SCHEME OF STUDIES

FOR HSSC (CLASSES XI–XII)

COMPULSORY FOR ALL (500 marks)

1. English (Compulsory)/ English (Advance) 2 papers 200 marks

2. Urdu (Compulsory)/ Urdu Salees In lieu of Urdu 2 papers 200 marks

(Compulsory)/ Pakistan Culture for Foreign
Students Part – I and Pakistan Culture Paper-II

3. Islamic Education/Civics (for Non-Muslims) 1 paper 50 marks

4. Pakistan Studies 1 paper 50 marks

SCIENCE GROUP (600 marks)

The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks:

(A) Pre-Medical Group:

Physics, Chemistry, Biology

(B) Pre-Engineering Group:

Physics, Chemistry, Mathematics

(C) Science General Group:

1. Physics, Mathematics, Statistics
2. Mathematics, Economics, Statistics
3. Economics, Mathematics, Computer Science
4. Physics, Mathematics, Computer Science
5. Mathematics, Statistics, Computer Science

HUMANITIES GROUP (600 marks)

Select three subjects of 200 marks each from the following:
S. No. Subject S. No. Subject
1. Arabic/Persian/French/English (Elective)/Urdu 10. Sindhi (Elective)
(Elective) 11. Civics
2. Economics 12. Education
3. Fine Arts 13. Geography
4. Philosophy 14. Sociology
5. Psychology 15. Mathematics
6. Statistics 16. Computer Science
7. History of Modern World/Islamic History/ 17. Islamic Culture
History of Muslim India/ History of Pakistan 18. Library Science
8. Islamic Studies 19. Outlines of Home
9. Health and Physical Education Economics

COMMERCE GROUP (600 marks)

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HSSC – I
1. Principles of Accounting paper – I 100 marks
2. Principles of Economics paper – I 75 marks
3. Principles of Commerce paper – I 75 marks
4. Business Mathematics paper – I 50 marks

HSSC – II
1. Principles of Accounting paper – II 100 marks
2. Commercial Geography paper – II 75 marks
3. Computer Studies/Typing/Banking paper – II 75 marks
4. Statistics paper – II 50 marks

MEDICAL TECHNOLOGY GROUP (600 marks each)

1. Medical Lab Technology Group
2. Dental Hygiene Technology Group
3. Operation Theater Technology Group
4 Medical Imaging Technology Group
5. Physiotherapy Technology Group
6. Ophthalmic Technology Group

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 AIMS AND OBJECTIVES OF EDUCATION POLICY
(1998 – 2010)

AIMS

Education is a powerful catalyzing agent which provides mental, physical, ideological

and moral training to individuals, so as to enable them to have full consciousness of their
mission, of their purpose in life and equip them to achieve that purpose. It is an instrument for
the spiritual development as well as the material fulfillment of human beings. Within the context
of Islamic perception, education is an instrument for developing the attitudes of individuals in
accordance with the values of righteousness to help build a sound Islamic society.

After independence in 1947 efforts were made to provide a definite direction to education
in Pakistan. Quaid-i-Azam Muhammad Ali Jinnah laid down a set of aims that provided
guidance to all educational endeavours in the country. This policy, too has sought inspiration and
guidance from those directions and the Constitution of Islamic Republic of Pakistan. The policy
cannot put it in a better way than the Quaid’s words:

“You know that the importance of Education and the right type of education cannot be
overemphasized. Under foreign rule for over a century, sufficient attention has not been
paid to the education of our people and if we are to make real, speedy and substantial
progress, we must earnestly tackle this question and bring our people in consonance with
our history and culture, having regard for the modern conditions and vast developments
that have taken place all over the world.”

“There is no doubt that the future of our State will and must greatly depend upon the type
of education we give to our children, and the way in which we bring them up as future
citizens of Pakistan. Education does not merely mean academic education. There is
immediate and urgent need for giving scientific and technical education to our people in
order to build up our future economic life and to see that our people take to science,
commerce, trade and particularly well-planned industries. We should not forget that we
have to compete with the world which is moving very fast towards growth and
development.”

“At the same time we have to build up the character of our future generation. We should
try, by sound education, to instill into them the highest sense of honour, integrity,

3
 responsibility and selfless service to the nation. We have to see that they are fully
qualified and equipped to play their part in various branches of national life in a manner
which will do honour to Pakistan.”

These desires of the Quaid have been reflected in the Constitution of the Islamic Republic
of Pakistan and relevant articles are:

The state shall endeavour, in respect of the Muslims of Pakistan:

a. to make the teachings of the Holy Quran and Islamiat compulsory and
encourage and facilitate the learning of Arabic language to secure correct and
exact printing and publishing of the Holy Quran;

b. to promote unity amongst them and the observance of Islamic moral

standards;

Provide basic necessities of life, such as food, clothing, housing, education and medical
relief for all such citizens irrespective of sex, caste, creed or race as are permanently or
temporarily unable to earn their livelihood on account of infirmity, sickness or
unemployment;

Remove illiteracy and provide free and compulsory secondary education within minimum
possible period.

Enable the people of different areas, through education, training, agricultural and
industrial development and other methods, to participate fully in all the forms of national
activities including employment in the service of Pakistan;

The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices
among the citizens.

Reduce disparity in the income and earnings of individuals, including persons in various
classes of the service of Pakistan.

Steps shall be taken to ensure full participation of women in all the spheres of national
life.

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 The vision is to transform Pakistani nation into an integrated, cohesive entity, that can
compete and stand up to the challenges of the 21 st Century. The Policy is formulated to realize
the vision of educationally well-developed, politically united, economically prosperous, morally
sound and spiritually elevated nation.

OBJECTIVES

To make the Qur’anic principles and Islamic practices as an integral part of curricula so
that the message of the Holy Quran could be disseminated in the process of education as well as
training. To educate and train the future generation of Pakistan as true practicing Muslims who
would be able to usher in the 21 st century and the next millennium with courage, confidence,
wisdom and tolerance.

To achieve universal primary education by using formal and informal techniques to

provide second opportunity to school drop-outs by establishing basic education community
schools all over the country.

To meet the basic learning needs of a child in terms of learning tools and contents.

To expand basic education qualitatively and quantitatively by providing the maximum

opportunities to every child of free access to education. The imbalances and disparities in the
system will be removed to enhance the access with the increased number of more middle and
secondary schools.

To ensure that all the boys and girls, desirous of entering secondary education, get their
basic right through the availability of the schools.

To lay emphasis on diversification of curricula so as to transform the system from

supply-oriented to demand oriented. To attract the educated youth to world-of-work from various
educational levels is one of the policy objectives so that they may become productive and useful
citizens and contribute positively as members of the society.

To make curriculum development a continuous process; and to make arrangements for

developing a uniform system of education.

To prepare the students for the world of work, as well as pursuit of professional and
specialized higher education.

5
 To increase the effectiveness of the system by institutionalizing in-service training of
teachers, teacher trainers and educational administrators. To upgrade the quality of pre-service
teacher training programmes by introducing parallel programmes of longer duration at post-
secondary and post-degree levels.

To develop a viable framework for policy, planning and development of teacher

education programmes, both in-service and pre-service.

To develop opportunities for technical and vocational education in the country for
producing trained manpower, commensurate with the needs of industry and economic
development goals.

To improve the quality of technical education so as to enhance the chances of

employment of Technical and Vocational Education (TVE) graduates by moving from a static,
supply-based system to a demand-driven system.

To popularize information technology among students of all ages and prepare them for
the next century. To emphasize different roles of computer as a learning tool in the classroom
learning about computers and learning to think and work with computers and to employ
information technology in planning and monitoring of educational programmes.

To encourage private sector to take a percentage of poor students for free education.

To institutionalize the process of monitoring and evaluation from the lowest to the
highest levels. To identify indicators for different components of policy, in terms of quality and
quantity and to adopt corrective measures during the process of implementation.

To achieve excellence in different fields of higher education by introducing new

disciplines/emerging sciences in the universities, and transform selected disciplines into centres
of advanced studies, research and extension.

To upgrade the quality of higher education by bringing teaching, learning and research
process in line with international standards.

6
 OBJECTIVES OF PHILOSOPHY SYLLABUS

GENERAL OBJECTIVE
1. To form the minds of students by developing in them the habit of consistent
behaviour, critical and reflective thinking.
2. To enable students to comprehend the conceptual foundation of Islamic values,
system, personal and social commitments it cherishes so much.
3. To make the students aware of the social/political philosophy of Pakistan in Islamic
perspective, and to enable them to dedicate their lives to the ideas of social justice,
tolerance, brotherhood with the aim to promote national objectives of unity and solidarity
of Pakistan.
4. To make the students to recognize the reason and logic needs to be applied in every
aspect of human life.
5. To enable the students to respond the impacts of science and technology upon society
and pave the way for the social change in consonance with our cultural framework.
6. To enable the students to integrate secular knowledge gained by man with the
knowledge acquired through revelation made by Allah to the Prophet Muhammad
(PBUH).
7. To enable the students to understand human condition in a significant and meaningful
way.
8. To enable the students to see human problems in a broader socio-religious
perspective which is marred not by prejudice, ignorance and half knowledge.
9. To inculcate in students the gratitude to Allah Almighty for His blessing bestowed
upon us.
10. To promote feelings of national integrity, self-reliance and behaviour pattern of
national character.

7
 OBJECTIVES, CONCEPTS, CONTENTS, ACTIVITIES AND
EVALUATION OF PHILOSOPHY SYLLABUS

ELEMENTS OF PHILOSOPHY

1. Introduction

Objectives Concepts Contents Activities Evaluation

Cognitive Examine life a. What is i. Semi 1. E
To develop (Truth, Philosophy? nars valuation /
understanding Wisdom, b. What are the ii. Disc assessment of
philosophical Goodness and specific ussions on students’
issues. Beauty) philosophical nature of comprehensio
Affective questions? philosophy n through
a) To c. Philosophical iii. Read question and
develop Approaches ing relevant answer.
critical and Criticism/Speculation literature 2. D
speculative escriptive
modes of questions.
thinking.
b) To
develop a
sense of
rejection of
dogmatism
and blind
following
Psychomotor
a) To
develop skills
in writing.
b) To
participate in
discussion.

2. Philosophy and Religion

Objectives Concepts Contents Activities Evaluation

Cognitive Relationship a. Questions asked 1. Evaluation of 1. Essay
To create between in Philosophy and human situation. 2. Compar
awareness philosophy and Religion 2. Discussion on ative study
about Religion b. Their treatment various issues in 3. Observi
philosophical c. Difference philosophy and ng students’
questions d. Allama religion participation
pertaining to Muhammad Iqbal’s 3.Reading in group
philosophy and Educational relevant literature discussion.
religion Philosophy 4. Debates
Affective 5. Speeches.

8
To develop a
sense of
rejection of
dogmatism and
blind following.
Psychomotor
1. To develop
writing skills
2. To take part
in discussions.

3. Philosophy and Science

Objectives Concepts Contents Activities Evaluation

Cognitive Relation a. What does 1. Seminars 1. Objectiv
To develop between science try to 2. Group e Test
understanding philosophy and understand? discussion on 2. Compara
of philosophical science b. How is it current tive study
questions different from scientific 3. Observin
pertaining to philosophy? issues g students’
science and c. What role does 3. Reading participation
philosophy. philosophy play in relevant in group
Affective the growth of literature discussion.
To promote science? 4. Debates
appreciation of i. In 5. Speeches
the debt of terprets
science to
philosophy
Psychomotor ii. Cr
To develop the iticizes
ability
participates in iii. R
argumentation esolves conflicts
and debate on
living of
scientific iv. Ju
issues. stifies

4. Knowledge

Objectives Concepts Contents Activities Evaluation

Cognitive Theory of a. Definition of 1. Seminars 1. Objectiv
To develop knowledge knowledge 2. Group e test
understanding b. Sources of discussion on 2. Quiz
of issues knowledge: nature of 3. Descript
pertaining to i. Rationalism knowledge. ive questions
Epistemology ii. Empiricism 3. Reading 4. Observi
Affective iii. Intuition and relevant ng students

9
1. To promote Revelation literature participation
appreciation of iv. Authority 4. Question/ in group
Philosophical Introduction of basic Answer discussions.
issues vis-à-vis philosophy of Imam Sessions.
knowledge. Ghazali
2. To develop a
sense of
rejection of
dogmatism and
blind following
Psychomotor
To take part in
discussions

5. Metaphysics

Objectives Concepts Contents Activities Evaluation

Cognitive a. Nature of a. Monism 1. Seminars 1. Objectiv
To develop reality b. Dualism 2. Discussio e test
understanding b. Problem of c. Pluralism n on nature of 2. Quiz
of the various Substance. d. School’s of reality and 3. Descript
theories of Idealism and metaphysical ive questions
reality. Materialism schools. 4. Judging
Affective 3. Reading pupil’s
To promote relevant ability to
appreciate and a literature frame
sense of arguments
criticism and discuss
towards and on philoso-
criticize various phical
theories of debate.
Reality.
Psychomotor
To argue and
discuss
metaphysical
issues

6. Ethics

Objectives Concepts Contents Activities Evaluation

Cognitive Evaluation of a. Meaning and 1. Seminars 1. Essay
To develop Human action scope of Ethics 2. Discussio 2. Descript
understanding of n on the nature ive
moral principles. b. Ethical theories: of moral questions.
Affective i. Golden Mean theories and 3. Assessin
To promote a ii. Utilitarianism ethical terms. g students’
sense of respect iii. Good will 3. Reading ability during
for moral values. relevant group
Psychomotor c. Islamic theory of literature discussions.

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To apply Oral Ethics
principles on
living issues.

7. Islamic Values

Objectives Concepts Contents Activities Evaluation

Cognitive Meaning and a. Islamic concept 1. Seminar 1. Essay
To develop nature of values of Allah s 2. Descriptiv
understanding in Islam b. Relation between 2. Group e questions.
of Islamic man and Allah discussion 3. Assessing
Values c. Human rights & on nature students’ ability
Affective responsibilities and values in during group
To promote a Social justice in Islam and discussions
sense of respect Islam what it
for Islamic means to be
values. a Muslim.
Psychomotor 3. Reading
To discuss and relevant
write on Islamic literature
values.

8. Hikma: Meaning & Scope

Objectives Concepts Contents Activities Evaluation

Cognitive Hikma a. Meaning of 1. Class 1. Objectiv
1. To develop Hikma test e type tests.
understanding Meaning & b. Conceptual basis 2. Group 2. Subjectiv
of meaning of scope of Islam: Tauhid – discussion e questions.
Hikma. Unity and Solidarity 3. Speeches 3. Observin
2. To promote of mankind 4. Seminars g & assessing
comprehension c. Risalat respect 5. Home students while
of the for humanity, Social assignments group
significance of Justice, Tolerance, 6. Question discussion and
Risalat. Universal \answer speeches are
Affective brotherhood techniques. being held.
1. To develop a
sense of
respect.
2. Values of
Islamic
brotherhood.
Psychomotor
To participate
in philosophical
discussion
effectively &
confidently.

11
12
 TEACHING STRATEGIES

1. Teachers should use the objective method of teaching and emphasis on

probing, brain storming and problem solving specially in the course for logic.
2. Overhead projectors, charts, diagrams etc should be used in teaching.
3. Group discussions, debates, seminars etc on key issues must be the integral
part of classroom activity, especially in Paper – A.
4. In paper B feature exercises provided at the end of the chapters must be given
due importance.

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 ASSESSMENT AND EVALUATION

Assessment, appraisal, or evaluation is a means of determining how far the objectives of

the curriculum have been realized. What really matters is the methodology employed for such
determination. As is now recognized, performance on the basis of content-oriented tests alone
does not provide an adequate measure of a student’s knowledge and ability to use information in
a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques
should be developed for evaluating the kind and content of teaching and learning that is taking
place and for bringing about improvement in both. The following points, while developing the
tests/questions may be kept in view:

1. Proper care should be taken to prepare the objective-type and constructed-response

questions relating to knowledge, comprehension, application, analysis and synthesis,
keeping in view the specific instructional objectives of the syllabus and the command
words for the questions.

2. There should be at least two periodic/monthly tests in addition to routine class/tests.

Teachers are expected to develop and employ assessment strategies which are
dynamic in approach and diverse in design. When used in combination, they should
properly accommodate every aspect of a student’s learning.

3. In addition to the final public examination, two internal examinations should be

arranged during the academic year for each class.

4. Classroom examinations offer the best and most reliable evaluation of how well
students have mastered certain information and achieved the course objectives.
Teachers should adopt innovative teaching and assessment methodologies to prepare
the students for the revised pattern of examination. The model papers, instructional
objectives, definitions of cognitive levels and command words and other guidelines
included in this book must be kept in view during teaching and designing the test
items for internal examination.

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 DEFINITION OF COGNITIVE LEVELS

Knowledge:

This requires knowing and remembering facts and figures, vocabulary and contexts, and the
ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taught and
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, making links,
summarizing, solving, identifying motives, finding evidence, etc. It can be taught and 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, organizing
information and ideas, using old ideas to create new one and 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, analyze, 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.

15
 DEFINITION OF COMMAND WORDS

The purpose of command words given below is to direct the attention of the teachers as
well as students to the specific tasks that students are expected to undertake in the course of their
subject studies. Same command words will be used in the examination questions to assess the
competence of the candidates through their responses. The definitions of command words have
also been given to facilitate the teachers in planning their lessons and classroom assessments.

Give an account of: Spell out a chronology and show in what ways the event or
circumstance to be accounted for derives from or is dependent on
earlier events.

Analyse: Go beyond the given information to relate and/or differentiate

aspects of a situation and draw conclusions on the basis of evidence
information.

Define: Provide a precise statement or meaning of words or terms to

describe their nature, properties or essential qualities.

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

Describe: Explain in words and/or diagrams (where necessary) to demonstrate

knowledge of facts.

Discuss: Express views in a logical and lucid way considering all aspects of
a matter under discussion and draw conclusions.

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

reasons or justification.

Give Examples/Statements: Cite specific instances or cases to demonstrate the

occurrence of an event 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.

Interpret: Clarify both the explicit meaning and the implications of given
information.

List/Name: Name item-by-item, usually in one or two words, precise

information such as dates, characteristics, places, names.

Locate: Determine the precise position or situation of an entity in a given

context, e.g. in a map.

16
Show: Indicate by writing, drawing or through graphs/charts.

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

Suggest: Apply knowledge in a given situation to give a rational opinion.

Trace the developments of: Mention, list, name information/facts in a sequence.

17
 RECOMMENDED REFERENCE BOOKS

In contrast to the previous practice the examination will not be based on a single
textbook, but will now be curriculum based to support the examination reforms. Therefore, the
students and teachers are encouraged to widen their studies and teaching respectively to
competitive textbooks and other available material.

Following books are recommended for reference and supplementary reading:

1.
Published by: Punjab Textbook Board, Lahore

2.

Published by: Punjab Textbook Board, Lahore

3.

Published by: Punjab Textbook Board, Lahore

18