Pakistan Studies

2059
Subject Based Training Paper 1 and 2
Cambridge O-Levels
Takeaway of the session

• Introduction
• Assessment objectives Paper 1 and 2
• Syllabus Structures
• Teaching and learning possible activities
• Papers and questions structures
• Language of the questions Paper 1
Introduction; Why Choose CAIE Pakistan
Studies?
Syllabus Cambridge O Level Pakistan Studies is accepted by universities
Cambridge O Level
Pakistan Studies 2059 and employers as proof of an understanding and knowledge of the
country’s history, environment and development. The Cambridge
O Level Pakistan
Studies syllabus encourages students to develop lifelong
knowledge and skills, including:
• a balanced understanding of the heritage and history of
Pakistan
• an awareness of the challenges and opportunities which
Pakistan faces
• how to interpret and analyse a variety of sources of
information to evaluate and draw conclusions.
For detailed syllabus log on to www.cambridgeinternational.org/2059
Activity 1

Describe Explain Justify

• On the given stick-on write the meaning of the given words and
analyse:
• do they have the same meaning?
• do they have different meanings? How?
• which of the three terms fall in the knowledge, understanding, apply or
evaluate areas.
Note: Duration is 5 minutes.
Assessment Objectives Paper 1 and 2
Possible Activities for Classroom Teaching

Opinion-based
Recall Personalization and open ended Subject glossary
questions

Pictorial / Diversified group

Recognize Scaffolding
Graphical questions

Key response Vocabulary and

Linguistics Debates
pronunciation
language
History and Culture of
Pakistan
GCE (2059/1)
Syllabus Structure

• Section 1: Cultural and Historical Background to the Pakistan

Movement 1656 to 1898. (Key Questions 1 – 5)
• Section 2: The Emergence of Pakistan 1906 to 1947.
(Key Questions 6 – 10)

• Section 3: Nationhood 1947 to 1999. (Key Questions 11 – 16)

Paper Structure
• Maximum marks: 75
• Time allowed: 1 hour 30 minutes.
• Paper division and span:
• Sections: 2 (A and B)
• Section A has one compulsory question of 25 marks.
• Section B has four questions with a choice of attempting any
TWO questions each of 25 marks.
Question Structure
• Section A: Question 1 (compulsory)
 This question has four parts i.e. a, b, c and d linked by a
common theme and / or timeline.
• (a) part question is a source based question with a simple answer to
identify the facts with the help of the given source. Marks [3]
• (b) part question is photographic, pictorial and / or graphical (maps,
graphs, pie-chart etc) source to identify the facts with the help of
given source. Marks [5]
• (c) part question is a reason question with identification of THREE
facts / reasons and explaining them in three separate paragraphs.
Marks [7]
• (d) part is an essay question with identification of four facts / reasons
and explaining them in at least four separate paragraphs. Marks [10]
Question structure (contd…)
• Section B:
• Distribution of each question is in THREE parts i.e. a, b and c.
• (a) part question is a general recall question with a simple answer to
identify the fact and testing knowledge. A factual answer of no more
than one short paragraph is required. Marks [4]
• (b) part question is a reason question with identification of THREE
facts / reasons and explaining them in three separate paragraphs.
One part testing knowledge and understanding includes selecting
relevant and appropriate information.
• (c) part is an essay question with identification of five to six
COMPARATIVE facts / reasons and explaining them in at least five
separate paragraphs. One part testing knowledge, understanding
and analytical and evaluative ability. Marks [14]
Paper 1 sample
Insert

Insert is the additional

document to the main
paper for reference of
Question 1, Section A
Question Distribution Section Wise
• Section A:
• Questions can be from any Section of the syllabus i.e.
Sections 1, 2 or 3
• Section B:
• Questions 2 and 3 from Sections 1 and 2.
• Questions 3 and 4 from Sections 2 and / or 3.
• Questions 4 and 5 from Section 3.
Language of the Questions

• Section A:
• Part [a] questions: ‘According to Source A …..’
• Part [b] questions: ‘What can we learn from Source B about ……’
• Part [c] questions: ‘Explain / Explain why / Explain how / Why…..’
• Part [d] questions:
 ‘How successful was the ……’
 ‘To what extent….’
 ‘Was the …..’
 ‘Which of the following….’
 ‘(Historical statement)….’ How far do you agree?
 All these questions end with the statement… Explain your answer.
Language of the Questions

• Section B:
• Part [a] question: ‘What / Who / How / Describe….’
• Part [b] question: ‘‘Explain / Explain why / Explain how / Why…..’
• Part [c] question:
 ‘How successful was the ……’
 ‘To what extent….’
 ‘Was the …..’
 ‘Which of the following….’
 ‘(Historical statement)….’ How far do you agree?
 All these questions end with the statement… Explain your answer.
Level Marking (Section A Compulsory)
Level Marking Description; Gauging
Response Statements

• LEVEL 1: Simplistic Statement. [1-2]

• LEVEL 2: Descriptive / Identification of reasons. [3-4]
• LEVEL 3: Explains the given reason OR other reasons. [5-7]
• LEVEL 4: Explains the given reason AND other reasons. [6-9]
• LEVEL 5: As Level 4 – also produces a judgment or evaluation. [9-10]
Section A (Compulsory)
Question Type Marks Level 1 Level 2 Level 3 Level 4 Level 5 Assessmen
t objectives

(a) 03 NIL NIL NIL NIL NIL AO1, AO4

Source Question
(point marking)
(b) 05 L 1/1 L 2/2, L 3/4, NIL NIL AO1, AO4
Pictorial Source Qs. L2/3 L3/5

(c) 07 L 1/1 L 2/2, L3/5 NIL NIL AO1, AO2

Reason Qs. L2/3, L3/6,
L 2/4 L3/7
(d) 10 L 1/1, L 2/2, L 3/5, L4/6, L 5 /9 AO1, AO2
Comparison Qs. L 1/2 L2/3, L3/6 L4/7, L 5 /10
L 2/4, L3/7 L4/8,
L 4/9
Level Marking (Section B)
Level Marking Description; Gauging
Response Statements
• LEVEL 1: Simplistic statement. [1-2]
• LEVEL 2: Descriptive / Identification of reasons. [3-6]
• LEVEL 3: Explains the given reason OR other reasons. [7-
10]
• LEVEL 4: Explains the given reason AND other reasons. [9-
13]
• LEVEL 5: As Level 4 – also produces a judgment or evaluation. [13-
14]
Section B
Question Type Marks Level 1 Level 2 Level 3 Level 4 Level 5 Assessment
objectives

(a) 04 NIL NIL NIL NIL NIL AO1

Simplistic
Question (point
marking)

(b) 07 L 1/1 L 2/2, L2/3, L3/5 L3/6, NIL NIL AO1, AO2
Reason Qs. L 2/4 L3/7

(c) 14 L 1/1, L 2/2, L2/3, L3/7 L3/8, L4/9, L 5 / 13 AO1, AO2

Comparison Qs. L 1/2 L 2/4, L3/9, L 4/10 L 5 /14
L 2/5, L2/6 L 3/10 L 4/11,
L 4/12
L4/13
Example candidates responses, paper 1
Environment of Pakistan
GCE: 2059/2
Themes Across the Syllabus

• The problems and opportunities for Pakistan as a developing

country.
• Effects on the environment and the importance of conserving
the environment.
• The promotion and importance of sustainable development.
• The importance of feasibility studies.
Syllabus Structure
1. The Land of Pakistan:
2. Natural resources- an issue of sustainability:
3. Power:
4. Agricultural development:
5. Industrial development:
6. Trade:
7. Transport and telecommunication:
Paper structure

• Maximum marks: 75
• Time allowed: 1 hour 30 minutes.
• Paper division and span:
• Five questions of single or integrated topics.
• All the questions carry equal marks i.e. 25.
• Attempt any 3 questions.
Question structure

• Each question is divided into a, b, c and d parts.

• Parts (a), (b) and (c) carry 19 marks altogether and part
(d) carry 6 marks.
• Parts (a), (b) and (c) are point marked whereas (d) part is
level marked.
• Variety of maps, tables, pie-charts, graphs, photographs,
reports etc are used as sources.
Level Marking; Question (d)
Question (d)
• Double statement questions
• ‘To which extent….’ questions

Level Marks Description

Level 3 5–6 marks 6 – Evaluation between both developed points of
view, with reference to appropriate example(s)
5 – Evaluation between both developed points of
view.
Level 2 3–4 marks 4 – Developed point(s) on both points of view
3 – Developed point(s) supporting one point of view
Level 1 1–2 marks 2 – Simple points addressing more than one point of
view or statement
1 – Simple points addressing one point of view or
statement
0 – No valid response
Example Candidates Responses, Paper 2
Inserts
Glossary of terms for Paper 2 (Frequently used)

• Annotate: Add labels or notes or short comments, usually to a diagram,

map or photograph, to describe or explain.
• Assess: Weigh up the factors for and against a proposal and come
to a judgement.
• Compare: Explain what is similar and different about two things. For
a comparison, two elements or themes are required. (Two separate
descriptions do not make a comparison)
• Evaluate: Consider the evidence for and against a proposal, and come to a
judgement.
• How: Explain in what way / to what extent / by what means / methods
something happens.
• Identify: Pick out something from information given in text or on a map
/ diagram / etc.
Glossary of terms for Paper 2 (Frequently used)

• Justify: Explain why you chose something or why you think

in a certain way about an issue.
Study: Look carefully at; usually at one of the resources (a
figure, a table, etc.) in the question paper.
• To what / which
extent: Give the reasons for and against the proposal in the
question and justify.
• Explain / account for /
give reasons for: Show with reasons why something occurs or
happens.
Glossary of terms for Paper 2 (Frequently used)
• Describe:
• Describe Write about what something is like or where it is. Describe may be used in
questions about resources (on a figure, a table, etc.) in the question paper (e.g. describe
the trend of a graph, the location of an industry on a map, etc.). It may also be used when
you need to describe something from memory (e.g. describe a doab, etc.).
• Describe is often linked with other command words such as name and describe (name the
feature and say what it is like), describe and explain (write about what it is like and give
reasons for …).
• Describe the distribution of Write about the location of the required feature(s) as shown
on the map(s) provided, by referring to:
• their relationship to other features shown, e.g. the provinces and rivers
• their density in particular areas.
• Describe the pattern of Write about the location of the required feature(s) as shown on
the map(s) provided, by referring to particular arrangements such as nucleated, linear,
parallel, even spacing, etc. and, where relevant, locating the patterns in relation to the
provinces and rivers, or any other features shown on the map(s) provided.
Activity

• Read the given written response of a candidate and identify the

numbered statements’ levels.
• Write the statement number in the respective column of the
level and also write why do you think that this level response
you have chosen.
References
• School Support Hub :: Planning Your Teaching (cambridgeinternational
.org)
• School Support Hub :: Past Exam Resources (cambridgeinternational.o
rg)
Thank you