APSACS Curriculum Implementation Guide Session 2024-25 Dated 17 Apr 2024

CURRICULUM IMPLEMENTATION GUIDE FOR TEACHERS 2024-25
TABLE OF CONTENTS
Chapters Contents Pgs

1 Scheme of Work
1.1 Introduction 02
1.2 Progression Grid 05
1.3 Assessment for Learning 06
1.4 Strands 09
1.5 Values Education 11
1.6 Skills Development 12
1.7 Project Work 16
2 Planning
2.1 Smart Teaching Techniques 18
2.2 Blended Teaching and Learning Approach 21
2.3 Effective Utilization of White Board 23
2.4 Graphic Organizers 24
2.5 Success Criteria 25
2.6 Guidelines for Effective Use of Notebooks 27
2.7 Coordination Meetings 28
2.8 Lesson Plan 33
2.9 Lesson Evaluation 40
3 Monitoring
3.1 Lesson Observation 44
3.2 Notebook Review 47
4 Islamiyat, Nazra and Tarjuma- ul-Quran
4.1 National Education Policy – 2017 49
4.2 The Compulsory Teaching of the Holy Quran Bill – 2017 49
4.3 Single National Curriculum (SNC) – 2020 49
4.4 Single National Curriculum (SNC) – 2022 49
4.5 Implementation Strategy 50
4.6 Religious Education for Non-Muslim Students 53
5 Language Development Programmes
5.1 APSACS English Language Development Programme 54
5.2 APSACS Urdu Adab Silsla 61
TABLE OF FIGURES
Ser Name Pgs
1. Progression Grid 05
2. Strands 10
3. Standard Project Trail 17
4. Features of Smart Classroom 20
5. Blended Teaching and Learning Approach 22
6. Table of Graphic Organizers 24
7. Weekly Subject Coordination Meeting Record 32
8. Unfilled Daily Lesson Plan (English) 35
9. Filled Daily Lesson Plan (English) 36
10. Unfilled Daily Lesson Plan (Urdu) 37
11. Filled Daily Lesson Plan (Urdu) 38-39
12. Lesson Plan, Execution & Evaluation 40
13. Lesson Evaluation (English) 41
14. Lesson Evaluation (Urdu) 42-43
15. Lesson Observation 45-46
16. Notebook Review 48

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

standards that inspire and prepare all students for success in global
environment at affordable costs”
Thus, all the APSACS policy decisions revolve around staying steadfast on its Vision and
Mission.
To carry forward this practice the Curriculum Implementation Guide is developed to provide
clear and succinct policy guidelines. These are designed in the light of APSACS's vision and
mission, for the smooth running of all the institutions at each level.
CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 1 of 65

SCHEME OF WORK
1.1 Introduction
a. A plan that outlines the learning objectives to be achieved over a set period
(typically a term or an academic year) is referred to as a Scheme of Work. It helps to
structure the teaching, learning, and assessment of any subject logically in
progression.
b. A Scheme of Work details the method of delivering the curriculum, such as the order
of lessons, the amount of time to be dedicated to each topic and any assessment
activities that might be necessary. Keeping in perspective this efficacy of the
Scheme of Work and to help teachers plan and sequence their lessons in advance
more effectively, APSACS has transposed from detailed Break Ups to SOWs.
c. APSACS Scheme of Work is a convenient and succinct document that maps out the
curriculum into deliverable units. It is student centred and allows room for teachers
to manoeuvre, create and produce greater contact time with students. It aims to give
greater latitude to teachers to tailor lessons according to individual class needs.
Furthermore, it includes clear guidelines on Assessment for Learning so that
teachers are well-equipped to steer the learning toward the maximum output.
d. Instructions for Teachers. A Scheme of Work based on International
Standards and SNC SLOs 2022, is developed for each class and subject providing
an outline for planning & teaching of the curriculum content. However, schools will
need to adjust the Teaching Weeks, Periods and Holidays according to their
Regions’ Academic Calendar.
e. Contents of SOW
(1) SOW Summary. SOW Summary gives clear and to-the-point information
about the Prescribed books, Reference books, Notebooks, and most
importantly the syllabus outline. The total number of Teaching Weeks and
Teaching Periods required to complete each Unit and Chapter/topic are also
given in this summary.
(2) Progression Grid. Progression grid is a visual representation, giving
interconnection of concepts, content and skills across different levels of
proficiency. It enables a teacher to evaluate individual learner’s progress
against the objectives and identifies the next steps in learning, which are
working towards expectation, meeting the expectation and exceeding the
expectation.
(3) Scope and Sequence. The scope and sequence is a commonly used 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 lesson plans.
(4) Unit, Chapter, Topic and Skills. Relevant Unit wise information is given
under the appropriate headings e.g., the Unit no., Sub units/ Chapters/
Topics/ Lessons. Skills given in SOW are for the entire Unit / Chapter.
Teachers must pick and write the focused skills for their daily Lesson Plan.
(5) Student Learning Outcomes. The SLOs of the entire Unit/Chapter are given
in simple and user-friendly language for the teachers to share with students
so that they are also aware of the direction and progression of the teaching &
learning to focus on the required knowledge and skills.
(6) Teaching Strategies and Learning Activities. Appropriate teaching
strategies are given to guide teachers to develop and plan their daily lessons
however teachers are free to add more strategies that they deem effective. A
number of Class Activities to help students understand the concept are also
suggested. The teachers must identify Relevant Strands and Icons in their
Lesson Plans.
(7) Digital Resources & Tools. A good number of Digital Resources & Tools
are given alongside detailed teaching strategies and activities. Teachers
ought to use the given Digital Resources to utilize the content for better
comprehension of students, however make sure that the aim and purpose for
showing the digital content is made clear to the students. Whereas, Digital
Tools are to ensure better reinforcement through online assessments. Such
online quizzes are not only fun to take but easy to check, thus decreasing
teacher’s workload.
(8) Assessment for Learning. Some AFL strategies/activities are given in the
SOWs however, teachers also need to think of more such activities/strategies
during Subject Coordination Meetings and must mention them in their Lesson
Plans.
(9) Teaching Resources. Textbook, Workbook, Activity Book, Teaching Guides,
Suggested Resource Materials along with their page numbers 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 not contain any objectionable
material against any Religion, Pakistan, or Armed Forces of Pakistan.

(10) C.W, H.W & Online Assignments/ Research Project
(a) C.W, H.W, and Online Assignments are identified in the SOW. APSACS
SOW provides a number of tasks during the class. Teachers must
judiciously select the relevant tasks for each topic.
(b) Teachers must follow APSACS H.W policy. Online Assignments/Research
projects are an essential component to keep students and teachers
engaged in the process of digital learning to develop a research mindset,
therefore this practice should continue.

1.2 Progression Grid. Progression Grid is a logical sequencing of concepts, content and
skills across multiple teaching stages, which helps learners develop more sophisticated ways
of thinking. Following are salient features of progression grid:-
a. Progression Grid is a dynamic visual representation that gives the interconnection of
concepts and skills across different levels of proficiency.
b. By mapping out learning objectives, competencies, and milestones across various
proficiency levels or grades, it provides a comprehensive roadmap for curriculum
implementation.
c. The Progression Grid empowers students (if shared) to take ownership of their
learning journey to set personalized learning goals, track their progress, and engage
in targeted practice and reflection.
d. It focuses on the use of student-centred approach which not only cultivates a growth
mindset but also fosters a deeper understanding of concepts and skills.
e. The Progression Grid serves as a catalyst for differentiation and personalization,
offering teachers the flexibility to tailor instruction to meet the unique needs of each
learner.
f. Through targeted interventions, enrichment activities, or alternative assessment
strategies, teachers can use the Progression Grid to scaffold better learning
experiences.
Fig: Progression Grid

1.3 Assessment for Learning. Assessment for Learning is a strategy that on using
assessment as a tool to support and enhance students’ learning. It involves ongoing, formative
assessment practices that provide feedback to students for better comprehension. Here are
some key strategies of Assessment for Learning:-
a. Anecdotal Records. An Anecdotal record is an informal written academic
description of a student. Improve classes with specific problems or difficult parts,
and enter as a result of direct observation. Anecdotal notes can be used as
documentation of students' achievements in studies. Beware - Informal reports
should be written carefully, avoiding judgmental remarks.
b. Application Cards. After learning about an important theory, principle, or method,
ask students to write one or more practical applications of what they just learned to
see how well they communicate their knowledge.
c. Brainstorming. Brainstorming is a technique that is used to determine what
learners already know about a subject. Because there are no criticisms or grades,
students are often highly motivated to be able to participate.
d. Chain Notes. Students pass around envelopes in which the teacher writes
questions about the lesson. When the envelope arrives at the students, they take
their time to answer the questions and then place the answer in the envelope for
their teacher to assess later.
e. Checklists. Checklists define student behaviours and outcomes in the curriculum,
including action or content goals. These are a reliable and simple observation
method. Checklists are mostly used to track student progress.
f. Exit Cards. Exit cards are a fast way for teachers to gauge students'
comprehension. They are written responses to questions at the lesson or day's end.
This strategy can be used at any level or subject.
g. Gallery Walk. Students in small groups go around the room discussing class
questions or problems in the subject at hand. Teacher pastes questions at different
points called stations. Students go to different stations, discuss, write comments,
and move to the next station with the teacher’s signal.
h. Graphic Organizers. Graphic organizers aid student comprehension. Examples
include T-charts, Venn diagrams, and KWL diagrams. Graphic organizers assess
student’s understanding of ideas / concepts / relationships.
i. Guided Reciprocal Peer Questioning. Guided questioning enables students to
ask about new material or recognize gaps in their knowledge through open-ended
prompts. E.g. "What if..." Ask each other "How does ____ affect ____”?

j. Hand Signals. Students raise their hands and the teacher gives a ‘thumbs up/down’
to indicate understanding. It can be done vice versa.
k. Journals - Learning/Reflection. Reflection as a learning journal allows students to
reflect on the learning that is taking place in the classroom. Journals provide
students with everyday conversations in which they can reflect on important
concepts or ideas raised in class.
l. KWL Chart. A KWL chart is a type of graphic organizer that allows students to
determine "What they know about a particular topic", "What they want to know about
a particular topic", and "What they learn about a particular topic from the lesson".
m. 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.
n. Minute Paper. A Minute Paper is an informal assessment method in which students
are asked simple questions about some aspect of the lesson that they can answer
in one minute, and then the teacher collects, verifies, and sends back the answers
on 3 x 5 cards to students with comments or other interesting points.
o. Muddiest Point. Muddiest Point identifies the most confusing parts of a lesson.
Students write the problematic concept on a card or email. The teacher gathers
students' "highlights" and explores them further in the next lesson for better
comprehension.
p. No Hands Up. The "No Hands Up" rule gives the whole class time to 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 has a question of their own.
q. One-sentence Summary. This simple strategy helps students ask themselves,
“Who does what?, to whom, when, where, how, why?" (Represented by the letters
DWWWWHW). Students combine their answers on a topic into short sentences,
paragraphs and long sentences.
r. Pairs Check. Pairs Check is a method in which groups of four, work in pairs on a
problem. Student A attempts the given problem whereas 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 next step, each pair checks the other
pair to verify its position.
s. RSQC2 (Recall, Summarize, Question, Comment and Connect) RSQC2
assesses students by having them recall and combine key points from previous
lessons. Students create unanswered questions and link concepts to the overall
goal of the course while providing comments on their understanding.

t. Traffic Light Cards. Students have red, yellow, and green cards. If a student shows
their yellow card, it means the teacher is going too fast. If 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.
u. Think-Pair-Share. In Think Pair Share, students think of a question, formulate it,
discuss the question with their pairs, and share their answers with their classmates.
v. Turn-to-Your-Neighbour. This is a helpful technique for all-scale classes. 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.
w. Umpire. Umpire (Arbitration) is when the teacher asks a question and checks with
other students to see if they agree with the first student's answer. "Do you agree
with his definition of circumference, or what do you think"?

1.4 Strands. The latest APSACS Syllabus is developed according to the National
Curriculum of Pakistan, COAS Directive and demands of the 21st Century Skills:-
a. Strands are embedded in the Syllabus and can be identified by different icons which
serve to alert the teacher to capitalize on such teachable moments during the
lessons. Teachers will not mention these strands explicitly in the objectives however
emphasize their importance indirectly.
b. APSACS Syllabus guides and helps teachers to inculcate the four Cs
(Critical thinking, Creativity, Collaboration & Communication) in students.
These four skills are essential for today’s students to succeed in all aspects of life.
c. Good decision-making skills can help students to live a successful life. It allows
them to find and choose the most suitable solution/ option in any situation. Decision-
making skill is a core competency directly linked with Critical Thinking and its
fundamentals.
d. Basic ICT (Information and Communication Technology) skills are the need of the
hour and this “re-skilling” in an era of automation, data and Artificial Intelligence (AI)
is essential.
e. Life skills have been defined as, the abilities for adaptive and positive behaviour
that enable individuals to deal effectively with the demands and challenges of
everyday life.
f. Interfaith Harmony promotes the calm and peaceful coexistence of all peoples.
This interrelationship between people of different religious affiliations at the
individual and organizational levels conveys a positive image of Pakistani society.
Pakistan was founded on Islamic ideology and 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.
g. When teaching any class, the teachers must understand that all the values cannot
be embedded in one class or school level. Values Education is progressively
embedded in different lessons/classes to develop the Emotional Intelligence of
students. The teachers are expected to emphasize a particular point during the
lesson. These are the teachable moments which the teachers can capitalize and
benefit from.

For teachers clarity following strands are given along-with their Icons:-
Strands Icons / Symbols Strands Symbols
Values
Patriotism
Education
Interfaith
Life Skills
Harmony
Communication Creativity
Critical Thinking Collaboration
Smiles /
e-Skills/Digital
Disaster
Literacy
Management
Sports Inclusion
Decision Making Say No to Drugs
Fig: Strands

1.5 Values Education
a. APSACS Syllabus focuses not only on developing a hard-core knowledge base at
each level but also on building a wholesome personality. Therefore, a robust
Values Education Programme in line with our social 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 /regional/ national cultures and traditions.
b. Values Education and character building is realized through the direct and hidden
curriculum of any formal school culture. At APSACS, to develop high sense of
integrity, responsibility and selflessness, conscious effort is made to embed strands
of Values Education for the majority of subjects. The topics for creative writing,
debate and dialogue are carefully selected to provide students with an opportunity to
reflect on and internalize values by using critical thinking skills. Efforts are made to
stimulate the intellect of students as well as make them morally sound. APSACS has
robust Academic and Co-Curricular Activities (CCA) programmes through which
students are taught to practice values such as tolerance, co-operation, sharing, team
work, respect for everybody, compassion for young and weak, human and animal
rights, saying NO to Bullying/drugs/aggression and toxic competition, care for the
environment, dignity of labor etc.

1.6 Skills Development
a. Any curriculum's goal is to create future generations who can contribute to society
on a local, national, and worldwide scale. In order to accomplish this, curriculum
implementers need to be specialists who can help students acquire the necessary
skills.
b. It has been observed that teachers’ main focus stays only on completing the
prescribed syllabus content instead of developing the requisite skills.
c. Therefore, a comprehensive list of subject-wise skills is provided ahead. Which,
during the Subject Coordination Meetings can help teachers identify, after studying
the objectives of a lesson, the particular skill/skills aimed to be developed through
the teaching of a lesson. The same will be entered in the requisite box /space
provided in the lesson plan format.
d. Subject Wise Skills List:-
English Literacy
Listening Speaking Reading Writing
· Comprehension · Fluency & · Fluency & · Syntax

· Critical Accuracy Accuracy
· Grammar
Evaluation · Pronunciation · Comprehension
· Mechanics
· Listening for
· Vocabulary · Decoding (punctuation,
gist
spelling, handwriting
· Listening for · Grammar · Skimming &
& vocabulary)
Information Scanning
· Communication
· Listening for · Communication
· Predicting
· Intonation
Details · Application
· Note-taking
· Eliciting · Presenting
· Planning
· Interpreting · Questioning
· Debating
&Organizing
· Inference
· Creativity
· Summarizing

‫ر‬ ‫اُردو‬
‫· زن‬ ‫رى‬ · · ·
‫زى‬ · ‫دار رى‬ · · ·
‫و‬ · ‫رى‬ · ‫ا‬ · ·
‫ر‬ ‫روز ہز‬ · ‫و‬ · · ‫و ى‬ ·
‫ون‬ · ‫ى‬ · ‫ا رِ ل‬ ·
‫ر و‬ · ‫ا‬ · / ‫از‬ ·
· ‫ى‬ ·
‫ت‬ ‫ا‬
‫ا رِ ن‬ · ‫ى‬ · ‫· ا‬ ‫أتو‬ ·
‫ن‬ ‫ا ار‬ ‫وا‬ ‫ا‬ · ‫ا‬ · · ·
‫ت رى‬ · ‫ى‬ · ‫ى‬ ·
‫ادا‬ ‫ناوردر‬ ‫رج‬ ·

‫ادا‬ ‫ناوردر‬ ‫ت‬ ·
‫ل‬ ‫ا‬ ‫در‬ ‫ا ظ ادا‬ ·
‫رت‬ ‫آ آت‬ ‫أتو‬ ·
Preschool
Preschool · Tracing & Drawing
· Listening · Colouring
· Speaking · Patterning
· Reading · Comparing
· Writing · Gross & Fine Motor Skills
letters · Eye-Hand Coordination

· Recognizing numbers
alphabet · Problem-Solving Skills
· Identifying
· Phonetic Awareness
· Following Directions
· Sorting
· Predicting
· Visual Discrimination
· Auditory Discrimination

· Visual Memory · One to One Correspondence
· Creativity · Self-help Skills
· Comparing &Contrasting
· Classification
Mathematics Science
· Recognizing · Evaluating · Making · Observing

Connections
· Ordering · Calculating · Hypothesizing
· Consequences
· Counting · Simplifying · Fact finding
· Analogical
· Adding · Comparing · Planning
Reasoning
Experiment
· Subtracting · Estimating
· Comparing
· Handling
· Dividing · Analytical
· Inferring Equipment
Thinking
· Multiplying
· Judging · Measuring
· Problem-
· Identifying
Relevance
Solving · Collecting
· Measuring
· Analyzing &Recording Data
· Plotting
· Converting
· Classifying · Investigating
· Critical
· Reasoning
Thinking · Drawing& · Collaborating&
· Factorizing Labelling Communicating
· Logical
Thinking · Reporting& · Predicting
concluding
· Using
Mathematical
tools

General Knowledge/ Social Studies
History Geography
· Thinking Skills (thinking · Cartographical Skills

through)
· Graphical Skills
· Understanding the Historical
· Statistical Skills
process using organizers
· General Investigative Skills
· Organize Inquiry
· ICT Skills
· Formulating the Narrative
· Mapping Skills
· Chronological Skills
· Comparing &Contrasting
· Causation
· Mapping Skills
· Timeline
Computer Art
· Identify and use icons & · Creating · Recognizing

menus.
· Free Hand · Cutting and
· Start an application / open and Drawing Pasting
move among more than one

· Colouring · Painting
application at a time.
· Sketching · Collage work
· Dealing with real life problems
· Shading · Calligraphy
while using digital literacy.
· Tracing
· Familiarizing with hardware &
software.
· Organizing work effectively on

computers.
Using appropriate terminology.

1.7 Project Work
a. APSACS values the practical application of knowledge and skills. To achieve this,
students are given project work that involves investigation and presentation in
written and illustrated form. Project stages include research, building the project,
and presentation. Skills required for project presentation include task delegation,
research, gathering information, artistic and meaningful presentation, and effective
communication. Students enjoy projects that allow them to contribute based on their
strengths and abilities, capitalizing on their unique talents.
b. For the project to be successful, good working relationships must be established
and students must work well with learning partners in a conducive environment. The
amount of time spent on the project depends on the time available and the nature of
the project.
c. Stages and Steps of a Project
(1) The stages of a project are as follows:-
(a) Conception of idea, setting objectives and deadlines.
(b) Group formation.
(c) Data collection &processing of information.
(d) Organize data and create end-product.
(e) Final presentation with layout.
(2) Irrespective of the length of the project, these steps must be followed:-
(a) Classroom Planning. The students and the teacher must discuss the
content and the scope. Discuss side as and different means of gathering the
necessary data. The teachers should form groups of mixed-ability students.
(b) Carrying out the Project
i. Teacher should inform the school management about the project work.
ii. Parents/Guardians should be informed about the project 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.
iv. Provide facilitation if students need to conduct interviews, do recordings,
take photographs, and use the science /computer laboratory or art room
facilities.
v. Set realistic deadlines.
d. Reviewing & Monitoring of the Project. Reviewing and monitoring include
discussion, giving finishing touches to the project, and presentations. Feedback
sessions, both during and after the project, should be held.

e. Nature of Projects given in the Syllabus. Classes, I-VIII are assigned project
work in English, Arts, Mathematics, Science, Social Studies/History, and Computer
Science, with instructions and resources provided to benefit both teachers and
students. Art teachers’ support may be required for projects, and research work may
be assigned as homework. Research and guidance are essential, and original work
is to be valued and graded.
f. APSACS STREAM Expo for Project Display
(1) All the projects and displays made during the term must be kept safe for
APSACS STREAM Expo Day.
(2) APSACS STREAM Expo (Ref to Research and Holistic Development Policy) will
be conducted at the end of the first term during the Result Preparation and PTM
week. Proper preparation for the display of projects and presentations should be
made.
(3) Refer to the given figure for clarity.
Fig: Standard Project Trail

PLANNING
2.1 Smart Teaching Strategies. In this era of discoveries, inventions and advancement,
the field of education cannot rely on years old conventional ways of imparting knowledge.
Thus, Smart teaching which involves Smart strategy and Smart learning leads to Smart
educational outcomes. These four factors if chosen wisely, reflected upon in light of personal
scenarios and put into practice, will result in achieving the ideal effective education system.
Following are some of the Smart teaching strategies to enhance the teaching and learning
experience with in available time:-
a. Prioritize Learning Objectives
(1) Identify the core concepts and learning outcomes that students must understand.
(2) Focus the teaching efforts on these key points to ensure that essential content is
covered efficiently.
(3) Be cautious of not spending more time on less important points therefore
highlight the required SLOs during lesson preparation and focus them primarily.
b. Use Active Learning Techniques
(1) Engage students in active learning activities such as group discussions,
problem-solving exercises, and hands-on projects.
(2) Active learning encourages maximum students’ participation, better
understanding thus allowing teacher to do more in less time effectively.
c. Flipped Classroom Model
(1) Assign digital resources /reading content for students to review and revise
outside of class beforehand, sparing valuable class time for discussions,
activities, and clarification of concepts.
(2) Maximize in-class engagement to achieve ideal syllabus coverage by using
authentic digital resources for students to actively and interactively clarify and
apply that knowledge during class.
d. Break Down Content
(1) Break down the syllabus into smaller, manageable portions.
(2) Present each segment of content sequentially, focusing on mastering one
concept before moving on to the next.
(3) It helps in preventing cognitive overload and improves retention.
(4) Informal assessment can be done before moving on to the next topic.
e. Utilize Technology. Integrate technology tools whenever possible into teaching
practices such as educational software, online simulations, interactive multimedia
presentations, and learning management systems (LMS by FBISE & e-Taleem by

MoFEPT) to enhance teaching and provide additional resources for students to
explore outside of class.
f. Scaffold Learning
(1) Scaffold learning by building upon previously covered material.
(2) Create connections between concepts and reinforce learning through regular
review sessions and informal assessments.
g. Effective Time Management
(1) Develop a realistic schedule and allocate time for each topic based on its
importance and complexity.
(2) Stick to the schedule and avoid spending excessive time on less critical
concepts.
(3) Use instructional time efficiently by minimizing disruptions and staying focused
on learning objectives.
h. Provide Clear Instructions and Expectations
(1) Communicate clear instructions and expectations to students regarding
assignments, assessments, and participation.
(2) Clarify learning objectives and assessment criteria to guide students' efforts and
ensure they stay on track with the syllabus.
i. Encourage Self-directed Learning
(1) Foster a culture of self-directed learning by empowering students to take
responsibility for their education.
(2) Provide resources, guidance, and opportunities for independent study, research,
and exploration.
(3) Encourage curiosity and initiative to facilitate deeper learning and mastery of the
syllabus.
j. Feedback and Reflection
(1) Provide timely and constructive feedback to students on their progress and
understanding of the material.
(2) Encourage reflection on their learning experiences and help them identify areas
for improvement.
(3) Adjust the teaching strategies based on student feedback to optimize syllabus
coverage and effectiveness.

Fig: Features of Smart Classroom

2.2 Blended Teaching and Learning Approach. Blended teaching and learning is a
pedagogical approach that amalgamates traditional face-to-face teaching methodology with
online learning activities. It incorporates the prominent and finest features of traditional
classroom teaching and online learning, thus resulting in a hybrid teaching and learning
environment. To achieve their educational goals students, benefit to a great extent from a mix
of in-person and virtual learning experiences:-
a. The key features of a blended teaching and learning approach are:-
(1) The combination of in-person and online Instruction allows students to benefit
from direct interaction with teachers and peers during in-person sessions, while
also benefitting from the flexibility and accessibility of online resources.
(2) Blended learning offers the compliance to access learning materials and
complete assignments at students’ own pace and convenience. Online learning
materials can be designed to cater to individual learning methods and
preferences thus allowing for personalized learning experiences.
(3) By incorporating a variety of instructional methods active learning strategies are
promoted through Blended learning. In-person sessions may involve
collaborative group work, discussions, demonstrations, or hands-on activities,
while online components may include interactive multimedia, simulations,
quizzes, or discussion forums.
(4) Student engagement and interactivity is increased through blended learning.
Multimedia resources, such as videos, interactive presentations, and virtual
simulations, can captivate students' attention and deepen their understanding of
the subject matter.
(5) Blended learning allows for ongoing assessment and feedback. Online platforms
can facilitate formative assessments, quizzes, and self-paced activities,
providing immediate feedback to students. Whereas, in-person sessions can be
dedicated to discussions, clarifications, and more comprehensive assessments.
(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 resources outside the
classroom, expanding their learning opportunities and accessing up-to-date
information.
(7) Students’ diverse learning modalities are acknowledged and supported in
Blended learning. It recognizes that some students may thrive in face-to-face
interactions, while others prefer the self-paced and interactive nature of online
learning. A blended approach accommodates both, thus promoting inclusivity.

(8) A blended teaching and learning approach combines the strengths of face-to-
face instruction and online learning, providing students with a flexible, engaging,
and personalized educational experience. By integrating in-person and online
components, blended learning maximizes the benefits of both approaches and
promotes effective learning outcomes.
Fig: Blended Teaching and Learning Approach

2.3 Effective Utilization of White Board
a. Despite all the modern gadgetry to facilitate learning, the role of a simple
black/whiteboard cannot be undermined. It is still a valuable tool for teaching, be it a
university class or a toddler’s playgroup. If you simply stand and talk in front of a
class, you will fail to capture the attention of those students who process visual
information better.
b. Dividing a whiteboard in sections to provide information/explanation, proves to be
very useful. There are various ways of doing it, one such way of blackboard /
Whiteboard division is the H Model which effectively divides the board into four parts.
The upper part of H is to write the content for 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 will be erased after explanation. The right side of the H
board is to write the lesson objectives and success criteria and the left side is for
homework, project reminders, and important announcements.
c. Standing at an appropriate position while writing on the board is very important.
Therefore, teachers when writing should try standing on the right side of the board so
that it stays visible to the students. This body position also helps to write in straight
lines. While writing engage students through interactive discussion regarding the
content being presented on the board. After writing a point, move to one side so that
the students can see what is written.
d. Teachers should frequently go to the back of the class and check if the writing is
visible and there is no glare on the whiteboard surface and make sure that the
position of the board is favorable for all students.
Use of H Model for effective use of whiteboard
Date Subject, Topic & Pg no Attendance

SLOs Explanation Home work
Examples Project work
Success Graphic organizers Exam /
criteria Test announcement

2.4 Graphic Organizers
a. A graphic organizer, also known as a concept map, mind map, or visual organizer,
is a visual representation or diagram that helps organize information and ideas in a
clear and structured manner. It serves as a visual tool to help individuals understand
and analyse complex concepts, relationships, and connections between different
elements.
b. Graphic organizers are widely used in educational settings to support learning and
cognitive processes. They are particularly effective for visual learners and
individuals who benefit from visual representations of information. Graphic
organizers can be created using pen and paper or with the help of digital tools and
software. Common types of graphic organizers include:-
Venn diagrams are used to compare and
contrast two or more concepts or ideas.
Concept maps illustrate the relationships

and connections between different concepts
or topics.
Mind maps visually represent ideas,

concepts, and their relationships in a
hierarchical or branching structure.
Flowcharts depict a step-by-step process or

sequence of events.
KWL charts assist in organizing prior

knowledge, generating questions, and
summarizing new knowledge gained during
learning.
Fig: Table of Graphic Organizers

2.5 Success Criteria. In a classroom setting, success criteria refer to specific, measurable
indicators that articulate what successful learning looks like for a particular lesson, task, or
activity. They provide clear benchmarks against which students can assess their progress and
understand what is expected of them. Success criteria help students understand the learning
objectives and standards, guiding them in self-assessment and reflection on their own learning
journey. Here's a step-by-step guide on how to do it effectively:-
a. Before writing success criteria, clearly define the learning objectives of the lesson.
What specific knowledge, skills, or understanding do you want students to gain?
b. Begin each success criteria with an action verb that describes what students will be
able to do. For example, "identify," "analyze," "solve," "create," etc.
c. Ensure that each success criteria is specific and measurable so that it's clear when
students have achieved it.
d. Make sure the success criteria are easy for students to understand. Avoid using
overly complex language or including unnecessary details.
e. Share the success criteria with students at the appropriate time during the lesson.
Success criteria to be displayed/written visibly.
f. Use the success criteria to reflect student learning at the end of the lesson. Provide
feedback to students based on how well they have met each criteria, and use this
information for future instructions:-
(1) Examples of success criteria for a Mathematics lesson
(a) SLO. Students will be able to solve equations.
(b) Success Criteria
i. Identify the variables and constants in a given equation.
ii. Apply appropriate inverse operations to isolate the variable.
iii. Solve the equation correctly to find the value of the variable.
iv. Check the solution by substituting it back into the original equation.
v. Explain the steps taken to solve the equation in writing or verbally.
(2) Examples of success criteria for an English language lesson
(a) SLO. Students will be able to write a persuasive essay.
i. Clearly state a position or opinion on the given topic in the introductory
paragraph.
ii. Include at least three pieces of evidence to support the argument, such as
facts, statistics, examples, or expert opinions.
iii. Organize the essay logically with a clear introduction, body paragraphs,
and conclusion that flow smoothly from one to the next.

iv. Use persuasive language techniques, such as appeals to logic, emotion,
or credibility, to effectively convince the reader of the argument.
v. Maintain a formal tone throughout the essay.
vi. Conclude the essay by summarizing key points and reinforcing the main
argument.
(3) Examples of success criteria for a science lesson
(a) SLO. Students will be able to use the scientific method.
i. Clearly state a testable question or problem to investigate.
ii. Develop a testable hypothesis that predicts the outcome of the
experiment.
iii. Design a controlled experiment with independent and dependent
variables, as well as appropriate controls.
iv. Follow the experimental procedures outlined, including making accurate
observations and measurements.
v. Collect quantitative or qualitative data during the experiment using
appropriate tools and methods.
vi. Organize collected data in tables, graphs, or charts for analysis.
vii. Analyze the data collected to identify patterns, trends, or relationships.
viii. Draw conclusions based on the data collected and analyze whether they
support or refute the hypothesis.
ix. Evaluate the reliability and validity of the results obtained and consider
possible sources of error.
x. Clearly communicate the findings of the experiment in a formal lab
report, including an introduction, methods, results, discussion, and
conclusion.
‫۔‬ ‫ع در ا‬ ‫د‬ ‫۔‬ (٤)

‫ر‬ ‫)ا (۔‬
‫۔‬ ‫ر‬ ‫ا لو ا‬ ‫در ا‬ ‫۔‬١
‫۔‬ ‫لر‬ ‫اورا‬ ‫در ا‬ ‫۔‬٢
‫۔‬ ‫ر‬ ‫ا ظ‬١٢٠–١٠٠ ‫ر دہا ظ‬ ‫در ا‬ ‫۔‬٣
‫۔‬ ‫ں‬ ‫اورا‬ ‫در‬، ‫ںا ا‬ ‫در ا‬ ‫۔‬٤

2.6 Guidelines for effective use of notebooks in schools. In this digital age, where
screens dominate our daily lives, the humble notebook might seem outdated. However, its
significance in educational settings remains paramount. Notebooks serve as a tangible
repository for students' thoughts, ideas, and learning. To ensure that notebooks fulfill their
potential as valuable learning tools, it's essential to establish guidelines for their effective use
in schools. Here are some key considerations. Encourage students to:-
a. Maintain a clear organizational structure by using dividers for both terms, labeling
sections appropriately as for language/ grammar, and dating entries.
b. Write legibly, use headings and subheadings, and draw diagrams where relevant.
c. Actively engage with their notebooks during classes. Instead of passively
transcribing information from the whiteboard, they should jot down key points,
questions, and personal reflections as for How and Why questions.
d. Regular review of the notebooks so that students keep a check for completion of
notebook work.
e. Personalize their notebooks to reflect their individual learning styles and preferences.
This could include using colored pens for dividers and labels only, highlighting
important points, or incorporating mnemonic devices such as acronyms, acrostics
and rhymes etc.
f. Integrate relevant digital content by giving research-oriented tasks supported by
more digital content such as printed screenshots of figurative examples or QR codes
to add authenticity into their work. This integration enhances the richness of their
learning experience.
g. Respect and care for their notebooks by keeping them clean, avoiding unnecessary
doodling or defacement, and storing them securely. Instilling a sense of responsibility
for their notebooks fosters a culture of respect for learning materials.
h. Notebooks play a vital role in the learning process and should be utilized effectively
to maximize their educational benefits.

2.7 Coordination Meetings
a. Coordination meetings play a crucial role in ensuring effective communication,
collaboration, and alignment within a school. Coordination among different school
segments helps reduce the disconnect that may exist between different tiers of the
school.
b. Coordination meetings facilitate discussions on standardization and quality
assurance in various aspects such as teaching methodologies, assessments, and
curriculum implementation. Through these meetings, teachers can share best
practices, discuss teaching strategies, and collaborate on designing effective
assessments. Furthermore, by discussing student performance, analyzing
assessment results, and identifying areas of improvement, teachers can collectively
work towards enhancing the quality of education provided.
c. Types of Academic Coordination Meetings. To ensure well-planned execution of
the curriculum three types of meetings are:-
(1) Mega Coordination Meeting. The Mega Coordination meeting will be held at
the start of Academic Year:-
(a) Attendees of this meeting include; the Regional Director (in close proximity
schools as a monitoring measure), Principal, Academic Coordinator/ Vice
Principal, All Section Heads & Dy Section Heads (if any), Subject
Coordinators, CCA Coordinator, AIS Coordinator, Admin Officer, Security
Officer, and Sports in charge.
(b) Agenda for the Mega Coordination Meeting is as follows:-
i. Detailed discussion regarding changes in APSACS Academic Package,
Management Facilitation Booklet, and Curriculum Implementation Guide
is done.
ii. Thorough reading of the APSACS Academic and CCA Calendars takes
place.
iii. Discussion and finalization of Orientation Day activities is conducted.
(2) Term Coordination Meeting
(a) The Term Coordination Meetings are held once before the start of each term,
separately in the Pre, Junior, Middle, and Senior section.
(b) The attendees of the term coordination meetings are the Section Head,
Academic Coordinator/ Vice Principal, Dy Section Heads (if any), Subject
Coordinators, Class In charge, School Teaching Staff (level specific), PTIs,
and Admin Officer.

(c) The procedure for the first such meeting is given in succeeding paras.
Agenda for the Term Coordination Meeting includes the following points:-
i. Discussion on 3x APSACS Policy Booklets to know the latest policies,
booklists and allocation of periods and timetabling. Moreover any other
general to specific instructions are discussed as per the road map.
ii. Updating the SEF of respective school level and chalk out the
implementation plan for the whole term.
iii. Plans are discussed for the conduct of First Subject Coordination meeting
of the Term.
iv. In the Second Term Coordination Meeting Remedial Plans are prepared.
The lists of students with low academic attainment who require extra
support are prepared. These lists serve as a basis for developing
remedial plans to provide additional assistance to LRLs (Low Readiness
Learners).
(3) First Subject Coordination Meeting
(a) Study of Summary Page
i. Subject coordinators and the team of subject teachers for parallel
classes/sections are to perform the in-depth study of the Scheme of Work
(SOW) for the term. Based on this information, they create a broad
teaching plan for their assigned subjects for the entire term.
ii. The units/chapters in the Summary page of the Scheme of Work (SOW)
for one term are distributed among the teachers of different sections
(parallel) of a class for planner writing. This ensures equal distribution of
topics and load sharing among teachers. Teachers spread the syllabus
over the allotted periods in a logical and balanced manner. The teaching
plan is then displayed in the Section Head's office, ensuring visibility and
accessibility for all stakeholders.
(b) Development of First Lesson Plans
i. For the first teaching week of the session an experienced teacher is
detailed the responsibility of preparing lesson plans for the entire week
based on the assigned topics.
ii. These lesson plans are then discussed during the subject coordination
meeting with the rest of the subject teachers. Objective and logical
evaluation of each lesson plan is conducted to ensure coherence among
its components, including learning outcomes, timeframe, skills,
pedagogy/activities, resources, and assessment plans.

iii. The developer of the lesson plan incorporates the agreed-upon changes
proposed by other teachers of parallel classes, fostering ownership and
collaboration among all teachers.
(c) Submission of the Final Plan. The finalized plan is submitted to the Section
Head by the coordinator, who then prepares photocopies for the teachers of
parallel classes. This lesson plan is utilized for the first teaching week of the
session. After the first week, rotational planning is followed as outlined in the
Teacher Planner.
(4) Weekly Subject Coordination Meeting
i. The Attendees of Weekly Subject Coordination Meetings are the Section/ Dy
Section Head, Subject Coordinators, and Subject Teachers. These meetings
are scheduled after regular school timings during the teachers’ stay-back
time.
ii. The procedure for subject coordination meeting includes the following steps:-
aa. Reflect and Review. Reflect on the previous week's work and review the
upcoming week's work. This helps in making connections between
lessons, identifying areas of improvement, and preparing for the next
topics.
bb. Understanding Learning Outcomes and Skills. Teachers should
understand the significance of National Curriculum Learning Outcomes
(NLOs NEP 2017-2025) and their relationship with the skills identified for
each lesson. During coordination meetings, discuss and evaluate whether
the chosen pedagogy, activities/assignments and planned resources are
sufficient for inculcating the identified skills.
cc. Making Connections with Past Learning. Before starting a new unit or
concept, teachers should make meaningful connections with past
learning. This helps in understanding the coherence of the curriculum and
the expected achievement at each class level.
dd. Focus on Digital Literacy. Emphasize the inculcation of digital literacy
in students using IT resources such as tablets, laptops, LCDs, mobile
phones, projectors, and smart boards. Encourage the integration of
technology in teaching and learning processes.
ee. Coordination with Other Staff Members. For lessons that require
specific facilities such as science laboratories, art rooms, or computer
laboratories, coordinate with the relevant staff members. Decide on the
periods during the week that will be utilized for these purposes.

Coordinate with the computer teacher/librarian for facilitating
internet/library research for project work/tasks.

ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM
WEEKLY SUBJECT COORDINATION MEETING RECORD (CLASS Pre – VIII)
Week: 14th+15th Class: V No. of Sections: A,B & C (3)
Resources: Novel pg no: 35-39 & 60, 61,
Teaching Guide
Steps Subject: Eng Lit Topic: The Secret Garden Sub Topics: Chapter 10
CD
Multilingual Glossary
1. Review of Previous Week's Work (& completion plan, if any): Completed till chapter 9
Period wise Break-up of:
Resources/Digital Assessment for Class Work/ Homework/
2. Topics/Sub- Skill(s) to be focused Methodology Activities /Project
Resources Learning Online Assignment
Topics: on:
1st · Recapping · Rearranging · Novel · Pair-reading C.W:
Chapter 10 · Reading & sentences · Digital Resources · Class Discussion · Textbook Ex 1-4
· Discussion · Think-Pair-Share
understanding · Use of graphic · Computer Lab · Completing Online Quiz
· Pair-reading · RSQC2
· Vocabulary organizer · Solving online H.W:
· Using · Student generated
development · Use the correct novel Quiz Qs · Draw your Secret
contextual
· Predicting form of verbs · Summarising Garden.
clues &
· Find definitions · Use of Digital Tool Online Assgn:
dictionary
of the words · Give a title & write a
few sentences about it
2nd · Comprehension · Group /pair · Answering Critical · Novel ·Q /Ans Session C.W:
Chapter 10 · Character Discussion Thinking Qs · Notebooks ·Exit Card · Ex 5 Follow-up
contd.. Analysis · Real-life · Illustration of ·Muddiest Point Activities Q 1,2 & 4
applicaiton chap 10 ·Sharing of Personal · Ex 6
· Giving personal · Selected movie Experiences H.W:
opinion clips · Opinion Sharing · Ex 6 Writing an
· Open ended Qs informal letter
3. Strategies for Learners requiring extra assistance: Pairing of LRLs with high achievers, ICT integration and encouraging participation
Teacher Responsible for Preparing lesson Plan: Saima
4. Attendees of Coordination Meeting:
1. Gulraiz 2. Rubina 3. Rasheeda 4. -
5. Date of submission of the Lesson Plan to the Sec Head: ---- Date of distribution of the finalized Lesson Plan to the Teachers: -----
Sign: Subject Coordinator: _______________________
Fig: Weekly Subject Coordination Meeting Record

2.8 Lesson Plan
a. Teachers will take turns in developing the weekly lesson plans, ensuring that each
teacher contributes to the planning process. This rotational approach allows for
shared responsibilities and encourages the exchange of ideas and teaching
strategies among the teaching team.
b. To facilitate this process, teachers are encouraged to carry their weekly lesson
plans on clipboards. This practice ensures that the lesson plans are readily
accessible and easily portable during classroom instruction.
c. All Lesson plans must be typed. All relevant areas are to be filled as per the filled
sample provided in the lesson planner.
d. Other important points to be considered while planning a lesson are as follows:-
(1) Student Learning Objectives (SLOs). Write the specific SLOs that will be
shared verbally, written on the board, and explained to the students at the
beginning of the lesson.
(2) Skills Identification for the Lesson. Write the specific skills that will be
focused during the lesson. Also, mention that the teachers will focus on the
development of these skills using appropriate pedagogy and activities.
(3) Resources. List the audio/visual aids, charts, flash cards, illustrations, models,
or realia that will be used during the lesson to enhance the teaching and
learning experience.
(4) Plan to Check Previous Knowledge. Assess students' previous knowledge
related to the topic by connecting and recapping previous and present topics of
similar concepts and their prior experiences.
(5) Introduction Plan for the Topic. Introduce the topic through an
announcement, an activity, a short discussion, or brainstorming to engage
students by creating interest.
(6) Salient Features of the Lesson. The lesson content should align with the
given Student Learning Outcomes (SLOs) in SOW. Likewise the chosen
methodology should best meet the SLOs too, which may include
brainstorming, discussion, demonstration or a combination of different teaching
strategies.
(7) Planned Activities and Audio/Visual Aids. Clearly indicate at what point in
the lesson the planned activities will take place. Ensure that the chosen
activities are thoughtfully selected to develop the desired skills in students.
(8) Student Work and Homework. Specify the intended student work, including
board practice, class work (written/oral), and homework. Ensure that

homework aligns with the SOW. Homework must be reinforcement of the
taught concept.
(9) Success Criteria. Discuss the success criteria for the lesson, either through a
model or by highlighting important points. Share and write the criteria on the
board before assigning any tasks (written/oral).
(10) Plenary/Wrap up. For summarizing the lesson, may involve the teacher's
recap, joint class effort, board activity, AFL activity, or the use of a chart or
graphic organizer.
(11) Assessment for Learning Strategies. Clearly state the Assessment for
Learning Strategy in the daily lesson to determine the extent to which the
intended learning outcomes have been achieved. AFL can be conducted
through various strategies.
(12) 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 the effectiveness
of the planned pedagogy in achieving the intended outcomes.

Week: _____________ DAILY LESSON PLAN Developed by: __________
Date: ______________ Taught by: _____________
Class: Subject:
Period: ) Topic:
SLO (s):
Skills focussed on:
Resources:
Methodology (selected in the subject Coordination Meeting should be used):
Activity
Success Criteria:
Assessment For Learning:

C.W:
H.W:
Online Assignment (if any):
Plenary / wrap up:
Lesson Evaluation:
Sign / Name & Date : Subject Coordinator _________________

Fig: Unfilled Daily Lesson Plan (English)

Week: 15 DAILY LESSON PLAN Developed by: Gulraiz
Date: 20 June 2023 Taught by: Rubina
Class: V Subject: Eng Lit

Period: 40 mins + 40 mins Topic: The Secret Garden Sub topic: Chap 10
SLO (s): Students will be able to:
· Predict ending of the novel.
· Develop reading comprehension & Questioning skills.
· Identify values and theme of novel.
· Solve a quiz using digital tool.
Skills focussed on: Predicting. Critical thinking, Creativity, Communication, Summarizing.
Resources: Novel, Digital Tool, Internet, White board & markers, Worksheets.
Methodology (selected in the subject Coordination Meeting should be used):
1. Recap of events will be given in jumbled order. Students will arrange the sentences in the correct order.
(Worksheet will be prepared & photocopied according to student strength during the Coordination Meeting).
2. Students will look at the pictures & predict what is going to happen in this chapter.
3. Activity # 1: With the help of Graphic organizer students will summarize the plot of the novel. (Board Work).
4. Reading & discussion of Chap 10 will be carried out in pairs.
5. Students will be encouraged to ask critical thinking questions from the class such as:
- If you were Mary what would you have done to help Colin?
- Why would you like to visit the Secret Garden depicted in the story?
- Which of the characters inspired them most & why?
6. Activity # 2: Students will discuss the key themes in groups i.e. values of friendship, kindness, healing &
reunion.
7. Activity # 3: Students will be taken to the computer lab after coordination with the Comp lab in
charge/teacher.
- Quiz will be completed by the students using the following Digital Tool:
https://www.sparknotes.com/lit/secretgarden/quiz/
Success Criteria:
Remember to:
1. read the sentences and put them in the order they occurred in the story.
2. formulate critical thinking open ended Qs.
3. identify and support the themes with facts & evidence from the story.
4. complete the Digital Quiz by giving accurate answers.
Assessment For Learning: Think-Pair-Share, RSQC2, Student generated Qs, Use of Digital Tool
C.W: Completing Online Quiz.
H.W: Draw your imaginary secret garden.
Online Assignment (if any): Give a title to your secret garden and write a few lines to describe your drawing.
Plenary / wrap up: Students will share all the important events of the novel turn wise.
Lesson Evaluation: Most of the students are not able to complete the digital tool therefore it will be carried forward in
the next lesson.
Sign / Name & Date: Subject Coordinator _________________
Fig: Filled Daily Lesson Plan (English)

‫ى‬
____________:‫ر دہ‬ ___________________:
____________: / ____________________: ‫ر‬
: : :‫ن‬
:‫ان‬
: ‫ں‬ ‫اس‬ : ‫ت‬
: ‫ر‬
: ‫ذرا‬
(‫دہ‬ ‫ورت‬ ‫) وار آرڈ‬: ‫ر‬
:‫ر‬
: ‫در‬
:‫م‬
:‫م‬
: ‫ا‬ ‫آن‬
:‫ا دہ‬
:‫ہ‬
___________________________: ‫آرڈ‬ ‫ ر ۔‬،‫ م‬/ ‫د‬
Fig: Unfilled Daily Lesson Plan (Urdu)

‫ى‬
‫ر دہ‪:‬ز‬ ‫‪ :‬اں‬
‫‪:‬‬ ‫‪/‬‬
‫‪٢٠٢٣‬‬ ‫ر ‪١٥ :‬ا‬
‫(‬ ‫‪٤٠)١ :‬‬ ‫‪:‬‬ ‫ن‪:‬اردو‬
‫ى‬ ‫ان‪ :‬ر‬
‫‪:‬‬ ‫ں‬ ‫اس‬ ‫ت ‪:‬‬
‫۔‬ ‫ا‬ ‫‪،‬روا اور‬ ‫در‬ ‫·‬
‫۔‬ ‫ا ل‬ ‫·‬
‫۔‬ ‫داروں‬ ‫تاوراس‬ ‫د‬ ‫·‬
‫۔‬ ‫ا‬ ‫‪،‬ڈ‬ ‫ا ‪،‬‬ ‫‪،‬‬ ‫ى‪،‬‬ ‫ىو‬ ‫و ى‪،‬‬ ‫ر ‪:‬‬
‫پ‪/‬ا رٹ رڈ۔‬ ‫اد‪،‬ا رٹ ن‪/‬‬ ‫‪ ،‬ر ‪،‬ڈ‬ ‫درى ب ت‪٤٠ ٣٨‬‬ ‫ذرا ‪:‬‬
‫دہ(۔‬ ‫ورت‬ ‫ر ‪ ):‬وار آرڈ‬
‫۔‬ ‫آ ز‬ ‫ادد‬ ‫ڈ‬ ‫ر‬ ‫(‪ :‬ى ك‪،‬ذ آ د اور‬ ‫ل‬ ‫و ى كـ) د‬ ‫ا‬ ‫ڈ‬
‫‪https://fb.watch/f4faKw655l/‬‬
‫‪:‬‬ ‫ل‬ ‫د‬ ‫ت‬ ‫ا‬ ‫اد‬ ‫ڈ‬ ‫·‬
‫؟‬ ‫دار‬ ‫ن ن‬ ‫‪١‬۔‬
‫آ اور ں؟‬ ‫رہ‬ ‫ن‬ ‫آپ‬ ‫‪٢‬۔‬
‫رہد ؟‬ ‫‪٣‬۔ ا آپ ن‬
‫۔‬ ‫ات‬ ‫ر‬ ‫‘‘اور‬ ‫‪’’:‬‬ ‫وا‬ ‫·‬
‫۔‬ ‫آ ہ‬ ‫ت‬ ‫·‬
‫و‬ ‫’’ا ا ظ‘‘اور‬ ‫۔دوران ا‬ ‫ا‬ ‫در‬ ‫دہ‬ ‫ا‬ ‫·‬

‫۔‬ ‫ش وا‬ ‫د‬ ‫ا ظ‬ ‫۔‬
‫۔‬ ‫ل‬ ‫د‬ ‫ت‬ ‫ا‬ ‫د‬ ‫ات‬ ‫ا تاور‬ ‫دوران ‘‘د‬ ‫’’‬ ‫·‬
‫ہ‬ ‫ا‬ ‫وہ‬ ‫ازاں‬ ‫ل‬ ‫د‬ ‫ا‬ ‫و ں‬ ‫(‪:‬‬ ‫اور‬ ‫ل‬ ‫‪ ،‬د‬ ‫)‬ ‫و‬ ‫·‬
‫ا ر ل ے ۔‬
‫۔‬ ‫ا دہ وا‬ ‫ت ز‬ ‫ا ا‬ ‫اور‬ ‫ت‬ ‫ا‬ ‫·‬

‫‪:‬‬ ‫ہ‬ ‫ا ت ذر‬ ‫ا‬ ‫·‬
‫اور ں؟‬ ‫دارا‬ ‫آپ ن‬ ‫‪o‬‬
‫؟‬ ‫آپ‬ ‫اس‬ ‫‪o‬‬
‫ت‬ ‫ا‬ ‫ت‬ ‫وہ وہ‬ ‫ا‬ ‫۔‬ ‫ں‬ ‫و ں‬ ‫(‪:‬‬ ‫)ا ٹ‬ ‫و‬ ‫·‬
‫۔‬ ‫ت و‬ ‫ذر‬ ‫ازاں‬ ‫ورت‬ ‫و‬
‫ت ز (‪ ،‬و‬ ‫)‬ ‫(‪،‬‬ ‫اور‬ ‫ل‬ ‫‪ ،‬د‬ ‫)‬ ‫‪ ،‬و‬ ‫دہ‬ ‫ا‬ ‫) ى ك(‪،‬‬ ‫ا‬ ‫ں‪:‬ڈ‬ ‫·‬
‫(۔‬ ‫)ا ٹ‬
‫‪CP&D Curriculum Implementation Guide for Teachers 2024-2025‬‬ ‫‪Page 38 of 65‬‬

‫ر‪:‬‬
‫۔‬ ‫اور‬ ‫د‬ ‫اد‬ ‫ڈ‬ ‫·‬
‫۔‬ ‫لر‬ ‫اورادا‬ ‫در‬ ‫ا‬ ‫·‬
‫۔‬ ‫ا‬ ‫لر‬ ‫اورادا‬ ‫در‬ ‫·‬
‫۔‬ ‫ا ل‬ ‫ر‬ ‫وف‬ ‫·‬
‫ت ز ‪،‬‬ ‫‪،‬‬ ‫اور‬ ‫ل‬ ‫د‬ ‫ا ‪ /‬ا ت‪،‬‬ ‫ہ ر‬ ‫ا ت‪،‬‬ ‫ہ ر‬ ‫وا‬ ‫ہ‪،‬‬ ‫ت‬ ‫اد‬ ‫‪:‬ڈ‬
‫۔‬ ‫ا ٹ‬
‫۔‬ ‫لاورو‬ ‫ا ‪ ،‬د‬ ‫م‪:‬‬
‫۔‬ ‫ات ٹ‬ ‫ى‬ ‫م‪:‬‬
‫ا ت ا دہ وا ۔‬ ‫د‬ ‫ا دہ‪:‬‬
‫ر ۔‬ ‫‪/‬م‬ ‫ت‪ /‬ا تا‬ ‫م‬ ‫ى‬ ‫ہ‪ :‬ر‬
‫‪___________________________:‬‬ ‫آرڈ‬ ‫‪ /‬م‪ ،‬ر ۔‬ ‫د‬
‫)‪Fig: Filled Daily Lesson Plan (Urdu‬‬

2.9 Lesson Evaluations (Topic-wise). Lesson Evaluation is a critical exercise that involves
reflecting on the planning, teaching, and learning process. It should be concise, explicit, and to
the point. The evaluation will be written after the completion of a topic/subtopic, following the
provided structured format. Effective lesson evaluation comprises of the following steps:-
a. Gauging Student Understanding. Teachers reflect on how the majority of students
understood the concepts and skills taught in the topic and evaluate the effectiveness
of the AFL Strategy in providing a realistic picture of each learner's progress.
b. Students Requiring Extra Assistance. Identify students who require additional
support or alternate measures to address their specific needs. Describe the
additional assistance provided to support these students. Moreover, teachers are to
prepare a list of low readiness learners to develop a remedial programme in
consultation with the School Heads.
c. Completion Plan. Teacher should also mention if the topic was incomplete in a
certain class and outline the complete plan for the remaining content. Also discuss
any challenges encountered in completing/building the concept in multiple sections
and bring these issues for discussion in the coordination meeting.
d. Following is the pictorial representation of lesson planning: -
Fig: Lesson Plan, Execution & Evaluation

LESSON EVALUATION (TOPIC-WISE)
Topic: Novel: The Secret Garden Eng Lit Chap 10

Class/Sec. V A, B, C
1.What went well during teaching?
Students showed good understanding of the story and knew the correct order of events. Students
performance in the Quiz reflected sound comprehension skills and most of the students completed
the Quiz with good time management.
Student engagement and participation was eager during the graphic organizer & summarizing
activity.
2. What did not go well in the lesson?
Students found the construction of Critical thinking open ended Qs. somewhat challenging. Some
students needed guidance with the wording of the Qs. Students identified the values/themes but
some were not able to give facts & evidence from the novel to support their point.
3. How to improve the lesson?

Revision of Bloom’s taxonomy high order Q words to be carried out in class.
Pre-reading of the chapter will be given for H.W to ensure students are able to pick out facts &
evidence.
Students to watch the ending of the movie to become familiar with the occurrences at the end of
the story.
4. Identify students requiring extra assistance and what measures were taken for them?
Section wise names of Students Remedial Measures
Section A: Saima, Sara The students were paired with high achiever
Section B: Arsalan, Moeed
students for the next whole week during revision
Section C: Amina, Ayla
of the novel. This strategy helped them to
comprehend & complete their work satisfactorily
which was evident from their classroom
involvement & written work
5. State completion plan, if Incomplete. All steps of the Lesson Plan were completed &
students understood the
work well that was evident from their oral participation & written work.
Sign: Subject Coordinator _________________ Sign: Section Head _________________
Fig: Lesson Evaluation (English)

‫‪/‬‬
‫ى‬ ‫ان‪ :‬ر‬ ‫)اے‪( ، ،‬‬ ‫‪:‬‬ ‫‪/‬‬
‫؟‬ ‫‪/‬‬ ‫دوران ر‬
‫دل‬ ‫ت‬ ‫ا‬ ‫ا‬ ‫ات‬ ‫ارے‪/‬‬ ‫ہ ۔‬ ‫اور‬ ‫ت ز‬ ‫لاور‬ ‫د‬ ‫ا‬
‫ا ادى ر‬ ‫ناور‬ ‫ل‬ ‫د‬ ‫۔‬ ‫‪/‬‬ ‫ت‬ ‫ر‬ ‫ابد ۔‬ ‫ہ اوردر‬
‫وش ۔‬ ‫ا‬
‫؟‬ ‫س‬ ‫ع‬ ‫‪/‬‬
‫۔‬ ‫وا دور‬ ‫اور ں‬ ‫‪،‬روز ہز‬ ‫و‬ ‫د ارى‬ ‫زى‬ ‫ورات‬
‫۔‬ ‫د‬ ‫ا تاوروا ت‬ ‫دل‬ ‫۔‬ ‫ر‬ ‫ل‬ ‫(اور د‬ ‫ن‬ ‫)‬
‫؟‬
‫۔‬ ‫ى‬ ‫ر‬ ‫ںا ل‬ ‫راور‬ ‫ر‬ ‫وں‪،‬‬ ‫ں‪،‬‬ ‫ت‪،‬روز ہز‬ ‫‪ /‬ى‬
‫۔‬ ‫ر‬ ‫ل‬ ‫و ى وت ا‬ ‫ا ‪،‬ا قاور‬ ‫دہ ر ں‬
‫‪ /‬دلا ا ت‬ ‫ا‬ ‫م‬ ‫ا‬
‫۔‬ ‫اورا ں ا مو‬ ‫ل‬ ‫‪ /‬د‬ ‫ہ ۔ا‬ ‫مد‬ ‫دوران ر‬ ‫رہ‬ ‫اور‬ ‫اے‪:‬‬
‫۔‬ ‫آ نا ظ دو رہ‬ ‫ا‬ ‫وف‬ ‫ىم‬ ‫دو ے‬ ‫ا ا‬ ‫رہ‬ ‫‪ :‬ز ‪،‬زو ‪ ،‬ءاورار‬
‫۔‬ ‫ر‬ ‫ى ل روز ہز‬
‫ں‬ ‫ذ اور‬ ‫ا‬ ‫ر‬ ‫اےاور‬ ‫‪،‬‬ ‫م‪،‬ا ن‪،‬‬ ‫‪:‬‬

‫و ا مو‬ ‫و‬ ‫ا ۔ م‬ ‫ر‬ ‫اوراس وش‬ ‫ا ا‬ ‫م‬ ‫اور وہ‬
‫ر‬ ‫ط‬ ‫۔‬
‫۔‬ ‫دو رہو‬ ‫اس‬ ‫م ر‬ ‫وہ‬ ‫دو ے‬ ‫در ر اس‬ ‫راہ‬
‫ى۔‬ ‫اس‬ ‫م‬ ‫ا‬
‫۔‬ ‫ہ‬ ‫اور‬ ‫د‬ ‫ر دہ و ورك‬ ‫ا‬ ‫ا‬ ‫م‬
‫_________________‬ ‫آرڈ‬ ‫د‬ ‫_________________‬ ‫د‬
‫ان‪:‬‬ ‫‪:‬‬ ‫‪/‬‬
‫؟‬ ‫‪/‬‬ ‫دوران ر‬
‫؟‬ ‫س‬ ‫ع‬ ‫‪/‬‬

‫؟‬
‫ دلا ا ت‬/ ‫ا‬ ‫م‬ ‫ا‬
‫ى۔‬ ‫اس‬ ‫م‬ ‫ا‬
_________________ ‫آرڈ‬ ‫د‬ _________________ ‫د‬
Fig: Lesson Evaluation (Urdu)

MONITORING
3.1 Lesson Observation. The primary objective of lesson observation is to enhance the
teaching and learning experience. This involves enhancing student learning outcomes and
refining the instructional skills of teachers. School administrators can employ lesson
observation as a monitoring tool to evaluate the effectiveness of teaching and learning
methods in the classroom and guide teachers in their professional development.
The School Heads must adhere to the following guidelines:-
a. Ensure that all teachers are observed throughout the year.
b. Plan a Lesson Observation Schedule in advance for each academic term.
c. Display a copy of the observation schedule in the School Head's office and the
teachers' staffroom.
d. Schedule 1 formal observation every day and evaluate each teacher at least once a
term.
e. Circulate the schedule to all teachers and obtain their signatures to ensure
awareness.
f. Utilize the APSACS Lesson Observation Form for taking class observation.
g. Conduct pre-observation meeting with teachers to discuss indicators of Lesson
Observation Form.
h. Ensure that observation findings are developmental for teachers to identify their
strengths and areas of concern, followed by offering applicable improvement
strategies.
i. Discuss the observations and get the form signed by the teacher.
j. Schedule follow-up observations (informal) to monitor improvement efforts in focused
classes.
k. Informal Observation will be conducted unannounced.

ARMY PUBLIC SCHOOLS AND COLLEGES SYSTEM
LESSON OBSERVATION
Name of teacher: ______________________ Class/Section: ______________

School: ___________________________ Date: ______________
Subject: ___________________ Topic:__________________________________________
Ser Main Elements Quality Features 1 2 3 4 5

1. Classroom · Seating Arrangement
Management · Soft boards
(managing the learning · Class Library
environment)
· Time Management
2. Lesson Plan · Objectives
· Methodologies
(Relevant Activities)
· AFL
· CW& HW
· Evaluation
Lesson Execution
3. Starter Activity · Sharing objectives
· Previous Knowledge
· Engaging students
(ice breakers)
4. Methodology · Student-centered
(use of learning · Activity based (Group/Pair)
strategies) · AFL (Effective questioning,
Feedback and
feedforward)
· Individual Assignment/CW
5. Use of Teaching Aids · Effective use of board
“Resources” · Resources for activities
(Group work / individual
work)
· Use of Digital
Resources/Tools
6. Motivation of · Giving students required
Students time to respond to the
questions
· Appreciating students for
their contribution/
participation
· Acknowledging
contributions whilst
maintaining pace.
7. Wrap Up · Conclusion of Lesson
· Appropriate HW
· Reinforcement

Ser Main Elements Quality Features 1 2 3 4 5
8. Flow of lesson · According to steps
mentioned in lesson plan
· Remedial measures
9. Support to LRLs · Differential Instruction
· Use of aids
· Supplementary material
(worksheets)
Next Steps/ Areas for Improvement:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________
Teacher’s Sig Observer’s Name & Designation Sig

______________________ _____________________________
Fig: Lesson Observation Form

3.2 Notebook Review. APSACS promotes an effective mechanism for Notebook Review.
Notebooks not only represent students’ work and their level of performance but also reveal the
teachers’ vigilance in checking i.e. highlighting the mistakes and getting them corrected
through constructive feedback. It shows the School Principal and Heads’ involvement in the
process of teaching and learning in their school. School Principals and Section Heads
must review at least one set of notebooks every day. For this purpose,
School Heads should maintain a monthly checklist for a balanced coverage of all
the subjects by making a term wise notebook, activity / workbook review schedule.
SOPs of Notebook, Activity/Workbook Review is as under:-
a. School Principal/ Vice Principal, Section Heads and Deputy Section heads should
review notebooks independently but in a synchronized manner.
b. A Notebook Review Schedule must be made for each term.
c. Notebook Review Schedule should be displayed in the Section Head’s Office and
shared with the teachers.
d. Notebooks should be reviewed subject wise. It will help the School Principal /
Vice Principal, Section Heads and Deputy Section Heads to have information about:-
(1) Syllabus coverage.
(2) Progression of the subject.
(3) Coordination among sections (if there are two or more sections of one class).
(4) Types of teaching practices.
(5) Quality and style of checking.
e. The Reviewers must sign and stamp each notebook on the last written work checked
by the subject teacher.
f. The record of observations must be meticulously maintained in the notebook review
register.
g. The findings must reflect critical analysis to identify areas for improvement of the
teachers.
h. Observer must ensure follow-up of observations given to the concerned teachers.
Impact of review must reflect an improvement in the standard of work in student’s
notebooks.
i. The teachers must read and sign the observations.
j. All the people involved in the procedure of reviewing notebooks will maintain their
record separately.

ARMY PUBLIC SCHOOLS AND COLLEGES SYSTEM
NOTEBOOK REVIEW
Name of teacher: ________________ School: ___________________________________

Subject: __________________ No. of Notebooks /AB / Diaries reviewed________
Class/Grade: __________________ Date: ______________
Section 1: Quality of Student’s Work Comments
· Notebook maintenance
· Hand writing and work presentation
· Independent work
· Correction of errors highlighted
Section 2: Quality of Checking
· Following APSACS N.B checking
procedures
· Checking regularly & vigilantly
· Providing constructive feedback on
correction of students’ errors
· Follow-up of errors
Areas for Improvement (Specific suggestions for improvement):

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Observer's Signature: _____________________ Teacher Signature_________________

Date: ___________________
Fig: Notebook Review Form

ISLAMIYAT, NAZRA AND TARJUMA- UL-QURAN
4.1 National Education Policy – 2017. Article 31 No. 2, in the Constitution of Pakistan,
stressing upon the Islamic way of life maintains that:-
a. "The State shall endeavor, as respects the Muslims of Pakistan (a) to make the
teaching of the Holy Quran and Islamiyat compulsory….”.
b. The teaching of Al-Quran has been made an integral part of Islamiyat (compulsory)
at the appropriate level.
c. The National Education Policy 2017 declares in article 3.6.3 that: To teach
Islamiyat along with the Complete Holy Quran as its integral part, while Ethics
in place of Islamiyat to enable non-Muslim learners to learn social and moral values.
4.2 The Compulsory Teaching of the Holy Quran Bill – 2017. According to a
Bill passed by the Senate on 25-08-2017, “The translation of the Holy Quran to be taught in
classes VI to XII in such a prescribed manner so that the entire Holy Quran is completed up to
class XII. It will make the divine message understood, ensure the repose of society, peace and
tranquillity, and promote the supreme human values of truth, honesty, integrity, character
building, tolerance, understanding of others’ points of view and way of life. It will lead towards
spreading goodness and auspiciousness and to ending chaos and uncertainty”.
4.3 Single National Curriculum (SNC) – 2020. Single National Curriculum 2020 proposed
following for teaching of Islamiyat:-
a. According to the Mandatory Teachings of Holy Quran Act-2017, the Quranic
Tajweed and complete Holy Qur’an are included in Islamiyat Curriculum.
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 teachers
cannot carry out responsibility.
d. 40% marks of Islamiyat are allocated to Nazra and Hifz e Quran portion.
Assessments will be designed according to APSACS Assessment Policy. Oral
assessment of Nazra and Hifz e Quran to be done on ongoing basis during the
session and obtained marks to be mentioned separately in result cards.
e. It is compulsory to get the required passing marks in Nazra Quran portion too.
4.4 Single National Curriculum (SNC) – 2022. The intent behind the changes prescribed
in Islamiyat, SNC 2022 was to enable students to:-
a. Recognise & pronounce the Arabic alphabets & Quranic vocabulary with correct
Makharij ‫ﻣﺧﺎرج‬.
b. Learn and practice the basic Quranic Qawaid e Tajweed/ Rules of Arabic.
c. Recite complete Holy Qur’an with proper Tajweed o Qirat (Quranic rules).
d. Promote the Learning of QRM (Quran Recitation & Memorization).

e. Practice Quranic teaching in their practical life with modesty and great pleasure.
4.5 Implementation Strategy
a. Nazra Qur’an Class I-V
(1) As the completion of Nazra Quran during school timings is difficult due to paucity
of time, following implementation strategy is recommended to achieve the
objectives in given time frame.
(2) Teaching time allocated to Islamiyat subject is 3 periods per week. 02 separate
periods have been allocated for Nazra keeping in consideration the percentage of
marks allocated to Nazra Quran (40%). However, if teachers find it difficult to
complete the syllabus then 03 x periods may be given to Nazra/Tajweed and 02 x
periods to Islamiyat.
(3) Islamiyat teacher/Qari /Qaria will initiate the Nazra lessons in school to provide
requisite practice during the allocated period. Students will do the homework and
further practice at home.
(4) Division of complete Quran (30 Paras) as per SNC:-
Division of Para’s Cl I-V Summary of content
Class - I Quranic Tajweed + last 4 Qaida/ Quranic Grammar

Surahs
Class – II Para no 1 & 2 02 Paras
Class - III Para no 3 – 8 06 Paras
Class - IV Para no 9 – 18 10 Paras
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.
(2) For Cl IX new syllabus is included as per SNC 2022 SLOs, for the session
2023-24.
(3) For timely coverage of the prescribed syllabus for Tarjuma tul Quran, weekly
02 periods to be allocated for Tarjuma tul Quran and 03 periods for Islamiyat):-
(a) Tarjuma tul Quran: weightage 40%.
(b) Islamiyat: weightage 60%.
(4) Teachers will give some work as homework for the timely completion of
Tarjumatul Quran content.
(5) 40% marks are allocated to Tarjumatul Quran.
(6) In SNC 2022 Tarjumatul Quran (Translation of the Quran) is included in
Islamiyat Subject for cl VI – X as per the given content:-

Tarjumatul Quran Cl VI - IX
Class Content
VI Surah Al-Fatihah
Surah Al-Fil – Surah An-Naas
Surahs containing the stories of the following Prophets:
· Hazrat Adam (A.S.)
· Hazrat Noah (A.S.)
· Hazrat Hood (A.S.)
· HazratSalih (A.S.)
· Hazrat Loot (A.S.)
· HazratShuaib (A.S.)
VII Surah An-Naba’ – Surah Al-Humazah

Surahs containing the stories of the following Prophets:
· Hazrat Ibrahim (A.S.)
· Hazrat Musa (A.S.)
· HazratDawood (A.S.)
VIII Surah Yusuf
Surah Az-Zukhruf – Surah Al-Waqiah
IX Surah Maryam – Surah Al-Hajj

Surah Al-Furqan – Surah As-Sajdah
Surah Saba – Surah Saad
Surah Al-Ahqaf
X Surah Al_Anam - Surah Al_A’ Raf

Surah A’ Younas - Surah Hud
Surah AR_Rad - Surah Abrahim
Surah Al_Hijr - Surah An_Nahl
Surah Al_Isra - Surah Al_Khaf
Surah Al_Muminon - Surah Az_Zumar
Surah Al_Mumin - Surah As_Sajda
c. Islamiyat Class X
(1) For Cl X new curriculum will be implemented for the session 2024-25.
(2) For Cl X Tarjuma tul Quran will be part of syllabus for the session 2024-25.

d. Islamiyat Class XI. The National Curriculum of Islamiyat Compulsory 2022-23 has
already been implemented at SSC level while at HSSC-I Level, the decision will be
shared shortly, subject to the availability of valid and reliable books / reading
material.
Note:
1. Keeping in view the respect of Quranic Verses and Textbooks, these should be kept in
the school.
2. Textbooks of Islamiyat compulsory Cl X by PCTB and Tarjuma tul Quran Cl X by CEF
are included in APSACS booklist as reference books for Board Examination.
3. FBISE will conduct Exams as per the new curriculum for Islamiyat Cl IX-X.
4. Model paper designed as per the new curriculum will be provided by FBISE.

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

LANGUAGE DEVELOPMENT PROGRAMMES
5.1 APSACS English Language Development (ELD) Programme
“The more that you read, the more things you will know. The more that you learn,
the more places you’ll go.”
Dr. Seuss
a. Rationale. English language learners at all fluency levels (beginners, intermediate
& advanced) are motivated by instructions received in academic subjects and
realize the value of learning to use English to meet their everyday needs and help
them succeed in life. In addition to that students need to be motivated to develop
English communication skills through reading for pleasure. Learning essential
language skills is critical for native and second-language speakers of English. To
achieve fluency, learning the basic structure of English is required. APSACS
focuses on creating mindfulness through developing an awareness and passion
for reading as an enjoyable pursuit.
b. Reading readiness is a significant component of developing fluency in English.
Through literature, the students are exposed to a broader range of English
grammatical structures and usage than they will generally experience in listening
and speaking. Reading and responding to literature is a tool through which
students develop a rich vocabulary that will support and improve their academic
performance. As English learners study literature, the opportunities increase for
them to understand various literary features and use them in their own writing.
This development in turn will enable them to move towards demonstrating
proficiency in the English language.
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 fact that children
understand more than they can say. However, this silence needs to be
monitored rather than switching the medium of instruction and becoming bilingual.
Instead, such children need to be encouraged to become confident to share their
thoughts and allowed to 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 at
developing in students a reading aptitude, and promoting the values of sharing
and caring for books, thereby strengthening them intellectually, broadening their
mental horizons, and enabling them to face global challenges with competence.

e. Action Plan and Approach. English Language Development (ELD) is designed
to equip learners with Listening, Speaking, Reading and Writing skills. The
teaching of English is carried out as a second or even third language in our
schools, thus it is necessary to use the best strategies for a practical approach to
teaching it. In this context some suggestions are given below to develop the four
skills:-
(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 free time.
(2) Expose/immerse students in the English language as much as possible.
(3) Converse with students in English inside and outside the classroom.
(4) Practice conversing with students in English: remember to allow students to
experience fun during the learning process.
(5) Learners continue to learn and enhance their vocabulary and speaking skills. It
doesn't happen quickly so praise students at every opportunity to help them
gain confidence and motivation.
f. Suggested Activities. The following recommended activities will help to enrich
the teaching of English as a Language. Ensure that these are carried out as a part
of regular classroom teaching.
g. Vocabulary
(1) Suggest a series of language apps that include a digital dictionary, flashcards
and vocabulary games. This will help students to come to grips with phonics
speech and vocabulary.
(2) Use coding & decoding skills for correct pronunciation.
(3) Demonstrate and use action/mime to support comprehension of vocabulary.
(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.
(5) Produce English phonemes while reading aloud.
(6) Use suitable vocabulary and sentences in oral & written responses to the text.
(7) Apply knowledge of vocabulary to discussions related to reading & writing
tasks.
(8) Create a vocabulary journal.
h. Listening and Speaking
(1) Listen attentively to the stories and information to identify important details and
concepts by using both verbal and nonverbal responses.

(2) Ask and answer High Order Thinking (HOT) questions to develop 21st
Century skills.
(3) Participate in social conversations with peers and adults on familiar topics by
asking and answering questions and soliciting information.
(4) Engage students in Role Play activities.
(5) Demonstrate understanding of new words, phrases & idiomatic expressions.
(6) Describe:-
(a) Main ideas and supporting details, including supporting evidence, text
prediction & picture description.
(b) The character according to the role.
(c) The author’s point of view and personal comment.
(d) Compare and contrast themes/issues, characters, settings, conflicts&
development of the story.
(7) Reading
(a) Set up library corners in classrooms. Ref Guidelines for Classroom
Library pg 27, APSACS Bibliophiles Read Programme.
(b) Read level-appropriate prose & poems aloud with correct pacing,
intonation, and expression.
(c) Record poems and prose in your own voice to develop a resource bank
for co-curricular activities such as assembly presentations etc.
(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.
(f) Identify the following such as:-
i. Simple & complex sentences.
ii. Idiomatic expressions.
iii. Multiple meanings.
iv. Figures of speech.
v. Use of connectors.
vi. Parts of speech.
vii. Function of transitional phrases.
viii. Analyse text features & main ideas.
ix. Facts & opinions.
x. Cause & effect.

xi. Respond to stories, giving oral responses to factual, implicit, explicit &
inferential questions.
xii. Recognize sequencing & chronological events in stories/text read,
using important words or visual representations, such as pictures and
story frames.
xiii. Use strategies of annotation & note-taking.
(8) Writing
(a) Identify and use keywords to create logically sequenced piece of writing.
(b) Follow a model given by the teacher to independently write a short
paragraph.
(c) Use simple sentences to describe an event or a character.
(d) Write a brief summary/plot/theme etc. of a story/text.
(e) Draft and organize creative writing with logical progression using standard
grammatical forms.
(f) Give captions or phrases related to a story for drawings, paragraphs, etc.
(g) Note down the development of character/s in a story.
(h) Practice self and peer editing for basic grammatical/ language usage.
(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 leads to a better, more balanced life. It
provides opportunities for students to engage in civic responsibility and
ethical reasoning. Quintessentially it trains learners’ brains. It helps in
emotional stimulation, acquiring knowledge, ideas and reducing stress.
i. Ideas for Developing Reading Habits
(1) To promote lifelong reading habits no written work should be assigned, only
class discussions are recommended to develop in-depth critical thinking skills.
Students must maintain a reading log. Enhancement of reading ability and
fluency will be assessed using any age-appropriate reading material.
(2) To encourage and reward good reading habits, ‘Reader of the Month’, may be
announced and certificates and reading pins/badges to be awarded by the
School Principal. The students may be asked to share their views about the
book. Additionally, the Publishing Board may be maintained with names of the
students and recognized in Morning Assemblies as avid readers. The best
readers may be given recognition through Newsletters and PTMs, by publishing
their achievements in the Reception Area.

(3) To promote the love for reading books /stories, encourage children to listen to
Podcasts, Audio Books. Teachers and parents need to guide their children to
visit libraries, bookshops, APSACS literature festivals and book fairs to buy
books and get involved in literary activities instead of spending on junk food.
(4) For the guidance of English Language Teachers following is the list of authors
whose work is found to be appropriate:-
Ser Suggested Authors Ser Suggested Authors
(a) C. S Lewis (p) Arthur C. Clarke
(b) J. R. R Tolkien (q) Mary Shelley
(c) Lewis Caroll (r) Katherine Arden
(d) Rudyard Kipling (s) Anna Sewell
(e) Gerald Durrell (t) Scott O’Dell
(f) Anne Frank (u) J.K. Rowling
(g) Yann Martel (v) Norton Jester
(h) Rebecca Stead (w) Laura Ingalls Wilder
(i) Sharon Creech (x) Jen Bryant
(j) Frances Hodson Burnett (y) Mark Twain
(k) Enid Blyton (z) Joseph Conrad
(l) Agatha Christie (aa) Alexandre Dumas
(m) Roald Dahl (bb) Jack London
(n) Richard Peck (cc) Stuart Gibbs
(o) George Orwell (dd) Chris Colfer
Suggested Readers
Classes Paramount Publishers
Pre 1 · RWM (Read With Me): 1 Let’s Play
· RWM: 2 The Dragon Den
· RWM: 3 The Space Boat
· RWM: 4 Sam to the Rescue
I · RWM: 4 Sam to the Rescue
· RWM: 5 Kate and the Crocodile
· RWM: 6 The Dream
· RWM:7 The Day Trip
· RWM: 8 Tom’s Storybook

II · RWM: 8 Tom’s Storybook
· RWM: 9 The Sports Day
· RWM: 10 Magic Music
· RWM: 11 The Big Secret
· RWM: 12 The Fierce Giant
III · RWM: 12 The Fierce Giant
· RWM: 13 Lost in Piper’s Park
· RWM: 14 The Dolphin Chase
· RWM: 15 The Robbery
· RWM: 16 A Busy Night
IV · Peter Pan
· Charlie and the Chocolate Factory
V · Matilda
· Charlie and the Great Glass Elevator
VI · Heidi
· Railway Children
VII · The Wizard of Oz
· Five Children and It
VIII · White Fang
· King Arthur & The Knights of the Round Table
Classes Oxford University Press

IV · The Secret Garden
· The Christmas Carol
V · Anne of the Green Gables
· The Jungle Book
VI · Black Beauty
· Little Woman
VII · Alice in Wonderland
· The Prince and the Pauper
VIII · Kidnapped
· The Hounds of Baskervilles
“Reading material given in English Ahead 6, 7 & 8 can also help in
developing Reading habits”.

j. Suggested Digital Resources
(1) https://www.oxfordlearning.com/encourage-good-reading-habits/.
(2) https://study.com/academy/lesson/strategies-for-developing-students-learning-
reading-habits.html.
(3) https://www.modernnursery.com/blogs/inspiration/6-activities-to-develop-good-
reading-habits-in-kids.
(4) https://www.colorincolorado.org/article/tips-developing-good-reading-habits-
home.
(5) https://www.commonsense.org/education/articles/19-great-learning-podcasts-
for-the-classroom.
(6) https://www.weareteachers.com/15-fantastic-audiobooks-for-grades-k-8-2/.

‫اردوادب‬ ‫ا‬ ‫‪5.2‬‬
‫ا ۔ ِ‬
‫م ا‬ ‫اس ا ن ا ا ا ن‬ ‫اس‬ ‫ںا ا از‬ ‫دو ں‬ ‫و‬ ‫ے ا اد‬ ‫)‪ (١‬ادب‬

‫ٔ‬ ‫وہاس‬ ‫ہ ذ دارى‬ ‫اورا‬ ‫د ‪،‬وا‬ ‫را م‬ ‫و‬ ‫ٔ‬ ‫ىاور ىادبا ا‬ ‫۔ ں‬
‫۔‬ ‫ا‬ ‫ں‬ ‫اد‬ ‫و‬ ‫اس‬ ‫ِ ر‬ ‫دل‬ ‫ا‬
‫اوراس‬ ‫رآ‬ ‫‪ ،‬رد‪،‬رواداراور‬ ‫‪،‬ا ندو‬ ‫ر‪ ،‬ازن‪،‬‬ ‫ا ادوا ام‬ ‫‪،‬ا آ ادب‬ ‫)‪(٢‬‬
‫م ادب‬ ‫ا‬ ‫دا‬ ‫و ن‬ ‫ادب ادب اور‬ ‫۔د‬ ‫ہا‬ ‫ا ادو ا ام ا حاور ح‬
‫۔‬ ‫آ‬ ‫ادبز‬ ‫دز‬ ‫۔ادب ا‬ ‫وہ م‬
‫دآز‬ ‫ِ‬
‫رت ل‬ ‫ن‬ ‫ا اف ا‬ ‫وا د‬ ‫زن ا‬ ‫ا ر ناور‬ ‫م دل‬ ‫د اردو ادب‬ ‫)‪(٣‬‬
‫ر ن‬ ‫مد‬ ‫زن‬ ‫اردوادباور‬ ‫و ام ذر‬ ‫اردوادب‬ ‫ورت ۔ ا‬ ‫و ام‬ ‫اد‬ ‫ا‬
‫۔‬
‫ب۔ رف‬
‫۔اردو درس و ر‬ ‫رو س‬ ‫زن ا‬ ‫روں اردو ادب اور‬ ‫ذر‬ ‫اس و ام‬ ‫)‪ (١‬ا‬
‫‪،‬‬ ‫‪،‬‬ ‫‪،‬‬ ‫اِن‬ ‫د‬ ‫و ام‬ ‫ا اد‬ ‫ں‬ ‫ر ن د‬ ‫م دل‬ ‫اور اردو ادب‬ ‫‪،‬‬
‫اس‬ ‫آ‬ ‫ں‬ ‫ے ۔اردوادب‬ ‫آ‬ ‫ں‬ ‫ز‬ ‫و‬ ‫ا ار‬ ‫‪،‬ا‬ ‫ا‬
‫ار ر‬ ‫ہ اور‬ ‫فا‬ ‫د‬ ‫وا و‬ ‫ى اور اس‬ ‫اى۔‬ ‫و ام‬
‫۔‬ ‫د‬
‫۔‬ ‫د‬ ‫ى‪١‬‬ ‫اردوادب‬ ‫ا‬ ‫ت‬ ‫ى‬ ‫)‪ (٢‬ىاور‬
‫‪-:‬‬ ‫دہ‬ ‫ا‬ ‫د ۔ان‬ ‫ں‬ ‫م‬ ‫۔ ر ذ‬ ‫اد‬ ‫ج۔‬
‫‪،‬ہ‬ ‫س‪ ،‬ڑا ڑى‪،‬‬ ‫‪،‬‬ ‫ى‪١‬‬

‫ش‬ ‫رے‬ ‫‪،‬ا‬ ‫س‪،‬‬ ‫ا ّول‬
‫ا‬ ‫ٹ‪،‬‬ ‫دوم‬
‫م‬
‫ن‬ ‫ل‪،‬‬ ‫رم‪،‬‬
‫‪ ،‬م ر‪،‬‬
‫ت‬ ‫د۔ ا ‪/‬‬
‫ں ۔‬ ‫وا‬ ‫ا‬ ‫وا د اوراد‬ ‫اردوز ن ا‬ ‫)‪(١‬‬

‫۔‬ ‫ق ا‬ ‫اور‬ ‫اردوادب‬ ‫ىاور ىادب ذر‬ ‫)‪ (٢‬د‬
‫۔‬ ‫وغ‬ ‫دت‬ ‫بدو اور‬ ‫)‪(٣‬‬
‫۔‬ ‫ر‬ ‫ى‬ ‫اوراى۔‬ ‫لر ن‬ ‫ى ا‬ ‫)‪(٤‬‬
‫۔‬ ‫ں‬ ‫ىو‬ ‫اوران‬ ‫ت ا‬ ‫ذ ہا ظاور‬ ‫)‪(٥‬‬

‫۔‬ ‫ر ن‬ ‫مد‬ ‫اردوادب‬ ‫ا ق ذر‬ ‫)‪ (٦‬اس و ام‬
‫۔‬ ‫ت‬ ‫ت ا قروز ہ‬ ‫دہ‬ ‫و ام ذر‬ ‫اساد‬ ‫)‪(٧‬‬
‫۔‬ ‫و‬ ‫رں‬ ‫اور‬ ‫‪،‬ا‬ ‫‪،‬‬ ‫‪،‬ا‬ ‫‪،‬‬ ‫‪،‬‬ ‫)‪(٨‬‬
‫۔‬ ‫ون‬ ‫ہ درسو ر‬ ‫و اما‬ ‫)‪(٩‬‬
‫‪-:‬‬ ‫ں‬ ‫اس‬ ‫۔‬ ‫ہ۔‬
‫۔‬ ‫ل‬ ‫دت‬ ‫)‪(١‬‬

‫۔‬ ‫ت ا‬ ‫وا‬ ‫ى ا‬ ‫د ىاور‬ ‫)‪ (٢‬اردوادب‬
‫۔‬ ‫ر ں وغدے‬ ‫ىاور‬ ‫ى‪،‬‬ ‫)‪(٣‬‬
‫۔‬ ‫وغدے‬ ‫ا راور‬ ‫)‪ (٤‬اردوادب ھ‬
‫۔‬ ‫رو س‬ ‫وا د‬ ‫)‪ (٥‬اردوادب ا‬
‫‪:‬۔‬ ‫ں‬ ‫اس‬ ‫۔‬ ‫و۔‬
‫۔‬ ‫ى ل ن‬ ‫م‬ ‫ھ اس‬ ‫)‪(١‬‬

‫۔‬ ‫ات ن‬ ‫ھ ا‬ ‫)‪(٢‬‬
‫۔‬ ‫م‬ ‫ت‬ ‫اورا ر‪/‬‬ ‫ھ‬ ‫ص و‬ ‫ت‬ ‫)‪ (٣‬ا ر‪/‬‬
‫۔‬ ‫ں‬ ‫دى‬ ‫ِ ر‬ ‫ادب‬
‫ِ‬ ‫ت‬ ‫ىاور ى‬ ‫)‪(٤‬‬
‫۔‬ ‫رں‬ ‫د‬ ‫ں‬ ‫دہ‬ ‫)‪(٥‬‬
‫ر‬ ‫دہدورا ‪/‬‬ ‫ز۔‬
‫۔‬ ‫وا‬ ‫ہاس‬ ‫ا‬ ‫وا‬ ‫)‪ (١‬اس و ام‬

‫‪/‬‬ ‫د‬ ‫ا ّول‬ ‫اور در‬ ‫اردو ادب‬ ‫ا‬ ‫ہا‬ ‫ا‬ ‫ز‬ ‫دہ‬ ‫)‪ (٢‬اردو‬
‫وا ۔‬ ‫ر‬ ‫ا ق‬
‫د ۔‬ ‫اد‬ ‫اد‬ ‫اوراس د‬ ‫ا ب‬ ‫ں‬ ‫دى‬ ‫)‪ (٣‬ا‬
‫ورت ا‬ ‫ا‬ ‫ں‬ ‫د اور‬ ‫ں‬ ‫اد اور‬ ‫دہ و‬ ‫اد‬ ‫ا‬ ‫ہا‬ ‫)‪ (٤‬ا‬
‫وا ۔‬ ‫اد‬
‫۔‬ ‫ى ت‬ ‫ا ا‬ ‫ان‬ ‫اور‬ ‫ں‬ ‫)‪(٥‬‬
‫۔‬ ‫رٹ‬ ‫وا ا‬ ‫د‬ ‫وا‬ ‫)‪ (٦‬ان د و ات‬
‫۔‬ ‫ا ا‬ ‫وا‬ ‫ر د د‬ ‫و ام‬ ‫اردو ادب‬ ‫)‪ (٧‬اس‬
‫۔‬ ‫د‬ ‫اور‬ ‫ا ا‬ ‫د ا م‬
‫۔‬ ‫و‬ ‫ہان ذر ا‬ ‫ا‬ ‫ر‬ ‫د‬ ‫ى وا و‬ ‫اى۔‬ ‫ہ‬ ‫)‪ (٨‬ا‬
‫‪Adeeb-Online‬‬ ‫)ا (‬
‫‪١‬۔ ‪http://www.adeeb-online.com‬‬
‫‪٢‬۔ ‪https://classicurdumaterial.com‬‬
‫‪Rekhta‬‬ ‫)ب(‬
‫‪https://www.rekhta.org‬‬

‫ہ‬ ‫ح۔ ا ت ا ا‬
‫۔‬ ‫اورد‬ ‫ذر‬ ‫اورا ز ن‬ ‫‪ ، ،‬ع‬ ‫ہاس و ام ا‬ ‫)‪ (١‬ا‬

‫۔‬ ‫و‬ ‫ہا‬ ‫ا‬ ‫ل‬ ‫ىا‬ ‫ى‪/‬ڈ‬ ‫اى۔‬ ‫ا‬ ‫وغ‬ ‫)‪ (٢‬اردوادب‬
‫۔‬ ‫وا‬ ‫ں‬ ‫ا‬ ‫ہا‬ ‫وہا‬ ‫ں‬ ‫)‪ (٣‬دى‬
‫۔‬ ‫ا از ا‬ ‫ى‬ ‫اور‬ ‫اُردوادب‬ ‫)‪ (٤‬ا‬
‫۔‬ ‫ِ ر‬ ‫ص ر‬ ‫ہاردوادب و ام اد اور‬ ‫)‪ (٥‬ا‬
‫۔‬ ‫م‬ ‫ہاس و ام‬ ‫)‪ (٦‬ا‬
‫را اردو‬ ‫آ‬ ‫ا‬ ‫رف وا‬ ‫م اور م‬ ‫ا اور اد‬ ‫ر‬ ‫اردو‬ ‫ا‬ ‫ہا‬ ‫)‪ (٧‬ا‬
‫ص م‬ ‫ا‬ ‫ادب ا‬ ‫د‬ ‫ف‬ ‫ما ز ں‬ ‫د‬ ‫ا ا‬ ‫روں‬ ‫ا‬ ‫ادب‬
‫۔‬
‫دت‬ ‫ط۔‬
‫۔‬ ‫ل‬ ‫ا‬ ‫وہروزا‬ ‫ا‬ ‫۔‬ ‫و ا ا‬ ‫ا‬ ‫)‪(١‬‬

‫۔ ں‬ ‫دتڈا‬ ‫ى‬ ‫روا‬ ‫ا‬ ‫۔‬ ‫ا‬ ‫ى ا‬ ‫ى اوراى۔‬ ‫)‪(٢‬‬
‫۔‬ ‫دى‬ ‫ى‬ ‫ذا‬ ‫ا‬
‫۔اس‬ ‫رت‬ ‫وہ ز دہ‬ ‫د‬ ‫ں‬ ‫ں‬ ‫ا‬ ‫وغ د ۔وا‬ ‫روا‬ ‫د‬ ‫ب رِ‬ ‫)‪(٣‬‬
‫ب ر د ۔‬ ‫وہا دو ں‬ ‫دى‬
‫۔‬ ‫اورا ل‬ ‫)‪(٤‬‬
‫۔‬ ‫ر‬ ‫‪/‬ر‬ ‫اردوا راور ں‬ ‫وا‬ ‫)‪(٥‬‬
‫۔‬ ‫اس درج‬ ‫ب‬ ‫‪ /‬گ‬ ‫ا‬ ‫س‬ ‫ا‬ ‫)‪(٦‬‬
‫ر ۔‬ ‫رے آ ہ‬ ‫ا‬ ‫اورو‬ ‫دتا‬ ‫وہ د‬ ‫ہ‬ ‫ا‬ ‫)‪(٧‬‬
‫رف وا‬ ‫روں‬ ‫ان‬ ‫اور‬ ‫آ ہ‬ ‫روں‬ ‫‪،‬ا ب اوران‬ ‫ااوراد‬ ‫ر‬ ‫ہ‬ ‫ا‬ ‫)‪(٨‬‬
‫‪ ،‬نا ‪ ،‬ا ق ا ‪،‬‬ ‫از‪ ،‬ا ا ما ‪ ،‬ا ر رف‪،‬ا ف‬ ‫‪،‬نمرا ‪ ،‬ا‬ ‫زى‪،‬‬ ‫‪،‬‬ ‫‪ ،‬و‬ ‫ا‬ ‫ا ل‪،‬‬
‫وہ‬ ‫ہ ور ۔ اس‬ ‫ر‪،‬‬ ‫ا ‪ ،‬م س‪،‬‬ ‫ى ا ‪،‬ڈ‬ ‫‪،‬‬ ‫ا‬ ‫‪،‬‬ ‫ن ‪ ،‬س رى‪،‬‬ ‫ا‬ ‫‪،‬‬
‫و ہ۔‬ ‫ہ‪ ،‬ں‬ ‫‪،‬‬ ‫ل ن‬ ‫‪،‬‬ ‫روم‪ ،‬ہ ا‬ ‫ز ںاور ر‬
‫م‬ ‫ى‪١‬‬ ‫ا‬ ‫ى۔‬
‫‪-:‬‬ ‫ں‬ ‫ر ذ‬ ‫رں‬ ‫اور‬ ‫‪،‬‬ ‫۔‬ ‫ر‬ ‫اور‬ ‫‪،‬‬ ‫)‪(١‬‬
‫اور ا‬ ‫ا ظ‬ ‫‪ ،‬دورانِ‬ ‫وہ ر‬ ‫دى‬ ‫ا‬ ‫اور‬ ‫د‬ ‫ہ‬ ‫)ا ( ا‬
‫۔‬ ‫ادا‬ ‫اوردر‬ ‫ا‬ ‫ا ظ‬ ‫۔‬
‫وع‬ ‫و‬ ‫دو ے‬ ‫دوران ا‬ ‫اور‬ ‫ا‬ ‫)ب(‬
‫۔‬ ‫ا ازہ‬ ‫اور ّ‬ ‫د‬ ‫ا‬ ‫‪/‬‬ ‫ڑا اس ح ں‬ ‫ںاس‬
‫وا ۔‬ ‫در‬ ‫د‬ ‫ہ‬ ‫ا‬ ‫ند‬ ‫ان‬ ‫آ‬ ‫د‬ ‫دورانا ا ظ‬ ‫ش‬ ‫)ج(‬
‫۔‬ ‫ات‬ ‫و‬ ‫‪/‬‬ ‫اور‬ ‫وادى‬ ‫آ‬ ‫‪/‬‬ ‫)د(‬
‫۔‬ ‫ند‬ ‫اور آوازا ظ‬ ‫ىا از‬ ‫ت‬ ‫)ہ(‬

‫۔‬ ‫ادد‬ ‫د ڈ‬ ‫ا‬ ‫ا از‬ ‫رىاور‬ ‫‪،‬وا‬ ‫)و(‬
‫۔‬ ‫م‬ ‫د داروں‬ ‫۔‬ ‫ن‬ ‫ں‬ ‫ا‬ ‫)ز(‬
‫ى‬ ‫زِ ن‬ ‫وہ ا‬ ‫ا آواز د‬ ‫ہ‬ ‫۔اس‬ ‫دى‬ ‫ا آواز ر رڈ‬ ‫)ح(‬
‫۔‬
‫ر‬ ‫و‬ ‫رں‬ ‫اور‬ ‫‪،‬ا‬ ‫‪،‬‬ ‫‪،‬ا‬ ‫ى‪،‬‬ ‫۔‬ ‫ر‬ ‫اور‬ ‫‪،‬ا‬ ‫‪،‬‬ ‫‪،‬ا‬ ‫ى‪،‬‬ ‫)‪(٢‬‬
‫‪:‬۔‬ ‫ں‬ ‫ذ‬
‫۔‬ ‫اور‬ ‫ٹ‬ ‫۔‬ ‫ا ظ‬ ‫اور‬ ‫)ا (‬
‫۔‬ ‫رڈ آو اں‬ ‫ل‪/‬‬ ‫د‬ ‫سا ظ‬ ‫ساور‬ ‫)ب(‬
‫۔‬ ‫آو اں‬ ‫ش‬ ‫ل‬ ‫د‬ ‫اور‬ ‫ہ ں‬ ‫ا‬ ‫)ج(‬
‫۔‬ ‫ى ل‬ ‫‪/‬‬ ‫اور‬ ‫‪/‬‬ ‫اناورا م‬ ‫‪/‬‬ ‫)د(‬
‫وا ۔‬ ‫ند‬ ‫ا‬ ‫دوران‬
‫ِ‬ ‫)ہ(‬
‫۔‬ ‫دار‬ ‫صا ظاورادا رى ذر‬ ‫‪:‬‬ ‫)و(‬
‫۔‬ ‫ا رِ ل‬ ‫‪/‬‬ ‫ہ دار اورو‬ ‫ہ‪/‬‬ ‫)ز(‬
‫۔‬ ‫د‬ ‫اور‬ ‫رڈز‬ ‫دودو‬ ‫ا‬ ‫وہ‬ ‫)ح(‬
‫رم‬ ‫ا‬ ‫ك۔‬
‫‪:‬۔‬ ‫ں‬ ‫ر ذ‬ ‫رں‬ ‫اور‬ ‫‪،‬‬ ‫ر ۔‬ ‫اور‬ ‫‪،‬‬ ‫)‪(١‬‬

‫ان‬ ‫ند‬ ‫ا ظ‬ ‫اوردورانِ‬ ‫وہ ر‬ ‫دو ے و ں‬ ‫ا‬ ‫وہ‬ ‫)ا (‬
‫۔‬ ‫ا ا‬ ‫وہ‬ ‫وا‬ ‫و‬ ‫۔در‬ ‫و‬
‫ىاور ں ؟ ن ن‬ ‫ا‬ ‫ات‬ ‫ا ا‬ ‫ا‬ ‫ازاں‬ ‫وا‬ ‫ش‬ ‫)ب(‬
‫۔‬ ‫ن‬ ‫ں‬ ‫ا‬ ‫۔‬ ‫اور‬ ‫اورو‬ ‫ہ دار ن‬ ‫؟آپ‬ ‫دار‬
‫ات‬ ‫و‬ ‫‪/‬‬ ‫اور‬ ‫وادى‬ ‫آ‬ ‫‪/‬‬ ‫)ج(‬
‫۔‬ ‫م ؤں آ ہ‬ ‫وہ‬
‫۔‬ ‫ل‬ ‫د‬ ‫آ‬ ‫‪/‬‬ ‫اور‬ ‫ىا از‬ ‫ل‬ ‫‪:‬‬ ‫)د(‬
‫۔‬ ‫رے‬ ‫اس‬ ‫؟‬ ‫اور‬ ‫ا ں اس‬ ‫)ہ(‬
‫ك ‪ /‬ا ہ وا ۔‬ ‫ا‬ ‫و ں‬ ‫)و(‬
‫ى‬ ‫زِ ن‬ ‫وہا‬ ‫ا آواز د‬ ‫ہ‬ ‫۔اس‬ ‫دى‬ ‫ا آوازر رڈ‬ ‫)ز(‬
‫۔‬
‫ں‬ ‫ر ذ‬ ‫رں‬ ‫اور‬ ‫‪،‬ا‬ ‫‪،‬‬ ‫‪،‬ا‬ ‫ى‪،‬‬ ‫ر ۔‬ ‫اور ا‬ ‫‪،‬‬ ‫‪،‬ا‬ ‫ى‪،‬‬ ‫)‪(٢‬‬
‫‪:‬۔‬
‫زى وا ۔‬ ‫وا اور‬ ‫ا‬ ‫سا ظ‬ ‫دوران‬ ‫)ا (‬
‫۔‬ ‫اور‬ ‫ٹ‬ ‫۔‬ ‫ا ظ‪ /‬ں‬ ‫اور‬ ‫)ب(‬
‫تو ہ‬ ‫ہ اور ان ا م ‪،‬‬ ‫‪،‬ا‬ ‫ل‪،‬ا‬ ‫ورات ‪ ،‬ب ا‬ ‫ا‬ ‫دوران‬
‫ش اور ِ‬ ‫و ا ظ‬ ‫)ج(‬
‫۔‬ ‫ند‬
‫۔‬ ‫آو اں‬ ‫ش‬ ‫ل‬ ‫د‬ ‫اور‬ ‫ہ ں‬ ‫ا‬ ‫)د(‬

‫۔‬ ‫ت‪ /‬ات ا ر‬ ‫ا‬ ‫‪/‬‬ ‫اور‬ ‫ى ل‬ ‫‪/‬‬ ‫)ہ(‬
‫۔‬ ‫دار‬ ‫صا ظاورادا رى ذر‬ ‫‪:‬‬ ‫)و(‬
‫۔‬ ‫دے‬ ‫ا ر‬ ‫ل‬ ‫)ز(‬
‫۔‬ ‫ان‬ ‫ت ھ‬ ‫ان‬ ‫ت‬ ‫ع‬ ‫‪/‬ر‬ ‫)ح(‬
‫۔‬ ‫وا‬ ‫ا از‬ ‫د‬ ‫)ط(‬
‫ں ا را د ۔‬ ‫ے اور‬ ‫اوردو ے و ں‬ ‫دو‬ ‫ا‬ ‫وہ‬ ‫)ى(‬
‫۔‬ ‫‪/‬‬ ‫اناورا م‬ ‫)ك(‬
‫۔‬ ‫ر‬ ‫ِظ‬ ‫اورا‬ ‫دوران‬ ‫ر‬ ‫اد‬ ‫اد‬ ‫ا‬ ‫ت‬ ‫ا‬ ‫)ل(‬
‫ِ‬ ‫ل۔‬
‫و‬ ‫درس و ر‬ ‫ور ں را‬ ‫اد و‬ ‫ا ف‬ ‫ادب‬ ‫ں‬ ‫)ا(‬

‫دور‬ ‫ں ا ا ن‬ ‫ى‬ ‫ا‬ ‫اس‬ ‫ا‬ ‫ں ز‬ ‫ى‬ ‫ں۔‬ ‫ون‬
‫ت‬ ‫دو ى‬ ‫آ‬ ‫اورروا‬ ‫ں ادبا‬ ‫ے ۔آج دور‬ ‫آ‬ ‫ں‬
‫‪،‬‬ ‫دار ادا‬ ‫ا‬ ‫و و‬ ‫اردوادب‬ ‫ِ‬ ‫۔‬ ‫ِ ر‬ ‫ں‬ ‫اس و ام ان م‬
‫۔‬ ‫ں‬ ‫و ام‬ ‫اساد‬
‫و ام‬ ‫۔‬ ‫ف را‬ ‫وہ ا‬ ‫ف‬ ‫ا‬ ‫اس‬ ‫ہ‬ ‫دل و د غ‬ ‫)‪(٢‬‬
‫دار زى اور اردو‬ ‫وش‬ ‫ا‬ ‫۔ا ِ وا‬ ‫ا‬ ‫و‬ ‫و‬ ‫ہ‬ ‫ا‬
‫دارادا ے ۔‬ ‫ا‬ ‫و و‬ ‫ادب‬

APSACS Curriculum Implementation Guide Session 2024-25 Dated 17 Apr 2024

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APSACS Curriculum Implementation Guide Session 2024-25 Dated 17 Apr 2024

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CURRICULUM IMPLEMENTATION GUIDE FOR TEACHERS 2024-25

Chapters Contents Pgs

Ser Name Pgs

3. Standard Project Trail 17

4. Features of Smart Classroom 20

5. Blended Teaching and Learning Approach 22

6. Table of Graphic Organizers 24

7. Weekly Subject Coordination Meeting Record 32

8. Unfilled Daily Lesson Plan (English) 35

9. Filled Daily Lesson Plan (English) 36

10. Unfilled Daily Lesson Plan (Urdu) 37

11. Filled Daily Lesson Plan (Urdu) 38-39

12. Lesson Plan, Execution & Evaluation 40

13. Lesson Evaluation (English) 41

14. Lesson Evaluation (Urdu) 42-43

15. Lesson Observation 45-46

16. Notebook Review 48

APSACS strongly believes in a sublime Vision and Mission;

“Investing in the success for all students”

“Provide exemplary educational programs of international

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 1 of 65

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Fig: Progression Grid

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 5 of 65

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CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 9 of 65

Strands Icons / Symbols Strands Symbols

Critical Thinking Collaboration

Decision Making Say No to Drugs

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 10 of 65

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 11 of 65

Listening Speaking Reading Writing

· Comprehension · Fluency & · Fluency & · Syntax

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 12 of 65

‫ادا‬ ‫ناوردر‬ ‫رج‬ ·

Preschool · Tracing & Drawing

· Writing · Gross & Fine Motor Skills

letters · Eye-Hand Coordination

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 13 of 65

· Creativity · Self-help Skills

· Recognizing · Evaluating · Making · Observing

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 14 of 65

· Thinking Skills (thinking · Cartographical Skills

· Identify and use icons & · Creating · Recognizing

· Start an application / open and Drawing Pasting

move among more than one

· Organizing work effectively on

Using appropriate terminology.

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 15 of 65

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 16 of 65

Fig: Standard Project Trail

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 17 of 65

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 18 of 65

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CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 21 of 65

Fig: Blended Teaching and Learning Approach

CP&D Curriculum Implementation Guide for Teachers 2024-2025 Page 22 of 65

Use of H Model for effective use of whiteboard

‫_‬ ‫آرڈ‬ ‫د‬ ‫_‬ ‫د‬