Islamiyat - Classes XI-XII - NC 2002 - Latest Revision June 2012

Higher Secondary School Certificate
Examination Syllabus
ISLAMIYAT
CLASSES XI-XII
(based on National Curriculum 2002)

Published by
Aga Khan University Examination Board
Bungalow # 233 / E. I Lines,
Daudpota Road, Karachi, Pakistan.
September 2008
Latest Revision June 2012
All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution
to all its affiliated schools.
Higher Secondary School Certificate
Examination Syllabus
ISLAMIYAT
CLASS XI-XII
This subject is examined in both

May and September Examination sessions
Sr. 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 Student Learning Outcomes of the Examination Syllabus 12
4. Scheme of Assessment 32
5. Teaching-Learning Approaches and Classroom Activities 34
6. Recommended Text and Reference Material 34
7. Definition of Cognitive Levels and Command Words 35
Annex A: HSSC Scheme of Studies 38
Annex B: Selected Ayat 43
Annex C: Selected Ahdth 44
For queries and feedback
Address: The Aga Khan University Examination Board

Bungalow No. 233/ E.I.Lines, Daudpota Road, Karachi-Pakistan.
Phone: (92-21) 35224702-10
Fax: (92-21) 35224711
E-mail: examination.board@aku.edu
Website: http://examinationboard.aku.edu
http://learningsupport.akueb.edu.pk
Facebook: www.facebook.com/akueb
Latest Revision June 2012 Page 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
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-EBs commitment to national educational goals.
It is in large part a reproduction, with some elaboration, of the Class XI and XII
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 Educations policy provisions for the
improvement of higher 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
national economic development (Preface to National Curriculum documents 2000 and
2002).
To achieve this end AKU-EB has brought together university academicians, 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 textbook 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 which have been implemented since September, 2008.
These documents are a major step forward towards a standards-related curriculum and have
been welcomed by AKU-EB. Our current HSSC syllabuses have been revised to ensure
conformity with the National Curriculum.
We stand committed to all students who have embarked upon the HSSC courses in
facilitating their learning outcomes. Our examination syllabus document ensures all possible
support.
Dr. Thomas Christie

Director,
Aga Khan University Examination Board
July 2009

1. Aims/Objectives of the National Curriculum (2002)1
1.1 General Objectives
1. To strengthen the belief of fundamental tenets of Islam in the minds and hearts
of students, and to explain the importance and benefits of faith in their
practical lives;
2. To promote feelings of love, grandeur and obedience for Allah;
3. To promote love and affection for the Holy Prophet (PBUH). To prepare
students intellectually and practically to obey the Holy Prophet (PBUH) and to
strengthen their belief in the finality of the Prophet (PBUH).
4. To strengthen belief in students hearts and minds that Islam is a perfect

religion. Provide them with spiritual and ethical training in the light of Islamic
teachings and prepare them to promote greatness of Islam, establishment of
peace and unity in the Muslim Ummah.
5. To make students aware of the greatness of the Holy Qurn and adth and to
create ability to read and understand the Holy Qurn.
6. To make students aware of the importance and benefits of the concept of

ibdat, and to help them attain Divine blessings, the prime objective of their
lives and encourage them to be regular in the practice of the pillars of Islam.
7. To create interest for the study of Seerat-e-Rasul (life of the Holy Prophet
(PBUH) and to seek guidance from it for their practical life.
8. To make students aware of the magnificent and glorious history of the

Muslims and their achievements in educational, spiritual, political and military
fields and to create a sense of restoration of dignity of the past and renaissance
of Islam.
9. To make students aware of the ideology of Pakistan; to create love for

Pakistan so that they may practically participate in the struggle for stability,
prosperity, national cohesion and peace in the homeland.
1
Government of Pakistan (2002), National Curriculum; Islamiyat Classes XI-XII, Islamabad, Ministry of
Education (Curriculum Wing).

1.2 Specific Objectives
On completion of this curriculum, the students should be able to:
1. show an awareness of the importance of faith and should uphold their faith
above all else.
2. express love and grandeur of Allah with a real sense of feeling through their
words and deeds;
3. consider the love and respect for the Holy Prophet as the quintessence of their
faith. They should take pride in following the Holy Prophet (PBUH) and
manifest the same through their words and deeds.
4. have belief in the perfection, universality and finality of Islam. They should
consider that as the last and final message of Allah, the Qurn endorses other
revealed books. With hope and ambition in their hearts that their faith is all-
powerful at the universal level they should begin intellectual and practical
struggle for the same.
5. read, translate and give a brief interpretation of some parts of the Qurn and
selected ahadith;
6. recognise that worship of Allah (ibadat) is their aim of life, attaining His
blessings is their prime objective and to be punctual in following the pillars of
Islam.
7. draw inspirations from the Seerat-e-Rasul (SAS) for the success and welfare in
this world and the Hereafter.
8. demonstrate an awareness of the glorious past of the Muslim Ummah, having

appropriate knowledge of their ancestors educational, spiritual and military
achievements.
9. study about good morals and attitudes and present themselves as a good model
by putting these into practice.

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. All subjects are to be taught and
examined in both classes XI and XII except Islamiyat and Pakistan Studies
which will be examined at the end of class XII only. It is therefore important
for teachers, students, parents and other stakeholders to know:
(a) that the AKU-EB Scheme of Studies for its HSSC examination
(Annex A) derives directly from the 2007 Ministry of Education
Scheme of Studies;
(b) how the marks for each subject will be allocated to different topics and
sub-topics across Objective Tests and Constructed Response Papers;
(c) which topics will be examined in Class XI and in Class XII;
(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;
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.

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 3 and 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 HSSC, 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 ( ) and learn to live
by the ethics of their faith in the light of the teachings of The Quran and
Sira of The Prophet () . 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-
Qurn, Al-Hadth, Mozuaati Mutalia, which cover the basic beliefs, religious
obligations, biography (Sira) and prophetic model (Uswatun hasanah) of
The Holy Prophet ( ) and ethics. It derives its student
learning outcomes from these content areas.
2.2.3 The syllabus emphasizes on the meaning and understanding of The Quranic
text of the three chapters and the Hadth (traditions) of The Holy Prophet
() , 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
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 todays 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 endeavors.
2.2.5 As the AKU-EB HSSC Islamiyat examination syllabus is based on the

National Curriculum 2002, AKU-EB has revised the Scheme of Assessment
according to National HSSC Scheme of Studies 2007. HSSC Islamiyat
examinations will be confined to the contents of Islamiyat textbooks published
by the provincial textbook boards and National Book Foundation.

3. Topics and Student Learning Outcomes of the Islamiyat Examination Syllabus
Classes XI and XII
Cognitive Levels2
Topics Student Learning Outcomes
K U A
1. Al-Qurn al-Karim Candidates should be able to:
1.1 Introduction 1.1.1 explain different literal meanings of the word Qurn; *
1.1.2 give the meaning of some famous names of the Qurn as *
mentioned in it;
1.1.3 state the division of the Qurn i.e Ayat, Ruku, Manzil, Surah; *
1.1.4 give an overview of the characteristics of Makki and Madani *
chapters of the Qurn;
1.1.5 explain what is meant by tartib e- tauqifi of the Qurn; *
1.1.6 discuss the attributes of the Qurn such as truth, guidance and *
remembrance (zikr)
1.1.7 give an overview of significance of the Qurn in comparison *
to other revealed books;
1.1.8 explain in the light of the Qurn and Hdth that the Qurn *
is a source of guidance for every aspect of life;
1.1.9 explain with the help of examples that how our morals can be *
improved by acting upon the Qurnic teachings;
1.1.10 explain with reference to the Qurnic verses and Hdth that *
recitation of the Qurn has a miraculous effect (tabdeel-e-
qalb);
1.1.11 explain the completion of din (religion) in the light of the *
Qurn;
1.1.12 comment on the eloquence of the Qurn that left indelible *
impact on the Arabs and Ajums;
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).

NOTES

K U A
1.2 Collection and Compilation of 1.2.1 explain the preservation of the Qurn with reference to its *
the Qurn verses;
1.2.2 narrate the ways in which the Qurn was preserved in the *
days of the Holy Prophet (;)
1.2.3 describe how the Qurn was collected and compiled during *
the period of rightly-guided caliphs (;)
1.2.4 give examples of different forms in which the Qurn can be *
preserved in the present time;
1.3 Translation and Explanation 1.3.1 give the meaning of the selected words; *
Selected verses (1-12) as given 1.3.2 discuss the application of these verses in your daily lives; *
in the textbooks of Islamiyat 1.3.3 discuss the topics covered in the selected verses; *
published by various Provincial 1.3.4 express the understanding of the teachings and values covered *
Textbook Boards and the in these verses;
National Book Foundation (See 1.3.5 discuss the application of these teachings and values in their *
appendix B) lives;
1.3.6 explain the main teachings of these selected verses. *

NOTES

K U A
2. Al-Hadth Candidates should be able to:
Introduction
2.1 Preservation , Compilation and 2.1.1 describe different forms (memorise, save through writing) of *
Religious Significance preservation of Hadth in the days of the Holy Prophet
(;)
2.1.2 name the famous books on Hadth and their compilers; *
2.1.3 explain the religious significance of Hadth in the light of the *
teachings of the Qurn;
2.1.4 explain the characteristics of the three periods of compilation *
of Hadth;
2.1.5 comment on the compilation (Tadwn) of Hadth; *
2.2 Selected Ahadth 2.2.1 give the meanings of the words in the selected Ahadth; *
Note: Hadth No. 1 to12 given 2.2.2 explain the main teachings of these Ahadth; *
in the textbooks of Islamiyat 2.2.3 discuss the mutual relationship of these Ahadth; *
published by various Provincial 2.2.4 analyze Islamic values derived from these Ahadth and explain *
Textbook Boards and the their importance with examples;
National Book Foundation (See 2.2.5 give examples of how the teachings of these Ahadth can be *
Appendix C) applied in our individual and collective lives.
3. Mauzti Mutalaa Candidates should be able to:
(a) Beliefs:
3.1 Tawhid: Introduction to 3.1.1 explain the concept of the word imn; *
and Existence of Allah and 3.1.2 give the meaning of aqeedah as a word and as a term; *
Arguments for the Unity of 3.1.3 state the fundamental beliefs of Islam; *
Allah in the Light of the 3.1.4 describe the meaning of tawhid as a word and as a term; *
Qurn and Hadth; Its Impact 3.1.5 explain the concept of existence of Allah with reference to the *
on Human beings Qurn and Hdth;

NOTES

K U A
3.1.6 explain that shirk is a great sin; *
3.1.7 discuss that the organization of the universe proves the *
existence of God;
3.1.8 give an overview of the impact of belief in the unity of God on *
human lives (purity of heart and mind, thoughts and beliefs)
and explain that it can bring practical changes;
3.2 Belief in Prophecy (Rislat): 3.2.1 describe the meaning of rasul as a word and as a term; *
Introduction: The Attributes 3.2.2 state the concept of Rislat; *
of Prophecy (Risalat), 3.2.3 explain these attributes (humanness, bestowed, *
Humanness (bashariyat) , immaculateness and revelation) of Rislat in the light of the
Bestowed (wahabah), Qurn;
Immaculateness (ismat) and 3.2.4 explain the basic responsibilities of a messenger [recitation of *
Revelation (wahi). The the verses, purification, teaching of the Book and wisdom
Characteristics of the Prophet (hikmah) and basharat o andaaz] as ordained by Allah;
Muhammad () : 3.2.5 give arguments in support of universality of the Prophecy of *
Comprehensiveness (jamiiyat), Hazrat Muhammad (;)
Universality (alamgiriyat) and 3.2.6 discuss with reference to the Qurn and Hdth that the holy *
Finality (Khatm e- nubuwwat) Prophet Muhammad ( ) is the final Prophet;
Requisites of the Belief in 3.2.7 explain with examples that the personality of the Holy Prophet *
Prophethood (Love, Obedience ( ) encompasses all excellence;
and following the Holy Prophet 3.2.8 explain the impact of obedience to the Holy Prophet *
() ( ) on a society;

NOTES

K U A
3.3 Belief in Angels: 3.3.1 explain the word Malaikah; *
Introduction to and 3.3.2 explain the importance of belief in angels; *
Responsibilities of the Four 3.3.3 name some great angels and state their responsibilities; *
Great Angels Jibrl (Gabrial), 3.3.4 explain how the angels implement the commandments of *
Mikl (Michael), Isrfl and Allah;
Izrl ()
3.4 Belief in the Hereafter: 3.4.1 give the literal meaning of the word akhirah; *
Introduction, Concept of 3.4.2 explain the term akhirah; *
Hereafter (the Day of Judgment 3.4.3 describe the difference between dunya and akhirah; *
Resurrection, Reward and 3.4.4 explicate the concept of akhira in the light of the Qurn *
Punishment). Arguments in and Hdth;
Favour of Hereafter and its 3.4.5 give examples of impact of belief in the Hereafter and how it *
Effects on human life can help in eradicating evils at individual and societal levels;
3.4.6 describe the occurrence of the day of judgment, accountability *
of deeds and reward and punishment;
3.5 Belief in the Revealed Books: 3.5.1 name the Revealed Books and list the names of the prophets *
Introduction on whom these books were revealed;
3.5.2 explain the importance of the Revealed Books in the light of *
the Qurn;
3.5.3 explain in which sense the Qurn testifies the past Revealed *
Books;
3.5.4 give an overview of some common ethical values of the past *
revealed books as mentioned in the Qurn;
3.5.5 describe the concept of ahl-e-kitaab and in the light of the *
life of the Holy Prophet ( ) give an overview of
the relationship to be kept with them;

NOTES

K U A
(b) Islamic Identity (in the Light
of the Pillars of Islam)
3.6 Namaz (Its Importance in the 3.6.1 explain the concept of ibdat and its objectives; *
Qurn and Hdth)
3.6.2 give the literal and terminological meaning of the word salt; *
3.6.3 explain the importance of performing Namaz through the *
Qurn and Hadith;
3.6.4 explain the importance of Namaz over other ibdts; *
3.6.5 explain with examples the physical and spiritual benefits of *
Namaz;
3.6.6 give an overview of the impact of congregational prayer on *
individual and collective life;
3.7 Roza (Fasting) : Introduction, 3.7.1 give meaning of saum as a word and as a term; *
its Importance according to the 3.7.2 elaborate the excellence of the month of Ramadan; *
Qurn and Hdth; The 3.7.3 elaborate the importance and excellence of the Night of *
Excellence of the Month of Power (Shab-i-Qad);
Ramadan and The Night of 3.7.4 discuss the importance and excellence of Roza in the light of *
Power (Shab-i-Qadr) the Qurn and Hdth;
3.7.5 state the aims and objectives and norms of Roza in the light of *
the Qurn and Hdth;
3.7.6 discuss the physical benefits of observing Roza; *
3.7.7 give examples of spiritual impact of Roza in our individual and *
collective lives;

NOTES

K U A
3.8 Zakt (alms): Introduction; its 3.8.1 give the meaning of Zakt as a word and as a term; *
Importance according to the 3.8.2 highlight the importance and excellence of Zaktas *
Qurn and Sunnah, its mentioned in the Qurn and Hadith;
Excellence; (Nisab) and its 3.8.3 explain the nisab and distribution of Zakt in the light of the *
Distribution Qurn and Hadith;
3.8.4 discuss the economic benefits of paying Zakt; *
3.8.5 suggest social benefits of paying Zakt; *
3.8.6 give an overview of impact of current system of paying Zakt *
in our country;
3.9 Hajj (Pilgrimage): Introduction, 3.9.1 give the meaning of Hajj as a word and as a term; *
its Importance and Excellence 3.9.2 give an overview of the historical background of Hajj in the *
as mentioned in the Qurn, light of the Qurn;
Performance of Rites 3.9.3 give arguments that Hajj is an all inclusive ibdat; *
(Manasik) of Hajj, the 3.9.4 explain in the light of the Qurn and Hadith that Hajj is an *
Ceremonial Visit to Madina-e- obligation;
Munawarah and Umarah 3.9.5 state the rites (manasik) of Hajj; *
3.9.6 explain the difference between the performance of Hajj and *
Umrah;
3.9.7 explain the importance of Musjid-e-Nabawi and visiting the *
Shrine of the Holy Prophet (;)
3.9.8 evaluate the impact of performing Hajj on our individual and *
collective lives;
3.10 Jihad 3.10.1 express their opinion about the meaning and concept of Jihad *
in the present age;
3.10.2 explain the types [jihad against nafs, jihad against shaitan, *
jihad through sword (defensive and strategical)] of jihad;
3.10.3 explain with examples that Jihad against nafs is a continuous *
effort;

NOTES

K U A
3.10.4 prove with reasons the need and importance of jihad through *
pen against illiteracy;
3.10.5 describe the significance of jihad while differentiating between *
jihad and war;
(c) The Excellent Example

(uswa-e-hasanah) of the
Life of the Holy Prophet
()
3.11 Prophet Muhammad 3.11.1 give the meaning of srah as a word and as a term; *
() 3.11.2 explain the importance of uswa-e-hasanah on human life in *
As the Mercy for all the light of the Qurn and Hadith;
Creatures (including 3.11.3 explain with examples how the Sirat-e-Nabawi can be acted *
children, women, upon in the present age;
servants/ slaves, 3.11.4 give examples of physical and spiritual benefits of practicing *
orphans, common the Sirat-e-Nabawi;
people and animals) 3.11.5 express their opinion as to how guidance can be sought from *
theSirat-e-Nabawi in solving the present-day economic,
social and other problems;
3.11.6 explain with reference to the Qurnic verse that Hazrat *
Muhammad ( ) is a mercy to all worlds;
3.11.7 narrate the events depicting the Holy Prophets mercy for the *
created beings;
3.11.8 discuss what role they can play as students for the *
development of the Ummah in the light of the excellent life of
the Holy Prophet (;)

NOTES

K U A
(d) Moral Values (in the Light of
Sira)
3.12 (i) Good Morals 3.12.1 state what is meant by moral values; *
3.12.2 explain the importance of moral values in Islam; *
3.12.3 state the literal and terminological meaning of these values *
(patience and tolerance, forget and forgive, justice, integrity,
fulfillment of promise, truth, respect for humanity, lawful
earning, sacrifice);
3.12.4 explain the Islamic teachings concerning these values; *
3.12.5 give examples of these moral values from the life of the Holy *
Prophet (;)
3.12.6 discuss the need, importance and impact of these values in the *
present time;
3.12.7 discuss what rewards can be obtained by practicing these *
values in our individual and collective lives;
(ii) Evils (Lying, 3.12.8 explain what is meant by evils; *
Backbiting, 3.12.9 discuss the demerits of practicing these evils at individual and *
Hypocrisy, social level;
Haughtiness,
Jealousy)
(iii) Islamic 3.12.10 state the literal meaning of Ukhuwwat; *
Brotherhood 3.12.11 describe what is meant by Islamic Brotherhood in the light of *
(Ukhuwwat) the Qurn and Sira;
3.12.12 discuss the need, benefits and consequences of Islamic *
brotherhood in the formation of Ummah;
3.12.13 discuss that the promotion of Islamic Ukhuwwat is a *
guarantee for the development of Muslims in the present age;
3.12.14 suggest how we can act upon the concept of Ukhuwwat-e- *
Islami in the present age;

NOTES

K U A
(iv) Rights of People 3.12.15 explain what is meant by Huquq al-ibd (rights of people); *
(Huquq al- 3.12.16 discuss why Islam has emphasized Huquq al-ibd ; *
ibd); parents, 3.12.17 explain with examples how a Muslim can take care of the *
Children, rights of other people through his morals and attitudes;
Spouse, 3.12.18 explain how Islam has taken care of womens rights; *
Relatives,
Neighbours,
Women,
Teachers and
Minority
3.12.19 explain the rights of minorities incumbent upon Muslims by *
keeping in view the life of the Holy Prophet
(;)
3.12.20 explain with examples how Huquq al-ibd can be practiced *
in the light of the Qurn and Hadith.
4. Muslim Cultures Candidate should be able to:
4.1 Calligraphy and Architecture 4.1.1 explain the importance of calligraphy in Muslim societies; *
4.1.2 highlight the contributions of Muslims in calligraphy and *
architecture (tombs, minarets, meena kari, designing, concrete
floors, fountains, bara dari, use of geometry, spiralled
buildings, verses and Ahadth and calligraphy);
4.1.3 give an overview of the characteristics of Muslim architecture *
(qasr, palaces, building castles and general residences);
4.1.4 highlight the contributions of Sadequain and Gulgee in the *
field of calligraphy.

NOTES

4. Scheme of Assessment
Classes XI and XII
Table 1: Number of Student Learning Outcomes by Cognitive Levels
Topic Topics No. of SLOs Total

No. Sub-Topics K U A
1. Al-Qurn al-Karim 3 4 12 6 22
2. Al-Hadth 2 2 4 4 10
3. Mauzti Mutalaa 12 17 52 22 91
4. Muslim Cultures 1 0 4 0 4
Total 18 23 72 32 127
Percentage 18 57 25 100
Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs),

Constructed Response Questions (CRQs) and
Extended Response Questions (ERQs)
Marks
Topic No. of Multiple Constructed Extended
Topics Total
No. Sub-Topics Choice Response Response
Questions Questions Questions
Al-Qurn
1. 3 5 6 0 11
al-Karim
2. Al-Hadth 2 4 6 0 10
3. Mauzti
Mutalaa 12 8 8 7 23
4. Muslim
1 3 3 0 6
Cultures
Total 18 20 23 7 50

Table 3: Paper Specifications
Topic Total
Topics Marks Distributions
No. Marks
1. Al-Qurn al-Karim MCQs 5 @ 1 Mark
11
CRQ 1 @ 6 Marks
2. Al-Hadth MCQs 4 @ 1 Mark
10
CRQ 1 @ 6 Marks
3. Mauzti Mutalaa MCQs 8 @ 1 Mark
CRQs 2 @ 4 Marks each
23
*ERQ 1 @ 7 Marks
Choose any ONE from TWO
4. Muslim Cultures
MCQs 3 @ 1 Mark
6
CRQ 1 @ 3 Marks
MCQs CRQs ERQs

Total 50
20 23 7
* Extended response question will require answer in more descriptive form.

Students will be writing the answer in a paragraph rather than a word or a
simple sentence.
4.1 The Islamiyat examination will be confined to the contents of the textbooks published
by the Textbook Boards and National Book Foundation. The AKU-EB HSSC
Islamiyat examination syllabus is based on the National Curriculum 2002.
4.2 The syllabus will be taught in both XI and XII whereas the examination will be
conducted in class XII only.
4.3 Table 1 summarises the nature of the SLOs in each topic. This will serve as a guide in
the construction of the examination paper. The percentage of the number of SLOs at
18% Knowledge level, 57% Understanding level and 25% Application level
respectively indicate the need for both teachers and learners to develop a deeper
understanding of topics including Muslim cultures and ethical values as to better meet
the challenges of the contemporary world.
4.4 Table 2 shows the distribution of marks whereas table 3 gives paper specifications
for each topic. There will be 20 items for the MCQ paper carrying one mark each
whereas the Constructed Response Paper carries 30 marks. There will be a choice in
extended response question.
4.5 The question paper will be in two parts. Part I will be a separately timed Multiple
Choice Questions of 30 minutes, administered before the Constructed Response
Paper (paper II). Part two will be of 1 hour and 30 minutes duration. The total
duration of the complete paper will be two hours.
4.6 All constructed and extended 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 encouraged to carry out
further exploration of the content and topics.
5.3 However, evaluation and testing is to be considered as an extension of learning of the

students.
6. Recommended Text and Reference Books
Recommended Books
Textbook:
Any ONE of the following depending on location and choice of the school
1. Provincial Textbook Boards Islamiyat Textbook for Classes XI & XII.

(Punjab, Sindh, Baluchistan and KPK).
2. National Book Foundation. Islamiyat Textbook for Classes XI & XII. Islamabad.
Reference Books
1. Habib-ur-Rehman & Saqib M. Khan. Islamiyat, Paramount Publishing
Enterprise.
2. Yasmeen Malik (2009), Islamic Beliefs and Practices. Army Publisher,
Islamabad.
3. Taqi Uthmani, Ulum al Qurn, Maktaba e- Dar al- Ulum Karachi.
4. Subhi Saleh. Ulum-ul-Hadth (English Translation). Lahore: Kashmir Book
Depot.
5. Shibli Nomani. Srat-un-Nab, volume 3 and 4 (English Translation). Karachi:
Dr-ul-Ishaat.
6. Rais Ahmed Jafri, Aimma-e-arbaa Sh. Ghulam Ali and Sons, Lahore
7. Mohsin Naqvi (2009) Maktab-e-Ahl e-Bayt meinUlum-e-Hadith ka irtiqa,
Maktaba e-Himayat al-Islam, Karachi.
8. Naima Suhaib (2009) Tarikhe-Islam ki azeem shakhsiyat, Kitab sara e-Bayt al-
Hikmat, Lahore.
9. Abul Hasan Ali Nadvi, Maghrabi dunya per Musalmano ke zawal ke athar,
Idara e-Islamiyat, Lahore.
10. Huda, A. (1973). Musalmano ke Ilmi aur thaqafati karnamain. Karachi: Qamar
Kitab Ghar, Urdu Bazar, Karachi.

11. Haider, B. (1981) Muslim Contribution to Civilization, Lahore: Kazi
Publications.
12. Sh. Mohammad Akraam (1955) The Cultural Heritage of Pakistan. Oxford
University Press.
13. Abdullah Yusuf Ali (1979), The Holy Quran, text, translation and
commentary. Sh. Muhammad Ashraf, Lahore Pakistan.
14. Abdul Majid Darayaabadi, Commentary on the Quran. Dar-al-Isha'at, Karachi.
15. Mubarizuddin, S. (1952). Islami Fun-e-tamir. Delhi: Maktaba Jamia Ltd. And
Karachi: Iqbal Kitab Ghar.
16. Zia-ud-Din, M. (1984). Moslem Calligraphy. New Delhi: Kitab Bhavan
Kalam Mahal. Darya Ganj and Lahore: Al-Biruni.
17. Ifthikar-ul-Haq. Islamiyat for O level. Karachi: Book Land.
18. Mahmud S.F. A Short History of Islam, OUP, Karachi.
19. Ahmed, A. A. (1997). Islamic Culture in Subcontinent, translation into Urdu
by Dr. Jamil Jalibi. Lahore: Idara-e-Thaqafat-e-Islamia, Lahore.
20. Azad, M. (1995). Rasool-e-Rahmat. Lahore: Sheikh Ghulam Ali and Sons.
7. Definition of Cognitive Levels and Command Words
7.1 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 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, 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.
7.2 Definition of Command Words:
Knowledge
Give the meaning Provide literal meaning of a word or a formal statement or

of: equivalent paraphrase is required.
Name: Mention the commonly used meanings of things objects,

people, books etc.
Narrate: To tell a story/incident by describing all the events in order.
State: Give a brief and factual answer with no explanation. Implies

a concise answer related to events, quantity or a fact about
something.
Understanding
Describe: Requires candidates to state in words the main points of
the topic. The connotation as well as the denotation of
words will usually be important and these connotative
meanings should be consistent with each other.
Give an overview: Put forward a survey of something that gives an overall

picture of an event, views etc. Means to express in a
logical and convincing way in support of ideas and content
areas.
Highlight: To bring to front, make evident, bring to light, with

emphasis.
Elaborate/Elucidate: Clarify or enrich given statements or definitions, by

providing relevant details or examples.
Explain/Explicate : Give a clear and detailed account of related information

with reasons or justification. It may imply some reference
to theory depending on the context.

Express: Put forward ones views in a logical and lucid way
considering all aspects of the matter under discussion.
Application
Analyze: Use information to relate different features of the components

of specified material, present arguments in an integrated way
so as to draw conclusions about common characteristics of a
component.
Comment: Give an opinion with specific reasons on any given topic or

point.
Discuss: Present views in a logical and lucid way considering all

aspects of a matter under discussion and draw convincing
conclusions on the points raised.
Evaluate: To judge or assess the worth or logic to determine the unique

conclusion.
Give examples/ Name specific instances or cases to demonstrate the

Exemplify: occurrence of an event or existence of a situation or
phenomenon.
Give arguments/ To provide evidence in support of or against an under

Prove: discussion matter and explain its reasons
Suggest: Apply knowledge in a given situation to give a rational

opinion.

Annex A
3
HSSC Scheme of Studies
AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu
medium schools. The revised HSSC Scheme of Studies issued by the Curriculum Wing was
implemented from September 2007. The marks allocated to subjects in the revised National
Scheme of Studies have been followed.
HSSC I-II (Classes XI-XII) subjects on offer for examination
HSSC Part-I (Class XI) Science Group (Pre-Medical)
Marks
Subjects Medium
Theory Practical Total
English Compulsory-I 100 - 100 English
Urdu Compulsory-I OR Urdu
100 - 100
Pakistan Culture-I a English
Physics-I 85 15 100 English
Chemistry-I 85 15 100 English
Biology-I 85 15 100 English
Total: 455 45 500
HSSC Part-II (Class XII) Science Group (Pre-Medical)
Marks
Subjects Medium
English Compulsory-II 100 - 100 English
Urdu Compulsory-II OR Urdu
100 - 100
Pakistan Culture-II a English
Islamiyat OR Ethics b 50 - 50 English / Urdu
Pakistan Studies 50 - 50 English / Urdu
Physics-II 85 15 100 English
Chemistry-II 85 15 100 English
Biology-II 85 15 100 English
Total: 555 45 600
a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Boards
approval.
b. For non-Muslim candidates in lieu of Islamiyat.
Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will
be conducted at the end of Class XII.
3
Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,
Curriculum Wing.

HSSC Part-I (Class XI) Science Group (Pre-Engineering)
Marks
Subjects Medium
Urdu Compulsory-I OR Urdu
100 - 100
Physics-I 85 15 100 English
Chemistry-I 85 15 100 English
Mathematics-I 100 - 100 English
Total: 470 30 500
HSSC Part-II (Class XII) Science Group (Pre-Engineering)

Marks
Subjects Medium
100 - 100
Physics-II 85 15 100 English
Chemistry-II 85 15 100 English
Mathematics II 100 - 100 English
Total: 570 30 600
approval.

HSSC Part-I (Class XI) Science Group (Science General)
Marks
Subjects Medium
Urdu Compulsory-I Urdu
100 - 100
Any one subject combinations of the following:
Physics-I 85 15 English
*Statistics-I 85 15 English
Economics-I 100 - English / Urdu
*Statistics-I 85 15 English
Economics-I 100 - English / Urdu
Computer Science-I 75 25 English
Physics-I 85 15 English
Mathematics-I 100 - English
*Statistics-I 85 15 300 English
Total: 500
HSSC Part-II (Class XII) Science Group (Science General)
Marks
Subjects Medium
100 - 100
Any one subject combinations of the following:
Physics-II 85 15 English
Mathematics-II 100 - 300 English
*Statistics-II 85 15 English
Economics-II 100 - English / Urdu
*Statistics-II 85 15 English
Economics-II 100 - English / Urdu
Computer Science-II 75 25 English
Physics-II 85 15 English
Mathematics-II 100 - English
*Statistics-II 85 15 300 English
Total: 600
approval.
*These subject is offered ONLY in the May examination.

HSSC Part-I (Class XI) Commerce Group
Marks
Subjects Medium
Urdu Compulsory-I OR 100 - 100 Urdu
Principles of Accounting-I 100 - 100 English
Principles of Economics 75 - 75 English
Principles of Commerce 75 - 75 English
Business Mathematics 50 - 50 English
Total: 500 - 500
HSSC Part-II (Class XII) Commerce Group

Marks
Subjects Medium
100 - 100
Principles of Accounting-II 100 - 100 English
Commercial Geography 75 75 English
*Computer Studies 60 15
OR OR 75 English
Banking 75 -
Business Statistics 50 - 50 English
Total: 600 600
approval.
*This subjects are offered ONLY in the May examination.

HSSC Part-I (Class XI) Humanities Group
Subjects Marks Medium
English Compulsory-I 100 English
Urdu Compulsory-I OR 100 Urdu
Any three of the following Elective Subjects 300
1. Civics-I (100 English / Urdu
2. Computer Science-I (75+25 practical) each) English
3. Economics-I English / Urdu
4. *Education-I English / Urdu
5. *Geography-I (85+15 practical) English / Urdu
6. *Islamic Studies-I English / Urdu
7. *Islamic History-I English / Urdu
8. Literature in English-I English
9. Mathematics-I English
10. *Psychology-I (85+15 practical) English / Urdu
11. *Statistics-I (85+15 practical) English
12. *Sociology-I English / Urdu
13. Urdu Literature-I Urdu
14. *Fine Arts-I English
Total: 500
HSSC Part-II (Class XII) Humanities Group
Subjects Marks Medium
English Compulsory-II 100 English
Urdu Compulsory-II OR 100 Urdu
Islamiyat OR Ethics b 50 English / Urdu
Pakistan Studies 50 English / Urdu
Any three of the following Elective Subjects 300
1. Civics-II (100 English / Urdu
2. Computer Science-II (75+25 practical) each) English
3. Economics-II English / Urdu
4. *Education-II English / Urdu
5. *Geography-II (85+15 practical) English / Urdu
6. *Islamic Studies-II English / Urdu
7. *Islamic History-II English / Urdu
8. Literature in English-II English
9. Mathematics-II English
10. *Psychology-II (85+15 practical) English / Urdu
11. *Statistics-II (85+15 practical) English
12. *Sociology-II English / Urdu
13. Urdu Literature-II Urdu
14. *Fine Arts-II English
Total: 600
approval.
*These subjects are offered ONLY in the May examination.

Annex B

Annex C

Islamiyat - Classes XI-XII - NC 2002 - Latest Revision June 2012

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Islamiyat - Classes XI-XII - NC 2002 - Latest Revision June 2012

Caricato da

Copyright:

Formati disponibili

Higher Secondary School Certificate

(based on National Curriculum 2002)

All rights reserved

This subject is examined in both

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

2. Rationale of the AKU-EB Examination Syllabuses 9

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

5. Teaching-Learning Approaches and Classroom Activities 34

6. Recommended Text and Reference Material 34

7. Definition of Cognitive Levels and Command Words 35

Annex A: HSSC Scheme of Studies 38

Annex B: Selected Ayat 43

Annex C: Selected Ahdth 44

For queries and feedback

Address: The Aga Khan University Examination Board

Latest Revision June 2012 Page 4

This examination syllabus exemplifies AKU-EBs commitment to national educational goals.

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

It identifies areas where teachers should work together to generate classroom

Latest Revision June 2012 Page 5

Dr. Thomas Christie

Latest Revision June 2012 Page 6

1.1 General Objectives

2. To promote feelings of love, grandeur and obedience for Allah;

4. To strengthen belief in students hearts and minds that Islam is a perfect

6. To make students aware of the importance and benefits of the concept of

8. To make students aware of the magnificent and glorious history of the

9. To make students aware of the ideology of Pakistan; to create love for

Latest Revision June 2012 Page 7

On completion of this curriculum, the students should be able to:

8. demonstrate an awareness of the glorious past of the Muslim Ummah, having

Latest Revision June 2012 Page 8

2.1 General Rationale

Latest Revision June 2012 Page 9

2.2 Specific Rationale of the AKU-EB Islamiyat Examination Syllabus

Latest Revision June 2012 Page 10

2.2.5 As the AKU-EB HSSC Islamiyat examination syllabus is based on the

Latest Revision June 2012 Page 11

Latest Revision June 2012 Page 12

Latest Revision June 2012 Page 13

Latest Revision June 2012 Page 14

Latest Revision June 2012 Page 15

3. Mauzti Mutalaa Candidates should be able to:

Latest Revision June 2012 Page 16

Latest Revision June 2012 Page 17

Latest Revision June 2012 Page 18

Latest Revision June 2012 Page 19

Latest Revision June 2012 Page 20

Latest Revision June 2012 Page 21

Latest Revision June 2012 Page 22

Latest Revision June 2012 Page 23

Latest Revision June 2012 Page 24

Latest Revision June 2012 Page 25

(c) The Excellent Example

Latest Revision June 2012 Page 26

Latest Revision June 2012 Page 27

Latest Revision June 2012 Page 28

Latest Revision June 2012 Page 29

4. Muslim Cultures Candidate should be able to:

Latest Revision June 2012 Page 30

Latest Revision June 2012 Page 31

Classes XI and XII

Table 1: Number of Student Learning Outcomes by Cognitive Levels