Islamiyat

Secondary School CertificateExamination Syllabus

ISLAMIYAT

CLASSES IX-X

Published byAga Khan University-Examination Board

Bungalow # 233/E.1,Daudpota and Raja Ghazanfar Ali Khan Roads,

Behind Hotel Mehran, Off Sharae Faisal,Karachi, Pakistan.

November 2004Revised August 2008

Secondary School CertificateExamination Syllabus

ISLAMIYAT

CLASSES IX-X

S. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2002) 7

2. Rationale of the AKU-EB Examination Syllabuses 9

3. Topics and Specific Learning Objectives of the Examination Syllabus 12

4. Scheme of Assessment 24

5. Teaching-Learning Approaches and Classroom Activities 28

6. Recommended Texts, Reference Materials 28

7. Areas for Development of Learning Support Materials 29

8. Definition of Cognitive Levels and Command Words in the Specific 30Learning Objectives and in Examination Papers

Annex A: SSC Scheme of Studies 32

Annex B: Text of twenty selected ahadith 34

For queries and feedback

Address: Director, AKU-Examination BoardBungalow No. 233/E.I Lines, Daudpota and Raja Ghazanfar Ali Khan RoadsBehind Hotel Mehran, Off. Sharae Faisal, Karachi-Pakistan.

Phone: (92-21) 5224702-09Fax: (92-21) 5224711E-mail: [email protected]: www.aku.edu/akueb

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PREFACE

In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the FederalMinistry of Education has begun a process of curriculum reform to improve the quality of educationthrough curriculum revision and textbook development (Preface, National Curriculum documents2000 and 2002).

AKU-EB was founded in August 2003 with the same aim of improving the quality of educationnationwide. As befits an examination board it seeks to reinforce the National Curriculum revisionthrough the development of appropriate examinations for the Secondary School Certificate (SSC)and Higher Secondary School Certificate (HSSC) based on the latest National Curriculum andsubject syllabus guidance.

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to Englishand Urdu medium candidates for SSC and HSSC from private schools anywhere in Pakistan orabroad, and from government schools with the relevant permissions. It has been accorded thismandate to introduce a choice of examination and associated educational approach for schools,thus fulfilling a key objective of the National Curriculum of Pakistan: “Autonomy will be givento the Examination Boards and Research and Development cells will be established in each Boardto improve the system” (ibid. para. 6.5.3 (ii)).

AKU-EB is committed to creating continuity of educational experience and the best possibleopportunities for its students. In consequence it offered HSSC for the first time in September, 2007to coincide with the arrival of its first SSC students in college or senior secondary school. Needlessto say this is not an exclusive offer. Private candidates and students joining AKU-EB affiliatedschools and college for HSSC Part 1 are eligible to register as AKU-EB candidates even thoughthey have not hitherto been associated with AKU-EB.

This examination syllabus exemplifies AKU-EB’s commitment to national educational goals.

• It is in large part a reproduction, with some elaboration, of the Class IX and X NationalSyllabus of the subject.

• It makes the National Syllabus freely available to the general public.

• The syllabus recommends a range of suitable textbooks already in print for student purchaseand additional texts for the school library.

• It identifies areas where teachers should work together to generate classroom activities andmaterials for their students as a step towards the introduction of multiple textbooks, anotherof the Ministry of Education’s policy provisions for the improvement of secondary education(ibid. para. 6.3.4).

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This examination syllabus brings together all those cognitive outcomes of the National Curriculumstatement which can be reliably and validly assessed. While the focus is on the cognitive domain,particular emphasis is given to the application of knowledge and understanding, a fundamentalactivity in fostering “civilized behaviour, attitudes befitting useful and peaceful citizens and theskills for and commitment to lifelong learning which is the cornerstone of national economicdevelopment” (Preface to National Curriculum documents 2000 and 2002).

To achieve this end AKU-EB has brought together university academics, teacher trainers, writersof learning materials and above all, experienced teachers, in regular workshops and panel meetings.

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools tohelp them in planning their teaching. It is the syllabus, not the prescribed text book which is thebasis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can be used toidentify the training needs of subject teachers and to develop learning support materials for students.Involving classroom teachers in these activities is an important part of the AKU-EB strategy forimproving the quality of learning in schools.

The Curriculum Wing of the Federal Ministry of Education has recently released new subjectspecifications and schemes of study to take effect in September, 2008. These documents are a majorstep forward towards a standards-related curriculum and have been welcomed by AKU-EB. Ourcurrent SSC syllabuses have been revised to ensure conformity with the new National Curriculum.

We stand committed to all students entering the SSC course as well as those who have recentlyembarked upon the HSSC course in facilitating their learning outcome. Our examination syllabusdocument ensures all possible support.

Dr. Thomas ChristieDirector,Aga Khan University Examination BoardAugust 2008

2. Rationale of the AKU-EB Examination Syllabus

2.1 General Rationale

2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE) issueda revised part-wise Scheme of Studies according to which the total marks for theSSC examination have been increased from 850 to 1100 from the year 2008 andonwards. All subjects, are to be taught and examined in both classes IX and X. Itis therefore important for teachers, students, parents and other stakeholders to know:

(a) that the AKU-EB Scheme of Studies for its SSC examination (Annex A) derivesdirectly from the 2007 Ministry of Education Scheme of Studies;

(b) how the marks for each subject will be allocated to different topics and sub-topicsacross objective tests and constructed response papers;

(c) which topics will be examined in Class IX and in Class X;(d) at which cognitive level or levels (Knowledge, Understanding, Application and

other higher order skills) the topics and sub-topics will be taught and examined;(e) which areas of the syllabus will require additional support materials and the resources

where such materials can be found.

2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such guidanceteachers and students have little option other than following a single textbook toprepare for an external examination. The result is a culture of rote memorizationas the preferred method of examination preparation. The pedagogically desirableobjectives of the National Curriculum which encourage “observation, creativityand other higher order thinking [skills]” are generally ignored. AKU-EB recommendsthat teachers and students use multiple teaching-learning resources for achievingthe specific objectives of the National Curriculum reproduced in the AKU-EBexamination syllabuses.

2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to makethem easier for teachers to follow. Blank sheets are provided in each syllabus forwriting notes on potential lesson plans. It is expected that this arrangement willalso be found helpful by teachers in developing classroom assessments as well asby question setters preparing material for the AKU-EB external examinations. TheAKU-EB aims to enhance the quality of education through improved classroompractices and improved examinations.

2.1.4 The Specific Learning Objectives (SLOs) in Section 3 start with command wordssuch as list, describe, relate, explain, etc. The purpose of the command words isto direct the attention of teachers and students to specific tasks that candidatesfollowing the AKU-EB examination syllabuses are expected to undertake in thecourse of their subject studies. The examination questions will be framed using thesame command words, but not necessarily the same content, to elicit evidence ofthese competencies in candidates’ responses. The definitions of command wordsused in this syllabus are given in Section 8. It is hoped that teachers will find thesedefinitions useful in planning their lessons and classroom assessments.

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2.1.5 The AKU-EB has classified SLOs under the three cognitive levels Knowledge (K),Understanding (U) and Application of knowledge and skills (A) in order to derivethe objective test items and constructed and extended response questions on arational basis from the subject syllabuses ensuring that the intentions of the NationalSyllabus should be met in full. On the basis of the total number of SLOs fallingunder each cognitive level and depending on the nature of the command words,marks have been allocated to each topic or section of the syllabus content. Theallocation of marks to the Objective Test and Constructed Response Papers is alsoderived from the SLOs, command words and cognitive levels. In effect the SLOsderived from the National Syllabus determine the structure of the AKU-EB subjectexamination set out in Section 4.

2.1.6 Some topics from the National Syllabuses have been elaborated and enriched forbetter understanding of the subject and/or to better meet the needs of students inthe twenty-first century. These additional topics have been italicized in Section 3of this syllabus.

2.2 Specific Rationale of the AKU-EB Islamiyat Examination Syllabus

2.2.1 There is, perhaps, a greater need today for Muslims to be deeply inspired with theirfaith, its history and its ethics the better to meet the challenges of the contemporaryworld. The spirit of the objectives of the National Curriculum Document forIslamiyat revolves around these areas and this examination syllabus of AKU-EBfollows this in letter and spirit.

2.2.2 Islamiyat is a compulsory subject for all the students of SSC, as per the NationalCurriculum, except for non-Muslim candidates who may opt for ‘Ethics’. Theobjectives of the National Curriculum emphasize that students should be able toknow and understand their faith with firm beliefs in the basic concepts of Tawheed(oneness of Allah) and finality of the prophethood; obey and love Allah and theProphet (p.b.u.h.) and learn to live by the ethics of their faith in the light of theteachings of the Qur’an and Sira of the Prophet (p.b.u.h.). Objectives one to sevenrevolve around these three major areas. This examination syllabus considers all thecontent areas as given in the National Curriculum document These are Al-Quran,Al-Hadith, Mozuaati Mutalia, which cover the basic beliefs, religious obligations,biography (Sira) and prophetic model (Uswatun hasanah) of the Holy Prophet(p.b.u.h.) and ethics. It derives its specific learning objectives from these contentareas.

2.2.3 The syllabus emphasizes on the meaning and understanding of the Quranic text ofthe three chapters and the Hadith (traditions) of the Holy Prophet (p.b.u.h.), asmeaning is significant to know and reflect how guidance and inspiration can besought from these two sources by Muslim students in living their lives today.

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2.2.4 Objective eight of the National Curriculum Document seeks to introduce a historicaland cultural dimension to studying Islam. It states that students should be madeaware of the glorious past of Muslims and their achievements in and contributionto various sciences of that time. This objective seems not to have been translatedin the textbooks. In order to achieve this particular aim of the Curriculum Documentin creating awareness in students about the achievements of Muslims and theirbrilliant past, as the document suggests, this examination syllabus has included atopic of ‘Muslim Cultures’ tracing it historically with focus on the brilliantachievements of Muslims in various branches of knowledge and sciences and anattempt has been made to link the topic with the present day Muslim world. It isenvisaged that through the teaching of this topic students will be able to linkthemselves with their past heritage, will develop a sense of pride and appreciationfor the contributions made by Muslim scholars and scientists, and realize the needfor reviving and enlivening the glorious past in today’s context. They would beable to develop attitudes that were the hallmark of flourishing Muslim cultures suchas tolerance, respect for diversity and pluralistic views, curiosity for intellectual,spiritual and moral endeavours.

2.2.5 Since the AKU-EB SSC Islamiyat examination syllabus is based on the NationalCurriculum 2002 which was not implemented, AKU-EB has revised the schemeof assessment according to part wise National SSC Scheme of Studies 2007. Aselaborated in the scheme of assessment, the AKU-EB SSC Islamiyat examinationsin both Classes IX and X will be confined to the contents of Islamiyat textbookspublished by provincial textbook boards and National Book Foundation.

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3. Topics and Specific Learning Objectives of the Examination Syllabus3. Topics and Specific Learning Objectives of the Examination Syllabus

Topics Specific Learning objectives Cognitive levels²K AU

1. The Quran

1.1 Introduction to the HolyQur’an and its message(Ta‘aaruf-i-Qur’an)

1.2 The beauty and excellenceof the Qur’an.(Fadhaail-i-Qur’an)

1.3 Translation and Explanationof: (tarjuma wa tashrih)(a) Sura Al-Anfaal(b) Sura Al-Mumtahinah(c) Sura As-Saff

Candidates should be able to:

1.1.1 elaborate the significance of the Qur’an as a revealed book;1.1.2 explain that it is the final message of Allah to mankind;1.1.3 illustrate with examples that the Qur’an is a book of guidance;1.1.4 state the process of writing of the Qur’an in the Prophets’ (p.b.u.h.) time;1.1.5 explain the Qur’anic concepts of Allah, man, society, universe and aakhirat

and their interrelationships;1.1.6 explain the importance of reflection on and enquiry of the universe as

ordained by the Qur’an;1.2.1 explain the meaning of I’jaaz al-Qur’an;1.2.2 give examples of the I’jaaz al-Qur’an;1.2.3 state in what sense the Quran is considered as a miracle;

1.3.1 provide with historical contexts (Shan-i-nuzul) in which these suras wererevealed;

1.3.2 express key messages of the three surahs;1.3.3 explain the meaning of the selected ayats;1.3.4 demonstrate an understanding of the Islamic teachings and values

articulated in these surahs such as tolerance, justice and patience, anddiscuss their application in their life.

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² K = Knowledge, U = Understanding, A= Application (for explanation see section 8: Definition of command words used in Specific Learning Objectives and in ExaminationQuestions).³ The National Curriculum Document (2002) lists Surah As-Saff and not Al-Ahzaab as given in the textbooks.

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K AU2. Hadith (Sayings of the Prophet(p.b.u.h.)

2.1 An Introduction to Hadith(Ta‘aaruf)(Kinds of Hadith, topics ofHadith such as law andethics)

2.2 Significance of Hadith(ahmiyat)

2.3 Teachings in Hadith (20selected Hadith as given inthe National Curriculumdocument; see appendix 2)(i) The importance of

knowledge (1 & 6)(ii) Qualities of a Muslim

(2, 3, 8, 12)(iii) Abstinence from social

evils (19 & 20)(iv) Social values

(10, 12, 15)(v) Observation of duties

(7, 9, 10, 15, 11, 13, 14)(vi) Kindness (17 & 18)(vii) Love for the Prophet

(p.b.u.h.) (4 & 5)


2.1.1 explain the meaning of Sunnah and Hadith;2.1.2 name the compilers of Hadith and the famous collections of Hadith;2.1.3 discuss the importance of Hadith as a fundamental source of Law and

Ethics;2.1.4 state different kinds of hadith and give examples of some major topics;

2.2.1 explain the need and significance of the Hadith after the Prophet (p.b.u.h.);2.2.2 explore and discuss lessons that can be learned from the Hadith in

governing our social and moral lives;2.2.3 discuss the ethical teachings of the Hadith literature;

2.3.1 analyse the meaning and application of these topics in Muslim societies;2.3.2 explore meanings of the selected ahadith;2.3.3 discuss upon the interrelationship in these topics;2.3.4 discuss application of Hadith in individuals’ lives;2.3.5 explain the humanistic dimension of Hadith as expressed in these topics.

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K AU3. Mouzoati MutaliaA. Imaniyat o ‘ibadaat (Faith,

Beliefs and Worship)

3.1 The concept of Tawheed(The effects of Tawheed onhuman life; attributes ofAllah and His reverence)(Aqida-i-Tawheed (sifaat-i-BariTa‘ala aur muhabbat-o-tazeem-i-Ilahi)

3.2 The concept of prophethood(necessity of prophethood,love for and obedience tothe Prophet (p.b.u.h.)

3.3 ‘Ibadaat: The significanceand benefits of ‘ibadaat(for individual and societyin the light of Arkaan-e-Islam)

3.4 Virtues of charity andprohibition of riba’(Fadaail-i-sadaqat aur sud kihurmat)


3.1.1 describe the meaning and importance of Tawheed;3.1.2 discuss Quranic reasoning about the presence and unity of Allah with

reference to Ayats;3.1.3 illustrate and discuss its ethical and moral impact on an individuals’ life and

on society;3.1.4 discuss the significance of attributes of Allah;3.1.5 state the beautiful names of Allah e.g. Al-Rahim, Al- Rahman, Al-Wadud;

Al-Wahhab, Al-Quddus, As-Salaam, Al-Aziz;3.1.6 discuss their relevance to social behaviour and individual character;3.1.7 suggest how Muslims can express their love and devotion to Allah through

(a) Ibadaat (b) Love with human beings;

3.2.1 discuss the importance of our understanding of the necessity ofprophethood;

3.2.2 explain why Allah enjoined on Muslims to obey the Prophet (p.b.u.h);3.2.3 suggest how love for the Prophet (p.b.u.h) can be expressed;3.2.4 state the significance of love and reverence for the Holy Prophet (p.b.u.h);3.2.5 discuss the finality of prophethood and its significance;3.3.1 explain the importance of observing ‘Ibadaat;3.3.2 explain the benefits of regular observation of these obligations;3.3.3 explain Quranic concept of ‘Ibadat’ as a relationship (of ‘abd and ma‘bud)

between Allah Almighty and man and discuss its significance in daily life;

3.4.1 analyse virtues of charity and discuss its social implications;3.4.2 state the kinds of Sadaqat;3.4.3 explain the reasons and comment on necessity of prohibition of usury (Sud).

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K AUB. The life of the Holy Prophet,(p.b.u.h.) (Seerah) an inspiringrole model (Uswa-e hasanah).

3.5 Appointment of the Prophet(p.b.u.h) (Ba‘that-i-Rasul s.a.s.)

3.6 Call to religion (beginningtill migration Da‘ wat-o-tableegh; hijrat)

3.7 Madinian period(mu’akhat, Ummah)

3.8 Love for and obedience tothe Prophet (p.b.u.h.)hubb-e-Rasul wa ita‘at-i-Rasuls.a.s.)

3.9 Finality of the Prophet hoodand perfection of theReligion

3.10 The virtues of the Prophet(p.b.u.h.) (Shamail-i-Nabi)


3.5.1 describe the circumstances and conditions in which Hazrat Muhammad(p.b.u.h.) was sent as a prophet by Allah;

3.5.2 explain how knowledge and understanding of the life and mission of theHoly Prophet (p.b.u.h) are beacon of life for Muslims;

3.5.3 suggest how Muslims can draw from the life of the Prophet (p.b.u.h) inaddressing problems they face today;

3.6.1 describe how Prophet (p.b.u.h) call people to Islam;3.6.2 discuss the events and reasons that led the Prophet (p.b.u.h) and other

Muslims to migrate to Madina;3.6.3 discuss the significance of migration being obligatory;3.7.1 describe the process of formation of the Ummah in Madina;3.7.2 explain the importance of mu’akhat (brotherhood);3.7.3 state the major characteristics of the society created by the Prophet

(p.b.u.h.) in Madina;3.7.4 discuss the Quranic concept of ‘Jehad’, its need and principles;3.8.1 explain how and why the obedience to the Prophet is regarded as

obedience to Allah by the Quran;3.8.2 discuss the ways in which Muslims can demonstrate obedience to and love

for the Prophet (p.b.u.h.);3.9.1 explain the meaning and purpose of the teachings of the Prophet (p.b.u.h.);3.9.2 discuss the finality of the Prophet (p.b.u.h) and perfection of religion;3.9.3 suggest how Muslims can seek inspiration from the life and teachings of the

Holy Prophet (p.b.u.h.);3.10.1 state the virtues, personality and special features of the Prophet (p.b.u.h);

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K AU 3.11 Manaqib-e-ahle-Bayt

3.12 Ashab-e-Kiram3.13 Katibeen-e-wahy3.14 Ashrae Mubashara

C. Ethics (Akhlaq-o-Adaab)

3.15 The sources of Islamic Ethics and itssignificance

3.16 Some Ethical aspects1. Tolerance2. Generosity3. Honesty and truthfulness4. Importance of family life5. Respect for humanity (including

respect for women)6. Rights and responsibilities7. Modesty and chastity8. Purity and cleanliness

3.11.1 explain the meaning of Ahl-e-bayt, Ashab-e-Kiram, Katibeen-e-wahy andAshrae Musbashara;

3.12.1 describe common virtues of the companions of the Prophet (p.b.u.h.);3.13.1 describe the functions of Katibeen-e-wahy;3.14.1 identify the names of Ashrae Musbashara and their qualities;

3.15.1 name the major sources of Islamic Ethics;3.15.2 explain the major values in Muslim ethics in the light of the Quran;3.15.3 identify some important values from the Sirat-un-Nabi (s.a.s.);3.15.4 illustrate why Islam puts great emphasis on leading an ethical and moral

life;3.16.1 discuss the importance of tolerance in our society;3.16.2 analyse the importance of these values in the context of our society today;3.16.3 outline the relevance of these values in individual and social lives;3.16.4 discuss the importance of family life in Muslim society;3.16.5 discuss why respect for human beings especially for women has been

emphasised in Muslim society;3.16.6 identify the major responsibilities of individuals in relation to our society;

4. Muslim Cultures

4.1 Introduction to Muslim cultures in theMiddle East, Africa & Asia


4.1.1 define the word culture and explain its meaning;4.1.2 identify common conceptual and functional features of Muslim culture in

these societies;4.1.3 state and analyse unity and causes of diversity in Muslim cultures;

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4.2.1 analyse the impact of the Quran on the development of Muslim scholarship;4.2.2 state the major branches of knowledge that emerged through the study of

the Quran and Hadith and other branches of learning;4.2.3 name prominent Muslim scholars on Quranic exegeses (tafseer); history,

literature and sciences;

4.3.1 identify the salient features of Muslim architecture and calligraphy;4.3.2 present a brief survey of developments in Muslim architecture, fine arts

and literature in the subcontinent; 4.3.3 identify Pakistani artists especially those famous for paintings and

calligraphy;

4.4.1 state the role of Muslims in promoting knowledge and sciences;4.4.2 discuss the significance of Muslim contributions to the various branches of

science;

4.5.1 identify, explain and discuss current issues faced by Muslims today such asissues of identity, governance, education, bio-ethics, tolerance, gender, etc;

4.5.2 suggest how Muslims can enliven their glorious past and seek and promotelearning;

4.6.1 discuss the role of individuals in creating national integration in Pakistan;4.6.2 suggest how students can play their role in the development of Pakistani

society.

K AU4.2 The development of Muslim

scholarship

4.3 Characteristics of Muslim architectureand calligraphy

4.4 Role of the Muslims in promotingsciences

4.5 Muslims today

4.6 Role of citizens in national cohesionand integration

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4. Scheme of Assessment

Class IX

Table 1: Number of Specific Learning Objectives by Cognitive Level

Note: *Table 1 summarises the SLOs related to topies covered in the Islamiyat textbooks.

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TopicsTopicNo.

No. ofSub-Topics K U

Total

Total:

1.

10 19 48

The QuranSurah-e-Anfal (Complete)as given in the Textbooks ofIslamyat Class IX and X,Published by the TextbookBoards and National BookFoundation*

SLOs

2. Al-Hadith10 Hadith (1 to 10) asgiven in the Textbooks ofIslamyat Class IX and X,Published by the TextbookBoards and National BookFoundation*

3. Mozoati Mutaliaof Four Topics (1 to 4) asgiven in the Textbooks ofIslamyat Class IX and X,Published by the TextbookBoards and National BookFoundation*

4. Muslim CultureTopics 4.2 and 4.5 as inAKU-EB Islamiyat syllabus

A

19

10 9

11 274 11

2 3 3 82

1 2 4

Percentage17

1 1

1 44

5

21 40 39

Table 2: Allocation of Marks for the Objective Test,Constructed Response Paper and Extended Response Question

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TopicsTopicNo.

No. ofSub-Topics Objective

Test

ConstructedResponse

PaperTotal

Total:

1.

20 22 50

The QuranSurah-e-Anfal (complete) asgiven in the Textbooks ofIslamyat Class IX and X,Published by the TextbookBoards and National BookFoundation*

Marks



4. Muslim CultureTopics 4.2,and 4.5 as inAKU-EB Islamiyat syllabus

ERQ

8

10 6 12-6

6 6 204 8

2 2 3 5-

1 6 7 13-

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Class X

Table 3: Number of Specific Learning Objectives by Cognitive Level

Note: * Table 3 summarises the SLOs related to topies covered in the Islamiyat textbooks.

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TopicsTopicNo.

No. ofSub-Topics K U

Total

Total:

1.

8 19 39

The QuranSurah-e-Ahzab (Complete)and Surah-e-Mumtahina(Complete) as given in theTextbooks of IslamiyatClass IX and X,Publishedby the Textbook Boards andNational Book Foundation*

SLOs

Al-Hadith10 Hadith (11 to 20) asgiven in the Textbooks ofIslamiyat Class IX and X,Published by the TextbookBoards and National BookFoundation*

3. Mouzoati Mutaliaof Four Topics (5 to 8) asgiven in the Textbooks ofIslamiyat Class IX and X,Published by the TextbookBoards and National BookFoundation*

4. Muslim CultureTopics 4.6 as in AKU-EBIslamiyat syllabus

A

12

10 9

12 244 6

2 - 1 21

1 2 4

Percentage17

1 1

1 44

6

20 49 31

2.

Class X

Table 4: Allocation of Marks for the Objective Test,Constructed Response Paper and Extended Response Question

4.1 The SSC Islamiyat examination will be part wise in both classes IX and X, which will beconfined to the contents of the textbooks published by the Textbook Boards and NationalBook Foundation. Since the AKU-EB SSC Islamiyat examination syllabus is based on theNational Curriculum 2002 which was not implemented, AKU-EB has developed revisedtables 1, 2 and 3, 4 for classes IX and X.

4.2 Tables 1 and 3 summarize the nature of the SLOs in each topic. This will serve as a guidein the construction of the examination paper. 20% of the SLOs at Knowledge level,44% at Understanding level and 36% at Application Level indicate the need for bothteachers and learners to develop a deeper faith and understanding of Muslim culture andethical values to better meet the challenges of the contemporary world.

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TopicsTopicNo.

No. ofSub-Topics Objective

Test

ConstructedResponse

PaperTotal

Total:

1.

20 22 50

The QuranSurah-e-Ahzab (Complete)and Surah-e-Mumtahina(Complete) as given in theTextbooks of IslamiyatClass IX and X, Publishedby the Textbook Boards andNational Book Foundation*

Marks



4. Muslim CultureTopics 4.6 as in AKU-EBIslamiyat syllabus

ERQ

8

10 6 12-6

6 6 204 8

1 2 3 5-

2 6 7 13-

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4.3 Tables 2 and 4 show the distribution of marks for each topic. There will be 20 items forthe Objective Test carrying one mark each whereas in the Constructed Response Paperthe total weighting is 30 marks including at least one question from each chapter and oneERQ from chapter 3 for each class IX and X.

4.4 In each year the question paper will be in two parts. Part I will be a separately timedObjective Test of 35 minutes, administered before the Constructed Response Paper(paper II).

4.5 There will be 5 questions in Paper II including one ERQ question. In the constructedresponse questions there will be no choice of questions, but alternative tasks within a topicmay be set. There will however, be a choice in extended response questions (ERQ).

4.6 All constructed response questions will be in a booklet which will also serve as an answerscript.

5. Teaching-Learning Approaches and Classroom Activities

5.1 The methodological approaches should lay emphasis on meaning, understanding, reflection,analysis and inquiry and encourage application of learning in individual and social life.

5.2 Teaching and learning should be based on activity and student centered approaches.Activities such as group work, discussions, qirat competitions, project work, field visitsand presentations should be focused. Students may be encouraged to carry out furtherexploration of the content and topics.

5.3 However, it requires a sensitive teacher to handle contentious issues. According to theNational Curriculum guideline 54 “teaching material should not contain any thingcontroversial”. As assessent is an extension of teaching and learning, the examinationwill be confined to the contents of the provincial textbook.

6. Recommended Texts and Reference Materials

Textbook: Any one of the following, depending on School location and choice.

1. Punjab Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Lahore.

2. Sindh Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Jamshoro.

3. NWFP Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Peshawar.

4. Baluchistan Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Quetta.

5. National Book Foundation. (2007). Islamiyat Textbook for Classes IX & IX. Islamabad.

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4 Ministry of Education (Curriculum Wing, March 2002) National Curriculum Islamiyat forClasses IX & X, Government of Pakistan, Islamabad. Page 7.

For students who wish to attempt this paper in English: Mohammad, F. N. (2002). Islamiyat for Students of Classes IX and X. Lahore: Feroz Sons Publications.

Reference Books

1. Thomas, D. R. & Mustafa, D. (2004). Islamiyat. Karachi: Oxford University Press.2. Saleh, S. (1986). Ulum-al-Quran, (4th ed.) translated into Urdu by Ghulam Ahmed

Hariri. Faisalabad: Malik Sons Nahsiran Wa Tajiran Kutub.3. Saleh, S. (1981) (3rd ed.) Ulum-al-Hadith, translated into Urdu by Ghulam Ahmed

Hariri. Faisalabad: Malik Sons Nashiran Wa Tajiran Kutub.4. Hasnain, S. A. (1971) Ilmul Hadith, Pir Muhammad Ibrahim Trust, Karachi.5. Grube, E. J., Dickie, J. and others. (1995). Architecture of the Islamic World. London:

Thames and Hudson Ltd.6. Ahmed, A. A. (1997). Islamic Culture in Subcontinent, translation into Urdu by Dr.

Jamil Jalibi. Lahore: Idara-e-Thaqafat-e-Islamia.

Additional Reference Books

1. Hasnain, S. A. Muqadma Tafseer-e-Quran, Lahore: Al Raza Publications,2. Haider, B. (1981) Muslim Contribution to Civilization, Lahore: Kazi Publications.3. Huda, A. (1973). Musalmano ke Ilmi aur thaqafati karnamain. Karachi: Qamar Kitab

Ghar, Urdu Bazar, Karachi.4. Zia-ud-Din, M. (1784). Moslem Calligraphy. New Delhi: Kitab Bhavan Kalam

Mahal. Darya Ganj and Lahore: Al-Biruni.5. Ahmed, A. (1997). Barr-e-Saqhir main Islamic Culture translation into Urdu by Dr.

Tamil Jalibi. Lahore: Idara-e-saqa fat-e-Islamia.6. Akram, S. (2001). Pakistan ka Saqftati Wursa, translation into Urdu by Iftikhar Ahmed

Sherwani, Lahore: Idara-e-saqfat-e-Islamia.7. Mubarizuddin, S. (1952). Islami Fun-e-tamir. Delhi: Maktaba Jamia Ltd. And Karachi:

Iqbal Kitab ghar.8. Akram, S. (2001). Pakistan ka Thaqafati-Wurtha, Lahore: Idara-e-Thaqafat-e-Islamia.

Azad, M. (1995). Rasool-e-Rahmat. Lahore: Sheikh Ghulam Ali and Sons.

7. Areas for Development of Learning Support Materials

Introduction to the Quran: compilation, ‘Ijaz al Quran, translation and explanation of Suraal-Saff; Muslim culture; kinds of hadith, compilers and collections of hadith, beautifulnames of Allah; virtues of charity and prohibition of riba’ muwakaht, perfection of religion,manaqib-e- ahl e Bayt, ashabe karam, katibeen-e-wahy, Ashra-e-Mubashshara; shamail-eNabi) the virtues of the Prophet (p.b.u.h.), tolerance, generosity.

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8. Definition of Cognitive Levels and Command Words in the Specific Learning Objectivesand in Examination Papers

8.1 Definition of Cognitive Levels (Knowledge, Understanding and Application)

Knowledge:

This requires knowing and remembering facts and figures, vocabulary and contexts, andthe ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taughtand evaluated through questions based on: who, when, where, what, list, define, describe,identify, label, tabulate, quote, name, state, etc.

Understanding:

This requires understanding information, grasping meaning, interpreting facts, comparing,contrasting, grouping, inferring causes/reasons, seeing patterns, organizing parts, makinglinks, summarizing, solving, identifying motives, finding evidence, etc. It can be taughtand evaluated through questions based on: why, how, show, demonstrate, paraphrase,interpret, summarize, explain, prove, identify the main idea/theme, predict, compare,differentiate, discuss, chart the course/direction, report, solve, etc.

Application:

This requires using information or concepts in new situations, solving problems, organizinginformation and ideas, using old ideas to create new ones, generalizing from given facts,analyzing relationships, relating knowledge from several areas, drawing conclusions,evaluating worth, etc. It can be taught and evaluated through questions based on: distinguish,analyse, show relationship, propose an alternative, prioritize, give reasons for, categorize,illustrate, corroborate, compare and contrast, create, design, formulate, integrate, rearrange,reconstruct/recreate, reorganize, predict consequences etc.

8.2 Definition of Command Words:

Analyse: Go beyond using the information for relating different characteristicsof the components in given material and for drawing conclusions onthe basis of common characteristics.

Comment: Give an opinion with specific reasons on any given topic or point.

Define (the Only a formal statement of equivalent paraphrase is required. Noterm or terms): examples need to be given.

Demonstrate: Show or prove by evidence and/or by argument.

Describe: Attempt to capture the distinguishing features of a scene, object orevent. The connotation as well as the denotation of words will usuallybe important and these connotative meanings should be consistent witheach other. Describe is usually an invitation to use figurative language.

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Discuss: Present views in a logical and lucid way considering all aspects of amatter under discussion and draw convincing conclusions on the pointsraised.

Elaborate Provide relevant details to clarify or enrich given statements ordefinitions, with examples.

Explain: Give a clear and detailed account of related information with reasonsor justification.

Explore: Seek and be able to survey in-depth meanings from different sources.

Express: Put forward one’s views in a logical and lucid way considering allaspects of the matter under discussion.

Give examples: Name specific instances or cases to demonstrate the occurrence of anevent or existence of a situation or phenomenon.

Identify: Pick out, recognizing specified information from a given content,situation.

Illustrate: Give clear examples to state, clarify or synthesize a point of view.

Name: Mention the commonly used word for an object.

Outline: Show ability to give a gist of the whole concisely.

Present: Means to express in a logical and convincing way in support of ideasand content areas.

Provide: Present the required information within given context.

State: Give a brief and factual answer with no explanation.

Suggest: Apply knowledge in a given situation to advance a reasoned opinionor prediction.

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SSC Scheme of Studies5

AKU-EB as a national board offers qualifications for both English medium and Urdu mediumschools. The revised SSC Scheme of Studies issued by the Curriculum Wing in September 2007is designed for two years. Accordingly, each SSC subject will be taught across both the classes IXand X. The first SSC-I part wise (Class IX) examination will be held in May 2008 and SSC-II(Class X) in 2009. The Science group and the most popular Humanities group subjects are offered.The marks allocated to subjects in the revised National Scheme of Studies of September 2007 havebeen followed.

SSC I and II (Class IX and X) subjects on offer for examination in 2008-2009

SSC Part-I (Class IX) Science Group

SSC Part-II (Class X) Science Group

a Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subjectto the board’s approval.

b Candidates from the province of Sindh may appear in “Urdu-I” in SSC Part I and in “Sindhi Aasan” in Part II examination.

c For non-Muslim candidates only.

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Annex A

³Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC (Classes IX-XII),Islamabad: Ministry of Education,Curriculum Wing.

Urdu ORHistory and Geographyof Pakistan a ORSindhi Aasan a

TheorySubjects Marks Number of Periods(per week)Practical Total

Islamiyat OR Ethics b

PhysicsMathematics

ChemistryBiology ORComputer Science

English

Total:

75

50

75-

-

-75

50

75

7555

Pakistan Studies 50 - 5075 -6565

101010

757575

226666

520 30 550 38

Urdu ORHistory and Geographyof Pakistan a OR Urdu-I b

TheorySubjects Marks Number of Periods(per week)Practical Total

Islamiyat OR Ethics c

PhysicsMathematics

ChemistryBiology ORComputer Science

English

Total:

75

50

75-

-

-75

50

75

7555

Pakistan Studies 50 - 5075 -6565

101010

757575

226666

520 30 550 38

65

65

33

SSC Part-I (Class IX) Humanities Group

SSC Part-II (Class X) Humanities Group

a Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subjectto the board’s approval.

b Candidates from the province of Sindh may appear in “Urdu-I” in SSC Part I and in “Sindhi Aasan” inPart II examination.

c For non-Muslim candidates only.d Subject will be offered as Additional Subject.Note: For the effective learning students are expected to visit library for at least two periods in a week.

Urdu ORHistory and Geography of Pakistan a ORUrdu-I bIslamiyat OR Ethics c

General Mathematics

English75

50

7555

Pakistan Studies 5075

226

Any three of the following Elective Subjects1. Geography2. General Science3. Computer Science (65 + 10 practical)4. Economics5. Civics6. History of Pakistan7. Sindhi Elective8. Elements of Home Economics9. Food and Nutrition10. Art & Model Drawing11. Business Studies12. Environmental Studies13. English Literature d14. Commercial Geography d

225(75 each)

18

Subjects Marks Number of Periods(per week)

Total: 550 38

Urdu ORHistory and Geography of Pakistan a ORSindhi Aasan bIslamiyat OR Ethics c

General Mathematics

English75

50

7555

Pakistan Studies 5075

226

Any three of the following Elective Subjects1. Geography2. General Science3. Computer Science (65 + 10 practical)4. Economics5. Civics6. History of Pakistan7. Sindhi Elective8. Elements of Home Economics9. Food and Nutrition10. Art & Model Drawing11. Business Studies12. Environmental Studies13. English Literature d14. Commercial Geography d

225(75 each)

18

Subjects Marks Number of Periods(per week)

Total: 550 38

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Text of twentyselected ahadith6 Annex B

6Ministry of Education (Curriculum Wing), National Curriculum Islamiyat (1996) for Classes IX-X,Government of Pakistan, Islamabad.

Islamiyat

Education

Transcript of Islamiyat