This document provides the syllabus for the Secondary School Certificate (SSC) examination in Islamiyyat for classes IX and X administered by the Aga Khan University Examination Board (AKU-EB). It outlines the aims, rationale, topics, learning objectives, assessment scheme, recommended teaching approaches and materials for the subject. The syllabus is designed to align with the National Curriculum of Pakistan and reinforce its goals of improving education quality through improved classroom practices and examinations. It provides guidance for teachers and students on what content will be covered and how it will be assessed across the two year SSC program.

1. Secondary School Certificate
Examination Syllabus
ISLAMIYAT
CLASSES IX-X

2. Published by
Aga Khan University-Examination Board
Bungalow # 233/E.1,
Daudpota and Raja Ghazanfar Ali Khan Roads,
Behind Hotel Mehran, Off Sharae Faisal,
Karachi, Pakistan.
November 2004
Revised August 2008

3. Secondary School Certificate
Examination Syllabus
ISLAMIYAT
CLASSES IX-X

4. S. No. Table of Contents Page No.
Preface 5
1. Aims/Objectives of the National Curriculum (2002) 7
2. Rationale of the AKU-EB Examination Syllabuses 9
3. Topics and Specific Learning Objectives of the Examination Syllabus 12
4. Scheme of Assessment 24
5. Teaching-Learning Approaches and Classroom Activities 28
6. Recommended Texts, Reference Materials 28
7. Areas for Development of Learning Support Materials 29
8. Definition of Cognitive Levels and Command Words in the Specific 30
Learning Objectives and in Examination Papers
Annex A: SSC Scheme of Studies 32
Annex B: Text of twenty selected ahadith 34
For queries and feedback
Address: Director, AKU-Examination Board
Bungalow No. 233/E.I Lines, Daudpota and Raja Ghazanfar Ali Khan Roads
Behind Hotel Mehran, Off. Sharae Faisal, Karachi-Pakistan.
Phone: (92-21) 5224702-09
Fax: (92-21) 5224711
E-mail: examination.board@aku.edu
Website: www.aku.edu/akueb
4

5. 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 senior secondary school. Needless
to say this is not an exclusive offer. Private candidates and students joining AKU-EB affiliated
schools and college 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
Syllabus of the subject.
• It makes the National Syllabus freely available to the general public.
• The syllabus recommends a range of suitable textbooks already in print for student 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).
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6. 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 “civilized behaviour, 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 academics, teacher trainers, writers
of learning materials and above all, experienced teachers, in regular workshops and panel meetings.
AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools 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.
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
August 2008
6

9. 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) 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 IX and in Class X;
(d) at which cognitive level or levels (Knowledge, Understanding, Application and
other higher order skills) the topics and sub-topics will be taught and examined;
(e) which areas of the syllabus will require additional support materials and the resources
where such materials can be found.
2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such 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 Specific Learning Objectives (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

10. 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
the objective test items and constructed and extended response questions on a
rational basis from the subject syllabuses ensuring that the intentions of the National
Syllabus should be met in full. On the basis of the total number of SLOs falling
under each cognitive level and depending on the nature of the command words,
marks have been allocated to each topic or section of the syllabus content. The
allocation of marks to the Objective Test and Constructed Response Papers is also
derived from the SLOs, command words and cognitive levels. In effect the SLOs
derived from the National Syllabus determine the structure of the AKU-EB subject
examination set out in Section 4.
2.1.6 Some topics from the National Syllabuses 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-Quran,
Al-Hadith, Mozuaati Mutalia, which cover the basic beliefs, religious obligations,
biography (Sira) and prophetic model (Uswatun hasanah) of the Holy Prophet
(p.b.u.h.) and ethics. It derives its specific learning objectives from these content
areas.
2.2.3 The syllabus emphasizes on the meaning and understanding of the Quranic text of
the three chapters and the Hadith (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.
10

11. 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 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 2002 which was not implemented, AKU-EB has revised the scheme
of assessment according to part wise National SSC Scheme of Studies 2007. As
elaborated in the scheme of assessment, the AKU-EB SSC Islamiyat examinations
in both Classes IX and X will be confined to the contents of Islamiyat textbooks
published by provincial textbook boards and National Book Foundation.
11

12. 3. Topics and Specific Learning Objectives of the Examination Syllabus
Topics Specific Learning objectives Cognitive levels²
K U A
1. The Quran Candidates should be able to:
1.1 Introduction to the Holy 1.1.1 elaborate the significance of the Qur’an as a revealed book; *
Qur’an and its message 1.1.2 explain that it is the final message of Allah to mankind; *
(Ta‘aaruf-i-Qur’an) 1.1.3 illustrate with examples that the Qur’an is a book of guidance; *
1.1.4 state the process of writing of the Qur’an in the Prophets’ (p.b.u.h.) time; *
1.1.5 explain the Qur’anic concepts of Allah, man, society, universe and aakhirat *
and their interrelationships;
1.1.6 explain the importance of reflection on and enquiry of the universe as *
ordained by the Qur’an;
1.2 The beauty and excellence 1.2.1 explain the meaning of I’jaaz al-Qur’an; *
of the Qur’an. 1.2.2 give examples of the I’jaaz al-Qur’an; *
(Fadhaail-i-Qur’an) 1.2.3 state in what sense the Quran is considered as a miracle; *
1.3 Translation and Explanation 1.3.1 provide with historical contexts (Shan-i-nuzul) in which these suras were *
of: (tarjuma wa tashrih) revealed;
(a) Sura Al-Anfaal 1.3.2 express key messages of the three surahs; *
(b) Sura Al-Mumtahinah 1.3.3 explain the meaning of the selected ayats; *
(c) Sura As-Saff 1.3.4 demonstrate an understanding of the Islamic teachings and values *
articulated in these surahs such as tolerance, justice and patience, and
discuss their application in their life.
² K = Knowledge, U = Understanding, A= Application (for explanation see section 8: Definition of command words used in Specific Learning Objectives and in Examination
Questions).
³ The National Curriculum Document (2002) lists Surah As-Saff and not Al-Ahzaab as given in the textbooks.
12

13. NOTES
13

14. 2. Hadith (Sayings of the Prophet Candidates should be able to: K U A
(p.b.u.h.)
2.1 An Introduction to Hadith 2.1.1 explain the meaning of Sunnah and Hadith; *
(Ta‘aaruf) 2.1.2 name the compilers of Hadith and the famous collections of Hadith; *
(Kinds of Hadith, topics of 2.1.3 discuss the importance of Hadith as a fundamental source of Law and *
Hadith such as law and Ethics;
ethics) 2.1.4 state different kinds of hadith and give examples of some major topics; *
2.2 Significance of Hadith 2.2.1 explain the need and significance of the Hadith after the Prophet (p.b.u.h.); *
(ahmiyat) 2.2.2 explore and discuss lessons that can be learned from the Hadith in *
governing our social and moral lives;
2.2.3 discuss the ethical teachings of the Hadith literature; *
2.3 Teachings in Hadith (20 2.3.1 analyse the meaning and application of these topics in Muslim societies; *
selected Hadith as given in 2.3.2 explore meanings of the selected ahadith; *
the National Curriculum 2.3.3 discuss upon the interrelationship in these topics; *
document; see appendix 2) 2.3.4 discuss application of Hadith in individuals’ lives; *
(i) The importance of 2.3.5 explain the humanistic dimension of Hadith as expressed in these topics. *
knowledge (1 & 6)
(ii) Qualities of a Muslim
(2, 3, 8, 12)
(iii) Abstinence from social
evils (19 & 20)
(iv) Social values
(10, 12, 15)
(v) Observation of duties
(7, 9, 10, 15, 11, 13, 14)
(vi) Kindness (17 & 18)
(vii) Love for the Prophet
(p.b.u.h.) (4 & 5)
14

15. NOTES
15

16. 3. Mouzoati Mutalia Candidates should be able to: K U A
A. Imaniyat o ‘ibadaat (Faith,
Beliefs and Worship)
3.1 The concept of Tawheed 3.1.1 describe the meaning and importance of Tawheed; *
(The effects of Tawheed on 3.1.2 discuss Quranic reasoning about the presence and unity of Allah with *
human life; attributes of reference to Ayats;
Allah and His reverence) 3.1.3 illustrate and discuss its ethical and moral impact on an individuals’ life and *
(Aqida-i-Tawheed (sifaat-i-Bari on society;
Ta‘ala aur muhabbat-o-tazeem-i- 3.1.4 discuss the significance of attributes of Allah;
Ilahi)
*
3.1.5 state the beautiful names of Allah e.g. Al-Rahim, Al- Rahman, Al-Wadud; *
Al-Wahhab, Al-Quddus, As-Salaam, Al-Aziz;
3.1.6 discuss their relevance to social behaviour and individual character; *
3.1.7 suggest how Muslims can express their love and devotion to Allah through *
(a) Ibadaat (b) Love with human beings;
3.2 The concept of prophethood 3.2.1 discuss the importance of our understanding of the necessity of *
(necessity of prophethood, prophethood;
love for and obedience to 3.2.2 explain why Allah enjoined on Muslims to obey the Prophet (p.b.u.h); *
the Prophet (p.b.u.h.) 3.2.3 suggest how love for the Prophet (p.b.u.h) can be expressed; *
3.2.4 state the significance of love and reverence for the Holy Prophet (p.b.u.h); *
3.2.5 discuss the finality of prophethood and its significance; *
3.3 ‘Ibadaat: The significance 3.3.1 explain the importance of observing ‘Ibadaat; *
and benefits of ‘ibadaat 3.3.2 explain the benefits of regular observation of these obligations; *
(for individual and society 3.3.3 explain Quranic concept of ‘Ibadat’ as a relationship (of ‘abd and ma‘bud) * *
in the light of Arkaan-e- between Allah Almighty and man and discuss its significance in daily life;
Islam)
3.4 Virtues of charity and 3.4.1 analyse virtues of charity and discuss its social implications; *
prohibition of riba’ 3.4.2 state the kinds of Sadaqat; *
(Fadaail-i-sadaqat aur sud ki 3.4.3 explain the reasons and comment on necessity of prohibition of usury (Sud). * *
hurmat)
16

17. NOTES
17

18. B. The life of the Holy Prophet, Candidates should be able to: K U A
(p.b.u.h.) (Seerah) an inspiring
role model (Uswa-e hasanah).
3.5 Appointment of the Prophet 3.5.1 describe the circumstances and conditions in which Hazrat Muhammad *
(p.b.u.h) (Ba‘that-i-Rasul s.a.s.) (p.b.u.h.) was sent as a prophet by Allah;
3.5.2 explain how knowledge and understanding of the life and mission of the *
Holy Prophet (p.b.u.h) are beacon of life for Muslims;
3.5.3 suggest how Muslims can draw from the life of the Prophet (p.b.u.h) in *
addressing problems they face today;
3.6 Call to religion (beginning 3.6.1 describe how Prophet (p.b.u.h) call people to Islam; *
till migration Da‘ wat-o- 3.6.2 discuss the events and reasons that led the Prophet (p.b.u.h) and other *
tableegh; hijrat) Muslims to migrate to Madina;
3.6.3 discuss the significance of migration being obligatory; *
3.7 Madinian period 3.7.1 describe the process of formation of the Ummah in Madina; *
(mu’akhat, Ummah) 3.7.2 explain the importance of mu’akhat (brotherhood); *
3.7.3 state the major characteristics of the society created by the Prophet *
(p.b.u.h.) in Madina;
3.7.4 discuss the Quranic concept of ‘Jehad’, its need and principles; *
3.8 Love for and obedience to 3.8.1 explain how and why the obedience to the Prophet is regarded as *
the Prophet (p.b.u.h.) obedience to Allah by the Quran;
hubb-e-Rasul wa ita‘at-i-Rasul 3.8.2 discuss the ways in which Muslims can demonstrate obedience to and love *
s.a.s.) for the Prophet (p.b.u.h.);
3.9 Finality of the Prophet hood 3.9.1 explain the meaning and purpose of the teachings of the Prophet (p.b.u.h.); *
and perfection of the 3.9.2 discuss the finality of the Prophet (p.b.u.h) and perfection of religion; *
Religion 3.9.3 suggest how Muslims can seek inspiration from the life and teachings of the *
Holy Prophet (p.b.u.h.);
3.10 The virtues of the Prophet 3.10.1 state the virtues, personality and special features of the Prophet (p.b.u.h); *
(p.b.u.h.) (Shamail-i-Nabi)
18

19. NOTES
19

20. K U A
3.11 Manaqib-e-ahle-Bayt 3.11.1 explain the meaning of Ahl-e-bayt, Ashab-e-Kiram, Katibeen-e-wahy and *
Ashrae Musbashara;
3.12 Ashab-e-Kiram 3.12.1 describe common virtues of the companions of the Prophet (p.b.u.h.); *
3.13 Katibeen-e-wahy 3.13.1 describe the functions of Katibeen-e-wahy; *
3.14 Ashrae Mubashara 3.14.1 identify the names of Ashrae Musbashara and their qualities; *
C. Ethics (Akhlaq-o-Adaab)
3.15 The sources of Islamic Ethics and its 3.15.1 name the major sources of Islamic Ethics; *
significance 3.15.2 explain the major values in Muslim ethics in the light of the Quran; *
3.15.3 identify some important values from the Sirat-un-Nabi (s.a.s.); *
3.15.4 illustrate why Islam puts great emphasis on leading an ethical and moral *
life;
3.16 Some Ethical aspects 3.16.1 discuss the importance of tolerance in our society; *
1. Tolerance 3.16.2 analyse the importance of these values in the context of our society today; *
2. Generosity 3.16.3 outline the relevance of these values in individual and social lives; *
3. Honesty and truthfulness 3.16.4 discuss the importance of family life in Muslim society; *
4. Importance of family life 3.16.5 discuss why respect for human beings especially for women has been *
5. Respect for humanity (including emphasised in Muslim society;
respect for women) 3.16.6 identify the major responsibilities of individuals in relation to our society; *
6. Rights and responsibilities
7. Modesty and chastity
8. Purity and cleanliness
4. Muslim Cultures Candidates should be able to:
4.1 Introduction to Muslim cultures in the 4.1.1 define the word culture and explain its meaning; *
Middle East, Africa & Asia 4.1.2 identify common conceptual and functional features of Muslim culture in *
these societies;
4.1.3 state and analyse unity and causes of diversity in Muslim cultures; *
20

21. NOTES
21

22. K U A
4.2 The development of Muslim 4.2.1 analyse the impact of the Quran on the development of Muslim scholarship; *
scholarship 4.2.2 state the major branches of knowledge that emerged through the study of *
the Quran and Hadith and other branches of learning;
4.2.3 name prominent Muslim scholars on Quranic exegeses (tafseer); history, *
literature and sciences;
4.3 Characteristics of Muslim architecture 4.3.1 identify the salient features of Muslim architecture and calligraphy; *
and calligraphy 4.3.2 present a brief survey of developments in Muslim architecture, fine arts *
and literature in the subcontinent;
4.3.3 identify Pakistani artists especially those famous for paintings and *
calligraphy;
4.4 Role of the Muslims in promoting 4.4.1 state the role of Muslims in promoting knowledge and sciences; *
sciences 4.4.2 discuss the significance of Muslim contributions to the various branches of *
science;
4.5 Muslims today 4.5.1 identify, explain and discuss current issues faced by Muslims today such as * * *
issues of identity, governance, education, bio-ethics, tolerance, gender, etc;
4.5.2 suggest how Muslims can enliven their glorious past and seek and promote *
learning;
4.6 Role of citizens in national cohesion 4.6.1 discuss the role of individuals in creating national integration in Pakistan; *
and integration 4.6.2 suggest how students can play their role in the development of Pakistani *
society.
22

23. NOTES
23

24. 4. Scheme of Assessment
Class IX
Table 1: Number of Specific Learning Objectives by Cognitive Level
SLOs
Topic No. of
Topics Total
No. Sub-Topics K U A
1. The Quran
Surah-e-Anfal (Complete)
as given in the Textbooks of 1 1 2 1 4
Islamyat Class IX and X,
Published by the Textbook
Boards and National Book
Foundation*
2. Al-Hadith
10 Hadith (1 to 10) as
given in the Textbooks of
Islamyat Class IX and X, 10 1 4 4 9
Published by the Textbook
Boards and National Book
Foundation*
3. Mozoati Mutalia
of Four Topics (1 to 4) as
given in the Textbooks of 4 5 11 11 27
Islamyat Class IX and X,
Published by the Textbook
Boards and National Book
Foundation*
4. Muslim Culture
Topics 4.2 and 4.5 as in 2 3 2 3 8
AKU-EB Islamiyat syllabus
Total: 17 10 19 19 48
Percentage 21 40 39
Note: *Table 1 summarises the SLOs related to topies covered in the Islamiyat textbooks.
24

25. Table 2: Allocation of Marks for the Objective Test,
Constructed Response Paper and Extended Response Question
Marks
Topic No. of Constructed
Topics
No. Sub-Topics Objective Response ERQ Total
Test Paper
1. The Quran
Surah-e-Anfal (complete) as
given in the Textbooks of 1 6 7 - 13
Islamyat Class IX and X,
Published by the Textbook
Boards and National Book
Foundation*
2. Al-Hadith
10 Hadith (1 to 10) as
given in the Textbooks of
Islamyat Class IX and X, 10 6 6 - 12
Published by the Textbook
Boards and National Book
Foundation*
3. Mozoati Mutalia
of Four Topics (1 to 4) as
given in the Textbooks of 6 6 8 20
Islamyat Class IX and X, 4
Published by the Textbook
Boards and National Book
Foundation*
4. Muslim Culture
Topics 4.2,and 4.5 as in 2 2 3 - 5
AKU-EB Islamiyat syllabus
Total: 17 20 22 8 50
25

26. Class X
Table 3: Number of Specific Learning Objectives by Cognitive Level
SLOs
Topic No. of
Topics Total
No. Sub-Topics K U A
1. The Quran
Surah-e-Ahzab (Complete)
and Surah-e-Mumtahina
(Complete) as given in the 1 1 2 1 4
Textbooks of Islamiyat
Class IX and X,Published
by the Textbook Boards and
National Book Foundation*
2. Al-Hadith
10 Hadith (11 to 20) as
given in the Textbooks of
Islamiyat Class IX and X, 10 1 4 4 9
Published by the Textbook
Boards and National Book
Foundation*
3. Mouzoati Mutalia
of Four Topics (5 to 8) as
given in the Textbooks of 4 6 12 6 24
Islamiyat Class IX and X,
Published by the Textbook
Boards and National Book
Foundation*
4. Muslim Culture
Topics 4.6 as in AKU-EB 2 - 1 1 2
Islamiyat syllabus
Total: 17 8 19 12 39
Percentage 20 49 31
Note: * Table 3 summarises the SLOs related to topies covered in the Islamiyat textbooks.
26

27. Class X
Table 4: Allocation of Marks for the Objective Test,
Constructed Response Paper and Extended Response Question
Marks
Topic No. of Constructed
Topics
No. Sub-Topics Objective Response ERQ Total
Test Paper
1. The Quran
Surah-e-Ahzab (Complete)
and Surah-e-Mumtahina 2 6 7 - 13
(Complete) as given in the
Textbooks of Islamiyat
Class IX and X, Published
by the Textbook Boards and
National Book Foundation*
2. Al-Hadith
10 Hadith (11 to 20) as
given in the Textbooks of
Islamyat Class IX and X, 10 6 6 - 12
Published by the Textbook
Boards and National Book
Foundation*
3. Mozoati Mutalia
of Four Topics (5 to 8) as
given in the Textbooks of
Islamyat Class IX and X, 4 6 6 8 20
Published by the Textbook
Boards and National Book
Foundation*
4. Muslim Culture
Topics 4.6 as in AKU-EB 1 2 3 - 5
Islamiyat syllabus
Total: 8 20 22 8 50
4.1 The SSC Islamiyat examination will be part wise in both classes IX and X, which will be
confined to the contents of the textbooks published by the Textbook Boards and National
Book Foundation. Since the AKU-EB SSC Islamiyat examination syllabus is based on the
National Curriculum 2002 which was not implemented, AKU-EB has developed revised
tables 1, 2 and 3, 4 for classes IX and X.
4.2 Tables 1 and 3 summarize the nature of the SLOs in each topic. This will serve as a guide
in the construction of the examination paper. 20% of the SLOs at Knowledge level,
44% at Understanding level and 36% at Application Level indicate the need for 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.
27

28. 4.3 Tables 2 and 4 show the distribution of marks for each topic. There will be 20 items for
the Objective Test carrying one mark each whereas in the Constructed Response Paper
the total weighting is 30 marks including at least one question from each chapter and one
ERQ from chapter 3 for each class IX and X.
4.4 In each year the question paper will be in two parts. Part I will be a separately timed
Objective Test of 35 minutes, administered before the Constructed Response Paper
(paper II).
4.5 There will be 5 questions in Paper II including one ERQ question. In the constructed
response questions there will be no choice of questions, but alternative tasks within a topic
may be set. There will however, be a choice in extended response questions (ERQ).
4.6 All constructed response questions will be in a booklet which will also serve as an answer
script.
5. Teaching-Learning Approaches and Classroom Activities
5.1 The methodological approaches should lay emphasis on meaning, understanding, reflection,
analysis and inquiry and encourage application of learning in individual and social life.
5.2 Teaching and learning should be based on activity and student centered approaches.
Activities such as group work, discussions, qirat competitions, project work, field visits
and presentations should be focused. Students may be encouraged 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 54 “teaching material should not contain any thing
controversial”. As assessent is an extension of teaching and learning, the examination
will be confined to the contents of the provincial textbook.
6. Recommended Texts and Reference Materials
Textbook: Any one of the following, depending on School location and choice.
1. Punjab Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Lahore.
2. Sindh Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Jamshoro.
3. NWFP Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Peshawar.
4. Baluchistan Textbook Board. (2007). Islamiyat Textbook for Classes IX & IX. Quetta.
5. National Book Foundation. (2007). Islamiyat Textbook for Classes IX & IX. Islamabad.
4Ministry of Education (Curriculum Wing, March 2002) National Curriculum Islamiyat for
Classes IX & X, Government of Pakistan, Islamabad. Page 7.
28

29. For students who wish to attempt this paper in English: Mohammad, F. N. (2002).
Islamiyat for Students of Classes IX and X. Lahore: Feroz Sons Publications.
Reference Books
1. Thomas, D. R. & Mustafa, D. (2004). Islamiyat. Karachi: Oxford University Press.
2. Saleh, S. (1986). Ulum-al-Quran, (4th ed.) translated into Urdu by Ghulam Ahmed
Hariri. Faisalabad: Malik Sons Nahsiran Wa Tajiran Kutub.
3. Saleh, S. (1981) (3rd ed.) Ulum-al-Hadith, translated into Urdu by Ghulam Ahmed
Hariri. Faisalabad: Malik Sons Nashiran Wa Tajiran Kutub.
4. Hasnain, S. A. (1971) Ilmul Hadith, Pir Muhammad Ibrahim Trust, Karachi.
5. Grube, E. J., Dickie, J. and others. (1995). Architecture of the Islamic World. London:
Thames and Hudson Ltd.
6. Ahmed, A. A. (1997). Islamic Culture in Subcontinent, translation into Urdu by Dr.
Jamil Jalibi. Lahore: Idara-e-Thaqafat-e-Islamia.
Additional Reference Books
1. Hasnain, S. A. Muqadma Tafseer-e-Quran, Lahore: Al Raza Publications,
2. Haider, B. (1981) Muslim Contribution to Civilization, Lahore: Kazi Publications.
3. Huda, A. (1973). Musalmano ke Ilmi aur thaqafati karnamain. Karachi: Qamar Kitab
Ghar, Urdu Bazar, Karachi.
4. Zia-ud-Din, M. (1784). Moslem Calligraphy. New Delhi: Kitab Bhavan Kalam
Mahal. Darya Ganj and Lahore: Al-Biruni.
5. Ahmed, A. (1997). Barr-e-Saqhir main Islamic Culture translation into Urdu by Dr.
Tamil Jalibi. Lahore: Idara-e-saqa fat-e-Islamia.
6. Akram, S. (2001). Pakistan ka Saqftati Wursa, translation into Urdu by Iftikhar Ahmed
Sherwani, Lahore: Idara-e-saqfat-e-Islamia.
7. Mubarizuddin, S. (1952). Islami Fun-e-tamir. Delhi: Maktaba Jamia Ltd. And Karachi:
Iqbal Kitab ghar.
8. Akram, S. (2001). Pakistan ka Thaqafati-Wurtha, Lahore: Idara-e-Thaqafat-e-Islamia.
Azad, M. (1995). Rasool-e-Rahmat. Lahore: Sheikh Ghulam Ali and Sons.
7. Areas for Development of Learning Support Materials
Introduction to the Quran: compilation, ‘Ijaz al Quran, translation and explanation of Sura
al-Saff; Muslim culture; kinds of hadith, compilers and collections of hadith, beautiful
names of Allah; virtues of charity and prohibition of riba’ muwakaht, perfection of religion,
manaqib-e- ahl e Bayt, ashabe karam, katibeen-e-wahy, Ashra-e-Mubashshara; shamail-e
Nabi) the virtues of the Prophet (p.b.u.h.), tolerance, generosity.
29

30. 8. Definition of Cognitive Levels and Command Words in the Specific Learning Objectives
and in Examination Papers
8.1 Definition of Cognitive Levels (Knowledge, Understanding and Application)
Knowledge:
This requires knowing and remembering facts and figures, vocabulary and contexts, 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,
analyse, show relationship, propose an alternative, prioritize, give reasons for, categorize,
illustrate, corroborate, compare and contrast, create, design, formulate, integrate, rearrange,
reconstruct/recreate, reorganize, predict consequences etc.
8.2 Definition of Command Words:
Analyse: Go beyond using the information for relating different characteristics
of the components in given material and for drawing conclusions on
the basis of common characteristics.
Comment: Give an opinion with specific reasons on any given topic or point.
Define (the Only a formal statement of equivalent paraphrase is required. No
term or terms): examples need to be given.
Demonstrate: Show or prove by evidence and/or by argument.
Describe: Attempt to capture the distinguishing features of a scene, object or
event. The connotation as well as the denotation of words will usually
be important and these connotative meanings should be consistent with
each other. Describe is usually an invitation to use figurative language.
30

31. 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.
Elaborate Provide relevant details to clarify or enrich given statements or
definitions, with examples.
Explain: Give a clear and detailed account of related information with reasons
or justification.
Explore: Seek and be able to survey in-depth meanings from different sources.
Express: Put forward one’s views in a logical and lucid way considering all
aspects of the matter under discussion.
Give examples: Name 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.
Name: Mention the commonly used word for an object.
Outline: Show ability to give a gist of the whole concisely.
Present: Means to express in a logical and convincing way in support of ideas
and content areas.
Provide: Present the required information within given context.
State: Give a brief and factual answer with no explanation.
Suggest: Apply knowledge in a given situation to advance a reasoned opinion
or prediction.
31

32. SSC Scheme of Studies5 Annex A
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 in September 2007
is designed for two years. Accordingly, each SSC subject will be taught across both the classes IX
and X. The first SSC-I part wise (Class IX) examination will be held in May 2008 and SSC-II
(Class X) in 2009. The Science group and the most popular Humanities group subjects are offered.
The marks allocated to subjects in the revised National Scheme of Studies of September 2007 have
been followed.
SSC I and II (Class IX and X) subjects on offer for examination in 2008-2009
SSC Part-I (Class IX) Science Group
Marks Number of Periods
Subjects
Theory Practical Total (per week)
English 75 - 75 5
Urdu OR 75 - 75 5
History and Geography
of Pakistan a OR Urdu-I b
Islamiyat OR Ethics c 50 - 50 2
Pakistan Studies 50 - 50 2
Mathematics 75 - 75 6
Physics 65 10 75 6
Chemistry 65 10 75 6
Biology OR 65 10 75 6
Computer Science
Total: 520 30 550 38
SSC Part-II (Class X) Science Group
Marks Number of Periods
Subjects
Theory Practical Total (per week)
English 75 - 75 5
Urdu OR 75 - 75 5
History and Geography
of Pakistan a OR
Sindhi Aasan a
Islamiyat OR Ethics b 50 - 50 2
Pakistan Studies 50 - 50 2
Mathematics 75 - 75 6
Physics 65 10 75 6
Chemistry 65 10 75 6
Biology OR 65 10 75 6
Computer Science
Total: 520 30 550 38
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.
³Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC (Classes IX-XII),
Islamabad: Ministry of Education,Curriculum Wing.
32

33. SSC Part-I (Class IX) Humanities Group
Subjects Marks Number of Periods
(per week)
English 75 5
Urdu OR 75 5
History and Geography of Pakistan a OR
Urdu-I b
Islamiyat OR Ethics c 50 2
Pakistan Studies 50 2
General Mathematics 75 6
Any three of the following Elective Subjects 225 18
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
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature d
14. Commercial Geography d
Total: 550 38
SSC Part-II (Class X) Humanities Group
Subjects Marks Number of Periods
(per week)
English 75 5
Urdu OR 75 5
History and Geography of Pakistan a OR
Sindhi Aasan b
Islamiyat OR Ethics c 50 2
Pakistan Studies 50 2
General Mathematics 75 6
Any three of the following Elective Subjects 225 18
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
10. Art & Model Drawing
11. Business Studies
12. Environmental Studies
13. English Literature d
14. Commercial Geography d
Total: 550 38
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.
Note: For the effective learning students are expected to visit library for at least two periods in a week.
33

34. Text of twentyselected ahadith6 Annex B
6
Ministry of Education (Curriculum Wing), National Curriculum Islamiyat (1996) for Classes IX-X,
Government of Pakistan, Islamabad.
34