ࡱ> [ 0bjbj 8ΐΐcx&NN)))===8u==t"5=7=7=7=7=7=7=$*?At[=)[=p=&&&l)5=&5=&&74,':]=P69!==0=9@B@B(':':&@B)M:VD&8[=[=b%=@BN W: SCHEME OF STUDIES FOR HSSC (CLASSES XIXII) COMPULSORY FOR ALL (500 marks) 1. English (Compulsory)/ English (Advance) 2 papers 200 marks 2. Urdu (Compulsory)/ Urdu Salees In lieu of Urdu 2 papers 200 marks (Compulsory)/ Pakistan Culture for Foreign Students Part I and Pakistan Culture Paper-II 3. Islamic Education/Civics (for Non-Muslims) 1 paper 50 marks 4. Pakistan Studies 1 paper 50 marks SCIENCE GROUP (600 marks) The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks: (A) Pre-Medical Group: Physics, Chemistry, Biology (B) Pre-Engineering Group: Physics, Chemistry, Mathematics (C) Science General Group: 1. Physics, Mathematics, Statistics 2. Mathematics, Economics, Statistics 3. Economics, Mathematics, Computer Science 4. Physics, Mathematics, Computer Science 5. Mathematics, Statistics, Computer Science HUMANITIES GROUP (600 marks) Select three subjects of 200 marks each from the following: S. No.SubjectS. No.Subject1.Arabic/Persian/French/English (Elective)/Urdu (Elective)10. 11.Sindhi (Elective) Civics2.Economics12.Education3.Fine Arts13.Geography4.Philosophy14.Sociology5.Psychology15.Mathematics6.Statistics16.Computer Science7.History of Modern World/Islamic History/ History of Muslim India/ History of Pakistan17. 18.Islamic Culture Library Science8.Islamic Studies19.Outlines of Home Economics9.Health and Physical Education COMMERCE GROUP (600 marks) HSSC I 1. Principles of Accounting paper I 100 marks 2. Principles of Economics paper I 75 marks 3. Principles of Commerce paper I 75 marks 4. Business Mathematics paper I 50 marks HSSC II 1. Principles of Accounting paper II 100 marks 2. Commercial Geography paper II 75 marks 3. Computer Studies/Typing/Banking paper II 75 marks 4. Statistics paper II 50 marks MEDICAL TECHNOLOGY GROUP (600 marks each) 1. Medical Lab Technology Group 2. Dental Hygiene Technology Group 3. Operation Theater Technology Group 4 Medical Imaging Technology Group 5. Physiotherapy Technology Group 6. Ophthalmic Technology Group AIMS AND OBJECTIVES OF EDUCATION POLICY (1998 2010) AIMS Education is a powerful catalyzing agent which provides mental, physical, ideological and moral training to individuals, so as to enable them to have full consciousness of their mission, of their purpose in life and equip them to achieve that purpose. It is an instrument for the spiritual development as well as the material fulfillment of human beings. Within the context of Islamic perception, education is an instrument for developing the attitudes of individuals in accordance with the values of righteousness to help build a sound Islamic society. After independence in 1947 efforts were made to provide a definite direction to education in Pakistan. Quaid-i-Azam Muhammad Ali Jinnah laid down a set of aims that provided guidance to all educational endeavours in the country. This policy, too has sought inspiration and guidance from those directions and the Constitution of Islamic Republic of Pakistan. The policy cannot put it in a better way than the Quaids words: You know that the importance of Education and the right type of education cannot be overemphasized. Under foreign rule for over a century, sufficient attention has not been paid to the education of our people and if we are to make real, speedy and substantial progress, we must earnestly tackle this question and bring our people in consonance with our history and culture, having regard for the modern conditions and vast developments that have taken place all over the world. There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children, and the way in which we bring them up as future citizens of Pakistan. Education does not merely mean academic education. There is immediate and urgent need for giving scientific and technical education to our people in order to build up our future economic life and to see that our people take to science, commerce, trade and particularly well-planned industries. We should not forget that we have to compete with the world which is moving very fast towards growth and development. At the same time we have to build up the character of our future generation. We should try, by sound education, to instill into them the highest sense of honour, integrity, responsibility and selfless service to the nation. We have to see that they are fully qualified and equipped to play their part in various branches of national life in a manner which will do honour to Pakistan. These desires of the Quaid have been reflected in the Constitution of the Islamic Republic of Pakistan and relevant articles are: The state shall endeavour, in respect of the Muslims of Pakistan: to make the teachings of the Holy Quran and Islamiat compulsory and encourage and facilitate the learning of Arabic language to secure correct and exact printing and publishing of the Holy Quran; to promote unity amongst them and the observance of Islamic moral standards; Provide basic necessities of life, such as food, clothing, housing, education and medical relief for all such citizens irrespective of sex, caste, creed or race as are permanently or temporarily unable to earn their livelihood on account of infirmity, sickness or unemployment; Remove illiteracy and provide free and compulsory secondary education within minimum possible period. Enable the people of different areas, through education, training, agricultural and industrial development and other methods, to participate fully in all the forms of national activities including employment in the service of Pakistan; The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices among the citizens. Reduce disparity in the income and earnings of individuals, including persons in various classes of the service of Pakistan. Steps shall be taken to ensure full participation of women in all the spheres of national life. The vision is to transform Pakistani nation into an integrated, cohesive entity, that can compete and stand up to the challenges of the 21st Century. The Policy is formulated to realize the vision of educationally well-developed, politically united, economically prosperous, morally sound and spiritually elevated nation. OBJECTIVES To make the Quranic principles and Islamic practices as an integral part of curricula so that the message of the Holy Quran could be disseminated in the process of education as well as training. To educate and train the future generation of Pakistan as true practicing Muslims who would be able to usher in the 21st century and the next millennium with courage, confidence, wisdom and tolerance. To achieve universal primary education by using formal and informal techniques to provide second opportunity to school drop-outs by establishing basic education community schools all over the country. To meet the basic learning needs of a child in terms of learning tools and contents. To expand basic education qualitatively and quantitatively by providing the maximum opportunities to every child of free access to education. The imbalances and disparities in the system will be removed to enhance the access with the increased number of more middle and secondary schools. To ensure that all the boys and girls, desirous of entering secondary education, get their basic right through the availability of the schools. To lay emphasis on diversification of curricula so as to transform the system from supply-oriented to demand oriented. To attract the educated youth to world-of-work from various educational levels is one of the policy objectives so that they may become productive and useful citizens and contribute positively as members of the society. To make curriculum development a continuous process; and to make arrangements for developing a uniform system of education. To prepare the students for the world of work, as well as pursuit of professional and specialized higher education. To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher trainers and educational administrators. To upgrade the quality of pre-service teacher training programmes by introducing parallel programmes of longer duration at post-secondary and post-degree levels. To develop a viable framework for policy, planning and development of teacher education programmes, both in-service and pre-service. To develop opportunities for technical and vocational education in the country for producing trained manpower, commensurate with the needs of industry and economic development goals. To improve the quality of technical education so as to enhance the chances of employment of Technical and Vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system. To popularize information technology among students of all ages and prepare them for the next century. To emphasize different roles of computer as a learning tool in the classroom learning about computers and learning to think and work with computers and to employ information technology in planning and monitoring of educational programmes. To encourage private sector to take a percentage of poor students for free education. To institutionalize the process of monitoring and evaluation from the lowest to the highest levels. To identify indicators for different components of policy, in terms of quality and quantity and to adopt corrective measures during the process of implementation. To achieve excellence in different fields of higher education by introducing new disciplines/emerging sciences in the universities, and transform selected disciplines into centres of advanced studies, research and extension. To upgrade the quality of higher education by bringing teaching, learning and research process in line with international standards. AIMS AND OBJECTIVES OF PSYCHOLOGY SYLLABUS AIMS To enable the learner to analyze their personal, social, emotional and educational problems rationally, hence suggest their solutions. To make student realize that the discipline of psychology can help understand, their environment and society. To develop scientific ways of doing and thinking. To build relationship with their families and fellow citizens. To appreciate the role of Muslim scholars in developing different areas of psychology. OBJECTIVES To impart elementary knowledge of psychology as a scientific discipline. To relate psychology with the problems of Pakistani society To develop understanding of psychological research methods. To inculcate in students the habit of systematic and objective observation. To acquaint the students with Islamic concepts related to psychological problems. To highlight the contribution of Muslim Scholars in the discipline of psychology. OBJECTIVES, CONCEPTS, CONTENTS, ACTIVITIES AND EVALUATION OF PSYCHOLOGY SYLLABUS I. Introduction to Psychology ObjectivesConceptsContentsActivitiesEvaluationCognitive To understand the nature importance and limitation of Science in general and Psychology in Particular Affective To appreciate the subject Psychomotor 1. To discuss what psychology really does? 2. To identify different areas of psychology. 3. To analyze the role of different psychologist in Every day life.1. Introduction of psychology 2. Science of Behaviour 3. Areas of Modern Psychology1. Introduction Meaning and Definition of psychology as science of Behavior and mental processes 2. Goals of psychology 3. Clinical psychology 4. Experimental psychology 5. Educational Psychology 6. Environmental psychology 7. Criminal psychology 8. Business Psychology 1. To make models and charts 2. Question answers 3. Group discussion and seminars 4. Assignment Work 5. To administrate objective type tests.1. To evaluate assignments 2. To conduct questions / answers session after completing chapters for evaluation 3. Assignment work about the topic II. Methods of Research ObjectivesConceptsContentsActivitiesEvaluationCognitive To understand the main Psychological methods. Affective To appreciate the different steps involved in experiments. Psychomotor To select the appropriate method for collection of data for a given situation.1. Research 2. Methods of Research 3. Visage is Psychology1. Meaning and significance of research 2. Types of Research: i. Observation Method ii. Experimental Method iii. Survey Methods iv. Case study Method. Advantages 1. Observation in actual situation 2. Experimentation in laboratory situation 3. Conduct a survey in the classroom on any issue/ problem of daily life. 4. Question and answer1. Observing the attitude in the classroom 2. Essay 3. Assignment work about the topic III. Nervous System and Behaviour ObjectivesConceptsContentsActivitiesEvaluationCognitive To express how natural and biochemical activities in the body form a Basis for all other behaviours Affective To appreciate the role of spinal cord in Reflex action. Psychomotor To explain the different functions of spinal cord locate the main parts of the brain in a diagram1. Nervous system and Behaviour 2. The Nervous System1. Meaning & relationship with behaviour . 2. Neuron spinal cord 3. Structure and Function of main parts of Brain 4. Factors which disturb Nervous system 1. Charts And Models 2. Diagram And Labeling The Parts of the brain 3. Competition Of Drawing 4. Functioning Of Computers Vs Human Brain 5. Demonstration On The Black Board 6. Home Assignment1. Question answer session after completing chapters for evaluation. 2. Assignment work about the topic. 3. Assessing the attitude of students while demonstrating IV. Sensation and Perception ObjectivesConceptsContentsActivitiesEvaluationCognitive 1. To understand basic terminology used in the process of sensation. 2. To understand the incoming sensory data by perceptual organization. Affective To appreciate the role of Eye in perception of depth distance and movement Psychomotor To labelize the different parts of the eye and ears; locate different factors, which effect the attention of an individual.1. Sensation and perception 2. Basic concept and function of Eye. 3. Basic concept and function of Ear. 4. Precautionary measures in case of malfunctioning of Eye and Ear. 5. Attention 6. Perception organization (i) Types of perception (ii) Consistency of visual perception (iii) Illusion 1. Brief introduction of sensation 2. Anatomy of the Eye, what we see and how we see Factors influencing eye 3. Anatomy of Ear, and how we hear. i. Factors deforming the sensation & perception ii. Precautionary measure. Definitions Factors of Attention Fluctuation and Distraction of Attention Gestalt laws of perceptual organization. Depth & Distance. Movement. Monocular cues for depth perception Binocular Cues for depth perception. Definition. Kinds of Illusion. Effects on the human life. 1. Drawing and labeling of the parts of Eye and Ear. 2. Model of Eye and Ear. 3. Identification of differences as well as similarities b/w the functions of Eye and Camera. 4. Explanation of daily situation such as the perception of weights of two objects or the difference in two sounds.1. Question/ Answers session after completing chapters for evaluation 2. Assignment work about the topic 3. Essay 4. Objective type tests. 5. Restricted response tests. V. Learning and Remembering ObjectivesConceptsContentsActivitiesEvaluationCognitive 1. To understand the process of learning 2. To discuss the ways of learning. 3. To appreciate the concepts of classical and operant conditioning in every day life. Affective 1. To utilize perceiving and remembering process in classroom situation. Psychomotor 1. To analyze the methods of measurement of memory1. Learning and Remembering 2. Learned and unadorned Behaviour 3. Ways of learning 4. Memory Processes 5. Three stags Memory Model. 6. Measurement of Memory1. Definition of learning 2. Basic Principles of learning 3. Learning by Observing i. Conditioning ii. Classical iii. Operant 4. Definition of Memory i. Sensory, Memory ii. Short-term Memory iii. Long-term Memory 5. Measuring Memory i. Recognitions Method ii. Recall Method iii. Saving Method iv. Method of Rearrangement 6. Forgetting 1. Group discussion and seminars 2. Assignment 3. Simple experiment of learning 4. Experiment of Recall 5. Experiment of forgetting 6. Learning by computer.1. Question/ Answer session after completing chapters of evaluation 2. Assignment work about the topic VI. Motivational Behaviour ObjectivesConceptsContentsActivitiesEvaluationCognitive To understand major motives which motivate the person to work Affective To appreciate the role of social motive in governing the affective social life. Psychomotor 1. To differentiate between stimulates and motives which govern the behaviour of an individual. 2. To explain the major type of biological motives. Discuss the major types of psychological motives. 1. Motivational behaviour 2. Characteristics of motivation Instinct, Needs /Drives, Incentive, Balance or Equilibrium (Homeostasis) 3. Types of Motives1. Definition 2. How they direct our Behavior 3. Primary motives (unlearned/ Physiological) 4. Hunger, thirst, temperature, Sex, Maternal 5. Secondary motives (learned/ psychological) 6. Achievement Motive 7. Power Motive 8. Affiliation Motive 9. Aggression 10. How to cope with stress, and emotion 11. Elements affecting Motivation 1. Discussion on innate behaviour and learned behaviour 2. Charts and completion on any topic related to motivational behaviour 3. Speeches as motivation 4. Brain storming 5. Class test1. Question/ Answer session after completing chapters of evaluation 2. Assignment work about the topic 3. Assessing the capabilities while speeches & brain storming is in operation. VII. Personality ObjectivesConceptsContentsActivitiesEvaluationCognitive 1. To define personality Affective 1. To appreciate the process of personality development as given by different theorists. Psychomotor 1. To judge the types of the personalities by using different techniques of personality assessment 2. To construct a questionnaire for the measurement of personality types/traits.1. Personality 2. Definition of personality 3. Types & traits of personality 4. Personality theories 5. Personality assessment1. Definition. Ectomaphic, Endomorphic Geomorphic types i. Introvert, Extrovert & Amber ii. Freudian theory Tillmans Cognitive theory (c) Millar & Dullards Behavior theory 2. Introduction (contribution of Pakistani psychologist) 3. Objective types: i. Questionnaire, Interview ii. MMPI iii. Projective techniques vi. TAT, Ross checks Inkblot 4. How to groom 1. Development of a questionnaire. 2. Collection of data 3. Group discussion 4. Debates 5. Brain storming 6. Class tests 7. Speeches1. Question/ Answer session after completing chapters of evaluation 2. Assignment work about the topic 3. Assessing the behaviour of students while busy in activities. VIII. Emotional Behaviour ObjectivesConceptsContentsActivitiesEvaluationCognitive 1. To recognize state and unstable state Affective 1. To appreciate the common goal of the following emotions rage, fear, love and resentment Psychomotor 1. To compare the James-Jange theory with Canon. Bard theory 2. To explain the role of learning and environment on Emotional Behaviour.1. Emotional Behaviour 2. Introduction 3. Theories of Emotion 4. Environmental aspects of Emotion1. Meaning and definition 2. Psychology of Emotion 3. Tames-Jange theory (Feelings are physical) 4. Cannon bard theory (Feelings are cognitive) 5. Role of Learning and Environment in emotion 6. How to develop life skills 1. Identification of different emotion states in the classroom by the help of charts. 2. Quizzes 3. Group discussion 4. Brain storming 5. Role play 6. Stimulation1. Question/ Answer session after completing chapters of evaluation 2. Assignment work about the topic 3. Assessing the behaviour of students while busy in activities. IX. Higher Cognitive Process ObjectivesConceptsContentsActivitiesEvaluationCognitive 1. To understand the cognitive abilities and to learn from experiences to reason well and to cope effectively with the demands of daily living Affective 1. To appreciate the language development process Psychomotor To Identify the problems of daily life and to solve these problems. To analyze the language development process1. Higher cognitive process 2. Cognition 3. Cognitive components intelligence 4. Different Models of Intelligence 5. Measurement of Intelligence 6. Language and Problem solving 7. Problem solving strategies 8. What is language? 9. Describe the structure in Language. 10. Language Acquisition. 11. National integration 1. Meaning & definition of cognition 2. Intelligence, General or specific Abilities 3. Spearman Model Guilford Model 4. Stanford-Binate intelligence Scale, WAIS, WISE Army Alpha and Beta Intelligence 5. Definition & significances 6. Cognitive operations in problem solving undersigning & Organizing i. Discussion ii. Brain Storming iii. Cooperative Learning 7. Meaning of Language 8. Basic tools of communication. Elements of Language 9. Language Development Process 10. Ride & contribution 1. Use of problem solving techniques 2. Question answer 3. Brain storming on any problem 4. Class tests 5. Measurement of Intelligence by using WAIS WISC. 6. Use of Computer 7. Home assignments1. Question/ Answer session after completing chapter for evaluation 2. Assignment work about the topic 3. Assessing the attitude while doing creative exercises. PSYCHOLOGY PRACTICALS 1. Blind Spot 2. Muller-type-Illusion 3. Effect of Suggestion on Perception 4. After Image 5. Retroactive Inhibition 6. Problem solving 7. Measurement of Memory by Recall Methods 8. T.A.T. 9. Practical Journal & Viva Voce LIST OF APPARATUS 1. Blind Spot i. Perimeter ii. Paper & Pencil iii. Meter Rod: a. Chin Rest b. Perimeter Arm 2. Muller Lyora Illusion i. Muller Layer Cards ii. Paper & Pencil, Scale 3. Effect of Suggestion on Perception i. Asch Cards ii. Paper & Pencil iii. Meter Rod 4. After Image i. Bulb (200 Watts) ii. Projective Lantern iii. Slides of Basic Colors (Red, Green, Blue, Yellow) iv. Slide of Picture in Black & White v. Stop Watch vi. Paper & Pencil 5. Retroactive Inhibition i. Memory ii. Drum Metronome iii. Stop Watch iv. Paper & Pencil 6. Problem Solving Paper & Pencil, Meter Rod 7. Measurement of Memory by Recall Method i. List of NSS ii. Memory Drum iii. Stop Watch iv. Paper, Pencil & Meter Rod 8. Thematic Apperception Test (T.A.T) i. T.A.T. Murrays Cards (Two Pictures) ii. Stop Watch iii Paper, Pencil TEACHING STRATEGIES Methods of teaching: Lecture Discussion method Demonstration method Project method Activity method Questioning techniques Assignment techniques Computer assisted instruction Modular techniques Cooperative techniques Experimentation Observation Problem solving Role playing However, according to enrolment, resources and situation teacher may use any method of teaching or combination mentioned above or the combination of methods. Teacher belonging to far flung areas find it difficult to update their knowledge due to lack of facilities at that place. It is suggested that a continuous training programmer for teacher orientation be started on continuation basis every year. ASSESSMENT AND EVALUATION Assessment, appraisal, or evaluation is a means of determining how far the objectives of the curriculum have been realized. What really matters is the methodology employed for such determination. As is now recognized, performance on the basis of content-oriented tests alone does not provide an adequate measure of a students knowledge and ability to use information in a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques should be developed for evaluating the kind and content of teaching and learning that is taking place and for bringing about improvement in both. The following points, while developing the tests/questions may be kept in view: 1. Proper care should be taken to prepare the objective-type and constructed-response questions relating to knowledge, comprehension, application, analysis and synthesis, keeping in view the specific instructional objectives of the syllabus and the command words for the questions. 2. There should be at least two periodic/monthly tests in addition to routine class/tests. Teachers are expected to develop and employ assessment strategies which are dynamic in approach and diverse in design. When used in combination, they should properly accommodate every aspect of a students learning. 3. In addition to the final public examination, two internal examinations should be arranged during the academic year for each class. 4. Classroom examinations offer the best and most reliable evaluation of how well students have mastered certain information and achieved the course objectives. Teachers should adopt innovative teaching and assessment methodologies to prepare the students for the revised pattern of examination. The model papers, instructional objectives, definitions of cognitive levels and command words and other guidelines included in this book must be kept in view during teaching and designing the test items for internal examination. DEFINITION OF COGNITIVE LEVELS Knowledge: This requires knowing and remembering facts and figures, vocabulary and contexts, and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taught and evaluated through questions based on: who, when, where, what, list, define, describe, identify, label, tabulate, quote, name, state, etc. Understanding: This requires understanding information, grasping meaning, interpreting facts, comparing, contrasting, grouping, inferring causes/reasons, seeing patterns, organizing parts, making links, summarizing, solving, identifying motives, finding evidence, etc. It can be taught and evaluated through questions based on: why how, show, demonstrate, paraphrase, interpret, summarize, explain, prove, identify the main idea/theme, predict, compare, differentiate, discuss, chart the course/direction, report, solve, etc. Application: This requires using information or concepts in new situations, solving problems, organizing information and ideas, using old ideas to create new one and generalizing from given facts, analyzing relationships, relating knowledge from several areas, drawing conclusions, evaluating worth, etc. It can be taught and evaluated through questions based on: distinguish, analyze, show relationship, propose an alternative, prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast, create, design, formulate, integrate, rearrange, reconstruct/recreate, reorganize, predict consequences etc. DEFINITION OF COMMAND WORDS The purpose of command words given below is to direct the attention of the teachers as well as students to the specific tasks that students are expected to undertake in the course of their subject studies. Same command words will be used in the examination questions to assess the competence of the candidates through their responses. The definitions of command words have also been given to facilitate the teachers in planning their lessons and classroom assessments. Give an account of: Spell out a chronology and show in what ways the event or circumstance to be accounted for derives from or is dependent on earlier events. Analyse: Go beyond the given information to relate and/or differentiate aspects of a situation and draw conclusions on the basis of evidence information. Define: Provide a precise statement or meaning of words or terms to describe their nature, properties or essential qualities. Demonstrate: Show or prove by evidence and/or argument. Describe: Explain in words and/or diagrams (where necessary) to demonstrate knowledge of facts. Discuss: Express views in a logical and lucid way considering all aspects of a matter under discussion and draw conclusions. Explain: Give a clear and detailed account of related information with reasons or justification. Give Examples/Statements: Cite specific instances or cases to demonstrate the occurrence of an event or existence of a situation or phenomenon. Identify: Pick out, recognizing specified information from a given content, situation. Illustrate: Give clear examples to state, clarify or synthesize a point of view. Interpret: Clarify both the explicit meaning and the implications of given information. List/Name: Name item-by-item, usually in one or two words, precise information such as dates, characteristics, places, names. Locate: Determine the precise position or situation of an entity in a given context, e.g. in a map. Show: Indicate by writing, drawing or through graphs/charts. State: Give a brief and factual answer with no explanation. Suggest: Apply knowledge in a given situation to give a rational opinion. Trace the developments of: Mention, list, name information/facts in a sequence. RECOMMENDED REFERENCE BOOKS In contrast to the previous practice the examination will not be based on a single textbook, but will now be curriculum based to support the examination reforms. Therefore, the students and teachers are encouraged to widen their studies and teaching respectively to competitive textbooks and other available material. Following books are recommended for reference and supplementary reading: 1. Introduction to Psychology Written by: Clifford T Morgan Richard A King John R Weisd John Schopler Published by: National Book Foundation, Islamabad 2. Plotmic, Rod and Poole, Gray (1989) Introduction to Psychology New York: McGraw-Hill 3. 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