Scheme Syllabus

Board of Secondary
Education Karachi
Scheme of Syllabus

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Scheme of Syllabus Board of Secondary Education, Karachi www.bsek.edu.pk
1.
SCHEME OF STUDIES
SCIENCE GROUP
(All subjects given under Component I& II are compulsory)
Component I
A FOR Candidates whose mother tongue is Urdu
(i) Urdu (C) Normal Course 1 paper 75 Marks
(ii) Sindhi (C) Salees 1 Paper 75 marks
OR
B FOR Candidates whose mother tongue is Sindhi
(i) Sindhi (C) Normal Course 1 paper 75 Marks
(ii) Urdu (C) Salees 1 Paper 75 marks
OR
C FOR Candidates who have come from outside the province of Sindh
and have not studied Sindhi upto Class VIII.
(i) Urdu (C) Normal Course 1 paper 75 Marks
(ii) Urdu(Alternative Course)
In lieu of Sindhi (c) salees 1 Paper 75 marks
OR
D FOR Candidates who have not studied Urdu upto Class VII.
(i) Urdu (C ) Salees 1 paper 75 Marks
(ii) English Literature 1 Paper 75 marks
OR
E FOR Foreigners only
(i) Geography of Pakistan I
(ii) Geography of Pakistan II 2 paper 150 Marks
2. English (Compulsory) 2 paper 150 Marks
1
3. Pakistan Studies 1 paper 75Marks
4. Islamiat for Muslims 1 paper 75 Marks

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Or Ikhlaqiat for non-muslims.
Note: For C D & E Permission from the Borad is needed.
COMPONENT _ II

5. Mathematics
1 paper
6. Physics *
1 paperTh.85)

Pr.15 )

100Marks

7. Chemistry * 1 paperTh.85)
Pr.15 )

100Marks

8.
Biology * 1 paperTh.85)

Pr.15 )

100Marks

Or

Computer Studies * 1 paperTh.75)
Pr.25 )
x In Physics , Chemistry , Biology or Computer Studies Theory and practical are
separate passing heads.
COMPONENT _ III
Compulsory Non- Examination Exercises )
1. Physics Exercise 15 to 30 minutes dalily
2. Training in Civil Defence, 72 hours in the two academic
First Aid and Nursing years preceding the
examination.
100 Marks

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Papers to be offered at part I & II Examinations
Science Group
PART I
(a ) For candidates Whose mother tongue is Urdu:
(i) Sindhi (C) Salees 1 Paper 75 marks
OR
(b ) For candidates Whose mother tongue is Sindhi:
(i) Sindhi (C) Normal Course 1 paper 75 Marks
OR
C FOR Candidates who have come from outside the province of Sindh
Urdu(Alternative Course In
lieu of Sindhi ( c) sales 1 Paper 75 marks
OR
D FOR Candidates who have not studied
Urdu upto Class VII.
English Literature 1 Paper 75 marks
OR
Geography of Pakistan 1 Paper 75 marks
Note : For c, d & e Permission from the Borad is needed.
2 . English ( Compulsory) PaperI 75 marks
3 .Pakistan Studies paper I 75 Marks
4. Chemistry 1 paper Th.85)
Pr.15 ) 100 Marks
5 . Biology Th.85)
Pr.15 ) 100 Marks
Or 1 paper

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Computer Studies Th.75
Pr.25 Total :100

Total: 425 Marks

PART II
1. (a ) For candidates Whose mother tongue is Urdu:
Urdu (C)Normal 1 Paper 75 marks
OR
(b ) For candidates Whose mother tongue is Sindhi:
Urdu (C) Salees 1 paper 75 Marks
OR
(c) FOR Candidates who have come from outside the province of Sindh and
have not studies Sindhi upto Class VIII:
Urdu ( c) Normal course 1 Paper 75 marks
OR
(d) FOR Candidates who have not studied urdu upto Class VII.
Urdu ( c) sales 1 Paper 75 marks
OR
(e) FOR Foreigners:
Geography of Pakistan Paper - II 75 marks
Note : For c, d & e Permission from the Borad is needed.
2.English (Compulsory) Paper II 75 Marks
3. Mathematics 1 paper 100 Marks
4. Physics 1 paperTh.85)
Pr.15)
5 Islamiat for MuslimsOr
Ikhlaqiat for non-muslims 1 paper 75 Marks Total 425 Marks

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SCHEME OF STUDIES
GENERAL GROUP
For Regular Students only
(All subjects given under Component I & II are compulsory)
Component I
A FOR Candidates whose mother tongue is urdu
(i) Urdu (C) Normal Course Marks
(ii) Sindhi (C) Salees
OR
B FOR Candidates whose mother tongue is
Sindhi
(i) Sindhi (C) Normal Course 1 paper .. 75
Marks
(ii) Urdu (C) Salees 1 Paper .. 75 ma
OR
C FOR Candidates who have come from outside the province of
not studied Sindhi upto Class VIII.
(i) Urdu (C) Normal Course 1 paper
Marks
Urdu(Alternative Course)
In lieu of Sindhi ( c) salees 1 Paper ..
OR
D FOR Candidates who have not studied urdu upto Class VIII
(i) Urdu (C ) Salees
(ii) English Literature*
OR
(i) Geography of Pakistan
(ii) Geography of Pakistan II
2. English ( Compulsory )
3. Pakistan Studies
4. Islamiat for Muslims
Or Ikhlaqiat for
non-Muslims
1 paper
1 Paper
2 paper
2 paper
1 paper
1 paper ..
75 Marks 75
marks
150 Marks
150 Marks
75Marks
75 Marks
.
1 paper .. 75
1 Paper .. 75 marks
Sindh and have

.. 75
75 marks
..
..
..
..
..

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NOTE: For C D & E Permission from the Borad is needed.
*Candidates offering Civics and English Literature in Component I cannot offer these
subjects under Component II as elective subjects.
Component II
5. General Science 1 paper .. 100Marks
6. Mathematics 1 paper .. 100 Marks
Elective Subjects:

Physiology Hygiene
Civics
History of Indo-Pakistan
Computer Studies
Food & Nutrition ( for Girls only)
Islamic Studies
Islamic History
Economics
Management for better homes ( for girls only)

(c) (i) Geometrical & Technical Drawing
(ii) Art & Model Drawing
**(iv) Child Development & family living ( for girls only)
(d) (i) CommerCial Geography
(ii) Geology,
(iii) Geography
**(iv) Clothing &Textiles (for girls only).
(e) (i) 'Arabic
(ii) Persian
(iii) Baille.
**(vi) Household Accounts (for girls only) (f)
(i) Urdu Literature
(ii) English Literature
(iii) Sindhi Literature
(iv) Gujrati Literature.: .,
7

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Papers to be offered at Part I &II Examinations
General Group - (For Regular Students only)
PART I
1 . (a) For candidates whose mother tongue is Urdu :'
Sindhi (C) Salees 1 Paper 75 Marks
OR
(b) For candidates whose mother tongue is Sindhi:
Sindhi (C) Normal Course 1 Paper .. 75 Marks
OR
(c) For candidates who have come from outside the Province of Sind
and have not studies Sindhi upto Class VII:
Urdu ( Alternative Course
In lieu of Sindhi) 1 Paper .. 75 Marks
OR
(d) For candidates who have not studied Urdu upto calss VIII
English Literature 1 Paper .. 75 Marks
FOR Foreigners only
Geogr aphy of Paki st an 1 Paper .. 75 Marks NOTE : For c, d & e Permission from the Borad is needed.
2. English ( C ) paper I ..
75Marks
3. Pakistan Studies paper I .. 75Marks
4. Mathematics 1 paper .. 100 Marks
5. General Science 1 paper .. 100
Marks
Total 425 Marks
OR (e)

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PART II
(a) For candidates whose mother tongue is Urdu:'
Urdu (C) Normal 1 Paper 75 Marks
OR
Urdu (C) Salees 1 Paper 75 Marks
OR
(c ) FOR Candidates who have come from out side the province of Sindh
Urdu (C) NormalCourse 1 Paper 75 Marks
OR
(d) FOR Candidates whohave not studies Urdu upto Class VII:
Urdu (C) Salees 1 Paper 75 Marks
OR
(e) For Foreigners:
Geography of Pakistan Paper II .. 75 Marks
NOTE : For c, d & e Permission from the Borad is needed.
(English (Compulsory) Paper II ... 75 Marks
Islamiat for Muslims or
Ikhlaqiyat for non-Muslims 1 Paper 75 Marks
Elective Subjects: 1 Paper for each
Any two Subjects but not more than
One out of the following Groups : Subject . 200 Marks
Total 425 Marks

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(a) (i)
Physiology Hygiene
History of Indo-Pakistan
Computer Studies
Food & Nutrition ( for Girls only)
Islamic Studies
Islamic History
Economics
(ii) Civics
(iii)
(iv)
**(v)
(b) (i)
(ii)
(iv)

**(iv) Management for better homes ( for girls only) (c)
(i) Geometrical & Technical Drawing (ii) Art &
Model Drawing
**(iv) Child Development & family living ( for girls only)
(d) (i) CommerCial Geography
(ii) Geology,
(iii) Geography
**(iv) Clothing & Textiles (for girls only).
(e) (i) 'Arabic
(ii) Persian
(iii) Baille.
**(vi) Household Accounts (for girls only)
(f) (i) Urdu Literature
(ii) English Literature
(iii) Sindhi Literature
(iv) Gujrati Literature.: .,
10

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GENERAL GROUP
(For Private Students Only)
(All subjects given under Component I &11 are compulsory)
Component I
A - For candidates whose mother tongue is Urdu.
(i)Urdu (C) Normal Course 1 Paper .. 75 Marks

(ii) Sindhi (C) Salees 1 Paper
..
75 Marks

OR

B - For candidates whose mother tongue is Sindhi:

(i) Sindhi (C) Normal Course 1 Paper .. 75 Marks
(ii) Urdu (C) Salees
OR
1 Paper .. 75 Marks

C -For candidates who have come from outside the Province of Sind andhave not
studies Sindhi upto Class VII:
(i) Urdu (C) Normal Course 1 Paper .. 75 Marks
(ii)Urud (Alternative Course) 1 Paper .. 75 Marks in
lieu of Sindhi (C) Salees
OR
D -For candidates who have not studied Urdu upto Class VIII
(i) Urdu(C) Salees 1 Paper .. 75 Marks
(Ii)English Literature 1 Paper .. 75 Marks
OR
E-For Foreignersonly (Specially permitted by the Board), (i)
Geography of Pakistan Paper I
2 Papers 150 Marks
(ii)Geography of Pakistan Paper II
2. English (Compulsory) 2 Papers 150 Marks
3. Pakistan Studies 1Papers 75 Marks
4. Islamiat for Muslims or
Ikhlaqiyat for non-Muslims 1Papers 75 Marks

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COMPON ENT-II
5. General Science 1 Papers .. 100 Marks
6. Mathematics1 Papers .. 100 Marks
ELECTIVE SUBJECTS:
Any two subjects but not more than one out of the
following groups :-
(a) (I) Physiology and Hygiene (ii) Civics
(iii) History of Indo-Pakistan
(b) (i) Islamic Studies (ii)
Islamic History (iii
)Econom ics
(c) (i)Geometrical & Technical Drawing (ii) Art
and Model Drawing
(d)
(i)Commercial Geography
(ii) Geography
(e) (i) Arabic
(ii) Persian
(III) Household Accounts (for girls only)
(f)
(i)
(ii)
(iii)
(iv)
Urdu Literature
English Literature
Sindhi Literature
Gujrati Literature

Candidates offering Clvics; English Literature, Urdu Alternative Course in .lieu of Sindhi
(C) Salees in Component-I can not offer these subjects underComponent-II as elective
subjects.

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GENERAL GROUP (FOR PRIVATE STUDENTS ONLY)
PART I
(a) For Candidates whose mother tongue is Urdu:
Sindhi (C) Salees 1 Paper ... 75 Marks
OR
Sindhi (C) Normal Course 1 Paper ... 75 Marks
OR
(c) For candidates who have come from out side the Province of
Sind and have not studied Sindhi upto Class VIII:
Urdu (Alternative Course in 1 Paper ... 75 Marks
lieu of Sindhi)
OR
(d) For candidates who have not studied Urdu
English Literature 1 Paper
For Foreigners only:
Geography of Pakistan Paper-I Note:
For c, d and e permission from the Board is

2. English (c) Paper I 75 Marks
3.
Pakistan Studies Paper I 75 Marks
4. Mathematics 1 Paper 100 Marks
5.
General SCience 1 Paper
100
Marks

Total 425Marks

PART II

1. (a) For candidates whose mother tongue is Urdu:

Urdu (C) Normal Course 1 Paper .. 75 Marks
OR
(b)For candidate whose mother tongue is Sindhi:
Urdu (C) Salees 1 Paper .. 75 Marks OR

(c ) For candidates who come from out side
the Province of Sindh and have not studied
Sindhi upto Class VIII:
Urdu (C) Normal Course 1 Paper .. 75
OR
13
Marks
upto Class VIII
... 75 Marks OR
75 Marks
needed.

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(d) For candidates who have not studied
Urdu upto Class VIII
Urdu (C) Salees 1 Paper . . 75 Marks
OR
(e) For Foreigners:
Geography of Pakistan Paper-I ... 75 Marks
Note: For c, d and e permission from the Board is needed.
2. English (Compulsory) Papers II .... 75 Marks
3. Islamiat for Muslims or Ikhlaqiyat
fornon-Muslims 1 Paper .. 75 Marks
4. Elective Subjects: 1 Paper of each
Subject 200 Marks
Any two subjects but not more than one out of the following Groups:
Total 425 Marks
a) (I) Physiology and Hygiene
(ii) Civics
(iii) History of Indo-Pakistan
b) (i) Islamic Studies
(ii) Islamic History
(iii )Econom ics
(c) (i) Geometrical & Technical Drawing
(ii) Art and Model Drawing
(d) (i)Commercial Geography
(ii) Geography

Arabic
Persian
Household Accounts (for girls only)

Urdu Literature
English Literature
Sindhi Literature
Gujrati Literature

Candidates offering Clvics; English Literature, Urdu Alternative Course in .lieu of Sindhi (C)
Salees in Component-I can not offer these subjects underComponent-II.

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DURATION OF STUDY
A school week shall consist of at least 45 periods, each period being of 35minutes
duration excluding the time devoted to physical exercise, recess or other activities. The
time to various subjects in the scheme be allotted upto 43 periods, 'the remaining 2
periods being at the disposal of the head of the institution for uti- . lizationwherever most
needed. This, however, is the minimum and does not restrict the freedom to the teacher
to give more time where called for.
Note: For offering English Literature and Salees Urdu/Geography of Pakistan in
lieu of Urdu/Sindhi Compulsory and Urdu Altemative
course in lieu of Sindhi Compulsory permission from Board is needed.
IMPORTANT NOTES
Candidates offering English Literature on the compulsory side will not be allowed
to offer English Literature on the elective side.
Non-Muslim candidates offering Civics in lieu of Islamiat will not be allowedto
offer Civics again on the elective side.
In Case of Regular Students international evaluation of Component I and IIwill be
done by the schools concerned and recorded in theCumulative Records. It will neither be
called for by the Board nor recorded in the Marks sheet or PuccaCertificate. However,
Pucca Certificate shall bear a note that the Certificate beread in conjunction with the
grades of internal evaluation recorded in thecumulative record issued by the Heads of the
Institutions.
Schools will not be permitted to send up candidates in subjects in which theyare
not recognised.
Private Candidates shall not be allowed to offer subjects which are nottaught in
recognised schools or subjects involving Practicals.
Private Candidates shall not be allowed to take Part I andII (Classes IX andX)
Examinations simultaneously i.e. a candidate shall have to take Part I (Class .IX)
Examination first and Part II (Class X) Examination subsequently. HoweverCandidates of
16 years age and above may appear in both"Parts i.e. Part I &11 with prior permission of
the Board.

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To qualify for the grant of Secondary School certificate in both the Groups; viz.
Science and General, a candidate shall have to pass in Component 1&II including
practicals.
Regular/private Students are allowed to change group from General to Science as
well in Class X on the recommendation of the Heads of the Institutions subject to the
condition that the result of S.S.C. Part I of such students shall be cancelled and they shall
be required to appear in all the papers of Part I &II simultaneously.
A candidate should be of at least 12years of age on 1 st March of the year in which
he/she is taking S.S.C. Part-I Examination.
Students of Science Group are permitted to offer Geometrical &Technical Drawing
from list of General Group (Elective Subjects) as an 'Additional subject' without disturbing
the present structure of Integrated Science Component. In case it is cleared it shall be
reflected in the Certificate as 'Additional Subject' but the marks obtained in it shall not be
added to the total.
GRADING IN THE SECONDARY SCHOOL CERTIFICATE
EXAM INATION
The results of the candidates will be announced on over all grade basis
according to the following tables:

Percentage of Marks

Grade
80% and above .. A One
70% and above but below 80% .. A
60% and above but below 70% .. B
50% and above but below 60% .. C
40% and above but below 50% .. D
Below 40% to minimum pass marks .. E
Below 33% means 'Fail' .. F

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CONDITION FOR PROMOTION TO OR CONTINUING IN CLASS X
OR
ELIGIBILITY FOR PART II EXAMINATION
1. ( a) Candidates who fail in one paper of Part I
. Part II alongwith the uncleared paper of Part I.
(b) Candidates who fail in two papers of Part I
. part II alongwith the uncleared paper of Part
, of the Institutions.
In the case of regular candidates, the Heads of Institutions shall, however,
have the discretionto detain any student in class IX, if his or her pmgress and
conduct has not been satisfactory.
(c)Candidates who fail in one more papers of Part I will not be allowed to appear in
uncleared papers of Part I only. They shall have to appear in all the papers of Part I
again if they want to appear in Part Ionly.
2. The Result of SSC Part I Examination shall as a normal rule remain intact for a
period of 2 years and the candidates failing at the S.S.C Part II Examination would be
permitted to appear in failed papers/subjects at the said examinajlon consecutive
Annual and Supplementary Examination.
3. The Result of S.S.C Part I Examination shall lapse after 2 years of appearance
for the first time at the Part I Examination after which period candidate will have to
appear in all the papers of Part I and II including Practicals, if any.
4. (a)It should be noted that the failures of previous years in any subject shall offer
the same course as is prescribed for the year in which they intend to appear at the
examination,
(b) In case modification or change in the scheme of studies the exemption of
previous year shall lapse and candidates shall have to appear in all the papers in the
course prescribed for the year concerned.
may appear in all papers of
may appear in all papers of
I. If permitted by the Heads

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CONDI TI ON OF PASSI NG THE SSC EXAMI NATI ON
1. In subjects having one paper, a candidate shall have to obtain at least 33% of the
total marks of he subject in order-to pass the subject.
2. In subjects which have two papers including combination of (Urdu Normal and Sindhi
Salees) OR (Sindhi Normal and Urdu Salees), a candidate shall have to obtain 33% of
the total marks of the two papers and not 33% in each paper. English Literature & Urdu
Salees, shall be separate passing heads.
3. In order to qualify in Science subjects which have theory and practical, a candidate
shall have to obtain at least 33% marks in theory and practical separately both being
separate passing heads. But in General Group, candidates shall have to obtain 33/"
of the total marks of theory and practical.
4. To qualify for the grant of Secondary School Certificate in both the groups viz.
Science and General a candidate must pass in all the subjects of Component-I and II
taken together. In Science Group, where Theory and Practical are separate passing
head failure in Theory or Practical will be reckoned as failure in full subject for this
purpose. However, the candidate will be required to reappear in that part of the subject
only in which he failed i.e. Theory or Practical.
The grades would be determined on the basis of total marks of 850.
ELIGIBILITY FOR OFFERING ENGLISH LITERATURE AND SALES
URDU IN LIEU OF URDUISINDHI COMPULSORY
English Literature and Salees Urdu may be offered in lieu of urdu/Sindhi
(Compulsory) by the students falling under the following categories, provided theyhave
not passed Class VIII Examination with Urdu from any school in Pakistan .. Further
provided that they obtain explicit permission individually from the Secretary of the Board
or from any other officer of the Board authorised to issue such perrnlsslon. Regular
Students will apply for permission through their Heads of Institutions and the Private
Candidates directly:-
(i)students of foreign origin who have migrated to Pakistan, e.g., students coming
from Burma, Yemen, African Countries, the Middle East, Iran, Indiaahd banggla Desh Etc.
(ii) Children of foreign Nationals residing more or less permanently in
Pakistan;

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(iii) a Pakistani child whose mother is of European / Foreign;
(iv) Pakistani students who have stayed abroad for three or more years prior
to passing class VI Examination from Pakistan and are recent arrivals; and
(v) any other student deemed fit by the Chairman.
CUMULATIVE RECORD
Instructions:
1. The class teachers with the help of Subject teachers will fill in the entries in
the cumulative record.
2. There will be three tests in one academic year:-
(a) during the last weak of October
(b) during the last weak of January and
(c) during the last weak of April
3. The students will be examined in all subjects, each subject carrying a total of
100 marks, the tests being divided as under:-

1st test
2nd test
3rd test
30 Marks
30 marks
40 Marks
4. The seven grads A one ,A,B,C,D,E& F will be awarded to the students on
the basis of average, calculated on the marks thus secured by the student
each year in three examinations. ( See specimen given below).
5. EVALUATION PLAN WILL BE AS FOLLOWS:-

Percentage of Marks
80% and above .. A One
70% and above but below 80% .. A
60% and above but below 70% .. B
50% and above but below 60% .. C
40% and above but below 50% .. D
Below 40% to minimum pass marks .. E
Below 33% means 'Fail' .. F

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6.The teachers will be very careful while filling the forms and the Heads of the
Institutions will direct and supervise the maintenance and proper recording of
the Cumulative Record folder of each child studying in Class IX & X.
7.The Record will be kept in duplicate. One copy will be retained in the school and
the other will be handed over to the student at the time of his leaving the schools.
SPECIMEN OF INTERNAL ASSESSMENT ACADEMIC
ACHIEVEMENT REPORT
PAPERS
1st term
Marks
20
2nd term
Marks
30
3rd term
Marks
40
Total
Marks
100
Grade
1. English 20 15 25 60 B
2. urdu 15 16 20 51 C
3. Islamiyat 10 12 15 37 E
4. Pakistan Studies 20 25 29 74 A
5. Biology/Gen.Science 10 17 19 46 D
6. Sindhi 25 25 30 8 A One

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5
GEOGRAPHY OF PAKISTAN
1. In lieu of Sindhi Compulsory and Urdu Compulsory
2. For foreigners only, on the explicit permission from the office of the Board
DISTRIBUTION OF MARKS
Paper in lieu of Sindhi Compulsory (Class IX) 75 marks
Paper II in lieu of Urdu Compulsory ( Class X) 75 marks Total :150 marks
PRESCRIBED TEXT BOOKS
"Geography of Pakistan" part I and Part II (for Paper I and Paper II respec tively) written
by Mr. Azizullah Khan (B.V.S. Parsi High School, Karachi) and print ed by the Board of
Secondary.Educatton, Karachi. Available with the office of theBoard. -

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6.
SINDHI COMPULSORY
(NORMAL COURSE)
Objectives:
1 . To develop high ability of comprehension and correct use of Sindhi,
both written and spoken. 2.
To use Sindhi as an effective means of communication. 3. To develop the
habit and skill of reading intensively and extensively.
4. To be able to think and express lucidly. 5. To be introduced to the works of eminent
Sindhi writers both classical
and modern. 6. To appreciate and enjoy literary prose and poetry.
7. To foster national unity and spirit of patriotism. 8.
To develop respect for national ideology and culture. 9. To develop integrity of
character and spirit of social service.
1. Text Book:
(1) There shall be a Text-book as may be prescribed by the Sindh Text
Book Board.
The Text-book should contain selections from eminent Sindhi writers and
poets, with particular emphasis on the following:-
(a) National Ideology
Physical, social, cultural and historical background of the region. (c)
Interesting and instructive topics of different sciences presented in
popular language.
Plays and stories on social and cultural topics.
Great men of the world including great figures of Pakistan.
Simple and interesting essays.
There shall be exercises at the end of each lesson to test the correctness of
expression, comprehension and application of grammatical principles.

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(3) At least 60 lines of poetry shall be committed to memory by every'
student.
2.Grammer: .
No formal grammer is to be taught. The following to be taught functionally
with reference to the Text-book lessons.

(1) Revision of work done in the previous classes.
(2) Analysis of Compound and Complex sentences.
(3) Figures of Speech - Simile and Metaphor.
Derivatives.
(4)
3. Composition:
(1) Essay writing

(2) Letter writing
(3) Precis (4)
Story writing (5)
Proverbs
Idioms and

4. Activities:
(1) Dramatisation (2)
School debates, lecture and other functions
(3) Tours and excursions
Students should be encouraged to study books other than the Text Book.To serve
this purpose a Supplementary Book of about 200 pages short plays;etc should be
provided
5. Evaluation:
The.teacher will use oral and written tests to assess the effectiveness of his
teaching and attainments of students. These tests should be as frequent as pos sible. A
regular record of the attainments of the students in these periodic test will be maintained
and utilised as an index for remedial measures and guidance.

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ALLOCATIONS OF MARKS Total Marks 75

Textual 30
Non Textual 45

75

The allocation of marks is as under
10 2. 1. Essay
Application / letters / Precis / Story Writing 10 3.
Questions on Text / Short notes 10 4.
Reference to Context 065. Poetry (
Simple Example of Verses ) 086. Usage and meaning of
words in Sentences Proverbs
06 7. Opposite words / Gender / Number
05 8. Idioms / Breaking of words
10 9. Analysis parsing
05 10. Parts of Speech 05
(Definition with example) Total 75 Marks

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SINDHI SALEES (Compulsory)
The allocation of Marks is as under:

1.
Application / Letter writing
10
2. Verses from Memory
06
3. Questions/Answers from Text
10

4.
Usage of words in Sentences
10
5. Comprehension
08

6.
Translation from Urdu into Sind hi or
Sindhi into Urdu
06

7. Fill the Blanks with suitable words/
Multiple choice
10

8.
Opp. Words / Gender / Number 10
9. Part of Speech 05
Total Marks 75
Text Book: As may be prescribed by the Sindh Text Book Board

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8.
ENGLISH LITERATURE
(To be offered as Elective Subject as well as in lieu of Sind hi Salees(C)with the
explicit permission of the Board)
The aim at this stage should be to develop the students' appreciation of lit-
eratureand acquaint them with some of its significant formal aspects, including literary
forms and terms, as given below.
(a) Literary Forms And Terms
Students are expected to be familiar with the following literary forms and terms
although no questions directly connected with them will be set for examinations:
Poet r y:
A. Classification
1. Lyrical poetry.
2. Narrative poetry.
3. Dramatic poetry .
B. Rythem and Rhyme
C. Metre
The Novel:
1. Plot
2. Characterization.
3. Ideas or Philosophy of Life.
The Drama :
Classification
1. Comedy.
2. Tragedy.

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3. Historical Play.
4. One Act Play.
Essay:
1. Descriptive.
2.. Narrative
3. Expository
4. Reflective.
(b): Figures of Speech
1. Simile
.2. Metaphor.
3. Alliteration
4. Onomatopoeia.
5. Personification.
ENGLISH LITERATURE IN LIEU OF SINDHI SALEES (C)
(75 MARKS - 3 HOURS DURATION)
The examination will consist of one paper testing the student's knowledge of
the text.
The distribution of marks shall be as under:-
Poetry 20 Marks
Novel 15 Marks
Play 15 Marks
Essays and short stories 25 Marks
Total : 75 Marks
ENGLISH LITERATURE (ELECTIVE SUBJECT) (100 MARKS - 3 HOURS DURATION)
Poetry 30 Marks
Novel 20 Marks

28 | P a g e
Play 20 Marks
Essays and short stories 30 Marks
Total: 100 Marks
Books Prescribed (for English Literature in lieu of
Sindhi (Compulsory) and English Elective)
(i) Poetry: (More Poems for Young People,
Oxford University Press, Lahore)
(ii) prose: (Great Expectation,
Abridged Series, Longmans)
(iii) TheWinslow Boy, (Oxford. University Press)
(iv) An anthology of essays and short stories
CURRICULUM FOR ENGLISH LITERATURE ELECTIVE SUBJECT
I. Introduction
Theaims and objectives of teaching literature at this level should be
pre-dominantly linguistic rather than purely literary. Of course, the students are
expectedto be made aware of the literary overtones but basically the study
should be directed to reading for pleasure and developing in the students a desire
and a test for extensive reading.
II specific objectives:
(i) To develop the students' intellectual power through foreign language
study;
(ii) To increase students' personal culture through the study of the great lit-
erature and philosophy.
(iii) To increase the students understanding of how language functions and to bring
him, through the study of a foreign language, to a greater awareness of the
functioning of his own language;

29 | P a g e
(iv) To bring the students to a greater understanding of people acrose national barriers by
giving him a sympathetic insight into the ways. life and ways of thinking of the
people who speak the Ianguage he learning.
(V) To have a cursory knowledge of various literary forms like drama,poet ry, novel and
short story.
III. Method of Teaching
Whereas literature has been taught in the traditional ctassical manner which stress
is laid on literary appreciation based on the figures of speech and other rhetorical
strategies, the recent researches and development have create the new art of
textbook-attack study skills with special emphasis on teaching. English for academic and
literary purposes.
Iv. Textbooks
There should be four textbooks :
1. An anthology of poems.
2. An abridged version of a novel.
3. An anthology of essays and short stories.
2. The examination should consist of one paper testing the student
Knowledge of the text .
3. the scheme of examination should be as under;
Poetry 30 Marks
Novel 20 Marks
Play 20 Marks
Essays & short Stories 30 Marks

30 | P a g e
9.
ENGLISH (COMPULSORY)
FOR CLASSES IX-X
OBJECTIVES
The general objectives of teachlnq English reflect the relevant aspects of
Education policy, outlined as follows:-
(a) To foster in the hearts and minds of the people of Pakistan in general
and the students in particular a deep and abiding loyalty to Islam and
Pakistan and a living consciousness of their spiritual and ideological
Identity thereby strengthening unity of the outlook of the people of Pakistan on the
basis of justice and fairplay.
(b) To create awareness in every student that he, as a member of Pakistan
, nation is also a part of the universal Muslim Ummahand that it is expected of
him to make a contribution towards the welfare of fellow
Muslims inhabiting the globe on the one handand to help spread the .
message of Islam throughout the world on the other.
( c) To produce citizenswho are fully conversant with the Pakistan movement, its
ideological foundations, history and culture so that they feel proud of their heritage
and display firm faith in the future of he country as an Islamic state.
(d) To develop and inculcate in accordance with the Quran and Sunnah. The
character, conduct and motivation expected of a true Muslims.
(e) To create interest and love for learning and discipline among the youth and to
ensure that every student is imbued with the realization that education is a
continuous and a life-long process.
. The specific objectives of learning a second language are linguistic innature, that is, to
acquire ability to use its structure within a general vocabularyunder conditions of normal
communication. What we need is to moderate profi- ciencyin the fundamental skills of
listening, speaking reading and writing.

31 | P a g e
It is generally agreed that listing ( with comprehension ) and speak Intelligently
precede reading and writing . The approach to language teachshould, therefore, be
audiolingual.
Since the new curriculum for classes VI VIII has already been adop and since it is
assumed that it will be put into practice in due time, enough we will have been done at the
lower stage to enable the learner to hear and speak with proper understanding before he
enters the secondary stage.
At the secondary stage, equal proficiency in the four skills is essential can be seen
from the discussion English can be used as a powerful instrument bringing about social
change. That requires shifting of emphasis from oriental on literature and culture to its use
as a functional language. A learner of English should, therefore, be able to feud and write
English in order to conduct his b ness in a fast changing society.
The specific objectives of learning English at what stage or level are:-
Listening
(i) To recognize the nature of listening as an active two-fold process
receiving and interpreting.
(ii) To develop the ability to attend to listening tasks of increasing co
plexity.
(iii) To develop critical, creative habits of listening.
(iv) To develop the awareness of pleasure to be gained from Iistening.
(v) To recognized the role of listening in the total language arts
pro-gram me.
Speaking
(i) To foster and svelop in each pupil the desire to express orally
thoughts and feelings.
(ii) To develop in each pupil the ability to:-
(a)verbalize experiences and ideas with confidence.
(b) articulate words clearly and pronounce them correctly.
(c)speak extend and enrich his vocabulary; and

32 | P a g e
(d)control his voice so that it is pleasant and effective.
(ii) To help each pupil:
(a) extend and enrich his vocabulary, and
.
(b)establishacceptable patterns of language usage.
(iv) To inculute in each pupil the habit of speaking and responding courte-
ously in any group situation.

Reading

To develop the desire and habit to read with interest.

To develop the ability to use the reading skill for a variety of purposes.
To understand simple English usage.

To develop the ability to read orally and silently the written passage. To
develop the ability to interpret the meaning intended by the writer.

To enable pupils to read Prose and Poetry for appreciation and
plea-sure.
(v)
(vi)

To develop the appropriate range of skills and sub-skills of reading
(mechanical skills i.e. decoding the symbols and intellectual skills i.e.
comprehension and interpretation.
To teach the student to read the foreign language with comprehension, so
that he may keep abreast of modern writing, research and informaion .
Writing
(i) To develop skills needed in effective written expression : spelling ,
handwriting , vocabulary , sentence pattern, ect.
To develop the skill needed for organization of ideas, selection of
appropriate topics, sequence of events necessary to the writing of a
good composition.
To develop the skill of letter-writing and story-writing.

33 | P a g e
The specitic objectives at the secondary stage should, therefore, be
create the ability to:-
(i) gain moderate proficiency in listening and speaking.
(ii) make functional use of the language to enable the learner to read a
, write intelligently.

Aspects of language Learning
Language includes the "kind of material that go to make up language and way the
materials are put together, arranged and used to build up senten which are statements,
questions, commands and exclamations, from the liy language and are the means of
expressing what we feel, want to do, talk ab and
so forth".
Word order, structural words, inflections and sentence patterns determine the
structures of the language, while lexicon is what is expressed in the structure
. In order to learn the English language one has mainly to concentrate on following
aspects through listening, speaking, reading and writing:-
Pronunciation
Stress
Intonation
Grammatical Structures
Vocabulary
Read ing
Translation
Composition
(1) Pronunciation: - phonetics directs our approach to pronunciation When a
student hears and speaks a second language using all the phonetic of the language, that
is, maintaining all the phonetic contrasts by means of the tinctive phonetic features, he
'knows' the pronunciation of the language. The phonetic units, contrasts and distinctive
features are described by linguists 'phonology.
For ordinary communication, the main goal in foreign language stud foreign accent
need not be eliminated. As observed elsewhere, the priorities for the secondary stage are
reading and writing which pre-supposes that the b ground work in phonology has already
been done at the pre-secondary s
1.
2.
3.
4.
5.
6.
7.
8.

34 | P a g e
Even so, the adoption of audiolingual method assumes that the introductions of any
lesson will be done orally and as such pronunciation, stress and intonation gain
importance.One cannot simply ignore them. At the same time it may'be , pointed out that
children lose the facility of leaming new sounds wlth age.At the secondary sage, the aim
should therefore, be intelligibility rather than native-like proficiency. The sounds of vowels
and consonants should be intelligibly pronounced:for example, the pupils should be able
to distinguish between vowel sounds, such as law and low, bad and bud. The teacher
must know how vocal cords work and how spoken utterances may be analysed for
teaching purposes. A knowledge of phonetic structure of English and of the pupils own
language is helpful for this purpose. The teacher needs the car to diagnose mistakes ad
have cords control to produce isolated English sounds and mutate his pupils wrong
pronunciation.
(2) &(3) Stress and Intonation. Other important elements of language which need
to be taught and tested are stress and intonation. Contrastive phonological analyses of
the sound systems of English and native language should be made.
It is recommended that the teacher's guide book should contain a chapter on
pronunciation, stress and intonation. The language laboratory, the radio, T.v. and B.B.C.
Special Overseas Programmes my be made use of Gramophone records may e prepared
to teach the speaking elements of the language.
(4) Grammatical Structure: The patterns of arrangements of words in sen-
tences and of parts of words in words form the grammatical structure of English. The level
of structure that are important in outlining the structure of a language are:-
(i) Sequence of sentences.
(ii) sentence patterns.
(iii) parts of sentence.
(iv) modification structures
(v) parts of speech and function words.
(vi) inflection.
(vii) derivation.
(viii) patterns of morphemes into words, and
(xi) morphemes.
It has been established that while structure remains relatively fixed and stae,
vocabulary goes on adding up with use and time. The basic task therefore, is learnthe
word order structural words, inflection and sentence patterns or in her
words , thestructures of the language. Structure should be mastered if vocabulary to be
use.

35 | P a g e
. The notion of traditional grammer is outdated: instead. emphasis show be placed
on functional grammar, involving basic structural patterns of English Practice in the use of
these structures should be the central component of learning activity.
Pattern practice or structural drill is a series of exercises involving repetit of a
pattern with variation of the elements. It is an exercise in structural dexte undertaken
solely for the sake of practice in order that the performance mbecome habitual and
automatic. Pattern practice capitalises on the mind's cap ity to perceive identity of
structure where there is difference in content and quickness to learn by analogy. Analysis
is important in its proper sphere but in pa-tern practice analogy is used instead to produce
a control of language structure thus saving time and effort required for grammatical
explanations.
Pattern practice in the classroom situation normally takes the form of s stitution
tables. They are immensely helpful in correct language habits.Th should be used
earnestly in all the classes.
The substitution tables provide the simplest and most efficient method
work on the following five aspects of the teaching of English at any level of instructtion:-
(i) teaching a new construction;
(ii) teaching a new use or elaboration of construction already know;
(iii) teaching a correct usage when an incorrect form tends to becom
common error;
(iv) teaching the correct use of English, tenses; and
(v) eradication of common errors as these reveal themselves in
the of routine class work.
At this point, some pre-cautions have to be taken: firstly, in makinga s stitution
table, we should carefully ensure that all the sentences it provides m sense. Secondly, we
should never try to teach two constructions throughone the same substitution table. Two
or more constructions can, of course, be inc ed in one table but each should first be
taught separately. Third, by the senten of substitution tables should be over-learnt
(completely memorized so that

36 | P a g e
students can rattle them off without effort) by the students before they start writ-
ing them as sentences in their exercise books.
(5) Vocabulary emphasis should be laid on lexical rather than gram-
matical units.
vocabulary problems: contrastive analysis of the vocabularies of the
native language and English language will reveal the following:
(a) Lexical units that are functionally the same in form, meaning and dis-
tribution in the two languages . These do not constitute learning prob-
lems.
(b) Lexical units that are functionally different in meaning , form, distribution
or a combination of them.These problems are of different types and
require different strategies for teaching and testing.
The chief problem types are:-
(i) Units that are similar in form but different in meaning, distribution
or both.
(ii) Units that are different in form but similar in meaning and distrib-
ution.
(iii) Units that are different in the pattern of form though similar in
meaning and distribution.
(iv) Units that represent a new meaning in the other language and
culture.
(v) Units with widely differentconnotations.
The teaching of vocabulary should be guided by a desire to resolve the
above problems. In fact, the teaching techniques will derive form them. It is rec-
ommended that words should be taught in context.
(6) Reading - Reading may be intensive as well as extensive. The primary of
intensive reading is to promote an intimate knowledge of the language while the chief aim
of extensive reading is to cultivate taste for general reading. It is suggested that
supplementary reading material may be provided to the students and the teachers should
guide them in making profitable use of
libraries and the available reading material.
(7) Translation. - Translation should be discarded as a method of teaching but
translation can be considered a useful exercise. However, it should be
.

37 | P a g e
remembered that transaction is not the matching of words and constructions of one
language,with those of the other language, The exercise should be used to develop the
Iearners, perception of the different conceptual systems and linguistic habits of the two
languages. Relationship should be established between concepts and words. One form of
translation exercise may be asking students to complete the translation already begun.
Some parts may already have been Ieft untranslated. Similarly, in a passage a number of
blanks may be left in the translation at places where sequence signals might be
necessary.
(8) Composition - The aim of composition in 'target language' is to give the learner
practice in manipulating his linguistic skills under the guidance of his fully or partially free
thinking and imagination to achieve a certain effect. ldeally, the teacher should be enable
the student to express anything and everything about his vastcosmos. In practice,
however, the, goal will have to be more mod-est. For economy's sake, the teacher should
choose those areas of the childs fantasy and environment which have a bearing on the
adolescent and adult life pattern. Composition exercise should be graded, proceeding from
the formingof, simple sentences. The topic for composition should be sufficiently specific.
Some forms of composition are more frequently needed than others. Our curriculum
should reflect that situation, Letters and descriptive and narrative prose should be some
ofthe forms of composition. Composition exercises should be varied.Some of them should
be objective, partial production, multiple choice exercises. The learner should be giventhe
vocabulary he needs in doing a composition exercise. The aim should be to release a
student's creativeabilities of thinking and of expression.
Class IX
(i) Narrative paragraph/passage writing,
(ii) Descriptive paragraph/passage writing.
(iii) Simple social and informal letters. Letters to relatives. Invitations (for-
mal and informal)
(iv) Telegrams: reading and writing. Filling in the forms-railway fare
con-cession, admission, examination, money order etc.
Class X
(I) Letters to Editors. Simple business letters.
(ii) Dialogues, dealing with simple situations of everyday life.
(iii) Recording of personal experience.
(iv) Summary writing / comprehension of exercises.
(v) Descriptive and Narrative essay writing.

- Distribution of time and size of class. It is suggested that of the six weekly periods
assigned to English 3 periods should be allotted to the teaching of the text and he
remaining 3 periods should be spent in doing written and oral exercises.It should also be
provided that the schools specifically design their time-table accordingly. It is
recommended that the number of students in a class should not exceed45. It is also
recommended that the composition class should not exceed d tudents. As far as possible
the same teacher should teach thtext and
composition. .

39 | P a g e Chapter No.12 HEREDITY AND
EVOLUTION

Concepts
Behavioural Objectives
Scope
Suggested
Experiments/Activities

The science of genetics
(introduction)
Chromosomes and
meiosis.
The principles of
inheritance Brief
descr i pt i on of Mendl es

Laws.
Explain what is meant by
the terms heredity,
inheritance and genetics.

Describe the structure of
chromosomes and their
behavior in meiosis.
Explain the meaning of
inheritance based on
monohybrid cross.
Explain the importance
of principle of heredity.

Explain the meaning of
dominance, recessive,
phenol-type, genotype,
homozygous and
heterozygous.
Definition of heredity,
inheritance and genetics.
Genetic basis
of inheritance of
characters.

Review of chromosome
structure. Homologous
Chromosomes, DNA,
DNA replication, and
crossing over. (mention
name of Waston and
Crick).

The principles of
inheritance in
organisms which
reproduce sexually,
Monohybrid cross.
(example: Sweet Pea,
coat color in mice).
Dominance and
recessivenes. Law of
dominance of characters.
Genotype, phenotype.
Homozygous and
heterozygous.
Study of chromosomes
and how they behave
during cell division
through permanent
slides.

Discuss the law of Law of segregation of
segregation of characters.
characters.

Hereditary
characteristics.
Hereditary
characteristics.
Distinguish between
hereditary and
non-hereditary
characteristics.

Name some of the
hereditary diseases.
Hereditary
characteristics, tongue
rolling, earlobes,
colour of eyes, colour of
hair, finger prints.

Hereditary diseases:
colour blindness,
hemophilia, sickle cell
anemia.

Genetics and human
welfare.
Theories of evolution.
Tell how man has
applied knowledge of
genetics to human
welfare.
Describe the theories of
evolution.
Use of genetics for human
welfare.
Genetic counseling.
Technology of genetic
engineering,
Biotechnology benefits
and Biothics.

Lamarks theory of
evol ut i on. Dar wi n
s
theories of evolution.
Variation and natural
selection.

Evidence of evolution. Discuss the importance The evidence that
of evidence in support the ideas of
supporting the theory evolution through


40 | P a g e
of evolution. fossils.
Chapter No.13 NATURAL ENVIRONMENT
Concepts Behavioural Objectives Scope Suggested
Experiments/Activities
Definition of
environment Physical
factors, biological
factors, and the science
which deals with the
study of their inter-
relationship ecology
Ecosystem functional (Brief)
unit, of the
environment. Habitat
and community. Types
of ecosystems.
Terrestrial and aquatic
ecosystem
The nature of Study of a local
relationship ad

ecosystem.
interdependence of the
organisms in the
ecosystem. Food chain.
Transfer of energy in the
ecosystem. Pyramid of
number weight and size
Balance in nature and
the maintenance of an
equilibrium between
organisms and their
non-living environment in
an eco-system
Circulation of materials (Brief)
between organisms ad
non-living environment.
Water cycle, carbon
cycle. Oxygen cycle,
nitrogen cycle
Impact of population Describe impact of
growth on environment human activities on the
environment
Solution of Point out solutions to
environmental solve environment
problems and human problems
responsibilities
Indentify
Effect of human
activities on
environment,
population, pollution,
deforestation, soil
erosion, green house
effect, and depletion of
ozone layer

Ever yone
s
responsibi lity towards
the maintenance of the
quality of environment,
population, and
Study of quality of
environment in local
human communities
The concept of Tell what is meant by
environment environment and
ecology
Ecosystem and types of Describe the
eco-system component of
ecosystem and types of
ecosystem (Briefly)
Ecosystem ad its Describe the function of
function ecosystem.
Describe food chain
trophic levels, energy
flow in the ecosystem,
and ecological pyramids
Perform a field activity
to make observation in
a school garden
Balance in nature. Explain balance in
nature and point out
factors which can
disrupt the balance.
Cycles of food and Tell that materials are
materials. recycled in ecosystems.
Describe water carbon,
oxygen, and nitrogen
cycles

41 | P a g e

responsibilities towards
maintain quality of
environment.

Economic biology Awareness of biology
for the welfare of
human society
conservation of natural
resources

Biology in relation to
agriculture, forestry,
dairy, fishery,
sericulture and
epiculture.

1. TOPIC- WISE: WEIGHTAGE

Chapter Topic Weightage
No.
1.
Introduction on Biology. 2% (% pages)
2. Origin ad Organization of Life. 17%
3. Diversity of Life. 14%
4. Food and Nutrition. 11%
5. Transport. 4%
6. Respiration. 4%
7. Excretion. 2%
8. Support, Movement and Locomotion 3%
9. Control and Coordination. 3%
10. Reproduction and Development. 12%
11. Micro-Organisms. 3%
12. Heredity and Evolution. 14%
13. Natural Environment. 11%
Sr. No.
2. THEME-WISE WEIGHTAGE
Themes weightage
1. Introduction. 30%
2. Organization and Diversity of Life. 30%
3.
Functions (Physiology)
30%
4. Environment and Organism Interaction. 14%
5. Heredity and Evolution. 14%
1.
3. PRACITCALS/ACTIVITIES (CLASSES IX-X)
Microscope: examination and its handling.
2. Onion peel and Frogs epithehal lining of buccal cavity.
3. Study of Euglena and Chlamydomonas.
4. Study of Amoeba and Paramecium with the help of permanent slides and charts.
5. Study of external morphology of Brassica Plant other appropriate Plant.
6. Dissecton of frog and demonstration of internal organs offrog. Charts may also be used
7.
for demonstration.
Study of local environment.
8. Study of micro-organisms in pond water.
9. Study of virus and bacteria through charts and living culture of bacteria.
10. Study of various groups of plants:

Bacteria: Bacilli.
Algae: Spiroyra, Volvox, Euglena.
Fungi: Agarcius.
Mosses: Funaria.
Fern: Selaginella and Adiantum.
Gymnosperm: Pinus and Thuja.
Angiosperm: Grass, Rose, Brassica.

42 | P a g e
11. Identification of two sub-groups of animals:
(i) Invertebrate and
(ii) Vertebrate
12. Study of different groups of invertebrate animal through living and preserved specimens

Phylum Porifera: Sponge
Phylum Coelenterata: Jelly fish.
Phylum Platyhelminthes: Tape worm.
Phylum Aschelminthes (Nematoda): Round worm.
Phylum Annelida: Earth-worm.
Phylum Mollusca: Snail.
Phylum Arthropoda: Prawn and Butter fly.
Phylum Echinodermata: Starfish.

13. Study of different groups of vertebrate animals through living and preserved specimens.

Fishes: Dogfish, Labeo
(Rahu). Amphibians: Frog,
Salamanders. Reptiles: Lizard,
Tortoise. Birds: Ostrich, Kiwi,
Sparrow .
Mammals: Spiny anteater, Duck bill, Kangaoo, Rat, Gorilla, Elephant, Dolphin,
14. Study of local flora and fauna and listing of their importance.
15. Study the different types of energy by qualitative test.
16. Estimating of Vitamin C in different fruits.
17. Experiment to demonstrate the process of photosynthesis using an aquatic plant, like Hydrilla.
18. Demonstration of Photo-synthesis by pirating.
19. Experiment to demonstrate the process of osmosis and diffusion.
20. Experiment to demonstrate the process of transpiration.
21. Experiment to demonstrate the passage of water (colaured red) in the plant.
22. To study through experiment the direction of blood movement.
23. Study of capillary circulation in an alivefish through an experiment.
24. Study of pulse rate:
25. Study of different types of roots, stems and leaves which store food materials (carrot, radish, turnip, potato,
ginger, onion).
26. Experiment to demonstrate he process of respiration by using caustic potash.
27. Study of the mallalian kidney using fresh specimens (goat, sheep, cow).
28. Study tactic, tropic and nastic movements in plants.
29. To study hypogeal and epigeal germination in castor oil/bean andgram seed.
30. To study mitosis and meiosis by using charts and models.
31. To study various methods of propagation in plants through an experiment.
32. To study the development of frog by means of models, charts and pre-served specimens.
33. Study the effect of heat on bacteria.
34. Study of the principles of inheritance through a game.
35. Study of-local ecosystem (lawn, pond).
36. Study of salient features of different extreme habitats (polar regions, deserts and mountains) with the help of
pictures and charts.
37. Field trips to study and collect and present 10 herbarium sheets and to present 5 animals presenting different
groups at the time of examination.
38. Study of Insectivorous plants by means of models and charts.
39. Study of herbivores, carnivores and omnivorous in the field and also'
from the charts. 4. LIST OF REQUIRED
APPARATUS/EQUIPMENT

43 | P a g e
A. Apparatus
Aquar i um ( wat er t ank)
Aquarium net
Balance, triple beam, 2610g capacity, 0.05g sensitivity.
Beaker, 50ml, 1 00ml, 250ml, 50ml, 1 000ml
Beljar
Blade (safety razor)
Burner, Bunsen
Conical flask' Cotton
wool
Dissecting board
Dissecting instruments (including scissors, scalpel, forceps, dissecting pins)
Dish, petri, top and bottom unit
Dropper
Funnel 4 inch and 6 inch diameter
Glass tubes
Incubator (water bath)
lnoculatlon loop
Insect net
Lens paper
Light source
Magnifying glasses Measuring
cylinders (100cc)
Microscope (compound) 3 turrets, .10x eye piece 4x, 10x and 40x objectives.
Microscope (dissecting)
Microscope slides.
Microscope cover slips.
Microscope slides of:
-------- Conjugation in paramecium and budding in hydra
____ mitosis in white fish or onion root tip
____ sections of an animals epithelial, connective, muscle and nervous tissues
-------- a section of a mammalian kidney
-------- sections of a plants leaf, root and stem
-------- ransverse sections of leaf, root and stem
Pipette (1.0lml x 0.1ml)
Plant presser
Plate (glass)
Photometer
Preserved specimens of the representation of animal groups
Reaget bottles
Retort stand with clamp and boss head
Skeleton model
Spirit lamps Stop
watch
Stopper (Cork)
Syringe
Test tube
Test tube rack
Thistle funnel
Thermometer
Tripod stand
Watch glass
B. Chemical (per section)
Acetic acid
Alcohol
Ascorbic acid 2% solution
Benedict's solution
Bromothymol blue solution
Chloroform
Copper Sulphate 2% solution
Diastase
Dicholoro-phenol indole phenol 1% solution
Distilled water
Glycerin
Glucose solution1 %
Eosine
Ethanol, methylated spirit 95%

44 | P a g e
Formaline
Iodine solution 1%
Methylene potassium hydroxide blue 1 %
Safranin (crystal)
Starch
Sodium hydroxide 10% solution
Trypsin
C. Audio Visual Aids (1/set per section)
Chart illustrating :
---- cell divisions
---- cycles in nature, set
---- different modes of germination
---- diversity of living things, set
---- economic animal of Pakistan.
---- methods of plant propagation
---- organelles of typical animal and plant cell
---- plants of Pakistan
---- principles of Mendelian genetics
---- reproduction in plants
---- systems in human body, set
---- transport of materials in plants
---- wildlife of Pakistan
5. EQUIPMENTS AND MATERIALS TO BE IMPROVISED OR BROUGHT FROM HOME
Slide projector
Dark box
Game, set of cards of special desing for studying the principles of monohybrid cross.
Hove
Knife
Match
Plant pot
String
Straw
Tissue paper
Tooth pick
Vegetable oil
Vinegar

Materials to be obtained from Local Resources
Cul t ure of Baci l l us subt i l i s
Culture of Chlamydomonas
Culture of Escherichia coli
Fish
Frog eggs
Hydra
Lemon
Pararmciurn
Tadpoles
Cotton
Aquatic plants
Mimosa plant
Cellophane membrane
Wax
ALLOCATION OF MARKS
Theory

Type of Questions No. of Questions Marks
1) Objective One (01) 10 (Generally)
2) Short Answer Question (SAQ) Five (05) 75 (Generally)
85
Practical

15 (Generally)

Total 100

45 | P a g e
Textbook: as may be prescribed by Sindh Textbook Board Jamshoro (STBB)
COMPUTER STUDIES
NOTE: For Students of those Schools which offer Computer Studies as
al Subject against Biology in Component II, Science Group.
AIMS
By studying this subject a student should be able to:
1. Gain an understanding of information processing and computer applications;
2. Develop a systematic approach to problem solving in a computing context; and
3. Obtain an elementary knowledge in the subject for further study.
Objectives:
The students should be able to:
1. To familiarize with the jargon of computers.
2. To describe a range and effect of computer applications
3. To analyze and describe particular computer applications, in terms of data preparation, computer data flow and
processing requirements.
4. To demonstrate a good knowledge and understanding the technique used to solve problems.
5. To show in simple terms how a computer works and how a hierarchy of softwares enable application programme to
be processes.
6. To acquaint with the knowledge of one high level programming; language (BASIC) and illustrate by means of examples,
the usage of computer lanquaqe fo r solving everyday problems.
COURSE CONTENTS
PART -I
INTRODUCTION OF COMPUTER SCIENCE:
History and development of Computer: Background of Computing; Basic counting System, Generations of Computer and
their types.
Functional Units Of a Computer System: Central processing unit (CPU) Control Unit (CU), Main memory (RAM,
ROM), Arithmetic and Logic Unit (ALU)
Input/Output and Backing Storage devices:
Keyboard, Types of Keyboards, Other input devices (Mouse, Joystick, etc.) Monitors; types of monitors; Printer; Types of
printers; Cassettes recorder, Floppy disk; Hard disk; Memory Unit, Bits, Bytes (Kbyte, MByte)
Introduction to Computer Softwares :
Concept' of Computer Languages, Data, information and their difference; data types (Numeric, Alphabetic); Names of
different languages; Operating system Definition of DOS; Number Systems and their conversions. Application of
Computer: Applications in Science, Business and Education.
PART - II
BASIC PROGRAMMING LANGUAGE
Problem Solving: Definition and Analysis of problem; Algorithm; Flow Chart and Coding. Symbols for drawing flow
charts; writing instructions in sequence; Definition of a Computer program; debugging and analysis of final output.
Elements of Basic Programming Language:

46 | P a g e
Character Set; data types (Numeric and Strings); Constants and Variables,Arithmetic operators; Hierarchy of Arithmetic
operators; Arithmetic Expressions reserve words; Commands and statements; Input /Output statements; Transfer
statements; repetitive statements; Arrays, Functions and Subroutines; medium and high resolution graphics.
SCOPE
Part I CHAPTER-I
INTRODUCTION TO COMPUTER SCIENCE
TOPICS SCOPE
Background of computing. Start from the basic counting systems, Generations of Computers
and type of computers to be described in a simple manner.
Illustration with the help of figures and diagrams.
CHAPTER-II
MICRO
COMPUTER
TOPICS SCOPE
Functional Units of Computer System. Central Processing Unit (CPU) Control Unit (C.U.), Main Memory
(ROM, RAM), Arithmetic and Logical Unit (ALU).
Photographs of CPU board and chips
Block diagram of main computer set up.
CHAPTER-III
INPUT/OUTPUT AND BACKING STORAGE DEVICES
Input devices. Keyboard, types of keyboards, Division of keyboard (Numberic pad,
Function of pad, Alphabetic ad special character key pad). Other input
devices used such as mouse, joy stick etc.
Output devices. Monitors, types of monitors, Printers, types of printers
Backing storages. Cassettes recorders for magnetic taps, Floppy Disks of three different
sizes with figures, Hard Disk, BITS Memory Units (Byte, Kbyte, Mbyte)
CHAPTER-IV
APPLICATIONS OF COMPUTER
Applications on Business Simple program useful for class IXth (software can be demonstrated in
the Lab).
Applications in Education
PART-II
BASIC PROGRAMMING LANGUAGE
Chapter- I
PROBLEM SOLVING

47 | P a g e
Problem solving at various stages. 1. Defining the problem
2. Analysis of the problem illustrated with an example (for example Area
of a triangle etc.)
3. Algorithem (Step wise instruction).
Chapter II
FLOW CHART CODING
Symbols of flow charts, example of flow chart using a daily life
application.
Flow chart of an example and converting the f low chart into Simple
descriptive steps in a logical sequence.
Definition of a computer program. Selection of a computer language fo
processing the above instructions.
Removing errors from the. program. Showing results of the executed
program (Problem).
Chapter II
ELEMENTS OF BASIC PROGRAMMING LANGUAGE
The BASIC character Set.
Data Types.
Constants and variables.
Arithmetic Operators.
The Hierarchy of Arithmetic operators
BASIC Arithmetic Expressions Reserved
words, commands &statements.
INPUT/OUTPUT Statement
Transfer Statement
Repetitive Statements
Arrays
Functions and subroutines
Medium and high Resolution Graphic
Character Sets.
Numeric &Strings.
Definition of constant and variables with examples, types of variables.
Use of arithmetic operators ad writing expression in BASIC.
Name of the statement such as INPUT statement, PRINT statement,
Commands List, List, NEW, CLS, SAVE, LOAD, AUTO, DELETE,
KILL, FILES, EDIT
READ & WRITE statement LPRINT, PRINT, INPUT statement DATA
and RESTORE statement.
Unconditional transfer to control (GOTO statement).
Conditional transfer to control (IF. THEM, IF. THENELSE, ON
ERRO RGOTO).
FORNEXT statement while ad WEND statement
Simple examples of LOOPS Nested LOOPS
Numeric and String Arrays
Single Dimension.
Reading and writingArrays
User defined Functions
Single argument Functions
Subroutines
Sketching and drawing of graphics in Basic Language
ALLOCATION OF MARKS
Theory
Type of Questions Marks
1) Objective 20
Flow Chart
Writing instructions in sequence
Computer Program.
Using Basic language for coding
Debugging the problem
Final Output.

48 | P a g e
2) Short Answer Question (SAQ) 50 70
Practical
Viva 20
Assignment 10 30
Total 100
Textbook: as may be prescribed by Sindh Textbook Board Jamshoro (STBB
LIST OF PRACTICAL EXERCISES OF COMPUTER STUDIES
(FOR S;S.CEXAMINATION 1992 &ONWARDS)
TIME: 2 HOURS
INSTRUCTIONS: Each program should be accompanied by: Flow chart , Source
program listing (hard copy), and Output.
Any 10 exercises from the following list can be
selected for examination by each School.
1. Write a program to print your name ten times using:
a)FOR. . NEXT Statement b)IF . . THEN Statement
2. Write a program to calculate square and cube of first 10 natural numbers.
3. a) Write a generalized program to prepare any Multiplication Table
uptil 10 times.
b) Writ~ a program to find out the average of any four numbers.
4. Write a program to generate the following numbers:
13, 8, 18, 3, 23, 28
in:- . a) Ascending order
b) Descending order
5. Write a generalized program to prepare a Marks Sheet for 5 subjects
with percentage.
6. Write a program to convert dollars into rupees and rupees into
dollars. Where dollar rate is 1 $ ::: Rs. 25.00
7. Write a program to convert :
a) Fahrenheit into Centigrade
b) Centigrade into Fahrenheit Formula is
:"F=9/S ("C + 32) and C:::!j/9 CF-32)
8. Write a program in BASIC language to process the record of 10 students
The record formal is Name & Sex. The Sex is either Male or Female. Find
out the total number of male and female students.
9. Write a generalized program to prepare electricity bill:-

49 | P a g e
Input information:-
Meter No., Previous Reading, Present Reading
Units consumed, Amount (@1 unit :
=
Rs. 0.75)
10. Write a generalized program to prepare Bio-data: Name, Fathers Name, Date of
Birth, Sex, Nationality, Qualification, Religion.
11. Write a program to produce the sum of first 10 natural numbers.
12. Write a program to prepare an employees salary sheet:
Input information:
Name, Designation, Basic Salary, Total allowances, Total deductions.
Output information:
Name, Designation, Basic Salary, Total allowances, Total deductions, Total Salary.
13.
14.
15.
Formula:
Basic Salary + Total allowances- Total deductions = Total Salary.
Write a program to find the greater number of any 3 given numbers.
Write a program to draw the Olympic Circles ad also fill the circles.
Write a program to draw the following geometrical shapes:
a) Triangle b) Hexagon c) Rectangle
DISTRIBUTION OF PRACTICAL MARKS:
File 10
Flowchart 02
Source Program
08
Out of the Source Program
02
Viva 08
Total Marks .. 30

GENERAL SCIENCE
OBJECTIVES OF TEACHING GENERAL SCIENCE AT
SECONDARY LEVEL
1. To enable the students to understand the structure of science in the context of products and processes of science.
2. To acquaint the students with the activities of scientists with a view elaborate the scientific attitude.
3. To help the students to understand how scientific knowledge is applied in solving problems and in making intelligent
decisions in day-to-day life.
4. To help the student to understand that scientific knowledge can be applied to only specific problems and that science
should not be considered a panacea for all ills.
5. To help the students to identify the problem to which scientific methods can be applied and to which scientific method
cannot be applied.
6. To develop in the students an objective scientific attitude towards problems failing in the domain of science.
7. To inculcate in the students the habits of scientific observation, logical thinking and drawing correct conclusions abou
various facts related to our physical environment.
8. To develop an understanding of the fundamental principles, laws and theories in science and of processes involved in
discovering them.
9. To present to the students a general survey of modern developments in the field of biological and physical sciences with
view o illustrate the potential, of science in shaping the present and future destiny of mankind and help them in becomin
useful and productive citizens in the present technological age.
10. To help the students through scientific knowledge, to shed their belief ni superstitions ad wrong notions about natura

50 | P a g e
phenomenon.
11. To develop in the students an attitude of preserving useful things in their environment and to help them to understand
th dangers of unwise use of resources.
12. To develop in the students an attitude that the nation needs their best talents to met the challenges facing the nation and
t develop in the students desire to continue the study of scientific literature and to keep themselves abreast of modern
developments in science and technology.

ALLOCATION OF MARKS

Theory
Type of Questions No. of Questions Marks
1) Objective One (01) 10
2) Short Answer Question (SAQ) Two (02) 36
3) Description or Essay Types. Three (03) 54

Total 100

Textbook: as may be prescribed by Sindh Textbook Board Jamshoro (STBB)
CONTENTS

Chapter No. General Sci ence Page No.

1.
History of Science
1.1 What is Science 7
1.2 Concept of Science in Islam 7
1.3 Scientific Methodology 8
1.4 Scientific Way of Thinking 10
1.5 Branches of Science 10
1.6 Development of Modern Science 13
1.7 Famous Scientist 13
2.
SCIENCE AND SOCIETY
21
2.1 Role of Technology 21
2.2 Impact of Science on Society 28
2.3 Science is Agent of Social Change 29
2.4 Limitations of Science 29
3.
CELLULAR BASIS OF LIFE
31
3.1 What is Life? 31
3.2 The Origin of Life 31
3.3 Favourite Conditions for the Origin of Life 32
3.4 Chemical Composition of Life 34
3.5 Animal Cell 35
3.6 Cell-Mediated Transmission of Information to Various Body
Parts
41
3.7 Extra - Terresterial Life 42
4. MICRO- ORGANISMS 44
4.1 Bacteria 44
4.2 Virus 47

51 | P a g e
4.3 Diseases Caused by Bacteria and Virus 48
4.4 Safeguards Against Diseases caused by Bacterial and Virus 52
4.5 Cancer

5. THE HUMAN BODY 59
5.1 The Function of Food in the Body 59
5.2 Major components of Food 60
5.3 Balanced Diet for Babies, Breast Feeding Mother, The Youth
and The old People
65
5.4 The Function of Vitamins and Mineral Salt in the Body 67
5.5 Hormonal Control of Body Functions 71
5.6 Te Process of Ageing 74
5.7 Decay of the Body and Death 75
6. ELEMENTS IMPORTANT FOR LIFE 77
6.1 Occurrence of Carbon 78
6.2 Allotropic Forms of Carbon 78
6.3 The Abundance of Carbon Compounds in Nature and their
importance
81
6.4 Composition of Air 82
6.5 Oxygen as supporter of Life and Combustions 83
6.6 The Role to Nitrogen 83
6.7 Fertilizers 84
6.8 Nitrogen Cycle 85
6.9 Air Pollution 86
6.10 Purification of Air 90
6.11 Natural Sources of the Air Purification 90
6.12 The presence of Mineral Elements in Human Body and their
importance
91
6.13 Importance of Elements in industrial Development 94
7. INSIDE THE ATOM 100
7.1 Atomic Number 100
7.2 Isotopes 101
7.3 Stable and unstable Atoms 102
7.4 Nuclear Fission 106
7.5 Fusion 109
7.6 Pakistans Nuclear Programme 110
7.7 Abuses of Nuclear Energy 111
7.8 Peaceful uses of Nuclear Energy 112
8. MODERN TECHNOLOGY 115
8.1 Internal Combustion Engine 116
8.2 Electrical and Electronics Inventions 117
8.3 Space Exploration 125
8.4 Pakistan's Space Programme 127
9. ENERGY 130
9.1 Forms of Energy 130
9.2 The Law of Conservation of Energy 133
9.3 Energy Sources 133
9.4 Energy Units and Measurement of Energy 141
9.5 Energy Situation in Pakistan 144
9.6 Conservation of Energy 148
10. OUR NATURAL RESOURCES & ENVIRONMENT 151
10.1 Minerals 151

52 | P a g e
10.2 Chemical Industries 156
10.3 Agricultural Produce 159
10.4 Dairy Farming 165
10.5 Wildlife ad National Parks 167
10.6 Water Resources 171
10.7 Availability of Potable Water 176
10.8 Effects of Rising Population 177
10.9 Urbanization 181
11. SCIECE AHMED TECHNOLOGY 186
11.1 Present and the Future 186
11.2 Science and Technology and the World at Large 187
11.3 Science and Technology in Pakistan 188
11.4 Science and Technology in Industry 189
11.5 Futuristic 189
OBJECTIVE QUESTIONS

191
From Chapter 1 to Chapter 11
GLOSSARY

242
INDEX

251

PHYSIOLOGY AND HYGIENE
INTRODUCTION
Physiology and Hygiene is being taught is Secondary level as a optional subject. The new syllabi aim at providing an integrated
coherent ad applicable learning package to the students, who will not be exposed to the study of science at a higher level.
OBJECTiVES
To help the students to understand the functioning of his own body systems and its relationships to environment
To create respect for life and disposition to preserve and protect it
To understand how different body systems functions.
To understand what makes the body grow.
To understand the need to keep the body healthy and in good shape.
To understand that prevention is better than cure.
To understand that through proper use of available resources the surroundings can be made neat, clean and hygienic
To acquaint the students with the necessary information regarding immunization.
To inculcate interest in the students to observe cleanliness in relation to food and to develop good food habits in them
To create an abiding interestin well-being of their health.
To create a desire to correct what is faulty and undesirable in the environment.
To foster a sense of gratitude to Allah for providing us with such a wonderful living machinery. It is, therefore
imperative that in the spirit of Quranic teaching, students should make every effort to keep healthy and follow th
principles of health, hygiene and physiology
SPECIFIC
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

53 | Pa g e
CONTENTS OF THE COURSE
1. Our Food and Eating Habits
(a) Ingredients-Carbohydrates, proteins, fats, mineral salts, vitamins and water.
(b) Energy requirements of the cells: source of energy, food stuff chemical composition and nature of food
stuffs, nutritional requirements.
(c) Balanced diet-quantity (calorific value of food0 and quality
(d) Eating habits-regular meal times, hygiene of hands and mouth, care of teeth and proper mastication avoidance
of over-eating
2. Building Materials of Human Body
(a) Protoplasm-Brief outline of physical and chemical nature
(b) Cell-membranes/cytoplasm and their functions.
(c) Tissues --- Epithelial, muscular, cartilage, and bone.
(d) Organs (only definition with few examples).
3. Types of Micro Organisms.
A brief description of the nature of organisms; included in categories and; the environment in which the
survive and grow; their importance for human beings.
Microbes.
Viruses.
Bacteria.
Unicellular organisms.
4. Digestive System.
(a) Digestive Organs---External morphology of mouth (Tooth, Tongue, Salivary gland) Gullet Stomach,
Intestines (Small and Large) Liver, Gall-bladder and Pancreas.
(b) Mechanism of digestion.
(c) (i) digestion in mouth
(ii) Digestion in stomach
(iii) Digestion in intestine (Small and Large)
(d) Assimilation of food.
5. Circulatory Systems.
(a) Organs-Structure of heart and blood vessels, (Arteries, Veins and capillaries)

54 | Pa g e
(b) Function of heart and blood vessels.
(c) Blood-Composition and functions, for example, transportation, coagulation and temperature control.
(d) Blood transfusion and blood groups.
6. Respiratory System.
(a) Organs---structure and functions of nose, pharynx, larynx, trachea, bronchi and lungs (Brief discussion of
all except lungs which should be discussed in detail).
(b) Mechanism of respiration.
(i) Breathing (inspiration and expiration).
(ii) Exchange and transportation of gases.
(iii) Respiration in tissues---exchange of gases.
7. Excretory System.
(a) What is excretion?
(b) Excretory organs; structure of kidney, structure of skin( The structure of lungs have already been discussed in
the respiratory system).
(c) Physiology of excretion:
(i) The role of kidney in excretion
(ii) The role of skin in excretion.
8. Nervous System.
(a) Morphology of central nervous system. Brain; spinal cord,
(b) Morphology of the neuron:
(c) The organization of nerves; Sensory and motor nerves.
(d) The nerve impulse.
(e) The reflex action.
(f) Function of the nervous system. A brief description of the functions of various segments of brain
(g) Sympathetic and para sympathetic nervous system.
(h) Sense organs and their functions (Detailed account of eye and ear and briefly mention others).
9. Hormones.
(a) Growth of hormones.
(b) Thyroxin.
(c) Insulin.
(d) Adrenalin.

55 | Pa g e
10. Support and Locomotion.
(a) Functional morphology of muscle, cartilage and bone.
(b) Skeleton (in practical only).
(c) Health of bones---role of calcium, phosphorus, and vitamin D.
11. Physiology of Exercise.
(a) Oxygen requirements.
(b) Respiratory adjustments.
(c) Circulatory System adjustment
(d) Metabolic change in muscles.
12. Hygiene of living in Rural and Urban Area.
(a) Air. Composition, Importance, contamination.
(b) Water. Composition, Importance, sources of water contamination.
(c) Soil. Importance, contamination.
(d) Houses, Importance of living space, light ventilation and cleanliness.
13. Principles of Personnel and Community Hygiene
(a) Personal-Body cleanliness, eating and drinking, daily movement of bowels, clothing (avoid tight dress,
frequently change under-clothes) and exercise, etc.
(b) Community-proper maintenance of public places like parks, hospitals, offices, cinemas, etc; Proper
disposal of wet and dry refuse. Smoking and spitting at public places, etc. should be discouraged.
14. Diseases.
(a) Origin
(i) Dietary
(ii) Metabolic
(iii) Hereditory
(iv) Contagious
(v) Parasitic
Causative agents:
(i) Virus, Bacteria, Protozoa, Arthropod, Helminthis
Common diseases and their preventives measures
(i) Small pox
(ii) Measles
(iii) Typhoid
(iv) Cholera
(v) Chicken pox
(vi) Rabies
(vii) Diphtheria

56 | Pa g e

Whopping cough
Mumps
Tetanus
Malaria
Worm infection
Diarrhoea and dysentery
Diseases due to insect infection
Skin diseases

15. Socio- Economic Factors in National Health
(a) Mal-nutrition, what is malnutrition? Consequences of malnutrition Contrast between health and physique
of poorly fed and well fed individuals.
(b) Infact mortality and child care.
(c) Care of elderly people.
(d) Stimulants-intoxicants and narcotics; effect of drug addiction on health.
LIST OF EXPERIMENTS, HYGIENE PHYSIOLOGY Experiment No.1
Identification of carbohydrates, proteins and fats by using Benedict's solution, Iodine Solution, Iodine Solution
Midlon's Reagent and paper.
Experiment No.2
Detection of Amylase in Saliva and its effect on starch by using iodine method.
Experiment No.3
Microscopic study of blood (R.B.C. and W.B.C.), using Leismen's solution
Experiment No. 4
Examination of capillary circulation in the web of frog.
Experiment No. 5
(a) For study of trachea and lungs, sheep's wind pipe and lungs could be displayed.
(b) Demonstration of the mechanism of respiration (by using bell-jarparchment, Y-shaped glass
tube and counting of pulse).
Experiment No. 6
Demonstration of muscle contraction: by at least one of the methods listedbelow:-
1. Mechanical (Pinching),
2. Chemical (Sodium 'Chloride).
3. Electrical (Dry cell).

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Experiment No. 7
Examination of the following prepared slides under the rnlcroscope.-
Nerve cell.
Muscle cell.
Epithelia Cells.
Cartilage.
Bone.
(b) Muscle cell.
(c) Epithelia Cells.
(d) Cartilage.
(e) Bone.
Experiment No.8:
Study of structure of eye and heart by using models, charts and dissection.
Experiment No.9 :
Study of ear by model or charts or film slides or Transparency.
Experiment No. 10:
Study brain preserved in 4% formulin solution.
Experiment No. 11:
Microscopic examination of polluted water.
Experiment No. 12:
Morphological study of the following insects:
(a) Mosquito.
(b) Bed bug.
(c) Cockroach.
(d) House fly.
(e) Louse.
Experiment No. 13:
Study of human skeleton with of help of bones charts, film slides and transparencies.
Experiment No. 14:
(a) Use of clinical thermometer.
(b) Lactometer.
Experiment No. 15:
Exhibition of insecticides and germicides.
Experiment No. 16:
Cleaning of school premises houses and surroundings.

58 | Pa g e

ATTAINMENT
Effective teaching of the subject requires should always be kept in mind that:
Structural, functional relationship and basic physiological phenomena
should be demonstrated as far as possible.
It is, therefore, necessary that the following points should be kept in mind:
(a) Concepts related to the physiological phenomena should be absolutely
clear.
(b) Teaching of physiological systems should be supported by adequate
charts and models.
(c) Dynamic phenomena which can be easily demonstrated must be
brought to the notice of the students.
For the Hygiene part of the course whenever possible, students should be
provided with the opportunity of group discussions, based on study of immediate
environment (with particular reference to that. very locality). Again the emphasis should be on the conditions prevailing in that
locality, health hazards involved and
means of improving them. The idea would be the motivation of such groups in a
30ntinues manner for improvement of the student's own environment.
For purposes of illustration and effective teaching the use of the following is necessary whenever the occasion arises:
(i) Microscope.
(ii) Slide and film-strip Projector.
(iii) Over-head Projector.
(iv) Transparencies.
(v) Film slides and film strips
(vi) Microscopic slides.
(vii) Charts and models.
(viii) Skeleton: articulated and disarticulated.
EVALUATION
There will be only one paper carrying 100 marks at the SSC Part II Examination 1978 and onwards.
The distribution of marks shall be as under:-
OBJECTIVE Type Test = 40 Marks
ESSAY Type Test = 0 Marks
Total: - 100 Marks
PRESCRIBED TEXT BOOKS
As may be prescribed by the Singh Text Book Board.
20
CIVICS
The idea behind the reconstruction of Civics curriculum has been to acquaint
students of Classes IX and X with the development around them, both internally and
externally.
Besides, the National Goals of Education and the objectives to be achieved at
the Secondary School Stage which have to be kept in minds, the specific aims of
teaching Civics, in Classes IX & X,are as under:-

59 | Pa g e
AIMS AND OBJECTIVES
1. To enable the students to understand importance of Civics as a sub-
ject.
2. To familiarisethe students with the Ideology of Pakistan based on the
Two Nation Theory and the reason for the demand of Pakistan.
3. To make the students understand the theoretical aspect of state and
the major forms of Government.
4. To have a bird's eye-view of political and constitutional development in
Pakistan till the making of 1973 constitution with stress on the important
points like provincial Autonomy and Mixed Economy.
5. To understand what is meant by Developing countries with special reference to
Pakistanits problems and projects.
6. To enable students to understand intemational relation of Pakistan
especially with their neighbours, the role of UNO with its six agencies and
The Kashmir issue.
ALLOCATION OF MARK
Type of Questions No. of QuestionsMarks

1) Objective One (01)

10
2) Short Answer Question (SAQ) TWO (02)

36
3) Description or Essay Type Three (03) 54

Textbook: As may be prescribed by Sindh Textbook Jamshoro (STBB)
CIVICS IX-X
INTRODUCTION
Periodic review/revision of curriculum is a routine matter. With thePassage of
time new developments taking place in and around our society necessitate
changes in curriculum &text books.
The revision of Curriculum not only provides a change to update the infor-
mation but also helps to improve the course contents as a result of feedback
received from the clientle.
- The civics curriculum has been recast in such a way that it helpthe students to
understand themselves as a member of Society and to strengthen their belief in
ideological foundation of Pakistan.
Objectives:
The objectives of the course are as under:-
1. To make the students understand the nature of civic life.
2. To raise their interest in the subject.
3. To inculcate. in them the character and qualities of good citizens.
4. To acquaint them with a few concepts used in some other social sci-
ences.
5. To develop understanding and appreciation of Muslim struggle for inde
pendence in South Asia.
6. To create a strong sense of national unity.

60 | Pa g e
7. To prepare students as future citizens conscious of their positive role in an
Islamic society and the world at large.
CIVICS CURRICULUM FOR SECONDARY CLASSES IX-X
PART ONE:-
I. Introduction of Civics. 5 pages
II. Individual and Society 15 pages
III. State 20 pages
IV. Government 15 pages
V. Citizens and Citizenship 15 pages
VI. Rights and Duties 20 pages

PART TWO: -

VII. Two Nation Theories and the Establishment of Pakistan. 20 pages
VIII. Emergence of Pakistan. 10 pages
IX. Constitutional Development in Pakistan. 10 pages
X. Constitution of Pakistan 1973 8 pages
XI. Local Government in Pakistan 7 pages
XII. Pakistan and the world 10 pages

Total 155-160
pages.
CIVICS
CONTENTS
PART -1
I. Introduction:-
i) Definition of Civics, Scope, Utility and importance
ii) Relations with other social sciences i.e. History, Geography and Ethics.
II. Individual and Society:-
i) Individual, Family, Community, Nation.
ii) Importance of society for individual.
iii) Nation and Nationality, Elements or Nationality.
iv) Muslim Ummah.
III. State:-

i) Definition, Elements and Functions.
ii) Distinction between state and Government state and society.
iii) Concept of state in Islam.
IV. Government:-
Govt and its organs (legislatue Executive and identity.
Function of the organs of the Government.
Form of Government
a) Democracy
b) Dictatorship
c) Federal and Unitary
d) Parliamentary and presidential
V. Citizen and Citizenship:-
i) Definition of citizen, Distinction between citizen, national and other.
ii) Citizenship, good citizenship and hindrance to good citizenship.
iii) Methods of acquiring and losing citizenship.
VI. Rights and Duties:-
Definition of Rights and duties.
Relationship between Rights and Duties.
Fundamental Rights.
Rights and Duties in an Islamic State.
PART-II

61 | Pa g e
VII. Two nation theory and the establishment of Pakistan:-

Ideology of Pakistan.
Sir Syed Ahmed Khan and two Nation Theory.
Simla Deputation (1906) Foundation of Muslim
League (1906) LucknowPact (1916)
Mr. Jinnah's 14 points plan (1929)
Iqbal's Address of Allahabad (1930)
Lahore Resolution (1940)

VIII. Emergence of Pakistan:-
i) Emergence of Pakistan and the role played by Quaid-e-Azam.
ii) Initial problems faced by Pakistan.
iii) Constitutional Development in Pakistan.
IX. Constitutional Development in Pakistan:-

The objectives Resolution (1949)
Dismissal of Kh. Nazimuddin's Government
Dissolution of constituent Assembly 1954
Formation of one unit.
Salient features of the constitutions of 1956 and 1962 and a
brief
account of the causes of their failure.
General elections of 1970 and the Session of East Pakistan
The constitution of Pakistan 1973.
Salient Features, Structure of Government.
X. Local Government in Pakistan:-
i) Historical evolution
ii) Structure
iii) Functions
XI. Pakistan and the World:-
Pakistan and it neighbours: India, China, Iran, and Afghanistan.
Pakistan and the Muslim world: ECO, OIC.
United Nations, its organs: Role of Pakistan in U.N.
C I V I C S
CHAPTER NO.1:-INTRODUCTION OF CIVICS
Definition of Civics, Scope, Utility & Importance of Civics, relations with other
social sciences.
(a) Civics &History (b) Civics &Ethics (c) Civics &Geography.
CHAPTER NO.2:-INDIVIDUAL &SOCIETY
Individual, Family, Importance, Functions & Objects, objects of Family,
Community, Characteristics, Kinds, Urban, Rural, Society, Importance of society
individual, Nation &Nationality, Elements of Nationality, Muslim Ummah.
CHAPTER NO.3:-
State, Definition, Essential Elements of State, Population, Territory, government,
Sovereignty, Functions of State Distinction between state and Government, state &
society, concept of state in Islam.
CHAPTER NO.4:-GOVERNMENT
. Government & its organs, organization of legislature Functions of
Legislature, Functions of. Executive, Functions of Judiciary, Forms of Government,
Democracy Definition, Merits and demerits, Dictatorship, characteristics of Federal
Form of Government, Unitary Form of Government, parliamentary form of
Government presidential form of Government.
CHAPTER NO.5:-CITIZENS &CITIZENSHIP
Distinction between citizen, National &Alien, Good Citizenship, Hindrances to
Good citizenship, Methods of Acquiring citizenship, Methods of losing citizen-

62 | Pa g e
ship.
CHAPTER NO.6:-RIGHTS &DUTIES
Rights of the Citizens, duties of the citizens Rights of Muslim citizens, duties of
Muslim citizens, Rights and Duties of Non-Muslim citizens, Relationship between rights
and duties, Fundamental rights, The united Nations character of Human Rights 1948,
Rights & Duties in Islamic State.
CHAPTER NO.7:- TWONATION THEORY &THE ESTABLISHMENT OF
PAKISTAN
Ideology of Pakistan, Sir Syed Ahmed Khan &Two Nation theory, Simla dep-
utation, Establishment of Muslim League 1906, Luck now pact 1916, Mr. Jinnahs 14
points 1929, Iqbal's address of Allahabad 1930, Lahore resolution 1940, draft of
Lahore resolution.
CHAPTER NO.8:- EMERGENCE OF PAKISTAN
Emergence of Pakistan and the role played by Quaid-e-Azam, intial problems
faced by Pakistan.
CHAPTER NO.9:- CONSTITUTIONAL DEVELOPMENT IN PAKISTAN
The objectives resolution, 1949, dismissal of Khawaja Nazimuddin.Government,
Dissolution of constituent Assembly in 1954, Formation of one unit ,the constitution of 1 956,salient features of the
constitution of 1956, causes of 1956, causes failure. The constitution of 1962, salient features of the constitution of 1962,
causes of failure, General Elections of 1970 and the secession of East Pakistan in 1971.
CHAPTER NO.10:-CONSTITUTION OF PAKISTAN 1973
Salient Features of constitution 1973, structure of Government, Central
Government, legislature, National Assembly Speakers & Deputy Speaker, Powers
and Functions of parliament, Federal Executive President, Prime Minister, Civil
Services and Federal Public Service Commission, Federal Judiciary, Supreme court,
powers of supreme court, Supreme Judicial Council, Functions of the council
provincial Government, Provincial Legislature, Powers and functions of Provincial
Assembly, Executive Governor, Powers and functions of Governor, Chief Minister,
Power and functions of Chief Minister, Provincial Public Service Provincial
Judiciary, Powers and functions.
CHAPTER NO.11:-
Local government in Pakistan Historical Evolution, structure of local govern-
rnent Functions of local Government Institutions, source of Income, Expenses or
Expenditure, co-ordination committee.
CHAPTER NO.12:- PAKISTAN AND WORLD
Commission ,

Pakistan and its neighbour countries, Pakistan and India, Pakistan and peo-
ple republic of China, Pakistan and Iran, Pakistan Afghanistan, Pakistan and Cental
Asian Countries, Pakistan and the Muslim World, Economic co-operation Organization, Organization of Islamic
conference, United Nations, Aims and Objects of united nations, organs of the united nations, General Assembly,powers and
functions, Security Council,Powers and functions economics and social Council,Powers and functions, trusteeship
council,International court of justice powers and functions secretariat, powers and functions,special agencies W.H.O.,UNICEF,
UNESCO, IME, FAO' AND World Bank, role of Pakistan in United Nations.
21
HISTORY OF PAKISTAN
INTRODUCTION
The discipline of history is an extremely effective instrument for educating people, creating a spirit of nationalism and strengthening the forces of unity.
It is primarily through the subject of history that we draw our inspiration, build a
sense of patriotism and create love for our people and country.
Ours is an ideological society and our history, particularly at the school level,
should therefore reflect the nature of our society and the aspirations of our people.
It is with this aim in view that the new syllabus is being proposed.
GENERAL OBJECT IVES OF TEACHING HISTORY OF PAKISTAN

63 | Pa g e
(CLASSES IX &X)
To develop in students an abiding love for Pakistan.
To develop skills and attitudes compatible with the ideology of Pakistan
and Islam as a Code of Life.
To understand the values of life and norms of behavior through trans-
mission of historical knowledge and cultural heritage.
To feel proud of the glorious past, to inculcate love for the land and
happiness in being Pakistani.
To inculcate dignity of labour and a sense of duty and responsibility.
To acquire the power of discrimination, insight and wisdom from the
experiences of the past and from historical facts.
To work and behave morally and socially for the national cohesion,
unity, solidarity and integrity of Pakistan.
To infuse and imbibe a spirit of nationhood, patriotism and sacrifice in
order to be Mard-e-Momin and Mard-e-Mujahid.
To create interest and excite the curiosity of our young students in their historical past tohelp their understanding of.the present
and to projectour spiritual and cultural heritage.
To help young people to acquire the goals and knowledge needed to
face the problems of today's world.
To give children opportunities to develop enthusiasm for today's world;
for their nation, and for their community.
HISTORY OF PAKISTAN FOR IX - X CLASSES
INTRODUCTION
1. Importance of the study of history as an academic-discipline.
2. Physical Features of the country and their impact on history.
PART I

CHAPTER I
Cultural heritage of the area now comprising Pakistan and its historical periods:-
1.
2.
3.
4.
5.
6.
7.
Indus Valley and Gandhara Civilization.
Aryan Penetration.
Iron Age.
Persian Rule.
Alexander and the Mauryans
Kushan Empire.
Society on the eve of Muslim conquest with special reference to the
of foreign travellers, Hiuen Tsang and Alberuni.
accounts

PART II

CHAPTER II
Factors such as:-
1. Islam, Faith, Unity, Muslim-brotherhood, Firm determination,Mujahid
Techniques.
2. The Formative Phase, Advent of Islam Muhammad Bin Qasim,
Consolidation of Islam in the Indus region Mehrnuo of Ghazni,
Shahbuddin Muhammad Ghori, Persian renaissance in Ghazni and
Lahore, Firdaus is Shahanama, Sadi's Gulistan and Bostan.
3. Those which facilitated the conquest by Muslims and the Spread of
Islam as a progressive force and Socio-economic system in the
Sub-continent.
CHAPTER III
Factors such as:-
1. Centralisation, Reforms, Common good of the people,
Administration, Tolerance and Fear of Allah, Moral uplift.
2. Which led to the consolidation of Muslim rule in the sub-continent?
3. Muslim Expansion in the Sub-continent, Qutbuddin Aibek, IItumish,
Razia, Balban, Khiljis and Tughlaqs, Amir Khusrau.

1.
2.

Ghazi and

64 | Pa g e
CHAPTER IV
1. Decline and disintegration of the Sultanate.
2. Rise of the Turks in Central Asia.
3. Importance of Samarqand, Bokhara and Herat.
CHAPTER V
1. Timur and the Muslim Sultanate of Delhi-Syed and Lodhis.
PART III
CHAPTER VI
The political, administrative and economic system of the Mughals and their
contribution in the domain of literature, art and culture:-
1. Turko-Mughal rule in Delhi, under Babar and Humayun.
2. Sher Shah Suri.
3. Consolidation, Expansion and Administration under Akbar.
4. Mughal Rule at its zenith Jehangir and Shah Jehan.
5. Aurangzeb his personality problems and policies and his assessment.
6. Art and culture under the Mughals.
CHAPTER VII
1. Disintegration of the Mughal Empire.
2. European trade and the rise of British power and resistance and Freedom
struggle put up by SIRAJ-UDDULAH, HAIDER ALI, TIPU SULTAN.
3. Reform movements:
Hazrat Muhaddid Alf Sani, Shah Wali Ullah, Haji Shariat-Ullah, Syed
Ahmed Shaheed and Obaid-ullah Sindhi.
PART IV
CHAPTER VIII
Muslim political consciousness, clash of Hindu-Muslim interests, and the need
for a Muslim political organization:-
1. Aligarh Movement Sir Syed Ahmed Khan, his Political, Social and
Educational Services.
2. Political and Constitutional consciousness among the Muslims and Hindus, Urdu-Hindi controversy, Indian National Congress
Partition of Bengal, Reaction of the Muslim to Hindu attitude, Simla Deputation Separate Electorate, Birth of Muslim League,
Annulment of
Partition of Bengal.
CHAPTER IX
1. Attempt at Hindu Muslim unity and its failure owing to Hind intransi-
gence.
2. Lucknow pact.
3. Khilafat Movement.
4. Nehru Report.
5. Quaid-e-Azam's 14 points
6. Round table Conference provincial autonomy.
CHAPTER X
Two Nations Theory and Ideology of Pakistan:-
Congress Ministeries, their atrocities on the Muslim, Pakistan Resoluti6
and its implications, Cripps Mission and causes of its failure, the role of
Quaid-e-Azam in the making of Pakistan.

65 | Pa g e
CHAPTER XI
Factors leading to political and economic stability in the country:-
Problems of the new state, Refugee problems, Problems of Kashmir, junagarh and Hyderabad
death of Quaid-e-Azam, Objectives Resolution Assassination of Quaid-e-Millat Liaquat Ali khan.
One Unit:
Constitution of 1956, Period of instability.
CHAPTER XII
1. Dictatorship, Regionalism and their evils.
2. Ayub Regime, Yahya's Martial Law, Election of 1970, Seperation of
East Pakistan, its causes and effects.
CHAPTER XIII
1. Creation of New Pakistan.
2. Peoples Party in Power.
3. Reforms of New Government, Social Justice, Equality of opportunity.
4. Constitution of 1973 and its salient features.
ATTAINMENT
History creates a sense of awareness, developideas of patriotism and love
r our people. To make the teaching of this subject effective student, teachers and
administrators have to be involved in the following activities.
1. Organization of a history-room.
2. Organization of Museum.
3. Organization of field trips, excursions to historical sites, dramas.
debates, quizzes, collection of coins, stamps and historical pictures to
be arranged by the school.
4. News-paper clippings on important historical events and persons.
5. Group discussion and speeches by eminent historians.
6. Collection of coins and photographs.
7. Publication of histor ical magazine prepared with the students contri-
bution.
8. Provisions of books and other relevant historical literature in the library.
9. Provision and preparation of maps and charts.
10. Provision of audio-visual aids.
11. Preparation of audio-visual kits by the students themselves.
12. Arrangement of Radio Broadcasts, T.V. shows and Films on historical
events, personages and occasions for the benefit of students.
EVALUATION
There shall be only one paper of History of Pakistan carrying 100 the
ends of class X.
TEXT BOOK
As may be prescribed by the Sind Textbook Board.
23
ISLAMIC HISTORY
INTRODUCTION:-
Islamic History as an elective subject is meant only for those students who for
it and want a specialized study. Islamic ideology has also
the National needs.
The National Goals of Education and the objectives of Education at the
School Stage have to be kept in view.The specific aims of teaching in mind
while teaching the subject in classes IX and X are
have a special liking been
included to accommodate
Secondary
Islamic History to be kept
as under:-
AIMS AND OBJECTIVES:-
1. Ensuring the preservation, promotion and practice of the basic ideology
of Pakistan and making it a code of individual and national life.
2. Building up national cohesion by promoting social and cultural harmony compatible with our basicideology through the conscious use

66 | Pa g e
of the educational process.
3. Building up the total personality of the individual dynamic, creative and
4. Capable of facing the truth as it emerges from the objective study of
5. reality,enabling him to comprehend fully the nature of technical and
6. social changes.
7. Mobilizing the youth for leadership through participation in pro-
8. Grammers of social service and environmental improvement, and by
9. Inculcating in them the dignity of labour.
EVALUATION
There will be only one paper of 100 marks at the SSC part II Examination.
TEXTBOOK:-As may be prescribed by the Sind Text Book board.
INTRODUCTION

1. The study of Islamic History is of immense importance for promoting national inte-
gration and international understanding. Its study provides the students with the
opportunities of having realistic and pragmatic approach to various historical
activities of the Islamic Period.
2. Islamic History thus provides, basis of understanding between different periods
which ultimately leads to the promotion of national cohesion and
inter-brotherhood.
3. Islamic History is included as an elective subject in the scheme of studies for
the intermediate classes. As such, the curriculum proposed for this subject has
been so framed as to highlight the identity of the subject.
National

4. Curriculum formulation for Intermediate Class is a continuation of the
process which commenced about five years back in the light of the Education
policy 1979. We have traversed the road from the primary class-with some
clear objectives in view. These have been
pedagogical and psycho-
specific goals of each field of study. The Intermediate level, though a terminal
stage in its own right, spans a bridge over the secondary and higher education.
An effort has therefore been made to treat it from both angles so that a student
who discontinues his-studies after the Intermediate does not get lost and can
enter the struggle of life with some equipment to his credit.
5. A real effort has been made, as in the case of the earlier stages, to reflect
the latest development in various fields of knowledge as well as the latest
according to the requirements of the Intermediate
6. The updated curriculum will therefore be helpful in providing chances to the
students to be acquainted with the scientific approach to our goal as laid Education
Policy.
CIRRICULUM OF ISLAMIC HISTORY FOR SECONDRY CLASSES (IX-X)
1. Condition of worked with particular reference to Arabs before the Advent of Islam.
OBJECT IVES CONCEPTS CONTENTS ACT IVITIES A V.AIDS
EVALUATION
COGNITIVE:-
1. Knowledge of the -Jihalat 1. Condition of 1. Drawing a map 1. Map of world 1. Grading the
condition of different countries world in of Arabia showing showing assignments.
before the advent of Islam. General with important places. location of

-Religions
particular Arabia as a
2. Judging the comprehension
reference to central Place in
2. Acquaintance with 2. Reading books of subject matter through
Morality Byzentine, the world.
the evils and virtues Persia, South and other related questions.
of different Asia. literature.
societies. -Virtue 2. Map of 3. Observing Keenness in
3. Understanding of Arabia.
3. Discussion on participating dramas etc.
the suffering of 2. Conditions of
-Kufr the life of people
mankind before Pre-Islamic of Arabia and other 3.Any other
Islam. Arabic viz countries before relevant 4. Observing student
-False hood. Religious, the advent of teaching participation in group

Social
Economic and
Islam. material. discussions.

political.

5. Objective tests.
es to the secondary
derived from the ideology of Pakistan as well as
approaches to them
stage. down by the National

67 | Pa g e
1. Knowledge of the life
history of the Rasuluilah
(SAM).
2. Understanding of the mission
of the Rasuluilah (SAM).
3. Acquaintance with causes,
events and consequences of
important Ghazwat.
A F F E C T I V E
Sadaqat.
Perservance.
Amanat
Khidmat-i-
Khalq
Piety
lkhlaq-i-
Karimana.
Nubuwwat.
Tableegh.
Sacrifice.
Hijrat.
State.
Brotherhood.
Meeting.
Jehad.
Conquest.
Forgiveness.
Life of Rasuluilah
(SAM) up to the
declaration
of Nubuwwat.
His Daawat.
Sacrifices of
early converts to
Islam.
- Hijrat-i-Habsha.
- Shiaab-i-Abi-
Talib. -Miraj.-
Journey to Taif. -
Baat i-Aqba -
Hajrat-e-
Madina.-
Muwakhat.
- Meethaqi
Madina
(Pact)
Brief History of
the
main Ghazwat.
-importance of
treaty
of Hudabiya.
--Conquest of
Makkatul
Mukkarama.
- Hajjat ul-Widda
akd
Khubatul Widaa.
1.Reading books
and literature other
than textbooks.
2. Group
discussions on
different aspects of
the life of
Rasuluilah (SAM).
3. Celebration of
Milad-un-Nabi,
Meraj and Charter
of human rights.
4. Making maps.
5. Map reading.
1. Reading of
Asia.
2. Map of
Africa.
3. Map of
Arabia.
4. Charts of
Ghazwat,
Badar, Uhad,
Khandaq,Khybe
r.
1. Grading the assignments.
2. Assessing the maps and charts.
3. Judging the reading ability through oral
questions.
4. Objectives tests.
1. Love of reverence
and allegiance to
the Rasuluilah
(SAM)
2. Appreciation of the
Sacrifices of early
Muslims.
3. Improving
behavior through
the teachings of
the Rasuluilah
(SAM).
PSYCHO MOTOR
1. Ability to
collect relevant
information.
2. Skill to make
charts.
3. Ability to take
part in
discussion.
4. Skill to draw
maps.
AFFECTIVE
4.Dramatizing
some of the events
of that time.

1. Appreciation of
virtues.
2. Rejection of evils in
society.

PSYCHO-MOTOR

1. Ability to take part
in discussions.
2. Skill to draw maps.

2. LIFE OF RASULULLAH
OBJECT IVES CONCEPTS CONTENTS ACTIVITIES A V.AIDS EVALUATION
COGNITIVE:-

68 | Pa g e
3. TEACHING OF THE RASULULLAH (SAM)
OBJECTIVES CONCEPTS CONTENTS ACTIVITIES A.V. AIDS EVALUATION
COGNITIVE:-
1. Knowledge of the
various aspects of the
Holy Prophet (Peace
be upon him).
2. Knowledge of
contribution of the Prophet
(Peace be upon him) towards
the betterment of mankind.
Reformation.
Statesmanship.
Leadership.
Justice.
Admistration.
Education
Dignity of labour.
Teaching of the Holy
Prophet (Peace be upon
him)as:
Social Reformer Head of the
State, Supreme Commander,
chief Justice.
Stetesman akd
Administrator, Educator,
Upholder of dignity of
labour and perfect men.
1. Reading other
related literature.
2. Prepating bulletin
and card boards.
3. Collecting the
cuttings of newspapers
and mega-zines
(Special Issues).
4. Group Discussions.
5. Celebration of days
like Badr Uhad and
Fath-e-Makah etc.
6. Drawing maps with
showing important
places.
7. Listening to Radio
and TV programmes.
1. Charts
containing
Ahadith and
Verses of
Quran.
2. Radio.
1. Grading of
Assignments.
2. Assessing
maps and charts.
3. Judging the
comprehension
of the subject
through oral
questions.
4. Observing
students
participation
during functions,
discussion and
other events.
5. Objective
tests.
6. Essay
competition.
AFFECTIVE

1. Love and
Affection with
the Holy
Prophet (Peace
be upon him).
2. Sense of
obedience,
submission to
the commands
of God and his
prophet( Peace
be upon him).
3. Will to act
according to
Sunnah.
PSYCHO-

MOTOR
1. Ability to
pick out the
selected
information
.
2. Skill to
draw map.
3. Ability to
organize
teaching of
functions.

4. KHULFA-I-RASHIDEEN

69 | Pa g e
COGNITIVE:-
1. Knowledge of the short
biographic of the first
four Pious Caliphs
2. Acquaintance with the
achievements
and contribution of these Pious Caliphs.
3. Knowledge of the factors
leading to
the establishing an Islamic ideal and
democratic state.
Khilafat
Piety.
Sacrifice.
Loyalty
Jihad.
Bravery
Toleration.
1. A brief biographical
description of the
Khulafe-e-Rashideen.
1. Drawing
maps.
2. Preparing
time charts.
3.
Celebrating
the
anniversaries
of the four
Pious
Caliphis.
4. Preparing
of charts
depicting of
the
expansion of
the
caliphate.
5. Collecting
the sayings
of the
caliphs.
1. Map of
Arabia.
2. Charts of
important battle
fields.
3. Pictures of
the holy Places.
Radio And TV
Programme.
1. Grading of
Assignments.
2. Assessing
maps and charts.
3. Judging ability
through oral
questions.
4. Observing
students
participation
during functions,
and other events.
5. Objective
tests.
6. Essay
competition.
(a) Hazrat Umar
Farooq.
(b) Hazrat Usman
ghani
(c) Hazrat Abu
Bakar siddiq.
(d) Hazrat Ali-al-
Murtaza and
Hazrat Hasan.
AFFECTIVE

glorious deeds of Pious
Caliphs.
2. Desire to follow the
example of Caliphs in
individual and
collective life.

PSYCHO-MOTOR

1. Ablitiy to use
other material.
2. Ability to write
biographical
notes.
3. Skill to draw
maps.

5.ACHIEMENTS OF KULAFA-I-RASHIDEEN
COGNITIVE:-
1. Knowledge of the Jihad 1. Contribution towards the 1. Collecting relevant 1. Map of Asia. 1. Grading of
achievements of Kulafa- cause of Islam. material from Assignments.
i-Rashideen. 2. Expansion of Islamic State newspaper etc.
Valour 2. Map of
2. Knowledge of the
Virtues
(Hazrat Saad ibni abi Africa. 2. Assessing
of the Khulafa-i- Waqas.Hazrat Khalid bin 2. Preparing charts. maps and
Rashideen. Courage Walid Hazrat Abu charts.
3. Acquaintance with the Ubaida.Ibnul jarrah.Hazrat
principles of justice and
Obedience
Umar Ibnul Aas. 3. Drawing maps.
equality of Islam.

Hazrat Abu Musa Ashari. 4. Listening Radio

3. Observing
students
Discipline participation
and TV programmes. in group

Sacrifice
3. Administration and
judiciary.
5. Group discussions.
discussions.
4. Judging

Cooperation

students
ability through

Civilization

oral questions.

Kharaj and Jizia

5. Objective
tests.

70 | Pa g e

Grandeur
Tableegh
Justice
Tolerance
Equality.

AFFECTIVE
achievements of Kulafa-i-
Rashideen.
2. Appreciation of their
Virtues.
3. Appreciation of the mode
of dispensation of justice
by the judges.

PSYCHO-MOTOR
1. Skill to makedraw
maps.
2. Skill to make
methods.
3. Ability to collect
relevant material
from newspapers
akd magazines.
4. Citing example for
establishing effects.

6. ROLE OF UMAYYA IN ISLAMIC CIVILIZATION
COGNITIVE:-
1. Knowledge of the achievements of Nomination 1. Amir Muawiya. 1. Group discussions. 1. Relative 1. Observing
Umayya Caliphs.

maps. the student
ability of

2. Yazid (karbala &
Hazrat imam Hussain)
2. Preparing maps
showing the
expantion of
2. Time charts.
participation
during group

Diplomacy.
3. Abdullah Bin
Muslim State.
discussions.
2. Knowledge of the development of

Zubair.

2. Grading the
assignments.
Islamic Literature during Umayya. 4. Abdul Malik Bin
For giveness. 3. Assessing

Marwan.

the charts and
maps.

Truth

4. Objective
tests.
5. Essay
competition.
6. Quiz
competition.

71 | Pa g e

AFFECTI VE
1. Appreciation of literature
and Architecture.
achievements of Umayya
caliphs.
3. Consciousness of the
statesmanship and valour of
the Muslim commanders.
4. Appreciation of Truth and
Forgiveness in Islam.
Shahdat.
Al-Barid
Shurta.
Empire.
Literature.
Architecture.
5.Walid bin Abdul
Malik.
6. Suleiman bin
Abdul Malik.
7. Umar bin Abdul
Malik.
8. Causes of decline.

P S YCHO- MOT OR

relevant historical
material.
2. Ability to write
biographical notes.
3. Skill to make maps
and charts.

7. IMPORTANCE OF THE UMAYYI KHULAFA
OBJECTIVES CONCEPTS CONTENTS ACTIVITIES A.V.AIDS EVALUATION
COGNITIVE:-
1. Knowledge of
the importance of
Umayyas period.
2. Acquaintance
with the
contribution of
Umayyas period in
various fields.
3. Knowledge of the
Muslims
achievements in the
field of Science and
culture.
Tableegh.
Creativeness.
Aesthetic sense.
Justice.
Discipline.
Toleration.
1. Expansion and
propagation of
Islam.
(Contributions of
Hujjaj bin Yusuf
Muhammad Ibni
Qasim.
Qutaiba bin Muslim
Muslama.
Musa Ibni Nusair.
Tariq bin Ziyad).
1. Drawing maps.
2. Making charts.
3. Locating the
conquests of
Umayyas period.
4. Preparing time
charts.
5. Taking part in
group discussion.
1. Map of Arabia.
2. Map of Asia.
3.Map of Europe.
4. TV and Radio.
5. Reading the
newspaper and
magazines.
1. Grading the
assignments.
2. Assessing the
maps and charts.
3. Observing the
students ability to
participate in the
dramas, debates
and group
discussions.
AFFECTIVE

2. Cultural and
Scientific.
3. Administration.

4. Objective tests.
5. Judging
students ability
through question
answer technique.
1. Appreciation of
the Umayyad
achievements.
2. Sense of love and
respect to the ideals
of Islam.
PSYCHO-MOTOR

1. Skill to make
models.
2. Ability to
historical material.
3. Ability to locate
importance places
and countries on
the map.

72 | Pa g e
8. ROLE OF ABBASI KHULAFA I N ISLAMIC CIVILIZATI ON
OBJECTIVES CONCEPTS CONTENTS ACTI VI TI ES A. V. AI DS EVALUATI ON
COGNI TIVE:-
1. Knowledge of
role of Abbaside
Caliphs in Islamic
History.
2.Acquaintance
with the
achievements of
Abbasides.
3. Knowledge of
development of
literature and
Sciences during
Abbasides period.
Diplomacy
Quest of
Knowledge.
Literature
Research
Activities.
Architecture.
1.Alsaffah
2. Al-Mansoor.
3.Harun-ur-Rashid
4.Baramika
5.Mamun-ur-
Rashid
6. Al-Muatasim.
1. Making charts.
2. Making
diagrams.
3. Map Making.
4.Showing the area
of Abbasides
Expansion.
1. Map of Arabia.
2. Map of Asia.
3. Map of Europe.
4. Chart making
the spread of
Abbasides rule.
1. Assessing the
ability of students
through question
answer.
2. Grading the
maps.
3. Grading the
diagram.
4. Grading the
charts.
5. Group
discussion.
6. Object tests.
AFFECTI VE

1. Appreciation of
the Abbasides
contributions in the
fields of literature
sciences and
culture.
2. Sense of love
and regard to
Islamic ideals.
3. Desire to
advance in the
scientific field.
PSYCHO-MOTOR

1. Skill to make
maps.
and use other
relevant material.

9. IMPORTANCE OF THE ABBASI KHULAFA
OBJECTIVES CONCEPTS CONTENTS ACTI VI TI ES A. V. AI DS
EVALUATI ON
COGNI TIVE:-
1. Knowledge of
the importance of
the Abbasides.
2.Acquaintance
with glorious
achievements.
3. Knowledge of
the expansion of
Islam during
Abbasides.
Social and
Economic, Justice,
Creative ability.
Tableegh.
1. Cultural
scientific and
literary
achiements.
2. Propagation and
expansion of
Islam.
3. Administrative
reforms.
4. Socio-
economics
development.
5. Causes of
decline
1. Making maps.
2. Making charts.
3. Participations
in group
discussions.
4. Making
diagrams.
1. Maps of Asia.
2. Map of Africa.
3. Map of Arabia.
4. Map of Europe.
5. Charts showing
the expansion of
Abbasi Period.
6. Historical and
informative films
and diagrams.
1. Observing the
students abilities.
2. Grading
assignments.
3. Assessing the
charts and maps.
4. Objective tests.
AFFECTIVE

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1. Appreciation of
the contributions of
Abbasides in
various fields.
2. Appreciation of
justice and equality
in Islam.

PSYCHO-MOTOR

1. Skill to make
charts.
2. Skill to make
maps.
3. Ability to make
speeches.
4. Ability to locate
the cities and
countries on the
map.

INSTRUCTION FOR WRITING TEXT-BOOK:-
1. The language of the text-book must be simple.
2. The textbooks should be supplemented with relevant and attractive maps, charts, pictures tables and diagrams etc
3. Detailed maps with respect to particular events and situation such as Ghazwat etc, may be supplied.
4. An index of concepts may be added at the end of each part of the book.
5. While writing the textbooks, material contrary to the ideology of Pakistan or which may injure the feelings of different sects or
which may create hatred against any Muslim leading personality may be avoided.
6. Members of the curriculum committee should be associated with the writing of textbooks and Teachers guide as they are fuly
conversant with the letter and spirit of the subject.
The size of the book will be 20 X 30 containing 150 pages. The 150 pages of the book will be distributed in the following way 8
CHAPTERSPAGES ALLOCATED

I 20
II AND III 35
IV-V 35
VI-VII 30
VIII-IX 30

24

DISTRIBUTION ON CONTENTS:-
There will be one book with two parts.
Part I for Class IX
Part II for Class X
PART-I
CHAPTERS:-
1. Pre-Islamic conditions of the world.
2.Life of Rasullah (S.A.M)
3.Teachings of Rasullah (S.A.M)
4.Khulafa-i-Rashideen.
5. Achievements of the
Khulafa-i-Rashideen
PART-II
CHAPTERS:-
(For Class X) will be contain the
following chapters.
6. Role of Umawi khulafa in Islamic
Civilization.
7. Importance of Umawi khulafa.
8. Role of Abbassi khulafa in Islamic
Civilization.
9. Importance of Abbassi Khulafa.

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ECONOMICS
INTRODUCTION
The study of Economics is of great importance to our National building activities. Economic viability of a country is a sure
test of its survival and its transformation is a forerunner of overall transformation of a country. The importance of economics
overshadows that of any other subject. Since it makes human welfare as its direct concern, its knowledge is therefore more important
for us.
The study of economics has been introduced in the scheme of studies for classes IX-X as an elective subject. The main
purpose of teaching the subject is to equip the students with the knowledge of economics problems, human and material resources
and ways and means of optimum utilization of these resources. This may help students to become productive members of the society,
and effectively participate in the socio-economic development of the country.
The curriculum of economics for secondary classes has been designed keeping in view the requirements of the developing
economy of Pakistan and the expected role of the youth for its development. However, while formulating the curriculum mental growth
and curiosity of a student of this stage, have also been given due consideration. It is hoped that the study of this subject will
strengthen the foundations for higher study.
AIM AND OBJECTIVES
The major aims of teaching economics at secondary level are:-
1. To lure the students into the realm of practical aspects of the subject and to the description of economic history
rather than delving on lengthy problems and technical aspects of the subject.
2. To familiarise the students with those concepts of the traditional economic theory, that are most needed for
understanding the functioning and economic problems of Pakistan.
3. To present theory of economics as a unified body of concepts and ideas rather than a separate body of knowledge of
Micro/Macro economics. Examples from day to day economics activities in Pakistan, to be highlighted at this stage of
education.
4. To give a balanced course encompassing necessary knowledge about economic theory and the economy of
Pakistan.
GUIDELINES FOR THE TEXTBOOK WRITERS
The textbook writers, while planning their work must keep in mind the functions of a textbook as it is an aid to teaching
all the elements of curriculum. The details o curriculum formulated, should thoroughly be reflected in textual matter of the
books. The presentation of subject matter in an orderly and lucid manner coupled with instructional and pedagogic skills,
not only facilitates the task of the teacher but can also improve his method of teaching. It can equally facilitates the
pupils learning and train in ordering his thinking, resulting in to a style of good learning habits.
The book should be presented in a rational and logical manner best suited to the pupils mental level. The writers
should write the book in a style and format which may be appealing to the students. It should have sufficient illustrations to
present the textual matter adequately. The words and expressions used should be very simple and with in the grasp of the
students of secondary level. Examples in-corporated should be vivid, intelligible simple and related to our day-to-day living.
TEACHER TRAINING PROGRAMME
The subject of economics, though introduced at various levels of education in Pakistan, has gained little popularity at
school level. It is mainly due to the in-adequate number of teachers and difficult style of text-books on the subject. At
present when new courses of study are being introduced throughout the country, it is hoped that students and the
teachers will be inclined to choose these courses because of their utility and comprehensiveness.
As the number of teachers with requisite qualification in the subject is not adequate, there is a dire need of training
a reasonable number of such teachers through in-service training courses, who had studied economics at least upto
the intermediate level. service training programme should be run by the teachers training institutions, universities and
other colleges which are well equipped with necessary training materials and facilities. The teachers to be designated for
these courses should be spared at the commencement of summer vacation, winter recess and spring holidays.
In addition, these is also a need for running refresher courses of four to six weeks duration for those teachers
who are entrusted with the task of teaching economics. This will be required because they may not be well versed
with the latest economics theories and concepts, mathematical and statistical tools and with the techniques of
disseminating the knowledge of economics appropriately. These refresher courses should be run by the Education
Extension centres, Institute of Education & Research or by other such institutions where the required facilities have
been provided for promoting teaching of the subject.
Distribution of Marks:-
The syllabus is divided into two sections. Section one is meant for class IX and section two for class X.Each section is
further divided into seven chapters, Each of the above two sections carry equal weightage.

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Relative proportion of marks/weightage for each chapter has been mentioned against respective chapters.
Total marks for the paper should be 100. The question paper should consist of both objective as well as essay
descriptive types of questions. Twenty five per cent and seventy five per cent of total marks respectively should be
allocated to each of the above types.
CURRICULUM IN ECONOMICS FOR CLASSES IX-X
SECTION-I
CLASS-IX
I. Evolution of Economic life 4%
1. Hunting and gathering stage-subsistence (Household) Economy (Root Grubbing Stage).
2. Postal stage-concepts of private property (beginning of exchange economy).
3. Agricultural and handicraft stage-(a) Tribal concept of occupational Division of Labour (b) feudal
exchange economy.
4. Industrial stage-The inventions of machines and their use for production.
(a) Private ownership of the means of production and profit motive-as a genesis of capitalism.
(b) Public ownership of the means of production as a genesis of socialism ( A brief historical
perspective to be given).
II. Economic Legacy of Pakistan 8%
1. British occupation of indo-pak sub continent and its economic effects.
2. Economic problems of Pakistan at the time of independence.
(a) Agricultural backwardness.
(b) Industrial backwardness.
(c) Population pressure and migration.
(d) Backwardness in trade and banking.
(e) Low per capita income.
III. Subject Matter of Economics

1
2
3
4
5
Wants-efforts and satisfaction
Goods and services.
Utility, Scarcity, value and price.
Wealth.
The nature of Economic Problems (to be explained without going into the rigour of formal definitions).
IV. Basic Concepts

1
2
3
4
5
Income (Personal and National).
GNP, GDP and NNP.
Consumption.
Saving.
Investment
V
VI
VII
Demand
1
2
3
Definition-Rational behind demand.
Law of demand
Other factors affecting demand
Supply
1
2
3
Definition
Stock and supply.
Law of supply.
Price Determination
1 Concept of Equilibrium

2
Equilibrium between demand and supply
SECTION-II
CLASS-X
VIII.

Production and Distribution
1 Production (to be explained with reference to various Productive activities).
2 Agents/Factors of Production (Land, Labour, Cabital and organization) and their rewards
IX Money
1 Barter system and its difficulties.
2 Money-definition and functions.
3 Kind of Money- (More explanation of the term).
X Banks
1 Definition
2 Kinds of Banks.

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XI
3 Difference between a Central and Commercial Bank (Explanation with reference to Pakistan).
Trade

1 Distinction between domestic and Foreign trade.

2 Advantages and disadvantages of foreign trade.

3 Major imports and exports of Pakistan.
XII Public Finance

1 Public and private Finances.

2 Budget-definition

3 Public revenue, expenditure and public debt (definition).
XIII Economic development since Independence

1 Agricultural Sector.

2 Industrial sector.

3 Trade and Banking Sector.
XIV
Islamic Economic System

Basic concept of:
1 Zakat.
2 Usher.
3 P.L.S. Account (Profit loss sharing account).
ALLOCATION OF MARKS
Type of questions
1 Objective
2 Short answer questions(SAQ)
3 Description or Eassary type
Textbook: As may be prescribed by Sindh Textbook Board Jamshoro (STBB).
No. of questions
One(01)
Two(02)
Three(03)

GEOMETRICAL AND TECHNICAL DRAWING
Note : There shall be one paper Comprising :
Max.Marks :100
Time : 4 hours
Aims and Objectives of the Course
GENERAL OBJECTIVES.
1 To develop in students a sense of pride in achievement
through finished drawings.
2 To encourage the students to explore and experiment and
to express through the language of drawing, individual
creativeness.
3 To develop in students systematic, clean and safe work
habits.
4 To give students a competence in locating, explorating
and processing our National wealth through engineering
drawing.
5 To develop in students a creative and imaginative
approach to the profession to be chosen by them.
6 To cultivate a deep appreciation of the dignity of labor.
7 To provide the full facility for geometrical and technical
drawing education as preparation for further professional
education and qualification for a career.
8 To develop the aesthetic sense and an appreciation of
clean habit among the children.
9 To make the students alive to the influence of
Scientific/Technical Discoveries and inventions on the
daily life of man.
10 To substantiate improvement of our productive
efficiency and the development of nation building
attitude among our young people.
11 To emphasise learning of concepts and skills to
encourage observation, exploration, experimentation,
practical work and creative expressions.
SCIENTIFIC OBJECTIVES
1 To enable the student to understand various geometrical
(plane & solid) figures encountered by him in study of
science, Mathematics and Engineering subjects and their
properties.
2 To guide the students to have knowledge of technical
and Engineering Drawing to the extent that working
Drawing of comparatively simple civil engineering
structures be understood.

77 | Pa g e
3 To enable the students to draw the plans, elevations,
sections, pictorial views and free hand sketches of
objects mentioned in item No.14.
4 To acquire knowledge of precautions, care and skill in
the use of instruments during experiment.
5 To acquire knowledge of drawing procedures followed by the
Engineering profession.
CONENTS OF THE COURSE
S. No. Items of content
A Use and care of drawing equipments. Simple taste of accuracy and proper
manipulation of instruments.
B Plane Geometry
1 Lettering, titles and conventional signs, Given, constructional and required lines.
2 Davison of lines in 3r d, 4t h and mean proportions.
3 Construction of triangles :
I. Isosceles triangle when Base and altitude, Base and base angle given.
II. Right-angled triangle when hypotenuse and an acute angle are given.
III. Equilateral triangle.
IV. Scalene triangle when Base, altitude and vertical angle, Base angle and altitude
perimeter and proportion of sides given.
V. Triangle equal in area to a rectangle, polygon.
4 Construction of quadrilaterals.
I Rectangle when diagonal and one side given
II Rectangle equal in area to a triangle
III Square equal in area to rectangle
IV Square equal in area to two squares.
V Rhomboid.
VI Rhombus
VII Trapezium.
5. Construction of polygons
(i) Regular pentagon
(ii) Regular Hexagon.
(iii) Regular Octagon.
6. Construction of circles and Tangents;

Finding centre of a circle
Tangent to a circle from given/not given point.
Interior/Exterior tangent of equal and touching/not touching circles.

7. Construction of Circles touching lines, and circles:
(i) Circles passing through a given point and touching a given line in a given point.
(ii) Circle of given diameter radius touching two lines.
(iii) 3 equal circles in an equilateral triangle touching each other and one or two
sides of a triangle.
(iv) 3 un-equal circles touching each other.

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8. Construction of Ellipses:
When Major and Minor axes given.By intersecting area. Auxiliary circles rectangle and
trammel methods.
9. Construction of Scales:
(i) Plain Scale (ii) Diagonal Scale
c. Solid Geometry:
1. Projection of points, lines and plane figures.
2. Projection of cubes, prisms, pyramids, cones and Cylinders.
3. Sectional plains and elevations of above solids cut horizontally, oblique and vertical
position.
d. Free hand sketching:
1. Free-hand sketching of machine parts, tools used in wood work, metal work
agriculture and
Other workshops, V-Blocks of different shapes and given jobs at appendix No.1
e. Technical drawing
1. Standard lines (continuous-thick, short dashes-thin, continuous thin, long chain-thick
long chain-
Thin, short chain-thin.zig zag etc
2. Orthographic projections.
3. Isometric drawing.
4. Oblique drawing. The pictorial drawing are
appended at appendix No.1
5.
Elevations and Plano Hexagonal headed nut and bolt.
6.
Dimensioning.
7.
Development of right cube, prisms, pyramids cone and cylinders.
8.
given
Helix and treads:
(i)
(ii)
(iii)
2 or3 turns of helix when diameter and pitch is given.
4 turn of square threads when outer diameter and pitch is given.
4 turns of Vie threads when outer diameter, pitch and angle of the thread is

GENERAL RECOMMENDATIONS
1 The Student offering Technical and Geometrical Drawing should obtain a set of drawing
instruments for his use. The equipment/instruments required for this course is as under:-
1 Drawing board with T-square
2 Scale.
3 Set square
4 Protector.
5 Compass.

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6 Divider.
7 Scale cards.
8 Pencils (HB.H, H2, H3, H4).
9 Rubber, Sharpener etc.
2 The service teachers should be provided with instruction in this subject to make up their
deficiency, Length of course and other arrangement can be worked out according to the local
needs. Separate programme of teaching this subject to new entrance should be chalked out,
which should be of adequate duration with proper coverage. Institutions similar to that of
Government Teaching Training College of Lyallpur will be quite suitable for this programme
for the present.
3 Correct visualization of objects by the students is very essential and the teacher should
adopt suitable method to create correct concepts.
4 The teacher should preferably explain with the help of models. If wooden models are not
available these can be made of soap, clay or any other similar material.
5 Orthographic projections may be explained with the help of Box exclusively made for the
purpose.
6 The teacher should be systematic and logical in teaching explaining simpler items first
and relating these to complicated items.
7 The teacher should periodically test the students regarding the knowledge required and
repeat items found necessary in this process.
8 The time devoted to each part of the course should be distributed in such a manner that
latter part of the course are squeezed or eliminated.
9 Drawing, working sheet, of the students should be quarter imperial size.
10 Students tend to avoid practical work in the class. Proper supervision on this account is
essential.
11 In question papers for examination certain percentage of marks may be ear-marked for
objective type questions. But the matter is left to various Boards/Examining bodies
12 A guide book for the teachers of Geometrical and Technical Drawing should be prepared
and provided to all the working teachers.
Textbook: As may be prescribed by Sindh Textbook Jamshoro (STB).
REFERENCE BOOKS
1 Geometrical Drawing for Art Students by I.H Morris published by Longmans Green and
Co.Ltd. London.
2 Geometrical and Mechanical Drawing by Raymond.3, Forbes published by BT Bats ford
Ltd., London
3 Technical Drawing by D.F. Morris published by Thomas Nelson and sons. London.
4 Free hand sketching for Technical students by S.H. Glister published by George G.
Harappa and Co.Ltd., London
5 A course of Technical Drawing part I by (i) Miller Published by the grant Educational
co.ltd., London
6 Graphic science, Engineering Drawing Descriptive Geometry Graphical Solutions by
Thomas E.French.Published by Megram Hill, Book co.ltd., London
7 Engineering Drawing by Josef Vincent Lombardo Published by D.Arnes and Bobble one
New York.
8 Engineering Drawing by Thomas E. French Published Megram Hill Book co., London.
9 Foundation of technical Drawing by A.C. Parkinson, Published by Pitman.
10 Syllabus of Multan, Lahore, Sargodha, Peshawar, Hyderabad and Karachi Board.
11 Curriculum Report of 1960.
12 Educational Policy of 1972-80.
13 Goals and Aims of New Education Policy,1972-80
ART AND MODEL DRAWINN
(Theory-40 Marks. Practical 60 Marks---Total 100 Marks).
Aims and Objective of the Course.
1 To provide opportunities for the development of aesthetic and creative
self-expression through the medium of the visual and practical arts.
2 To assist in the harmonious co-ordination of Head, Hand and Heart in relation to the
construction and design of wide variety of practical articles.
3 To develop an appreciation of Form, colour, Balance and Harmony in a variety of
media, and to enrich the mind of the pupil so that he may experience the aesthetic
impulse and express it in some visual form within the limits of his capacity.

80 | Pa g e
4 To train and build up standard of state so that the pupil may instinctively recognize the
good and the beautiful in art and in nature; accept the challenge of ugliness and
attempt to beautify and adorn his surrounding even in the least favorable
circumstances.
5 To develop love and appreciation of the treasures and the traditional crafts of Pakistan
through pictures, specimens and models of outstanding merits both ancient and modern
6 To develop a sense of design, inquiry and investigation through art and help they
realize the inter-dependence of art and the material or medium to which the artistic
efforts is applied.
Appreciation.
1 As and aid to the appreciation of the good and the beautiful the pupils should be
surrounded by things of beauty. Mother nature affords the most wonderful collection of
beautiful things and this fact should never be forgotten.
Collection of the following kind of things should be made and properly stored
and shown
in the school:-
(a) Collection of flowers, Leave, colored stones, egg, feathers, butterflies, ect.
(b) Collection of picturereproduction of paintings, specimen of craft work,
Egyptian, Assyrian, Greek, Italian, European, Mughal, Muslim, etc. picture-
preferably coloredof historical buildings should also be included.
(c) Specimens of indigenous crafts, and if possible, specimens of pottery, china,
glass and ornamental objects from other countries.
(d) Col l ecti ons of pupi l s best work to build up an exhibition which will excite the
emulation of other pupils.
SCHEME OF STUDIES IN ART
The course of studies in Art will be spread over two years (IX and X)
The examination will consist of two papers each as under:-
First Paper Theory Maximum Marks: 40
Second Paper Practical Maximum Marks: 60
The first paper in theory will include the following:
A. History of Art (i) An outline of indo-Pak Art.
(ii) Elementary study of some Europe painters.
B. Structure of Art: (i) Elements of Art.
(ii) Major Principles of Art.
The second Paper (i.e.) Practical will include the following:
A. Expression and Illustration. (i) Still Life.
(ii) Drawing from nature
B. Representation.
C. Design. Poster and Lettering.
D. Rapid Sketching.
(SULLABUS)
(First Paper-Theory-40 Marks)
(A) History of Art.
(i) An outline of Indo-Pak Art-Early period. The Mughal and the Rajput Schools of
Painting, some information about the Art of Calligraphy during the Mughal period
should also be given. The modern Indo-Pak Art; This will also include the study of
the modern Pakistan painters, e.g., Abdur Rehman chughtai, Ustad Allah
Bakhsh, Faizi Rahmin, Zainul Abedeen, Prof. Hassan Askar, Zubeda Agha,
Sadequain and few others. Question relating to only two eminent painters of
Pakistan be asked in the Examination.
(ii) Elementary study of European Painters. The students are expected to know
briefly the influence of Western Art on the Art of Pakistan. The following
European Artists may be studiedLeonardo de Vinci, Raphael, Michelangelo,

81 | Pa g e
Remembrandt, Gezenue, Goya, Van gogh and P. Picasso.
Question on only one artist will be asked in the examination. Very elementary information about
the above artist should be given so that the students might be able to distinguish the Art of
Pakistan from the Art of Europe.
(B) Structure of Art.
(i) Elements of Arts Line, Form, Tone, Texture and Colour, Simple colour scheme
to be studied with Neutrals.
(ii) Principle of Art-Composition, Harmony and Contrast, Proportion and Balance,
Rhythm and Perspective.
N.B. The students are expected to give written answer to question of Paper I,
I llustrative drawings and sketches will be appreciated.

(Second Paper Practical-60 Marks)
(A) Expression and Illustration.
Short and simple stories known to the students, incidents from daily life, subjects of
common interest related to students daily experience, simple imaginative drawings, picture building
with help of doodles and cut of pictures. Simple experiments in creative self-expression should be
encouraged.
(B) Representation.
(i) Still life: Drawing and painting of simple objects of daily use in formal and informal
groups of two or three with or without background. Study of different total values,
ref lected light and cast shadow.
(ii) Drawing form Nature: Study of simple flowers, leaves, plants and trees, simple
landscapes in or outside the school. There should be studied in line and colour.
(C) Poster and Lettering:
Design: Building up of doodles and scribbles, development of simple patterns in different
ways, creative designs for different purposes. Applied designs to objects of daily use with the help
of certain decorative process, e.g., Stenciling, Spraying, Potato Printing and Line Cutting. Folk
designs and designers of Mughal character to be studied and motifs, units and different types of
Repeat patterns to be practiced.
Posters: Simple Posters-educational commercial and informative, both in black white and in
two or three colours. Cut paper posters should also be plasticised.
Lettering: Simple Italic and Block Lettering as used in a poster both in Urdu and English.
Formal and informal lettering methods and techniques may be practiced.
(D) Rapid Sketching. From Life and from Nature both in
line and colour.
Art Application: Works of the students to be appreciated by group discussion of the finished
work. Some of the best works to be put on show in the class-room.
Material: Paper white and lined, pencil, charcoal and crayons, pastel colour, powder
colours, poster colour, water colours, etc.
Text books: As prescribed by the Sind Text Book Board.
N.B. 1. To pass in the subject, a candidate shall have to obtain 33% marks (i.e., 33) out
of the total marks (i.e., 100). To pass in theory and practical separately is not necessary.
COMMERCIAL GEOGRAPHY

82 | Pa g e
INTRODUCTION
Commercial Geography is one of the important Disciplines, which, on the one hand, helps in
understanding commercial activities and their role in socio-cultural and economic
development, on the other hand provides a sound basis for promoting national and
international integration.
The subject of Commercial Geography has been included in the scheme of
studies for Class IX-X as an elective subject, in the Y
list of Elective subjects. It comprises

one paper of 100 marks to be covered in 4 periods per week during the two academic years.
The study of the subject will provide reliable foundations for higher classes. An
attempt has been made to discuss the course contents in logical way. Appropriate
instructional material i.e. Maps, Diagrams, Pictures and Models etc. have also been detailed
along with the proposed contents, as deemed necessary.
Objectives
The National Committee for the subject, while considering the overall aims of education
and scope of the subject for classes IX-X has formulated the following objectives to the
Commercial Geography:
1. To acquaint the students with the meaning and scope of the subject matter.
2. To orientate the students with the basis of Commercial activities.
3. To familiarize the students with the location and resources of Pakistan.
4. To provide a knowledge of Agricultural Production and their distribution.
5. To provide the knowledge of the production of important Minerals and their
distribution.
6. To acquaint the students with major industries and their distribution in Pakistan.
7. To familiarize the students with means of Transportation and Communication and
their significance.
8. To provide a knowledge of the cities and ports as the centers of commercial
activities.
9. To acquaint the students with the importance and significance of Trade and
Commerce.
10. To provide an understanding of the role of Commercial Geography in promoting
National integration and international understanding.
GUIDELINES FOR TEXTBOOK WRITERS
The Textbook Writers while writing the book are expected to keep the following guidelines in
view:-
1. The book is supposed to emphasize on factual information about commercial
activities.
2. Theoretical and analytical aspects are also to be incorporated with simplification.
3. Geographic concepts and methods must be employed in dealing with various kinds of
data pertaining to commercial activities.
4. A Geography book must contain maps and diagrams where necessary.
5. In writing the book authors should be careful in the choice of words. clarity and
simplicity of expression and meaningful presentation is essential.
6. The book should spread over 125 to 150 pages of 23 x 36/16 size. Chapters
should properly be balanced.
7. Each Chapter must contain some exercises and objective type questions to be
attempted by the students. This will help in evaluating the students progress and
aptitude.
8. The definition of the concepts wherever necessary should be clearly stated in simple
words.
9. Summery should be given at the end of each chapter
10. Islamic view point should be integrated.
11. No matter should be repugnant to the ideology of Pakistan.
INSTRUCTIONAL MATERIAL FOR TEACHERS GUIDE
1. Writing of instructions for teachers to impart knowledge to students is a very

83 | Pa g e
responsible and a difficult job. Only the teachers skill, their experience regarding the
respondents aptitude, power of assimilation etc. can leave a deep impression on
students. The students of IX and X classes are comparatively raw and need special
attention.
2. The task of imparting this knowledge will of course be entire responsibility of the school
masters/ mistresses. Most of them may not be specialized in their subject. Even their
knowledge on it may have grown out of date. To revive this knowledge in them the code
of instructions for them may prove to be very useful. Very few teachers happen to
posses initiative and drive to stir up and inspire their students. They can however, be
upgraded in their packing of teaching through clear, unambiguous and simple
instructions. The task can become easier if the instructions also accompany relevant
specimen of practical examples which the students in their classes will immediately
accept.
3. A few guidelines are appended for the writers, particularly to stress and emphasize
their use in the class-room.
GENERAL GUIDELINES
1. Methods for teaching.
(a) Impart up to date knowledge.
(b) Language clear and simple.
(c) Adherence to objectives
(d) Sequence logical.
(e) Support of teachers by charts and diagrams
(f) A.V. Aids and evaluation should be stressed.
(g) Activates should be made between cognitive, effective and psychomotor
objectives.
(m) The methods of teaching should be from general to particular.
(n) The following approaches may be followed:
(i) Inquiry approach
(ii) Activities approach
(iii) Question/answer approach
(iv) Seminars system
(v) Debates
CHAPER NO.1
MEANING AND SCOPE OF COMMERCIAL GEOGRAPHY
1 Definitions of commercial geography and commerce.
2 Relationships of commerce and geography.
3 Muslim contribution towards commercial geography and commerce.

CHAPTER NO.2
BASES OF COMMERCIAL ACTIVITIES
1 Men and environment (with special reference to demand, supply, business and trade).
2 Need for commercial activities.
3 Factors promoting business and trade. (Location, culture and transportation).

CHAPTER NO.3
RESOURCES OF PAKISTAN (COMMERCIAL VALUES)
1 Resources including Human resources.
2 Types of resources (primary and Secondary).
3 Commercial activities using primary resources.
4 Commercial activities using secondary resources.
5 Population with reference to problems of urban and rural life and resources of Pakistan (in
brief).

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CHAPTER NO.4
COMMERCIAL RESOU RCES OF PAKISTAN (AGRICULTURE)
1 Agriculture.
2 Agriculture products and
abroad).
the distribution in land. (Major cities only and utilization
3 Major areas of production.
4 Commercial Agriculture.
(i) Livestock
(ii) Fishery.
(iii) Horticulture.
5 Pattern of distribution
6 Problems of boosting agro commercial activities,
(discuss briefly).
technology, storage, communication

CHAPTER NO.5
COMMERCIAL RESOURCES OF PAKISTAN (MINERAL AND POWER)
1 Minerals and power (Important minerals and power resources).
2 Production, distribution and uses.
3 Energy (Oil, Gas, Coal, Bio-Gas, Electricity and solar Energy along with brief Introduction
of Nuclear Energy).

CHAPTER NO.6
COMMERCIAL RESOURCES OF PAKISTAN (INDUSTRY)
1 Industrial products.
2 Types of industries:
(i) Cottage.
(ii) Small scale.
(iii) Large scale.
3 Major industries and the distribution (factors favorable ) for Localization of exporting
industries:
(i) Textile industry.
(ii) Sports Goods.
(iii) Fertilizer.
(iv) Iron and steel.

CHAPTER NO.7
MEANS OF TRANSPORTATION AND COMMUNICATION
1 Meaning of transportation in terms of time, distance and cost.
2 Means of transportation.
3 Means of communication.

CHAPTER NO.8
MAJOR COMMERCIAL ACTIVITIES (BANKS, FOREIGN TRADE)
1 Definition and kinds of banks
2 Imports, Exports(direction of trade with special reference to muslim countries)
3 Balance of Payment and trade (Briefly)
4 Foreign exchange significance

CHAPTER NO.9
IMPORTANT COMMERCIAL CITIES AND PORTS

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1 Major commercial cities and ports of Pakistan
(i) Lahore.
(ii) Faisalabad.
(iii) Karachi.
(iv) Bin Qasim.
(v) Quetta .
(vi) Peshawar.

2 Big cities of the world and their main commercial activities.
(i) Makkah.
(ii) Madina.
(iii) Baghdad.
(iv) Tashqand.
(v) Samarkand.
(vi) Bukhara.
(vii) Kabul.
(viii) Peshawar.
(ix) London.
(x) Tokyo
(xi) Cairo.

CHAPTER NO.10
COMMERCIAL GEOGRAPHY AND NATIONAL INTEGRATION
1 Meaning of national integration
2 Commercial activity as a mean to integration.
3 Special interaction as a mean to integration.

SYLLABUS
CHAPTER-1
MEANING AND SCOPE OF COMMERCIAL GEOGRAPHY
1 To acquaint the
students with the
basic concepts of
Commercial
Geography
Subject
matter of
Commercial
Geography
Definition
and
importance
of
Commercial
Geography.
Group
discussions.
Field trips.
Films,
Charts,
Globe
Questions:
Assessment
of students
response
during class:
Films and
field trips.
2
To enable the
students to
understand the
scope. Of
Commercial
Geography.

CHAPTER-II
BASIC CONCEPTS
To acquaint the Interaction Location Glass-room Charts Questions
students with the Basic terms Distribution Discussions Models Map
basic Geographic Interaction Map-drawing Maps Exercises.
Concepts relevant to Field trips Films
commercial activity. Slides

CHAPTER III

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BASES OF COMMERCIAL ACTIVITIES
1 To acquaint
the students
with the
meaning of
commercial
activities.
Commercial
Activities
a) definition
b) Need for
commercial
activities in
terms of
demand,
supply and
Marketing
1. class
Discussion
2. field
trips
3. Map
exercises
1.Films
2.
Map/charts/Diagrams
3. Slides.
1.Questions
2. Homes
assignments
3.
Observation.
2 To acquaint
the students
with the
need of
Commercial
Activities.

(c) Factors
affecting
commercial
activities.
Location,
culture,
Transportation.

3
To acquaint
the students
with factors
affecting
commercial
activities.

CHAPTER- IV
COMMERCIAL RESOURCES OF PAKISTAN
To Commercial A) Location 1. Class-room 1. Films 1. Questions.
familiarize resources of attribute discussion. 2. Pictures 2. Class
the students Pakistan s of 2. Field trips. 3. Observation
with the Pakistan. 3. Map Diagrams/Map. 3. Home
location and B) exercise. 4. Field trips. assignments.
commercial Commercial
resources of Resources of
Pakistan Pakistan
1.

b) Forest
c)
Livestock
and
Livestock
Products.
d) Hides &
Skins
e)
Fisheries.
f) Poultry.
2. Mineral
3.
Agricultural
Resources:
a) Crops

I ndustrial
4. Power
Resources.

AGRICULTURE PRODUCTION AND DISTRIBUTION
OBJECTIV
ES
CONCEPTS CONTENTS ACTIVITIES A.V. AIDS EVALUATION
To provide
Knowledg
Agricultur
al
1. Major
crops
1. Class room
distribution
1. Films
2. Models
1. Questions
2. Class

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e of Produces and/their 2. Diagrams Picture observation
Agricultur distributi 3. Field trips. 3. Assessment
al on of response
Produces pattern of the
and their a) Wheat students
distributio b) Rice
n in c) Pulses
Pakistan.

d) Maize
2. Cash
Crops:
a) Sugarcan
e
b) Cotton
c) Tobacco
d) Oil
seeds.

CHAPTER- VI
IMPORTANT MINERALS AND THEIR DISTRIBUTION
To provide Minerals Important Class- 1. Map 1. Home
the resources minerals room 2. Films work
knowledge and their resources and discussio strips exercises
of the productio their distribution. n Trips to 3. Slides .
production n location and 2. Map
of minerals a) Coal of diagrams exercises
and their b) Oil and minerals. .
distributio Gas A reports
n

c) Chsome
d) Rock Salt
e) Iron &
copper
f) Gypsum
and
Limestone
g) Marbles
h) Gold and
Gemstones
on such
trips
Map
exercises

CHAPTER VII
INDUSTRIAL PRODUCTS OF PAKISTAN
To Industrial 1) Major industrial 1.
Class-roo
Maps. Home
acquaints products distribution: discussion assignments
the and their a) Food & 2. Question Filmstrips.. reports
students
with major
distribution beverages
industries.
and Answers
3. Map
Slides.

industrial b) Taxtile exercises.
products industries. 4. Visits to
and their c) Chemical local
distribution industries. industries
in Pakistan d) Engineering 5. Reports

industries.
e) Miscellaneous
industries.
writing on
visits.

CHAPTER VIII
MEANS OF TRANSPORTATION AND COMMUNICATION
To familiarize Transportation 1. Different 1. Class- 1. Models 1. Question
the students and meaning of room Maps, 2. Observation of the class in th

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with the communication transportation discussi Charts institution and outside the in
significance of

in terms of on 2. Films.

the means of

time, distance 2. Field 3. T.V. Radio

transportation

and cost. Trips 4. Map

and

2. Different

exercises

communication.

modes of
transportation
3. Means of
transportation
and
communicatio
n, Roads,
Highways,
Rivers, Sea
routes.
4. Different
means of
communicatio
n system Post-
office
Telegraph,
Telephone,
Radio and
Television
etc.

CHAPTER- IX
MAJOR COMMERCIAL ACTIVITIE
1. To Major 1. Financial 1. Class-room Maps. 1. Questions
familiar commerc institutions discussion. Charts 2. Home
ize the ial and services. 2. Selling and . assignments
student activities 2. Application of buying .
s with . set theory in activities.
the trade. 3. Interviews
major 3. Domestic trade with shop
comme and its keepers
rcial significance. 4. Map and
activiti Foreign trade and its diagram
es of signified. making
Pakista a) Imports exercises.
n b) Exports
2. To 4. Comparative
familiar advantage
ize the theory.
student 5. Brief
s with introduction to
the balance of
financia payment.
l
instituti
ons &
Service
s
related
to
comme
rcial
activiti
es
3. To
acquain
t the
student
s with
the
general
pattern
s of
internal
and
externa

89 | Pa g e
l trade
of
Pakista
n
CHAPTER X
IMPORTANT COMMERCIAL CITIES AND PORTS
To provide 1. Hierarchy of The role of cities Class room Map Preparation
a commercial and ports in discussion Map charts of Question
knowledge centers. commercial cities exercises Diagrams on teaching
of the 2. Ports a) Major visits to big film and observation
cities and commercial cities cities and slides of the class
ports as of Pakistan ports where and
the centers b) Major Ports possible. outside.
of of Pakistan
commercial c) Seven big
activities.

world cities and
their main
commercial
activities.

CHAPTER-XI
COMMERCIAL GEOGRAPHY AND NATIONAL INTEGRATION
To provide an 1. Integration 1. Meaning of 1. Class-room Charts. 1.
understanding 2. Interaction. national discussion Maps. 2. Objective type
of the role of integration. 2. Visits to Films. 3. Observation
commercial 2. Commercial departmenta Slides. during the visit.
geography as activity as a l store to 4. Participation
a field mean to prepare lists lectures of resour
promoting integration of things Persons.
national 3. Special from places
integration.

interaction as a
mean to
integration.
of different
regions.
3. Lectures by
resource
persons.

DISTRIBUTION OF MARKS:-
There shall be only one paper of 100 marks at the
S.S.C. Part II (Class X) Examination 1978and onwards.
TEXT BOOK:-
As may be prescribed by the Sind Text Book Board.
GEOGRAPHY
INTRODUCTION
Under the scheme of studies, Geography is being introduced as in independent discipline from Secondary Class
(IX-X). As such, the requirements of curriculum include defining the f i el d, as well as introducing the basic
concepts in simple form. At this stage the students have already acquired an understanding of the

90 | Pa g e
relationship existing between society and physical/social phenomenon in Social Studies. Thus a careful
selection,suitable to secondary stage, has to be made out of a wide range of geographical material.
The aim and purpose of Geography in the Secondary Stage would be an attempt to
provide an insight to human activity in relation to major features of physical environments. As
the field of Geography includes wider application of the fundamentals, some form of sampling
has to be adopted related to the spirit of the subject.
Taking impetus from Social Studies, the National Curriculum Committee has focused
its major proposals on and from the geography of Pakistan. This is also in line with the overall
educational aims and in conformity with the need of Pakistan Society. The curriculum must reflect
resources, their potentials, exploitation utilization in national context. The committee feels the
need for the re-orientation of the discipline, because its prevalent conventional approach lacks
wider appreciation. This syllabus is based on illustrations drawn from environments which are
directly related to human activities. Thus the old trends of categorizing and listing of various items
have been avoided and material for direct understanding and learning is being is being provided.
Appropriate instructional material e.g., maps, diagrams, pictures, models etc. have been detailed
along with the proposed contents.
GEOGRAPHY CURRICULUM FOR SECONDARY CLASSES IX-X
Objectives of Teaching Geography in Secondary Classes.
- To develop an understanding of the subject, its scope and the Muslims contribution in the
field
- To understand the concept of men-Environment System, with particular reference to spatial
distribution
- To create interest in the subject by using reference material from selected environments
drawn from
Pakistan
- To acquire working knowledge of the tools of Geography, i.e. Maps, Diagrams, Charts Models
Photographs and sample.
INSTRUCTIONAL MATERIAL AND IN-SERVICE TRANING OF TEACHERS
As the proposed curriculum is not based on conventional approach tothe subject, the
need for providing appropriate instructional material is obvious. The textbook writing and
production would need particular attention. Not only the reading material should reflect this
change but maps, diagrams and pictures have to be provided in accordance with the full spirit of
the recommendations.
A Guide for Teachers is also a must in order to acquaint them with the subject matter
and its presentation to the students.
In-service training of teachers should be given emphasis, because the entire burden of
making this new scheme a complete success lies on them.
With the proposed training, many of our teachers would attain proficiency and they
would be able to make their best contribution
Course Requirements
The syllabus is divided into five sections as detailed below. Each of the sections
comprises a number of chapters which are further divided into major and minor units of study
Section-I Introduction.
Section-II Physical Geography.
Section-III Human Geography.
Section- IV Selected Regions.
Section-V Map and Map reading

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Broadly speaking the whole course would be divided into two parts as specified below:-
Part-A Section, I, II (Class-IX)
Part- B Section II, IV, V. (Classes-X)
Each of the above parts carries equal importance for the purpose of evaluation.
However, the relative proportion of Marks in the different sections will be as follows:-
Part A ... ... ... 2;3
Part- B
CONTENTS
A Section- I.-Introduction
1 Concept of Geography

(a) Brief General Introduction. Geography is concerned with man-environment system.
(b) Geography emphasizes spatial dimension.
2 Mathematical and General Aspects of Geography:

(a) Location in Geography, Latitudes and longitudes.
(b) Solar system, Earths rotation and revolution Longitude and time, International
Date Line.
(c) Major Relief Features of the Earth, Continents, major countries and principle
cities.
3 Development of Geography and Muslims contribution.

SECTION-II. ELEMENTS OF PHYSICAL Geography
(Brief Introduction to Physical Geography).
1 The Atmosphere of the Earth :

(a) Atmosphere and its composition, major gases, water vapour and dust particles.
(b) Temperature of atmosphere, vertical and horizontal distribution.
(c) Atmospheric Pressure, Pressure Belts, Planetary Winds (Trades, Westerlies and
Polar Winds) and monsoon.
(d) Precipitation and its different forms: rainfall, snow, dew and fog.
2 The Land.
(a) Earths crust, rocks and rock types (Reference to Pakistan).
(b) Land forms: Mountains, Plains and plateaus.
(c) Agents of change : Wind, Glacier and Running water (Process and resulting
features).
3 The Oceans of the world.
(a) Oceans of the world.
(b) Movements of Oceans and Seas: Waves, Tides and Currents and their effects on
climate.
(c) The Sea Wealth, Minerals and fisheries.
SECTION-III. ELEMENTS OF HUMAN GEOGRAPHY
1 Introduction to human Geography.
2 Population.
(a) Distribution and Density.
(b) Growth and its effects.
(c) Movement.
(d) Population problem with special reference to Pakistan.
3 Settlements.
(a) Types and function.
(b) Rural.
(c) Urban.
4 Economic Activities.
(a) Primary Economic Activity, Agriculture, Pastoralism, Fishing, Forestry, Mining.
(b) Secondary Economic Activity:-
- Industries
- Location of major Industries.
(c) Tertiary Economic Activity.
- Trade-internal and international trade.
- Transportation:- Land, Sea and Air.
SECTION IV. SELECTED REGIONS

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Candidates shall be required to study two of the following regions, one from each
group. The selection of the Regions will be made by the concerned Board.
Group-A
1. Bari Doab.
2. Lower Indus Plain
Group B

1. Peshawar Basin.
2. Pothar Plateau.
3. Baluchistan Plateau.
SECTION V. MAP AND MAP READING
1 Scales and Maps.
(a) Small Scale.
(b) Large Scale.
(c) Scales and their usage.
(d) Types of Maps and Simple measurement exercises between places on given maps.
2 Conventional signs and maps keys.
3 Elementary Map Reading Techniques and Exercises.

NOTES:
Students are required to do exercises, drawing out-line map of Pakistan and its
provinces, and general map-reading.

BRAILLE)
(SYLLABUS)
One Paper of 100 Marks
To help the education of the blind and to develop the Braille Transcription Service at the Secondary level,
introduction of Braille system as a elective subject in Class-IX and X only for the present has now become imperative. The
course shall consist of English Braille system and urdu Braille system each of which as two Gr ades : The course is
divided as under:
GRADE ---1: Deals with expanded full Alphabets consisting of 20 lessons in all, and
GRADE --- 2: Deals with contracted Alphabets consisting of Abbreviations, Mathematical Commutations, etc. to
reduce to bulk.
Students shall be imparted reading practice ad writing practice so that by the time they appear at the S.S.C
Examination the may have sufficient speed in both.
Since English Braille system is comparatively easier than the Urdu one, English Braille system will be
introduced in Class-IX where the students will do Grade I and first half of Part II.
Te excluded portions of Grade II in English Braille system consisting of Abbreviations, Mathematica
Commutations, etc. shall be done during the first half term in Class X.
The students will also do the Urdu Braille system both Grade I and Grade II including Abbreviations and
Mathematical Commutations, etc. in Class X in full.
Exercises will be based on prescribed Text Books in Urdu and English both
Class text at the end of each term shall be held to assess their attainments.
The final examination at the end of Class X in Theory and Practical will e conducted by the Board
The allocation of marks in theory paper shall be 25 and will cover the wholecourse both in English and Urdu
and duration shall be of 2 hours.
The practical examination in Transcription in Urdu and English shall have on allocation of 75 marks and the
duration shall be of 3 hours. The practical examination will consist of the folowing:
(1) Journal 18x1 115 pages of Urdu ink-print plus 15 pages of English.
Ink-print .25 Mar
(2) Practical Examination Transcription (Urdu or English 50 Marks.
Total:- .75 Marks.
The journal should be prepared b the candidate before appearing at the Practical Examination so that the
same may e ready for assessment.
Note: The paper will be set in Braille and answered in Braille.
Equipment

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1. Course-Books: (i) Standard English Braille (Revd. Edition Royal National Institute for the Blind 224.6.8 Great Portland
Street, London of Library for Congress, Washington U.S.A.
(ii) Instruction Manual (for Teachers) for Braille Transcribing (3rd Edition) Division o the
Blind, Library of Congress, Washington, D.C. 25;0
UNICEF
(iii) Urdu Braille Guide, Grade I and II under print with National Federation for Welfare of
the Blind, Karachi
(iv) Drills and exercises to be prepared from Urdu and English Text Book of Students
(v) Large writing frames interlining with syllabi of Board, for each student OR
(vi) Stainsby Brailler.
(vii) Braille paper of different kinds;
(a) For Practice Thin and smaller size.
(b) For Examination Thick
(viii) Erasers.
REGIONAL LANGUAGES
SINDHI (Elective) LITERATURE
I. Aims and Objectives
1. To create appreciation and taste for Regional languageand literature.
2. To have an up-to-date knowledge of Regional languages and their practical use.
3. To initiate the pupils so that they should keep themselves well informed about the developments in modern
scientific civilization.
4. To equip the pupils mentally ad morally through study of Regional literature.
5. To enable the pupils to appreciae creative composition.
6. To help the pupils to express themselves effectively in debates and seminars.
7. To have a thorough knowledge of literary figures and poetry of respective regions.
8. To promote national integration and national cohesion.

The size of the textbook in all regional languages should be uniform i.e. 20 X 30/16. The
composition of course in all the regional languages may be follows:
A Prose 120 to 160 pages.

This portion may be divided in three categories:
(a) Short stories.
(b) Dramas.
(c) Essays (informative, literary, critical and moral).
The following topics may be incorporated:

1. History and culture of the province.
2. Ethical values
3. Information regarding animals, insects etc.
4. Reflective essays on various topics.
5. Biographical essays.
6. Essays on nature study.
7. National cohesion and integrity
8. Patriotism.
9. Freedom fighters.
10. Literary personalities of the region
11. Contribution of each province in the freedom movement.

94 | Pa g e

12. Role of women in socio-economic development of the province.
13. Scientific inventions.
14. Man in space.
15. Agriculture.
16. Population.
17. Translations from literary pieces of various regional languages may be included in
each textbook.
OR
Three may be lessons on eminent personalities, culture important cities etc. of
other regions.
18. Lessons literary pieces themes common in various regions may be included in the
course.
B. poetry 30 to 40 pages.
C. poems should be classical as well as modern.
D. It should comprise of literary and folk poems.
While selecting the poems following points may be kept in mind:

1. The poems should be of fundamentally good standard.
2. Poems on ethical values.
3. Poems on our cultural heritage.
4. Poems on social and economic conditions.
5. Poems on patriotism, National cohesion and great human values.
Note Strict care should be taken that there is no duplication of topics in selecting
the same, for compulsory and elective textbooks.

Grammar (Functional)
Composition
1. Essay, Letter, precis and story writing.
2. Synonyms and antonyms.
3. Study of idioms and proverbs and their correct usage, with reference to the
textbook.
4. Figures of speech: Simile, Metaphor and Alliteration.

Activities
1. Dramatization
2. School debates, Lectures and other functions.
3. Tours, Excursions etc.

Evaluation
The teacher will use oral and written tests to assess the effectiveness of his
teaching and attainments of pupils. These tests should be as frequent as possible. A
regular record of attainments of pupils in those periodic tests, may maintained and be
utilized as a guide for remedial measures and guidance.
Distribution in marks
1. Text (Prose & Poetry) .. . 35x 15 50
2. Grammer, idioms, derivatives, Figures of speech 15

3. Composition:
a. Essay

b. Letter, story, precis, diary writing 15
4. Supplementary reading 10
Total
100

HOME ECONOMICS SUBJECTS
From SSC Part II Examination 1978 and onwards
Component II
Marks 100
Theory 70 Marks
Practical 30 Marks
1. Nutrition and health:
What is nutrition? Essentials of good nutrition.

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Signs of good nutrition.
Study of daily food intake using basic three food groupe:
(a) Foods for protection
(b) Foods for energy
(c) Foods for growth.
2. Food nutrients and body-requirements:
Food and its nutrient composition, carbohydrates, fats, proteins, vitamins, minerals
and water.
Sources of food nutrients.
General Functions of food nutrients in and effect of deficiencies.
3. Dietary requirements of nutrients in different conditions:
At different age groups- infancy, preschool age, adolescence and normal adults.
Pregnancy and Lactation.
4. Yours meals How to plan and serve them:
Principlesof meal planning.
Planning and writing menus of family meals, breakfast, lunch and dinner.
Meal service, setting the table, table appointments and mealtime manners .
5. Your food:
Washing, cleaning, and preparing of foods.
Basic principles of cooking food, minimizing nutrient losses.
6. Food Hygiene and sanitation:
Sources of contamination of food.
food born diseases.
Objectives:
1. To acquaint the students with the importance of foods and its
relation to health.
2. To acquire knowledge and understanding of food nutrients and
the nutritive value of foods.
3. To emphasize the dietary requirement at different age levels and
in different physiological conditions.
4. To enable students to plan and prepare meals.
5. Understanding of food selection and storage.
6. To aceuaint student with different methods of cooking commonly
avail-able food.
7. To provide an understanding of importance of cleanliness in the
kitchen and handling of food hygienically.
8. To emphasize the importance of cooking food by methods which
help to retain the nutritive value of food.
9. To be able to serve food in a simple attractive way.

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Resoueces:
Basic, minimum kitchen requirements, depending on the available finan-
cial and physical school resources:
1. General- Weighing scale, weights. measuring cup and spoon display and
Bulletin Board, Time piece, Garbage can . Hamam (Where running water is not
available.)
2. Preparing
Unit: Ginder and
Pistle Table
Local containers for food
Mixing bowles
Paring knives
Sieve
Rolling pin, Wooden
Prate
G raters
Egg beater or similar equipment.
3. Cooking Unit. Wooden and Metal Spoons, Frying Pan, Frying
Spoons, Degchis, Stoves Tawa, Krahi, Seekh.
4. Serving Unit. - Tray, Plates, Tea spoon, Table spoons,
Glasses, Desterkhawn, towels, dusters napkins.
FOOD & NUTRITION
To make the students aware of
the differences in nutrient requi-
6. To learn about food born disease rment at various age levels and in
and food hygiene. different conditions.
1.To help students understand the
importance of food, its relation to
health.
2. To provide comprehensive know-
ledge of food nutrients. To make the student aware of mark-
To learn about popular and Unco keting, preparing &Storing
mmon foods as sources of various techniques.
nutrients. To be aware of the importance of
3. To provide information about meal sanitary Food habits.
planning and service.
4. To provide information about
nutrient requirements at various
age levels and conditions.
Affective
To cerate awareness of importance
of food and its effect on health.
Motor Sensory
To observe the signs of food and
poor diet on growth and develop-
ment.

5. To provide information about mar-
keting,preparing, storing of food.
To develop an awareness of the
importance of inexpensive
sources of various nutrients.
To make students aware of the
principles of meal planning and
service.
To help students in planning bal-
ance and meals & serving in effect-
tive ways.
(a) To learn how to market for
food.
(b) To learn the skills involved in
preparation of foods.
(c) To learn in appropriate
storage of foods.
Cong nitive

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To develop skills in planning and
preparing meals for.
(a) Infants, School Children and
adults.
(b) Pregnent and lactating wom-
en.
(c) Invalids.
(a) To learn about personal hyg-
iene.
(b) To learn sanitary handling of
foods.

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Practicals
1. Basic Average Saving of foods Demonstration, how to calculate
average serving of chappati, rice, vegs, vege-curry. Minced Meat, raw
salads- Sweet dish.Constant supervision while conducting class-
practicals.
Evaluation : Comparsion of the size of the average serving of different
foods.
2. Simple cookery of egg, Milk, Meat, Vegetable, Salad Dressings, Furit
Bread and Cereal and Beverages. Verbal instruction and use of
black-board exact proportion of ingredients and Method of
cooking-supervision while conducting practicals Evaluation by
grading and scoring their taste, texture and flavor.
3. Exercises in solving problems on Menu Planning .- (a) different age
groups. (b) Daily menu planning for infant, pre school age, adoles-
cence, adult and aged person on paper.
Evaluation. Checking the steps in menu planning cost food
group Energy, & growth requirements.
(b) CLOTHING AND TEXTILES
Theory : 75 marks Practical : 25 marks
Max.Marks : 100 marks
I. Clothing and personal grooming. principles of art applied to selection of fabrics and clothes:
(a) Analysis of personal characteristics.
(b) Study of design elements in dress.
(c) Selection of appropriate dress and accessories.
II. Selection of Clothes:
(a) Factors effecting selection of clothing such as family budget,
activities, seasons of the year, age, sex and occasion in terms of
social customs of the county.
(b) Planing individuals clothes in terms of family and socio-economic status.
Planning clothes for wardrobe of the family members.
III. Study of textile fibers and fabrics of coomon use e.g. cotton, rayon, acetate, nylon,
polyester, orlon, silk and wool.
IV. Sewing equipment, its proper use and care.
V. Methods for care and storage of clothing:
(a) Principles of laundry, dry cleaning, stain removal.
(b) Mending and renovation.
(c) Methods of storage.
Practicals

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1. Drafting individuals bodies block, taking accurate measurements and using correct
drafting procedure.s
2. Construction of Qameez and Shalwar.
3. Coomon mending methods.
4. Seams and seams finishes.
5. Laundry and stain removal.
A three hours exam. based on.
Drafting .. .. .. .. .. 10 marks
Seams, and Seam finishes .. .. .. 10
Vi va and yea s work .. .. .. 5
..
CLOTHING AND TEXTILES
Cognitive
To understand and select
appropriate fabrics and
designs for self and family
To understand the
importance of sewing
machines and other sewing
equipment.
To understand the
importance of accurate
measurements, correct
drafting and sewing
procedures.
To learn methods of storage
of clothing
Affective
To help realise aesthetic and
functional qualilties in
selecting fabrics and designs
for different ages and
occasions.
To create awareness of saving
time and energy through
proper selections and use of
sewing equipment
To create awareness in
correct drafting and sewing
techniques and renovation
Motor Sensory
To help students select
fabrics and designs for self
and family members.
To help students learn the
following: -
(a) Selection of different
machines and their parts.
(b) Use, adjustments and
care of sewing equipment
To help students learn
practice:
(a) Taking accurate
measurements.
(b) Correct drafting
procedure.
(c) seam and seam finishes.
(d) Necklines and openings.
(e) Sleeves and herms.
(f) Fastners and button holes
(g) Construction of qamees .

(c) MANAGEMENT FOR BETTER HOMES
TOTAL MARKS : 100
Objectives
1. Understanding ad developing of the ability to apply the principles of management in
daily living.
2. Understanding and appreciation of religious, socio-cultural and economic values for
family living.
3. Understanding the importance of planning and goal setting in family life .
To make students realise the Learning cleaning and storage
importance of taking of good techniques.
care of clothing

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4. Developing the ability to make considered decisions .
5. Developing an understanding of an acquiring the ability to make the home and
community healthy and comfortable.
6. Developing interest and ability to apply principles.
I. Meaning and Scope of Management:
1. Simple definitions of home management.
2. Purpose and necessity of management.
3. How to judge whether arrangement is good or bad .
II. Values and Goals:
1. Relation to the arrangement of family resources.
2. Decision making and its importance.
III. Population growth and its effects on family living:
1. Effects of population on resources.
2. Effects on prices.
IV. Comfortable Homes :
Furniture selection and arrangement.
Colour in the homes.
Light and ventilation in the home.
Safety in the home.
Functional storage.
Disposal of refuse inside and outside home.
V. Functional arrangement of kitchen & bathrooms.
Kitchen
1. Improving the kitchen to save energy and time.
2. Work areas ad heights.
3. Storage.
4. Water supply and drainage.
5. Cleanliness in the kitchen.
Bathroom 1. Improving bathroom and toilet conditions.
2. Storage in the bathroom.
3. Water supply and drainage.
4. Cleanlines in the bathroom.
LIST OF
PRACTICALS:
1. Write out family goals and values after discussion with family members.
2. Make a personal time table for use of time at home and write an evaluation
after following the time plan for a period of two weeks.
3.Record and evaluate the expenditure of your family for
(a) One day
(b) One week
(c) One month 4. Make check lists for your Kitchen and bathroom on the
basis of present and
improved conditios. Include the following information:
(a) Area,length and width & type.
(b) Placement.
(c) Equipment.
(d) Floor and walls.
1.
2.
3.
4.
5.
6.

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(e) Shelves,cupboards and counters.
5. Collect coloured paper and small pieces of fabric (old and new) and other
materials and present two colour schemes.
LIST OF EQUIPMENT
Requirements for making furniture polish and cleaning, polishing a piece of furniture. A group of
25 students in group of 5 each.
1. Enamel Bowls medium size 6
2. Bottles 1 pin size 6
3. Storage tins medium size 6
4. Glass bowls (china) 6
Recurring Expenditure
1. Rags
2. Sand paper
3. Spirit
4. Lakdanna
5. Chandras
6. Commercial Polish
7. Vinegar
8. Ammonia
9. Turpentine
10. Turkey Amber
11. Wood colours
MANAGEMENT FOR BETTER HOMES
Cognitive Affective Motor sensory
1 To give concepts of
management
To develop appreciation
for religions for family
life.
To develop the ability to
apply the principles of
management in daily life.
2 To help the students
understanding the
meanings and process of
management.
To develop the
importance of beauty
and comfort in the
homes.
make sound decisions on
the basis of available facts.
learn the necessity of
management.
To inculcate interest in
household chores and
routine.
plan and live within the
family resources.
understanding and the
relationship between
resources and
management.
To help them overcome
inhibition for manual
work.
To help them learn and
master skills needed for
making homes safe and
comfortable.
understand the concept
of basic values of life.
To help them realize
importance of planning
and goal setting for the
family.
apply the principles of Art
to homes.
6 To make students
conscious of Islamic
value.
To help them develop
understanding of ones
role in the family
To help them acquire skills
related to making homes
and community healthy.
7 To make the students
understand the
importance of goals.
To help them
understand that heavy
and comfort go together
with simplicity and
economy.
To develop skills of making
timetable and budget for
use in homes
8. To make the students
understand the kind of
goals people have.
To help them develop,
tolerance Akhkhuat and
contentment.
To enable the students to
take care of household
items.

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conscious of individuals
and family goals.
To develop pride in
home making tasks.
To develop ability to
discriminate between
desirable and undesirable.
10. To help the student
know the importance
and process of decision
making.
To develop sense of
responsibility towards
others.
To develop ability to judge
between good and bad
management.
11. To help the students
understand the
relationship between
the people and the
resources.

understand the concepts
of beauty and comfort
at home.

13. To make them
understand the
meanings of economy in
making home
comfortable.

14. To tell them what safely
in home means.
15. To explain the
importance of hygiene
ad sanitation.

16. To make them
understand the concepts
of home and herself in
relation to management.

(d) CHILD DEVELOPMENT AND FAMILY LIVING
Marks: 100
1 Field and scope of child Development:
II Characteristics of child Development.
(a) Maturations and Learning.
(b) Pattern of development.
(c) Individual diffeeence, heredity and encironment
III Individual Development:
(a) Prenatal development.
(b) Physical and motar development.
(c) Emotional and social development.
(d) Development of mental capacities.
(e) Educational and other values of play.
IV Living in Families:
(a) Small and large families.
(b) Social, economic, religious and psychological factors affecting family life.
(c) Variations in child rearing practices,
(d) Family roles/father, mother, sister, brother, grandparents and others.
(e) Family and sommunity.

CHILD DEVELOPMENT SECTIN

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Cognitive Affective Motor Sensory
1 To help the student
understand childrens
growth and development.
To make them aware of the
impotence of principles of
growth and development.
To enable them to
practice suitable child
training.
understand themselves and
others.
To make them realize the
importance of respect for
individuality.
To enable them to accent
other individuals and to
establish meaningful
relations with them.
3 To help the student
understand her role in the
family.
To help the student become
conscious of her duties and
responsibilities in the family
To enable them to become
responsible members of
the family.
recognize the importance of
having good relations with
neighbours.
To help them develop an
appreciation for good human
relations
To enable them to develop
healthy relations with
neighbors and members of
society.

To guide them to develop
the habit of sef-analysis in
relation to religious and
ethical values.

TEXT BOOKS:-
Subject Name of Books publishers medium
(1) Food & Nutrition
Ghiza Aur
Ghizaiyat
Ghiza aeen
Ghizaiyat.
M/s Sheikh Ghulam Ali
& Sons Karachi
M/s M/s Sheikh Ghulam
Ali & Sons Hyderabad.
Urdu.
Sindhi

(2) Clothing &
Textiles
(3) Management for
batter Homes:
(4) Child
Development &
Family Living.
As may be prescribed by the Sindh Text Book Board.

One paper
Contents
HOUSEHOLD ACCOUNTS AND RELATED
PROBLEMS
FOR CLASSES IX-X

Total Marks 100

UNIT I. ACCOUNTANCY
(1) Objective of keeping general Accounts and its advantage.
(2) Simple ways of keeping accounts.
(a) Daily Account book.
(b) Cash book.
(c) Stock book.
UNIT II. BUDGETING
(1) Objective of budgeting
(ii) Items pertaining to budget (family and weight age given to
different items.
(iii) Samples of yearly and monthly budgets of families.
UNIT III. SAVINGS AND INVESTMENTS
(1) Savings ways and means.
(ii) Investment agencies.
(a) Shares and Bonds
(b) Banks.
(c) Post office,
(d) Saving certificates.
(e) N.I.T.Units.

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(f) Insurance:- Life and other insurance scheme.
UNIT IV. BANKING (1) Banks:- Functions and kinds.
(i i i ) Operating bank accounts.
(a) Current, Savings and Fixed deposits.
(b) Opening and maintaining bank accounts.
(c) Types of cheques.
(d) Cheques books and credit cards.
(e) Banks drafts and travelers cheques
(f) Banks loans.
UNIT V. PLANNED BUYING
(h) Buying according to need and resources.
(a) Purchase planning: Long and short terms.
(b) Ways and means of getting optimum satisfaction from the money
spent.
(II) METHODS OF MAKING PURCHASES
(a) Purchase and payment practices: Cash and credit.
(b) Methods of ordering goods.
(c) Use of current price lists
(d) Reading of invoices and checking.
(e) Checking of receipts & goods on delivery.
(f) Moral responsibilities of consumers.
(g) Characteristics of a consumer.
UNIT VI. POST AND TELEGRAPH OFFICES
(1) Services rendered by post and Telegraph offices.
(a) Mailing services.
Letters, Parcels, surface mailing and Parceling, V.P.P.post and money
orders:
(b) Telegrams, greetings.
(c) Stamps.
(ii) Telephones:-
(a) Instruments and instructions about i t uses.
(b) Installation of telephones.
(c) Telephone calls, local, trunk, direct overseas and telex.
UNIT VII. LICENCE TAXES
(a) Licenses of Arms and Ammunition, Radio, T.V. and automobile and pets.
(b) Taxes on Income sales and goods, property, Road, Water and
Professional tax.
UNIT VIII. SALESMANSHIP
(1) Importance of salesmanship.
(ii) Salesman: - Requirements.
(a) Personality and grooming.
(b) Basic knowledge of the working situations, and self projection.
(c) Promotive sales through publicity
(iii) Types of salesman
(1) Owner salesman
(2) Full salesman
(a) Salesman behind the counter.
(b) Representing agencies and firms.
(c) Promotive sales publicity.
(iv) Insight into the consumer behavior.
(a) Types of consumer.
(b) Ways of handling different types of consumers.
Units and the weightage

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Unit
I 1
II 1
III 1
IV 1
V 1
VI 1
VII 1
VIII 1
PRESCRIBED TEXT BOOKS:-
As may be prescribed by the Sind Text Book Board.
Weightage

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Board of Secondary

list of Elective subjects. It comprises

FOR CLASSES IX-X

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