Secondary School Certificate

Examination Syllabus

ISLAMIYAT
CLASSES IX

(based on National Curriculum 2006)

 Published by
Aga Khan University Examination Board
Bungalow # 233 / E.1 Lines,
Daudpota Road, Karachi, Pakistan.

November 2004
Latest revision July 2009

All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution
to all its affiliated schools.
Secondary School Certificate
Examination Syllabus

ISLAMIYAT
CLASSES IX

Class IX examination in 2010 and onwards

S. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2006) 7

2. Rationale of the AKU-EB Examination Syllabus 9

3. Topics and Student Learning Outcomes of the Examination Syllabus 12

4. Scheme of Assessment 28

5. Teaching-Learning Approaches and Classroom Activities 30

6. Recommended Texts and Reference Materials 31

Definition of Cognitive Levels and Command Words in the Student

7. 31
Learning Outcomes in Examination Papers

Annex A: SSC Scheme of Studies 34

Annex B: Selected Qur’ānic Verses 36

Annex C: Selected Ahādīth 39

For queries and feedback

Address: AKU-Examination Board

Bungalow No. 233/ E.1 Lines, Daudpota Road, Karachi-Pakistan.
Phone: (92-21) 35224702-09
Fax: (92-21) 35224711
E-mail: examination.board@aku.edu
Website: www.aku.edu/akueb

4
PREFACE
In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the
Federal Ministry of Education has begun a process of curriculum reform to improve the quality
of education through curriculum revision and textbook development (Preface, National
Curriculum documents 2000 and 2002).

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

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to
English and Urdu medium candidates for SSC and HSSC from private schools anywhere in
Pakistan or abroad, and from government schools with the relevant permissions. It has been
accorded this mandate 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 given to the Examination Boards and Research and Development cells
will be established in each Board to improve the system” (ibid. para. 6.5.3 (ii)).

AKU-EB is committed to creating continuity of educational experience and the best

possible opportunities for its students. In consequence it offered HSSC for the first time in
September, 2007 to coincide with the arrival of its first SSC students in college or higher
secondary school. Needless to say this is not an exclusive offer. Private candidates and
students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to
register as AKU-EB candidates even though they 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 National
Curriculum of the subject.

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

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

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

This examination syllabus brings together all those cognitive outcomes of the National
Curriculum statement 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 fundamental activity in fostering “attitudes befitting useful and peaceful
citizens and the skills for and commitment to lifelong learning which is the cornerstone of

5
national economic development” (Preface to National Curriculum documents 2000 and
2002).

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

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools
to help them in planning their teaching. It is the syllabus, not the prescribed text book which
is the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can
be used to identify 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 for improving the quality of learning in schools.

The Curriculum Wing of the Federal Ministry of Education has recently released new
subject specifications and schemes of study to take effect in September, 2008. These
documents are a major step forward towards a standards-related curriculum and have been
welcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure conformity
with the new National Curriculum 2006.

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

Dr. Thomas Christie

Director,
Aga Khan University Examination Board
July 2009

6
1. Aims/Objectives of the National Curriculum (2006)1

1
Government of Pakistan (2006), National Curriculum; Islamiyat Classes IX-X, Islamabad, Ministry of
Education (Curriculum Wing)

7
8
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)
issued a revised part-wise Scheme of Studies according to which the total
marks for the SSC examination have been increased from 850 to 1100 from
the year 2008 and onwards. All subjects are to be taught and examined in both
classes IX and X. It is 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) derives directly from the 2007 Ministry of Education Scheme of
Studies;
(b) which topics will be examined in Class IX and in Class X;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;

2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.

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

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

9
 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 derive multiple choice questions and constructed response questions on a
rational basis from the subject syllabuses ensuring that the intentions of the
National Curriculum should be met in full. The weighting of marks to the
Multiple Choice and Constructed Response Papers is also derived from the
SLOs, command words and cognitive levels. In effect the SLOs derived from
the National Curriculum determine the structure of the AKU-EB subject
examination set out in Section 4.

2.1.6 Some topics from the National Curriculum have been elaborated and enriched
for better understanding of the subject and/or to better meet the needs of
students in the twenty-first century. These additional topics have been
italicized in Section 3 of 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
their faith, its history and its ethics the better to meet the challenges of the
contemporary world. The spirit of the objectives of the National
Curriculum Document for Islamiyat revolves around these areas and this
examination syllabus of AKU-EB follows this in letter and spirit.

2.2.2 Islamiyat is a compulsory subject for all the students of SSC, as per the
National Curriculum, except for non-Muslim candidates who may opt for
‘Ethics’. The objectives of the National Curriculum emphasize that students
should be able to know 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 The Prophet (P.B.U.H.) and learn to live by the
ethics of their faith in the light of the teachings of The Qur’an and Sira of
The Prophet (P.B.U.H.). Objectives one to seven revolve around these three
major areas. This examination syllabus considers all the content areas as given
in the National Curriculum document These are Al-Qur’ān, Al-Hadīth,
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 content areas.

2.2.3 The syllabus emphasizes on the meaning and understanding of The Qur’anic
text of the three chapters and the Hadīth (traditions) of The Holy Prophet
(P.B.U.H.), as meaning is significant to know and reflect how guidance and
inspiration can be sought from these two sources by Muslim students in
living their lives today.

2.2.4 Objective eight of the National Curriculum Document seeks to introduce a

historical and cultural dimension to studying Islam. It states that students
should be made aware of the glorious past of Muslims and their achievements
in and contribution to various sciences of that time. This objective seems not
to have been translated in the textbooks. In order to achieve this particular aim
of the Curriculum Document in creating awareness in students about the

10
 achievements of Muslims and their brilliant past, as the document suggests,
this examination syllabus has included a topic of ‘Muslim Cultures’ tracing
it historically with focus on the brilliant achievements of Muslims in
various branches of knowledge and sciences and an attempt has been made to
link the topic with the present day Muslim world. It is envisaged that
through the teaching of this topic students will be able to link themselves
with their past heritage, will develop a sense of pride and appreciation for the
contributions made by Muslim scholars and scientists, and realize the need for
reviving and enlivening the glorious past in today’s context. They would be
able to develop attitudes that were the hallmark of flourishing Muslim cultures
such as 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
National Curriculum 2006, AKU-EB has revised the Scheme of Assessment
according to part wise National SSC Scheme of Studies 2007.

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3. Topics and Student Learning Outcomes of the Examination Syllabus

SSC Part I (Class IX)

Cognitive levels2
Topics Student Learning Outcomes
K U A
1. The Holy Qur’ān Candidates should be able to:

1.1 An Introduction (Ta‘āruf) 1.1.1 elaborate the significance of the Holy Qur’ān as a revealed *
book;
1.1.2 explain the final message of Allāh to mankind; *
1.1.3 illustrate with examples that the Holy Qur’ān is a book of *
guidance;
1.1.4 state the process of writing and compilation of the Holy *
Qur’ān in the time of the Prophet (P.B.U.H.) and during the
period of rightly-guided caliphs;
1.1.5 express their understanding regarding the Qur’ānic concepts of *
Allāh, man, society, universe, ākhirat and their inter-
relationships;
1.1.6 explore the concept of creation of the universe with reference *
to the Qur’ān;

1.2 Idiomatic translation and 1.2.1 give the references of the selected verses of Holy Qur’ān ; *
explanation (selected verses; 1.2.2 state the key messages of these Qur’ānic verses; *
1-10 verses as per 1.2.3 give the meanings of the words and translation of these *
Annexure B) selected Qur’ānic verses and words used in them;
1.2.4 express their understanding of the moral teachings and values *
mentioned in these verses;

2
K = Knowledge, U = Understanding, A= Application (for explanation see Section 7: Definition of command words used in Student Learning Outcomes and in Examination
Questions).

12
NOTES

13
 K U A
Note: Translation of 1.2.5 suggest how the teachings of these verses can be followed in *
Maulwi Yūsuf Ali or Maulana one’s life.
Taqi Usmani may be adopted
for English translation of the
Qur’ānic verses

2. The Hadīth Candidates should be able to:

2.1 An introduction of ‘Hadīth’ 2.1.1 give the meaning of ‘Hadīth’ and ‘Sunnah’ and differentiate * *
and “Sunnah” and its impact between the two;
on practical life 2.1.2 name the famous compilers of ‘Hadīth’ and their collections of *
‘Hadīth’;
2.1.3 give a general understanding of ‘Hadīth’ and explain how *
some ethical teachings of Hadith can be applied in a Muslim
society;
2.1.4 explain how to apply teachings of ‘Hadīth’ and ‘Sunnah’ in *
individual lives;

2.2 Selected “Ahadīth” 2.2.1 discuss the lessons embedded in selected Ahadīth for *
(1-12 as per Annexure C) individual and social lives;
2.2.2 explain the ethical teachings of the selected Ahadīth; *
2.2.3 give and explain the meaning of the selected Ahadīth; * *
2.2.4 explain the relationship between the content and meaning of *
the given Ahadīth;
2.2.5 exemplify how the teachings of these Ahadīth can have *
practical implications in one’s life;
2.2.6 exemplify how they would practice the teaching of these *
Ahadith regarding human welfare;

14
NOTES

15
 K U A
3. Mauzū‘ātī Mutāla‘ah Candidates should be able to:

“A” Beliefs
3.1 Belief in the unity of God 3.1.1 explain the meaning of the word ‘’Aqīdah’ (‫;)ﮦ‬ *
(Tauhīd) Introduction of 3.1.2 explain the meaning of the word ‘‘Īmān’ (‫;)ای
ن‬ *
attributes of Allah and what 3.1.3 explain the meaning of the word ‘Tauhīd’ (); *
are the demands of belief in 3.1.4 discuss the existence of Allah in the light of verses of Holy *
them Qur’ān;
• Some of the attributes of 3.1.5 state the demands of belief in the unity of Allah; *
Allah, the most beautiful 3.1.6 explain the oneness of Allah in the light of some verses of the *
names (‫)ا
ﮯ ہ‬ Holy Qur’ān;
3.1.7 analyze the effects of belief in the unity of Allāh on the ethical *
and social aspects of individual and collective lives of
Muslims;
3.1.8 exemplify how they can draw lessons from the understanding *
of the attributes of Allāh;
3.1.9 discuss the meaning of divine attributes (Asmā-i-Husnah); *
3.1.10 analyse whether our individual characteristics and social *
behaviours are in conformity with the attributes of Allah;
3.1.11 demonstrate how Muslims can express their love for Allāh and *
human beings through their character;

3.2 Sense of belief in ‘Nubuwwat’ 3.2.1 explain the belief and significance of ‘Nubuwwat’ and *
(‫ )ﻥت‬and ‘Risālat’ (
‫)ر‬ ‘Risālat’;
3.2.2 state the difference between the terms ‘Nabī’ and ‘Rasūl’; *

3.3 Necessity of ‘Nubuwwat’ and 3.3.1 argue for the eminence of 'Nubuwwat’ and ‘Risālat’; *
‘Risālat’ 3.3.2 show the effects of belief in ‘Nubuwwat’ and ‘Risālat’ on their *
lives;

16
NOTES

17
 K U A
3.4 Love for the Holy Prophet 3.4.1 state the significance of love and respect for the Holy Prophet *
(P.B.U.H.) (P.B.U.H.);
3.4.2 prove with arguments that the love for the Holy Prophet *
(P.B.U.H.) is essential for a believer;
3.4.3 explain how the Holy Qur’ān has made the obedience to the *
Holy Prophet (P.B.U.H) incumbent upon the believers in order
to show their love for Allāh;
3.4.4 suggest the ways in which Muslims can express their love for *
the Holy Prophet (P.B.U.H.);

3.5 Obedience to and following 3.5.1 state the meaning and sense of ‘obedience’ and ‘following’; *
the Holy Prophet (P.B.U.H) 3.5.2 explain why Allāh made obligatory for Muslims to obey and *
follow the Holy Prophet (P.B.U.H.);
3.5.3 exemplify how we can enlighten our lives by following the *
life-pattern of Holy Prophet (P.B.U.H);

3.6 Finality of the Prophecy 3.6.1 explain the belief in the finality of the prophecy and the *
Prophet Muhammad (P.B.U.H.) being the last and final
Prophet of God and its importance;
3.6.2 discuss how the concept of the finality of the prophecy and *
perfection of religion are interrelated;
3.6.3 state the objectives of the teachings of the last and final *
Prophet (P.B.U.H.);
3.6.4 suggest how the belief in the Prophet Muhammad (P.B.U.H.) *
as the last and final Prophet and Messenger of Allāh has an
impact on the lives of Muslim;

18
NOTES

19
 K U A
“B” The Excellent Life-Pattern /
Ideal life
3.7 The Excellent life (P.B.U.H) 3.7.1 give an account of the forefathers of the Holy Prophet *
before enunciation (Bi‘sat) (P.B.U.H.);
3.7.2 state the selected events from the early life of the Holy *
Prophet (P.B.U.H.);
3.7.3 exemplify how they can draw lessons from the marital life of *
Holy Prophet (P.B.U.H.);

3.8 Enunciation of the Prophet 3.8.1 narrate the event of first revelation; *
(P.B.U.H.) (Bi‘sat) and 3.8.2 state the circumstances and condition of Arabs in which *
beginning of Revelation Almighty Allāh began to reveal his message on the Holy
Prophet (P.B.U.H.);

3.9 The excellent life 3.9.1 discuss how the Holy Prophet (P.B.U.H.) started preaching; *
(P.B.U.H.) after 3.9.2 identify the difficulties faced by the Holy Prophet (P.B.U.H.) *
Revelation during his mission in Makkah;
• In Makkah
• His call and Preaching

3.10 Migration (Hijrat) to Madinah 3.10.1 discuss the meaning and sense of the word “Hijrat”; *
3.10.2 analyse the events and reasons that compelled the Holy *
Prophet (P.B.U.H.) and other Muslims to migrate to Madinah;
3.10.3 narrate how the Holy Prophet (P.B.U.H.) travelled to Madinah *
from Makkah;
3.10.4 discuss the significance of obligatory migration; *
3.10.5 suggest what guidance Muslims can take from the life of the *
Holy Prophet (P.B.U.H.) for solving the problems that the
Ummah is facing today;

20
NOTES

21
 K U A
3.11 The Excellent Life of the Holy 3.11.1 explain the concept of “The Muslim state”; *
Prophet (P.B.U.H.)
• At Madinah 3.11.2 suggest how we can benefit from the principles on which the *
• Establishment of an Islāmic Holy Prophet (P.B.U.H.) established the Muslim state;
State 3.11.3 state the event of ‘Muslim fraternity’ (Mu’ākhāt) at Madīnah; *
• Fraternity (Mu’ākhāt) 3.11.4 explain the significance of ‘Muslim fraternity’ (Mu’ākhāt); *
3.11.5 deduce whether the major characteristics of the society *
established by the Holy Prophet (P.B.U.H.) in Madīnah can be
applied in Muslim societies of today;

3.12 The Holy Wars (Ghazawāt) 3.12.1 explain the word ‘Ghazwah’; *
(a) at Badr (Gazwah-i-Badř) 3.12.2 explain the causes and reasons of these ‘Ghazawāt’; *
(b) at Uhad (Ghazwah-i-Uhud) 3.12.3 explain the results and consequences of these ‘Ghazawāt’; *
(c) at Trench (Ghazwah-i-
Ahzāb)

3.13 Personal ethos of the Holy 3.13.1 give a brief introduction of the personal ethos of the Holy *
Prophet (P.B.U.H) Prophet (P.B.U.H.);
(Khasa’il-i- Nabawi) 3.13.2 state the salient characteristics of the Holy Prophet (P.B.U.H.); *
(P.B.U.H) Speaking, smiling,
3.13.3 express the opinion as to how can these characteristics affect *
eating and drinking, wearing
our lives;
perfumes, dressing, politeness
3.13.4 discuss how these ethos are considered as beacon of light for *
and cleanliness, worshipping,
the whole mankind;
etiquettes of travelling, meeting
people, visiting the sick,
condoling death, and general
behaviour

22
NOTES

23
 K U A
3.13.5 explore the ways in which the characteristics of the Holy *
Prophet (P.B.U.H.) can be adopted;

“C” Mores and Manners

3.14 Importance and 3.14.1 explain the significance and excellence of knowledge in the *
excellence of Knowledge light of the Qur’ān and the Hadīth;
3.14.2 state what efforts were made for spreading knowledge in the *
days of Holy Prophet (P.B.U.H.);
3.14.3 analyse the importance of knowledge in the present society; *
3.14.4 assess whether their quest for knowledge and their individual *
and collective lives are in conformity with the teachings of
Islam;

3.15 Chastity and Modesty, 3.15.1 give the meanings of these values; *
Manners of Saluting, 3.15.2 discuss the application of these values in their individual lives; *
Ceremonial Purity and 3.15.3 analyse the importance of these values in the present time; *
Cleanliness 3.15.4 explain the importance of these values keeping in view the life *
of the Prophet (P.B.U.H.);

24
NOTES

25
 K U A
4. Fountainheads of guidance / Candidates should be able to:
Renowned personalities of Islām
4.1 Hazrat Imām Husain (AS) 4.1.1 introduce the personality of Hazrat Imām Husain (AS); *
• Introduction 4.1.2 describe the services and sacrifices of Hazrat Imām Husain *
• Life Events (R.‘A.) for the cause of Islām;
• Achievements 4.1.3 explain how the life of Hazrat Imām Husain (AS) is a source *
of inspiration for Muslims;
4.1.4 suggest how the life pattern of Hazrat Imām Husain (AS) can *
be followed;

4.2 Jabir Bin Haiyān 4.2.1 introduce the personality of Jabir Bin Haiyān; *
• Introduction 4.2.2 list the names of some of his books and treatises; *
• Academic 4.2.3 present the overview of academic and scientific services of *
Achievements Jabir Bin Haiyān;
4.2.4 suggest how his works can be of value today; *
4.2.5 examine the scientific discipline/s they would like to choose *
today as did Jabir bin Haiyan in his time;
4.3 Islāmic Culture 4.3.1 evaluate the impact of the Holy Qur’ān on the development of *
knowledge and literature;
• Development of Islāmic 4.3.2 state the major branches of knowledge that emerged due to the *
Scholarship study of Holy Qur’ān and Hadīth;
4.3.3 name prominent Muslim scholars who rendered their services *
in the fields of History, Literature and Science;
4.3.4 explain the role of Muslims in promoting scholarship in *
different fields;
4.3.5 discuss the significance of achievement and works of Muslims *
in various fields of knowledge and arts;
4.3.6 suggest how they can contribute to promote different sciences *
and arts through their thoughts and works as seekers of
knowledge;

26
NOTES

27
4. Scheme of Assessment

Class IX

Table 1: Number of Student Learning Outcomes by Cognitive Level

Topic No. of SLOs

Topics Total
No. Sub-Topics K U A
1. The Holy Qur’ān
An Introduction (Ta‘āruf)
2 4 5 2 11
(selected verses 1-10 verses as per
Annexure B)
2. The Hadīth
(Introduction and selected Ahadīth 2 2 6 4 12
1-12 as per Annexure C)
3. Mauzū‘ātī Mutāla‘ah
(a) Beliefs
(b) The Excellent Life-Pattern/ 15 12 27 20 59
Ideal Life
(c) Mores and Manners
4. Fountainheads of guidance /
3 5 4 6 15
Renowned Personalities of Islām
Total 22 23 42 32 97
Percentage 24 43 33 100

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 Table 2: Allocation of Marks for the Objective Test,
Constructed Response Paper and Extended Response Question
Marks
No. of
Topic Constructed ERQ
Topic Sub- Objective
No. Response Total
Topics Test
Paper
1. The Holy Qur’ān
An Introduction
(Ta‘āruf)
2 4 5 - 9
(selected verses
1-10 verses as per
Annexure B)
2. The Hadīth
(Introduction and
2 4 5 - 9
selected Ahadīth 1-12
as per Annexure C)
3. Mauzū‘ātī Mutāla‘ah
(a) Beliefs
(b) The Excellent
Life-Pattern/ 15 10 10 7 27
Ideal Life
(c) Mores and
Manners
4. Fountainheads of
guidance / Renowned 3 2 3 - 5
Personalities of Islām
Total 22 20 23 7 50

Table 3: Paper Specifications

Topic Total
Topics Marks Distribution
No. Marks
The Holy Qur’ān
An Introduction (Ta‘āruf) MCQs 4 @ 1 Mark
1. 9
(selected verses 1-10 verses as per CRQ 1 @ 5 Marks
Annexure B)
The Holy Hadīth
MCQs 4 @ 1 Mark
2. (Introduction and selected Ahadīth 1-12 as 9
CRQ 1 @ 5 Marks
per Annexure C)
Mauzū‘ātī Mutāla‘ah
(a) Beliefs MCQs 10 @ 1 Mark
3. (b) The Excellent Life-Pattern/ CRQs 2 @ 5 Marks 27
Ideal Life ERQ 1 @ 7 Marks
(c) Mores and Manners
Fountainheads of guidance / Renowned MCQs 2 @ 1 Mark
4. 5
Personalities of Islām CRQ 1 @ 3 Marks
MCQs CRQs ERQs
Total Marks 50
20 23 7

29
• Extended response questions (ERQs) will require answers in more descriptive form. The
answers will be in a paragraph rather than a word or a single sentence.

* There will be TWO questions and the candidates will be required to attempt any ONE
by making a choice out of the TWO.

4.1 Table 1 summarizes the number and nature of SLOs. This will serve as a guide in the
construction of the examination paper. 24% of the SLOs at Knowledge level, 43% at
Understanding level and 33% at Application Level indicate the need for both teachers
and learners to develop a deeper faith and understanding of Muslim culture and
ethical values to better meet the challenges of the contemporary world.

4.2 There will be two papers of Islamiyat in SSC. One at the end of Class IX and the
other at the end of Class X.

4.3 Written examination will consist of two papers i.e. Paper I and Paper II in each Class.

4.4 Paper I will consist of 20 compulsory Multiple Choice Questions. Each question will
consist of 4 options.

4.5 Paper II will comprise 30 Marks including Constructed Response Questions (CRQs)
and Extended Response Questions (ERQs). There will however be a choice in
Extended Response Questions (ERQs).

4.6 All Constructed Response Questions will be in a booklet which will also serve as an
answer script.

5. Teaching-Learning Approaches and Suggested Activities

5.1 The methodological approaches should lay emphases 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 a group work, discussion, qirat competitions, project work, field
visits and presentations, should be focused, Students may be encourage to carry out
further exploration of the content and topics.

5.3 However, it requires a sensitive teacher to handle contentious issues. According to the
National Curriculum guideline 53 “teaching material should not contain any thing
controversial”.

3
Government of Pakistan (2006), National Curriculum; Islamiyat Classes IX-X, Islamabad, Ministry of
Education (Curriculum Wing)

30
6. Recommended Texts and Reference Materials

Recommended Book

1. Muhammad Farkhanda Noor. Islamiyat for Class IX-X. Lahore: Feroz Sons.
2. Dr. David Thomas and Dr. Mustafa Draper. Islamiyat. Karachi: Oxford University
Press.
3. Dr. David Thomas and Dr. Mustafa Draper, Teachers Guide (Islamiyat). Karachi:
Oxford University Press.
4. Shibli Numani, Sirat-un-Nabi (P.B.U.H.) English, Volume 1-2. Karachi:
Darul Ishaat, Urdu Bazar.
5. Maulana Muhammad Zakariya. Virtues of the Holy Quran, Karachi: Darul Ishaat,
Urdu Bazar.
6. Dr. M. Ismā‘īl Memon Madini. Manaqib-i-Sahaba, Karachi: Darul Ishaat, Urdu
Bazar.
7. S. F. Mahmud. A. Short History of Islam. Karachi: Oxford University Press.

Reference Materials
1. Saleh, S. (1986). Ulum-al-Quran, (4th ed.). translated into Urdu by Ghulam
Ahmed Hariri. Faisalabad: Malik Sons Nashiran Wa Tajiran Kutub.
2. Saleh, S. (1981) (3rd ed.) Ulum-al-Hadith. translated into Urdu by Ghulam Ahmed
Hariri. Faisalabad: Malik Sons Nashiran Wa Tajiran Kutub.
3. Hasnain, S.A (1971) Ilmul Hadith. Pir Muahmmad Ibrahim Trust, Karachi.
4. Hasnain, S. A. Muqadma Tafseer-e-Quran. Lahore: Al Raza Publications.
5. Haider, B. (1981) Muslim Contribution to Civilization. Lahore: Kazi Publications.
6. Huda, A. (1973). Musalmano ke Ilmi aur thaqafati karnamain. Karachi: Qamar
Kitab Ghar, Urdu Bazar, Karachi.
7. Na’imah Suhaib, Tarikh-i-Islam ki Azim Shakhsiyat. Fazli Son, Super market,
Urdu Bazar, Karachi.
8. Maulana Muntakhab-al-haq. Tarikh-i-Ulum-i-Islami.
9. Manazir Ahsan Gilani. Tarikh-i-Tadwin-i-Hadith.

7. Definition of Cognitive Levels and Command Words in the Student Learning

Outcomes and in Examination Papers

7.1 Definition of Cognitive Levels (Knowledge, Understanding and

Application)

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.

31
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 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.

Knowledge
Give Provide meaning or quantity or a fact about something.

Identify: Select the most appropriate from many possibilities on the basis
of relevant characteristics. It will not normally be expected that
the candidate justifies the choice unless specifically asked to do
so.

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

information such as dates, characteristics, places, names.

Introduce: Produce someone by name for the first time, or introduce a

concept at basic level.

Name: Give the name/s of some thing/s.

Narrate: To tell a story by describing all the events in order.

State: Implies a concise answer with little or no supporting argument,

e.g. to state a simple fact.

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Understanding
Argue: Present supporting or opposing reasons to prove something.

Explain/Elaborate: May imply reasoning or some reference to theory, depending

on the context.

Express: Use appropriate vocabulary, language structure and intonation

to communicate thoughts and feelings.

Highlight: To bring at forefront an especially significant or interesting

detail or event.
Illustrate: To give clear examples to state, clarify or synthesize a point of
view.
Present: Show or exhibit something.

Prove: Establish or demonstrate the truth or validity of a statement.

Application
Analyse: Use information to relate different features of the components of
specified material so as to draw conclusions about common
characteristics.

Deduce: Go beyond the information given to draw a conclusion which is not

explicitly stated in the stimulus material.

Demonstrate: Show, manifest by reasoning and evidence.

Discuss: Requires candidates to give a critical account of the issue raised

and draw meaningful conclusions.

Exemplify: Give examples with an accompanying explanation of why the

example is a good one.

Explore: To search something at a deeper level by reflecting on it and derive

meaning out of it.

Show: Display or exhibit oneself.

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

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 Annex A
4
SSC Scheme of Studies

AKU-EB as a national board offers qualifications for both English medium and Urdu
medium schools. The revised SSC Scheme of Studies issued by the Curriculum Wing was
implemented from September 2007. Accordingly, each SSC subject will be taught across
both the classes IX and X. The first SSC-I part wise (Class IX) examination was held in May
2008 and SSC-II (Class X) in 2009. The Science group and Humanities group subjects are
offered at SSC level. The marks allocated to subjects in the revised National Scheme of
Studies of September 2007 have been followed.

SSC I and II (Class IX and X) subjects on offer for examination

SSC Part-I (Class IX) Science Group

Marks
Subjects
Theory Practical Total
English 75 - 75
Urdu OR History and Geography of Pakistan a 75 - 75
OR Urdu-I b
Islamiyat OR Ethics c 50 - 50
Pakistan Studies 50 50
Mathematics 75 - 75
Physics 65 10 75
Chemistry 65 10 75
Biology OR Computer Science 65 10 75
Total: 520 30 550

SSC Part-II (Class X) Science Group

Marks
Subjects
Theory Practical Total
English 75 - 75
Urdu OR History and Geography of Pakistan a 75 - 75
OR Sindhi Aasan b
Islamiyat OR Ethics c 50 50
Pakistan Studies 50 - 50
Mathematics 75 - 75
Physics 65 10 75
Chemistry 65 10 75
Biology OR Computer Science 65 10 75
Total: 520 30 550
a. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory,
subject to 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.

4
Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC
(Classes IX-XII). Islamabad: Ministry of Education, Curriculum Wing.

34
SSC Part-I (Class IX) Humanities Group
Subjects Marks
English 75
Urdu OR History and Geography of Pakistan a OR Urdu-I b 75
Islamiyat OR Ethics c 50
Pakistan Studies 50
General Mathematics 75
Any three of the following Elective Subjects 225
1. Geography (75 each)
2. General Science
3. Computer Science (65+10 practical)
4. Economics
5. Civics
6. History of Pakistan
7. Sindhi Elective
8. Elements of Home Economics
9. Food and Nutrition (65+10 practical)
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature d
14. Commercial Geography d
Total: 550
SSC Part-II (Class X) Humanities Group
Subjects Marks
English 75
Urdu OR History and Geography of Pakistan a OR Sindhi Aasan b 75
Islamiyat OR Ethics c 50
Pakistan Studies 50
General Mathematics 75
Any three of the following Elective Subjects 225
1. Geography (75 each)
2. General Science
3. Computer Science (65+10 practical)
4. Economics
5. Civics
6. History of Pakistan
7. Sindhi Elective
8. Elements of Home Economics
9. Food and Nutrition (65+10 practical)
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature d
14. Commercial Geography d
Total: 550
a. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory,
subject to 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.
d. Subject will be offered as Additional Subject.

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 Annex B
Selected Qur’ānic Verses
Class IX (1 to 10)

Translation:

It is not righteousness that ye turn your faces towards East or West; but it is righteousness to
believe in Allah and the Last Day, and the Angels, and the Book, and The Messengers; to
spend of your substance, out of love for Him, for your kin, for orphans, for the needy, for the
wayfarer, for those who ask, and for the ransom of slaves; to be steadfast in prayer, and
practise regular charity, to fulfil the contracts which ye have made; and to be firm and patient,
in pain (or suffering) and adversity, and throughout all periods of panic, such are the people
of truth, the God - fearing.

Translation:

O mankind! reverence your Guardian-Lord, who created you from a single Person, created, of
like nature, his mate, and from them twain scattered (like seeds) countless men and women-
Fear Allah, through Whom ye demand your mutual (rights), and (reverence) the wombs (that
bore you): for Allah Ever watches over you.

Translation:

To orphans restore their property (when they reach their age), .nor substitute (your) worthless
things for (their) good ones; and devour not their substance (by mixing it up) with your own.
For this is indeed a great sin.

Translation:

If ye fear that, ye shall not be able to deal justly with the orphans, marry women of your
choice, two, or three, or four; but if ye fear that ye shall not be able to deal justly (with them),

36
then only one, or (a captive) that your right hands possess. That will be more suitable, to
prevent you from doing injustice.

Translation:

And give the women (on marriage) their dower as a free gift; but if they, of their own good
pleasure, remit any part of it to you, take it and enjoy it with right good cheer.

Translation:

To those weak of understanding make not over your property, which Allah hath made a
means of support for you, but feed and clothe them therewith, and speak to them words of
kindness and justice.

Translation:

Make trial of orphans until they reach the age of marriage; if then ye find sound judgment in
them, release their property to them; but consume it not wastefully, nor in haste against their
growing up. If the guardian is well – off, let him claim no remuneration, but if he is poor, let
him have for himself what is just and reasonable. When ye release their property to them,
take witnesses in their presence: but all-sufficient is Allah in taking account.

Translation:

From what is left by parents and those nearest related there is a share for men and a share for
women, whether the property be small or large – a determinate share.

Translation:

But if at the time of division other relatives, or orphans, or poor, are present, feed them out of
the (property), and speak to them Words of kindness and justice.

37
Translation:

Let those (disposing of an estate have the same fear in their minds as they would have for
their own if they had left a helpless family behind: let them fear Allah, and speak words of
appropriate (comfort).

38
 Annex C
Selected Ahādīth
Class IX (1 to 12)

39