Grade 9 1st Term Syllabus

The City School
Academic Year 2023-24

Subject Name: Accounting
Subject Code: 7707
Syllabus Break up
Class 9
Term I
Topic Sub Topics Learning Objectives Week
• Introduction to • The purpose of • Understand and explain the difference 1
Accounting accounting between book-keeping and accounting
• The accounting • State the purposes of measuring business
equation profit and loss
• Explain the role of accounting in providing
information for monitoring progress and
decision-making.
• Explain the meaning of assets, liabilities and
owner’s equity
• Explain and apply the accounting equation
• Double entry • The double entry • outline the double entry system of book- 4
system of book- system of book-keeping keeping
keeping • T-Accounts and Ledgers • process accounting data using the double
entry system
• prepare ledger accounts
• post transactions to the ledger accounts
• balance ledger accounts as required and make
transfers to financial statements
• interpret ledger accounts and their balances
• recognise the division of the ledger into the
sales ledger, the purchases ledger and the
nominal (general) ledger.
• Trial Balance • Trial Balance • understand that a trial balance is a statement 1
of ledger balances on a particular date
• outline the uses and limitations of a trial
balance
• prepare a trial balance from a given list of
balances and amend a trial balance which
contains errors.
• Documentary • Business documents • recognise and understand the business 1
Records documents: invoice, debit note, credit note,
statement of account, cheque, receipt.
• complete pro-forma business documents
• understand the use of business documents as

source of information: invoice, credit note,
cheque counterfoil, paying-in slip, receipt,
bank statement.
The City School / O Level Syllabus Break up / AY 2023-24 / Accounting / Class 9 Page 1 of 4
• Books of prime • Sales / Purchase / • explain the advantage of using various books 4
entry Return Inwards / Return of prime entry
Outwards • explain the use and process of accounting
• Journals (Daybooks) / data in the books of prime entry: cash book,
The Journal petty cash book, sales journal, purchases
• Cash book journal, salesreturnjournal, purchases return
• Petty Cash Book journal and the general journal
• post the ledger entries from the books of
prime entry
• distinguish between and account for trade
discount and cash discounts
• explain the dual function of the cash book as a
book of prime entry and as a ledger account
for bank and cash
• explain the use and recording of payments
and receipts made by bank transfers and
other electronic means
• explain and apply the imprest system of petty
cash
• Revision • Revision of all the topics • Revision 3
• MCQs
The City School / O Level Syllabus Break up / AY 2023-24 / Accounting / Class 9 Page 2 of 4
The City School
Subject Name: Biology(5090)
Syllabus Breakup For Class 9
TERM I
TOPIC SUB TOPIC Learning outcomes Weeks
1 Cells 1.1 Cell • 1.Examine under the microscope, animal cells and 1 week
structure and plant cells from any suitable locally available
function material, using an appropriate temporary staining
technique, such as methylene blue or iodine solution
• 2.Draw diagrams to represent observations of the
animal and plant cells examined above
• 3.Identify on diagrams, photomicrographs or
electron micrographs, the ribosomes, mitochondria,
nucleus, cytoplasm and cell membrane in an animal
cell
• 4.Identify on diagrams, photomicrographs or
electron micrographs, the ribosomes, mitochondria,
chloroplasts, nucleus, sap vacuole, cytoplasm, cell
membrane and cellulose cell wall in a plant cell
• 5.Describe the structure of a bacterial cell, limited to:
ribosomes, circular deoxyribonucleic acid (DNA) and
plasmids, cytoplasm, cell membrane and cell wall
• 6.Describe the functions of the above structures in
animal, plant and bacterial cells
• 1.Understand that cells can become specialised and 1 week
1.2 Specialised that their structures are related to their specific
cells, tissues functions, as illustrated by examples covered in the
and organs syllabus
• 2.Understand the terms cell, tissue, organ, organ
system and organism as illustrated by examples
covered in the syllabus
• 3.State and use the formula magnification = image
size /actual size
2 Movement 2.1 Diffusion • 1.Describe the role of water as a solvent in 1 week
into and out of and osmosis organisms with reference to digestion, excretion and
cells transport
• 2.Understand that the energy for diffusion and
osmosis comes from the kinetic energy of random
movement of molecules and ions
• 3.Understand diffusion as the net movement of
molecules or ions from a region of their higher
concentration to a region of their lower
concentration (i.e. down a concentration gradient),
as a result of their random movement
The City School / O Level Syllabus Break up / AY 2023-24 / Biology / Class 9 Page 1 of 9
• 4.Investigate the factors that influence diffusion,
limited to: surface area, temperature, concentration
gradient and distance
• 5.Understand osmosis as the net movement of water
molecules from a region of higher water potential to
a region of lower water potential, through a partially
permeable membrane
• 6.Understand that plants are supported by the
pressure of water inside the cells pressing outwards
on the cell wall
• 7.Describe the effects of osmosis on plant and
animal tissues and explain the importance of water
potential gradient and osmosis in the uptake and loss
of water
• 8.Investigate and explain the effects on plant tissues
of immersing them in solutions of different
concentrations, using the terms turgid, turgor
pressure, plasmolysis and flaccid
• 9.Investigate osmosis using materials such as dialysis
tubing
• 1.Understand active transport as the movement of
2.2 Active molecules or ions into or out of a cell through the 1 week
transport cell membrane, from a region of their lower
concentration to a region of their higher
concentration (i.e. against a concentration gradient),
using energy released during respiration
• 2.Explain the importance of active transport in ion
uptake by root hair cells
3 Enzymes 3.1 Enzyme • 1.Describe a catalyst as a substance that increases 1 week
action the rate of a chemical reaction and is not changed by
the reaction
• 2.Describe enzymes as proteins that function as
biological catalysts and are involved in all metabolic
reactions
• 3.Explain enzyme action with reference to the
substrate, active site, enzyme-substrate complex,
and product
• 4.Explain the specificity of enzymes in terms of the
complementary shape and fit of the active site with
the substrate (‘lock and key’ hypothesis)
• 1.Understand that the progress of enzyme-catalysed
3.2 Effects of reactions can be followed by measuring the 1 week
temperature concentrations of reactants and products
and pH • 2.Investigate and describe the effects of temperature
and pH on enzyme activity
• 3.Explain the effect of changes in temperature and
pH on enzyme activity in terms of kinetic energy,
shape and fit, denaturation and the frequency of
effective collisions
4 Biological 4.1 Biological • 1.List the chemical elements that make up: (a) 1 week
molecules molecules carbohydrates (b) lipids (fats and oils) (c) proteins
(d) DNA
• 2.State that large molecules are made from
smaller molecules, limited to: starch, cellulose and
glycogen from glucose; proteins from amino acids;
lipids from fatty acids and glycerol; DNA from
nucleotides
• 3.Describe and be able to do chemical tests for:
(a) starch (iodine solution)
(b) glucose and maltose (Benedict’s solution)
(c) protein (biuret test)
(d) lipids (ethanol emulsion test)
5 Human 5.1 Diet • 1.List the principal sources of, and describe the 1 week
nutrition dietary importance of, carbohydrates, lipids,
proteins, vitamins (C and D only), mineral salts
(calcium and iron only), fibre (roughage) and water
• 2.Name the diseases and describe the symptoms
resulting from deficiencies of vitamin C (scurvy),
vitamin D (rickets), calcium (rickets) and iron
(anaemia)
• 3.Understand the concept of a balanced diet
5.2 Human • 1.Identify the main regions of the digestive system: 3 week
digestive mouth, salivary glands, oesophagus, stomach,
system small intestine (duodenum and ileum), pancreas,
liver, gall bladder and large intestine (colon,
rectum and anus)
• 2.Explain why most foods must be digested before
they can be absorbed
• 3.Describe physical digestion as the breakdown of
food into smaller pieces without chemical change
to the food molecules
• 4.Describe chemical digestion as the breakdown of
large molecules into small molecules
• 5.State that physical digestion increases the
surface area of food for the action of enzymes in
chemical digestion
• 6.Identify the types of human teeth (incisors,
canines, premolars and molars)
• 7.Describe the structure of human teeth, limited
to: enamel, dentine, pulp, nerves and cement, and
understand that teeth are embedded in the gum
• 8.Describe the functions of the types of human
teeth in physical digestion of food
• 9.Describe the functions of the main regions of the
digestive system, limited to:
• .mouth – ingestion, physical digestion,
• .chemical digestion of starch by amylase
• .salivary glands – secretion of saliva
• .containing amylase
• .stomach – physical digestion, chemical
• digestion of protein by protease, presence of
hydrochloric acid in gastric secretions
• small intestine (duodenum and ileum) –
• chemical digestion of starch by amylase, maltose
by maltase, protein by protease and lipids by
lipase (e) liver – production of bile and storage of
glycogen
- gall bladder – storage of bile
- pancreas – alkaline secretion containing
amylase, protease and lipase
- ileum and colon – absorption
- rectum and anus – egestion
• 10.Describe the functions of amylase, maltase,
protease and lipase, listing the substrates and end-
products, limited to: (a) amylase breaks down
starch to maltose (b) maltase breaks down maltose
to glucose (c) protease (pepsin and trypsin) breaks
down protein to amino acids (d) lipase breaks
down lipids to fatty acids and glycerol
• 11.Describe the function of hydrochloric acid in
the stomach as killing ingested bacteria
• 12.Understand that the different proteases
present in the stomach and the duodenum work
best at different pH levels
• 13.Outline the role of bile in emulsifying fats to
increase the surface area for the chemical
digestion of fat to fatty acids and glycerol by lipase
• 14.Describe peristalsis as waves of contractions of
longitudinal and circular muscles which move food
through the digestive syste
5.3 Absorption • 1.State that the small intestine is the region where
and assimilation nutrients are absorbed 1 week
• 2.Understand that absorption (by diffusion,
osmosis and active transport) is the movement of
nutrients from the intestines into cells lining the
digestive system and then into the blood
• 3.Understand that assimilation is the uptake and
use by cells of nutrients from the blood
• 4.Describe the structure of a villus and the roles of
capillaries and lacteals
• 5.Explain the significance of villi and microvilli in
increasing the internal surface area of the ileum
• 6.Understand that water is absorbed from the
lumen of the small intestine and the colon, but
that most absorption of water happens in the
small intestine
• 7.State the function of the hepatic portal vein as
the route taken to the liver by most of the
molecules and ions absorbed from the ileum
• Revision
• MCQs practice (P1) 1 week
• Theory paper practice (P2)
1 week
The City School
Academic Year
2023-24
Business Studies (7115)
Syllabus Break up
Class 9
Term I
Topic Sub Topics Learning Outcome Week
Paper Pattern Orientation Introducing students to business community 1

Week
Section 1: 1.1 Business -Develop the basic concept of needs wants, scarcity
Understanding activity and opportunity cost.
Business - Why scarcity of resources results in choices and 2
Activity opportunity cost.
-Why specialization is important
- What is the purpose and nature of business
activity
-Develop the basic concept of Added Value
-How businesses can try to increase added value.
1.2 -the differences between primary, secondary and tertiary
Classification production
of business -the reasons for the changing importance of business
classification, for example, in developed and developing 2
economies
-the differences between public sector and private sector
business enterprises in a mixed economy. reasons for
1.3 Enterprise, -what an entrepreneur is and what characteristics successful
Business entrepreneurs have
Growth & Size -the benefits and drawbacks of being an entrepreneur
- the contents of a business plan and how plans assist
entrepreneurs
- why and how governments support business start-ups
- The methods of measuring business size by output, number 3
of employees etc. and the limitations of the methods of
measuring business size.
- why the owners of a business may want to expand the
business
- different ways in which businesses can grow and the
problems linked to business growth and how they might be
overcome
- why some businesses remain small and why some
businesses fail
- Why new businesses are at a greater risk of failing.
The City School / O Level Syllabus Break up / AY 2023-24 / Business Studies / Class 9 Page 1 of 4
1.4 Types of -the main features of different forms of business
Business organisation: sole traders, partnerships, and limited
Organizations companies,
franchises and joint ventures
• the advantages and disadvantages of each of these forms
of business organisation 3
• differences between unincorporated businesses and
limited companies
• the concepts of risk, ownership and limited liability
• how appropriate each of these forms is in different
circumstances
• Business organisations in the public sector.
1.5 Business -the need for and importance of business objectives

and - different business objectives e.g. survival,
stakeholder business growth, market share etc.
objectives -about the objectives of social enterprises 2
• the main internal and external stakeholder groups
• the objectives of different stakeholder groups
• how these objectives might conflict with each other, with
examples
• the differences in the objectives of private and public
sector enterprises.
Revision 1
The City School / O Level Syllabus Break up / AY 2023-24 / Business Studies / Class 9 Page 2 of 4
The City School
Academic Year: 2023-2024
Chemistry 5070: Class 9
Syllabus Break Up
Term I
Topic Sub-Topics Learning Objectives Week
States of 1.1 Solids, 1.1 Solids, liquids and gases 2 weeks
matter liquids
and gases 1) State the distinguishing properties of solids, liquids
and gases
1.2 Diffusion 2) Describe the structures of solids, liquids and gases in
terms of particle separation, arrangement and motion
3) Describe and explain changes of state (melting,
boiling, evaporating, freezing and condensing) in terms
of kinetic particle theory
4) Interpret and explain heating and cooling curves in
terms of kinetic particle theory
5) Describe and explain, in terms of kinetic particle
theory, the effects of temperature and pressure on the
volume of a gas.
1.2 Diffusion
1) Describe and explain diffusion in terms of kinetic
particle theory
2) Describe and explain the effect of relative
molecular mass on the rate of diffusion of gases
Atoms, 2.1 Elements, 1) Describe the differences between elements, 1 week
elements and compounds and compounds and mixtures
compounds mixtures
2.2 Atomic 2.2 Atomic structure and the Periodic Table 2 weeks
Atoms, structure and 1) Describe the structure of the atom as a central
elements and the Periodic nucleus containing neutrons and protons
compounds Table surrounded by electrons in shells
2) State the relative charges and relative masses of a
proton, a neutron and an electron
2.3 Isotopes 3) Define proton number/ atomic number as the
number of protons in the nucleus of an atom
4) Define mass number/nucleon number as the total
number of protons and neutrons in the nucleus of an
atom
5) Determine the electronic configuration of elements
and their ions with proton number 1 to 20, e.g. 2,8,3
6) State that:
(a) Group VIII noble gases have a full outer shell
(b) the number of outer shell electrons is equal

to the group number in Groups I to VII
The City School / O Level Syllabus Break up / AY 2023-24 / Chemistry / Class 9 Page 1 of 7
(c) the number of occupied electron shells is equal to
the period number
2.3 Isotopes
1) Define isotopes as different atoms of the same
element that have the same number of protons but
different numbers of neutrons
2) State that isotopes of the same element have the same
chemical properties because they
have the same number of electrons and therefore
the same electronic configuration
3) Interpret and use symbols for atoms, e.g. 12C6
and ions, e.g. 35Cl17 –
4) Calculate the relative atomic mass of an element from
the relative masses and abundances of its isotopes
The Periodic 8.1 8.1 Arrangement of elements 2 weeks
Table Arrangement of 1) Describe the Periodic Table as an arrangement of
elements elements in periods and groups and in order of increasing
proton number/ atomic number
2) Describe the change from metallic to non- metallic
character across a period
3) Describe the relationship between group number and
the charge of the ions formed from elements in that
group
4) Explain similarities in the chemical properties of
elements in the same group of the Periodic Table in
terms of their electronic configuration
5) Explain how the position of an element in the Periodic
Table can be used to predict its properties
6) Identify trends in groups, given information about the
elements
The Periodic 8.2 Group I 8.2 Group I properties 3 weeks
Table Properties8.3 1) Describe the Group I alkali metals, lithium, sodium and
Group VII potassium, as relatively soft metals with general trends
Properties down the group, limited to: (a) decreasing melting point
(b) increasing density
(c) increasing reactivity
2) Predict the properties of other elements in
Group I, given information about the elements
8.3 Group VII properties
1) Describe the Group VII halogens, chlorine, bromine and
iodine, as diatomic non-metals with general trends down
the group, limited to:
Experimental (a) increasing density
12.5 (b) decreasing reactivity
techniques
Identification of
and chemical
ions and gases 2) State the appearance of the halogens at r.t.p. as:
analysis
(Flame test) (a) chlorine, a pale yellow-green gas
(Flame test)
(b) bromine, a red-brown liquid
(c) iodine, a grey-black solid
3) Describe and explain the displacement reactions
of halogens with other halide ions
4) Predict the properties of other elements in Group
VII, given information about the elements
Describe the use of a flame test to identify the cations:

(a) lithium, Li+
(b) sodium, Na+
(c) potassium, K+
(d) calcium, Ca2+
(e) barium, Ba2+
(f) copper(II), Cu2+
The Periodic 8.4 Transition 8.4 Transition elements 1 week
Table elements 1) Describe the transition elements as metals that:
(a) have high densities
8.5 Noble gases (b) have high melting points
(c) have variable oxidation numbers
(d) form coloured compounds
(e) often act as catalysts as elements and in
compounds
8.5 Noble gases
1) Describe the Group VIII noble gases as unreactive,
monatomic gases and explain this in terms of electronic
configuration
Experimental 12.1 1) Name appropriate apparatus for the 2 weeks
techniques Experimental measurement of time, temperature, mass and volume,
and chemical design including:
analysis (a) stopwatches (b) thermometers
(c) balances (d) burettes
(e) volumetric pipettes (f) measuring cylinders
(g) gas syringes
2) Suggest advantages and disadvantages of experimental
methods and apparatus
Revision and Paper Practice 1 week
The City School
Academic Year 2023-2024 onward
Subject Name: Computer Science
Syllabus Breakup Class 9
Term I
Topic Learning Objectives Week
Hardware 3.2 Input and output devices 4 weeks
3.2 Candidates should be able to:
3.3
3.2.1 Understand what is meant by an input device and why it is
required
3.2.2 Understand what is meant by an output device and why it is
required
3.2.3 (a) Understand what is meant by a sensor and the purposes of
sensors
3.2.3 (b) Identify the type of data captured by each sensor and
understand when each sensor would be used, including selecting the
most suitable sensor for a given context
3.3 Data storage
Candidates should be able to:
3.3.1 Understand what is meant by primary storage
3.3.2 Understand what is meant by secondary storage
3.3.3 Describe the operation of magnetic, optical, and solid-state (flash
memory) storage and give examples of each
3.3.4 Describe what is meant by virtual memory, how it is created and
used and why it is necessary
3.3.5 Understand what is meant by cloud storage
3.3.6 Explain the advantages and disadvantages of storing data on the
cloud in comparison to storing it locally
Data Representation 1.1 Number systems 4 Weeks
1.1
1.2
1.3 1.1.1 Understand how and why computers use binary to represent all
forms of data
1.1.2 (a) Understand the denary, binary and hexadecimal number systems
1.1.2 (b) Convert between
(i) positive denary and positive binary
(ii) positive denary and positive hexadecimal
(iii) positive hexadecimal and positive binary
1.1.3 Understand how and why hexadecimal is used as a beneficial
method of data representation
1.1.4 (a) Add two positive 8-bit binary integers
1.1.4 (b) Understand the concept of overflow and why it occurs in binary
addition
1.1.5 Perform a logical binary shift on a positive 8-bit binary integer and
understand the effect this has on the positive binary integer
1.1.6 Use two’s complement to represent positive and negative 8-bit
binary integers
1.2 Text, sound and images
The City School / O Level Syllabus Break up / AY 2023-24 onward / Computer Science / Class 9 Page 1 of 4
1.2.1 Understand how and why a computer represents text and the use
of character sets, including American standard code for information
interchange (ASCII) and Unicode
1.2.2 Understand how and why a computer represents sound, including
the effects of the sample rate and sample resolution
1.2.3 Understand how and why a computer represents an image,
including the effects of the resolution and colour depth
1.3 Data storage and compression
1.3.1 Understand how data storage is measured
1.3.2 Calculate the file size of an image file and a sound file, using
information given
1.3.3 Understand the purpose of and need for data compression
1.3.4 Understand how files are compressed using lossy and lossless
compression methods
Algorithm design and Candidates should be able to:
problem-solving 7.1 Understand the program development life cycle, limited to: 3 weeks
7.1 Analysis
7.2 Design
Coding
Testing
7.2 (a) Understand that every computer system is made up of sub-
systems, which are made up of further sub-systems
7.2 (b) Understand how a problem can be decomposed into its
component parts
7.2 (c) Use different methods to design and construct a solution to a
problem (Structure Diagrams, Flowcharts, Pseudo code)
(Dry running using if selection and iteration in flowchart only not in
pseudo code)
(Pseudo code using declaration, data types, syntax of input & output,
sequence)
Programming Candidates should be able to: 4 Weeks
8.1 8.1.1 Declare and use variables and constants
8.1.2 Understand and use the basic data types
8.1.3 Understand and use input and output
8.1.4 (a) Understand and use the concept of sequence
Revision 1 week
The City School / O Level Syllabus Break up / AY 2023-24 onward / Computer Science / Class 9 Page 2 of 4
The City School
Economics (2281)
Syllabus Break up
Grade9
TERM I
Topic Sub Topic Learning Objectives Week
Students shall be able to
• define the economic problem
1.1 - Finite resources and
unlimited wants • analyse examples of the economic 1
The Nature of
problem
Economic Problem - Economic and free goods
• explain the difference between economic
and free goods
• define land, labour, capital and enterprise
- Definitions of FOPs and • explain the characteristics of the factors of
their rewards production
1.2
- Mobility of the factors of • evaluate the influences on the mobility of
The Factors of 1
production the factors of production
Production
- Quantity and Quality of • evaluate the causes of changes in the
the factors of production quantity and quality of factors of
production
• define opportunity cost
- Definition of opportunity • give examples of opportunity cost in
cost different contexts
1.3
- The influence of • evaluate the role of opportunity cost in 2
Opportunity Cost
opportunity cost on decisions made by consumers, workers,
decision making producers and governments when
allocating their resources
• define a PPC
- Definition of PPC
1.4 • draw and interpret a PPC
- Points under, on and
Production • explain the significance of different points
beyond a PPC 1
Possibility Curve on a PPC
- Movements along a PPC
diagrams • analyse the causes and consequences of
- Shifts in PPC
movements along and shifts in PPCs
2.1 • explain the difference between
- Microeconomics and
Micro and Macro microeconomics and macroeconomics and 1
Macroeconomics
Economics the decision makers involved in each case
The City School / O Level Syllabus Break up / AY 2023-24 / Economics (2281) / Class 9 Page 1of 4
mechanism • explain the three economic questions
• analyse the role of the price mechanism in
a market system
• define demand
- Definition of demand • draw a demand curve and explain
- Price, demand and movements along a demand curve.
2.3 quantity • explain how individual demand is totalled 1
Demand - Individual and market to give market demand
demand • analyse the causes of shifts in demand
- Conditions of demand curves and draw diagrams to illustrate the
shifts
• define supply
- Definition of supply • draw a supply curve and explain
movements along a supply curve
- Price, supply and quantity
2.4 • explain how individual supply is totalled to
- Individual and market 1
Supply give market supply
supply
• analyse the causes of shifts in supply
- Conditions of supply
curves and draw diagrams to illustrate the
shifts
• analyse how the interaction of demand
and supply determine equilibrium price
• draw demand and supply diagrams to
illustrate equilibrium and disequilibrium 1
2.5 - Market equilibrium
prices
Price - Market disequilibrium
• interpret demand and supply schedules
Determination
and curves to identify shortages and
surpluses
• evaluate the influences of spending, saving
- The influences on
3.2 and borrowing including income, the rate
spending, saving and 2
Households of interest and confidence between
borrowing
different households and over time
Revision 3
The City School / O Level Syllabus Break up / AY 2023-24 / Economics (2281) / Class 9 Page 2of 4
The City School
Academic Year: 2023-2024
English Language 1123
Class 9
Syllabus Break Up
Term I
Topic Sub Topics Assessment Objectives Week

UNIT 1: Writing • All parts of speeches. • Demonstrate an effective use of
Skills/Techniques • Use of punctuation. sentence structures.
• Varied sentence structure i.e. • Demonstrate accuracy in spelling,
Simple, Compound and punctuation and grammar.
Complex. • Recognize and respond to linguistic
• Using Idioms. devices, figurative language and
• Figurative language and imagery. 2 weeks
Imagery usage. • Demonstrate vocabulary
• Connectives and appropriate to the context.
Conjunctions.
UNIT 2: Directed • Opinion/Response Writing. • Articulate experience and express

Writing (Argumentative/Persuasive what is thought, felt and imagined.
style). (W1)
• Informal Letters. • Select a wide range of relevant
• Formal Letters. facts, ideas and opinions from the
texts. (R5)
• Word count 250-350 words. • Read a stimulus text(s) to analyze,
evaluate and develop facts, ideas 4 weeks
and opinions, using appropriate
support from the text. (R3)
• W2 organize and structure ideas
and opinions for deliberate effect
• Well -organized structure that
assimilates ideas from the texts.
(W2)
• Use a wide range of well-
constructed sentences accurately,
including complex sentences. (W3)
• Consistently appropriate tone and
register for audience and purpose.
(W4)
• Highly accurate use of complex
spelling, punctuation and grammar.
(W5)
The City School /O Level Syllabus Break up/AY 2023-24/English Language/Class 9 Page 1 of 4
• Comprehension Task. • R1 demonstrate understanding of
UNIT 3: • Use of Language. explicit meanings.
Comprehension • Context of reception. • R2 Demonstrate understanding of
and use of • Cliché language. implicit meanings and attitudes.
Language • Characterization. • R4 demonstrate understanding of 4 weeks
• Colloquial language. how writers achieve effects and
• Form, structure, style and influence readers.
writer’s attitude.
• Language devices to create
effect and influence reader.
• Reading followed by
discussion and tasks
regarding influence may
include facts, ideas,
perspectives, opinions and
bias.
• Summary Task: • A wide range of relevant ideas are
UNIT 4 • A summary as continuous skillfully selected and employed.
Summary and writing of 150 words. (R1 and R5)
Short Response • The response is well organized.
• Short response task: (W2)
A short response to show • The response is own words and/or 3 weeks
understanding of implicit structures where appropriate with
meanings and attitude in a range of vocabulary which
response to Text. clarifies meaning. (W3)
• Consistent and relevant perspective
offered.
• Ideas are developed and
supported.
• Narrative writing. • Articulate experience and express
UNIT 5: • Descriptive. what is thought, felt and imagined.
Composition • Word count 350-450 words. (W1)
Writing • Structure is clear, well balanced
Descriptive: describe a and carefully organized for
person, place or situation deliberate effect. (W2) 3 weeks
(including atmosphere) in
detail so that the reader can
mirror it.
Narrative: Explicitly tells a

story containing a sequence
of connected events which
may be real or imaginary.
The City School
Academic Year 2022-23 Islamiyat
(2058)
Term I

Major themes of the Surah 1-5 The major theme or themes of the 1
Quran Qur’an that appear in each Week
passage, and
The importance of these themes in
the lives of Muslims today.
Major Teachings of Hadith 1-5 Candidates should study the 1
Hadith teachings contained in each passage Week
about what Muslims should believe
and how they should act.
The history and The revelation of the Holy Quran Candidates should know about 1.5
importance of the from 610 to 632 A.D The revelation and preservation of Weeks
Quran Themes in the first five passages the Qur’an to the Prophet (pbuh)
between the years 610 and 632
The major themes of the Qur’an as
contained both in the passages set
for special study and in other similar
passages
The history and The history of Candidates should know how Hadith 1
importance of Hadith during the life of Prophet was preserved during life of the Weeks
Hadith (PBUH) Prophet (saww) till the 3rd century AH
The earliest collections before the six authentic books. The
Types of Hadith basic types of Hadith as saying,
actions, silent approvals and Hadith
Qudsi and Hadith e Nabawi
The City School / O Level Syllabus Break up / AY 2022-23 / Islamiyat / Class 9 Page 1 of 4
The life and Makki life from birth till migration The main events of the Prophet’s life 2.5
importance of to Madina from his birth to his call to Prophet Weeks
Prophet hood
Muhammad The main events of his activities in
(PBUH) Makka and his experiences with his
opponents his actions and
character
The period of the rule Main events of his reign Candidates should know the details 2
of the rightly His policies in maintaining of Weeks
guided caliphs as and expanding the state how Hazrat AbuBakar took over the
leaders (Abu Bakar His approach in leading the Islamic empire after the death of the
R.A) community Holy Prophet from his election to his
Main achievements death.
Main difficulties encountered by
him
His significance and example of his
leadership and importance of his
rule as model for government
today. His importance as example
for Muslim communities in their
relations with other states.
The first Islamic Wives of the Holy Prophet (P.B.U.H) Relationship of the Prophet with his 1.5
community The scribes of divine revelation wives. Weeks
The Articles of Faith God, including what Muslims believe The Significance of these Articles of 1.5
about Him, Angels, their duties ad Faith in the life of a Muslim Weeks
nature Books, their content and
purpose
The Pillars of Islam The declaration of faith, Shahadah, The Significance of these Pillars in 1.5
including the significance of what it the life of a Muslim Weeks
contains Fasting, including the way
it is observed, its significance and
those exempted.
The City School / O Level Syllabus Break up / AY 2022-23 / Islamiyat / Class 9 Page 2 of 4
The City School
Mathematics
Term I
Topic Sub-Topic Learning Objectives Weeks

Express direct and inverse variation in algebraic
terms and use this form of expression to find
unknown quantities.
• Direct Variation
Variation Includes linear, square, square root and cubic
• Inverse Variation variation (direct and inverse). E.g. y is inversely
proportional to the square of x. Given that y = 2
when x = 6, find the value of y when x = 2
1
D-2 7th ed. CH 1 Ex 1A,1B,1C,1D
• Use and interpret positive, negative and zero
• Laws of indices indices.
• Zero and Negative • Use and interpret fractional indices.
indices • Use the standard form A × 10n where n is a
Indices, Surds and
• Rational Indices positive or negative integer and 1 ⩽ A <
Standard Form
• Surds 10.
[D-3 7th ed.CH 4 Ex 4B,4C] 2
• Understand and use surds, including
simplifying expressions.
• Rationalize the denominator.
• Pythagoras Theorem • Apply Pythagoras’ theorem to the
• Application of calculation of a side of a right-angled
Pythagoras. triangle.
• Trigonometric Ratios • D-2 7th ed. CH 10 Ex 10A,10B
• Application of • Apply the sine, cosine and tangent ratios
Trigonometric Ratios for acute angles to the calculation of a
tofind unknown sides side or an angle of a right-angled triangle
Pythagoras Theorem and angles of right (angles will be quoted in, and answers
and Trigonometric angled triangles.
Ratios required in, degrees and decimals of a
• Application of degree to one decimal place).
Trigonometric • Solve trigonometrical problems in two
4
Ratios in real dimensions including those involving
world. angles of elevation and depression and
bearings.
D-2 7th ed.CH 11 Ex 11A,11B,11C,11D
D-3 7th ed.CH 9 Ex 9A
The City School / O Level Syllabus Break up / AY 2023-24 / Mathematics / Class 9 Page 1 of 5
•Solve problems involving arc length and
Mensuration •Arc length
sector area as fractions of the
•Area of sector
circumference and area of a circle. D-3 7th
2
ed. CH 10 Ex 10B
• Give appropriate upper and lower bounds

for data given to a specified accuracy (e.g.
• Upper bounds measured lengths).
Limits of Accuracy • Lower bounds • Obtain appropriate upper and lower
bounds to solutions of simple problems
(e.g. the calculation of the perimeter or
area of a triangle) given data to a
1
specified accuracy.
D-3 7th ed. CH 3 Ex 3C
• Problem solving
• Solve simple linear inequalities.
Inequalities(without involving
graphing) • Solve linear inequalities in one
inequalities
variable and represent the solution
• Solving
on a number line.
simultaneous
• Apply linear inequalities to solve word
linear inequalities 1
problems.
D-3 7th ed. CH 3 Ex 3B
Sets and Venn •Introduction to set •use language, notation and Venn diagrams
Diagrams notation to describe sets
•Venn diagrams, •define and identify an empty set, a
universal set and universal set, equal sets, disjoint sets
compliment of a set. and complement of a set and to give 3
•Intersection of two sets examples of the sets
•Combining universal set, •define subsets.
compliment of a set, •define the intersection and union of sets
subset, intersection and the relationships between sets by
and union of a sets using Venn diagrams
•Application of Venn •use Venn diagrams to solve problems
Diagrams in problem •represent relationships between sets
sums •definition of sets: e.g. A={x : x is a natural
•Formulas in set theory number} B = {(x, y): y = mx + c} C= {x : a≤
x ≤b} D= {a, b, c…}
D-2 7th ed. CH 14 Ex. 14A, 14B & 14C
D-4 7th ed. CH 2 Ex.2A
Total number of weeks 14
The City School / O Level Syllabus Break up / AY 2023-24 / Mathematics / Class 9 Page 2 of 5
The City School
Subject Name: Pakistan Studies (Geography)
Subject Code: 2059/02
Syllabus Break up Class 9
Term I
• Introduction to Introductory Week 1
Pakistan Studies
• The Land of Location Students should be able to identify the following
Pakistan on a map:
• the Tropic of Cancer, latitudes 30°N, 36°N,
longitudes 64°E, 70°E and 76°E the Arabian Sea
• the countries sharing a border with Pakistan,
and Pakistan’s position in relation to others in
South and Central Asia.
Location of provinces Students should be able to identify the following
and cities on a map:
• the provinces, Northern Areas (Gilgit- 4
Baltistan) and FATA
• named cities: Islamabad, Muree, Rawalpindi,
Gujranwala, Lahore,
• Faisalabad, Multan, Sialkot, Peshawar, Chitral,
Gilgit, Hyderabad,
• Karachi, Quetta and Gwadar.
Unit 1: The natural Students should be able to identify the following
topography, including on a map:
drainage. • named landforms: Balochistan Plateau,
Sulaiman Range, Safed Koh, Potwar Plateau, Salt
Range, Hindu Kush, Karakoram and Himalaya
mountain ranges
• named rivers: Indus, Jhelum, Chenab, Ravi,
Sutlej, Kabul, Hab and Dasht
• named deserts: Thar, Thal and Kharan.
Students should be able to:

• • use the appropriate vocabulary when
describing the distinguishing
• features of mountains, plateaux, floodplains and
deserts (knowledge
• of the formation of the natural topography of
Pakistan is not
• required)
• identify and name the above features on a
photograph or drawing
• understand the influence of the natural
The City School / O Level Syllabus Break up / AY 2023-24 / Pakistan Studies - Geography / Class 9 Page 1 of 7
topography on human
• activities: – steep slopes and flat land on the
way that the land is
• used – mountains and deserts on the road
and rail networks
• Climate of Unit 2 – Climate Students should:

Pakistan • know the distribution of temperature and
rainfall, including monsoon, depressions and
convectional rain
• know seasonal and regional variations, and
the factors contributing to them, including
depressions, thunderstorms and cyclones
(typhoons)
• understand the causes of the monsoon
(knowledge of the causes of other types of
rain is not required)
• describe and explain the characteristics of the
climate of the arid, semi-arid, humid and
highland regions, including seasonal variations
• know the influence of latitude and longitude
on day length and climate 4
• understand the influence of the climate (both
the benefits it brings and the problems it
causes) on the economy and on the lives of
the people:
• the influence of low temperature, ice and
snow on the lives of people in the mountains
• the influence of rain storms and flooding on
agriculture, industry and communications
• the problems caused by drought and shortage
of water supply on agriculture and industry
• Natural Unit 3 : Water Students should be able to:

Resources, an • identify on a map the Mangla, Tarbela and
issue of Warsak dams, and name two examples of
• sustainability barrages
• understand the importance of water as a
resource; understand how supplies for
agricultural, industrial and domestic purposes
are obtained, maintained and controlled as
well as used; 2
• understand the reasons for, and consequences
of, the Indus Water Treaty
• explain and evaluate the causes of and
solutions to the problems of water supply
(including pollution)
• understand the value of water as a resource
for development
• explain and evaluate how water supply issues
can lead to conflict.
Natural Resources, Unit 4: Forests Students should be able to: 2 weeks
an issue of • understand the different types of forest and
sustainability identify, on a map, their main locations
(continued) • understand the physical factors that control
the distribution of the different types of
forest, and the human factors which have
reduced their extent
• understand the reasons for: – the
development of plantations in the Indus Plain
• afforestation on mountain slopes an
plateaux
• understand the value of forests as a resource for
development, and the importance of their
sustainability
• explain the effects of deforestation, such as
soil erosion, silting and flooding
• evaluate possible solutions to the problems
Revision caused by deforestation 1
The City School
Subject Name: Pakistan Studies (History)
Subject Code: 2059/01
Syllabus Break up Class 9
Term I
• Introduction to • Introduction to 1
Pakistan Studies important sections of
– Paper 1 the syllabus
• Religious • How important were • Explain the religious reforms of Shah 3
Thinkers the religious reforms of Waliullah and his role in the political and
Shah Waliullah? religious context of the time
• What influence did Syed • Analyse Syed Ahmad Barelvi and the revival of
Ahmad Barelvi exert in Islam in the sub- continent
the revival of Islam? • Explain the Jihad movement and the
• How influential was Haji Mujahideen
Shariatullah and the • Evaluate the importance of Haji Shariatullah
Faraizi Movement? and the Faraizi Movement.
• Decline of • How far was Aurangzeb Internal Indian reasons for the decline of the 2
Mughal Empire responsible for the Mughal Empire:
decline of the • Evaluate the impact of Aurangzeb’s policies
• Mughal Empire? on the stability of the Mughal Empire
• How far did Mughal • Evaluate the effectiveness of his successors as
weaknesses from 1707 rulers
make decline • Analyse the problems of controlling the
inevitable? Empire
• What role did the East • Explain the rise of the Maratha and Sikh
India Company play in empires.
the decline of the External reasons for the decline of the Mughal
Empire? Empire:
• How successful was • Explain the foreign invasions from Persia and
British expansion in the Afghanistan
sub-continent to 1857? • Explain the East India Company’s involvement
in the sub-continent
• Evaluate British relations with the later
Mughal rulers of Delhi
• Explain British expansion from the 1750s to
the 1850s in the subcontinent
• Understand the general overview of the
course of, and reasons for,
• British annexation of the territories which
now encompass Pakistan (including the
AngloSikh wars and the annexations of
Lahore, the Punjab and Peshawar)
• Explain the British search for a ‘natural’ and
‘scientific’ NW Frontier
• Analyse British policy towards Tribal Territory.
The City School / O Level Syllabus Break up / AY 2023-24 / Pakistan Studies - History / Class 9 Page 1 of 4
• War of • What were the long- • Explain the immediate and underlying causes 2
Independence term causes of the of the War
War? • Analyse the attitude of Bahadur Shah Zafar
• What were the • Understand the course of the War, with
immediate causes particular reference to the roles played by the
of the War? Muslim rulers and populations of what is now
• Why was independence Pakistan
not achieved? • Explain the reasons for failure
• What were the • An assessment of the short-term impact of
immediate the War on Muslims in the sub-continent
consequences of the • Describe the British reaction during and
War? immediately after the War (including the
major constitutional, educational and
administrative reforms which followed).
• Work of Sir Syed • What was his • Explain his contribution to the education of 3
Ahmad khan contribution to Muslims and the revitalisation of their
• education, politics and national consciousness:
religion? an overview of his main educational works
• How important was his and their importance
‘Two-Nation’ Theory? • Understanding his social and political theory,
• What was the Hindi– and of its origins
Urdu Controversy? • Explain the impact of his work on Muslims
• How successful was the and the western world
Aligarh Movement? • Evaluate his relations with the British and the
ulama
• Explain the reasons for the foundation of
Aligarh College
• Understand his role in the Indian National
Congress and the Muslim League
• Understand the meaning and origin of his
‘Two-Nation’ Theory and the Hindi–Urdu
controversy
• Languages (Urdu • Why did Urdu become • Understand the importance of Urdu and the 2
& other regional the national language? reasons for its choice as the national language
languages) • How successful has the of Pakistan
promotion of regional • Explain the advantages and disadvantages of
languages been since Urdu as the national language
1947? • Evaluate the promotion of provincial
languages (Balochi, Punjabi, Pushto, Sindhi).
Revision 1
The City School / O Level Syllabus Break up / AY 2023-24 / Pakistan Studies - History / Class 9 Page 2 of 4
The City School
Subject Name: Physics (5054)
Term I
Topic Sub Topics Learning Objectives week
1.1 Physical 1 Scalars and vectors 2 - Describe how to measure a variety of 2 weeks
quantities and Measurement lengths with appropriate precision using
measurement techniques tapes, rulers and micrometers (including
techniques 3 Units and symbols reading the scale on an analogue
micrometer)
- Describe how to use a measuring cylinder
to measure the volume of a liquid and to
determine the volume of a solid by
displacement
- Describe how to measure a variety of time
intervals using clocks and digital timers
- Determine an average value for a small
distance and for a short interval of time by
measuring multiples (including the period
of oscillation of a pendulum)
- Understand that a scalar quantity has
magnitude (size) only and that a vector
quantity has magnitude and direction
- Know that the following quantities are
scalars: distance, speed, time, mass,
energy and temperature
- Know that the following quantities are
vectors: displacement, force, weight,
velocity, acceleration, momentum, electric
field strength and gravitational field
strength.
- Determine, by calculation or graphically,
the resultant of two vectors at right angles
The City School / O Level Syllabus Break up / AY 2023-24 / Physics / Class 9 Page 1 of 10
1.2 Motion 1 Speed, velocity - Define speed as distance travelled per unit 4 weeks
and acceleration time and define velocity as change in
2 Graphical displacement per unit time
analysis of - Recall and use the equation speed =
motion distance / time
3 Free-fall - Recall and use the equation average
- speed =total distance
travelled/total time taken
- Define acceleration as change in velocity
per unit time; recall and use the equation
- acceleration = change in velocity / time

taken
- State what is meant by, and describe
examples of, uniform acceleration and
nonuniform acceleration
- Know that a deceleration is a negative
acceleration and use this in calculations
- Sketch, plot and interpret distance–time
and speed–time graphs
- Determine from the shape of a distance–
time graph when an object is: at rest
- moving with constant speed
- accelerating decelerating
- Determine from the shape of a speed–time
- graph when an object is:
- (a)at rest
(b) moving with constant speed
1.2 Motion
(c) moving with constant acceleration
- moving with changing acceleration

- State that the acceleration of free fall g for
an object near to the surface of the Earth is
approximately
- constant and is approximately 9.8 m / s2
- Calculate speed from the gradient of a
distance–time graph
- Calculate the area under a speed–time
graph to determine the distance travelled
for motion with constant
- speed or constant acceleration
- Calculate acceleration from the gradient of
a speed–time graph
1.3 Mass and 1 Mass and weight - State that mass is a measure of the quantity 1 week
weight 2 Gravitational fields of matter in an object at rest relative to the
observer
- State that the mass of an object resists
change from its state of rest or motion
(inertia)
- Know that weights, and therefore masses,
may be compared using a beam balance or
equal-arm balance
- Describe how to determine mass using an
electronic balance
- Describe how to measure weight using a
force meter
- Define gravitational field strength as force

per unit mass; recall and use the equation
- gravitational field strength =weight / mass
- and know that this is equivalent to the
acceleration of free fall
- State that a gravitational field is a region in
which a mass experiences a force due to
gravitational attraction
1.4 Density 1 Density of liquids - Define density as mass per unit volume; 1 week
2 Density of solids recall and use the equation
- density = mass / volume
- Describe how to determine the density of a
liquid, of a regularly shaped solid and of an
irregularly shaped
- solid which sinks in a liquid (volume by
displacement), including appropriate
calculations
1.5 Forces 1 Balanced and - Identify and use different types of force, 1 week
unbalanced forces including weight (gravitational force),
friction, drag, air resistance,
- tension (elastic force), electrostatic force,
magnetic force, thrust (driving force) and
contact force
- Identify forces acting on an object and draw
free-body diagram(s) representing the
forces
- State Newton’s first law as ‘an object either
remains at rest or continues to move in a
straight line at
- constant speed unless acted on by a
1.5 Forces resultant force’
- State that a force may change the velocity
of an object by changing its direction of
motion or its speed
- Determine the resultant of two or more
forces acting along the same straight line
- Recall and use the equation resultant force
= mass × acceleration
- State Newton’s third law as ‘when object A
exerts a force on object B, then object B
exerts an equal and opposite force on
object A’
- Know that Newton’s third law describes
pairs of forces of the same type acting on
different objects
‫اردواصنب‬
‫ت‬
‫براےئامجعہنم‬
‫ت‬
‫اتسگ‪ 2023‬اتیئم‪2024‬‬
‫ت‬ ‫ت‬ ‫سل‬

‫ونٹ‪:‬ہیاصنباردو یبسیبوکڈ‪3248/1،2‬ربمیکج‪ 2023‬ات‪2024‬ءےکےئناصنبےکاطمقببربیتدتاایگےہ۔‬
‫‪Paper 1: Reading and Writing‬‬

‫‪Paper 2: Grammar, Writing and Translation‬‬
‫دییٹسوکسل‬
‫ت‬
‫وموضاعتبراےئامجعہن‬
‫وموضاعترپہچدوم‬ ‫ربمنامشر‬ ‫وموضاعترپہچاول‬ ‫ربمنامشر‬
‫ت‬
‫ولمجںیکاسخںیمدبتیلی‬ ‫‪1‬‬ ‫رصتخماوجلایبوساالت{میہفت}‬ ‫‪1‬‬
‫‪The City School / O Level Syllabus Break up / AY 2023-24 / Urdu / Class 9‬‬ ‫‪Page 1 of 29‬‬
‫اخیلہگج ُبر{ ‪}Cloze passage‬‬ ‫‪2‬‬ ‫دعتمدامملثریپارگافںیمےسوجاباکااختنب‬ ‫‪2‬‬
‫سی‬
‫ومضمنون م‬ ‫‪3‬‬ ‫رسویخںےکتحتونسٹانبتا{اکنتاسزی}‬ ‫‪3‬‬
‫ت‬
‫سی‬
‫برہمجون م‬ ‫‪4‬‬ ‫الخہصاگنری‬ ‫‪4‬‬
‫رحتبریقشم‪/‬ایلیم‬ ‫‪5‬‬
‫ت‬
‫اجتوبربراےئامجعہنم‬
‫ت‬ ‫ت‬
‫ںیم‪CAIE‬یکرتہبنیایتریاورااحتمتاتںیمتبثماتنجئےکوصحلےکےیلدرجذلیاجتوبرشیپخدمںیہ۔‬ ‫امجعہن م‬
‫ت‬ ‫ت‬
‫انپوصادبتدیاایتخراامعتسلرکتکسںیہ م۔‬
‫❖ اعیمداولےکےیلونعاتاتدےیےئگںیہاوراعیمددومےکےئلیھبونعاتاتدےیئےئگںیہاسےکتاووجدااستدہا م‬
‫نےس"روزتاہمج"ےکرپاےنم‬ ‫❖ ہتفہواردترسیلمعےکدورانخیھبنکمموہاابخراتوراسلئاورادیببتکیکدنلبوخاینووخشوخاینرکوایئاجےئ۔ارٹن ٹ‬
‫ت‬ ‫ت‬
‫اابخراتےسرشبمیلعزتدی"ےکاکمل‪100‬وظفلںیکاہکینےکبراےشاکویپںںیمیھبوگلاےئاجںیئاورانیکدنلبوخاینومعملںیمشالمیکاجےئتاہکابلطےکذریخہاافلظ‬
‫ںیمیفاوفلررتہبیدیپایکاجےکس۔‬
‫یکزتادہےسزتادہقشمرکوایئاجےئ م۔‬
‫❖ اردورحتبرورقتبرںیمرواینےکےیلوجمزہبتکیکافتمیہوصیخلتےکماابتقاست م‬
‫❖ ےجہاوراالغطیکدریگتسےکےیلاالمءیکقشمرکوایئاجےئ۔‬
‫ت ت‬ ‫ت ت‬ ‫ت‬
‫❖ روزرمہیکدترسیوصنمہبدنبیاوراماہہنٹسیٹرمترکےتوقاستاتوکینیقیانبتااجےئہکوقاورربمنوںیکمیسقت‪CAIE‬یکدہاتاتےکاطمقبوہ۔‬
‫❖ اناہیئرطزےکوساالتےکوجاتاتںیماافلظیکدحاکاخصایخلراھکاجےئ م۔‬
‫ت‬
‫❖ دنہیےکوہاافلظوجاردوزتاناکہصحںیہنمالثم‪:‬سہمت‪،‬اجاکنریوریغہانےکاامعتسلیکوحہلصینکشیکاجےئ۔‬
‫ت ت‬ ‫ت‬
‫ہگج"م‬
‫❖ ریثکاالامعتسلاعمارگنبریاافلظاردوےکرپےچںیمیفنمتابردیپارکےتںیہ۔انیکہگجاردواافلظیکرہفسرمترکوایئاجےئالثمابلطءوک م"روڈںی م"یک م‬
‫ڑسںیک م"وھکلاتااجےئ۔‬
‫ٹ‬
‫ارٹنناوریٹلمڈیمتاوریغہےکاامعتسلوکبروےئاکرالرکاردوےکدترسیلمعوکدورخدتدےکاقتوضںےسمہآگنہایکاجےئ۔‬ ‫❖ یعمسورصبیاعموتاتالثم‬
‫م‬
‫دترسیاقمدصبراےئاردمو م‬
‫رپہچاولاوردو مم م‬
‫ہک م‬
‫ابلطءاساقبوہںیکس م‬
‫❖ اردواوویللربمیکجےکاصنبےسامکقحممواتیفقاحلصرکےکرپہچاولاوردومےکرطہقیاکرےسآاگہوہںیکس۔‬
‫❖ مومضمنونسییکدترسیقشمےسدیجنسہ‪،‬مراہیح‪،‬ادیبم‪،‬یقیقحتاوراسدہوموضاعترپرحتبریااہظراکہکلماحلصرکںیکس۔‬
‫❖ میہفتےکذرےعیفلتخموموضاعترپینبمایخالتوجابلطےکاذاہنںیمدبرہجامتوموجدوہےتںیہاںیہنبروےئاکرالرکاانپہطقنرظنوھٹسرپابرولمجںےکذرےعی‬
‫طبضِرحتبرںیمالےنیکدقرتاحلصرکںیکس۔‬
‫ت‬ ‫ت‬
‫❖ اردواورارگنبریںیماسکیںادعتساداکوصحل ربہمجونسیاکدصقمےہتاہکابلطءدورخدتدےکامہاقتوضںےسدہعہبرآوہںیکس۔‬
‫ت‬
‫لیختےکبوبےترپرطفیادنازںیمخدت‪،‬دیپسچل‪،‬احرضدامیغ‪،‬ذاہتاوروبضمطداللئےساےنپہتکنءرظنوکواحضرکےنےکاقبم‬
‫❖ ومضمنونسیےکذرےعیابلطء م‬
‫وہںیکس۔‬
‫ںیکساوراقحقئرپینبمرضوریاکنتیکومشتیلےسالخہصرحتبررکںیکس۔‬
‫❖ وطلیومضمنںیمےسدییئگرسویخںےکتحترصتخمونسٹ{اکنت}ایتررک م‬
‫❖ ایلیمےکذرےعیووصلدننکہےکاقممورمےبت‪،‬رمع‪،‬آسپےکاقلعتتاورفلکتتاےبیفلکتوکدمرظنرھکرکااحتمینہطقناگنہمےسریمساورریغریمسایلیمںیم‬
‫اہمرتاحلصرکںیکس م۔‬
‫ت‬
‫❖ ہبیتاورانبوٹےکاابتعرےسولمجںیکدبتیلییکقشمےسرمعصومقفیاورادیباچینشےسرھبوپررحتبراکہکلماحلصرکںیکس م۔‬
‫ت‬
‫❖ صیخلتاگنریےکذرےعیاےنپعمطمرظنیکرصتخمرگمؤمبراوراجعمادنازںیمبرامجیناکوجہردیپارکمںیکس۔‬
‫ت‬
‫❖ میہفتاکدصقمابلطءیکھجمساوروعشروکزیمہمرکتاےہتاہکوہوپےھچےئگوساالتےکلمکمم‪،‬رصتخماوراجعموجابرحتبررکںیکس۔‬
‫ت‬ ‫ت‬
‫❖ ولمجںیکاسخںیمدبتیلیےکذرےعیاییہتاتوکفلتخمادنازںیمایبنرکےنیکالصحاحلصرکںیکس م۔‬
‫ت‬ ‫مصی‬
‫❖ ابلطءآےنواےلدورںیمرتہبنیادتاء‪،‬مرعشاءاور فبنےکوحاےلےسانشخاحلصرکںیکس م۔‬
‫❖ انمساافلظےکاامعتسلےساخیلمںیہگج ُ ربرکںیکس۔‬
‫ت ت‬
‫❖ رپہچاولاوردومرقمرہوقںیمرطبقیانسحلحرکںیکس۔‬
‫وصولںےسامکقحٗواتیفقاحلصرکںیکس م۔ م‬
‫یکامرگنکمیکساوراجچنےکا م‬
‫❖ اردواوویللربمیکج م‬
‫م‬
‫م‬
‫م‬
‫اول‬
‫اعیمد م‬
‫ت‬
‫اتسگ‪2023‬ء اتدربمس‪2023‬ء‬
‫ت‬
‫وتحیضونعاتا م‬ ‫ت‬
‫وموضاع م‬ ‫دص‬
‫دترسیاقم م‬
‫م‬ ‫ہتفہوارمیسقت‬
‫ت‬ ‫ت‬
‫• اعترفمااستدہوہبلطم‬ ‫اعترف‬ ‫• ااستدہ‪،‬ابلطءاوراصنبےساعتمرفرکواتا م‬
‫• اعترفاصنب‬ ‫الہپہتفہ • اعیمداولےکےئلاکویپںیکایتریرکواتام م‬
‫• اکویپںیکایتر م‬
‫ی‬ ‫• ابلطءیکذینہادعتساداکادنازہاگلرکلبقتسمےکےئلومبرتمکحِیلمعاایتخر‬
‫• رپہچاولودوماکرطہقیاکر م‬ ‫رکتا‬
‫• ہبلطیکیملعادعتساداکاجبرہےنیلےکم‬ ‫دورساہتفہ • ہبلط م‬

‫یکزگہتشمیملعادعتساداکاجبرہانیل م‬
‫ٹسیٹ‬
‫یصیخشت م‬
‫ٹ‬
‫ےئلزجتتایتمورکشاکلح م‬ ‫• اطماعلیتاوررحتبریاہمروتںوکفروغدےرکیقیلختلمعوکلقیصرکواتا م‬
‫• اطمےعلاوروخشوخاینیکادعتسادم م‬ ‫{میہفت}رصتخماوجلایب‬ ‫• رصتخماوجلایبوساالتےکاوصلووضاطباعتمرفاوررحتبررکواتا م‬
‫• وساالتےکرصتخموجاتاتیکالتش‬ ‫وساالتم‬ ‫• ابعرتاکوغبراطمہعلرکوارکوساالتےکوجاتاتالتشرکواتا م‬
‫ےکاوصلووضاطب‬ ‫{اوصلووضاطب}‬ ‫• اوویللںیموساالتےکرصتخموجاتاتیکاتیمہےسروانشسرکوا م‬
‫رک م‬
‫• وساالتےکرصتخمرحتبریوجاتات‬ ‫• وساالتےکوجاتاترحتبررکواتا م‬
‫وساالتےکرصتخموجاتات‬
‫م‬
‫• میہفت{امملثریپارگافےسولمجں‬ ‫ےئ‬
‫امملثریپا م‬ ‫رسیتاہتفہ • امملثریپاےئےکاوصلووضاطبوکرحتبررکواتا م‬
‫یکنادنیہےکاوصلووضاطب}‬ ‫{اوصلووضاطب}‬ ‫• ابعرتےکاطمہعلےکدعبولعمامتھجمسرکمہباچنہپےنیکقشمرکواتا م‬
‫ت‬ ‫ت‬ ‫ت‬
‫• دنمرجولمجںےکدرسریپارگافم‬ ‫درسریپاےئیکنادنیہ‬ ‫• ہقلعتمریپاےئیکنادنیہےکےئلدرسآنشپاکااختنبرکواتا‬
‫یکنادنیہ‬ ‫م‬
‫م‬
‫• }‪}Cloze Passage‬‬ ‫ہیئ‬
‫یفخمریپا م‬ ‫• تالمکمابعراتیکلیمکتےکاوصلووضاطبرحتبررکواتا م‬
‫ت‬
‫• یفخمریپاےئیکلیمکتےکاوصل‬ ‫{لیمکتےکاوصلمو‬ ‫• دےیئےئگاافلظںیمےسہردرسظفلیکنادنیہےستالمکمابعرتیک‬
‫• یفخمریپاہی‬ ‫وضاطب}‬ ‫رکواتا م‬
‫لیمکت م‬
‫اخیلںیہگج ُبر‬
‫• ومضمنونسی‪{:‬رحتبری}‬ ‫ونسی‬
‫ومضمن م‬ ‫وچاھتہتفہ • یقیلختلمعےکدورانولعمامتواشمدہاتوکبروےئاکرالےنےکاقبم‬
‫م‬ ‫{اوصلووضاطب}‬ ‫انبتا م‬
‫م‬ ‫• احموراتاوررتہبنیذریخہاافلظےکاامعتسلےسیقیلختالصوتیحں م‬
‫ںیم‬
‫م‬ ‫اھکنردیپارکتا م‬
‫ت‬ ‫ت‬
‫م‬ ‫• اےنپرجتتات‪،‬ایخالتاورااسحاستیکومبربرامجینیکالصحااجرگرکتام م‬
‫م‬ ‫الثمََانھکل‪،‬ڑپانھ‪،‬وبانلاورساںیمرنہدنمی‬
‫اردوزتانیکفلتخماہمروتں َ‬ ‫•‬
‫م‬ ‫رکتا‬
‫دیپا م‬
‫• ‪200‬اافلظیکالزمدحوکاھجمسرکہقلعتموموضعرپومضمنرحتبررکواتا م‬
‫ت‬ ‫ت‬
‫• ولمجںیکاسخںیمدبتیلیےکاوصلم‬ ‫ولمجںیکدبتیلی‬ ‫• ولمجںیکاسخںیمدبتیلیاحلب ِظزامہناورےلمجےسہلمجاسزیےکاوصل‬
‫ووضاطب م‬ ‫طب‬
‫اوصلووضا م‬ ‫ووضاطباھجمستااوررحتبررکواتا م‬
‫ت‬
‫• اعمیندبتلیےیکریغبولمجںیکدبتیلی‬ ‫ےلمجےسہلمجانبتا‬ ‫• ولمجںےکڈاھےچن‪،‬وقادعوزتادنایناورومزاواقفےکدرساامعتسل‬
‫ےسآاگیہدیپارکتا م‬
‫ت‬
‫• اعمیندبتلیےئکریغبولمجںیکاسخدبتلیرکوارکرحتبررکتا‬
‫• ونسٹیکایتریےک م‬
‫اوصل‬ ‫تاوچناںہتفہ • ونسٹتا{اکنتاسزی}یکایتریےکاوصلووضاطبےسآاگیہمہباچنہپتا م رسویخںےکتحتاکنت‬
‫• رسویخںےکتحتونسٹتا{اکنت}‬ ‫اسزی‬ ‫• ومضمنےکاطمےعلےکدعبدنمرجرسویخںےک م‬
‫تحتوھٹساوراقحقئ‬
‫اسزیم‬ ‫{ونسٹیکایتریےک‬ ‫رکتا‬
‫ےسرصتخمونسٹیکایتریںیماہمرتدیپا م‬
‫اکنتیکومشتیل م‬
‫رپینبم م‬
‫م‬ ‫اوصل}‬
‫م‬ ‫م‬
‫م‬ ‫ونسٹ{اکنتاسزی}م‬ ‫م‬
‫م‬
‫• ایتررکدہونسٹیکدمدےسابعرتاک‬ ‫الخہصاگنری‬ ‫• قشمربمننیتںیمایتررکدہاچرونسٹ{اکنت}یکدمدےس‪100‬اافلظ مرپ‬
‫الخہص‬ ‫لمتشمالخہصایتررکواتا م‬
‫ت‬
‫• ہنکممدحیاےنپاافلظںیمالخہصرحتبررکواتا‬
‫ت‬ ‫ت‬ ‫ت‬
‫• برہمجونسیمےکاوصلووضاطب‬ ‫سی‬
‫برہمجون م‬ ‫روانشس‬
‫م‬ ‫اٹھچہتفہ • ارگنبریابعرتوکاردوںیمبرہمجرکےنےکاوصلووضاطبےس‬
‫ت‬
‫• ارگنبریابعرتاکاردوبرہمج‬ ‫{اوصلووضاطب}‬ ‫رکواتا م‬
‫ت‬
‫م‬ ‫سی‬
‫برہمجون م‬ ‫• اردواورارگنبریںیماسکیںادعتساداکوصحلنکممانبرکابلطءںیمدورخدتد‬
‫ےکامہاقتوضںےسربندآزاموہےناکوحہلصدیپا م‬
‫ت‬
‫م‬ ‫• ارگنبریابعرتاکتااحمورہاردوبرہمجرحتبررکواتا م‬
‫ت‬
‫م‬ ‫• بربیتولسلستماطماعلیتاوررحتبریاہمروتںوکفروغدےرکیقیلختلمع‬
‫م‬ ‫وکلقیصرکواتام‬
‫م‬
‫ت‬
‫• ایلیمےکایتریںیمبربیغورحتیاک‬ ‫ایلیم‬ ‫• ریمساورریغریمسایلیمےکاوصلووضاطبےساعتمرفرکواتا م‬
‫اوصل‬
‫نفااجرگرکےنےک م‬ ‫{اوصلووضاطب}‬ ‫• اوویللںیمدحِاافلظیکاتیمہےسروانشسرکوارکایلیمرحتبررکواتا‬
‫• ایلیم‬ ‫ایلیم‬
‫سی‬
‫ومضمنون م‬ ‫•‬ ‫سی‬
‫ومضمنون م‬ ‫اسوتاںہتفہ • یقیلختلمعےکدورانولعمامتواشمدہاتوکبروےئاکرالےنےکاقبم‬
‫وکسلےکامتمہبلطاکریغاصنیب‬ ‫•‬ ‫اسدہ‬
‫ادیب‪،‬یقیقحتاور م‬
‫انبتاومضمنونسییکدترسیقشمےسدیجنسہ‪،‬مراہیح‪ ،‬م‬
‫رسرگویمںںیمہصحانیلرضوریےہ۔آپ‬ ‫وموضاعترپرحتبریااہظراکہکلممہباچنہپتا م‬
‫ت‬
‫اسراےئےسسکدحیقفتمںیہ؟م‬ ‫• احموراتاوررتہبنیذریخہاافلظےکاامعتسلےسیقیلختالصوتیحں م‬
‫ںیم‬
‫ےک‬
‫اشارات‪-1:‬اکایمیباحلصرکےن م‬ ‫•‬ ‫اھکنردیپارکتا م‬
‫ت‬ ‫ت‬
‫ےئلرضوریےہہکرصفڑپاھیئرپوتہجدی‬ ‫• اےنپرجتتات‪،‬ایخالتاورااسحاستیکومبربرامجینیکالصحااجرگم‬
‫اجےئ‬ ‫رکتا م‬
‫ت‬
‫(ابلطیکدیپسچلوکدمرظنرےتھکوہےئااستدہاینپ‬ ‫• اردوزتانیکفلتخماہمروتں َ‬
‫الثمََانھکل‪،‬ڑپانھ‪،‬وبانلاورساںیمرنہدنمی‬
‫وصادبتدےکاطمقبومضمنےکونعاناک‬ ‫رکتا م‬
‫دیپا م‬
‫ت‬
‫ااختنبرکتکسںیہ۔ م)‬ ‫• وسالوکھجمسرکاینپراےئ‪،‬اقحقئاورایخالتاکااہظررکےتوہےئ‬
‫‪-2‬ریغاصنیبرسرگویمںںیمہصح‬ ‫•‬ ‫ومضمنرحتبررکواتا‬
‫ےنیلےستایقاضمنیمںیمیھبدمدلمیتکس‬ ‫م‬
‫ت‬
‫ےہ۔م‬ ‫ولمجںیکاسخںیمم‬ ‫م‬
‫دبتیلی‬
‫م‬ ‫• وقادعوکوحلمظرےتھکوہےئاحلب ِظزامہنولمجںیکدبتیلییکاہمروتںوکلقیصم‬
‫ت‬
‫• زامےنےکاحلظےسےلمجیکہبیتںیم‬ ‫رکواتا م‬
‫یلی‬
‫دبت م‬ ‫• ولمجںوکلعفامیضےسلعفاحلںیمدبتلیرکےکرحتبررکواتا م‬
‫• لعفامیضےسلعفاحلںیمولمجںیک‬ ‫• رفتمقولمجںوکلعفلقتسمںیمدبتلیرکےکرحتبررکواتا م‬
‫یلی م‬
‫دبت م‬ ‫• رفتمقولمجںوکلعفامیضںیمدبتلیرکےکرحتبررکواتا م‬
‫• میہفتےکلحےکامہاکنت‬ ‫میہفت‬ ‫ہتفہ • م‬
‫آوھٹاں م‬
‫ت‬
‫• وساالتےکرصتخموجاتات‬ ‫رصتخماوجلایبوساالت‬ ‫• میہفتےکاوصلووضاطب‪،‬اقحقئ‪،‬رظنتاتاورآراوکھجمسرکتابربیتادناز‬
‫م‬ ‫ےسشیپرکےنیکقشمرکواتا م‬
‫م‬ ‫• ابعرتاکوغبراطمہعلرکوارکوساالتےکرصتخموجاتاتالتش م‬
‫رکواتا م‬
‫م‬ ‫• اطماعلیتاوررحتبریاہمروتںوکفروغدےرکیقیلختلمعوکلقیصرکواتا م‬
‫م‬ ‫• اوویللںیموساالتےکرصتخموجاتاتیکاتیمہےسروانشسرکوا م‬
‫رک م‬
‫م‬ ‫• وساالتےکوجاتاترحتبررکواتا‬
‫•‬
‫ت‬ ‫ت‬
‫• ارگنبریاابتقساکاردوبرہمج‬ ‫سی‬
‫برہمجون م‬ ‫• اردواورارگنبریںیماسکیںادعتساداکوصحلنکممانبرکابلطءںیمدورخدتد‬
‫رکتا م‬
‫ٹ‬ ‫ت‬
‫• میہفتےکاطمےعلےکےیلای د‬
‫ریپتم‬ ‫• ارگنبریابعرتاکاردوںیمتااحمورہبرہمجرحتبررکواتا م‬
‫صتخمایکاجےئ۔‬ ‫م‬
‫م‬
‫ت‬
‫• روپرٹونسی‬ ‫روپرٹونسی‬ ‫ہتفہ • بربیتولسلستماطماعلیتاوررحتبریاہمروتںوکفروغدےرکیقیلختلمع‬
‫وناں م‬
‫(لنشکنفرپوس)‬ ‫وکلقیصرکواتا م‬
‫• ریمساورریغریمسایلیمےکواحضفرقےساعتمرفرکواتا م‬
‫• اوویللںیمدحِاافلظیکاتیمہےسروانشسرکوارکروپرٹرحتبر م‬
‫رکواتا‬
‫ت‬
‫• بربیتولسلستاوراعمینوافممیہوکدمِرظنرھکرکتالمکمابعرتیکلیمکت‬
‫رکواتا‬
‫م‬
‫ت‬
‫اخیلہگج مرپ‬ ‫• دےیئےئگاافلظںیمےسدرساافلظیکنادنیہےستالمکمابعرتیک‬
‫• تادتدہابعرتیکلیمکتےکےئلہرم‬ ‫لیمکترکوارکرحتبررکواتا‬
‫ت‬
‫درسظفلےکاسےنمناناگلتا‬
‫م‬
‫• ابعرتاکاطمہعل‬ ‫رسویخںےکتحتاکنت‬ ‫• ابلطءیکھجمساوروعشروکزیمہمرکےکوپےھچےئگوساالتےکلمکمم‪،‬رصتخم‬ ‫ہتفہ‬

‫دوساں م‬
‫• رسویخںےکتحتونسٹیکایتری‬ ‫اسزی‬ ‫رکےنےکاقبانبتا م‬
‫اوراجعموجماتاترحتبر م‬
‫م‬ ‫• ومضمنےکاطمےعلےکدعبدنمرجرسویخںےک م‬
‫رپینبماکنتیکومشتیل م‬
‫م‬
‫• ونسٹےکدمِرظنابعرتاکااصتخر‬ ‫ی‬
‫صیخلتاگنر م‬ ‫• قشمربمننیتںیمایتررکدہاچرونسٹ{اکنت}یکدمدےس‪100‬اافلظ مرپ‬
‫م‬ ‫لمتشمالخہصایتررکواتا م‬
‫ت‬
‫م‬ ‫• ہنکممدحیاےنپاافلظںیمالخہصرحتبررکواتا م‬
‫م‬ ‫• صیخلتاگنریےکذرےعیاےنپعمطمرظنیکرصتخمرگمؤمبراوراجعمادناز‬
‫ت‬
‫م‬ ‫ںیمبرامجیناکوجہردیپارک متا‬
‫م‬
‫ت‬ ‫ت‬
‫• وادح‪/‬عمج‪،‬ذمرکومتےکاابتعرےس‬ ‫ولمجںیکاسخںیمم‬ ‫• ولمجںیکاسخںیمدبتیلیےکذرےعیاییہتاتوکفلتخمادنازںیم‬
‫ولمجںیکدبتیلی‬ ‫یلی‬
‫دبت م‬ ‫رکتا م‬
‫ایبنرکےناکہکلمدیپا م‬
‫• ذمرکولمجںوکومتولمجںںیمدبتلیرکوارکرحتبررکواتا م‬
‫• وادحولمجںوکعمجولمجںںیمدبتلیرکوارکرحتبررکواتا م‬
‫• رجشاکریم‬ ‫سی‬
‫ومضمنون م‬ ‫ہتفہ • ہبلطیکیملعادعتساداکاجبرہانیل{تدرہعیومضمنونسی} م‬
‫ایگروہاں م‬
‫• اشارات‪:‬‬ ‫• ڑپانھاور م‬
‫انھکل م‬
‫• ‪-1‬وخبوصرت ُ‬
‫اوربراضفاموحلاک‬ ‫• اطماعلیتاوررحتبریاہمروتںوکفروغدےرکیقیلختلمعوکلقیصرکواتا‬
‫وصحلم‬ ‫م‬
‫• ‪-2‬زدنیگیکاقبیکاضنم‬ ‫م‬
‫م‬
‫• وساالتےکرصتخمرحتبریوجاتات‬ ‫• اوویللںیموساالتےکرصتخموجاتاتیکاتیمہےسروانشسرکوام‬
‫{میہفت}رصتخماوجلایب‬
‫رکوساالتےکوجاتاترحتبررکواتا‬
‫وساالتم‬
‫م‬ ‫م‬
‫م‬ ‫م‬
‫ت‬ ‫ت‬ ‫ت‬
‫• دنمرجولمجںےکدرسریپارگافم‬ ‫امملثریپاےئےسدرس‬ ‫• امملثابعرتےسہقلعتمریپاےئیکنادنیہےکےئلدرسآنشپاکم‬
‫یکنادنیہ‬ ‫ریپارگافیکنادنیہ‬ ‫رکواتا م‬
‫ااختنب م‬
‫م‬
‫م‬ ‫م‬
‫ت‬
‫• امملثریپارگافاکاطمہعل‬ ‫میہفت‬ ‫تاروہاںہتفہ • میہفتےکاوصلووضاطب‪،‬اقحقئ‪،‬رظنتاتاورآراوکھجمسرکتابربیتادناز‬
‫م‬ ‫ےسرکےنیکقشمرکواتا م‬
‫م‬ ‫• ابعرتاکوغبراطمہعلرکوارکوساالتےکوجاتاتالتشرکواتا م‬
‫م‬ ‫• ولعمامتھجمسرکمہباچنہپےنیکقشمرکواتا‬
‫م‬
‫ت‬ ‫ت‬
‫• دنمرجولمجںےکدرسریپارگافم‬ ‫دعتمدامملثریپارگافاکم‬ ‫• ہقلعتمریپاےئیکنادنیہےکےئلدرسآنشپاکااختنبرکواتا‬
‫یکنادنیہ‬ ‫دنمرجولمجںیکہقلعتم‬
‫ت‬
‫م‬ ‫ریپاےئےسدرس‬ ‫م‬
‫م‬ ‫نادنیہ‬ ‫م‬
‫م‬
‫• تادتدہابعرت‬ ‫تادتدہابعرت‬ ‫• تالمکمابعراتیکلیمکتےکاوصلووضاطبےسروانشسرکواتا م‬
‫ت‬
‫}‪}Cloze Passage‬یکلیمکت م‬ ‫{اخیلہگج ُبر}‬ ‫• دےیئےئگاافلظںیمےسہردرسظفلیکنادنیہےستالمکمابعرتیک‬
‫رکواتا م‬
‫لیمکت م‬
‫رسویخںےکتحتونسٹیک‬ ‫ریتوھاںہتفہ • ومضمنےکاطمےعلےکدعبدنمرجرسویخںےک م‬
‫• رسویخںےکتحتونسٹتا{اکنت‬ ‫ایتری{اکنتاسزی}م‬ ‫رکتا‬
‫رپینبماکنتیکومشتیل م‬
‫ی}م‬
‫اسز م‬ ‫م‬
‫م‬
‫• ایتررکدہونسٹتااکنتیکدمدےس‬ ‫الخہصاگنری‬ ‫• قشمربمننیتںیمایتررکدہاچرونسٹ{اکنت}یکدمدےس‪100‬اافلظ مرپ‬
‫الخہصاگنری‬ ‫لمتشمالخہصایتررکواتا م‬
‫ت‬
‫م‬ ‫• ہنکممدحیاےنپاافلظںیمالخہصرحتبررکواتا‬
‫م‬
‫ت‬
‫• )‪ ( Cloze Passage‬م‬ ‫‪( Cloze‬‬ ‫• دےیئےئگاافلظںیمےسدرساافلظیکنادنیہےستالمکمابعرتیک‬
‫• انمسماافلظےکاامعتسلےساخیل‬ ‫)‪Passage‬‬ ‫لیمکترکواتام م‬
‫ت‬ ‫ت‬
‫وہگجںیکلیمکت م‬ ‫اخیلہگجرپ‬ ‫• بربیتولسلستاوراعمینوافممیہوکدمِرظنرھکرکدرساافلظیکنان‬
‫دیہےستالمکمابعرتلمکمرکواتا م‬
‫ت‬ ‫ت‬
‫• ارگنبریابعرتاکاردوبرہمج‬ ‫سی‬
‫برہمجون م‬ ‫ہتفہ • اردواورارگنبریںیماسکیںادعتساداکوصحلنکممانبرکابلطءوکدورخدتدم‬
‫وچدوہاں م‬
‫ت‬
‫م‬ ‫• ارگنبریابعرتاکتااحمورہاردوبرہمجرحتبررکواتا‬
‫م‬
‫ت‬ ‫ت‬ ‫ت‬
‫• دروخاسونسیم م‬ ‫دروخاس م‬
‫ونسی‬ ‫• بربیتولسلستماطماعلیتاوررحتبریاہمروتںوکفروغدےرکیقیلختلمع‬
‫(لنشکنفرپوس)‬ ‫وکلقیصرکواتام م‬
‫ت‬
‫• اوویللںیمدحِاافلظیکاتیمہےسروانشسرکوارکدروخاسرحتبررکواتا م‬
‫م‬
‫م‬
‫• رپہچاولےکامتموموضاعت م‬ ‫ہتفہ • رپہچاولےکوموضاعتےکتارےںیمابلطءیکذینہادعتساداکادنازہاگلتا م ااعدہبراےئامششیھ‬
‫دنپروہاں م‬
‫ااحتمتات‬ ‫• ابلطءیکادعتسادںیمرتہبیےکےئلومبرتمکحِیلمعوعضرکتا م‬
‫رپہچاولےکوموضاعتم‬ ‫م‬
‫م‬
‫ااعدہبراےئامششیھ‬ ‫وسوہلاںہتفہ • رپہچدومےکوموضاعتےکتارےںیمابلطءیکذینہادعتساداکادنازہاگلتا م‬
‫رپہچدومےکامتموموضاعت‬ ‫ااحتمتات‬ ‫• ابلطءیکادعتسادںیمرتہبیےکےئلومبرتمکحِیلمعوعضرکتا م‬
‫رپہچدومےکوموضاعتم‬
‫م‬
‫ت‬
‫وصادبتد م‬
‫م‬ ‫ااستدہیک‬ ‫دہرایئم‬ ‫• ابلطءیکارفنادیالکشمتاکلح‬ ‫رتسوھاںہتفہ‬
‫ت‬
‫تحت‬ ‫• ونٹ‪ :‬د‬
‫ااستہماینپوصا مدبتداورروزرمہومعمالتےکم م‬
‫ت‬
‫رسرگایمںرکواتکسںیہ۔وکششیکیئگےہہکہتفہواردترسیوصنمہبم‬
‫ت‬ ‫ت‬
‫دنبیااستدہوابلطءےکےئلدیفمتاتوہ م۔ م‬
‫ت‬ ‫ت‬ ‫ت‬
‫• ونٹ‪:‬ااستدہاینپوصادبتداورروزرمہومعمالتےکتحترسرگایمںرکواتکسںیہ۔وکششیکیئگےہہکہتفہواردترسیوصنمہبدنبیااستدہوابلطءےکےئلدیفم‬
‫ت‬
‫تاتوہ۔م‬
‫ت‬
‫• لنشکنفرپوسےکزرمےںیم(ایلیم)ریمسریغریمسطخ‪،‬دروخاسونسی‪،‬روپرٹونسی‪،‬رقتبرونسیاورالبگوریغہشالمںیہ۔‬
‫ت‬
‫ت‬

Grade 9 1st Term Syllabus

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Grade 9 1st Term Syllabus

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Copyright:

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The City School

Academic Year 2023-24

• complete pro-forma business documents

• understand the use of business documents as

Paper Pattern Orientation Introducing students to business community 1

1.5 Business -the need for and importance of business objectives

(b) the number of outer shell electrons is equal

Describe the use of a flame test to identify the cations:

Topic Sub Topics Assessment Objectives Week

UNIT 2: Directed • Opinion/Response Writing. • Articulate experience and express

Narrative: Explicitly tells a

Topic Sub Topics Learning Objectives Week

Topic Sub-Topic Learning Objectives Weeks

• Give appropriate upper and lower bounds

Students should be able to:

• Climate of Unit 2 – Climate Students should:

• Natural Unit 3 : Water Students should be able to:

- acceleration = change in velocity / time

- moving with changing acceleration

- Define gravitational field strength as force

‫ت‬ ‫ت‬ ‫سل‬

‫‪Paper 1: Reading and Writing‬‬

‫• ہبلطیکیملعادعتساداکاجبرہےنیلےکم‬ ‫دورساہتفہ • ہبلط م‬

‫• ابعرتاکاطمہعل‬ ‫رسویخںےکتحتاکنت‬ ‫• ابلطءیکھجمساوروعشروکزیمہمرکےکوپےھچےئگوساالتےکلمکمم‪،‬رصتخم‬ ‫ہتفہ‬

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