Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmarks: Promote an understanding of ideology of Pakistan and its relationship with creation of Pakistan.

Benchmarks: Developing understanding and importance about the ideological basis of Pakistan and establish its relationship with guiding principles of Islam. 

●        Content is present in SSC and HSSC 2006 curricula. Few objectives have been rephrased.

●        Some objectives are also taken from the HSSC curriculum of Agha Khan HSSC curriculum.

●       The content was delt in detail in HSSC previously, however it has been extended backward in SSC this time.

●       Should be included in the curricula as it will promote an understanding of the ideology relating it with Muslim struggle for independence.

●      It will inculcate the sense of gratitude to Almighty Allah for blessing us with an independent sovereign state and underscore the importance of national integration, cohesion, and patriotism.

Students’ Learning Objectives

Students will be able to:

●     Define the term ideology.

●     Identify the major sources of Pakistan Ideology.

●     Relate the basis of Pakistan’s ideology with reference to the basic values of Islam and economic deprivation of Muslims in India.

●     Explain and elaborate Two-nation Theory: Origin and Explications with reference to the economic and social deprivations of Muslims.

●     Evaluate Pakistan’s Ideology with reference to Quaid Azam and Allama Iqbal’s proclamations.

Students’ Learning Objectives

Students will be able to:

●     Define and elaborate ideology of Pakistan.

●     Recognize sources and signifies the importance of ideology.

●    Discuss the guiding principles of Islamic way of life (justice, equality, and brotherhood) that form the basis of Pakistan ideology.

●    Relate basis of Pakistan ideology with reference deprivation of Muslims in India.

●    Appreciate the basic components of ideology of Pakistan (sovereignty of Allah, equity and justice, democracy, and equal rights for minorities).

●     Analyze the Two-nation Theory: Origin and Explications and relate it with the economic and social deprivations.

●     Evaluate of Pakistan as a Modern Islamic state as delineated by Quaid Azam, Allama Iqbal and Liaqat Ali Khan

Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmarks:

Students should be able to delineate the struggle for a Muslim State in the subcontinent and familiarize themselves with the genesis and struggle for Pakistan. They should also be able to acquaint themselves with the various phases of political and constitutional developments and impediments in the smooth functioning of democracy from 1857 till Pakistan’s creation in 1947.

Benchmarks:

Students should be able to delineate the struggle for a Muslim State in the subcontinent and familiarize themselves with the genesis and struggle for Pakistan relating it from the downfall of Mughal Empire, role of religious and political leaders, era of British rule and finally with the various phases of political and constitutional developments and impediments in the smooth functioning of democracy

●   Present in National Curriculum Pakistan Studies 2006 / 2010 (HSSC)

●   Agha Khan HSSC 2006 /2010

●   Same content is part of CAIE O’ Levels Curriculum as well.

●   IB curriculum of History Paper I focuses on source-based questions from the below given five areas, which are covered here in our own context. This part deals with the theory of Knowledge concept in IB.

●   Military Leaders,

●   Global Wars

●   Conquests and their impacts

●   Rights and Protests

●   Conflicts and interventions.

●     The main objective of this content is to provide a perspective of historical continuity in the contemporary challenges faced by the country and
to give an insight into the realistic understanding of the origin, creation and
development of Pakistan.

●     It is expected that the student learning outcomes included in this examination
syllabus will encourage teachers and students to develop critical consciousness and analytical skills which are components of “higher order thinking”.

Students’ Learning Objectives

Students will be able to:

●     Identify the immediate and underlying causes of the war of independence in 1857.

●     Assess the impacts of war on the Muslims in subcontinent.

●     Evaluate the role of Sir Syed Ahmed Khan as a reformer (education, social and political)

●     Criticize his contributions and its impact of Muslims and western world.

●     Highlight his relations with British and ulama.

●     Discuss the reason for the foundation of Aligarh college and the Aligarh Movement

●     Describe the origin, aims and main features of Khilafat Movement 1918

●     Analyze why did Khilafat movement fail?

●     Trace the antecedents of the Pakistan Resolution 1940

●     Discuss the congress alternative to Pakistan: CR formula and Jinnah-Ghandhi talks.

●     Discuss the political conditions of the sub-continent which led to the formation of All India Muslim League (Partition of Bengal (1905) and Simla Deputation (1906)) 

●     Discuss Pakistan Resolution - 1940

●     State the key features of first Simla conference-1945.

●     State the aims and objectives of All India Muslim League

●     Describe the impact of the General Election 1945 - 46 on the creation of Pakistan.

●     Compare and contrast the Cripps’ offer and Cabinet Mission Plan.

●     Discuss the Muslim League Legislator’s Convention in the light of Lahore Resolution and Madras Amendment.

●     Discuss the role of interim Government in advancing the cause of Pakistan.

●     Discuss the role of Muslim Leaders (Quaid-i-Azam, Allama Iqbal, and Ch. Rehmat Ali) in making of Pakistan.

●     Define British colonialism and its impact on various aspects of life in Indo-Pakistan subcontinent.

Students’ Learning Objectives

Students will be able to:

●     Describe the salient features of Muslim civilization in the subcontinent. And spread of Islam in 18^th and 19^th Century.

●     Explain the causes of the downfall of the Muslim rule in the subcontinent.

●     Discuss Religious reforms of Shah Waliullah

●     Critically analyze War of independence - it’s origin, immediate impacts, its long-term impact, reasons for failure and the impacts of war on the Muslims in subcontinent.

●     Evaluate the role of British with reference to major constitutional, educational and administrative reforms that followed war.

●     Evaluate the role of Sir Syed Ahmed Khan as a reformer (education, social and political)

●     Criticize his contributions and its impact of Muslims and western world.

●     Highlight his relations with British and ulama.

●     Recognize the reason for the foundation of Aligarh college and the Aligarh Movement. Also evaluate the role of Aligarh Movement in the making of Pakistan

●     Discuss the origin, aims and main features of Khilafat Movement.

●     Analyze the reasons for its rise, objectives, the conferences and delegation to England and why did Khilafat movement fail?

●     Recognize the role of Ali brothers in Khilafat Movement 

●     Analyze the causes, course and reasons for the failure of Hijra Movement. (1920)

●     Compare the impacts of Khilafat and Hijra Movements on Muslims in the subcontinent.

●     State the aims and objectives of All India Muslim League and criticize the reasons for its establishment / creation in 1906

●     Outline and critically analyze the important political developments between 1906 - 1937:

●       Partition of Bengal controversy (1905 - 11).

●       The Simla Deputation (1906).

●       Morley-Minto Reforms (1909)

●       Congress and Lucknow Pact (1916)

●       The Rowlett Act (1918)

●       Amritsar Massacre (1919)

●       Delhi proposal (1927).

●       Simon Commission (1927 - 1930)

●       Nehru Report (1928)

●       Jinnah’s Fourteen Points (1929)

●       Allama Iqbal’s Allahabad Address- 1930

●       Round Table Conferences (1930-32)

●       Communal Award (1932)

●       Government of India Act 1935

●       The second World War (1939 - 45) in relation to India and the Quit India Movement

●       Direct Action Day and June 3 plan

●       Independence Act of 1947

●     Critically analyze the reason why Quaid e Azam presented his famous 14 points in 1929

●     Evaluate the success of three round table conferences of 1930 - 32

●     Identify the reasons for the unpopularity of Congress Rule with Muslims majority.

●     Comment on the significance of Congress rule (1937 - 39) for the Pakistan Movement and the Day of Deliverance

●     Comment on Red Cliffe Commission and Award, 1947

●     Outline the genesis and struggle for creation of Pakistan.

●      Explain the role of Allama Mohammad Iqbal and Quaid-i-Azam Mohammad Ali Jinnah for the creation of Pakistan.

●     Appreciate the role of successful elections of Muslim League in 1945 - 46 that lead to the changes in British attempts to solve the problems of subcontinent.

Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmarks:

Students should be able to critically review the first decade of newly emergent state in relation to the problems faced, efforts done to solve them, constitutional development, political development and Jinnah’s role as well as his Vision for Pakistan.  

Benchmarks:

Students should be able to critically review how successful was the establishment of an independent state between 1947 to 1957 and particularly after the death of Jinnah. Also focus will be developed on Jinnah’s vision and achievements as Governor General.

●   Present in National Curriculum Pakistan Studies 2006 / 2010 (HSSC)

●   Agha Khan HSSC 2006 /2010

●   Same content is part of CAIE O’ Levels Curriculum as well.

●   IB curriculum of History Paper I focuses on source-based questions from the below given five areas, which are covered here in our own context. This part deals with the theory of Knowledge concept in IB.

●   Military Leaders,

●   Global Wars

●   Conquests and their impacts

●   Rights and Protests

●   Conflicts and interventions.

●     The main objective of this content is to provide a perspective of historical continuity in the contemporary challenges faced by the country and
to give an insight into the realistic understanding of the historical, political and economic development of Pakistan.

●     It is expected that the student learning outcomes included in this examination
syllabus will encourage teachers and students to develop critical consciousness and analytical skills which are components of “higher order thinking”.

Students’ Learning Objectives

Students will be able to:

●     Identify the early problems faced by newly emerged state of Pakistan particularly with emphasis on economic, geo-political, refugee state, constitutional reforms and administrative problems. Focus will be on the following issues:

o  Unfair boundary division

o  Division of financial and military assets

o  Refugee problems

o  Administrative problems

o  Problem of national language

o  Kashmir issue

o  Canal water Dispute

o  Princely States (Hyderabad, Junagarh)

o  Lack of trained personnel.

●     Discuss the outcomes of the Radcliff Award and reactions of the Pakistan and Indian governments to it.

●     Analyze its impact on Muslims, Hindus and Sikhs. 

●     Discuss the major features of Boundary Commission, analyze its need and unjustness relating it to the impact on the young state.

●     Identify and locate the areas that became the part of the Pakistan as well as neighboring states of Pakistan

●     Discuss the canal Water dispute and how was it dissolved / resolved.

●     Suggest the difficulties which Pakistan might have faced if the problem of Canal Water Dispute would not have been solved.

●     Criticize the implementation and outcomes of the Indus Water Basin Treaty

●     Explain how successful Pakistan was in overcoming the initial problems faced.

●     Discuss the vision of Quaid - e- Azam for Pakistan reviewing his different addresses carried out for people of different walks of life at different times.

Students’ Learning Objectives

Students will be able to:

●     Identify the early problems faced by newly emerged state of Pakistan particularly with emphasis on economic, geo-political, refugee state and administrative problems. Focus will be on the following issues:

o  Unfair boundary division

o  Division of financial and military assets

o  Refugee problems

o  Administrative problems

o  Problem of national language

o  Kashmir issue

o  Canal water Dispute

o  Princely States (Hyderabad, Junagarh)

o  Lack of trained personnel.

●     Assess the economic challenges that confronted Pakistan at its birth.

●     Discuss the main features, outcomes of the Radcliff Award and reactions of the Pakistan and Indian governments to it.

●     Analyze its impact on Muslims, Hindus and Sikhs.

●     Discuss the major features of Boundary Commission, analyze its need and unjustness relating it to the impact on the young state.

●     Identify and locate the areas that became the part of the Pakistan as well as neighboring states of Pakistan

●     Discuss the canal Water dispute and how was it dissolved / resolved.

●     Suggest the difficulties which Pakistan might have faced if the problem of Canal Water Dispute would not have been solved.

●     Criticize the implementation and outcomes of the Indus Water Basin Treaty

●     Explain how successful Pakistan was in overcoming the initial problems faced.

●     Discuss the role of Mohammad Ali Jinnah as

●       An advocate of Hindu- Muslim Unity.

●       A member and later President of Muslim league.

●       A negotiator with the British.

●       A firm believer of Pakistan.

●       A first Governor- General of Pakistan

●     Discuss the vision of Quaid-e-Azam for the future of Pakistan by reviewing the addresses made by him at different point in time with people of different walks of life.

●     Discuss the advice of Quaid-e-Azam to the government officials for national service

Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmark:

Students should be able to understand the developments made by different leaders in different political regimes under Pakistani leadership and relate it with the future prospects of the country.

Benchmark:

Students should be able to trace the political, constitutional and economic developments in the country after the first challenging decade of county’s birth. They will relate the economic development process in different eras with the political leaderships and analyze the impact on common people. Students will understand the administrative set up of the country according to the constitution of 1973.

●      Present in National Curriculum Pakistan Studies 2006 / 2010 (HSSC)

●      Agha Khan HSSC 2006 /2010

●      Same content is part of CAIE O’ Levels Curriculum as well.

●      It is expected that the student learning outcomes included in this examination

●      The curriculum will encourage teachers and students to develop critical consciousness and analytical skills which are components of “higher order thinking”.

●      The main objective of this content is to provide a perspective of historical continuity in the constitutional and political development in country over the past half century so that they can understand the challenges faced by the county today.

●     The Aims of the IB History course are to enable students to:

●       Develop an understanding of, and continuing interest in, the past.

●       Encourage students to engage with multiple perspectives and to

●       Appreciate the complex nature of historical concepts, issues, events and developments.

●       Promote international mindedness through the study of history from more than one region of the world.

●        Through teaching this content we can relate to the aim of the core elements of the IB History curriculum.

Students’ Learning Objectives

Students will be able to:

●     Identify the salient features of Objective Resolution

●     Identify the reasons for the delay in the development process of national constitution of Pakistan.

●     Outline the salient features of constitution of 1956, 1962 and 1073

●     Compare and contrast the constitutions of 1956 and 1962 particularly with reference to the Islamic features included in both the constitutions.

●     Comment on the reasons for the failure of constitution of 1962. 

●     Identify the salient features of 1973 Constitution of Pakistan.

●     Critically analyze the ruling periods of following political parties and leaders:

o    Ayub Khan’s Era (1958 - 69)

o    Yahya’s Regime (1969 - 71)

o    Bhutto’s Era (1971 - 77)

o    Zia’s rule (1977 - 88)

o    Restoration of civil rule (1988 - 99)

▪      Benazir’s regimes (1^st and 2^nd)

▪      Nawaz’s regimes (1^st and 2^nd)

▪      Pakistan turns nuclear.

o    Pervez Musharraf’s Era.

▪      Define enlightened moderation.

▪      Analyze the impact of privatization and industrialization in Musharraf’s era.

▪      Discuss the Economic Reforms introduced by Pervez Musharraf and Shaukat Aziz.

o    Restoration of democratic mode of governance. (2007 and onward)

Students’ Learning Objectives

Students will be able to:

●     Identify the key features of the Objectives Resolution.

●     Discuss the significance and impact of Objectives Resolution in the constitutional development of Pakistan.

●     Discuss the reasons behind the delay in the constitution process.

●     Describe the salient features of 1956 Constitution.

●     Discuss the reasons that led to the failure of 1956 Constitution.

●     Describe the salient features of 1962 Constitution.

●     Analyze the reasons that led to the failure of 1962 Constitution.

●     Compare Islamic features of 1956 and 1962 Constitution.

●     Discuss the salient features of 1973 Constitution.

●     Explain the features of Islamization incorporated in 1973 Constitution.

●     Explain fundamental rights of the citizens of Pakistan provided by 1973 Constitution.

●     Evaluate the state of women rights provided by the 1973 Constitution.

●     Appreciate the minority rights in 1973 Constitution.

●     Explain the Federal structure of Pakistan and its functioning in the light of the Constitution of 1973.

●     Critically analyze the ruling periods of following political parties and leaders:

o    Ayub Khan’s Era (1958 - 69)

o    Yahya’s Regime (1969 - 71)

o    Bhutto’s Era (1971 - 77)

o    Zia’s rule (1977 - 88)

o    Restoration of civil rule (1988 - 99)

▪      Benazir’s regimes (1^st and 2^nd)

▪      Nawaz’s regimes (1^st and 2^nd)

▪      Pakistan turns nuclear.

o    Pervez Musharraf’s Era.

▪      Define enlightened moderation.

▪      Analyze the impact of privatization and industrialization in Musharraf’s era.

▪      Discuss the Economic Reforms introduced by Pervez Musharraf and Shaukat Aziz.

o    Restoration of democratic mode of governance. (2007 and onward)

Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmarks:

Students should be able to understand the pluralistic nature of Pakistani society and culture, and the concept of unity in diverse society keeping in view various regions and provinces in Pakistan. It will also enable them to explore the components of society and the way they have developed over the period of time.

Benchmarks:

Students will be able to understand the pluralistic nature of Pakistani society and culture, and the concept of unity in diverse society keeping in view various regions and provinces in Pakistan. It will also enable the students to explore the components of society and the way they have developed over the period of time as well as have insight into the contribution made by the Sufi saints to forge social and cultural harmony in the plural society of Pakistan.

●   Present in National Curriculum Pakistan Studies 2006 / 2010 (HSSC)

●   Agha Khan HSSC 2006 /2010

●     Some objectives have been added in SSC curriculum considering these concepts important for developing cohesion in the generation and developing respect and importance for all.

●     This content has been included from the civics curriculum of HSSC.

●     Some of the contents are derived from the CAIE Global perspective curriculum of O’ Levels as well. 

●     Paper II of IB History Curriculum focuses on the investigation on the regional history, so this content relates to it as well.

●     Students should be able to appreciate the diversity and plurality in Pakistani society and its culture as manifested in its languages, dress, built environment, art and architecture. Exploring the role of saints and Sufis will also enable the students to appreciate their affords in spreading Islam and developing cohesion amongst people of different social setups.

Students’ Learning Objectives

Students will be able to:

●     Define the term Culture, society and cultural diversity.

●     Identify different components of culture (language, dresses, art, craft, music and festivals)

●     Analyze the role of languages in developing national integration and unity.

●     Discuss different provisional and local languages spoken across the country.

●     Differentiate between language and dialect.

●     Trace out the development of Urdu and other languages in Pakistan.

●     Identify the major dialects in different areas of Pakistan.

●     Identify the various forms of Pakistani literature.

●     State the salient features of Pakistani literature.

●     Discuss the importance of folklore in Pakistani literature.

●     Trace the origin and development of Drama in Pakistan society.

●      

Students’ Learning Objectives

Students will be able to:

●     Define the term Culture, society and cultural diversity.

●     Discuss different components of culture (language, dresses, art, craft, music and festivals)

●     Explain the salient features of Pakistani society and culture.

●     Examine the concept of unity with reference to regional cultures leading to national integration.

●     Examine the status and role of women in Pakistani society.

●     Examine the impact of feudalism in Pakistani society.

●     Explain various aspects of tribalism in Pakistani society.

●     Analyze how globalization has affected Pakistani society and culture.

●     Analyze the role of languages in developing national integration and unity.

●     Discuss different provisional and local languages spoken across the country.

●     Differentiate between language and dialect

●     Trace out the development of Urdu and other languages in Pakistan.

●     Identify the major dialects in different areas of Pakistan.

●     Identify the various forms of Pakistani literature.

●     State the salient features of Pakistani literature.

●     Discuss the importance of folklore in Pakistani literature.

●     Trace the origin and development of Drama in Pakistan society.

●     Discuss the important mystical orders in Pakistan.

●     Highlight the points of commonalities among different mystical Sufi orders in Pakistan.

●     Discuss the contributions of following Sufis:

o    Hazrat Lal Shahbaz Qalandar

o    Hazrat Shah Abdul Latif Bhitai

o    Hazrat Ali bin Usman Hajveri

o    Hazrat Bahauddin Zakariya

o    Hazrat Shaikh Gharib Shah

o    Hazrat Pir Dupasi

o    Hazrat Rahman Baba

o    Hazrat Shaikh Rahamkar (Kaka Sahib)

o    Hazrat Mian Mohammad Bakhsh

o    Hazrat Shah Hamadan

o    Hazrat Khawaja Ghulam Farid

o    Hazrat Bulleh Shah

o    Hazrat Syed Ali Tirmizi (Pir Baba)

●     Analyze the contribution of Sufi saints in Pakistani areas

●     Recognize the impact of teachings of Sufi saints on moral and spiritual development of society

●     Establish relationship between various Sufi saints in different regions and provinces

●     Appreciate how the messages of various Sufis in different provinces and parts carried a lot of commonalities and have emerged as a unifying spiritual bond in the Pakistani society and culture

Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmarks:

Students will be able to have cognizance of the conceptual understanding of human rights as well as its present state. They will also be able to develop a sense of belonging to the land and commitment to democracy and human life. Role of Minorities will also be discussed to acknowledge their contributions in development of country

Benchmarks:

Students will be able to have cognizance of the conceptual understanding of human rights as well as its present state. They will also be able to develop a sense of belonging to the land and commitment to democracy and human life.

●   Present in National Curriculum Pakistan Studies 2006 / 2010 (HSSC)

●   Agha Khan HSSC 2006 /2010

Students’ Learning Objectives

Students will be able to:

●     Differentiate between rights and responsibilities.

●     Explain the basic features of the concept of human rights.

●     Examine the Islamic perspective of Human Right.

●     Enumerate the major clauses of UN declaration of Human Rights, 1948

●     Analyze the fundamental Rights in 1973 Constitution.

●     Critically analyze the state of basic human rights in Pakistan. Particularly focusing on education, health and poverty.

●     Trace the role of minorities in Pakistan with specific reference to Quaid-i-Azam’s Speech of 11^th August 1947, defining their status.

Students’ Learning Objectives

Students will be able to:

●     Differentiate between rights and responsibilities.

●     Explain the basic features of the concept of human rights.

●     Examine the Islamic perspective of Human Right.

●     Enumerate the major clauses of UN declaration of Human Rights, 1948

●     Analyze the fundamental Rights in 1973 Constitution.

●     Compare and contrast the rights and obligations of citizens under the 1973 constitution with rights given to citizens under the UN Human Rights Declaration, 1948

●     Critically analyze the state of basic human rights in Pakistan. Particularly focusing on education, health and poverty.

●     Develop an understanding of the Human rights both at the national and international level with reference to the SDGs related to basic human rights.

●     Define national cohesion and integration.

●     Differentiate between national cohesion and national integration.

●     Significance in Islamic Democratic State

●     Identify factors enhancing national cohesion and integration in the country.

●     Describe why national cohesion and national integration are important for the socio-economic development of the nation.

●     Recognize Problems in the way to National Cohesion and Integration in Pakistan

●     Identify the problems associated with building national cohesion in Pakistan.

●     Suggest ways to increase national integration and national cohesion in country.

●     Suggest the role of an individual in increasing national cohesion and national integration in country.

●     The theme had been present in the SSC and HSSC curricula of the above-mentioned years. However, some new objectives are included.

●     The content will inculcate the sense of citizenship and promote national integration and cohesion amongst the students.

●     Theme and content  is present in IB - Global Politics and  CAIE - Global Perspective courses.

Grade 9 - 10

Grade 11 -12

Reference / Rationale

Benchmarks:

Students will be able to develop an understanding of importance of recreational activities particularly with reference to sports and tourism. Students will be able to identify the challenges faced by tourism industry in Pakistan and give sustainable solutions for its development.

Benchmarks:

Students will be able to develop an understanding of importance of recreational activities particularly with reference to sports and tourism. Students will be able to identify the challenges faced by tourism industry in Pakistan and give sustainable solutions for its development. Moreover, international sports and traditional sports will be analyzed and compared with the global status.

●   Present in Agha Khan HSSC 2006 /2010

●   National curriculum HSSC - 2010

Students’ Learning Objectives

Students will be able to:

●       Define recreation and interpret its importance in society for common people.

●       Enlist some common recreational activities in Pakistani society.

●       Define and highlight the importance of sports in Pakistani society.

●       Discuss the status of International Sports (Hockey, Cricket, Football, Lawn tennis and Polo)

●       Analyze the importance of Tourism as an industry in Pakistan.

●       Identify and mark the important historical.

and other sites of tourist attraction in Pakistan on a map.

●       Identify the problems faced by tourism industry in Pakistan.

●       Suggest sustainable ways and means to solve the problems and present solutions to promote tourism in Pakistan.

Students’ Learning Objectives

Students will be able to:

●       Define recreation and interpret its importance in society for common people.

●       Enlist some common recreational activities in Pakistani society.

●       Define and highlight the importance of sports in Pakistani society.

●       Discuss the status of International Sports (Hockey, Cricket, Football, Lawn tennis and Polo)

●       Sketch out the profile of Pakistan in world sports: Hockey, Cricket, Squash, Snooker, Football, Lawn tennis, Polo, Table tennis, Badminton and Basketball)

●       Explore the status of indigenous Games in Pakistan (Kabaddi, Malakhra, Gullidanda, Wrestling, Kite-flying)

●       Analyze the importance of Tourism as an industry in Pakistan.

●       Identify and mark the important historical and other sites of tourist attraction in Pakistan on a map.

●       Collect the data of revenue generation through tourism industry.

●       Recognize the main problems in the development of Tourist Industry in Pakistan

●       Suggest sustainable ways and means to promote tourism in Pakistan.

●     The objectives designed for current curriculum are achieved in CAIE curriculum through the same content but linked with other topics like tourism is discussed in the topic of landforms - mountains. Similarly, other sports are discussed in culture of plain areas etc.

●     However, realizing the importance of tourism industry for Pakistan it has been planned separately so that students can recognize its importance and suggest productive solutions for its sustainable growth.

●     The content has been related to civics studies, sociology and Global perspective of CAIE curricula as well.

Grade 9 and Grade 10

Grade 11 and Grade 12

References

Benchmark  : Developing understanding about the location

of Pakistan and its importance

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       Agha Khan HSSCE 2006

●       CAIE 2023(O Levels)

•  Identify Tropic of Cancer 23.5°N, latitudes 30°N, 36°N, longitudes 64°E, 70°E, and 76°E on Pakistan’s map

•  Annotate Indian Ocean and Arabian Sea on the map

•  Annotate Pakistan’s neighboring countries on the map.

•  Identify the importance of Pakistan's cardinal position/location in relation to  bordering countries.

●       Locating Pakistan on the world map and assessing the importance of Pakistan’s location

●       Identify and use Tropic of Cancer (23.5°N), latitudes 30°N, 36°N, longitudes 64°E, 70°E, and 76°E highlighting the different areas of Pakistan on the ma

●       Annotate Arabian Sea and  Indian Ocean  with reference to its economic importance

●       The importance of Pakistan's location in relation to countries bordering Pakistan and other countries in South and Central Asia.

Common in all three curricula, however progression is catered through first three units i.e. Location of Pakistan, Administrative Areas and Cities and Natural topography.

Similar content in comparatively less detail is included in Federal Board and Agha Khan in the form of two units.

These units are planned according to the format of CAIE which is more comprehensive and student centered.

Grade 9 and Grade 10

Grade 11 and Grade 12

References from Existing Curricula

Benchmark: Locate administrative areas and cities of Pakistan on map

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       Agha Khan HSSCE 2006

●       CAIE 2024(O Levels)

Students will 

•  Annotate administrative divisions of Pakistan (All Provinces and 5 main Divisions of each province)

•  Annotate following cities: Islamabad, Lahore, Peshawar,  Karachi, Quetta on the map of Pakistan.

•  Identify the importance of Pakistan's major cities in relation to their location.

•  Understand the hierarchy of geographic administrative divisions of pakistan. (It will be excluded if already included in history)

Students will  be able to identify the following on a map:

●       Annotate administrative divisions of Pakistan (Provinces and Districts)

●       Annotate the following major cities on the map of Pakistan: Islamabad, Murree, Rawalpindi, Gujranwala, Lahore, Faisalabad, Multan, Sialkot, Peshawar, Chitral, Gilgit, Hyderabad, Karachi, Quetta and Gwadar.

Grade 9

Grade 10

Grade 11

Grade 12

Benchmark: Developing understanding about the Topographical division of Pakistan

Students will  be able to:

• Name these  Landforms:

MOUNTAINS: Hindu Kush Mountains, Karakorum Mountains, Himalaya Mountains)

PLATEAUS: Potohar plateau (salt range) and Balochistan Plateau

PLAINS: The Upper Indus Plain- and Lower Indus Plain

DESERTS: Thar, Thal, Karan

RIVERS: Indus, Jhelum, Chenab, Ravi, Sutlej

• Use geographical vocabulary when describing the features of mountains, plateaus, plains and deserts.

•Understanding the impact of natural terrain on human activity:

 Steep slopes and flat land on the way that the land is used

– mountains and deserts on the road and rail networks

– Culture, Food, Dresses etc

– Economic activities, handicraft, transhumance, agriculture.

( human activities and lifestyle)

Students will:

 Identify, name  and describe the following  major landforms of Pakistan on a map:

MOUNTAINS( Hindu Kush Mountains, Karakorum Mountains, Himalaya Mountains,  Kirthar,  Suleiman,( Mountains, Safed Koh, Waziristan hills)

PLATEAUS: Potohar plateau (salt range) and Balochistan Plateau

PLAINS: The Upper Indus Plain and Lower Indus Plain

DESERTS: Thar, Thal, Karan

RIVERS: Indus, Jhelum, Chenab, Ravi, Sutlej, Kabul, Dasht, Hab, Gomal, Kurram

•        Use geographical vocabulary when explaining the features of mountains, plateaus, plains and deserts.

•        Identify, name and describe the above features in photos or drawings

•        Understanding the impact of natural terrain on human activity (causes and effects):

–  Culture, Food, Dresses etc.

Economic activities, handicraft, transhumance, agriculture.

Grade 9 and Grade 10

Grade 11 and Grade 12

References

Benchmark: Developing understanding about the Climatic division of Pakistan

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       Agha Khan HSSCE 2006

●       CAIE 2024(O Levels)

Students will :

•      Differentiate between weather and climate.

•      Identify the Climatic elements.

•      Specify the distribution of temperature and precipitation, including monsoons, cyclones(Western Depressions) and convectional rain in Pakistan

•      Distinguish between  seasonal and regional variations and factors such as recessions, thunderstorms, and hurricanes

•      Discuss what drives  winds that cause rainfall  in Pakistan.

•      Analyze the characteristics of arid, semi-arid, humid, and highland climates, including seasonal changes.

•      Infer the effects of longitude and latitude on day length and temperature.

•      Evaluate the effects of different climatic zones (highlands, low land, coastal areas and deserts)  of Pakistan  on human activity.

Students will:

●       Differentiate between weather and climate

●       Identify the Climatic variations/ zones within Pakistan

●       Identify the variations in temperature and rainfall through maps and graphs.

●       Analyze the effects of  temperature and precipitation, including monsoons, cyclones (Western Depressions) and convectional rainfall on the lifestyle of people.

●       Analyze the effect of arid, semi-arid, humid, and highland climates, on the lives of people in Pakistan

●       Evaluate the seasonal changes in Temperature, Pressure and wind patterns.

●       Evaluate the impacts of climate on economy and livelihood:

– Effects of cold, ice and snow on the lives of people on mountains.

– Impact of storms, floods and droughts on agriculture, industry and communications.

 An important aspect of geographical learning which directly influences human activity.

Part of all three curricula consulted.

All concepts are there in all three curricula in grades 11 and 12. We have rephrased, fine tuned the concepts on our own. and did horizontal division.

Grade 9 and Grade 10

Grade 11 and Grade 12

References

Benchmark: Identifying, discussing and analyzing the impact of global wargaming, climate change and natural disasters

●       Agha Khan HSSCE 2006

●       CAIE 2024(O Levels)

Students will:

●       Understand global warming.

●       Identify causes and effects of global warming.

●       Develop link between  global warming and climate change.

●       Identify the scale and frequency of extreme weather spells in the past 20 years.

●       Assess Pakistan as one of the  countries severely affected by climate change, and natural disasters (Case Study- Floods due to Monsoon earthquakes due to the movement of tectonic plates)

●       Suggest ways to reduce climate changes and global warming.

Students will;

•        Analyze the causes and effects of global warming.

•        Understand the link between global warming,  climate change and natural disasters.

•        Analyze the causes and effects of extreme and abrupt weather spells.

•        Study the climate change in South Asia over 100 years

https://www.researchgate.net/figure/Numbers-of-extreme-weather-events-globally-by-year_fig4_283653329

https://upload.wikimedia.org/wikipedia/commons/2/2f/Greenhouse-gas-emissions-by-gas.png

https://www.thethirdpole.net/en/hub/climate-disasters/

•        Identify human activities responsible for natural disasters.

•        Suggest ways to minimize climate changes and global warming.

•        Suggest solutions to curtail the effects of natural disasters and climate change. (controlled burning method, tsunami warning system, deforestation, weather forecast etc.)

•        Examine and appraise the role of PDMA (Provincial Disaster Management Authority) in managing the disaster in Pakistan

The concept of environmental hazards has been included in National Curriculum Pakistan Studies 2011  (HSSC) and Agha Khan HSSCE 2006 from the perspective of pollution only.

We have extended the concept to Global Warming, Climate Change & Natural Disasters as the earth is facing extreme and frequent climatic spells currently which affect human, physical geography.

Grade 9 and Grade 10

Grade 11 and Grade 12

Reference

Benchmark: Creating awareness about the Demographic structure of Pakistan

Identifying, discussing and analyzing the demographic statistics of Pakistan

Create a link between different charters of Human Rights

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       CAIE 2024(O Levels)

Students will:

●       Define population, population structure, population growth and population density.

●       Understand demographic changes (both age and gender) represented by demographic transition model and  population pyramids in Pakistan

●       Assess the impact of current and projected population patterns on Pakistan's economy and development.

●       Interpret  statistics showing birth, death and natural population growth rates in Pakistan and identify trends in population growth.

●       Recognize the social, religious, educational, economic and political factors that contribute to population growth over time.

●       Explain the main causes of population movements, including rural-to- urban migration, seasonal migration, emigration and migration (including refugees), with reference to 'push' and 'pull' factors.

●       Analyze the development problems posed by population growth.

●       Recognize differences in population distribution and density between provinces.

●       Understand sustainable population growth and resources.

Students will:

•  Describe and explain recent population, population structure, population growth and population density of Pakistan.

•  Identify birth rate, death rate and infant mortality rate.

•  Analyze the demographic transition model to find out trends in population growth.

•  Study the age pyramid to find trends in population growth.

•  Interpret and explain statistics showing birth, death and natural population growth rates in Pakistan

•  Analyze population movements, push and pull factors including rural-to-urban migration, seasonal migration, emigration and immigration (including refugees), voluntary and forced migrations.

•  Understand the impact of population displacement and assess actions that can be taken to address the problems, such as self-help programs, clean water provision, and other services.

•  Inquire the problems of youth and dependent population.

•  Suggest the ways to cope up with the problems of youth and dependent population.

•  Evaluate and describe the role of Government  and NGOs in their efforts to overcome the problem of population growth.

•  Study the role of the Pakistan Bureau of statistics aiming for sustainable population development. (https://www.pbs.gov.pk/content/population-census)

After evaluating National Curriculum Pakistan Studies 2011  (HSSC) and CAIE 2024(O Levels) we adapted and merged population from federal board and population and employment from CAIE to develop this unit more comprehensively.

However federal board and Agha Khan cater to topics like poverty, trade and employment trade

Grade 9

Grade 10

Grade 11

Grade 12

Reference

Benchmark: Assessing the importance of Primary, Processing and Tertiary sector of Employment in the Economic

development of Pakistan.

Recognising the importance of Natural Resources by suggesting efforts to achieve sustainability.

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       Agha Khan HSSCE 2006

●       CAIE 2024(O Levels)

Students will:

●       Define agriculture and its types.

●       Differentiating between Subsistence farming and Cash crop farming.

●       Understand Agriculture as a system of Input, Process and Output.

●       Study the food and cash crops of Pakistan. (Wheat, rice, sugarcane, cotton, tobacco and oil seeds, millets, corn, pulses) (major and minor)

●       Recognize the role of modern agricultural methods and technology.

●       Importance and scope of Agriculture for the development of Pakistan.

●       Discuss agriculture as the main occupations of Pakistan with reference to Primary, Processing

and Tertiary sectors of Employment. (Translate skill and knowledge)

●       Assess current situation of agriculture in Pakistan and its impact on economy of Pakistan (Translate skill and knowledge)

●       Suggest ways to improve agricultural output for the sustainable development of Pakistan.

https://www.pbs.gov.pk/content/agriculture-statistics

Students will:

●       Explain farming: Arable farming, animal husbandry poultry farming and  fish farming.

●       Explain the importance of subsistence farming and commercial farming.

●       Describe farming (arable farming, animal husbandry, poultry and fish farming) as a systems of Input, Process and Output.

●       Study fish farming with reference to different aspects i.e. inland, marine, commercial and subsistence, modern and traditional methods of farming.

●       Recognize the role of modern technology and methods of farming in the economic development of Pakistan. (scope of farming)

●       Analyze patterns of food consumption , trends and challenges in the  production of agricultural products since 2000.

●       Analyze modern trends and other factors hindering the agricultural products leading to the threat of  scarcity of food ( turing of arable land into housing societies)

●       Analyze the importance of  agriculture with respect to the prosperity in Pakistan. (micro and macro)

●       Suggest ways for sustainable agricultural development.

●       Analyze the contribution of agricultural products in uplifting the economy of Pakistan (employment, processing industries and export) 

https://www.pbs.gov.pk/content/agriculture-statistics

Part of all the curricula consulted for the development of this document.

As Pakistan is basically an  agricultural country, it is important to develop students' enhanced understanding on this topic.

Grade 9

Grade 10

Grade 11

Grade 12

Benchmark: Generating discussion about the Main occupations of Pakistan with reference to Primary, Processing

and Tertiary sectors of Employment.

Generating discussion about use of nuclear energy for sustainable industrial development

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       Agha Khan HSSCE 2006

●       CAIE 2024 (O Levels)

Employment

Students will:

●       Define and identify the terms primary, secondary and tertiary occupations.

●       Identify the percentage of the workforce employed in each of the primary, secondary and tertiary sectors keeping the recent changes in view. (graphs)

●       Describe the causes of changes in these percentages that may have occurred or are likely to occur.

●       Explain the causes of rural and urban unemployment and underemployment

●        Analyze  impact of the development problems caused by underemployment and unemployment on a micro and macro level (personal and social scale Case Study)

●       Recognise the importance of manual laborers and skilled workforce (trading, administrative, technical, etc.) in generating GNP.

●       Understand that unemployment and underemployment can be factors affecting  GNP and GDP.

●       Evaluate the importance of literacy, education and training of men and women in rural and urban areas for the overall development (social, economic, infrastructure etc.)of Pakistan.

https://www.pbs.gov.pk/content/detail-tables

Industry

Students will:

●       Identify the types of industries.

●       Identify Primary, Secondary and Tertiary industries and their  importance for the development of Pakistan.(Primary, Secondary and Tertiary occupations)

●       Describe the factors affecting the location of various industries.

●       Relate the significance of  industrial development with the economy of Pakistan.

●       Analyze factors such as the energy crisis that pose a threat to industrial development.

●       Generate discussion about use of nuclear energy and other alternatives (solar, wind, biogas etc.)  as a safe way for sustainable industrial development.

●       Study the environmental hazards (Pollution) caused by industrial development.

●       Suggest ways for the sustainable industrial development in Pakistan.

https://www.pbs.gov.pk/content/industry

Part of all the curricula consulted for the development of this document.

Federal board and Agha Khan cater to topics like poverty, trade and employment separately in grades 11 and 12.

We have allocated employment to grades 10 and 11 to give an overview  of the whole concept to the students and added Industry in progression of the same concepts for students comprehensive understanding.

Grade 9

Grade 10

Grade 11

Grade 12

References

Benchmark: Study Foreign Policy and External Relations of Pakistan

Generating awareness about the main characteristics of Pakistan’s Foreign policy

●       National Curriculum Pakistan Studies 2011  (HSSC)

●       Agha Khan HSSCE 2006

●       CAIE 2024(O Levels)

Students will:

●       Define policy and foreign policy.

●       Study Pakistan’s Foreign Policy.

●       Recognise the importance of foreign policy.

●       Identify the guiding principles of Pakistan’s foreign policy.  https://www.pakistanembassy.gr/foreign-policy

●       Identify geopolitical significance of Pakistan and the main Objectives of the foreign Policy.

●       Study the relationships of Pakistan with the Neighboring Countries.

●       CPEC (China Pakistan Economic Corridor)

●       Study the significance of Pakistan Relationships with the Super powers, Central Asian, SAARC, EU, UN and OIC States

●       Analyze Pakistan’s Role in World Peace Keeping in general and with Afghanistan in particular (Pak-Afghan relation)

●       Relate the impact of Kashmir Conflict (past, Present and Future prospects) with Pakistan’s relations with India.

Students will:

●       Study the guiding principles of Pakistan’s foreign policy.

●       Discuss significance and objectives of Pakistan’s foreign policy.

 https://www.pakistanembassy.gr/foreign-policy

https://mofa.gov.pk/foreign-policy-2/

●       Explain determining factors that are responsible for shaping Pakistan’s Foreign Policy.

https://www.jworldtimes.com/old-site/internationalaffairs/determinants-of-pakistans-foreign-policy/

●       Analyze relationships (opportunities and challenges) of Pakistan with neighboring states: China, India, Iran, Afghanistan. (SDGs 16 goals)

●       Evaluate the future prospects of good neighborly relations with China, India, Iran, Afghanistan.

●       Evaluate the future pro-strategic importance of Pak-China relationship.

●       Discuss the efforts of Pakistan in peacekeeping in collaboration with the UN.

●       Analyze the significance of Pakistan’s Relationships with the Super powers, Central Asian, SAARC, EU and OIC States

●       Discuss the role of Monetary institutions like WTO, World Bank and  IMF for the development of Pakistan

Foreign Policy is being discussed in Federal and Agha Khan is an independent topic whereas CAIE discusses the international relationship of Pakistan with other countries as a history concept.

We have this here as a political  geographical concept in continuation of the previous units. (International  Trade, Development)

Comparison of Curricula

National Curriculum 2006

SSC and HSSC

CAIE - O’ Levels

IB MYP / DP

New Curriculum under progress

Rationale

SSC Curriculum

●    Ideological Basis of Pakistan.

●    Making of Pakistan

●    Land and Environment

●    History of Pakistan

●    Pakistan in World Affairs

●    Economic Development

●    Population, Society and Culture of Pakistan.

HSSC

●    Pakistan in Geographical Perspective

●    Resources in Pakistan.

●    Historical Perspectives

●    Islam and Pakistan

●    Administrative System

●    Political and Constitutional Developments.

●    Human rights

●    Society and Culture

●    Language, Literature and Arts

●    Mystical orders and Sufi saints.

●    Economic Development

●    Educational System of Pakistan

●    Foreign Relations of Pakistan

●    Sports and Tourism.  

Themes in Geography in CAIE includes:

●                  The problems and opportunities for Pakistan as developing Pakistan.

●                  Effects on the environment and importance of conserving the environment.

●                  The promotion and importance of sustainable development.

●                  Importance of feasibility studies.

Themes in History Curriculum includes:

●                  Cultural and Historical Background to Pakistan Movement.

●                  Emergence of Pakistan

●                  Nationhood

These themes are covered under different topics.

The Aims of the IB History course are to enable students to:

●     Develop an understanding of, and continuing interest in, the past.

●     Encourage students to engage with multiple perspectives and to

●     Appreciate the complex nature of historical concepts, issues, events and developments.

●     Promote international mindedness through the study of history from more than one region of the world.

For this purpose, the curriculum provides a wide range of topics to choose from based on the interest of the students and the region they belong to. Focus in this curriculum is based on the teaching and learning approached as well as assessment methods.

IB History curriculum is based on 3 papers with wide range of themes to study. No fix topics or content is present. Students are allowed to choose themes and then areas of their own choice.

Paper III is based on History of continents – any one to be chosen. Historical Investigation has to be carried out in paper I from the continent chosen.

Paper II is any topic of World History.

Paper I is based on the source-based questions from the five below given boarded topics:

Military Leaders, Global Wars, Conquests and their impacts, Rights and Protests and finally Conflicts and interventions.

Global Politics Course:

Theme of human rights is picked up from Global Politics.

IB Geography Syllabus Content includes:

●     Freshwater

●     Oceans and coastal margins

●     Extreme environments

●     Geophysical hazards

●     Leisure, tourism and sport

●     Food and health

●     Urban environments

All these themes are included in under consideration curriculum.

The themes and topics considered in both SSC and HSSC are same. However, there is difference in progression and level of objectives as well as in suggested learning activities.

 For History portion the included topics that cover all themes are:

●    Ideology of Pakistan.

●    Making of Pakistan

●    History of Pakistan

●    Society and culture of Pakistan

●    Human rights and national integration.

●    Recreation – Sports and Tourism.

For Geography portion included topics for selected themes are:

●     Location of Pakistan.

●     Administrative areas and cities.

●     The Natural Topography.

●     Climate

●     Glomal warmimg, climatic change and natural disasters.

●     Population structure and growth.

●     Agricultural Economy.

●     Employment and Industry.

●     Foreign policy of Pakistan.

These are also related to CAIE and IB Geography curricula.

It is believed that selected topics will cover the targeted themes and designed objectives will help in developing the sense of gratitude to Almighty Allah for blessing us with an independent sovereign state and underscore the importance of national integration, cohesion and patriotism.

Similarly, the topics selected for geography portion will develop a sense of sustainability and develop awareness about the resources Pakistan is blessed with. Designed objectives will help students to identify the real-time problems of our scenario and suggest or develop sustainable solutions utilizing available resources.

Assessment objective

Geography

 Recall, select, use and communicate knowledge and understanding

50%

Apply knowledge and understanding of physical and human environments and issues through explanation, analysis and evaluation

30%

Apply skills and interpret a variety of environmental and historical resources/sources

20%

Total

100%