Curriculum Implementation Guide For Teachers Session 2023-24 Dated 16 Jun 2023

Department of
Curriculum Planning &

Development
Curriculum Implementation Guide

for Teachers
Session 2023-2024
Army Public Schools & Colleges System Secretariat

Table of Contents C
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Chapters Contents Pgs.
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1 Scheme of Work
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1.1 Introduction 02 i
1.2 Assessment for Learning 05 c

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1.3 Strands and Values Education 10
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1.4 Skills Development 13 u
1.5 Project Work 18 m
1.6 Effective Utilization of White Board 20

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Chap 2 Planning
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2.1 Coordination Meetings, Lesson Plan & Evaluation 22 p
2.2 Success Criteria 29 l
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2.3 Graphic Organizers 30
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2.4 Blended Teaching and Learning Approach 32
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Chap 3 Islamiyat, Nazra and Tarjuma- ul-Quran n
3.1 National Education Policy – 2017 34 t

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3.2 The Compulsory Teaching of the Holy Quran Bill – 2017 34
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3.3 Single National Curriculum (SNC) – 2020. 34 i
3.4 Objectives 35 o
3.5 Implementation Strategy n
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3.6 Religious Education for Non-Muslim Students
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Chap 4 Language Development Programmes u
4.1 APSACS English Language Development Programme 39 i
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4.2 APSACS Urdu Adab Silsla 46
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Department of Curriculum Planning & Development

Table of Figures
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Ser Name Pgs. u
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1. Strands 12 r
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2. Standard Project Trail 19 c
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3. Lesson Plan, Execution & Evaluation 28 l
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4. Table of Graphic Organizers 30 m
5. Blended Teaching and Learning Approach 33 I

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Preface C
APSACS Secretariat is the nucleus of the Army Public Schools & Colleges System. u
It does not only communicate and coordinate amongst all schools but plays the role r
of a lighthouse by supplying detailed policy guidelines and instructional booklets for r
the exemplary working of the system. i
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To ensure uniformity and standardization in its education system, APSACS
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Secretariat after deliberate consideration and consultation designs policies and
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procedures to implement the curriculum for the best outcomes.
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APSACS strongly believes in a sublime Vision and Mission;
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APSACS Vision
“Investing in the success for all students” I

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APSACS Mission
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“Provide exemplary educational programs of l
international standards that inspire and prepare all students e
for success in global environment at affordable costs” m
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Thus, all the APSACS policy decisions revolve around staying steadfast on its Vision
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and Mission.
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To carry forward this practice the Curriculum Implementation Guide is developed to t
provide clear and succinct policy guidelines. These are designed in the light of i
APSACS's vision and mission, for the smooth running of all the institutions at each o
level. n
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CHAPTER – 1
SCHEME OF WORK
Scheme of Work
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1.1 Introduction
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a. A plan that outlines the learning objectives to be achieved over a set period
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(typically a term or an academic year) is referred to as a Scheme of Work.
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It helps to structure the teaching, learning, and assessment of any subject
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logically in progression.
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b. A Scheme of Work details the method of delivering the curriculum, such as
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the order of lessons, the amount of time to be dedicated to each topic and
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any assessment activities that might be necessary. Keeping in perspective
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this efficacy of the Scheme of Work and to help teachers plan and
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sequence their lessons in advance more effectively, APSACS has
transposed from detailed Break Ups to SOWs.
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c. APSACS Scheme of Work is a convenient and succinct document that
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maps out the curriculum into deliverable units. It is student centred and
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allows room for teachers to manoeuvre, create and produce greater contact
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time with students. It aims to give greater latitude to teachers to tailor
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lessons according to individual class needs. Furthermore, it includes clear
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guidelines on Assessment for Learning so that teachers are well-equipped
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to steer the learning toward the maximum output.
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d. Instructions for Teachers. A Scheme of Work based on International
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Standards and SNC SLOs 2022, is developed for each class and subject
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providing an outline for planning & teaching of the curriculum content.
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However, schools will need to adjust the Teaching Weeks, Periods, and
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Holidays according to their Regions’ Academic Calendar.
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e. Contents of SOW
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(1) SOW Summary. SOW Summary gives clear and to-the-point
information about the Prescribed books, Reference books, Notebooks,
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and most importantly the syllabus outline. The total number of
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Teaching Weeks and Teaching Periods required to complete each Unit
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and Chapter/topic are also given in this summary.
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(2) Scope and Sequence. The scope and sequence is a commonly used
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term in education when talking about curriculum, books, or courses.
The scope refers to the amount of content to be taught in a particular
time to the learners. The sequence is a list and order of the concepts,
topics, and content that are covered through a book, syllabus, or

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lesson plans.
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(3) Unit, Chapter, Topic and Skills. Relevant Unit wise information is given
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under the appropriate headings e.g., the Unit no., Sub units/ Chapters/
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Topics/ Lessons. Skills given in SOW are for the entire Unit / Chapter.
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Teachers must pick and write the focused skills for their daily Lesson
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Plan.
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(4) Student Learning Outcomes. The SLOs of the entire Unit/Chapter are
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given in simple and user-friendly language for the teachers to share
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with students so that they are also aware of the direction and
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progression of the teaching & learning to focus on the required
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knowledge and skills.
(5) Teaching Strategies and Learning Activities. Appropriate teaching
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strategies are given to guide teachers to develop and plan their daily
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lessons however teachers are free to add more strategies that they
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deem effective. A number of Class Activities to help students
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understand the concept are also suggested. The teachers must identify
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Relevant Strands and Icons in their Lesson Plans.
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(6) Digital Resources & Tools. A good number of Digital Resources &
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Tools are given alongside detailed teaching strategies and activities.
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Teachers ought to use the given Digital Resources to utilize the
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content for better comprehension of students, however make sure that
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the aim and purpose for showing the digital content is made clear to
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the students. Whereas, Digital Tools are to ensure better reinforcement
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through online assessments. Such online quizzes are not only fun to
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take but easy to check, thus decreasing teacher’s workload.
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(7) Assessment for Learning. Some AFL strategies/activities are given in
the SOWs however, teachers also need to think of more such
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activities/strategies during Subject Coordination Meetings and must
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mention them in their Lesson Plans.
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(8) Teaching Resources. Textbook, Workbook, Activity Book, Teaching
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Guides, Suggested Resource Materials along with their page numbers
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are given. Moreover, A/V Aids, real-life objects, IT equipment, Digital
Resources and Tools are also indicated. However, teachers can add
alternative resources according to the planned activities. Ensure that
the Digital Resource Content and Images are age-appropriate and do

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not contain any objectionable material against any Religion, Pakistan,
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or Armed Forces of Pakistan.
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(9) C.W, H.W & Online Assignments/ Research Project:
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(a) C.W, H.W, and Online Assignments are identified in the SOW.
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APSACS SOW provides a number of tasks during the class.
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Teachers must judiciously select the relevant tasks for each topic.
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(b) Teachers must follow APSACS H.W policy. Online
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Assignments/Research projects are an essential component to keep
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students and teachers engaged in the process of digital learning to
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develop a research mindset, therefore this practice should continue.
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1.2 Assessment for Learning. Assessment for Learning is a strategy that
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focuses on using assessment as a tool to support and enhance students’ learning. It
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involves ongoing, formative assessment practices that provide feedback to students
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for better comprehension. Here are some key strategies of Assessment for Learning:
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a. Anecdotal Records. An Anecdotal record is an informal written academic
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description of a student. Improve classes with specific problems or
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difficult parts, and enter as a result of direct observation. Anecdotal notes
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can be used as documentation of students' achievements in studies.
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Beware - Informal reports should be written carefully, avoiding
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judgmental remarks.
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b. Application Cards. After learning about an important theory, principle, or
method, ask students to write one or more practical applications of what
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they just learned to see how well they communicate their knowledge.
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c. Blog. A blog, short for “weblog,” is an online journal regularly updated by
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students based on current content or research issues. Blogs are usually
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updated daily and require little to no technical knowledge to update.
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Students can use the blog to create their own online journal.
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d. Brainstorming. Brainstorming is a technique that is used to determine
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what learners already know about a subject. Because there are no
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criticisms or grades, students are often highly motivated to be able to
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participate.
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e. Chain Notes. Students pass around envelopes in which the teacher
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writes questions about the lesson. When the envelope arrives at the
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students, they take their time to answer the questions and then place the
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answer in the envelope for their teacher to assess later.
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f. Checklists. Checklists define student behaviours and outcomes in the
curriculum, including action or content goals. These are a reliable and
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simple observation method. Checklists are mostly used to track student
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progress.
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g. Debates/ Discussion. Debate/discussion helps teachers evaluate
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students' thinking capability and oral presentation skills. They can assess
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their ability to understand and present concepts coherently.
h. Directed Paraphrasing. To test students' ability to understand and
communicate concepts, teachers can ask them to write a layman's
"translation" of what they have just learned for a specific person or

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audience.
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i. Exit Cards. Exit cards are a fast way for teachers to gauge students'
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comprehension. They are written responses to questions at the lesson or
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day's end. This strategy can be used at any level or subject.
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j. Follow-up Questioning. Effective questions from teachers or students
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should go beyond memorization and ask for observations, comments, or
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lead discussions thus exemplifying Bloom's taxonomy levels.
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k. Gallery Walk. Students in small groups go around the room discussing
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class questions or problems in the subject at hand. Teacher pastes
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questions at different points called stations. Students go to different
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stations, discuss, write comments, and move to the next station with the
teacher’s signal.
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l. Graphic Organizers. Graphic organizers aid student comprehension.
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Examples include T-charts, Venn diagrams, and KWL diagrams. Graphic
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organizers assess student’s understanding of ideas / concepts /
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relationships.
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m. Guided Reciprocal Peer Questioning. Guided questioning enables
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students to ask about new material or recognize gaps in their knowledge
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through open-ended prompts. E.g. "What if..." Ask each other "How does
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____ affect ____?".
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n. Hand Signals. Students raise their hands and the teacher gives a
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‘thumbs up/down’ to indicate understanding. It can be done vice versa.
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o. Interviews. Conduct structured or unstructured interviews with one or
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more students to test their understanding of a concept or process.
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p. Journals - Learning/Reflection. Reflection as a learning journal allows
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students to reflect on the learning that is taking place in the classroom.
Journals provide students with everyday conversations in which they can
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reflect on important concepts or ideas raised in class.
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q. KWL Chart. A KWL chart is a type of graphic organizer that allows
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students to determine "What they know about a particular topic", "What
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they want to know about a particular topic", and "What they learn about a
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particular topic from the lesson".
r. Learning Logs. Learning Logs are used to measure students’ progress.
It represents ongoing student feedback on a particular area of study. The
entries are regular and properly dated.

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s. Minute Paper. A Minute Paper is an informal assessment method in
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which students are asked simple questions about some aspect of the
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lesson that they can answer in one minute, and then the teacher collects,
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verifies, and sends back the answers on 3 x 5 cards to students with
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comments or other interesting points.
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t. Muddiest Point. Muddiest Point identifies the most confusing parts of a
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lesson. Students write the problematic concept on a card or email. The
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teacher gathers students' "highlights" and explores them further in the
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next lesson for better comprehension.
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u. No Hands Up. The "No Hands Up" rule gives the whole class time to
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think about preparing an answer before the teacher selects a student to
respond. Another way is to allow a show of hands, only when the student
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has a question of their own.
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v. Open-ended Questions. Open-ended questions are simple or
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deliberately challenging with a single correct answer. Ask students to pay
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attention to content knowledge and personal knowledge. This strategy
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provides the highest level of Bloom's Taxonomy classification
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(evaluation).
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w. One-sentence Summary. This simple strategy helps students ask
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themselves, “Who does what?, to whom, when, where, how, why?"
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(Represented by the letters DWWWWHW). Students combine their
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answers on a topic into short sentences, paragraphs and long
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sentences.
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x. Pairs Check. Pairs Check is a method in which groups of four, work in
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pairs on a problem. Student A attempts the given problem whereas
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student B acts as coach and indicates when the student A solves the
problem, then for the next problem/question students switch roles. In the
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next step, each pair checks the other pair to verify its position.
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y. Performance Task. A Performance Task is a learning activity that allows
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for multiple solutions, connects to the student's previous knowledge, and
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provides personal meaning and stimulation. Performance tasks are used
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to determine what students know and can do about acceptable content.
z. Quick Write. Quick Writing is an informal assessment tool that asks
students to write a short paragraph (within 10 minutes) and focus on
content, not grammar.

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aa. Roving Reporter. A roving reporter is a member of a group that roams
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the room looking for ideas and help from other groups.
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bb. RSQC2 (Recall, Summarize, Question, Comment, and Connect).
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RSQC2 assesses students by having them recall and combine key
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points from previous lessons. Students create unanswered questions
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and link concepts to the overall goal of the course while providing
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comments on their understanding.
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cc. Rubrics. Rubrics are written instructions by which student work is
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graded. The rubric clearly explains how student work will be evaluated
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and provides the criteria needed to achieve each level. Standards are
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useful for students (clearly explaining what is expected of students) and
staff (making grading easier and less subjective).
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dd. Short Quizzes. Short questionnaires usually contain one to three
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questions which can be short, multiple-choice, complete, or open-ended.
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It is an informal way to assess what students have learned about the
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content.
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ee. Student-generated Test Questions. Students write test questions and
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answers on course topics, helping them evaluate their understanding
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and identify good test items.
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ff. Surveys/ Rating Scales. Surveys and rating scales make it easy to
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gather info on students' comprehension. Online surveys avoid
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embarrassment and allow a demonstration of understanding. Students'
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results are combined online into a class chart or table.
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gg. Traffic Light Cards. Students have red, yellow, and green cards. If a
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student shows their yellow card, it means the teacher is going too fast. If
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someone has a question, they'll show it in red and the teacher can select
a student with yellow or green card to ask a question.
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hh. Think-Pair-Share. In Think Pair Share, students think of a question,
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formulate it, discuss the question with their pairs, and share their
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answers with their classmates.
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ii. Turn-to-Your-Neighbour. This is a helpful technique for all-scale classes.
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Here, teacher assigns students a problem to solve. Ask students to turn
to their neighbours and discuss a problem without using any additional
resources. Small groups of 3-4 students are recommended.

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jj. Umpire. Umpire (Arbitration) is when the teacher asks a question and
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checks with other students to see if they agree with the first student's
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answer. "Do you agree with his definition of circumference, or what do
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you think?"
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kk. Videos of Student Portfolio. Using video to document student work is a
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practical way to identify what students have achieved and what they
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know against the content standards.
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ll. Wikis. A wiki is a website or similar online resource that allows users to
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add and edit general content.
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mm. Write Before Discussion. Pre-discussion writing improves discussions
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with low engagement. Students respond to a question with brief
comments before the discussion. Writing is for personal use only and is
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not shared with the teacher. Students can benefit from this by improving
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their writing and facilitating discussion.
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nn. X Games. X Games is a spin-off of the extreme sports version that
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students’ "extreme" issues will be dealt with in groups of four. The game
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can take place quarterly and be divided into seasons according to the
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mathematical references in force.
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oo. Y Graphic Organizer. The Y Graphic Organizer is a three-part chart
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embedded in a pie chart i.e, the pie chart is divided into three parts to
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form a Y. Students can use the Y-Chart to organize their knowledge of a
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topic by writing or drawing the look, feel, and sound of a topic. Students
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are asked to think about topics that affect the three senses: sight,
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hearing, and touch.
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pp. Z Chart. Z-Charts display student progress over time and can generate
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various graphs with different perspectives. One Z chart can provide three
distinct line charts in a basic format. Students want to see their progress
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in the short term by asking "How is my month/week/etc.?” Academic
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growth/decline is important in the long run.
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1.3 Strands and Values Education. The latest APSACS Syllabus is developed
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according to the Single National Curriculum, COAS Directive and demands of the
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21st Century Skills.
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a. Strands are embedded in the Syllabus and can be identified by different
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icons which serve to alert the teacher to capitalize on such teachable
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moments during the lessons. Teachers will not mention these strands
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explicitly in the objectives however emphasize their importance indirectly.
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b. APSACS Syllabus focuses not only on developing a hard-core knowledge
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base at each level but also on building a wholesome personality.
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Therefore, a robust Values Education Programme in line with our social
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and religious obligations is in place. It helps teachers in nurturing the love
and pride of the land (Patriotism) in students by helping them explore local
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/regional/ national cultures and traditions.
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c. APSACS Syllabus guides and helps teachers to inculcate the four Cs
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(Critical thinking, Creativity, Collaboration & Communication) in
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students. These four skills are essential for today’s students to succeed in
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all aspects of life.
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d. Good decision-making skills can help students to live a successful life. It
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allows them to find and choose the most suitable solution/ option in any
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situation. Decision-making skill is a core competency directly linked with
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Critical Thinking and its fundamentals.
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e. Basic ICT (Information and Communication Technology) skills are the need
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of the hour and this “re-skilling” in an era of automation, data and Artificial
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Intelligence (AI) is essential.
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f. Life skills have been defined as, the abilities for adaptive and positive
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behaviour that enable individuals to deal effectively with the demands and
challenges of everyday life.
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g. Interfaith Harmony promotes the calm and peaceful coexistence of all
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peoples. This interrelationship between people of different religious
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affiliations at the individual and organizational levels conveys a positive
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image of Pakistani society. Pakistan was founded on Islamic ideology and
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allows all ethnic minorities freedom of religion in accordance with Islamic
norms. APSACS aspires to foster Interfaith Harmony among its staff and
students by including this strand in relevant topics/discussions and even in
class/school activities.

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h. Values Education and character building is realized through the direct and C
hidden curriculum of any formal school culture. At APSACS, to develop u
high sense of integrity, responsibility and selflessness, conscious effort is r
made to embed strands of Values Education for the majority of subjects. r
The topics for creative writing, debate and dialogue are carefully selected i
to provide students with an opportunity to reflect on and internalize values c
by using critical thinking skills. Efforts are made to stimulate the intellect of u
students as well as make them morally sound. APSACS has robust l
Academic and Co-Curricular Activities (CCA) programmes through which u
students are taught to practice values such as tolerance, co-operation, m
sharing, team work, respect for everybody, compassion for young and
weak, human and animal rights, saying NO to Bullying/drugs/aggression I
and toxic competition, care for the environment, dignity of labor etc. m
i. When teaching any class, the teachers must understand that all the values p
cannot be embedded in one class or school level. Values Education is l
progressively embedded in different lessons/classes to develop the e
Emotional Intelligence of students. The teachers are expected to m
emphasize a particular point during the lesson. These are the teachable e
moments which the teachers can capitalize and benefit from. n
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For teachers clarity following strands are given along-with their Icons.
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Strands Icons / Symbols Strands Symbols r

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Values i
Patriotism
Education c
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Interfaith u
Life Skills
Harmony m
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Communication Creativity
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Critical Thinking Collaboration m
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Smiles / t
e-Skills/Digital
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Disaster
Literacy
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Management
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Sports Inclusion n
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Decision Making Say No to Drugs i
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Fig: Strands

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1.4 Skills Development
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a. The aim of any curriculum is to develop human resources in the shape of a
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future generation which can be productive at personal, national &
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international levels. The quintessence of every curriculum is to develop
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skills which enhance an individual’s capacity to interact effectively and
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improve the quality of life all around. The capacity & quality of psycho-
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social and civic life is enhanced by following multiple strands of a rich and
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diverse curriculum. To achieve this end, the curriculum implementers must
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be experts who can develop the requisite skills in the learners. From the
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start the intellectual, social, aesthetic, emotional and physical needs of
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students are central to the curriculum, so that the classroom becomes a
world in which the acquisition of skills is highly valued and easily
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achievable.
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b. It has been observed that teachers’ main focus is only on completing the
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prescribed syllabus content instead of developing the requisite skills. The
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Critical Thinking Skills to solve and construct new meanings and
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understandings are also ignored.
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c. Therefore, a comprehensive list of subject-wise skills is provided ahead.
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During the Subject Coordination Meetings this list can help teachers identify
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the particular skill/skills which are being developed through the teaching of
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a lesson. The same will be entered in the requisite box /space provided in
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the lesson plan format.
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d. After studying the objectives of a lesson given in the SOW, the teacher will
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identify the focused skill/s during the teaching process.
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e. Subject Wise Skills List:
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English Literacy
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Listening Speaking Reading Writing
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• Comprehension • Fluency & • Fluency & • Syntax i
• Critical Accuracy Accuracy d
• Grammar
Evaluation e
• Pronunciation • Comprehension
• Mechanics
• Listening for
• Vocabulary • Decoding (punctuation,
gist
spelling,
• Listening for • Skimming &

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‫‪Information‬‬ ‫‪• Grammar‬‬ ‫‪Scanning‬‬ ‫& ‪handwriting,‬‬
‫‪C‬‬
‫‪• Listening for‬‬ ‫)‪vocabulary‬‬
‫‪• Communication‬‬ ‫‪• Predicting‬‬ ‫‪u‬‬
‫‪Details‬‬
‫‪• Communication‬‬
‫‪• Intonation‬‬ ‫‪• Note-taking‬‬ ‫‪r‬‬
‫‪• Eliciting‬‬
‫‪• Application‬‬ ‫‪r‬‬
‫‪• Interpreting‬‬ ‫‪• Presenting‬‬ ‫‪• Questioning‬‬
‫‪i‬‬
‫‪• Planning‬‬
‫‪• Debating‬‬ ‫‪• Inference‬‬ ‫‪c‬‬
‫‪&Organizing‬‬
‫‪u‬‬
‫‪• Creativity‬‬ ‫‪l‬‬
‫‪• Summarizing‬‬ ‫‪u‬‬
‫‪m‬‬
‫اُردویکاہمرںیت‬
‫‪I‬‬
‫• زابنانشیس‬ ‫• لیثمتاکری‬ ‫• یمیہفت‬ ‫انھکل‬ ‫•‬ ‫‪m‬‬
‫• ہلمجاسزی‬ ‫• رکداراگنری‬ ‫• اسلین‬ ‫ڑپانھ‬ ‫•‬ ‫‪p‬‬
‫• یقیلختوالیختیت‬ ‫• الخہصاگنری‬ ‫• االطیق‬ ‫وبانل‬ ‫•‬ ‫‪l‬‬

‫‪e‬‬
‫• روزرمہزدنیگےسرطب‬ ‫• رشتحیواضتح‬ ‫• زجتاییت‬ ‫• یعمسورصبی‬
‫• ابہمیتعاون‬
‫‪m‬‬
‫رقتریی‬ ‫•‬ ‫ااہظ ِرایخل‬ ‫•‬
‫‪e‬‬
‫• رطبولسلست‬ ‫• ادتسالیل‬ ‫ومازانیت‪ /‬اقتیلب‬ ‫•‬
‫‪n‬‬
‫• یقطنم‬ ‫دیقنتی‬ ‫•‬ ‫‪t‬‬
‫‪a‬‬
‫‪t‬‬
‫االسایمت‬
‫‪i‬‬
‫• ااہظ ِرایبن‬ ‫• دیقنتی‬ ‫• االطیق‬ ‫• رقٔاتووجتدی‬
‫‪o‬‬
‫• االسیمو االخیق ادقاریک‬ ‫• ادتسالیل‬ ‫• زجتاییت‬ ‫• یمیہفت‬ ‫‪n‬‬
‫اچہپن‬ ‫• ریستاگنری‬ ‫• رقتریی‬ ‫• رحتریی‬
‫‪G‬‬
‫‪u‬‬
‫رعیب‬
‫‪i‬‬
‫• اخمرجیکحیحصاچہپناوردرتسادایئ‬ ‫‪d‬‬
‫• العامتیکاچہپناوردرتسادایئ‬ ‫‪e‬‬
‫• رعیباافلظیکادایئںیمدرتسظفلتاکاامعتسل‬
‫• رقٔاتووجتدیےکاسھترقٓاینٓاایتوکظفحرکےنیکاہمرت‬
‫‪Department of Curriculum Planning & Development‬‬

‫‪Page 14 of 51‬‬
Preschool
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Preschool: • Tracing & Drawing
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• Listening • Colouring
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• Speaking • Patterning i
• c
Reading • Comparing
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• Writing • Gross & Fine Motor Skills
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letters • Eye-Hand Coordination u
• Recognizing numbers
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alphabet • Problem-Solving Skills
• Identifying
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• Phonetic Awareness
• Following Directions m
• Sorting p
• Predicting
• Visual Discrimination l
• Auditory Discrimination
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• Visual Memory
• One to One Correspondence m
• Creativity e
• Self-help Skills
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• Comparing &Contrasting
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• Classification a
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Mathematics Science
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• Recognizing • Evaluating • Making • Observing
Connections
• Ordering • Calculating • Hypothesizing
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• Consequences
• Counting • Simplifying • Fact finding u
• Analogical i
• Adding • Comparing • Planning
Reasoning d
Experiment
• Subtracting • Estimating
• Comparing e
• Handling
• Dividing • Analytical
• Inferring Equipment
Thinking
• Multiplying
• Judging

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• Identifying • Problem- Relevance • Measuring
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Solving
• Measuring • Analyzing • Collecting u
• Plotting &Recording
• Converting • Classifying r
Data
• Critical r
• Reasoning • Drawing&
Thinking • Investigating i
Labelling
• Factorizing c
• Logical • Collaborating&
• Reporting& u
Thinking Communicatin
Concluding l
g
• Using u
Mathematical • Predicting m
tools
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General Knowledge/ Social Studies
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History Geography l
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• Thinking Skills (thinking • Cartographical Skills m
through)
• Graphical Skills e
• Understanding the Historical n
• Statistical Skills
process using organizers t
• General Investigative Skills
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• Organize Inquiry
• ICT Skills t
• Formulating the Narrative
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• Mapping Skills
• Chronological Skills o
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• Comparing &Contrasting
• Causation
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• Mapping Skills u
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• Timeline
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Computer Art
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• Identify and use icons & menus. • Creating • Recognizing
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Hand • Cutting and
• Start an application / open and • Free
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Pasting
move among more than one Drawing
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application at a time. • Painting
• Colouring c
• Dealing with real life problems • Collage work u
• Sketching
while using digital literacy. l
• Calligraphy
• Shading
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• Familiarizing with hardware &
• Tracing
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software.
• Organizing work effectively on

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computers.
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Using appropriate terminology. p
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1.5 Project Work
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a. APSACS values the practical application of knowledge and skills. To
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achieve this, students are given long-term project work that involves
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investigation and presentation in written and illustrated form. Project stages
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include research, building, and presentation. Skills required for project
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presentation include task delegation, research, information gathering,
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artistic and meaningful presentation, and effective communication.
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Students enjoy projects that allow them to contribute based on their
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strengths and abilities, capitalizing on their unique talents. Project work
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fosters cooperative competition and emphasizes the importance of
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collaboration in group tasks.
b. For the project to be successful, good working relationships must be
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established and students must work well with learning partners in a
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conducive environment. The amount of time spent on the project depends
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on the time available and the nature of the project.
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c. Stages and Steps of a Project
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(1) The stages of a project are as follows:
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(a) Conception of idea, setting objectives and deadlines.
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(b) Group activities.
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(c) Data collection &processing of information.
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(d) Organize data and create end-product.
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(e) Final presentation with layout.
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(2) Irrespective of the length of the project, these steps must be followed:
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(a) Classroom Planning. The students and the teacher must discuss the
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content and the scope. Discuss side as and different means of gathering
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the necessary data. The teachers should form groups of mixed-ability
students.
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(b) Carrying out the Project:
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i. Teacher should inform the school management about the project
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work.
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ii. Parents/Guardians should be informed about the project
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especially, if students have to visit places outside the school.
iii. Roles and duties should be assigned to organize the project
work according to students’ interests and capacities.

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iv. Provide facilitation if students need to conduct interviews, do
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recordings, take photographs, and use the science /computer
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laboratory or art room facilities.
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v. Set realistic deadlines.
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d. Reviewing & Monitoring of the Project. Reviewing and monitoring include
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discussion, giving finishing touches to the project, and presentations.
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Feedback sessions, both during and after the project, should be held.
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e. Nature of Projects given in the Syllabus. Classes, I-VIII are assigned
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project work in English, Arts, Science, Social Studies/History, and
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Computer Science, with instructions and resources provided to benefit both
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teachers and students. Art teachers’ support may be required for projects,
and research work may be assigned as homework. Research and guidance
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are essential, and original work is to be valued and graded.
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f. APSACS SRTEAM Expo for Project Display:
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(1) All the projects and displays made during the term must be kept safe for
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APSACS STREAM Expo Day.
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(2) APSACS STREAM Expo (Ref to Research and Holistic Development
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Policy) will be conducted at the end of the first term during the Result
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Preparation and PTM week. Proper preparation for the display of
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projects and presentations should be made.
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(3) Refer to the given figure for clarity.
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Fig: Standard Project Trail
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1.6 Effective Utilization of White Board
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a. Today’s classroom and its allied concept have changed manifolds due to
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the increasing use of the latest gadgets e.g., interactive boards, multimedia,
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projectors, etc. But despite all the modern gadgetry to facilitate learning, the
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role of a simple black/whiteboard cannot be undermined. It is still a valuable
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tool for teaching, be it a university class or a toddler’s playgroup. It is the
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most versatile and cost-effective teaching tool available in a classroom for
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every subject. If you simply stand and talk in front of a class, you will fail to
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capture the attention of those students who process visual information
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better. Even if a lesson is given through multimedia, a white/blackboard is
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invariably needed for presenting any off-the-cuff and innovative additional
ideas by teachers or learners.
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b. Besides outlining topics of the day, the whiteboard is also used to
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emphasize major points, summarize ideas, present
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graphs/diagrams/charts, show computation, spell out new
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terms/vocabulary, and remind about homework or assignments.
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c. To use the whiteboard effectively teachers ought to plan the lesson and its
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allied board work in advance. Unplanned chaotic use of a whiteboard ruins
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the chance of getting the best from this useful resource. Moreover, the use
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of headings, circling, or other methods to emphasize or highlight important
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information proves to be highly effective.
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d. Dividing a whiteboard in sections to provide information/explanation, proves
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to be very useful. There are various ways of doing it, one such way of
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blackboard / Whiteboard division is the H Model which effectively divides
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the board into four parts. The upper part of H is to write the content for
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students to see till the end of the lesson. The lower part of His to write
points, and make figures/ graphs that are to be used during the lesson and
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will be erased after explanation. The right side of the H board is to write the
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lesson objectives and success criteria and the left side is for homework,
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project reminders, and important announcements like checkpoint
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assessments, holiday or excursion plans, etc.
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e. Standing at an appropriate position while writing on the board is very
important. A teacher standing in front of the whiteboard while writing loses
the impact of the information being written, as well as the students’
engagement. Therefore, teachers when writing should try standing on the

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right side of the board so that it stays visible to the students. This body
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position also helps to write in straight lines. While writing engage students
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through interactive discussion regarding the content being presented on the
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board. After writing a point, move to one side so that the students can see
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what is written.
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f. Teachers should frequently go to the back of the class and check if the
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writing is visible and there is no glare on the whiteboard surface and make
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sure that the position of the board is favorable for all students.
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CHAPTER – 2
PLANNING
Planning
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2.1 Coordination Meetings
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a. Coordination meetings play a crucial role in ensuring effective
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communication, collaboration, and alignment within a school. Coordination
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meetings help navigate the school through well-planned and thought-out
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endeavours. Coordination among different school segments helps reduce
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the disconnect that may exist between different tiers of the school. It
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contributes to organized functioning within the school by discussing and
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aligning priorities, strategies, and activities.
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b. Coordination meetings facilitate discussions on standardization and quality
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assurance in various aspects such as teaching methodologies,
assessments, and curriculum implementation. Through these meetings,
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teachers can share best practices, discuss teaching strategies, and
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collaborate on designing effective assessments. Furthermore, by
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discussing student performance, analyzing assessment results, and
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identifying areas of improvement, teachers can collectively work towards
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enhancing the quality of education provided.
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c. By recognizing the importance of these coordination meetings and
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ensuring their suggested conduct efficiently, schools can foster a
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collaborative culture, enhance communication and cooperation among
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staff, and create an environment conducive to continuous improvement
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and growth.
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d. Types of Academic Coordination Meetings. To ensure well-planned
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execution of the curriculum three types of meetings are; Mega
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Coordination Meetings, Term Coordination Meetings, and First Subject
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Coordination& Weekly Subject Coordination Meetings.
e. Mega Coordination Meeting. Mega Coordination Meeting will be held at
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the start of Academic Year. Attendees of this meeting include; the
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Regional Director (in close proximity schools as a monitoring measure),
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Principal, Academic Coordinator/ Vice Principal, All Section Heads & Dy
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Section Heads (if any), Subject Coordinators, CCA Coordinator, AIS
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Coordinator, Admin Officer, Security Officer, and Sports in charge. (For
detailed document refer to APSACS Secretariat Website, Downloads
section). Agenda for the Mega Coordination Meeting is as follows:

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(1) Detailed discussion regarding changes in APSACS Academic
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Package, Management Facilitation Booklet, and Curriculum
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Implementation Guide is done.
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(2) Thorough reading of the APSACS Academic and CCA Calendars takes
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place.
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(3) Discussion and finalization of Orientation Day activities is conducted.
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f. Term Coordination Meeting
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(1) The Term Coordination Meetings are held once before the start of each
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term, separately in the Pre, Junior, Middle, and Senior section.
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(2) The attendees of the term coordination meetings are the Section Head,
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Academic Coordinator/ Vice Principal, Dy Section Heads (if any),
Subject Coordinators, Class In charge, School Teaching Staff (level
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specific), PTIs, and Admin Officer.
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(3) The procedure for the first such meeting is given in succeeding paras.
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Agenda for the Term Coordination Meeting includes the following
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points:
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(a) Discussion on 3x APSACS Policy Booklets to know the latest
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policies, booklists and allocation of periods and timetabling.
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Moreover any other general to specific instructions are discussed
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as per the road map.
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(b) Updating the SEF of respective school level and chalk out the
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implementation plan for the whole term.
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(c) Plans are discussed for the conduct of First Subject Coordination
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meeting of the Term.
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(d) In the Second Term Coordination Meeting Remedial Plans are
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prepared. The lists of students with low academic attainment who
require extra support are prepared. These lists serve as a basis for
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developing remedial plans to provide additional assistance to LRLs
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(Low Readiness Learners).
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(4) Overall, the term coordination meeting sets the foundation for effective
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collaboration, rotational lesson planning, and overall subject
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coordination throughout the session. It ensures that teachers work
together to create coherent lesson plans, develop broad teaching
plans, and address the needs of students requiring extra support.

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g. First Subject Coordination Meeting
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(1) Study of Summary Page
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(a) Subject coordinators and the team of subject teachers for parallel
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classes/sections are to perform the in-depth study of the Scheme of
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Work (SOW) for the term. Based on this information, they create a
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broad teaching plan for their assigned subjects for the entire term.
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(b) The units/chapters in the Summary page of the Scheme of Work
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(SOW) for one term are distributed among the teachers of different
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sections (parallel) of a class. This ensures equal distribution of
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topics and load sharing among teachers. It is important to ensure
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that topics are evenly distributed among available teachers.
Teachers ensure that the syllabus is spread over the allotted
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periods in a logical and balanced manner. The teaching plan is then
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displayed in the Section Head's office, ensuring visibility and
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accessibility for all stakeholders.
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(2) Development of First Lesson Plans
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(a) For the first teaching week of the session an experienced teacher
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is detailed the responsibility of preparing lesson plans for the entire
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week based on the assigned topics.
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(b) These lesson plans are then discussed during the subject
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coordination meeting with the rest of the subject teachers.
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Objective and logical evaluation of each lesson plan is conducted
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to ensure coherence among its components, including learning
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outcomes, timeframe, skills, pedagogy/activities, resources, and
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assessment plans.
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(c) The developer of the lesson plan incorporates the agreed-upon
changes proposed by other teachers of parallel classes, fostering
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ownership and collaboration among all teachers.
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(3) Submission of the Final Plan. The finalized plan is submitted to the
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Section Head by the coordinator, who then prepares photocopies for the
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teachers of parallel classes. This lesson plan is utilized for the first
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teaching week of the session. After the first week, rotational planning is
followed as outlined in the Teacher Planner.

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h. Weekly Subject Coordination Meeting
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(1) The Attendees of Weekly Subject Coordination Meetings are the
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Section/ Dy Section Head, Subject Coordinators, and Subject
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Teachers. These meetings are scheduled after regular school timings
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during the teachers’ stay-back time.
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(2) The procedure for subject coordination meeting includes the following
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steps:
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(a) Reflect and Review. Reflect on the previous week's work and
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review the upcoming week's work. This helps in making
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connections between lessons, identifying areas of improvement,
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and preparing for the next topics.
(b) Understanding Learning Outcomes and Skills. Teachers should
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understand the significance of National Curriculum Learning
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Outcomes (NLOs NEP 2017-2025) and their relationship with the
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skills identified for each lesson. During coordination meetings,
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discuss and evaluate whether the chosen pedagogy,
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activities/assignments and planned resources are sufficient for
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inculcating the identified skills.
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(c) Making Connections with Past Learning. Before starting a new unit
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or concept, teachers should make meaningful connections with past
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learning. This helps in understanding the coherence of the
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curriculum and the expected achievement at each class level.
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(d) Focus on Digital Literacy. Emphasize the inculcation of digital
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literacy in students using IT resources such as tablets, laptops,
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LCDs, mobile phones, projectors, and smart boards. Encourage the
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integration of technology in teaching and learning processes.
(e) Coordination with Other Staff Members. For lessons that require
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specific facilities such as science laboratories, art rooms, or
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computer laboratories, coordinate with the relevant staff members.
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Decide on the periods during the week that will be utilized for these
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purposes. Coordinate with the computer teacher/librarian for
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facilitating internet/library research for project work/tasks.
i. Lesson Plan
(1) (In APSACS instructional approach, a rotational lesson planning is
used to streamline the workload and promote collaboration among

Page 25 of 51
teachers. Under this system, not every teacher will be required to
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develop lesson plans every week. Instead, lesson planning
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responsibilities will be assigned on a rotational basis among the
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teachers who are responsible for different sections of a class (parallel
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classes). Teachers will take turns in developing the weekly lesson
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plans, ensuring that each teacher contributes to the planning process.
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This rotational approach allows for shared responsibilities and
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encourages the exchange of ideas and teaching strategies among
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the teaching team.
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(2) To facilitate this process, teachers are encouraged to carry their
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weekly lesson plans on clipboards. This practice ensures that the
lesson plans are readily accessible and easily portable during
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classroom instruction.
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(3) All Lesson plans must be typed. All relevant areas are to be filled as
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per the filled sample provided in the lesson planner (for the detailed
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document refer to APSACS Secretariat. website, Downloads
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Section).
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(4) Other important points to be considered while planning a lesson are
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as follows:
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(a) Student Learning Objectives (SLOs). Write the specific SLOs that
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will be shared verbally, written on the board, and explained to the
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students at the beginning of the lesson.
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(b) Skills Identification for the Lesson. Write the specific skills that will
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be focused during the lesson. Also, mention that the teachers will
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focus on the development of these skills using appropriate
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pedagogy and activities.
(c) Resources. List the audio/visual aids, charts, flash cards,
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illustrations, models, or realia that will be used during the lesson to
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enhance the teaching and learning experience.
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(d) Plan to Check Previous Knowledge. Assess students' previous
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knowledge related to the topic by connecting and recapping
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previous and present topics of similar concepts and their prior
experiences.

Page 26 of 51
(5) Introduction Plan for the Topic. Introduce the topic through an
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announcement, an activity, a short discussion, or brainstorming to
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engage students by creating interest.
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(6) Salient Features of the Lesson. The lesson content should align with
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the given Student Learning Outcomes (SLOs) in SOW. Likewise the
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chosen methodology should best meet the SLOs too, which may
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include brainstorming, discussion, demonstration or a combination of
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different teaching strategies.
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(7) Planned Activities and Audio/Visual Aids. Clearly indicate at what
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point in the lesson the planned activities will take place. Ensure that
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the chosen activities are thoughtfully selected to develop the desired
skills in students.
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(8) Student Work and Homework. Specify the intended student work,
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including board practice, class work (written/oral), and homework.
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Ensure that homework aligns with the SOW. Homework must be
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reinforcement of the taught concept.
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(9) Success Criteria. Discuss the success criteria for the lesson, either
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through a model or by highlighting important points. Share and write
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the criteria on the board before assigning any tasks (written/oral).
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(10) Recapitulation Plan. Outline the plan for summarizing the lesson,
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which may involve the teacher's recap, joint class effort, board
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activity, AFL activity, or the use of a chart or graphic organizer.
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(11) Assessment for Learning Strategies. Clearly state the Assessment
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for Learning Strategy in the daily lesson to determine the extent to
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which the intended learning outcomes have been achieved. AFL can
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be conducted through various strategies.
j. Lesson Evaluations (Topic-wise). Lesson Evaluation is a critical exercise
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that involves reflecting on the planning, teaching, and learning process. It
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should be concise, explicit, and to the point. The evaluation will be written
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after the completion of a topic/subtopic, following the provided structured
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format. Effective lesson evaluation comprises of the following steps:
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(1) Evaluation of Lesson Objectives. Assess and determine how well the
lesson objectives were met within the allotted teaching time and if any
adjustments were needed in terms of slowing down, speeding up, or
modifying the lesson plan to achieve the objectives. Moreover evaluate

Page 27 of 51
the effectiveness of the planned pedagogy in achieving the intended
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outcomes.
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(2) Gauging Student Understanding. Teachers reflect on how the majority
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of students understood the concepts and skills taught in the topic and
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evaluate the effectiveness of the AFL Strategy in providing a realistic
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picture of each learner's progress.
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(3) Identification of Students Requiring Extra Assistance. Identify students
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who require additional support or alternate measures to address their
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specific needs. In addition to that describe the additional assistance
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provided to support these students.
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(4) Completion Plan for Incomplete Lessons. Teacher should also mention
if the lesson was incomplete in a certain class and outline the complete
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plan for the remaining content. Also discuss any challenges
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encountered in completing the lessons in multiple sections and bring
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these issues up for discussion in the coordination meeting. Besides
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that teachers are to prepare a list of low readiness learners to develop
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a remedial programme in consultation with the School Heads.
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(5) Following is the pictorial representation of lesson planning.
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Fig: Lesson Plan, Execution & Evaluation
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2.2 Success Criteria
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a. Success Criteria of a particular lesson are the salient points that a student
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needs to keep in mind while working on a task written or oral. They are
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based on the learning outcomes and shape the teaching process. Success
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Criteria provides direction for the learner while working independently.
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They provide the key focus for teachers’ and student's feedback. Success
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criteria are not new; teachers have always asked students: 'So what are
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the important things you need to remember?' “Make sure you write the
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numbers inside the squares”,” the summary should not exceed one
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paragraph” etc.
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b. Success Criteria should be expressed in a language which is simple and
understood by the students so that they can identify their learning
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milestones, and show evidence of their learning through demonstration
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and application. Displaying Success Criteria, can provide a visual prompt
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for students and teachers during the lessons. It can be in the form of a list
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of things to be included in the assigned task undertaken by the students.
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c. Salient Features of Success Criteria
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(1) It should be brief and succinct.
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(2) Needs to be visibly displayed to keep learners focused.
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(3) Learners help identify the success criteria when the task is assigned.
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The learners then:
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(a) keep track of what they have done and what is left to do in the time
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given.
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(b) can mark their own work or work with peers confidently as all share
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the same success criteria.
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d. Provide guidance for students on how the learning objectives will be
fulfilled.
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e. Students can reflect back on the success criteria (or what they need to
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understand) during and at the end of the lesson giving them ownership of
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their learning.
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2.3 Graphic Organizers
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a. A graphic organizer, also known as a concept map, mind map, or visual
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organizer, is a visual representation or diagram that helps organize
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information and ideas in a clear and structured manner. It serves as a
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visual tool to help individuals understand and analyse complex concepts,
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relationships, and connections between different elements.
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b. Graphic organizers are widely used in educational settings to support
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learning and cognitive processes. They are particularly effective for visual
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learners and individuals who benefit from visual representations of
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information. Graphic organizers can be created using pen and paper or
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with the help of digital tools and software. Common types of graphic
organizers include:
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Venn diagrams are used to
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compare and contrast two or more
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concepts or ideas.
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Concept maps illustrate the
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relationships and connections
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between different concepts or
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topics.
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Mind maps visually represent a
ideas, concepts, and their t
relationships in a hierarchical or i
branching structure. o
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Flowcharts depict a step-by-step
process or sequence of events. G
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KWL charts assist in organizing
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prior knowledge, generating
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questions, and summarizing new
knowledge gained during learning.
Fig: Table of Graphic Organizers

Page 30 of 51
c. In summary, graphic organizers are powerful visual tools that assist in
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organizing information, visualizing relationships, and promoting
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comprehension and critical thinking. They support learners in processing
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complex concepts, planning written work, making decisions, and solving
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problems. By providing a structured framework, graphic organizers
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enhance learning experiences and facilitate the development of a deeper
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understanding of content.
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2.4 Blended Teaching and Learning Approach. Blended teaching and learning
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is a pedagogical approach that amalgamates traditional face-to-face teaching
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methodology with online learning activities. It incorporates the prominent and finest
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features of traditional classroom teaching and online learning, thus resulting in a
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hybrid teaching and learning environment. To achieve their educational goals
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students, benefit to a great extent from a mix of in-person and virtual learning
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experiences:
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a. The key features of a blended teaching and learning approach are:
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(1) The combination of in-person and online Instruction allows students to
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benefit from direct interaction with teachers and peers during in-person
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sessions, while also benefitting from the flexibility and accessibility of
online resources.
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(2) Blended learning offers the compliance to access learning materials
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and complete assignments at students’ own pace and convenience.
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Online learning materials can be designed to cater to individual
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learning methods and preferences thus allowing for personalized
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learning experiences.
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(3) By incorporating a variety of instructional methods active learning
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strategies are promoted through Blended learning. In-person sessions
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may involve collaborative group work, discussions, demonstrations, or
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hands-on activities, while online components may include interactive
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multimedia, simulations, quizzes, or discussion forums.
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(4) Student engagement and interactivity is increased through blended
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learning. Multimedia resources, such as videos, interactive
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presentations, and virtual simulations, can captivate students' attention
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and deepen their understanding of the subject matter.
(5) Blended learning allows for ongoing assessment and feedback. Online
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platforms can facilitate formative assessments, quizzes, and self-paced
u
activities, providing immediate feedback to students. Whereas, in-
i
person sessions can be dedicated to discussions, clarifications, and
d
more comprehensive assessments.
e
(6) Integrating a wide range of digital resources and tools such as e-books,
videos, educational websites, and online libraries, is a hallmark of the
Blended teaching and learning approach. Students can access these

Page 32 of 51
resources outside the classroom, expanding their learning
C
opportunities and accessing up-to-date information.
u
(7) Students’ diverse learning modalities are acknowledged and supported
r
in Blended learning. It recognizes that some students may thrive in
r
face-to-face interactions, while others prefer the self-paced and
i
interactive nature of online learning. A blended approach
c
accommodates both, thus promoting inclusivity.
u
(8) A blended teaching and learning approach combines the strengths of
l
face-to-face instruction and online learning, providing students with a
u
flexible, engaging, and personalized educational experience. By
m
integrating in-person and online components, blended learning
maximizes the benefits of both approaches and promotes effective
I
learning outcomes.
m
p
l
e
m
e
n
t
a
t
i
o
Fig: Blended Teaching and Learning Approach
n
G
u
i
d
e

Page 33 of 51
CHAPTER – 3
Islamiyat, Nazra and
Tarjuma-tul- Quran
Islamiyat, Nazra and Tarjuma- ul-Quran
C
3.1 National Education Policy – 2017. Article 31 No. 2, in the Constitution of
u
Pakistan, stressing upon the Islamic way of life maintains that:
r
a. "The State shall endeavor, as respects the Muslims of Pakistan (a) to
r
make the teaching of the Holy Quran and Islamiyat compulsory….”
i
b. The teaching of Al-Quran has been made an integral part of Islamiyat
c
(compulsory) at the appropriate level.
u
c. The National Education Policy 2017 declares in article 3.6.3 that: To teach
l
Islamiyat along with the Complete Holy Quran as its integral part,
u
while Ethics in place of Islamiyat to enable non-Muslim learners to learn
m
social and moral values.
3.2 The Compulsory Teaching of the Holy Quran Bill – 2017. According to a I
Bill passed by the Senate on 25-08-2017, “The translation of the Holy Quran to be m
taught in classes VI to XII in such a prescribed manner so that the entire Holy Quran p
is completed up to class XII. It will make the divine message understood, ensure the l
repose of society, peace and tranquillity, and promote the supreme human values of e
truth, honesty, integrity, character building, tolerance, understanding of others’ points m
of view and way of life. It will lead towards spreading goodness and auspiciousness e
and to ending chaos and uncertainty”. n
t
3.3 Single National Curriculum (SNC) – 2020. Single National Curriculum 2020 a
proposed following for teaching of Islamiyat: t
a. According to the Mandatory Teachings of Holy Quran Act-2017, the i
Quranic Tajweed and complete Holy Qur’an are included in Islamiyat o
Curriculum. n
b. Complete Nazra Quran with Tajweed to be taught by Islamiyat teachers.
c. Proper Qari/Qaria to be hired by school, where the existing Islamiyat G
teachers cannot carry out responsibility. u
d. 40% marks of Islamiyat are allocated to Nazra and Hifz e Quran portion. i
Assessments will be designed according to APSACSAssessment Policy. d
Oral assessment of Nazra and Hifz e Quran to be done on ongoing basis e
during the session and obtained marks to be mentioned separately in
result cards.

Page 34 of 51
e. To pass in Islamiyat subject, it is compulsory to get the required passing
C
marks in Nazra Quran portion too.
u
3.4 Objectives. The intent behind the changes prescribed in Islamiyat, SNC
r
2022 was to enable students to:
r
a. Recognise & pronounce the Arabic alphabets & Quranic vocabulary with
i
correct Makharij ‫مخارج‬.
c
b. Learn and practice the basic Quranic Qawaid e Tajweed/ Rules of Arabic.
u
c. Recite complete Holy Qur’an with proper Tajweed o Qirat (Quranic rules).
l
d. Promote the Learning of QRM (Quran Recitation & Memorization).
u
e. Practice Quranic teaching in their practical life with modesty and great
m
pleasure.
3.5 Implementation Strategy I

a. Nazra Qur’an Class I-V m
(1) As the completion of Nazra Quran during school timings is difficult due p
to paucity of time, following implementation strategy is recommended to l
achieve the objectives in given time frame. e
(2) Teaching time allocated to Islamiyat subject is 3 periods per week. m
02 separate periods have been allocated for Nazra keeping in e
consideration the percentage of marks allocated to Nazra Quran (40%). n
However, if teachers find it difficult to complete the syllabus then 03 x t
periods may be given to Nazra/Tajweed and 02 x periods to Islamiyat. a
(3) Islamiyat teacher/Qari /Qaria will initiate the Nazra lessons in school to t
provide requisite practice during the allocated period. Students will do i
the homework and further practice at home. o
(4) Division of complete Quran (30 Paras) as per SNC: n
Division of Para’s Cl I-V Summary of content
Class - I Quranic Tajweed + last 4 Qaida/ Quranic Grammar G

Surahs u
Class – II Para no 1 & 2 02 Paras
i
Class - III Para no 3 – 8 06 Paras
d
Class - IV Para no 9 – 18 10 Paras
e
Class – V Para no 19 –30 12 Paras
b. Tarjuma tul Quran Class VI-IX
(1) Islamiyat teachers will teach the subject of Tarjuma tul Quran.

Page 35 of 51
(2) For Cl IX new syllabus is included as per SNC 2022 SLOs, for the
C
session 2023-24.
u
(3) For timely coverage of the prescribed syllabus for Tarjuma tul Quran,
r
weekly 02 periods to be allocated for Tarjuma tul Quran and 03
r
periods for Islamiyat):
i
(a) Tarjuma tul Quran: weightage 40%.
c
(b) Islamiyat: weightage 60%.
u
(4) Teachers will give some work as homework for the timely completion
l
of Tarjumatul Quran content.
u
(5) 40% marks are allocated to Tarjumatul Quran.
m
(6) In SNC 2022 Tarjumatul Quran (Translation of the Quran) is included
in Islamiyat Subject for cl VI – X as per the given content:
I
Tarjumatul Quran Cl VI - IX
m
Class Content p
VI Surah Al-Fatihah l
Surah Al-Fil – Surah An-Naas e
Surahs containing the stories of the following Prophets: m
• Hazrat Adam (A.S.) e
• Hazrat Noah (A.S.) n

t
• Hazrat Hood (A.S.)
a
• HazratSalih (A.S.)
t
• Hazrat Loot (A.S.)
i
• HazratShuaib (A.S.)
o
VII Surah An-Naba’ – Surah Al-Humazah
n
Surahs containing the stories of the following Prophets:
• Hazrat Ibrahim (A.S.)
G
• Hazrat Musa (A.S.)
u
• HazratDawood (A.S.) i
VIII Surah Yusuf d
Surah Az-Zukhruf – Surah Al-Waqiah e

Page 36 of 51
IX Surah Maryam – Surah Al-Hajj
C
Surah Al-Furqan – Surah As-Sajdah
u
Surah Saba – Surah Saad
r
Surah Al-Ahqaf
r
i
c. Islamiyat Class X c
(1) For Cl X old syllabus will be continued for the session 2023-24 only. u
(2) For Cl X Tarjuma tul Quran will not be part of syllabus for the session l
2023-24 only. u
m
Note:
1. Keeping in view the sanctity & respect of Quranic Verses and Textbooks,
I
these should be kept in the school.
m
2. Textbooks of Islamiyat compulsory Cl IX by PCTB and Tarjuma tul Quran Cl
p
IX by CEF are included in APSACS booklist as reference books for Board
l
Examination.
e
3. FBISE will conduct Exams as per the new syllabus for Islamiyat Cl IX.
m
4. Model paper designed as per the new syllabus will be provided by FBISE.
e
n
t
a
t
i
o
n
G
u
i
d
e

Page 37 of 51
3.6 Religious Education for Non-Muslim Students
C
a. National Education Policy – 2017. The National Education Policy – 2017
u
declares in article 3.6.3 that:
r
(1) To teach Islamiyat along with the Holy Quran as its integral part, while
r
Ethics in place of Islamiyat to enable the learners to become
i
responsible citizens for the development of the country and to provide
c
them with opportunities to adjust themselves with the global changes.
u
(2) And 3.7.2 states that the Non-Muslim students will be offered Ethics
l
(Moral Education) in lieu of Islamiyat compulsory.
u
b. APSACS Implementation Strategy Class I-VIII. Schools can design level
m
specific Scheme of Work. The SOW will contain content on Values, Ethics
and Civic Sense.
I
c. SSC. SOW and centralize examination paper of Ethics will be develop by
m
APSACS Sectt.
p
d. APSACS Assessment Policy. Schools will design their own Check Points
l
and Examination papers according to the content given in the school
e
developed SOW (refer to Assessment Policy). The final result will be
m
uploaded along the Islamiyat Result on AIS.
e
n
t
a
t
i
o
n
G
u
i
d
e

Page 38 of 51
CHAPTER – 4
LANGUAGE DEVELOPMENT
PROGRAMMES
Language Development Programmes
C
4.1 APSACS English Language Development (ELD) Programme u
“The more that you read, the more things you will know. The more that r
you learn, the more places you’ll go.” r
Dr. Seuss
i
a. Rationale. English language learners at all fluency levels (beginners,
c
intermediate & advanced) are motivated by instructions received in
u
academic subjects and realize the value of learning to use English to
l
meet their everyday needs and help them succeed in life. In addition to
u
that students need to be motivated to develop English communication
m
skills through reading for pleasure. Learning essential language skills is
critical for native and second-language speakers of English. To achieve
I
fluency, learning the basic structure of English is required. APSACS
m
focuses on creating mindfulness through developing an awareness and
p
passion for reading as an enjoyable pursuit.
l
b. Reading readiness is a significant component of developing fluency in
e
English. Through literature, the students are exposed to a broader range
m
of English grammatical structures and usage than they will generally
e
experience in listening and speaking. Reading and responding to
n
literature is a tool through which students develop a rich vocabulary that
t
will support and improve their academic performance. As English
a
learners study literature, the opportunities increase for them to
t
understand various literary features and use them in their own writing.
i
This development in turn will enable them to move towards
o
demonstrating proficiency in the English language.
n
c. When beginning with a new language, some children may go through a
phase of being silent. This may last for a certain period of time but it is a
G
fact that children understand more than they can say. However, this
u
silence needs to be monitored rather than switching the medium of
i
instruction and becoming bilingual. Instead, such children need to be
d
encouraged to become confident to share their thoughts and allowed to
e
speak ignoring the mistakes and errors. This will help to promote an
English- speaking culture in the school.
d. Aims and Objectives. English Language Development Programme is an
extension of The APSACS Bibliophiles Read Programme, which aims

Page 39 of 51
at developing in students a reading aptitude, and promoting the values of
C
sharing and caring for books, thereby strengthening them intellectually,
u
broadening their mental horizons, and enabling them to face global
r
challenges with competence.
r
e. Action Plan and Approach. English Language Development (ELD) is
i
designed to equip learners with Listening, Speaking, Reading and
c
Writing skills. The teaching of English is carried out as a second or even
u
third language in our schools, thus it is necessary to use the best
l
strategies for a practical approach to teaching it. In this context some
u
suggestions are given below to develop the four skills:
m
(1) To achieve four basic language skills, surround students with English
and make English a part of their life at home, at work and during their
I
free time.
m
(2) Expose/immerse students in the English language as much as
p
possible
l
(3) Converse with students in English inside and outside the classroom
e
(4) Practice conversing with students in English: remember to allow
m
students to experience fun during the learning process
e
(5) Learners continue to learn and enhance their vocabulary and
n
speaking skills. It doesn't happen quickly so praise students at every
t
opportunity to help them gain confidence and motivation.
a
f. Suggested Activities. The following recommended activities will help to
t
enrich the teaching of English as a Language. Ensure that these are
i
carried out as a part of regular classroom teaching.
o
g. Vocabulary
n
(1) Suggest a series of language apps that include a digital dictionary,
flashcards and vocabulary games. This will help students to come to
G
grips with phonics speech and vocabulary.
u
(2) Use coding & decoding skills for correct pronunciation.
i
(3) Demonstrate and use action/mime to support comprehension of
d
vocabulary.
e
(4) Use context-related vocabulary during class activities such as; Show
& tell, Story-telling, Pictionary, Dictogloss, Spelling Bee Competition,
Word Association, create a word wall and other related Language
games/activities.

Page 40 of 51
(5) Produce English phonemes while reading aloud.
C
(6) Use suitable vocabulary and sentences in oral & written responses to
u
the text.
r
(7) Apply knowledge of vocabulary to discussions related to reading &
r
writing tasks.
i
(8) Create a vocabulary journal.
c
h. Listening and Speaking
u
(1) Listen attentively to the stories and information to identify important
l
details and concepts by using both verbal and nonverbal responses.
u
(2) Ask and answer High Order Thinking (HOT) questions to develop
m
21st Century skills.
(3) Participate in social conversations with peers and adults on familiar
I
topics by asking and answering questions and soliciting information.
m
(4) Engage students in Role Play activities.
p
(5) Demonstrate understanding of new words, phrases & idiomatic
l
expressions.
e
(6) Describe:
m
(a) main ideas and supporting details, including supporting evidence,
e
text prediction & picture description.
n
(b) the character according to the role.
t
(c) the author’s point of view and personal comment.
a
(d) Compare and contrast themes/issues, characters, settings,
t
conflicts& development of the story.
i
(7) Reading
o
(a) Set up library corners in classrooms. Ref Guidelines for
n
Classroom Library pg 27, APSACS Bibliophiles Read Programme.
(b) Read level-appropriate prose & poems aloud with correct pacing,
G
intonation, and expression.
u
(c) Record poems and prose in your own voice to develop a
i
resource bank for co-curricular activities such as assembly
d
presentations etc.
e
(d) Understand contextual meanings of words, phrases and sentences
independently
(e) Relate the text with your own experiences. Interpret the meaning
of unknown words by using prior knowledge

Page 41 of 51
(f) Identify the following such as:
C
i. simple & complex sentences
u
ii. idiomatic expressions
r
iii. multiple meanings
r
iv. figures of speech
i
v. use of connectors
c
vi. parts of speech
u
vii. function of transitional phrases
l
viii. analyse text features & main ideas
u
ix. facts & opinions
m
x. cause & effect
xi. Respond to stories, giving oral responses to factual, implicit,
I
explicit & inferential questions.
m
xii. Recognize sequencing & chronological events in stories/text
p
read, using important words or visual representations, such as
l
pictures and story frames
e
xiii. Use strategies of annotation & note-taking.
m
(8) Writing
e
(a) Identify and use keywords to create logically sequenced piece of
n
writing.
t
(b) Follow a model given by the teacher to independently write a short
a
paragraph.
t
(c) Use simple sentences to describe an event or a character.
i
(d) Write a brief summary/plot/theme etc. of a story/text.
o
(e) Draft and organize creative writing with logical progression using
n
standard grammatical forms.
(f) Give captions or phrases related to a story for drawings,
G
paragraphs, etc.
u
(g) Note down the development of character/s in a story.
i
(h) Practice self and peer editing for basic grammatical/ language
d
usage.
e
(9) Reading for Pleasure. Reading for Pleasure is an actively chosen
action and continues even after the assigned task is completed.
Reading which is done from one’s own free will helps to understand
real-life issues and discuss ethical dilemmas. The act of Reading also

Page 42 of 51
leads to a better, more balanced life. It provides opportunities for
C
students to engage in civic responsibility and ethical reasoning.
u
Quintessentially it trains learners’ brains. It helps in emotional
r
stimulation, acquiring knowledge, ideas and reducing stress.
r
i. Ideas for Developing Reading Habits
i
(1) To promote lifelong reading habits no written work should be
c
assigned, only class discussions are recommended to develop in-
u
depth critical thinking skills. Students must maintain a reading log.
l
Enhancement of reading ability and fluency will be assessed using
u
any age-appropriate reading material.
m
(2) To encourage and reward good reading habits, ‘Reader of the
Month’, may be announced and certificates and reading
I
pins/badges to be awarded by the School Principal. The students
m
may be asked to share their views about the book. Additionally, the
p
Publishing Board may be maintained with names of the students and
l
recognized in Morning Assemblies as avid readers. The best readers
e
may be given recognition through Newsletters and PTMs, by
m
publishing their achievements in the Reception Area.
e
(3) To promote the love for reading books /stories, encourage children to
n
listen to Podcasts, Audio Books. Teachers and parents need to guide
t
their children to visit libraries, bookshops, APSACS literature
a
festivals and book fairs to buy books and get involved in literary
t
activities instead of spending on junk food.
i
(4) For the guidance of English Language Teachers following is the list of
o
authors whose work is found to be appropriate:
n
Ser Suggested Authors Ser Suggested Authors
(a) C. S Lewis (p) Arthur C. Clarke
G
(b) J. R. R Tolkien (q) Mary Shelley
u
(c) Lewis Caroll (r) Katherine Arden
i
(d) Rudyard Kipling (s) Anna Sewell
d
(e) Gerald Durrell (t) Scott O’Dell
e
(f) Anne Frank (u) J.K. Rowling
(g) Yann Martel (v) Norton Jester
(h) Rebecca Stead (w) Laura Ingalls Wilder

Page 43 of 51
(i) Sharon Creech (x) Jen Bryant
C
(j) Frances Hodson Burnett (y) Mark Twain
u
(k) Enid Blyton (z) Joseph Conrad
r
(l) Agatha Christie (aa) Alexandre Dumas
r
(m) Roald Dahl (bb) Jack London
i
(n) Richard Peck (cc) Stuart Gibbs
c
(o) George Orwell (dd) Chris Colfer
u
Suggested Readers l
Classes Paramount Publishers u
Pre 1 • RWM (Read With Me): 1 Let’s Play m
• RWM: 2 The Dragon Den

• RWM: 3 The Space Boat I
• RWM: 4 Sam to the Rescue m

p
I • RWM: 4 Sam to the Rescue
l
• RWM: 5 Kate and the Crocodile
e
• RWM: 6 The Dream
m
• RWM:7 The Day Trip
e
• RWM: 8 Tom’s Storybook
n
II • RWM: 8 Tom’s Storybook
t
• RWM: 9 The Sports Day
a
• RWM: 10 Magic Music
t
• RWM: 11 The Big Secret
i
• RWM: 12 The Fierce Giant
o
III • RWM: 12 The Fierce Giant n
• RWM: 13 Lost in Piper’s Park
• RWM: 14 The Dolphin Chase G
• RWM: 15 The Robbery u
• RWM: 16 A Busy Night i
IV • Peter Pan d
• Charlie and the Chocolate Factory e
V • Matilda
• Charlie and the Great Glass Elevator

Page 44 of 51
VI • Heidi
C
• Railway Children
u
VII • The Wizard of Oz
r
• Five Children and It
r
VIII • White Fang
i
• King Arthur & The Knights of the Round Table
c
Classes Oxford University Press u

l
IV • The Secret Garden
u
• The Christmas Carol
m
V • Anne of the Green Gables
• The Jungle Book
I
VI • Black Beauty
m
• Little Woman
p
VII • Alice in Wonderland
l
• The Prince and the Pauper
e
VIII • Kidnapped m
• The Hounds of Baskervilles e
“Reading material given in English Ahead 6, 7 & 8 can also help in n
developing Reading habits”. t
a
j. Suggested Digital Resources t
(1) https://www.oxfordlearning.com/encourage-good-reading-habits/ i
(2) https://study.com/academy/lesson/strategies-for-developing-students- o
learning-reading-habits.html n
(3) https://www.modernnursery.com/blogs/inspiration/6-activities-to-
develop-good-reading-habits-in-kids G
(4) https://www.colorincolorado.org/article/tips-developing-good-reading- u
habits-home i
(5) https://www.commonsense.org/education/articles/19-great-learning- d
podcasts-for-the-classroom e
(6) https://www.weareteachers.com/15-fantastic-audiobooks-for-grades-k-
8-2/

Page 45 of 51
‫ییس‬
‫ا یکساردوادبہلسلس‬ ‫‪4.2‬‬ ‫‪C‬‬
‫سپِرظنم‬ ‫‪u‬‬
‫ادبیسکیھباعمرشےےکارفادیکمیلعتورتتیبدوونںرپاسکیںارثادنازوہاتےہاسےیلاسںیمااسننوکاکیااھچااسننانبےنےک‬ ‫‪r‬‬
‫امتموعالماپےئاجےتںیہ۔وچبںاکرعشیاوررثنیادباکیااسیہنیجنگٔوگرہےہسجںیممیلعتورتتیباکوپرااظنموموجدےہ‪،‬وادلنیاور‬ ‫‪r‬‬
‫‪i‬‬
‫ااسذتہیکذہمداریےہہکوہاسہنیجنگٔوگرہںیمےساےنپےچبیکدلیپسچوکدمِرظنرےتھکوہےئاسیکمیلعتورتتیبےکےیلادیبومویتں‬
‫‪c‬‬
‫اکاسیکزخاہنبختنمرکےتںیہ۔‬
‫‪u‬‬
‫رتہبنی‪،‬ایلعٓاافیقادباکاطمہعلارفادواوقاموکابوعشر‪،‬وتمازن‪،‬اشہتسئ‪،‬ااسنندوتس‪،‬ہدرد‪،‬رواداراورسیفنانبےنںیماکیفاکرٓادماثتب‬ ‫‪l‬‬
‫وہاتےہاوراسےسارفادواوقامیکاالصحاورالفحےکےیلامکہقحافدئہااھٹایاجاتکسےہ۔داینےئادبںیمادباورذہتبیودمتناک‬ ‫‪u‬‬
‫وچیلدانماکاسھتےہارگیسکوقماکادبرتیقایہتفےہوتوہوقمیھبرتیقایہتفوہیگ۔ادباکوحاہلوتوخدزدنیگےہینعیادبزدنیگاکٓاہنیئ‬ ‫‪m‬‬
‫ےہ۔‬
‫ل‬
‫ِ‬
‫وصرتاحل‬ ‫محۂوموجدںیماردوادبےسدعمدلیپسچاکڑباتھوہاراجحناوروقیمزابنیکاتیمہواافدتیےسارحنافاکیرپاشیننک‬ ‫‪I‬‬
‫یی س‬
‫ےہسجےسربندٓازاموہےنےکےیلاکیومرثادیبرپورگامیکرضورتےہ۔ا یکساردوادبہلسلسرپورگامےکذرےعیاردوادب‬
‫‪m‬‬
‫‪p‬‬
‫اوروقیمزابنںیمدعمدیپسچلےکراجحنوکمکرکےنیکوکششیکیئگےہ۔‬
‫‪l‬‬
‫اعترف‬ ‫‪e‬‬
‫یی س‬
‫ا یکسےکاسرپورگامےکذرےعیلبقتسمےکامعمروںوکاردوادباوروقیمزابنیکاتیمہےسروانشسایکاجےئاگ۔اردودرسو‬ ‫‪m‬‬
‫دترسیےکاسملئ‪،‬اطمہعلںیمیمکاوراردوادبںیمدعمدلیپسچےکراجحنوکدےتھکیوہےئوچبںےکےیلااسیادیبرپورگامرتبیتدایایگ‬ ‫‪e‬‬
‫ےہوجاِنوکذمیبہ‪،‬اعمرشیت‪،‬ذہتیبی‪،‬االخیق‪،‬ااسنینادقاریکوشنوامنےکاسھتاسھتزامےنےکدجدیاقتوضںےسیھبمہٓاگنہرکےاگ‬ ‫‪n‬‬
‫‪t‬‬
‫۔اردوادبوکدجدیاقتوضںےسمہٓاگنہرکےنےکےیلاسرپورگامےکتحتای۔الربئرییاوراسےسواہتسبوبیسکنلدےیےئگ‬
‫‪a‬‬
‫ںیہوجہنرصفااسذتہاورہبلطےکاطمہعلاکلسلستربرقاررںیھکےگہکلببتکیکدایتسیبوکیھبینیقیانبںیئےگ۔‬
‫ییس‬ ‫‪t‬‬
‫رثنیاوررعشیاقیلختترپینبما یکساردوادبہلسلسامجتعرپی‪۱‬اتمتشہےکےیلرتبیتدایایگےہ۔‬
‫‪i‬‬
‫اسہقبادیببتکیکرہفتس‬ ‫‪o‬‬
‫دنمرہجذلیامتمبتکوکسولںںیموموجدںیہ۔انبتکےسیھباافتسدہایکاجےئ۔‬ ‫‪n‬‬
‫بتک‬ ‫امجتع‬ ‫ربمنامشر‬
‫اپین‪ ،‬یلیناھگس‪،‬وھگڑااگڑی‪،‬اکلھچ‪،‬ہےنہمشچانہپ‬ ‫رپی‪۱‬‬ ‫‪.1‬‬ ‫‪G‬‬
‫‪u‬‬
‫اپکس‪،‬انہلئ‪،‬اےنتاسرےرخوگش‬ ‫ا ّول‬ ‫‪.2‬‬
‫‪i‬‬
‫ٹچیٹپاچٹ‪،‬ولبڑگنا‬ ‫دوم‬ ‫‪.3‬‬
‫‪d‬‬
‫یئنامجتع‬ ‫وسم‬ ‫‪.4‬‬ ‫‪e‬‬
‫اہچرم‪،‬مجنپ اجل‪،‬اپاتسکنیکریس‬ ‫‪.5‬‬
‫مشش ات امرٹساصبح‪،‬اکموچر‪،‬تنسب‬ ‫‪.6‬‬
‫متشہ‬

‫‪Page 46 of 51‬‬
‫وفادئ‪/‬وصخایصت‬ ‫‪C‬‬
‫‪ .1‬ہبلطاردوزابنیکاتیمہواافدتیاورادیبزخاےنےسوافقوہںےگ۔‬ ‫‪u‬‬
‫‪ .2‬دےیےئگرعشیاوررثنیادبےکذرےعیہبلطںیماردوادبوکڑپےنھاورےنھجمساکوشقدیپاوہاگ۔‬ ‫‪r‬‬
‫‪ .3‬اتکبدویتساوراطمہعلیکاعدتوکرفوغاحلصوہاگ۔‬ ‫‪r‬‬
‫‪ .4‬الربئرییےکاامعتسلاکراجحنڑبےھاگاورای۔الربئرییےکوصتروکوقتتیےلمیگ۔‬ ‫‪i‬‬
‫‪c‬‬
‫‪ .5‬ہبلطےکذریخہاافلظاورولعمامتںیمااضہفوہاگاورانیکرکفیوالیختیتالصوتیحںوکالجےلمیگ۔‬
‫‪u‬‬
‫‪ .6‬اسرپورگامےکومرثاالطقےکذرےعیاردوادبںیمدعمدیپسچلاکراجحنمکوہاگ۔‬
‫‪l‬‬
‫‪ .7‬ہبلطاسادیبرپورگامےکذرےعیاحلصرکدہولعمامتاکاالطقروزرمہومعمالتںیمرکںیےگ۔‬ ‫‪u‬‬
‫‪ .8‬ہبلطیکےننس‪،‬وبےنل‪،‬ےنھکل‪،‬ااسحتسین‪،‬زجتاییت‪،‬االطیقاوریقیلختاہمروتںیکوشنوامنوہیگ۔‬ ‫‪m‬‬
‫‪ .9‬ہیرپورگامااسذتہیکدرسودترسیںیماعموناثتبوہاگ۔‬
‫ومعیماقمدص‬ ‫‪I‬‬
‫‪m‬‬
‫ہبلطاساقلبوہںےگہک‪:‬‬
‫‪p‬‬
‫• اطمہعلیکاعدتوکومعملانبںیکس۔‬
‫‪l‬‬
‫• اردوادبںیموموجدرثنیاوررعشیزخاےنےسوافقوہرکولعمامتںیمااضہفرکںیکس۔‬
‫‪e‬‬
‫• رحتریی‪،‬رقترییاوریمیہفتاہمروتںوکرفوغدےںیکس۔‬ ‫‪m‬‬
‫• اردوادبوکڑپھرکوقیمااختفراورکییتہجوکرفوغدےںیکس۔‬ ‫‪e‬‬
‫• اردوادبیکاتیمہواافدتیےسروانشسوہںیکس۔‬ ‫‪n‬‬
‫وصخیصاقمدص‬ ‫‪t‬‬
‫‪a‬‬
‫ہبلطاساقلبوہںےگہک‪:‬‬
‫‪t‬‬
‫• اہکینڑپھرکاسںیمےپھچاغیپموکھجمسرکاہکیناکرمزکیایخلایبنرکںیکس۔‬
‫‪i‬‬
‫• اہکینڑپھرکاےنپاترثاتایبنرکںیکس۔‬
‫‪o‬‬
‫• ااعشر‪/‬وظنمامتوکوصخمصبلوےجہلںیمڑپھںیکساورااعشر‪/‬وظنمامتںیمےپھچاغیپموکھجمسںیکس۔‬ ‫‪n‬‬
‫• رعشیاوررثنیاقیلختتںیم ِ‬
‫ادبفیطلےکولہپوکدمِرظنرےتھکوہےئدییئگرسرگایمںرکںیکس۔‬
‫• صتخمرکدہرسرگویمںیکدمدےسفلتخماہمروتںوکھکیسںیکس۔‬ ‫‪G‬‬
‫صتخمرکدہدوراہین‪/‬رطہقیاکر‬ ‫‪u‬‬
‫‪i‬‬
‫• اسرپورگاموکرکواےنےسےلہپااسذتہاسےکاقمدصوکہبلطرپواحضرکںی۔‬
‫یی س‬
‫• اردو ےک صتخم رکدہ ریپڈیزںیم ےس یہ ااسذتہ اینپ وہستل ےک اطمقب ا یکس اردو ادب ہلسلس رپ ینبم بتک اور دریس بتک ا ّول ات‬
‫‪d‬‬
‫‪e‬‬
‫مجنپںیمدےیےئگانسےن‪/‬اطمہعلےکاابسقیکدترسیرکواںیئ۔‬
‫• ااسذتہمتعلقۂامجتعیکانمتبسےسدییئگرسرگویمںںیمےسدنچاکااختنبرکںیاوراسوکدےیےئگادیب ومادےکاطمقبرتبیت‬
‫دںی۔‬

‫‪Page 47 of 51‬‬
‫• ااسذتہ اینپ وصادبدی رپ ادیب ےلسلس ےک ےیل صتخم رکدہ وتق ںیم وماد اور رسرگویمں وک رتبیت دںی اور نج رسرگویمں وک وفوٹ اکیپ‬ ‫‪C‬‬
‫رکاےنیکرضورتےہاںیہنامجتعیکدعتادےکاطمقبوفوٹاکیپرکواںیئ۔‬ ‫‪u‬‬
‫• لحیکیئگرسرگویمںوکعمجرکںیاورکیچرکےکانرپہبلطیکوحہلصازفایئےکےیلریمعتیاملکترحتریےیکاجںیئ۔‬ ‫‪r‬‬
‫• انداتسوزیاترپہبلطےکوادلنیےسدطختسرکوارکاںیہنوپرٹوفویلںیماگلایاجےئ۔‬ ‫‪r‬‬
‫• اس وکشش وک ومرث انبےن ےک ےیل ہیوجتزیایک اجات ےہ ہک رہ ےنیہم اردو ادب ےک رپورگامںیمرتہباکررکدیگ داھکےن واےل ہبلطیک‬ ‫‪i‬‬
‫‪c‬‬
‫وحہلصازفایئیکاجےئ۔رہاعیمدےکااتتخمرپہبلطیکوحہلصازفایئےکےیلرسٹیکفیٹاورزجیبدےیاجںیئ۔‬
‫‪u‬‬
‫• ااسذتہیکوہستلےکےیلای۔الربئرییےسواہتسبوبیسکنلدےیاجرےہںیہااسذتہانےکذرےعیاےنپاطمہعلوکوعیسانبںیئ۔‬
‫‪l‬‬
‫‪۱‬۔‪Adeeb-Online‬‬ ‫‪u‬‬
‫‪http://www.adeeb-online.com‬‬
‫‪m‬‬
‫‪۲‬۔‪https://classicurdumaterial.com‬‬
‫‪۳‬۔‪Rekhta‬‬
‫‪https://www.rekhta.org‬‬ ‫‪I‬‬
‫‪m‬‬
‫دہاایترباےئااسذتہ‬ ‫‪p‬‬
‫• ااسذتہاسرپورگاموکاینپوکشش‪،‬نگل‪،‬ونتمعکینکتاوراینپزابنےستبحمےکذرےعیزمدیومرثاوردپسچلانبںیئ۔‬ ‫‪l‬‬
‫• اردوادبےکرفوغےکوحاےلےسای۔الربئریی‪/‬ڈلٹیجیالربئرییاکاامعتسلرکےکااسذتہاےنپاطمہعلوکوعیسانبںیئ۔‬ ‫‪e‬‬
‫• دییئگرسرگویمںےکالعوہااسذتہاینپوصادبدیرپزمدیرسرگایمںیھبرکواےتکسںیہ۔‬ ‫‪m‬‬
‫یی س‬
‫• ا یکساُردوادبہلسلسرپینبمرثناوراشرعیوکیلیثمتادنازںیمایلبمسںیمیھبشیپایکاجاتکسےہ۔‬ ‫‪e‬‬
‫‪n‬‬
‫• ااسذتہاردوادبرپورگامںیمادیباورفیطلولہپوکاخصوطررپدمِرظنرںیھک۔‬
‫‪t‬‬
‫• ااسذتہاسرپورگامںیمامتمہبلطیکرشتکوکینیقیانبںیئ۔‬
‫‪a‬‬
‫• ااسذتہ اینپ وصادبدی رپامجتع مشش ات متشہ ےک ہبلط وک اردو ےک زمدیانومر رعشا اور اداب ےک انم اور اکم ےس اعتمرف رکواںیئ اتہک‬ ‫‪t‬‬
‫اںیہنٓااگیہوہہکامہرااردوادبےسیکےسیکاٰیلعنفاپروںےسرھباڑپاےہنجاکداینیکامتمامہزابونںںیمہنرصفرتہمجوہاکچےہ‬ ‫‪i‬‬
‫ہکلبداینےئادبںیماںیھناکیاخصاقممیھباحلصےہ۔‬ ‫‪o‬‬
‫اطمہعلیکاعدت‬ ‫‪n‬‬
‫• ہبلطرپاطمہعلیکاتیمہووفادئااجرگےیکاجںیئ۔ہبلطوکدہاتییکاجےئہکوہروزاہناطمہعلوکاانپومعملانبںیئ۔‬
‫‪G‬‬
‫• الربئریی اورای۔الربئریییک اتیمہ وکااجرگایکاجےئ۔ ہبلطوکےتفہںیم اکیابروادلنیےکاسھترقیبی الربئرییاجےنیک یھب‬
‫‪u‬‬
‫اعدتڈایلاجےئ۔وچبںوکاےنپرھگںیمذایتالربئرییانبےنیکرتبیغدیاجےئ۔‬
‫‪i‬‬
‫• اتکبوطب ِرہفحتدےنییکرواتیوکرفوغدںی۔وادلنیاےنپوچبںوکفلتخموموعقںرپوجاحتفئدےتیںیہوہزایدہرتبتکیکوصرت‬ ‫‪d‬‬
‫ںیموہےناچہ۔اسےکاسھتاسھتہبلطوکیھبرتبیغدیاجےئہکوہاےنپدووتسںںیماتکبوطبرہفحتدںی۔‬ ‫‪e‬‬
‫• رھگاوراوکسلںیماطماعلیتوگےشصتخمےیکاجںیئ۔‬
‫• وادلنیرھگںیماردواابخراوروچبںےکزگیمنی‪/‬راسلئیکراسیئوکینیقیانبںیئ۔‬
‫• ہبلطاےنپاپساطماعلیتبتکیکاکیرہفتس‪/‬البگانبںیئوجاتکبڑپںیھاسںیمدرجرکےتاجںیئ۔‬

‫‪Page 48 of 51‬‬
‫• ااسذتہوکاچےیہہکوہوخدیھباطمہعلیکاعدتاانپںیئاوروًاتقوفًاتقہبلطوکیھبایھچبتکےکابرےںیمٓااگہرکےترںیہ۔‬ ‫‪C‬‬
‫• ااسذتہ وک انومر رعشا اور اداب یک تیصخش ‪،‬اولسب اور ان ےک نف اپروں ےس ٓااگہ وہان اچےیہ اور ہبلط وک یھب ان ےک نف اپروں ےس‬ ‫‪u‬‬
‫اعتمرفرکواایاجاناچےیہ ًالثمالعہماابقل‪،‬ضیفادمحضیف‪،‬رپونیاشرک‪،‬رینماینزی‪،‬انرصاکیمظ‪،‬نمرادش‪،‬ادمحرفاز‪،‬ادجماالسمادجم‪،‬‬ ‫‪r‬‬
‫ااختفراعرف‪،‬ااطلفنیسحاحیل‪،‬وجناایلی‪،‬اافشقادمح‪،‬ابوندقہیس‪،‬رسدیسادمحاخن‪،‬رطپساخبری‪،‬رپمیدنچ‪،‬رفتحاہللگیب‪،‬ومولی‬ ‫‪r‬‬
‫دبعاقحل‪،‬ڈیٹپذنریادمح‪،‬‬ ‫‪i‬‬
‫‪c‬‬
‫الغمابعس‪،‬دخہجیوتسمر‪،‬احرجہرسمور۔اسےکالعوہالعاقیئزابونںاورافریسےکمیظعوصیفاشرعومالانروم‪،‬اشہدبعافیطل‬
‫‪u‬‬
‫اٹھبیئ‪،‬وخاحشلاخنکٹخ‪،‬ابابےھلباشہ‪،‬ایمںدمحمشخب وریغہ۔‬
‫‪l‬‬
‫‪u‬‬
‫یلمعاخہکرباےئامجتعرپی‪۱‬اتوسم‬ ‫‪m‬‬
‫ےننس‪،‬وبےنلاورڑپےنھیکاہمرںیت‬
‫ہبلطیکےننس‪،‬وبےنلاورڑپےنھیکاہمروتںرپینبمدنمرہجذلیرسرگایمںوجتزییکیئگںیہ‪:‬۔‬ ‫‪I‬‬
‫‪m‬‬
‫• ااسذتہرحتری اکھچکہّصحوخدڑپںیھ اور ہبلط وکدہاتیدیاجےئہکوہوغرےسںینس‪ ،‬دورانِڑپاھیئہبلطوک لکشماافلظاتبےتاجںیئ‬
‫‪p‬‬
‫اوراںیہنہتخترحتریرپاھکلاجےئ۔رحتریلمکموہےنےکدعبہبلطےسہیاافلظڑپوھاےئاجںیئاوردرتسادایئوکینیقیانبایاجےئ۔‬
‫‪l‬‬
‫• یسک اکی ےچب وک رحتری ڑپےنھ ےک ےیل اہک اجےئ اور ڑپاھیئ ےک دوران ہچب ااچکن یہ یسک دورسے ےچب وک وںیہ ےس ڑپاھیئ اک ہلسلس‬
‫‪e‬‬
‫رشوعرکےنوکےہکاہجںاسےنوھچڑااھتاسرطحوچبںیکاطمےعل‪/‬دنلبوخاینںیمدیپسچلاوروتّہجاکادنازہوہاگ۔‬ ‫‪m‬‬
‫• اخومشاطمہعلےکدوراناےسیاافلظنجوکڑپےنھںیمدتقشیپٓاےئہبلطانیک اشنندیہ رکںیااسذتہہبلطیکدمدےسیہدریتس‬ ‫‪e‬‬
‫رکواںیئ۔‬ ‫‪n‬‬
‫• اہکین ‪ /‬مظن ےس لمکم ٓااگیہ ےک ےیلاطمےعل ےکدعب بتک دنبرکوادیاجںیئ اور ہبلط ےساہکین ‪/‬مظن ےک قلعتم رعمویض وساالت‬ ‫‪t‬‬
‫‪a‬‬
‫وپںیھچ۔‬
‫‪t‬‬
‫• وظنمامتوکرعشیادنازںیمڑپںیھاورمہٓاوازاافلظیکاشنندیہرکںی۔‬
‫‪i‬‬
‫• ہصقوگیئ‪،‬واہعقاگنریاورمظنڑپےنھےکادنازوکرتہبانبےنےکےیلہبلطوکارٹنٹینیکدمدےسڈلٹیجیومادداھکایاجےئ۔‬
‫‪o‬‬
‫• ہبلطینسیئگاہکینوکاےنپوظفلںںیمایبنرکںی۔اہکینںیموموجدرکداروںےکانماتبںیئ۔‬ ‫‪n‬‬
‫• ہبلطوکاینپٓاوازراکیرڈرکےنیکرتبیغ دیاجےئ۔اساکہیافدئہوہاگہکےچببجاینپٓاوازوخدںینسےگوتوہاےنپرط ِزایبن ںیم‬
‫رتہبیالےنیکوکششرکںیےگ۔‬ ‫‪G‬‬
‫‪u‬‬
‫‪i‬‬
‫رحتریی‪،‬یمیہفت‪،‬ادتسالیل‪،‬زجتاییت‪،‬االطیقاوریقیلختاہمرںیت‬
‫‪d‬‬
‫ہبلطیکرحتریی‪،‬یمیہفت‪،‬ادتسالیل‪،‬زجتاییت‪،‬االطیقاوریقیلختاہمروتںیکوشنوامنےکےیلدنمرہجذلیرسرگایمںوجتزییکیئگںیہ‪:‬۔‬
‫‪e‬‬
‫• رحتریںیمےستبثماوریفنماافلظیکرہفتسرمبترکںی۔ًالثموھجٹیفنمظفلاورچستبثمظفل۔‬
‫• امونساورریغامونساافلظیکرہفتسانبرکامجتعںیمابتدہلایخل‪/‬اسٹفوبرڈرپٓاوزیاںرکںی۔‬
‫• رحتریںیمےساےنپدنسپدیہولمجںیکرہفتسانبںیئاورامجتعںیمابتدہلایخلرکںیایوخشطخھکلرکٓاوزیاںرکںی۔‬

‫‪Page 49 of 51‬‬
‫• رحتری‪/‬اہکیناکونعاناورااتتخمدبتلی‪/‬وجتزیرکںیاوررحتری‪/‬اہکیناکرمزکیایخلاتبںیئ۔‬ ‫‪C‬‬
‫دورانڑپاھیئےھکیسےئگوقادعیکاشنندیہیکرسرگیمرکواںیئ۔‬
‫ِ‬ ‫•‬ ‫‪u‬‬
‫• وبوھجوتاجںین‪:‬وصخمصاافلظاورادااکریےکذرےعیرکدارانشیسرکںی۔‬ ‫‪r‬‬
‫• دنسپدیہ‪/‬اندنسپدیہرکداراوروہجدنسپدییگ‪/‬اندنسپدییگرپااہظ ِرایخلرکںی۔‬ ‫‪r‬‬
‫• رہرگوہاہکینےکاالخیقولہپےسقلعتمدودوےلمجفلیساکرڈزرپےھکلاورامجتعںیمداھکےئ۔‬ ‫‪i‬‬
‫‪c‬‬
‫‪u‬‬
‫یلمعاخہکرباےئاہچرماتمتشہ‬
‫‪l‬‬
‫ےننس‪،‬وبےنلاورڑپےنھیکاہمرںیت‬ ‫‪u‬‬
‫ہبلطیکےننس‪،‬وبےنلاورڑپےنھیکاہمروتںرپینبمدنمرہجذلیرسرگایمںوجتزییکیئگںیہ‪:‬۔‬ ‫‪m‬‬
‫• رہ رگوہ ےس اکی ہچب اہکین ڑپےھ دورسے رگووہں ےس اہک اجےئ ہک وہ وغر ےس ںینس اور دورانِ ڑپاھیئ لکشم اافلظ یک اشنن دیہ‬
‫رکےکانےکاطمبلوافممیہیھباتبںیئ۔درتساطمبلوافممیہاتبےنواےلرگوہیکوحہلصازفایئرکںی۔‬ ‫‪I‬‬
‫‪m‬‬
‫• اخومشاطمہعل رکواای اجےئ دعبازاں ہبلط رحتری ےکوحاےل ےس اےنپ اےنپاترثاتاتبںیئًالثماہکین یسیک یگل ایھچایربی اور ویکں؟‬
‫‪p‬‬
‫وکنوکنےسرکدارےھت؟ٓاپاکدنسپدیہرکداروکناساھتاوروہجدنسپدییگاوراندنسپدییگ۔ہبلطاہکینوکاےنپوظفلںںیمایبنرکںی‬
‫‪l‬‬
‫۔‬
‫‪e‬‬
‫• اہکین‪ /‬مظن یک لمکم ٓااگیہ ےک ےیل اطمےعل ےکدعب بتک دنب رکوادی اجںیئ اور ہبلط ےس اہکین ‪/‬مظن ےک قلعتم رعمویض وساالت‬ ‫‪m‬‬
‫وپےھچاجںیئاتہکوہرحتریےکامتمولہپٔوںےسٓااگہوہاجںیئ۔‬ ‫‪e‬‬
‫• رعشیمہف‪:‬مظنایزغلوکرعشیادنازںیمڑپںیھاورسجرعش‪/‬دنبیکہبلطوکھجمسٓایئےہامجتعںیمابتدہلایخلرکںی۔‬ ‫‪n‬‬
‫• ہبلطےسوپاھچاجےئہکاوہنںےناسےسیتلمیتلجوکیئاوراہکینڑپیھےہ؟امجتعںیماساہکینےکابرےںیماتبایاجےئ۔‬ ‫‪t‬‬
‫‪a‬‬
‫• امجتعوکرگووہںںیممیسقترکےکیسکیھباہکینرپاکیوھچاٹاساٹکوش‪/‬ذمارکہرکواںیئ۔‬
‫‪t‬‬
‫• ہبلطوکاینپٓاوازراکیرڈرکےنیکرتبیغ دیاجےئ۔اساکہیافدئہوہاگہکہبلطبجاینپٓاوازوخدںینسےگوتوہاےنپرط ِزایبن ںیم‬
‫‪i‬‬
‫رتہبیالےنیکوکششرکںیےگ۔‬
‫‪o‬‬
‫‪n‬‬
‫رحتریی‪،‬یمیہفت‪،‬ادتسالیل‪،‬زجتاییتاوراالطیقاہمرںیت‬
‫ہبلطیکرحتریی‪،‬یمیہفت‪،‬ادتسالیل‪،‬زجتاییت‪،‬االطیقاوریقیلختاہمروتںرپینبمدنمرہجذلیرسرگایمںوجتزییکیئگںیہ‪:‬۔‬ ‫‪G‬‬
‫• اطمہعلےکدورانریغامونساافلظےکاعمیناذخرکواںیئاورہلمجاسزیرکواںیئ۔‬ ‫‪u‬‬
‫‪i‬‬
‫• رحتریںیمےستبثماوریفنماافلظ‪/‬ولمجںیکرہفتسرمبترکںی۔ًالثموھجٹیفنمظفلاورچستبثمظفل۔‬
‫‪d‬‬
‫• رگویہ اافلظ یک التش اور ِ‬
‫دوران ڑپاھیئ ےھکیس ےئگ وقادع ًالثم احمورات ‪،‬رضب االاثمل ‪ ،‬امس رعمہف ‪،‬امس رکنہ اور ان یک ااسقم ‪،‬‬
‫‪e‬‬
‫رمابکتوریغہیکاشنندیہرکںی۔‬
‫• رحتریںیمےساےنپدنسپدیہولمجںیکرہفتسانبںیئاورامجتعںیمابتدہلایخلرکںیایوخشطخھکلرکٓاوزیاںرکںی۔‬
‫• رحتری‪/‬اہکیناکرمزکیایخلاتبںیئاوررحتری‪/‬اہکینرپاےنپایخالت‪/‬اترثاتاکااہظررکںی۔‬

‫‪Page 50 of 51‬‬
‫• وبوھجوتاجںین‪:‬وصخمصاافلظاورادااکریےکذرےعیرکدارانشیسرکںی۔‬ ‫‪C‬‬
‫• مظنایزغلےکےبرتبیتااعشروکرتبیتدےرکلمکمرکںی۔‬ ‫‪u‬‬
‫• ۂتخترحتری‪/‬رنیگنرپیپرپوموضعےکقلعتمدنچولعمامتیھکلاجںیئہبلطانولعمامتوکڑپھرکونعانرحتریرکںی۔‬ ‫‪r‬‬
‫• یسکیھبدپسچلاہکینوکامجتعںیمیلیثمتادنازںیمرکواایاجےئ۔‬ ‫‪r‬‬
‫• ‪۱‬رہرگوہاہکینےکاالخیقولہپےسقلعتمدوےلمجےھکلاوردورسےرگووہںےسدبتلیرکےاوردبتلیےیکےئگولمجںرپاینپراےئ‬ ‫‪i‬‬
‫‪c‬‬
‫دںی۔‬
‫‪u‬‬
‫• اہکیناکونعاناورااتتخمدبتلی‪/‬وجتزیرکںی۔‬
‫‪l‬‬
‫• االسیمایصخشتےکوحاےلےسادیبومادیکدترسیےکدورانہبلطیکیصخشاوراالخیقرتتیبوکوحلم ِظاخرطراھکاجےئ۔‬ ‫‪u‬‬
‫‪m‬‬
‫احلصِثحب‬
‫• وچبںےکادبوکبختنمرکےتوہےئوکششیکیئگےہہکہیاانصفہبلطیکادیبواسلینرضوروتںوکوپرارکےنےکاسھتاسھتدرس‬ ‫‪I‬‬
‫‪m‬‬
‫و دترسی ںیم یھب دمم و اعمون اثتب وہں۔ اشرعی اک وچبں یک زدنیگ رپ تہب ارث ڑپات ےہ اس ےیل ایسی اشرعی بختنم یک یئگ ےہ وج‬
‫‪p‬‬
‫وچبں وک ااھچ ااسنن انبےن ےک اسھت دجدی رتیق ایہتف دور ےک اقتوضں ےس مہ ٓاگنہ رکے یگ۔ ٓاج ےک دور ںیم وچبں اک ادب اکی‬
‫‪l‬‬
‫دم‬
‫اجبنذہتبیاوررواتیےسٓاانشوہوتدورسیاجبندجدیرظنایتاکاحلم یھبوہاناچےیہاسرپورگامںیمانامتماقتوضںوک ِ‬
‫‪e‬‬
‫رظن راھک ایگ ےہ۔ رصعِ احرض ںیم دجدی انکیٹولیج ےن اردو ادب یک رتیق و رتوجی ںیم تہب امہ رکدار ادا ایک ےہ ‪،‬سج وک اس ادیب‬ ‫‪m‬‬
‫رپورگاماکامنایںہصحانبایایگےہ۔‬ ‫‪e‬‬
‫ےچباکدلودامغاپزیکہوہاتےہسجرپھچکیھبشقنایکاجاتکسےہاسےیلمہاےسسجرطفاملئرکںیےگوہایسرطفرابغوہ‬ ‫•‬ ‫‪n‬‬
‫ییس‬
‫اجےئ اگ۔ ہی رپورگام ااسذتہ یک وکشش و نگل یک دبوتل ہبلط ںیم اکی تبثم دبتیلی اک ابثع وہ اگ۔ ادیمِ واقث ےہ ہک ا یکس‬ ‫‪t‬‬
‫‪a‬‬
‫رکیسرٹیٹییکہیاکوشہبلطیکرکداراسزیاوراردوادبیکرتیقورتوجیںیمامہرکدارادارکےیگ۔‬
‫‪t‬‬
‫‪i‬‬
‫‪o‬‬
‫‪n‬‬
‫‪G‬‬
‫‪u‬‬
‫‪i‬‬
‫‪d‬‬
‫‪e‬‬

‫‪Page 51 of 51‬‬

Curriculum Implementation Guide For Teachers Session 2023-24 Dated 16 Jun 2023

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Curriculum Implementation Guide For Teachers Session 2023-24 Dated 16 Jun 2023

Uploaded by

Copyright:

Available Formats

Department of

Curriculum Planning &

Curriculum Implementation Guide

Army Public Schools & Colleges System Secretariat

1.2 Assessment for Learning 05 c

1.6 Effective Utilization of White Board 20

3.1 National Education Policy – 2017 34 t

Department of Curriculum Planning & Development

5. Blended Teaching and Learning Approach 33 I

Department of Curriculum Planning & Development

“Investing in the success for all students” I

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Strands Icons / Symbols Strands Symbols r

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

‫• یقیلختوالیختیت‬ ‫• الخہصاگنری‬ ‫• االطیق‬ ‫وبانل‬ ‫•‬ ‫‪l‬‬

‫‪Department of Curriculum Planning & Development‬‬

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

• Organizing work effectively on

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Mind maps visually represent a

ideas, concepts, and their t

Fig: Table of Graphic Organizers

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

3.5 Implementation Strategy I

Class - I Quranic Tajweed + last 4 Qaida/ Quranic Grammar G

Department of Curriculum Planning & Development

Surah Al-Fil – Surah An-Naas e

Surahs containing the stories of the following Prophets: m

• Hazrat Adam (A.S.) e

• Hazrat Noah (A.S.) n

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development

Department of Curriculum Planning & Development