamiyat Class IX and X.Class X Table 4: Number of Specific Learning Objectives by Cognitive Levels Topic No. 1. 5 6 9 14 29 4. Topics No.

T h e p e r c e n t a g e o f t h e n u m b e r o f S L O s i n c l a s s I X at Knowledge level is 24%. as the AKU-EB SSC Islamiyat examination syllabus is based on the National Curriculum 2002. 4. Tables 1 and 4 summarise the nature of the SLOs in each topic. which will be confined to the contents of the textbooks published by the Textbook Boards and National Book Foundation. Topics The Qur’ān Surah-e-Ahzab (Complete) and Surah-e-Mumtahina (Complete) Al-Hadith 10 Hadith (11 to 20) Mozoati Mutalia Five Topics Muslim Cultures Total Marks 4. The Qur’ān Sura-e-Ahzab (complete) and Sura-e-Mumtahina (complete) Hadith e-Sharif Importance of Hadith 10 Ahadith (11 to 20) Mozu‘ati Mutala‘a Muslim Cultures Total: Marks No. 2 5 6 - 11 3. Constructed Response Paper and Extended Response Questions. of Constructed Sub-Topics Objective Response Test Paper 1 5 6 ERQ Total - 11 2.1 1 2 5 2 10 Marks Distribution MCQs 5 @ 1 Mark CRQ 1 @ 6 Marks MCQs 5 @ 1 Mark CRQ 1 @ 6 Marks MCQs 7 @ 1 Mark CRQs 2 @ 4 Marks ERQ 1 @ 6 Marks MCQs 3 @ 1 Mark CRQ 1 @ 4 Marks MCQs CRQs ERQs 20 24 6 Total Marks 11 11 21 7 50 The SSC Islamiyat examination will be part wise in both classes IX and X. 3. 1. at Understanding 4. 2. 5 2 10 7 3 20 8 4 24 6 6 21 7 50 Table 6: Paper Specifications Topic No.Table 5: Allocation of Marks for the Objective Test. 1. This will serve as a guide in the construction of the examination paper. 4. Topics Topic No.2 32 .

Teaching and learning should be based on activity and student centred approaches. but alternative tasks within a topic may be set. qirat competitions. All constructed response questions will be in a booklet which will also serve as an answer script. for more information and deeper understanding. 31% and 45%. analysis and inquiry and encourage application of learning in individual and social life.5 4. As assessment is an extension of teaching and learning. In the constructed response questions there will be no choice of questions. Part two will be of 1 hour and 25 minutes duration. However. Teaching-Learning Approaches and Suggested Activities The methodological approaches should lay emphasis on meaning. discussions.3 33 . However.6 5. “teaching material should not contain any thing controversial”.1 5. reflection. understanding. The total duration of the complete paper will be two hours. There will be separate papers of Islamiyat compulsory in class IX and X. administered before the Constructed Response Paper (paper II). According to the National Curriculum guideline 54. project work. 4. Students may be encouraged to carry out further exploration of the content and topics.4 4. This indicates the need for both teachers and learners to develop a deeper understanding of topics including Muslim cultures and ethical values as to better meet the challenges of the contemporary world.3 Tables 2 and 5 show the distribution of marks whereas table 3 and 6 give paper specifications for each topic. 4.2 5. There will be a choice in ERQ question. field visits and presentations should be focused. Part I will be a separately timed Multiple Choice Test of 35 minutes. Activities such as group work. it requires a sensitive teacher to handle contentious issues. w h e r e a s i n c l a s s X i t i s 24%. There will be 20 items for the MCQ paper carrying one mark each whereas the Constructed Response Paper carries 30 marks including at least one question from each chapter and one ERQ from chapter 3 for each class IX and X.level is 43% a n d a t Application level i s 3 3 % . the examination will be confined to the contents of the provincial textbook. reference books can be referred. 5. The question paper will be in two parts.

Ulum Karachi. Akram. Jamil Jalibi. (1997). 3. 8. Thomas D R & Mustafa D. 5. Maktaba e. B. National Book Foundation. 1. Islamic Culture in Subcontinent. 11. Islamabad. Mohammad Akraam (1955) The Cultural Heritage of Pakistan. (1995). 4. Darya Ganj and Lahore: Al-Biruni. Provincial Textbook Boards’ Islamiyat Textbook for Classes IX & X. Lahore Pakistan. A. Urdu Bazar. Lahore. And Karachi: Iqbal Kitab Ghar. Lahore. (1784). 2. 7. 2. (2007). translation into Urdu by Iftikhar Ahmed Sherwani. (2004) Islamiyat. Abdul Rauf Zafar (2004). Commentary on the Quran. Zia-ud-Din. Islamiyat Textbook for Classes IX & X. 14. 6. N. (1981) Muslim Contribution to Civilization. (2001). A Short History of Islam. 10. Karachi. Karachi: Qamar Kitab Ghar. (1971) Ilmul Hadith. 34 . The Holy Quran. 13. Mohammad. Lahore: Idara-e-Thaqafate-Islamia.Qur’ān. Mubarizuddin. Sindh. Tarikh e. Musalmano ke Ilmi aur thaqafati karnamain. M. S. Lahore: Idara-e-Thaqafat-e-Islamia. Maktab eQudusiya. Taqi Uthmani. Abdul Majid Darayaabadi. S. A. Ahmed. Moslem Calligraphy. Islamiyat for Students of Classes IX and X. Delhi: Maktaba Jamia Ltd. Mahmud S. Azad. Islami Fun-e-tamir. Karachi. S. translation into Urdu by Dr. Huda. 9. (Punjab. Pakistan ka Saqaftati Warsa. Karachi. Sh. (1973). Abdullah Yusuf Ali (1979). A. Lahore: Kazi Publications. Lahore: Idara-e-saqfat-e-Islamia. Karachi. Akraam. M. Haider. Imamiya Publications Lahore. A. Urdu Bazar. 15. (2002). Ulum al Qur’ān.Dar al.F. Rasool-e-Rahmat. translation and commentary. Baluchistan and KPKhwah). Oxford University Press (English medium students may also refer to the textbooks in Urdu mentioned in 1 and 2 above) Reference Books 1. Pir Muhammad Ibrahim Trust. 12. Pakistan ka Thaqafati-Wirtha. Hasnain. 16. Lahore. Tahdith e-Ulum al-Hadith. Ramyar Mehmud. depending on the school location and choice. S. Lahore: Feroz Sons Publications. F.6. Dar-al-Isha'at. New Delhi: Kitab Bhavan Kalam Mahal. (1952). text. 4. Recommended Texts and Reference Materials Textbook: Any one of the following. 3. Oxford University Press. (2001). Sh. OUP. Muhammad Ashraf. Lahore: Sheikh Ghulam Ali and Sons.

grouping. sequences. formulate. categories. solving. It can be taught and evaluated through questions based on: why. describe. Mention the commonly used meanings of things objects. 35 . corroborate. summarizing. illustrate. solve. Only a formal statement of equivalent paraphrase is required. show. Select the most appropriate from many possibilities on the basis of relevant characteristics of something. drawing conclusions. give reasons for. Application: This requires using information or concepts in new situations. etc. what. summarize. identify. demonstrate. explain. prioritize. books etc. chart the course/ direction. differentiate. etc. compare. Understanding and Application) Knowledge: This requires knowing and remembering facts and figures. No examples need to be given. etc. how. Understanding: This requires understanding information. finding evidence. using old ideas to create new ones. contrasting. It can be taught and evaluated through questions based on: distinguish. analyzing relationships. create. grasping meaning. making links. define. It can be taught and evaluated through questions based on: who. organizing parts. show relationship. generalizing from given facts. evaluating worth. inferring causes/reasons. compare and contrast.1 Definition of Cognitive Levels and Command Words in the Student Learning Outcomes and in Examination Papers Definition of Cognitive Levels (Knowledge. rearrange. trends. concepts. interpret. predict consequences etc. etc. tabulate. etc.7. label. analyse. organizing information and ideas. interpreting facts. report. prove. where. identify the main idea/theme. name. discuss. list. reconstruct/recreate. integrate. comparing. identifying motives. 7. when. and the ability to recall key ideas. reorganize. relating knowledge from several areas. vocabulary and contexts. quote. categorize. design. seeing patterns. propose an alternative. predict. state. people. To tell a story by describing all the events in order. Knowledge Give Identify: Name Narrate: Define (the term or terms): Provide meaning or quantity or a fact about something. solving problems. paraphrase.

present arguments in an integrated way so as to draw conclusions about common characteristics of a component. Apply knowledge in a given situation to give a rational opinion. depending on the context. May imply reasoning or some reference to theory. Show or prove by evidence and/or by argument. Elaborate/Elucidate: Clarify or enrich given statements or definitions. Requires candidates to give a critical account of the issue raised and draw meaningful conclusions. make evident. bring to light. Give an opinion with specific reasons on any given topic or point. Show by argument. Describe: Explain/Explicate : Give a clear and detailed account of related information with reasons or justification. express views or simply state something.State: Write: Give a brief and factual answer with no explanation. To bring to front. Give examples with an accompanying explanation of why the example is a good one. with emphasis. Be able to provide necessary information. Critically identify those characteristics which always or some times distinguish between the two categories. Highlight: Application Analyse: Demonstrate Differentiate: Discuss: Exemplify: Suggest: Comment: Demonstrate: Discuss: Use information to relate different features of the components of specified material. by providing relevant details or examples. The connotation as well as the denotation of words will usually be important and these connotative meanings should be consistent with each other. Implies a concise answer related to events. Present views in a logical and lucid way considering all aspects of a matter under discussion and draw convincing conclusions on the points raised. Understanding Requires candidates to state in words the main points of the topic. 36 . quantity or a fact about something. facts or other evidences the validity of a statement or phenomenon.

Name specific instances or cases to demonstrate the occurrence of an event or existence of a situation or phenomenon. Means to express in a logical and convincing way in support of ideas and content areas. Give clear examples to state.Explore: Express: Give examples: Illustrate: Present: Seek and be able to survey in-depth meanings from different sources. clarify or synthesize a point of view. statement or view and suggest what it is. Suggest: Assess Recognize 37 . Apply knowledge in a given situation to advance a reasoned opinion or prediction Present a survey or judge an impact of something Involves looking at a given example. Put forward one’s views in a logical and lucid way considering all aspects of the matter under discussion.

The revised SSC Scheme of Studies issued by the Curriculum Wing was implemented from September 2007. Candidates from the province of Sindh may appear in “Urdu-I” in SSC Part I and in “Sindhi Aasan” in Part II examination. subject to the board’s approval. Islamabad: Ministry of Education. The first SSC-I part wise (Class IX) examination was held in May 2008 and SSC-II (Class X) in 2009. c. Accordingly. The marks allocated to subjects in the revised National Scheme of Studies of September 2007 have been followed. b.SSC Scheme of Studies 4 Annex A AKU-EB as a national board offers qualifications for both English medium and Urdu medium schools. SSC I and II (Class IX and X) subjects on offer for examination SSC Part-I (Class IX) Science Group Subjects English Urdu OR History and Geography of Pakistan a OR Urdu-I b Islamiyat OR Ethics c Pakistan Studies Mathematics Physics Chemistry Biology OR Computer Science Total: SSC Part-II (Class X) Science Group Subjects English Urdu OR History and Geography of Pakistan a OR Sindhi Aasan b Islamiyat OR Ethics c Pakistan Studies Mathematics Physics Chemistry Biology OR Computer Science Total: a. The Science group and Humanities group subjects are offered at SSC level. Theory 75 75 50 50 75 65 65 65 520 Marks Practical 10 10 10 30 Marks Practical 10 10 10 30 Total 75 75 50 50 75 75 75 75 550 Theory 75 75 50 50 75 65 65 65 520 Total 75 75 50 50 75 75 75 75 550 Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory. Scheme of Studies for SSC and HSSC (Classes IX-XII). Curriculum Wing. 4 38 . Government of Pakistan September 2007 and May 2003. For non-Muslim candidates only. each SSC subject will be taught across both the classes IX and X.

General Science 3. 39 . Elements of Home Economics 9. Economics 5. Sindhi Elective 8. c. Elements of Home Economics 9. Computer Science (65+10 practical) 4. Geography 2. b. English Literature d 14. Geography 2. For non-Muslim candidates only. General Science 3. d. Sindhi Elective 8. Subject will be offered as Additional Subject.SSC Part-I (Class IX) Humanities Group Subjects English Urdu OR History and Geography of Pakistan a OR Urdu-I b Islamiyat OR Ethics c Pakistan Studies General Mathematics Any three of the following Elective Subjects 1. Candidates from the province of Sindh may appear in “Urdu-I” in SSC Part I and in “Sindhi Aasan” in Part II examination. Food and Nutrition (65+10 practical) 10. History of Pakistan 7. Civics 6. Art & Model Drawing 11. Civics 6. Business Studies 12. subject to the board’s approval. Commercial Geography d Total: a. English Literature d 14. Commercial Geography d Total: SSC Part-II (Class X) Humanities Group Subjects English Urdu OR History and Geography of Pakistan a OR Sindhi Aasan b Islamiyat OR Ethics c Pakistan Studies General Mathematics Any three of the following Elective Subjects 1. Marks 75 75 50 50 75 225 (75 each) 550 Marks 75 75 50 50 75 225 (75 each) 550 Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory. Computer Science (65+10 practical) 4. Environmental Studies 13. History of Pakistan 7. Environmental Studies 13. Food and Nutrition (65+10 practical) 10. Economics 5. Business Studies 12. Art & Model Drawing 11.

Annex B 40 .

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