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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 (Elective)

10.

11.


Sindhi (Elective)

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/ History of Muslim India/ History of Pakistan

17.

18.


Islamic Culture

Library Science



8.

Islamic Studies

19.

Outlines of Home Economics

9.

Health and Physical Education



COMMERCE GROUP (600 marks)
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

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, 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:

  1. 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;




  1. 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.
The vision is to transform Pakistani nation into an integrated, cohesive entity, that can compete and stand up to the challenges of the 21st 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 21st 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.
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.

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.


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

ELEMENTS OF PHILOSOPHY
1. Introduction


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To develop understanding philosophical issues.



Affective

  1. To develop critical and speculative modes of thinking.

  2. To develop a sense of rejection of dogmatism and blind following

Psychomotor

  1. To develop skills in writing.

  2. To participate in discussion.

Examine life (Truth, Wisdom, Goodness and Beauty)

a. What is Philosophy?

b. What are the specific philosophical questions?

c. Philosophical Approaches Criticism/Speculation


  1. Seminars

  2. Discussions on nature of philosophy

  3. Reading relevant literature

    1. Evaluation / assessment of students’ comprehension through question and answer.

    2. Descriptive questions.


2. Philosophy and Religion


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To create awareness about philosophical questions pertaining to philosophy and religion



Affective

To develop a sense of rejection of dogmatism and blind following.



Psychomotor

1. To develop writing skills

2. To take part in discussions.


Relationship between philosophy and Religion

a. Questions asked in Philosophy and Religion

b. Their treatment

c. Difference

d. Allama Muhammad Iqbal’s Educational Philosophy




1. Evaluation of human situation.

2. Discussion on various issues in philosophy and religion

3.Reading relevant literature

4. Debates

5. Speeches.


  1. Essay

  2. Comparative study

  3. Observing students’ participation in group discussion.


3. Philosophy and Science


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To develop understanding of philosophical questions pertaining to science and philosophy.



Affective

To promote appreciation of the debt of science to philosophy



Psychomotor

To develop the ability participates in argumentation and debate on living of scientific issues.



Relation between philosophy and science

a. What does science try to understand?

b. How is it different from philosophy?

c. What role does philosophy play in the growth of science?


  1. Interprets

  2. Criticizes

  3. Resolves conflicts

  4. Justifies



  1. Seminars

  2. Group discussion on current scientific issues

  3. Reading relevant literature

  4. Debates

  5. Speeches

  1. Objective Test

  2. Comparative study

  3. Observing students’ participation in group discussion.





4. Knowledge


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To develop understanding of issues pertaining to Epistemology



Affective

1. To promote appreciation of Philosophical issues vis-à-vis knowledge.

2. To develop a sense of rejection of dogmatism and blind following

Psychomotor

To take part in discussions



Theory of knowledge

a. Definition of knowledge

b. Sources of knowledge:

i. Rationalism

ii. Empiricism

iii. Intuition and Revelation

iv. Authority

Introduction of basic philosophy of Imam Ghazali


  1. Seminars

  2. Group discussion on nature of knowledge.

  3. Reading relevant literature

  4. Question/ Answer Sessions.

  1. Objective test

  2. Quiz

  3. Descriptive questions

  4. Observing students participation in group discussions.


5. Metaphysics


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To develop understanding of the various theories of reality.



Affective

To promote appreciate and a sense of criticism towards and criticize various theories of Reality.



Psychomotor

To argue and discuss metaphysical issues



a. Nature of reality

b. Problem of Substance.




a. Monism

b. Dualism

c. Pluralism

d. School’s of Idealism and Materialism




  1. Seminars

  2. Discussion on nature of reality and metaphysical schools.

  3. Reading relevant literature




  1. Objective test

  2. Quiz

  3. Descriptive questions

  4. Judging pupil’s ability to frame arguments and discuss on philoso-phical debate.


6. Ethics


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To develop understanding of moral principles.



Affective

To promote a sense of respect for moral values.



Psychomotor

To apply Oral principles on living issues.



Evaluation of Human action

a. Meaning and scope of Ethics
b. Ethical theories:

i. Golden Mean

ii. Utilitarianism

iii. Good will


c. Islamic theory of Ethics


  1. Seminars

  2. Discussion on the nature of moral theories and ethical terms.

  3. Reading relevant literature

  1. Essay

  2. Descriptive questions.

  3. Assessing students’ ability during group discussions.



7. Islamic Values


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

To develop understanding of Islamic Values



Affective

To promote a sense of respect for Islamic values.



Psychomotor

To discuss and write on Islamic values.



Meaning and nature of values in Islam

a. Islamic concept of Allah

b. Relation between man and Allah

c. Human rights & responsibilities and Social justice in Islam


  1. Seminars

  2. Group discussion on nature values in Islam and what it means to be a Muslim.

  3. Reading relevant literature




  1. Essay

  2. Descriptive questions.

  3. Assessing students’ ability during group discussions


8. Hikma: Meaning & Scope


Objectives

Concepts

Contents

Activities

Evaluation

Cognitive

1. To develop understanding of meaning of Hikma.

2. To promote comprehension of the significance of Risalat.

Affective

1. To develop a sense of respect.

2. Values of Islamic brotherhood.

Psychomotor

To participate in philosophical discussion effectively & confidently.



Hikma
Meaning & scope

a. Meaning of Hikma

b. Conceptual basis of Islam: Tauhid – Unity and Solidarity of mankind



c. Risalat respect for humanity, Social Justice, Tolerance, Universal brotherhood


  1. Class test

  2. Group discussion

  3. Speeches

  4. Seminars

  5. Home assignments

  6. Question\answer techniques.

  1. Objective type tests.

  2. Subjective questions.

  3. Observing & assessing students while group discussion and speeches are being held.



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.


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.

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.
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.
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.

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



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