ACADEMIC

CALENDAR
GRADE 5
Academic Year 2020-2021

DIRECTORATE OF CURRICULAM AND TEACHER EDUCATION (DCTE)

Abbottabad, Khyber Pakhtunkhwa
 FOREWORD
Forward
The Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa Abbottabad has undertaken development of the Academic
Calendar as part of the overall response to the COVID-19 pandemic. The school year has been shortened considerably due to the closures
resulting from the outbreak. Therefore, it is imperative that schools implement an academic calendar designed in such as a way as to enable
coverage of all essential student learning outcomes in a shortened academic year. This Academic Calendar (AC) will provide the schools
and students with a roadmap of learning for the academic year 2020-21. It will also provide the teachers with the guidelines to implement
the AC. The AC will also have references to recently designed worksheets that teachers can use to reinforce learning on essential SLOs.
The worksheets are also available online at Elementary and Secondary Education Department website. With these measures in place, I am
confident that we will have ensured continuity of learning for our children in these difficult times.

With this, I thank everyone who contributed to the development of AC, particularly the DCTE subject specialists and the team of teachers,
they put together for this task. I also thank Khyber Pakhtunkhwa Education Sector Programme and UNICEF for their support throughout this
process.

Gohar Ali Khan

Director
Directorate Curriculum and Teacher Education
Abbottabad, Khyber Pakhtunkhwa

GRADE

1
5
 INSTRUCTIONS
INSTRUCTIONS FOR TEACHERS
Respected Teachers

This Academic Calendar is specially designed for year 2020 – 21. As you know that due to COVID 19, we are facing a challenge of limited
teaching time this year. In order to assist you to utilize the available time effectively, this Academic Calendar have been developed.
The time for each subject is calculated based on the regular school timetable and periods allocation. Special focus has been given to those
examples / question from exercise that help to achieve most of the SLOs. The SLOs that have been covered either in other SLOs or subjects
or even in previous class are addressed once.

You are requested to:

• Plan your teaching according to the provided academic calendar
• Try to cover all the topics within the allocated period of time.
• Assign homework of few questions for practice and re-enforcement.
• Use worksheet to reinforce concepts where applicable.

We hope that together we can bridge the gap and improve the learning of our children.

GRADE

2
5
 CONTENT
Table of Contents
Mathematics ...............................................................................................................................4-11

English.......................................................................................................................................12-18

General Science ........................................................................................................................19-29

Urdu..........................................................................................................................................30-40

GRADE

3
5
Mathematics
Grade-V

GRADE

4
5
 Only for Academic Year 2020-2021

Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
September (11 periods)
• Read numbers up to 1 000 000 000 (one billion) in numerals and textbook Page 5-7 • Write main topic “Number and
Numbers up to in words. Arithmetic Operation “and
Exercise 1.1 03 explain the place values in the
one billion • Write number up to 100 000 000 (one billion) in numerals and in
words. (Q-2,4) numbers up to one billion,
textbook Page 10-12 recognize numbers in words up to
Addition and • Add numbers of complexity and of arbitrary size. one billion and make comparison
Exercise 1.2 02 of numbers up to nine digits.
subtraction • Subtract numbers of complexity and of arbitrary size
(Q-1,2,4,5,6) • Solve questions and examples for
• Multiply numbers, up to 6 digits, 10,000 and 1000. addition, subtraction, (complexity
01 Numbers textbook Page 14-16-
• Multiply number, up to 6 digits, by a 2-digit and 3-digit number. 19 and arbitrary size) multiplication
and Multiplication and division.
• Divide numbers, up to 6 digits, by a 2-digit and 3-digit numbers. 04
G5- arithmetic and Division Exercise 1.3
• Solve real life problems involving mixed operations of addition, • Solve examples and other
M-01 Operations (Q-2,3,4,5,6,7) relevant activities from the book
subtraction, multiplication and Division.
to understand the subtopic too.
textbook Page 21-22 • Solve questions involving
Order of Exercise 1.4 combine operation using
• Recognize BODMAS rule, using only parentheses ( ). BODMAS rule (only parentheses).
Operations (Q-1,2,3 (part i & ii
• Carryout combined operations using BODMAS rule. 03 • Use worksheet to reinforce
BODMAS Rule only)
• Verify distribute laws. concepts where applicable.
Review Exercise 1
(All questions) • Assign homework of few
questions for practice

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Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
October (25 periods)
• Find HCF of three numbers, up to 2 digits, using. textbook Page 28-30 • Explain HCF and LCM on
HCF » Prime factorization method, Exercise 2.1 07 writing board by giving suitable
» Division method. (Q-1,2,4,5) examples.
• Demonstrate process of HCF and
LCM up to two digits by two
02 textbook Page 33-35 method i.e prime factorization
HCF and Exercise 2.2 and division methods.
• Find LCM of four numbers, up to 2 digits, using. • Give examples by solving real life
G5- LCM (Q-1,2,3,4)
» Prime Factorization method, problem of HCF and LCM.
M-02 LCM 08
» Division Method, • Use worksheet to reinforce
Review Exercise 2
• Solve real life problems involving HCF and LCM. concepts where applicable.
Q:1 (vii, viii)
• Assign homework of few
Q: (2,3,4)
questions for practice.

textbook Page 41-42, • Write main topic “Fraction” on

44-45 the writing board.
Addition and • Add and subtract two and more fractions with different
Exercise 3.1 05 • Explain the concept of fraction
Subtraction denominators.
(Q-1(iv), 2(iii, vi), 3(iii), with addition, subtraction,
6,8) multiplication and division.
03
• Demonstrate multiplication
• Multiply a fraction by a number and demonstrate with the help of
Fraction of fractions with the help of
G5- diagram. textbook Page 47-49
diagrams.
M-03 • Multiply a fraction by another fraction. Exercise 3.2
• Verify distributive law of fraction.
Multiplication • Multiply two or more fractions involving brackets (proper, (Q-1(v, vi), 2(iii),3, 5) 05
• Use worksheet to reinforce
improper and mixed fractions). Exercise 3.3 concepts where applicable.
• Verify distributive laws. Q:1 (iv), 2 (iii), 3 (iv), • Assign homework of few
• Solve real life problems involving multiplications of fractions. questions for practice.

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Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
November (25 periods)

• Divide a fraction by a number. textbook Page 54-56 • Preform division of fraction using
BODMAS rule.
Division • Divide a fraction by another fraction (proper, improper and Exercise 3.4
mixed). • Try to cover all the topics within
Use of Q:1 (i, ii, iii), 4 04
the allocated period of time.
BODMAS Rule • Solve real life problems involving division of fractions. Review Exercise 3
• Assign homework of few
• Simplify expressions involving fractions using BODMAS Rule. (Q-1,2 (iv), 3) questions for practice.
• Add and subtract decimals.
• Write main topic “Decimals
• Recognize like and unlike decimals. and Percentage” on the writing
• Multiply decimals by 10, 100 and 1000. board.
• Divide decimals by 10, 100, and 1000 textbook Page (62-67) • Recognize like and unlike
• Multiply a decimal with a whole number. Exercise 4.1 decimals and operation of
• Divide a decimal with a whole number. (Q-1(v), 2(iv), 3(iii, iv), addition, subtraction and
• Multiply a decimal by tenths and hundredths only. 4(vi), 5(v, vi)) multiplication on decimal
numbers.
• Multiply a decimal by a decimal (with three decimal places). textbook Page 69-72
• Try to explain process of division
• Multiply a decimal by a decimal (in the same way as for while Exercise 4.2
through some examples and
Decimals numbers and then put in the decimal point accordingly). (Q-1(v, vi), 2 (iv, v), 05
activities from book.
• Divide a decimal by a decimal (by converting decimals to fractions.) 3(vi), 4(vi), 5(v, viii x),
04 • Convert fraction into decimal and
Decimals • Divide a decimal by a decimal using direct division by moving 6(v, vi), 7(iii, iv, v), 8(iv,
vice versa using writing board.
and decimal positions. v, vi))
G5- • Recognize percentage as a
percentage • Use division to change fractions into decimals. Page 75-79
M-04 special kind of fraction (only
• Simplify decimal expressions involving brackets (applying one or Exercise 4.3 terminating decimals).
more basic operations). (Q-1(v), 2(vi), 3(iv, v) 5) • Convert percentage to fraction
• Round off decimals up to specified number of decimals places. and decimal and vice versa.
• Convert fractions to decimals and vice versa. • Perform Activities with flash
• Solve real life problems involving decimals. cards for Decimals, fractions and
textbook Page 81-82 Percentages.
Exercise 4.4 • Use worksheet to reinforce
• Recognize percentage as a special kind of fractions. concepts where applicable.
(Q-1(v, vi), 2(ii, iv, vi),
Percentages • Convert percentage to fraction and to decimal and vice versa. 03 • Assign homework of few
3(iii, iv), 5,7)
• Solve real life problems involving percentages. questions for practice.
Review Exercise 4
Q-1, 3 (ii)

7
 Only for Academic Year 2020-2021

Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
• Convert measures given in
• Kilometers to meters, textbook Page 87,
• Meters to centimeters, 89-92
• Write the main topic “Distance,
Distance • Centimeters to millimeters, and vice versa. Exercise 5.1 04
Time and Temperature” on the
• Add and subtract measures of distance. (Q-1(i), 2(iii), 3(i, iii), 4, writing board.
• Solve real life problems involving conversion, addition, and 5(ii), 7,8)
• Explain conversion of units of
subtraction of units of distance. distance, time and temperature in
• Convert hours to minutes, minutes to seconds and vice versa. their sub units and vice versa.
05 textbook
Distance, • Add and subtract units of time with carrying/ borrowing. • Perform activity of addition and
Page 96-104
time and • Convert years to months, months to days, weeks to days and vice subtraction in distance, time and
G5- Time Exercise 5.2 04 temperature.
temperature versa.
M-05 (Q-1(iv), 2(iii), 3(ii, iv), • Display conversion of units
• Solve real life problems involving conversion, addition, and
4(iii, iv), 5(iii, iv),6, 7) through flash cards.
subtraction of units of time.
textbook Page 106-107 • Worksheet to reinforce concepts
Exercise 5.3 where applicable.
• Recognize units of temperature in Fahrenheit and Celsius. • Assign homework of few
(Q-1(ii, v), 2(i, ii-v), 3,4)
Temperature • Solve real life problems involving conversion. Addition, 05 questions for practice.
Review Exercise 5
subtraction of units of temperature.
(Q-1)

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Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
December (25 periods)
• Describe the concept of unitary method. • Write the main topic “Unitary
• Calculate the value of many objects of the same kind when the textbook Page 111-113 Method” and explain it on
Unitary writing board.
value of one of these objects is given. Exercise 6.1 13
Method
• Calculate the value of a number of same type of objects when (Q-1,4,7,10,13,14,15) • Solve examples using unitary
the value of another of the same type is given (unitary method). method.
• Explain ratio and differentiate
between direct and inverse
proportion.
06 • If possible, give examples from
daily life to further clear the
Unitary
concept.
G5- Method textbook Page 115-120
• Define ratio of two numbers. • Demonstrate on chart ratio
M-06 Direct and Exercise 6.2
• Define and identify direct and inverse proportion, between two quantities and then
Inverse (All Questions) 12 proportions between two ratios
Proportion • Solve real life problems involving direct and inverse proportion
Review Exercise 6 to clear the concept of direct
(by unitary method).
(Q-1) and inverse proportion and solve
examples.
• Use Worksheet to reinforce
concepts where applicable.
• Assign homework of few
questions for practice.

9
 Only for Academic Year 2020-2021

Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
January (25 periods)
• Recall an angle and recognize acute right, obtuse straight and
reflex angle.
• Use protractor to construct. textbook Page 124-131 • Write main topic “Geometry”
• A right angel, on the board, demonstrate and
Angles Exercise 7.1 08
recognize acute, right, obtuse,
• A straight angle, (All Questions) straight and reflex angle through
• Reflex angles of different measure. figures.
• Describe adjacent, complementary and supplementary angles. • Use protractor to construct
• Define a triangle. different angles. You can also
• Define triangles with respect to their sides (i.e., equilateral; make a big protractor using
isosceles and scalene triangle). cardboard to explain how to
• Define triangles with respect to their angles (i.e., acute angled, measure angles.
obtuse angled and right-angled triangle). • Construct triangles of different
• Use compasses and straightedge/ruler to construct equilateral, types with the help of compass
isosceles and scalene triangles when three sides are given. when three sides are given.
07
• Use protractor and straightedge/ruler to construct equilateral, textbook Page 133-141 • Demonstrate the hypotonus of
Geometry Triangles isosceles and scalene triangles when two angles and included Exercise 7.2 09 the right-angle triangle and use
G5- protector and straightedge / ruler
side are given. Measure the lengths of the remaining two sides (All Questions)
M-07 to construct the triangle when its
and one angle of the triangle.
sides and angles are given.
• Define hypotenuse of a right-angled triangle.
• Demonstrate different kinds of
• Use protractor and straightedge/ruler to construct a triangle
quadrilateral (square, rectangle,
when two angles and included side are given.
parallelogram, rhombus,
• Use protractor and straightedge/ruler to construct acute angled, trapezium and kite).
obtuse and right-angled triangles when one angle and adjacent
• Construct square and rectangle
sides are given.
using protractor, set squares and
textbook Page 144-147 straightedge / ruler.
• Recognize the kids of quadrilaterals (square, rectangle, Exercise 7.3 • Use Worksheet to reinforce
parallelogram, rhombus, trapezium and kite). (All Questions) concepts where applicable.
Quadrilaterals 08 • Assign homework of few
• Use protractor, set squares and straightedge/ruler to construct
square and rectangle with given sides(s). questions for practice
Review Exercise 7
(Q-1,2)

10
 Only for Academic Year 2020-2021

Unit Topics / Selected Course No. of

Theme Student Learning Outcomes (SLOs) Guidelines for Teachers
No Sub Topics Contents Periods
February (24 periods)
• Write the main topic “Perimeter
and Area” on writing board and
explain one by one.
• Recognize region of a closed figure. textbook • Recognize region of different
Page 151- 159 close figures.
• Differentiate between perimeter and area of a region.
08 Exercise 8.1 • Differentiate between area and
• Identify the units for measurement of perimeter and area.
parameter of a close region.
Perimeter Perimeter and • Write the formulas for perimeter and are of a square and (Q-1(iii), 2(ii, iii), 3(iii),
24 • Demonstrate through figures
G5- and Area Area rectangle. 4(iii),5, 9, 10)
(square and rectangle) and use
M-08 • Apply formulas to find perimeter and area of a square and formula for finding area and
rectangle region. Review Exercise 8 parameter.
• Solve appropriate problems of perimeter and area. (Q-1) • Use Worksheet to reinforce
concepts where applicable.
• Assign homework of few
questions for practice.
March (13 periods)
• Define an average (arithmetic means). textbook Page 163-166 • Write main topic “Information
Average • Find an average of given numbers. Exercise 9.1 06 Handling” on writing board and
• Solve real life problems involving average. (All Questions) describe arithmetic mean by
solving different examples.
• Draw and interpret simple bar
09 graphs given in horizontal and
Information textbook Page 168-171 vertical form.
• Draw block graphs or column graphs.
Handling Block, Column • Exercise 9.2
G5- Read a simple bar graphs given in horizontal and vertical form. • Explain organizing of a given data
and Bar (All Questions) 07 from example of ungrouped data.
M-09 • Interpret a simple bar graph given in horizontal and vertical form.
Graphs Review Exercise 9 • Use worksheet to reinforce
• Define and organize a given data.
(Q-1,2) concepts where applicable.
• Assign homework of few
questions for practice.
Rationale
• All SLOs and topics have been considered from textbook.
• Those examples / question from exercise have been taken, which cover all SLOs and topics.
• Retain the sequential order, logical framework, time duration and learning progression at all stages.

11
English
Grade-V

GRADE

12
5
 Only for Academic Year 2020-2021

Unit No. of
SLO’s Recommended Activities Topic Guidelines for Teachers
No Periods
September (12 periods)
Page # 4, activity “1” may be Pages # 2 and 3 of the textbook are
Locate specific information to answer short questions
conducted. specified for reading.
Page # 3 of the textbook and teacher’s
Use summary sills to mark important points and develop a mind
guidelines / instructions may be
map to summarize a text. Hazrat
followed for activities.
01 Muhammad
Pronounce and spell more words with silent letters such as ‘tch’ in Page # 4 of the textbook is also specified
Page 4 of the textbook for activity ‫ ﷺ‬the 12
switch and ‘sch’ in school. for reading.
G5-E-01 courageous
Write sentences of their own using correct capitalization, Rasool
Page 5 of the textbook for activities.
pronunciation, and spellings.
Recall and demonstrate use of more common countable and
Page # 7, 8, 9 and 10 of the textbook
uncountable, proper and common, concrete and abstract nouns
for activity.
from the immediate and extended environment.
October (10 periods)
Page # 14 Question 1 part 2, 3 and 4 Page # 12 and 13 are specified for
Locate specific information to answer short questions
of the textbook for activities. reading.
Page # 14 Question 1 part 2 and 5 of
Relate what is read to their own feeling and experiences
the textbook for activities.
02 Engage in conversation Page 15 of the textbook for activity Advice of
Recall and demonstrate use of more collective nouns and Page 18, 19 and 20 of the textbook for a Sparrow 10 Page # 17 is specified for content
G5-E-02 compound nouns. activities. (Dialogue) reading
Classify and change the gender of nouns, masculine, feminine and
Page # 21 of the textbook for activity.
neuter) from immediate and expended environment.
Page # 22, Teacher’s guideline may also
Write a story using the element of story writing. Page # 22 of the textbook for activity.
be followed for conducting activity.

13
 Only for Academic Year 2020-2021

Unit No. of
SLO’s Recommended Activities Topic Guidelines for Teachers
No Periods
October (12 periods)
Use pre-reading strategies to predict the content of a text from Page # 24 of the textbook pre-reading
topic questions using prior knowledge. questions for activity.
Page # 24 and 25 of the textbook are
Scan a simple text for specific information Page # 26 of the textbook for activity.
03 specified for content reading.
Make simple inferences using a context (homeland) Page # 28 of the textbook for activities. Our Country 12
G5-E-03 Use alphabetical order to locate words in a dictionary for
Page # 27 of the textbook for activity
increasing the vocabulary.
Change number of regular and irregular nouns (singular and
Page # 30 of the textbook for activity Page # 29 is specified for reading.
plurals) nouns with no change in numbers.
October / November (14 periods)

Recite poem with action Page # 35 of the textbook and

Page # 34 is specified for content
teacher’s guideline may be followed for
Express opinion about them (poem) reading.
activities.
Page # 36 of the textbook is also
Write the central idea of the poem in simple language. Activity on page# 36 of the textbook.
specified for content reading.
Activity “A” and “B” on page# 36 of Page # 36 of the textbook and teacher’s
Recognize, find out, create and use more rhyming words.
04 the textbook. guideline may be followed.
The world we
14 Page # 37 is also specified for content
Agree / disagree politely. Page # 37 of the textbook for activity. make (poem)
G5-E-04 reading.
Page # 38 and 39 of the textbook for Page # 38 is also specified for content
Illustrate the use of pronouns lead earlier.
activity. reading.
Use the personal pronoun, myself, yourself, herself, himself, Page # 40 and 41 of the textbook for Pages # 40 and 41 are also specified for
ourselves, there selves and itself. activity. content reading.
Recognize that pronouns agree with their nouns in gender and Page # 42 of the textbook is also
Page # 42 of the textbook for activity.
number. specified for content reading.

14
 Only for Academic Year 2020-2021

Unit No. of
SLO’s Recommended Activities Topic Guidelines for Teachers
No Periods
November (8 periods)
Use appropriate vocabulary and tense to write a simple paragraph
Page # 49 (writing activity) of the Pages # 45 and 46 are specified for
by giving physical description and character traits / characteristics
textbook for activity. content reading.
05 of a person / object / place moving from general to specific.
The Great
Page # 47 and 48 of the textbook for 08 Pages # 47 and 48 are also specified for
Articulate hard, soft sounds of letters ‘g’ and ‘c’. Leader
G5-E-05 activity. content reading.
Locate, provide, connect and use words similar and opposite in Page # 50 and 51 of the textbook for Pages # 50 and 51 are specified for
meanings. activity content reading.
November / December (11 periods)
Activity “A” on page 55 of the Pages # 53 and 54 of the textbook are
Scan the text to extract information
textbook. specified for content reading.
Write a guided paragraph using idea gathered and organized Page # 55 (writing activity) of the
06
through various strategies. textbook for activity Growing
11
Classify adjectives of quality, quantity, size, shape, colour and Page # 57, and 59 of the textbook for More Trees Pages # 57 and 58 of the textbook are
G5-E-06
origin. activity. also specified for reading.
Articulate, identify and use degrees of regular and irregular Page # 58 and 60 of the textbook for
adjectives. activities.
December (14 periods)
Page # 65 of the textbook teacher’s
Retell a story briefly but sequentially. Page # 64 and 65 for reading
guideline and page # 66 for activities.
Page # 67 (writing activity) of the
Describe the characteristics in a story
textbook for conducting of this activity.
07 Demonstrate the use of be, do and have as main or helping verbs Page # 69 of the textbook and teacher’s
Page 70 of the textbook for activity The Faithful
in sentences 14 guidelines may be followed.
Dog
G5-E-07 Illustrate use of can/cannot, may/may not, should/should not
express permission, prohibition, doubt and obligation. Page # 73 and 74 of the textbook are
Page # 75 of the textbook for activity
specified for reading.

Page # 74 of the textbook is also

Make anagrams from simple words. Page # 74 of the textbook for activity.
specified for reading.

15
 Only for Academic Year 2020-2021

Unit No. of
SLO’s Recommended Activities Topic Guidelines for Teachers
No Periods
December / January (7 periods)
Activity “B” on page# 78 of the Page # 77 of the textbook is specified for
Write central idea of the poem in a simple language.
textbook may be carried out. reading.
Page # 78 of the textbook for activity.
Recognize, create and use more rhyming words. Writing activity and teacher’s guideline
may be followed
08
Activity “A” on page78 of the textbook Always finish
Scan a simple text for specific information. 07
may be carried out. it (Poem)
G5-E-8
Page # 79 of the textbook and
Use appropriate expression in conversation to offer and accept Page # 79 in of the textbook is also
teacher’s guideline may be followed for
apology. specified for reading.
activity.
Pronounce in minimal pairs common problems consonants for Page # 80 of the textbook is also
Page # 80 of the textbook for activity.
Pakistani speakers of English. specified for reading.
January (24 periods)
Activity “A’ on page# 84 of the Pages # 82 and 83 of the textbook for
Locate specific information to answer short questions.
textbook to be carried out. content reading.
09
Recall and apply the rules for the use of “a” and “an” choose The Television 06
between ‘a’ or ‘an’ before words that start with mute constant Page # 89 and 90 of the textbook for Pages/ # 87 and 88 of the textbook are
G5-E-09
letters. Identify and use the definite article ‘the’. Differentiate activity. specified for content reading.
between the use of definite and indefinite articles.
Pages # 94, 95 and 98 of the textbook
Demonstrate the use of words showing position, time, movement for content reading.
10 Page # 97 of the textbook.
and directions. Education for Page # 96 may be given as homework
10
women assignment.
G5-E-10
Demonstrate convention and dynamics of group’s oral interaction Page # 97 of the textbook and teacher Page # 97 of the textbook is also
to engage in conversation. guideline may be followed for activity. specified for content reading.

16
 Only for Academic Year 2020-2021

Unit No. of
SLO’s Recommended Activities Topic Guidelines for Teachers
No Periods
Look page # 106, 107, 108 and 109 of
Identify and use adverbs of manners, time, place and frequency.
the textbook for activities.
11 Use appropriate vocabulary and tense to write a simple paragraph
Look page # 105 (writing activity) of Pages # 101 and 102 of the textbook for
by giving physical description and characteristics of person, object,
the textbook for activities. Taking a Tour 08 content reading.
place, moving from general to specific.
G5-E-11
Look page # 105 of the textbook
Demonstrate conventions and dynamics of group oral interaction
(listening, speaking) activity may be
to express needs, feeling and ideas.
conducted.
February (21 periods)
Write a reply to a short informal letter from friends and family Page 115 (writing activity) of the Pages # 111 and 112 of the textbook
members. textbook for conducting this SLO are specified for content reading.
Recognize the functions of colon and use if before a series of Page # 116 of the textbook may also be
12 Page # 116 of the textbook for activity. Twenty 20
items. taken as a reading activity.
world cup 10
Recognize and use hyphen to join numbers, quantities and Page # 117 point 05 of the textbook 2009
G5-E-12
fractions. for reading activity
Page # 118 of the textbook and follow
Recognize functions of wh – forms in questions. Page # 118 of the textbook for activity.
teacher’s guidelines.
Page # 135 of the textbook and
Pages # 132, 133 and 135 of the
Find out how many syllables a word has. followed teacher’s guidelines for
14 textbook are also for content reading.
activity. The Role of
05
Press
G5-E-14 Pronounce with reasonable accuracy, common three consonant Page # 134 of the textbook for the
cluster in initial and final positions. activity.

Rationale:
• Unit # 13 excluded due to repetition of activities.
Page # 138 and 139 of the textbook for
Locate specific information to answer short questions. Page # 140 of the textbook for activity.
content reading.
15 Page # 143 of the textbook and
Use some common graphical features such as pictures, tables, Page # 143 of the textbook is also for
teacher’s guideline may be followed for
diagrams, maps and graphs etc. in text to increase understanding. Festivals 06 content reading.
the activity.
G5-E-15
Page # 144 and 145 of the textbook
Locate, identify, differentiate between and use some simple pair of Page # 144 of the textbook is also for
and teacher’s guideline may be
words including homophones and homonyms. content reading.
followed for activity.

17
 Only for Academic Year 2020-2021

Unit No. of
SLO’s Recommended Activities Topic Guidelines for Teachers
No Periods
February / March (8 periods)
Use appropriate vocabulary and tense to write a simple paragraph Page 153 (writing activity) of the Page # 148, 149 and 150 are specified
by explaining a processor procedure. textbook for this SLO for content reading.
16 Illustrate the use of tenses simple present, present continuous,
Page # 156 and 157 of the textbook The First Men Page # 154 and 157 are specified for
simple past, past continuous and simple future) previously learnt 08
for activities. to Fly reading.
G5-E-16 in their speech and writing.
Demonstrate the use of be, do and have as main or helping verb; Page # 158 of the textbook for the
n sentences. activity.
March (9 periods)
Page # 63 for the textbook and
Page # 160 and 161 are specified for
Use the reading text as model for their writing. teacher’s guidelines may be followed
reading.
for the activity.
17
Illustrate the use of tenses simple present, present continuous, Traffic and
Page # 165, 166 and 167 of the 09 Page # 164 and 167 are specified for
simple past, past continuous and simple future) previously learnt road safety
G5-E-17 in their speech and writing. textbook for activities. reading.

Use summary skills to follow a process or procedure to provide

Page # 168 of the textbook for activity.
the missing information in the gapped summary.
Rationale:
• Unit # 18 has been excluded due to repetition.

18
General Science
Grade-V

GRADE

19
5

Topic/Sub Student Learning Outcomes
Unit
Topic (SLOs)
• Define Classification
• Explain the need and importance of
classification.
01
Classification of
living things
G5-S-01
• Differentiate between vertebrates
and invertebrates according to their
key characteristics.
• Identify vertebrates and
invertebrates in their surroundings.
• Classify Vertebrates into
Mammals, Reptiles, Fish, Birds and
Amphibians.
• Classify invertebrates on the basis
of their characteristics
• Identify key characteristics of
worms and insects
Recommended
Contents
• Classification
• (Plants and Animals)
• Activity 1.1
• Classification of living things.
• Introduction of the main
kingdoms (Bacteria, Algae,
Fungi, Plants, Animals )
• Classification and characteristic
of animals (Vertebrates and
Invertebrates)
• Vertebrates
Fishes, Amphibians, Reptiles,
Birds, & Mammals
• Activity 1.2
• Invertebrate: (Insects and
Worms)
• Summarize with “Key Points”
20
Only for Academic Year 2020-2021
No. of
Guidelines for Teachers
Activities  Periods
• Introduce the class to the skill of
classification with previous knowledge
(plants and animals)
• Charts/whiteboard showing classification of
living things
01
• Discuss the “Key Points” of the topics and
involve students by asking questions.
• Give students the task of classification of
living organisms in their home environment
Page 2 – 10
as homework.
• Assign each five sub-topics of the main
kingdoms into different group of students.
Students will discuss in groups and share
02 their “Key Points” with the class.
• Video presentation (if possible)
• Discussion through charts/whiteboard
presentation the main points of five main
kingdoms.
• Discuss the Main Characteristics of
vertebrates; (Fishes, Amphibians, Birds,
Reptiles and Mammals)
» List these on the whiteboard.
Page 11 – 16 02 » Students will justify why they can be
classified as vertebrates
• Use mini lecture from charts showing
classification of vertebrates.
• Give Activity 1.2 as homework to students
• Discuss the main characteristics of the
Insects and Worms with students on
01
whiteboard.
• Homework: Questions given in the exercise

Topic/Sub Student Learning Outcomes
Unit
Topic (SLOs)
• Classify flowering plants according
to their characteristics and give
examples of each group.
• Compare the structure of monocot
and dicot seed.
02
Classification of • Compare the structure of a
living things monocot and dicot leaf in terms of
G5-S-02
its shape and venation.
• Differentiate the structure of a
monocot and a dicot flower in
terms of number of floral leaves.
• Compare flowering and non-
flowering plants
• Define microorganisms.
• Identify the main groups of
microorganisms and give example for
each.
• Describe the advantages and
02
disadvantages of microorganisms
Microorganisms
in daily life - Virus
G5-S-02
• Describe the advantages and
disadvantages of microorganisms
in daily life - Bacteria
Recommended
Contents
October (4 periods)
• Classification of Flowering
plants
• (Monocotyledonous plants or
Monocot plants or Dicot plants)
• Activity 1.3 on page 17
• (Types of seed.)
• Difference between monocot
and dicot page 16
• Comparison between flowering
and Non-flowering plants
• Revision: summarize and
discuss “Key Points”
• Exercise Part questions 1, 2 and 3
October (12 periods)
• Introduction to microorganisms.
• Types of microorganisms
• Virus (disadvantages of virus)
• Bacteria
» Shapes of Bacteria
» Advantages of Bacteria
» Activity 2.1 (Preparation of Curd)
» Disadvantage of bacteria
21
Only for Academic Year 2020-2021
No. of
Guidelines for Teachers
Activities  Periods
• Present “Key Points” of classification of
flowering plants on / whiteboard
02
• Discuss with students the characteristics
and concepts by asking questions.
• Bring samples of monocot and dicot leaves
Page 17 – 21
and flowers for students to observe and
01
identify the differences.
• Students to identify the difference between
flowering and non- flowering plants.
• Discuss by asking exercise questions
01
• Homework: Questions given in the exercise
• Involve students while discussing
Page 22 - 25 01
introduction and types of microorganism
• Discuss the disadvantages of virus through
chart.
• Give the example of Corona virus for
01
discussion, it is good to relate real life
example with classroom teaching.
• Ask the students to list down the
disadvantages they have experienced with
Corona Virus pandemic.
• Two groups of students work on advantages
and disadvantages of bacteria, discuss and
Page 26 – 27 01 share the work with the other groups.
• Give Activity 2.1 to Students as Homework.
• Ask for feedback on homework activity.
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Outcomes Recommended No. of

Unit Contents Guidelines for Teachers
Topic (SLOs) Activities  Periods
• Mini lecture on advantages and
• Fungi, Activity 2.2 (Preparation disadvantages of fungi by using
• Describe the advantages and of Dough)
disadvantages of microorganisms Page 28 – 29 01 whiteboard/charts when necessary.
in daily life - fungi • Advantages, Disadvantages of • Give Activity 2.2 to students as homework.
fungi
02 • Ask for feedback on homework activity
Microorganisms • Infection of Microorganisms.
• Define infection. • Discussion with students
G5-S-02 • Activity 2.4 (Advantages of Page 30 – 31 01
• Identify ways by which • Give Activity 2.4 to students as homework.
Cleanliness)
microorganisms can enter in the
human body. • Discuss by asking questions given in
• Summarize with “Key Points”
Page 32 – 35 01 exercise from students
• Suggest ways to avoid infections. • Exercise part Q1, Q2, and Q3
• Homework: Questions given in the exercise.
• Mini lecture by showing different types of
• Compare the structure and function • Types of Seeds seeds
01
of French bean and maize seed. • Activity 3.1 (Types of Seeds)
• Use whiteboard when necessary.
• Discus the criteria of classification of seeds
into monocotyledonous and dicotyledonous
• List the functions of cotyledons • Monocotyledonous Seeds 01 and reinforce the concept by asking
(Monocot seeds). • Structure: Maize Seeds questions from students.
• Demonstrate to students the structure of
maize seed.
03
Seed structure • Mini lecture by using whiteboard/chart
Page 37 – 47
and germination • Discus the “Key Points” of the topics with
G5-S-03 • Dicotyledonous Seeds
• List the functions of cotyledons students by asking questions for their
• Structure of Bean Seeds 01
(Dicot seeds). involvements.
• Function of Cotyledons
• Demonstrate to students the structure of
bean seed.
• Demonstrate to students activity 3.2
• Discus the main findings of the activity
• Identify the conditions necessary
• Seed Germination 01 about seed germination with students.
for germination.
• Give seed germination task to students as
homework.

22

Topic/Sub Student Learning Outcomes
Unit
Topic (SLOs)
03 • Predict what would happen to
Seed structure
seed, if conditions necessary for
and germination
G5-S-03 germination are not fulfilled.
• Define pollution.
• Plan and conduct a campaign to
bring awareness to the problem
of environmental pollution in their
surroundings.
• Describe different kinds of
pollution.
• Explain main causes of water, air
and land pollution.
04
Environmental
Pollution
G5-S-04 • Explain the effects of water, air and
land pollution on environment and • Remedial steps for air pollution.
suggest ways to reduce them.
• Differentiate between
biodegradable and non-
biodegradable materials.
• Explain the impact of non-
biodegradable materials on the
environment.
• Suggest ways to reduce impact of • Summarize “Key Points”
non-biodegradable materials.
Recommended
Contents
• Activity 3.2: Conditions
Necessary for Germination
• Activity 3.3: Stages of Seed
Germination
• Summarize with “Key Points”
• Exercise Q1, Q2, and Q3
November (8 periods)
• Introduction to Pollution
• Activity 4.1: Pollution-
Introduction
• Kinds of pollution
• Water pollution, causes and
effects of water pollution
• Air pollution, causes and effect
of air pollution
• Land pollution, causes and
effect of land pollution.
• Steps to be taken to minimize
air, water and land Pollution.
• Remedial steps for water pollution.
• Remedial steps for land pollution.
• Biodegradable and Non-
Biodegradable materials
• Activity 4.2 (List of
Biodegradable and Non-
Biodegradable)
• Exercise Q1, Q2, Q3
23
Only for Academic Year 2020-2021
No. of
Guidelines for Teachers
Activities  Periods
• Discussion with students by using
whiteboard
• Group work of students on condition of
01 seed germination.
Page 37 – 47 • Mini lecture by using whiteboard and
writing the main points of the concept.
• Give Activity 3.3 to Students as homework.
• Discus by asking exercise questions
01
• Homework Q1, Q2, and Q3
• Use pictures of pollution in textbook at
page 49 for discussion with students.
01
• Ask question from students to strengthen
their concepts.
• Discuss main points of causes, effects of air,
03 water and land pollution by using writing
Page 49 – 54
board.
• Involve students by asking questions.
• Discuss remedial steps to be taken for
controlling air, water and land pollution
02
• Present the remedial steps of controlling
pollution through charts and videos if
available.
• Discus through question answer the main
point of the topics of Biodegradable and
01 Non-biodegradable materials.
• Activity 4.2 at textbook, page-56 may be
Page 55 - 56 given as homework
01
• Discuss by asking question from students.
• Homework: Questions given in the exercise
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Outcomes Recommended No. of

Unit
Topic (SLOs)
• Describe the properties of the three
state of matter on the basis of
arrangement of particles
• Demonstrate the arrangement
of particles in the three state of
matter through models.
05 Matter and • Investigate the effect of heat on
Changes in its particles motion during change in
G5-S-05 States states.
• Demonstrate and explain the
processes that are involved in the
change of state of matter.
Contents
Activities  Periods
November (8 periods)
• Introduction to matter its
characteristics
• Three states of matter; solid,
liquid and gas
• Activity 5.1 (States of Matter)
• Effect of heat on the
arrangement of Particles
• Activity 5.2 (Change of states
Page 64 – 67
of matter by heat).
• Activity 5.3 (Change of state of
matter by cooling)
Guidelines for Teachers
• Explain what is matter – occupies space
and has mass
Page 62 01 • Ask for examples for matter from students’
in the form of liquids, solid and gases.
• Activity 5.1 to reinforce the states of matter
• Discuss the states of matter with students
and ask the main points of the topics.
• Demonstrate to students in the
02
Page 63 identification of three states of
matter. Involve students by asking key
characteristics of each state of matter.
• Assign Activity 5.1 as homework.
• Mini lecture from charts /whiteboard by
discussing the main points.
• Demonstrate Activities 5.2 and 5.3
03
(Interconversion of the states of Matter) to
students. Involve students by explaining the
main stages of the activities.

• Process involved in change • Demonstrate Activity 3.2 to students and

• Describe the role of evaporation
and condensation in the water
cycle.
• Identify and describe forms of
moisture in the environment (e. g.
dew, snow, fog, frost, rain).
in states of matter (Melting involve students by asking questions
process, freezing process, related to the steps of the activity.
boiling process, evaporation Page 68
• Discus the concepts with student by using
process, condensation process. 02 whiteboard/ charts explaining the main
• Activity 5.4 ideas.
• Summarize with “Key Points”
Page 71 – 74 • Homework: Exercise questions 1, 2 and 3
• Exercise Q1, Q2, Q3

24

Topic/Sub Student Learning Outcomes
Unit
Topic (SLOs)
• Describe friction and its causes.
• Explain the advantages and
disadvantages of friction.
• Suggest methods to reduce friction.
• Identify what cyclists, swimmers
and parachutists do to reduce
friction.
• Explain the gravitational force
using different examples.
• Distinguish between mass and
weight.
• Differentiate between balanced
06 and unbalanced forces.
Forces and • Describe the effect of balanced and
Machines unbalanced forces on the motion of
G5-S-06
an object.
• Describe the term inertia.
• Demonstrate how wedge and
inclined plane are used to move the • Activity 6.3 (Lever)
objects.
• Compare the three kinds of levers
using examples.
• Describe how lever makes work
easier by giving examples of its
uses from daily life.
Recommended
Contents
December (11 periods)
• Introduction
• Friction (Resistive forces)
• Causes of friction.
• Activity 6.1 (Types of surfaces)
• Advantages of friction.
• Disadvantages of friction.
• Methods for reducing the
friction.
• Gravitational force
• Mass and weight
• Balanced and unbalanced
forces and their effect on
motion of objects.
• (Balance forces and their
effects Unbalanced forces and
their effects)
• Inertia
• Activity 6.2 (Inertia)
• Simple Machines
• (Wedges, Inclined plane.)
• Levers, Kinds of Levers (Lever of
Class-I, Lever of Class-II, Levers
of Class-III.
• Activity 6.4 (Kinds of Levers)
• Revision: Summarize with the
help of “Key Points”
• Exercise Q1, Q2,and Q3
25
Only for Academic Year 2020-2021
No. of
Guidelines for Teachers
Activities  Periods
• Explain the term friction ask the students to
identify what causes friction.
• Conduct activity 6.1 to explain causes of
Page 76 – 79 03
friction
• Discuss advantages and disadvantages of
friction
• Discuss the definition of gravitational force
with examples from the book.
• Explain Mass and weight, with examples to
03 give the concept.
Page 80 - 83
• Discuss with examples balanced and
unbalanced forces and inertia.
• Involve students by asking questions.
• Demonstrate activity 6.2
• Use pictures of; simple machine, its kinds,
levers, kinds of levers from textbook
at pages 84-88, for discussion in the
classroom with the students.
03
Page 84 – 89 • Use actual machine if available in the
classroom for the discussion
• Use activity 6.4 (classification of objects at
home and in school, into kinds of levers) as
homework.
• Discuss with students by asking exercise
Page 90 - 93 02 questions.
• Homework: Questions given in the exercise
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Outcomes Recommended No. of

Unit Contents Guidelines for Teachers
Topic (SLOs) Activities  Periods
January (16 periods)
• Discuss main points of luminous and non-
• Luminous and non-luminous
• Differentiate between luminous luminous object with the students and give
objects (Introduction)
and non-luminous objects. examples from everyday life.
• Opaque, translucent and
• Identify and differentiate • Involve students in activity 7.1 (Types of
transparent objects Page 95 and 96 03
07 Properties and between transparent, opaque object) and clarify different types of optical
and translucent objects in their • Activity 7.1 (Classification of properties on the basis of optical properties
Behavior of objects on the basis of Optical
G5-S-07 Light surroundings. • Homework: Practice of above concepts at
Properties)
home.
• How does Light travel? • Demonstrate the activity of 7.2 (How does
• Investigate that light travels in a
• Let us investigate how light travels Page 97 – 98 02 light travel?) to the students and ask questions
straight line.
• Activity 7.2 (How Light travels?) from the students to explain the concept.
• Explain the formation of shadows
• Directly involve students in activity 7.3
and eclipses. • Formation of shadows
02 (location, size and shape of shadows).
• Predict the locations, size and shape • Activity 7.3 (Formation of Page 99
• Let Students predict the size and shape of
of a shadow from a light source Shadow)
shadows.
relative to the position of objects.
• Discuss the formation of solar and lunar
• Formation of Solar and Lunar eclipse with the students by using picture
• Explain the formation of shadows Eclipse from textbook or chart / whiteboard.
Page 100 02
and eclipses.
• (Solar Eclipse, Lunar Eclipse) • Ask questions from students to explain the
concept.
07 Properties and • Explain the scientific principle that • Explain the principle on which pinhole
Behavior of • The pinhole camera
works in a pinhole camera. Page 101 02 camera works.
G5-S-07 Light • Activity 7.4 (Pinhole Camera)
• Demonstrate activity 7.4 with students.
• Use pictures from textbook at page-102,
• Moon, Phases of Moon ( New or use chart showing pictures of phases of
moon, Crescent moon, Quarter moon for discussion with students.
moon, Waning moon, Waxing Page 102 – 104 02 • Ask questions from students to clarify the
• Identify different phases of the moon, Full moon, Gibbous concept
moon. moon) • Give students the homework of drawing
the different phases of moon.
• Revision: summarize with “Key Points” • Discussions with students by asking
Page 105 – 107 03
• Exercise Q1,Q 2,and Q 3 exercise questions

26

Topic/Sub Student Learning Outcomes
Unit
Topic (SLOs)
• Describe the flow of electric current • Electric circuit and its
in an electrical circuit.
• Describe the relationship between • Fuse and its Uses
electricity and magnetism in an
electromagnetic device.
• Explain the phenomenon of
Lightening.
• Explain the production of static
electrical charges in some common
materials.
08 • Describe fuse and its importance in
Electricity and
Magnetism any electric circuit.
G5-S-08
• Conduct an experiment to show
the magnetic field of a bar magnet. • Activity 8.5 (Formation of
• Make an electromagnet with the
help of a cell, iron nail and wire
and show its working.
• Explore different electromagnetic
devices used in daily life.
• Explain the earth’s magnetic
field and relate it with the use of
magnetic compass.
• Make a magnetic compass and
show its working.
Only for Academic Year 2020-2021
Recommended No. of
Contents Guidelines for Teachers
Activities  Periods
February (10 periods)
• Electric current
components • Explain the production of current in an
electrical circuit.by using whiteboard.
Page 109 – 111 03
• Ask questions form students to involve then
• Static Electricity in discussion for clarifying the concept.
• Activity 8.2 (Production of
Charges)
• Lightning • Discuss lightning and properties of charges
• Properties of charges on whiteboard or charts.
Page 112 – 114 02
• Activity 8.3 (Formation of • Conduct Activity 8.3 let the students predict
different charges) the results.
• Magnet (magnetic field, • Explain and define magnetic field, magnetic
lines of force, with demonstration if
magnetic lines of force)
02 possible.
• Electromagnetism Page 115
• Demonstrate Activity 8.5and involve
students for observation and prediction of
temporary magnet) results.
• Working of electromagnetic
devices. • Mini lecture on electromagnetic devices
• Activity 8.6 (Poles of magnet) with examples from daily life.
Page 116 - 118 02
• Magnetic compass • Discuss with students use of these devices.
• Activity 8.7 (Making of • Demonstrate Activity 8.7
compass)
• Discuss with students by asking exercise
• Summarize with “Key Points”
Page 119 - 122 01 questions students.
• Exercise Q1, Q 2 and Q 3
• Homework: Questions given in the exercise
27

Topic/Sub Student Learning Outcomes
Unit
Topic (SLOs)
• Describe the characteristics of soil.
• Identify similarities and differences
among the different types of soil.
• Investigate and describe soil
09 components.
Soil
G5-S-09
• Describe the effect of moisture
on soil characteristics (e.g. how it
holds together, texture, color).
• Compare the absorption of water
by different soils.
• Observe and describe the effects of
moving water on different soils.
• Investigate and describe how living
things affect and are affected by
soils.
Only for Academic Year 2020-2021
Recommended No. of
Contents Guidelines for Teachers
Activities  Periods
February (6 periods)
• Perform activity 9.1 with students and
• Introduction conclude the activity by questioning the
• Activity 9.1 (Particles of Soil) students about the constituents of the soil
• Characteristics of Soil 02 • Discuss the characteristics and types of soil
• Types of Soil by using picture from textbook.
(Sand , Clay, Silt) • Involve students by asking question.
• Homework.
• Mini lecture on soil components by using
• Soil Components whiteboard.
• (Particles, Nutrients, 01 • Use pictures from textbook pages-125-126,
Decomposers, Water, Air) for discussion to explain components of
Page 124 – 130 soil.
• Mini lecture by using whiteboard.
• Effects of water on soil 01 • Discuss major points of the topic and also
• Life in the soil question from students in the middle of the
discussion to clarify the concept.
• Revision summarize with “Key
• Discuss by asking exercise questions
Points”. 02
• Homework: Questions given in the exercise
• Exercise Q1, Q2 and Q3
28
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Outcomes Recommended No. of

Unit Contents Guidelines for Teachers
Topic (SLOs) Activities  Periods
March (8 periods)
• Differentiate between star and
planet. • Solar System • Discuss the solar System by using charts/
• Explain that the sun is a star. picture showing solar system from the
• Star and Planets
• Describe the solar system and its 02 textbook at page-132.
• Star
planetary arrangement showing • Involve students in the discussion and write
position of the earth in our Solar • Sun “Key Points” on whiteboard.
system.
• Discuss planets of the solar system by using
• Explain the relative size of the • Planets
charts.
planets and their distance from the • Moon 02
• Involve students by asking questions.
10 sun using a model. • Satellites
• Give corrective feedback to the students.
Solar System Page 132 – 140
• Use pictures of the textbook at page-136
G5-S-10 01 for discussion with students.
• Investigate the moons of different
• Moon of different planets
planets of the solar system. • Use quiz competition among students to
strengthen the concept.
• Use chart/ whiteboard for discussion with
• Relatives Sizes and distance of students to clarify the concept
01
Planets • Use quiz competition among students to
• Compare the sizes of Earth, Sun strengthen the concept.
and Moon.
• Revision summarize with “Key
• Discuss by asking exercise questions
Points” 02
• Homework: Questions given in the exercise
• Exercise Q1, Q2 and Q3

29
 ‫ُار ُدو‬
‫ت‬
‫امجع مجنپ‬

‫‪GRADE‬‬

‫‪30‬‬
‫‪5‬‬
 ‫‪Only for Academic Year 2020-2021‬‬

‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
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‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ربمتس‬
‫ت ت‬ ‫ت‬ ‫ن ت‬
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‫ت خ‬ ‫ہبلط‪:‬‬
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‫و‬ ‫رک‬ ‫�ذ‬
‫�‬ ‫�‬ ‫�‬
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‫ظ‬ ‫رکںیکس۔‬
‫ ·�اہلل اعتیلٰ یک افص� ےس �و�اتیفق احلص ت ش‬ ‫‪1‬‬
‫ ‪2 .‬ہبلط ےس لکشم �اافل� ےک اعمین �اُ�ر�دُ�و تغل ےس �ال� رک�و�اںیئ ۔وک شش رکںی ہک رمکہ‬ ‫ت‬
‫ت‬ ‫ ·قشم لح رکےن ےک دعب رحتری ںیم ��زامہن �ال�‬ ‫‪�� ۱‬ا ‪۶‬‬
‫امجع� ںیم �د�و ےس نیت �اُ�ر�دُ�و تغل � ب‬
‫دایتس� وہں۔‬ ‫‪06‬‬ ‫دمح (مظن)‬
‫رکںیکس �ا�و�ر �اےس �د�ورسے ��زامےن ںیم ھکل ںیکس‬
‫ ‪��3 .‬زامےن ےک وح�اےل ےس قشم ںیم �دی یئگ رس رگیم رپ وصخیص وتہج �دے رک ہبلط ےس یلمع‬
‫‪G5-U-‬‬
‫(امیض وک احل �ا�و�ر لبقتسم وک امیض ش�وریغہ ںیم)‬ ‫‪01‬‬
‫وط�ر رپ�ا� یک ��زامےن ےک ولمجں وک �درسے ��زامےن ےک ولمجں ںیم دبتلی رک�و�اںیئ۔‬ ‫ت‬ ‫ظ‬
‫رکںیکس‪-‬‬ ‫ال�‬ ‫�‬ ‫ینعم‬ ‫ےک‬ ‫اافل�‬ ‫ ·تغل یک دم�د ےس �‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫ ‪�4 .‬د�ریس ب‬
‫ہبلط‪:‬‬
‫خ‬ ‫خ‬ ‫ ·ینس وہیئ زیچ�وں وک احےظف ںیم لمکم مہف ےک‬
‫ ‪1 .‬ہبلط ےس رگ�ووپں ںیم �ااعش�ر یک رثن وھکل�اںیئ �ا�و�ر �ایس رثن یک دم�د ےس مظن اک �الہص یھب �ا���ذ‬ ‫ظ‬ ‫‪2‬‬
‫س�اھت وفحم� �رھک ںیکس۔‬ ‫ت‬ ‫تعن �روسل‬
‫رک�و�ارکوھکل�اںیئ۔ ہبلط یک رگ�ووپں ںیم �ر�اہ امنیئ رکںی ۔‬ ‫‪�� ۷‬ا ‪۱۰‬‬
‫ت‬ ‫‪06‬‬ ‫ ·رعش ڑپھ رک رثن ںیم �ا� یک �د�ووطس�ر رحتری رکںیکس‬ ‫وبقملﷺ‬
‫ ‪2 .‬دنچ �اےسیہبلط نج وک ےلہپ ےس �ارگ وکیئ تعن �ی�امظن �ی�ا�د وہ وت س�ا�ری امجع� وک ��ز�ب�این انسںیئ۔‬ ‫خ‬
‫�ا�و�ر مظن اک �الہس ھکل ںیکس۔‬ ‫(مظن)‬
‫‪G5-U-‬‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫ ‪�3 .‬د�ریس ب‬ ‫‪02‬‬
‫ ·احےظف ںیم وموج�د مظن �ا�و�ر رثن �پ�ا�رے وک �ا�د�ا‬
‫رکںیکس۔‬
‫�‬
‫‪۱۲‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ربمتس‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫�اوتک�ب�ر‬
‫ن‬
‫‪1‬نتم یک دت�رسی ےک �د�و�ر�ا� �روم��ز ِ �ا ش�واقف‪ ،‬وصخمص ےجہل �ا�و�ر �� آگنہ رپ وصخیص وتہج‬ ‫ ‪.‬‬ ‫ہبلط‪:‬‬
‫ت‬ ‫ظ‬ ‫ت‬
‫�دںی‪�،‬ا�و�ر�اافل� ےک ینعم تغل ںیم �ال� رکےن ںیم ہبلط یک دم�د رکںی۔‬ ‫ ·ابع�ر� وک �روم��زِ �ا�واقف‪ ،‬وصخمص ےجہل �ا�و�ر‬ ‫‪3‬‬
‫�‬ ‫ت‬ ‫افحت مکہ‬
‫‪2‬ہبلط ےس یسک �ا� یک رصتخمریپ�ارگ�اف یک �امال رک�و�اںیئ �ا�و�ر ڑ‬
‫وج��وں ںیم �ا� یک �د�ورسے‬ ‫ ‪.‬‬ ‫�� آگنہ ےک س�اھت ڑپھ ںیکس۔‬ ‫‪�� ۱۱‬ا ‪۱۷‬‬ ‫ت‬
‫‪07‬‬ ‫(رضح�‬
‫اتک� یک �ر�وینش ںیم �ا� یک �د�ورسے‬
‫دبتلی رک�و�اںیئ �ا�و�ر ہبلط ےس ںیہک ہک ب‬ ‫ےس اک ایپں‬ ‫ ·��ز�ب�این �امال وک تحص �ا�و�ر وم��ز�وں �راتف�ر ےک س�اھت‬
‫�ن ش‬ ‫دمحمﷺ)‬
‫‪G5-U-‬‬
‫یک ویطلغں یک ��ادنیہ رکںی ۔‬ ‫ت ش‬ ‫رحتری رکںیکس۔‬ ‫‪03‬‬
‫ظ‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫ ·تغل یک دم�د ےس �اافل� ےک ینعم �ال� رکںیکس۔‬
‫ظ‬
‫‪1‬مظن ںیم وموج�د اخص �اافل� ےک ینعم ناھجمس رکہبلط ےس مظن وک رثن ںیم رحتری رک�و�اںیئ �ا�و�ر‬ ‫ ‪.‬‬ ‫ہبلط‪:‬‬
‫مظن وک رتمن �ا�و�ر �آگنہ ےک س�اھت ڑپ ھ�ے یک قشم رک�و�اںیئ۔‬ ‫ ·مظن ڑپھ رک �اےس رثن ںیم رحتری رکںیکس۔‬ ‫ت‬ ‫�‬ ‫‪4‬‬
‫ق ت‬ ‫�‬ ‫�ا� یک اہپ�ڑ �ا�و ر� ‪�� ۱۸‬ا ‪۲۱‬‬
‫�‬ ‫‪2‬ہبلط وک وج�ڑ�وں ںیم میسقت رک ےک مظن ںیم وموج�د اہکین ےنھکل اک ومعق �دںی �ا�و�ر وب ِ‬ ‫ ‪.‬‬ ‫‪06‬‬ ‫ ·مظن وک وصخمص ےجہل ںیم ڑپھ ںیکس۔‬
‫ت ن‬ ‫ش‬ ‫رہلگی (مظن)‬
‫� �ر�اہ امنیئ �ا�و�ر دم�درکںی ۔‬‫رض�و�ر� �اُ� یک انمس ب‬ ‫ ·وصتری�وں �ا�و�ر �ا��ا�ر�وں یک دم�د ےس اہکین لمکم‬
‫‪G5-U-‬‬

‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪04‬‬
‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫رکںیکس۔‬
‫ن‬ ‫ت‬ ‫ہبلط‪:‬‬
‫‪1‬نتم ںیم ڑپےھ ےئگ رضح� یلع رمٰیضت �ریض �اہلل اعتیلٰ ع�ہ ےک �و�اعق وک �اےنپ وظفل‬ ‫ ‪.‬‬ ‫ت‬ ‫‪5‬‬
‫ن‬ ‫ن‬ ‫ن‬ ‫ ·یسک یھب �و�اہعق �ی�ا اہکین وک �اےنپ وظفلں ںیم‬ ‫ت‬ ‫رضح� یلع‬
‫ںیم وصخمص ل ب‬
‫� �و ہجہل ےک س�اھت ہبلط ےس ایب� رک�و�اںیئ‪� ،‬ا�و�ر �ا� ےک ایب� رک�دہ طلغ‬ ‫‪۲۶‬‬ ‫�‬
‫ا‬ ‫‪� ۲۲‬‬
‫ت‬ ‫‪06‬‬ ‫� �و ہجہل �اامعتسل‬‫�د�ہ�ر�اےت وہےئ �اانپ وصخمص ل ب‬ ‫رمٰیضت �ریض‬
‫رقف�ا� یک حیحصت �د�ورسے ہبلط ےس رک�و�اںیئ۔‬ ‫ن‬
‫رکںیکس۔‬ ‫�اہلل اعتیلٰ ع�ہ‬
‫‪G5-U-‬‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪�2‬د�ریس ب‬ ‫ ‪.‬‬ ‫ت‬ ‫ت‬ ‫‪05‬‬
‫ ·طلغ رقف�ا� وک �د�رس� رکںیکس۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ہبلط‪:‬‬
‫‪1‬مظن اک وہفمم اھجمسےن ےک دعب ہبلط ےس �اےس سیلس رثن ںیم رحتری رک�و�اںیئ‪�،‬ا�و�ر مظن‬ ‫ ‪.‬‬ ‫ ·وکیئ رعش �ی�ا مظن ڑپھ رک �اےس رثن ںیم رحتری‬ ‫ت‬ ‫‪6‬‬
‫ت‬ ‫ت‬ ‫�ب�راھک�رُ�‬
‫ںیم وموج�د رظنم وک �و�اہعق �ی�ا اہکین یک وص�ر� ںیم وھکل�اںیئ۔‬ ‫‪06‬‬ ‫رکںیکس۔‬ ‫‪�� ۲۷‬ا ‪۳۰‬‬
‫ت‬ ‫(مظن)‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�2‬د�ریس ب‬ ‫ ‪.‬‬ ‫ ·�و�اہعق �ی�ا اموحل اک اشمدہہ رکےک دنچ رطسی ابع�ر�‬
‫‪G5-U-‬‬
‫‪06‬‬
‫ھکل ںیکس۔‬
‫�‬
‫‪۲۵‬‬ ‫لک ریپ� ڈی���زری�اےئ �اوتک�ب�ر‬
‫ونربم‬
‫�‬ ‫ہبلط‪:‬‬
‫‪1‬ہبلط ےس یسک �ا� یک رصتخمریپ�ارگ�اف یک �امال رک�و�اںیئ �ا�و�ر ڑ‬
‫وج��وں ںیم �ا� یک �د�ورسے‬ ‫ ‪.‬‬
‫ ·�امال وک تحص �ا�و�ر وم��ز�وں �راتف�ر ےک س�اھت رحتری‬ ‫‪7‬‬
‫اتک� یک �ر�وینش ںیم �ا� یک �د�ورسے‬
‫دبتلی رک�و�اںیئ �ا�و�ر ہبلط ےس ںیہک ہک ب‬ ‫ےس اک ایپں‬ ‫ت‬
‫�ن ش‬ ‫رکںیکس۔‬ ‫‪�� ۳۱‬ا ‪۳۵‬‬ ‫ن ت‬
‫یک ویطلغں یک ��ادنیہ رکںی ۔‬ ‫‪08‬‬ ‫امض��‬
‫ااجعتس�‪� ،‬اوسفس‬
‫ب‬ ‫وف دن�ا‪� ،‬‬
‫ ·قشم لح رکےک رح� ِ‬
‫وف دن�اریغہ اک �اامعتسل قشم یک رسرگیم ںیم لمکم رک�و�اںیئ۔‬ ‫ااجعتس� �ا�و�ررح� ِ‬
‫ب‬ ‫‪�2‬اوسفس ‪� ،‬‬ ‫ ‪.‬‬
‫‪G5-U-‬‬
‫�وریغہ وک �اامعتسل رکںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪07‬‬
‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫ت‬
‫ ·یسک رقتری ےک �امہ اکن� ھکل ںیکس۔‬
‫ہبلط‪:‬‬
‫�‬ ‫ن‬ ‫ت ن‬ ‫�‬
‫و� انبرک یتینہت اک� ڈر� �ا�و�ر �دوع� ��اےم ےک ومنےن �داھکںیئ �ا�و�ر �ا� ےس اک�ر�ڈ‬
‫‪1‬ہبلط ےک رگ� پ‬ ‫ ‪.‬‬ ‫ ·�ر�و��زرمّہ �اُ�ر�دُ�و وبل اچل ںیم ح ّصہ ےل ںیکس۔‬ ‫‪8‬‬
‫ت‬ ‫ت‬ ‫�د�ر�د �دل ےک‬
‫ےنھکل یک قشم رک�و�اںیئ۔‬ ‫ ·قشم لح رکےن ےک دعب طلغ رقف�ا� وک �د�رس�‬ ‫ت‬
‫ت‬ ‫‪08‬‬ ‫اےطس دیپ�ا ‪�� ۳۶‬ا ‪۴۱‬‬ ‫�و�‬
‫‪2‬ہبلط ےس طلغ رقف�ا� یک �د�ریتس یک رسرگیم لمکم رک�و�اںیئ۔‬ ‫ ‪.‬‬ ‫رکںیکس۔‬ ‫�ن ن‬
‫ت ن‬ ‫ایک �ا س�ا� وک‬
‫‪G5-U-‬‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫ ·�د�ووتسں وک طخ‪� ،‬دوع� ��اےم �ا�و�ر یتینہت (ابم�رک‬ ‫‪08‬‬
‫�‬
‫�ب�ا�د ی) اک� ڈر� رحتری رکںیکس۔‬

‫‪33‬‬
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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ہبلط‪:‬‬
‫ن‬ ‫ن ت‬ ‫ت‬
‫ن‬ ‫ ·وگتفگ �ی�ا رقتری‪ ،‬دہ�ا�ی�ا� �و �اعال��ا� نس رک �ا� اک‬
‫‪1‬ہبلط وک �ا� ےک یسک �ی�ا�د اگ�ر رفس �ی�ا دنسپ�ی�دہ ہگج یک ریس ےک �ب�ا�رے ںیم �د�ورسے‬ ‫ ‪.‬‬
‫زجتہی رکےک �امہ �ب�اوتں رپ وتہج �دے ںیکس �ا�و�ر‬
‫س�اویھتں وک اتبےن اک ومعق �دںی ۔‬
‫ت‬ ‫ن‬ ‫ظ‬ ‫ت‬ ‫ت‬ ‫ظ‬ ‫ولطمہب لمع رکںیکس۔‬
‫‪2‬ہبلط وک �اافل� ےک �د�رس� ےجہل‪� ،‬لّف� �ا�و�ر �ا�د�ایگیئ ںیم اعم�و�� ف�ر�امہ رکںی ۔‬ ‫ ‪.‬‬ ‫ن‬ ‫ت‬
‫ت‬ ‫ن‬ ‫ت‬ ‫ ·یسک اقمم �ی�ا رفس �وریغہ یک زجایئ� ایب� رکےن‬
‫‪3‬امتم ہبلط وک �د�و ےسنیت ٹنم اک �وق� �دںی ۔�ا� یک وحہلص �ازف�ایئ ےک ےیل ��اایلں‬ ‫ ‪.‬‬ ‫‪9‬‬
‫ںیم ح ّصہ ےل ںیکس۔‬ ‫ت‬
‫وجب�اںیئ۔‬ ‫ت‬ ‫ت‬ ‫‪�� ۴۲‬ا ‪۵۱‬‬ ‫�‬
‫ ·�اےنپ اشمدہ�ا� �ا�و�ر ایخال� وک رموبط‪� ،‬ر�و�اں �ا�و�ر ‪09‬‬ ‫اکس�ؤگنٹ‬
‫‪�4‬اینپ �ر�اہ امنیئ ںیم ہبلط نےس یسک �دپسچل وم وضع رپ اہکین وھکل�اںیئ ےسج وکسل �ی�ا یسک‬ ‫ ‪.‬‬ ‫ت‬
‫اقمیم �رس�اےل ںیم �چھ�پ�‬ ‫وم��ز�وں �ادن�ا��ز ںیم ےنھکل یک صالح� ی� دیپ�ا رکںیکس۔‬
‫‪G5-U-‬‬

‫ن‬ ‫۔‬ ‫خ‬ ‫ےکس‬ ‫اج‬ ‫اجیھب‬ ‫ےیل‬ ‫ےک‬ ‫ے‬ ‫ت‬ ‫‪09‬‬

‫ف‬ ‫�‬ ‫ھ‬ ‫ط‬ ‫�‬ ‫ت‬ ‫ت‬ ‫ ·�اابخ�ر�ا� �رس�الئ �و رج�ادئ ںیم ربخ� خوں‪ ،‬رچیف�وں‪،‬‬
‫‪5‬ہبلط وک �اابخ�ر�ا� �و�رس�الئ ‪� ،‬ااہتش�ر�ا� �ا�و�ر �وط انبم دمری ڑپ ے ےک وم�اعق �ر�امہ‬ ‫ ‪.‬‬
‫�ا�د�ا�رویں‪� ،‬روپ�روٹں‪� ،‬ااہتش�ر�وں �ا�و�ر �ط�وط انبم دمری‬
‫رکںی۔‬
‫وک �ر�و�این ےس ڑپھ ںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�6‬د�ریس ب‬ ‫ ‪.‬‬
‫ ·وچبں ےک �رس�الئ �ا�و�ر �اابخ�ر ںیم �اینپ اک�وںیش جیھب‬
‫ںیکس۔‬
‫�‬
‫‪۲۵‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ونربم‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫�دربمس‬
‫�پ� ی ش�ک ش‬ ‫ن‬
‫‪1‬نتم یک دت�رسی رک�و�اےت وہےئ ہبلط یک وتہج ونع�ا� ‪ ،‬اشمدہے اک زجتہی رتبیت �‬ ‫ ‪.‬‬
‫ن‬
‫�ا�و�ر �ااتتخہیم �وریغہ ےس یک رطف ذبمن�ول رک�و�اںیئ ۔ہبلط وک �ا� یک قبس �دے رک �اُ� ےس‬ ‫�پ� ی ش�ک ش‬ ‫ہبلط‪:‬‬
‫ش‬ ‫ن‬ ‫ن‬
‫ونع�ا� ‪ ،‬رتبیت ‪ ،‬قبس �ا�و�ر �ااتتخم یک ���ادنیہ رک�و�اںیئ۔‬ ‫ ·ونع�ا�‪ ،‬اشمدہے اک زجتہی ‪ ،‬رتبیت‪� � ،‬ا�و�ر‬
‫ظ‬ ‫ن‬
‫ا� دبےنل ےس ینعم ںیم‬ ‫‪2‬نتم یک دت�رسی ےک �د�و�ر�ا� ہبلط وک اتبںیئ ہک �اافل� ےک �ارع� ب‬ ‫ ‪.‬‬ ‫�ااتتخہیم �وریغہ ےس �� آاگہ وہںیکس۔‬ ‫‪10‬‬
‫ن‬
‫دبتیلی �� آاجیت ےہ ‪ ،‬ےسیج‬ ‫ا� دبےنل ےس ینعم یک دبتیلی وک اچہپ�‬ ‫ ·�ارع� ب‬ ‫ت‬
‫‪08‬‬ ‫امہ�رے ےشیپ ‪�� ۵۲‬ا ‪۵۹‬‬
‫مُلک (�ونط)‪،‬‬ ‫ںیکس۔‬ ‫‪G5-U-‬‬
‫مل ِک (تیکلم)‬ ‫ ·یقشم وس�ال لح رکےن ےک دعب لعف ےس افلع‬ ‫‪10‬‬

‫م َ َلک (ف�رہتش)‬ ‫انبںیکس �ا�و�ر لعف یک افلع �ا�و�ر وعفمل ےک س�اھت‬

‫ث‬
‫�ایسی �ا�و�ر م��اںیل یھب ہبلط وک �دںی۔‬ ‫اطمتقب دیپ�ا رکںیکس۔‬
‫‪3‬لعف ےس افلع �ا�و�ر لعف یک افلع �ا�و�ر وعفمل ےک س�اھت رسرگیم لمکم رک�و�اںیئ۔‬ ‫ ‪.‬‬

‫ت‬ ‫ن‬
‫‪1‬نتم یک دت�رسی ےک �د�و�ر�ا� ہبلط ےس نتم ںیم �دےی ےئگ وم�ا�د ےس قلعتم وس�اال�‬ ‫ ‪.‬‬ ‫ہبلط‪:‬‬
‫ت خ‬ ‫ن‬
‫رکںی �ا�و�ر �ا� ےک وج�ا�ب�ا� �ا���ذ رک�اںیئ۔‬ ‫ ·ربخ�وں �ا�و�ر رچیف�وں ےک نتم یک لقن رکےک �امہ‬
‫‪�2‬ا� یک ریپ�ارگف ہتخت رحتری رپ ںیھکل سج ںیم اخیل ہگج وہں ۔ ہبلط ےس ںیہک ہک �اےس‬ ‫ ‪.‬‬ ‫ا� رحتری رکںیکس۔‬ ‫وس�اولں اک وج� ب‬ ‫‪11‬‬
‫ت‬ ‫ٹ‬
‫�اینپ اکیپ ںیم رحتری رکںی ۔ رحتری رکےت وہےئ قبس یک �ر�وینش ںیم اخیل ہگج لمکم‬ ‫‪08‬‬ ‫مُ�ر�د�وں اک ��یال ‪�� ۶۰‬ا ‪· ۶۷‬س�ا�دہ ےلمج ںیم اخیل ہگج ُ� پ�ر رکںیکس۔‬
‫رکںی۔‬ ‫ ·�اےنپ وکسل �ا�و�ر ےلحم یک الربئریی �وریغہ ںیم اجرک‬
‫‪G5-U-‬‬
‫ن‬ ‫ت ش‬ ‫ت‬
‫اتک� �ال� رکےک ڑپ ھ�ے وک ںیہک ۔‬
‫‪11‬‬
‫‪3‬ہبلط وک الربئریی ےس �اینپ دنسپ یک ولعمامیت ب‬ ‫ ‪.‬‬ ‫ومعیم ولعمام� رپ ینبم �رس�الئ �ا�و�ر بتک اک اطمہعل‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪�4‬د�ریس ب‬ ‫ ‪.‬‬ ‫رکںیکس۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ہبلط‪:‬‬
‫ا� دبےنل ےس ینعم یک‬ ‫ ·یقشم وس�ال ےک تحت �ارع� ب‬
‫‪1‬ہبلط ےس رگ�ووپں ںیم “�پ�ااتسکین احیسم” رپ رقتری ایت�ر رک�و�ارک شیپ رکےن وک ںیہک �ا�و�ر‬ ‫ ‪.‬‬ ‫ن‬ ‫‪12‬‬
‫ٹ‬ ‫ت‬ ‫ت‬ ‫دبتیلی وک اچہپ� ںیکس۔‬
‫س�انیعم ہبلط وک دہ�ا�ی� رکںی ہک �وہ رقتری ےک �امہ اکن� �اےنپ �پ�اس اکیپ ںیم ون�‬ ‫ت‬ ‫ت‬
‫‪09‬‬ ‫�پ�ااتسکین احیسم ‪�� ۶۸‬ا ‪· ۷۴‬یسک رقتری ےک �امہ اکن� ھکل ںیکس۔‬
‫رکںی۔‬ ‫ت‬
‫ت خ‬ ‫ ·�اینپ امجع� ےک س�اےنم �اینپ �ی�ا �اےنپ س�اویھتں یک‬
‫‪G5-U-‬‬
‫‪2‬ہبلط ےس �امہ اکن� �ا���ذ رک�و�اںیئ۔‬ ‫ ‪.‬‬ ‫ت‬ ‫ت‬ ‫‪12‬‬
‫رطف ےس �ذ��ایت اشمدہ�ا� وک دنچ وحملں �ک ےب‬
‫ن‬
‫کھجھج ایب� رکںیکس۔‬
‫�‬
‫‪۲۵‬‬ ‫لک ریپ� ی�ڈ��ز �ب�ر�اےئ �دربمس‬
‫ونج�ری‬

‫‪1‬ہبلط وک مظن ےک �ااعش�ر اک وہفمم اھجمسرک رثن رحتری رک�و�اںیئ �ا�و�رمظن ےک �ااعش�ر ےک وہفمم‬ ‫ ‪.‬‬
‫ا� ہبلط ےس رحتری رک�و�اںیئ۔‬ ‫وک دمرظن �رھک رک وس�ال رکںی �ا�و�ر وج� ب‬
‫ت‬ ‫ہبلط‪:‬‬
‫‪2‬نج ہبلط وک ےلہپ ےس وکیئ مظن ��ز�ب�این �ی�ا�د وہ وت �اںیھن امجع� ےک س�اےنم ��ز�ب�این انسےن وک‬ ‫ ‪.‬‬
‫ ·ربخ�وں �ا�و�ر رچیف�وں ےک نتم یک لقن رکےک �امہ‬ ‫‪13‬‬
‫ںیہک۔‬
‫ٹ‬ ‫ت‬ ‫ا� رحتری رکںیکس۔‬ ‫وس�اولں ےک وج� ب‬ ‫ت‬
‫‪3‬ہبلط وک رگ�ووپں ںیم �اابخ�ر�ا� ےس یسک �ا� یک ربخ وک اک� رک �دںی ۔ ہبلط ےس ںیہک‬ ‫ ‪.‬‬ ‫‪06‬‬ ‫رت�اہن (مظن) ‪�� ۷۵‬ا ‪۷۸‬‬
‫ت‬ ‫ ·رعش �ی�ا مظن ڑپھ رک �اےس رثن ںیم رحتری رکںیکس۔‬
‫ہک ربخ وک وغ�ر ےس ڑپںیھ �ا�و�ر �اس ےس قلعتم وس�اال� ےک ےیل وخ�د وک ایت�ر رکںی �دس‬
‫‪G5-U-‬‬

‫ن‬ ‫ت‬ ‫ ·احےظف ںیم وموج�د مظن �ا�و�ر رثن �پ�ا�رے وک �ا�د�ا‬ ‫‪13‬‬
‫ا� �دےنی رپ �ا� یک وحہلص �ازف�ایئ‬ ‫ٹنم دعب رگ�ووپں ںیم ہبلط ےس وس�اال� رکںی �ا�و�ر وج� ب‬
‫رکںیکس۔‬
‫رکںی۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�4‬د�ریس ب‬ ‫ ‪.‬‬

‫‪36‬‬
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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ہبلط‪:‬‬
‫ت‬ ‫ ·�ر�و��زرمّہ �اُ�ر�دُ�و وبل اچل ںیم ح ّصہ ےل ںیکس �ا�و�ر‬
‫‪1‬ہبلط وک �د�روخ�اس� ےنھکل ےک فلتخم ومنےنےسیج‪:‬امیب�ری‪ ،‬رض�و�ری اکم‪ ،‬رسٹیکفیٹ ےنیل‪�،‬داھک‬ ‫ ‪.‬‬ ‫ت‬ ‫ت‬ ‫‪14‬‬
‫اموحل �ا�و�ر اعمرشیت �و�ااعق� ےک �ب�ا�رے ںیم �ب�ا�‬
‫رک �اوصولں ےک اطمقب رحتری رکےن ںیم �ر�اامنہیئ رکںی ۔‬ ‫ت‬ ‫ت‬ ‫اموحل یک‬
‫ت‬ ‫ت‬ ‫‪07‬‬ ‫�چ� ی� رکںیکس۔‬ ‫‪�� ۷۹‬ا ‪۸۷‬‬
‫‪2‬ہبلط ےس طلغ رقف�ا� وک �د�رس� رک�و�اےن یک رسرگیم لمکم رک�و�اںیئ ۔‬ ‫ ‪.‬‬ ‫ت‬ ‫�� آول�دیگ‬
‫ ·�د�روخ�اس� ےنھکل ےک �اوصولں ےک اطمقب �ازج�ا �د� جر�‬
‫‪G5-U-‬‬
‫اتک� ںیم �دی یئگ وجت�ی �ز� رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫‪14‬‬
‫رکںیکس۔‬
‫ت‬ ‫ت‬
‫ ·طلغ رقف�ا� وک �د�رس� رکںیکس۔‬
‫ظ‬
‫‪1‬مظن ںیم وموج�د اخص �اافل� ےک ینعم ناھجمس رکہبلط ےس مظن وک رثن ںیم رحتری رک�و�اںیئ �ا�و�ر‬ ‫ ‪.‬‬ ‫ہبلط‪:‬‬
‫مظن وک رتمن �ا�و�ر �آگنہ ےک س�اھت ڑپ ھ�ے یک قشم رک�و�اںیئ۔‬ ‫ ·احےظف ںیم وموج�د مظن �ا�و�ر رثن �پ�ا�رے وک �ا�د�ا‬ ‫‪15‬‬
‫ت ت‬ ‫ت‬ ‫ن ٹ‬ ‫�‬ ‫ت‬ ‫ن ٹ‬
‫‪2‬ہبلط وک وج�ڑ�وں ںیم �اُ�و�� یک وصخایص� رپ �ب�ا� �چ� ی� رکےن اک ومعق �دںی ۔‬ ‫ ‪.‬‬ ‫‪06‬‬ ‫رکںیکس۔‬ ‫�ا�و�� (مظن) ‪�� ۸۸‬ا ‪۹۱‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫ ·�اےنپ ملع �ا�و�ر رجتےب یک �ر�وینش ںیم رموبط �ا�و�ر‬
‫‪G5-U-‬‬

‫دملّل وگتفگ رکںیکس۔‬

‫‪15‬‬

‫�پ� ی ش�ک ش‬ ‫�پ� ی ش�ک ش‬ ‫ہبلط‪:‬‬

‫ن‬ ‫ن‬
‫‪1‬نتم یک دت�رسی رک�و�اےت وہےئ ہبلط یک وتہج ونع�ا� ‪ ،‬اشمدہے اک زجتہی رتبیت �‬ ‫ ‪.‬‬ ‫ ·ونع�ا�‪ ،‬اشمدہے اک زجتہی‪ ،‬رتبیت‪� � ،‬ا�و�ر‬
‫�ا�و�ر �ااتتخہیم �وریغہ یک رطف ذبم� نول رک�و�اںیئ ۔ہبلط وک �ا� یک قبس �دے رک�اس ےک‬ ‫�ااتتخہیم �وریغہ ےس �� آاگہ وہںیکس۔‬ ‫‪16‬‬
‫ش‬ ‫ن‬ ‫ت‬ ‫امہ�ر�ا اظنم‬
‫ونع�ا� ‪ ،‬رتبیت ‪ ،‬قبس �ا�و�ر �ااتتخم یک ���ادنیہ رک�و�اںیئ۔‬ ‫‪07‬‬ ‫‪�� ۹۲‬ا ‪�· ۹۸‬اےنپ ملع �ا�و�ر رجتےب یک �ر�وینش ںیم رموبط �ا�و�ر‬
‫یسمش‬
‫‪�2‬امس رعمہف یک فلتخم �ااسقم وک اھجمسےن ےک ےئل رسرگیم رک�و�اںیئ۔‬ ‫ ‪.‬‬ ‫یقطنم وگتفگ رکںیکس۔‬
‫‪G5-U-‬‬
‫خ ت‬ ‫‪16‬‬
‫ ·�امس رعمہف یک فلتخم ومسقں وک ولمجں ںیم انش��‬
‫رکںیکس۔‬
‫�‬
‫‪۲۶‬‬ ‫لک ریپ � ی�ڈ��ز�ب�ر�اےئ ونج�ری‬

‫‪37‬‬
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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ف�ر�و�ری‬

‫ہبلط‪:‬‬
‫و� یلیہپ‬
‫و� انبںیئ الہپ رگ� پ‬ ‫“وبوھج �ا�و�ر اجںین” اک لیھک ےنلیھک ےک ےیل ہبلط ےک �د�و رگ� پ‬ ‫ن‬
‫ ·اطلفئ �ا�و�ر ویلیہپں وک �ا� ںیم وپدیشہ �د�اشن‬
‫‪1‬‬ ‫ ‪.‬‬

‫ا� وبےھج۔‬‫و� یلیہپ وپےھچ �ا�و�ر الہپ وج� ب‬‫ا� وبےھج رھپ �د�ورس�ا رگ� پ‬ ‫وپےھچ �ا�و�ر �د�ورس�ا وج� ب‬ ‫‪17‬‬
‫فیطل ےک س�اھت ڑپھ ںیکس۔‬ ‫ت‬ ‫�� آدنیھ‬
‫و� افحت ق�ر�ا�ر �د�ی�ا اجےئ۔‬
‫ا� وبےنھج �و�اال رگ� پ‬
‫��ز�ی�ا�دہ وج� ب‬ ‫‪06‬‬ ‫‪�� ۹۹‬ا ‪۱۰۲‬‬
‫ ·لعف ےس افلع انبںیکس �ا�و�ر لعف یک افلع �ا�و�ر‬ ‫(مظن)‬
‫‪2‬ہبلط وچبں ےک �رس�اےل �ی�ا �اابخ�ر ےس �اینپ دنسپ یک وکیئ مظن رتمن ےس انسںیئ۔‬ ‫ ‪.‬‬
‫‪G5-U-‬‬
‫وعفمل ےک س�اھت اطمتقب دیپ�ا رکںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪17‬‬
‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬
‫ ·وچبں ےک �رس�الئ �ا�و�ر �اابخ�ر �وریغہ ڑپھ ںیکس۔‬

‫ہبلط‪:‬‬
‫ظ‬
‫ ·یسک یھب �و�اےعق �ی�ا اہکین وک �اےنپ �اافل� ںیم‬
‫‪�1‬روم��ز �ا�واقف اک ایخل �رےتھک وہےئ ہبلط ےس نتم یک ڑپاھیئ رک�و�اںیئ۔‬ ‫ ‪.‬‬
‫ت‬ ‫ت‬ ‫ن‬ ‫ن‬ ‫� �و ہجہل �اامعتسل‬‫�د�ہ�ر�اےت وہےئ �اانپ وصخمص ل ب‬
‫‪2‬ہبلط ےک رگ�ووپں ےک �د�رایم� ہتخت رحتری رپ �د�ااتس� اجشع� ےک �امہ اکن� ےنھکل ےک‬ ‫ ‪.‬‬
‫رکںیکس۔‬
‫اقمےلب اک �ااقعن�د رک�و�اںیئ �اس اقمےلب ںیم یسک �ا� یک ےچب وک رئیپمک اک رک�د�ا�ر �ا�د�ا رکےن‬ ‫ت‬ ‫‪18‬‬
‫ ·ابع�ر� وک �روم��ز �ا�واقف �ا�و�ر وصخمص ےجہل �و‬ ‫ت‬ ‫ن‬
‫و� وک ےنھکل ےک ےیل �پ�اچن‬ ‫وک ںیہک وج ہبلط وک �ب�ا�ری �ب�ا�ری �بالےئ �ا�و�ر وھکل�اےئ۔ �ہ�ر رگ� پ‬ ‫‪ � ۱۰۳‬ا�‬ ‫�د�ااتس�‬
‫ت‬ ‫‪09‬‬ ‫�� آگنہ ےک س�اھت ڑپھ ںیکس۔‬ ‫ت‬
‫ٹنم اک �وق� �دںی ۔ ےنھکل ےک دعب �د�ورسے رگ�ووپں ےس ںیہک ہک �اس رحتری اک دیقنتی‬ ‫ئ‬ ‫ت‬ ‫ت‬ ‫‪۱۰۸‬‬ ‫اجشع�‬
‫ ·�اےنپ اشمدہ�ا� �ا�و�ر ایخال� وک رموبط‪� ،‬ر�و�اں‬
‫‪G5-U-‬‬
‫اج���زہ ںیل۔‬ ‫ت‬ ‫‪18‬‬
‫�ا�و�ر وم��ز�وں �ادن�ا��ز ںیم ےنھکل یک صالح� ی� دیپ�ا‬
‫آ� وخ�د جج اک رک�د�ا�ر �ا�د�ا رکںی �ا�و�ر رسرگیم ےک �ااتتخم رپ ہبلط یک وحہلص �ازف�ایئ رکںی۔‬ ‫‪ ��3‬پ‬ ‫ ‪.‬‬
‫رکںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�4‬د�ریس ب‬ ‫ ‪.‬‬ ‫ن‬ ‫ت‬
‫ ·وچبں یک رقتابی� �وریغہ ںیم زیم�ب�ا� ‪ /‬رئیپمک‬
‫ےک ف�ر�اضئ رس�ااجنم �دے ںیکس۔‬

‫‪38‬‬
 ‫‪Only for Academic Year 2020-2021‬‬

‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ہبلط‪:‬‬
‫ن ت‬
‫‪1‬ہبلط ےس �ا� یک ��زامہن ےک ولمجں وک �د�ورسے ��زامہن ےک ولمجں ںیم دبتلی رک�و�اںیئ �ا�و�ر‬ ‫ ‪.‬‬ ‫دایتس� یعمس �و رصبی اعم�و��ا� ےس �اافتس�دہ‬‫ ·� ب‬
‫ن ت‬
‫دایتس� یعمس �و رصبی اعم�و��ا� اک ��ز�ی�ا�دہ ےس ��ز�ی�ا�دہ‬
‫رسرگویمں وک �دپسچل انبےن ےک ےیل � ب‬ ‫رکںیکس۔‬
‫�اامعتسل رکںی۔‬ ‫یقشم وس�ال ےک لح ےک دعب رحتری ںیم ��زامہن‬ ‫‪19‬‬
‫ت‬ ‫ت‬ ‫ ·ت ش‬ ‫ت‬ ‫�د�و�ر �ج�د�ی�د یک‬
‫‪�2‬د�روخ�اس� ےنھکل اک رطقی اک�ر ہبلط وک اھجمسںیئ �ا�و�ر �د�روخ�اس� ےنھکل ںیم ہبلط یک �ر�اہ امنیئ‬ ‫ ‪.‬‬ ‫‪09‬‬ ‫�ال� رکںیکس �ا�و�ر �اےس �د�ورسے ��زامےن ںیم ھکل‬ ‫ت ‪�� ۱۰۹‬ا ‪۱۱۵‬‬
‫�ااجی�د�ا�‬
‫رکںی۔‬ ‫ںیکس۔ (امیض وک احل �ا�و�ر لبقتسم وک امیض �وریغہ‬
‫‪G5-U-‬‬

‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪19‬‬
‫‪�3‬د�ریس ب‬ ‫ ‪.‬‬ ‫ںیم)۔‬
‫ت‬
‫ ·اعم ونتیع یک س�ا�دہ �د�روخ�اس� �وریغہ رحتری‬
‫رکںیکس۔‬
‫�‬
‫‪۲۴‬‬ ‫لک ریپ� ی�ڈ��ز �ب�ر�اےئ ف�ر�و�ری‬
‫ام� چر�‬

‫ت‬ ‫ہبلط‪:‬‬
‫‪ 1‬ن شنتم یک دت�رسی �اس �ادن�ا��ز ےس رک�و�اںیئ ہک نتم ںیم �دی یئگ ولعمام� ہبلط وک ��ذنہ‬ ‫ ‪.‬‬
‫� ن‬ ‫ ·ینس وہیئ زیچ�وں وک احےظف ںیم لمکم مہف ےک‬
‫��ی� وہاجںیئ۔‬ ‫ظ‬ ‫‪20‬‬
‫ت‬ ‫س�اھت وفحم� �رھک ںیکس۔‬
‫‪2‬اموحل �ا�و�ر �ر�و��زرمّہ ��زدنیگ ںیم شیپ �� آےن �و�اےل �و�ااعق� ےک �ب�ا�رے ںیم ہبلط یک �� آسپ‬ ‫ ‪.‬‬ ‫ت‬ ‫�پ�ااتسکین �رمس‬
‫ت ت‬ ‫‪06‬‬ ‫ج ‪�� ۱۱۶‬ا ‪�· ۱۲۳‬ر�و��زرمّہ �اُ�ر�دُ�و وبل اچل ںیم ح ّصہ ےل ںیکس �ا�و�ر‬
‫ںیم �ب�ا� �چ� ی� رک�و�اںیئ۔‬ ‫ت‬ ‫ت‬ ‫�و �ر�و�ا�‬
‫ت‬ ‫اموحل �ا�و�ر اعمرشیت �و�ااعق� ےک �ب�ا�رے ںیم �ب�ا�‬
‫‪G5-U-‬‬
‫‪3‬طخ ےک امتم �ازج�ا یک �واضح� رکےت وہےئ ہبلط وک طخ انھکل اھکسںیئ۔‬ ‫ ‪.‬‬ ‫ت‬ ‫‪20‬‬
‫�چ� ی� رکںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�4‬د�ریس ب‬ ‫ ‪.‬‬ ‫ن‬
‫ ·�د�ووتسں‪� ،‬رہتش �د�ا�ر�وں ےک ��ام طخ ھکل ںیکس۔‬

‫‪39‬‬
 ‫‪Only for Academic Year 2020-2021‬‬

‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ہبلط‪:‬‬
‫ن‬ ‫ت‬
‫ ·یسک اقمم �ی�ا رفس �وریغہ یک زجایئ� ایب� رکےن‬
‫‪1‬کالس ںیم �وہ ہبلط وہنجں ےن یسک اقمم یک ریس �ی�ا وکیئ رفس ایک وہ وت �وہ �اس ےک �ب�ا�رے‬ ‫ ‪.‬‬ ‫ںیم ح ّصہ ےل ںیکس۔‬ ‫ت‬ ‫‪21‬‬
‫ت‬ ‫ت‬ ‫‪�� ۱۲۴‬ا‬ ‫نت‬
‫ںیم کالس وک اتبںیئ۔‬ ‫ ·�اےنپ اشمدہ�ا� �ا�و�ر ایخال� وک رموبط‪� ،‬ر�و�اں �ا�و�ر‬ ‫ریمشک ج���‬
‫ت ن‬ ‫ن‬ ‫ت‬ ‫ن‬ ‫‪07‬‬ ‫ت‬ ‫‪۱۳۵‬‬
‫� �وہ �اےنپ اشمدہ�ا� ایب� رکںیل‬ ‫‪2‬ہبلط وک �ا� ےک �ذ��ایت اشمدہ�ا� ایب� رکےن وک ںیہک � ج ب‬ ‫ ‪.‬‬ ‫وم��ز�وں �ادن�ا��ز ںیم ےنھکل یک صالح� ی� دیپ�ا رکںیکس۔‬ ‫ریظن‬
‫ت‬ ‫ت‬
‫‪G5-U-‬‬
‫وت �ایہن اشمدہ�ا� وک رموبط �ادن�ا��ز ںیم ےنھکل وک ںیہک ۔‬ ‫ ·�اینپ امجع� ےک س�اےنم �اینپ �ی�ا �اےنپ س�اویھتں یک‬ ‫‪21‬‬
‫ت‬ ‫ت‬
‫رطف ےس �ذ��ایت اشمدہ�ا� وک دنچ وحملں �ک �بال‬
‫ن‬
‫کھجھج ایب� رکںیکس۔‬
‫�‬
‫‪۱۳‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ام� چر�‬
‫‪۱۵۰‬‬ ‫لک ربمن �ب�ر�اےئ یمیلعت س�ال ‪۲۱-۲۰۲۰‬‬
‫ن‬ ‫ت‬
‫‪�� 17‬ا ‪ 31‬ام� چر� س�االہن �ااحتم�‬

‫‪40‬‬
DIRECTORATE OF CURRICULAM AND TEACHER EDUCATION (DCTE)
Abbottabad, Khyber Pakhtunkhwa