Syllabus & Datesheet

Second Term Sessional Examination

February 2024
CLASS III
DATE DAY SUBJECT TIME

26-2-2024 Monday Mathematics 1 hour 30 minutes

27-2-2024 Tuesday Urdu Language 1 hour 30 minutes

28-2-2024 Wednesday GK 1 hour 30 minutes

29-2-2024 Thursday English Language 1 hour 30 minutes

1-3-2024 Friday Islamiyat + Nazra 1 hour 30 minutes

4-3-2024 Monday Science 1 hour 30 minutes

5-3-2024 Tuesday English Literature 1 hour 30 minutes

6-3-2024 Wednesday Urdu Literature 1 hour 30 minutes

7-3-2024 Thursday Computer Science 1 hour 30 minutes

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 English

Syllabus Assessment Targets

Cambridge Primary Learner’s Book & The students will be assessed to express:
Workbook 3 opinions about the story.
Explore the features of a myth and identify
Unit 4 Myths and legends myth features in Bear and Fire.
4.1 Looking at a traditional story Identify pronouns in sentences. Use
4.2 What is a myth? pronouns to write sentences.
4.3 Looking at nouns and pronouns Explore the features of legends and read
4.4 What is a legend? the legend of Mulan. Answer questions
4.5 Looking at paragraphs about the story. Identify and spell words
4.6 Joining sentences with common suffixes.
4.7 Making links Identify examples of paragraphs. Explore
4.8 Rewriting a myth and identify adverbs and sentence
4.9 Exploring a legend openers that are used as paragraph
4.10 Planning a legend openings.
4.11 Writing a legend Recap word-class groups and explore
4.12 Improving your legend simple and multi-clause sentences.
Identify clauses within simple sentences.
Grammar: Write multi-clause sentences using
Work from the above-mentioned Units connectives.
of Cambridge Book and workbook. Explore the similarities and differences in
myths and legends.
Comprehension / Creative Writing: Explore different story settings and listen
Any unseen passage as per their ability to a different version of the Bear and Fire
level will be given. myth. Role play retellings of the myth and
plan a retelling of the myth using a
Reader & Activity Book (The storyboard.
Mysterious Island) Read an extract from Sinbad and the Roc
Chapters 5 & 6 and discuss features of legends. Identify
Character Sketch of Neb and Spilett and expand words with apostrophes for
omission.
Use a storyboard to plan the next steps in
Sinbad and the Roc. Select adverbs and
sentence openers to use as paragraph
openings in stories.
Rehearse telling a legend about Sinbad
using a storyboard. Write the legend. Use
dialogue and alternative words for said in
stories.

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 English

Marking Scheme & Paper Pattern

ENGLISH LANGUAGE
Section A 10
Comprehension
Section B 10
Grammar
Section C 10
Composition
Total marks 30
ENGLISH LITERATURE
Section A 10
Vocabulary
Section B 10
Question and Answers
Section C 10
Reader Book / Play
character sketch, word meanings, question and answers
Total marks 30

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 ‫‪Urdu‬‬
‫�ب � �م ‪��� � :‬‬
‫��‬ ‫�د�ن‬ ‫�ا�‬ ‫اُردو ادب‬
‫�‬
‫��� � ��‬
‫‪15،16،17‬‬ ‫�‬ ‫� � ‪،‬ا�ظ ا��‬ ‫�‬
‫� �‬
‫��‬ ‫ا�ظ �ادف ‪� � � �� � ،‬ل �‬
‫� �‬
‫‪20،21‬‬ ‫�‬ ‫�‬
‫�� �وف � � �وع �� وا�ا�ظ‬
‫ز�‬ ‫� رى‬

‫‪Assessment Targets‬‬
‫�‬
‫�‬ ‫�‬
‫ان ا�ق � � � � � � آ�زش ��اور� �� � ��ہ �� �� � ۔ � � درج ذ� ��‬ ‫�‬
‫اُردو ادب‪:‬۔‬
‫�‬ ‫�‬
‫��ل �� � �� ۔ ��ت �� اور � �ا�ت‬ ‫� �� ا�ظ � �� اور � اور ��ى �‬ ‫‪ ،‬ا�ر � �� اور � � � � �‬
‫�‬
‫�‬ ‫�� � �ُ� � �� ۔‬
‫�‬ ‫�� � �� � � وہ ا�اف‬
‫��‬‫�‬ ‫���ت � ا�ر در� � اور � و � �� � � �‬
‫� ��� �� � �و �ر � � �‬ ‫�� �� � �‬ ‫�� � � � ا� رد� اور �‬
‫��� �� � � � �� ۔‬ ‫� �‬
‫اُردو �ا�‪:‬۔‬
‫�� � �� ‪:‬۔‬ ‫� �� ا�اف �� �‬ ‫� � آ�زش �� �� �‬
‫� �‬ ‫�‬
‫�‬ ‫�‬ ‫�‬‫�‬ ‫� � � � ��‬ ‫‪ ،‬اُردو �ا� � �م � �‬
‫�ا� � ��� � ‪ �� � ،‬ا‪� ، � � ، ��،‬رت � در� � � �� ا�ظ � ‪� ،‬ادف � �ن‬
‫��‬ ‫�‬ ‫� �� �ل � �‬
‫� ��� �� � �و �ر � � � � �‬
‫��� �� � � � �� ۔‬ ‫�� �� � �‬

‫‪Marking Scheme & Paper Pattern‬‬

‫اُردو �ا�‪:‬۔‬
‫�و� �ز ‪10‬‬
‫ا�� �ز ‪20:‬‬
‫� � ‪30:‬‬
‫اُردو ادب‪:‬۔‬
‫�و� �ز ‪10‬‬
‫� � ‪30:‬‬ ‫ا�� �ز ‪20:‬‬

‫‪Approved By:‬‬ ‫)‪Department of Qualifications, Curriculum & Assessments (DQCA‬‬

 Nazra

Syllabus

� � � َ
َّ� � ِ ْ �ُ �� َ َ �:
(1)‫�ا� ر� ع‬ ْ 4‫�رہ۔‬

Assessment Targets

‫�اءت‬
�‫� و روا‬
�
� � ‫�رج‬
�‫ادا‬
� ‫��� � � �ا‬
� �‫�آن �ك � در� �اءت اور ��� � � �رج � �� ادا‬
‫� �۔‬
30: � �

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 Islamiyat
Assessment Targets Syllabus
�
� �� �
‫۔‬: �� � �� ‫� �� ا�اف‬ � � � �� ‫� � آ�زش‬ � � ‫�ت �ر�ل ا� � � ا � ����� ﷺ � �� ت‬
( � ‫�)� از‬
�
� ‫ا� � ��� ��� ت � رو� � � � � م ��� ن‬، � ‫� � � �ا‬
� � � ���
� ‫�ت �ر�ل ا� � � ا � ����� ﷺ � �ا � و ا� � اور‬
� ‫� �۔‬ �
� �� ��� � � ‫���ت‬
� � �� ��� � � � � � ‫� � �� � �و �ر‬ � � �� �� � �
� ��
�� � � ‫�ت �ر�ل ا� � � ا � ����� ﷺ � روادارى اور �و‬
� �،‫د در� �ا � ت � ا� ب‬،� ‫� � و � م‬ � � ‫ا�ق �� � � ان‬
�
� � �� �
� � ‫ � اور � � �� ں ��� ن‬،‫� �ا� ت‬ � ، ‫� �ا�ت‬،��� �� ���
�
‫�۔‬

Marking Scheme & Paper Pattern

(15) � ‫� �و‬
�
‫�� �� � �ا � ت‬ �
�
�� � � � /�
‫� ���ا �ا ف � در� ا� ظ � �د � � ��۔)� � �(۔‬
������
(15) ���
�� �
‫�ا ب‬/‫� �ال‬� ‫�و‬
30: � �

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 Computer Science

Syllabus Assessment Targets

To set values inside a program to produce the desired outputs.
To write a program that utilizes variable values input by the user.
Unit 4: To change values within a program to generate different outputs.
Programming: The Drawing To find and fix errors in code.
To understand how to make the Scratch sprite draw with a pen.
Bug To change the program by altering numerical values.
Unit 5: To use inputs to modify program behavior.
To understand the concept of degrees and how they affect movement
Multimedia: Storyland in programming.
To recognize errors in a program.
To fix errors in a program to ensure proper functionality.
To search meticulously for errors within a program.
To use software to create a slideshow with text and images.
To enhance the visual appearance of a slideshow with text and
images.
To correct errors present in a slideshow.
To add animations to enhance a slideshow.
To create a story.
To use software to develop a slideshow with text.
To add images to a slideshow.
To add text boxes to a slideshow.
To improve the visual appeal of a slideshow with text and images.

Marking Scheme & Paper Pattern

Level 4 (Exceeding Expectations - 85-100%): Demonstrates a comprehensive understanding
of all learning outcomes, consistently produces high-quality work with minimal errors, and
showcases exceptional creativity and problem-solving skills.
Level 3 (Meeting Expectations - 70-84%): Shows a good understanding of most learning
outcomes, produces satisfactory work with minor errors, and demonstrates creativity and
critical thinking to a satisfactory level.
Level 2 (Approaching Expectations - 50-69%): Partially demonstrates understanding of
learning outcomes, produces basic work with noticeable errors, and shows limited creativity
and critical thinking skills.
Level 1 (Below Expectations - 0-49%): Demonstrates minimal understanding of learning
outcomes, produces work with significant errors or incompleteness, and lacks creativity and
critical thinking skills.

Total marks 30

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 Science
Syllabus Assessment Targets
Unit 4: The human • Recognize and name major external organs of the human body (e.g., skin, eyes,
ears).
body • Identify and understand the functions of vital internal organs (e.g., heart, lungs,
stomach, brain).
• Communicate understanding through labeling diagrams or models of the human
body.
4.1 External & internal organs • Explain the basic structure and function of the heart as a vital organ in the circula-
4.2 The heart tory system.
4.3 The lungs • Identify the importance of the heart in pumping blood and distributing it through-
out the body.
4.4 The stomach & intestines • Identify the structure and function of the lungs in the respiratory system.
4.5 The brain • Understand the process of breathing and the role of the lungs in oxygenating the
4.6 Reaction time blood.
• Recognize the importance of the lungs for human survival.
• Identify the structure and function of the stomach and intestines in the digestive
system.
Unit 10: Earth’s • Understand the process of digestion and the role of the stomach and intestines in
breaking down food.
materials • Identify and describe the main parts of the brain and their functions.
• Understand the role of the brain as the control center of the body.
• Recognize the importance of the brain in processing information and coordinating
bodily functions.
10.1.2 Fossil fuels • Define reaction time and understand its significance in responding to stimuli.
10.1.3 Natural gas • Recognize factors that can affect reaction time.
10.1.4 Fascinating fossils • Demonstrate the concept of reaction time through simple experiments or activi-
ties.
• Recognize and name different Earth resources, including minerals, water, air, and
soil.
• Understand the concept that Earth's resources are essential for various human
needs.
• Categorize Earth's resources into renewable and non-renewable categories.
•Understand the importance of using resources sustainably.
• Recognize and name gold as a valuable mineral resource.
• Understand the characteristics that make gold unique.
• Explore and discuss the various uses of gold in everyday life and industry.
• Recognize and name fossil fuels, including coal, oil, and natural gas.
• Understand the characteristics and origins of fossil fuels.
• Explore and discuss the various uses of fossil fuels in daily life and industry.
• Understand the importance of fossil fuels as energy sources.
• Investigate how fossil fuels are formed over time.
• Explore and discuss the various uses of natural gas in daily life and industry.
• Understand the importance of natural gas as an energy source.
• Investigate how natural gas is extracted from the Earth.
• Recognize and name fossils as remnants or impressions of ancient living organ-
isms.
• Understand the characteristics and types of fossils, including imprints and petrified
remains.

Marking Scheme & Paper Pattern

1. Section A (Objective) (10 Marks)

2. Section B (Subjective) (20 Marks)

Total marks 30

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 General Knowledge

Syllabus Assessment Targets

Introduce Quaid-e-Azam Muhammad Ali Jinnah as
Unit 9: Quaid-e-Azam the founder of Pakistan
Narrate the major events in the life of Quaid-e
Unit 10: Allama Iqbal Azam Muhammad Ali Jinnah (date of birth, founder
of Pakistan, few major contributions, and the date
when he died)
Unit 10: Changing World Discuss what they have learnt from the major
events/contributions of Quaid-e-Azam Muhammad
Ali Jinnah.
Introduce Allama Muhammad Iqbal as a personali-
ty who expounded the idea of Pakistan.
Narrate the major events in the life of Allama
Muhammad Iqbal (date of birth, national poet,
some famous poems for children, and the date
when he died).
Recognize that present time is different from the
past in terms of living style, food, communication,
clothes etc

Marking Scheme & Paper Pattern

1. Section A (Objective) (10 Marks)

2. Section B (Subjective) (20 Marks)

Total marks 30

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)

 Mathematics

Syllabus Assessment Targets

1. More addition and Count on and count back in steps of constant size: 1-digit
more subtraction numbers, tens or hundreds, star�ng from any number
from 0 to 1000).
2. More multiplication Recite, read and write number names and whole num-
and division bers
from 0 to 1000).
Understand the commuta�ve and associa�ve proper�es
of addi�on and use these to simplify calcula�ons.
Count on and count back in steps of constant size: 1-digit
numbers, tens or hundreds, starting from any number (from
0 to 1000).
Recognize and extend linear sequences, and describe the
term-to-term rule
Understand and explain the relationship between multiplica-
tion and division.

Marking Scheme & Paper Pattern

1. Section A (Objective) (20 Marks)

2. Section B (Subjective) (10 Marks)

Short and long Ques�ons and Answers
Total marks 30

Approved By: Department of Qualifications, Curriculum & Assessments (DQCA)