Geography
Geography
Geography
Examination
GEOGRAPHY
CLASSES XI-XII
June 2012
GEOGRAPHY
CLASSES XI-XII
Preface 5
4. Scheme of Assessment 72
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 Candidatess 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 Candidatess and students joining
AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to register as AKU-EB
Candidatess even though they have not hitherto been associated with AKU-EB.
• It is in large part a reproduction, with some elaboration, of the Class XI and XII National
Curriculum of the subject.
• 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 higher
secondary education (ibid. para. 6.3.4).
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 SSC 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.
2. To create an understanding of the key concepts, ideas, principles, nature and spirit
in relation to physical and human activities.
4. To inculcate in students the qualities of national character, love for country, and
sense of national unity, integrity and gratitude to Almighty Allah for having
exemplary physical and human resources.
1
Government of Pakistan (2006), National Curriculum; Geography Classes XI-XII, Islamabad, Ministry of
Education (Curriculum Wing)
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. 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) which topics will be examined in Class XI and in Class XII;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;
2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.
2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to
make them easier for teachers to follow. Blank sheets are provided in each
syllabus for writing notes on potential lesson plans. It is expected that this
arrangement will also be found helpful by teachers in developing classroom
assessments as well as by question setters preparing material for the AKU-EB
external examinations. The AKU-EB aims to enhance the quality of education
through improved classroom practices and improved examinations.
2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command
words such as list, describe, relate, explain, etc. The purpose of the command
words is to direct the attention of teachers and students to specific tasks that
candidates following the AKU-EB examination syllabuses are expected to
undertake in the course of their subject studies. The examination questions
will be framed using the same command words or the connotation of the
command words to elicit evidence of these competencies in candidates’
responses. The definitions of command words used in this syllabus are given
in Section 7. It is hoped that teachers will find these definitions useful in
planning their lessons and classroom assessments.
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.
2.2.1 Geography at the HSSC level lays emphasis on both theory and practical. The
present curriculum is developed to introduce the field of Geography and its
basic concepts in a simple but comprehensive manner so that a fresh student of
this discipline could also follow it without any difficulty as not all of them
come into HSSC after having studied Geography at SSC level.
2.2.2 Students will be required to apply their knowledge in practical activities like
measuring distance on the map, finding directions, identifying rocks, etc.
2.2.3 This course will develop a positive attitude towards Geography and to the
ground realities of life in a major river valley system at the junction of three
tectonic plates.
1.2 Maps and its major 1.2.1 describe map and its essentials; *
Components 1.2.2 explain different types of maps with the help of atlas namely: *
• topographic maps
• geo-logic maps
• bio-geographic maps
• environmental maps
• physiographic maps
1.2.3 explain the major features of globe reading with reference to imaginary *
lines of longitude, latitude, equator and tropics;
*
1.2.4 illustrate the ability to read a globe using grid system of latitude and P
longitude on the map;
*
1.2.5 demonstrate an ability to use topographic maps to find location and features P
of important monuments of Pakistan;
2
K = Knowledge, U = Understanding, A= Application (for explanation see Section 6: Definition of command words used in Student Learning Outcomes and in Examination
Questions).
*
P = Practical component of the syllabus
1.3 Scale and its 1.3.1 define scaling with reference to map reading *
Application on the 1.3.1 describe the scale and its different types; *
Maps 1.3.2 explain the methods of showing scale on a physical map; *
1.3.3 illustrate scale conversion; *P
1.3.4 illustrate the construction of plain scale; *P
1.3.5 explain how distance is measured between two allocated point on a map; *
1.3.6 illustrate the ability of using a scale for measuring distance on the map *P
between allocated points;
*
P = Practical component of the syllabus
2.1 Rock and Rock 2.1.1 list the major types of rocks namely: *
Formation • igneous rocks
• sedimentary rocks
• metamorphic rocks
2.1.2 describe the following types of rocks: *
• igneous rocks
• sedimentary rocks
• metamorphic rocks
*
2.1.3 identify the following types of rocks: P
• igneous rocks
• sedimentary rocks
• metamorphic rocks
2.1.4 list the processes that form the three types of rocks; *
2.1.5 explain the processes that form the three types of rocks *
2.1.6 describe what is meant by ‘cycle’; *
2.1.7 discuss the various uses of rocks; *
3.1 The Earth as Planet 3.1.1 demonstrate an understanding about the position of the earth within the *
solar system;
3.1.2 demonstrate an understanding about earth’s shape and size; *
3.1.3 discuss the internal structure of the earth; *
3.1.4 diagrammatically illustrate the various layers of the inner structure of the *
earth;
4.4 River Processes 4.4.1 explain the relationship between energy and rivers; *
4.4.2 define the term ‘wetted perimeter’; *
4.4.3 explain the concept of ‘wetted perimeter’; *
4.8 River Landforms 4.8.1 discuss various river landforms such as: *
• v-shaped valleys and interlocking spurs
• waterfalls and rapids
• meanders and ox-bow lakes
• floodplain and levees
• deltas
5.1 The Air Around Us 5.1.1 list four gases that make up our atmosphere and give their appropriate *
percentage of the total;
5.1.2 discuss the concept of atmospheric pressure; *
5.1.3 explain how a mercury barometer measures atmospheric pressure; *
5.2 Warming the 5.2.1 discuss what happens to the air temperature as the gas molecules that make *
Atmosphere up air move about more rapidly;
5.2.2 explain the concept of radiant energy; *
5.2.3 explain the green house effect and how it warms the atmosphere; *
5.3 Moving Air 5.3.1 differentiate between warm air and cold air; *
5.3.2 distinguish between the density of warm air and cold air; *
5.3.3 explain the process of blowing air; *
5.4 Moving Atmosphere 5.4.1 discuss the reasons due to which the equator is warmer than poles; *
5.4.2 explain the Coriolis effect. *
6.2 Physical Environment 6.2.1 explain human activity with reference to commercial aspect; *
and Human Activity 6.2.2 discuss the impact of physical environment on human activity such as: *
• farming
• mining
• fishing
• hunting
• gathering
• trading
6.3 Classification of 6.3.1 explain classification of human commercial activities (i.e. primary, *
Human Activity secondary, tertiary);
6.3.2 discuss the key features of primary commercial activities ; *
6.3.3 discuss the key features of secondary commercial activities ; *
6.3.4 discuss the key features of tertiary commercial activities ; *
6.3.5 analyse how physical environment impacts human commercial activities *
with some examples from the real world;
7.1 The Continents 7.1.1 discuss the position of land masses 250 million years ago- (Pangaea & *
Gondawana / Laurasia Lands)
7.1.2 explain the Continental Drift theory—formation of 7 continents *
7.1.3 locate seven continents on the world outline map. *
7.2 Asia 7.2.1 discuss the importance of Asia as a continent based on: *
• Location
• Size
7.2.2 discuss the geostrategic importance of islands lying off the coasts of Asia: *
• Japan
• Malaysia
• Maldives
• Gulf
• Indonesia;
7.2.3 illustrate an understanding about the physical distribution of Asia in the *
following categories:
• Tropical rainforest lands
• Temperate deserts and semi-deserts
• Northern coniferous forest lands
• Lands of the midnight sun
• Tropical monsoon lands
• Fold and fault mountain ranges
• Rivers;
*
P = Practical component of the syllabus
7.4 South America 7.4.1 describe the discovery and exploration of South America; *
7.4.2 discuss the physical features of South America based on: *
• Location
• Size
• The western fold mountain system of the Andes
• The eastern highlands and plateau of Guiana, brazil and Patagonia
• The central lowlands
• River systems
• Deserts;
7.4.3 explain the climatic factors that affect South America; *
7.4.4 explain the temperature and its impact on South America; *
7.4.5 discuss the rainfall pattern in South America; *
7.4.6 explain the natural vegetation of the South American continent focusing on: *
• Tropical Rainforests
• The llanos and Campos
• Subtropical Forests and Woodlands
• Temperate Grasslands
• Semi-Desert Vegetation
• West Cast Deserts
• Mediterranean Vegetation
• Cool Temperate Forests;
*
P = Practical component of the syllabus
*
P = Practical component of the syllabus
7.6 Europe 7.6.1 discuss the physical features of Europe based on: *
• Location
• Size
• Peninsula
• Islands
• Scandinavia
• The Great North European Plain
• The Uplands of Central Europe
• They Young Fold Alpine Mountain System
• The Russian Platform of Eastern Europe
• Rivers;
7.6.2 explain the climatic factors that affect Europe; *
7.6.3 explain the temperature and its impact on Europe; *
7.6.4 discuss the rainfall patterns of Europe; *
7.6.5 explain the natural vegetation of the European continent focusing on: *
• Tundra and Mountain Vegetation
• Coniferous Forests
• Deciduous and Mixed Forests
• Mediterranean Vegetation
• Steppe Vegetation;
*
P = Practical component of the syllabus
*
P = Practical component of the syllabus
7.8 Ocenia 7.8.1 illustrate an understanding about the regions that are a part of Oceania *
(Australia, New Zealand, Melanesia, Polynesia, and Micronesia);
7.8.2 describe archipelagos. *
8.1 Economic Geography 8.1.1 establish the economic importance of Pakistan with respect to its location; *
of Pakistan 8.1.2 discuss the population dynamics of Pakistan with reference to how they *
impact its economy;
8.1.3 list the major crops grown in Pakistan; *
8.1.4 explain the various types of agricultural practices of Pakistan; *
8.1.5 analyse the importance of the agricultural sector for an agrarian economy *
like Pakistan;
8.1.6 list the major mines and minerals of Pakistan; *
8.1.7 discuss the mines and mineral deposit of Pakistan; *
8.1.8 analyse the importance of the mines and minerals for Pakistan as a *
developing nation;
8.1.9 discuss the various power resources of Pakistan; *
8.1.10 identify the major industries of Pakistan; *
8.1.11 explain the industrial setup of Pakistan; *
8.1.12 analyse the importance of the industrial sector for a developing economy like *
Pakistan;
8.2 Economic Geography 8.2.1 establish the economic importance of China with respect to its location; *
of China 8.2.2 discuss the population dynamics of China with reference to how they impact *
its economy;
8.2.3 list the major crops grown in China; *
8.2.4 explain the various types of agricultural practices of China; *
8.2.5 analyse the importance of the agricultural sector for a country like China; *
8.2.6 list the major mines and minerals of China; *
8.2.7 discuss the mines and mineral deposit of China; *
8.2.8 analyse the importance of the mines and minerals for China as a developing *
nation;
8.2.9 discuss the various power resources of China; *
8.2.10 identify the major industries of China; *
8.2.11 explain the industrial setup of China; *
8.2.12 analyse the importance of the industrial sector for a developing economy like *
China;
8.2.13 list the primary exports and imports of China; *
8.2.14 discuss the importance of exports for a developing country like China; *
8.2.15 explain the reason for importing raw material by China; *
8.2.16 analyse China’s trade relation with Pakistan over the years. *
8.4 Economic Geography 8.4.1 establish the economic importance of the United States of America with *
of United States respect to its location;
8.4.2 discuss the population dynamics of the United States of America with *
reference to how they impact its economy;
8.4.3 list the major crops grown in the United States of America; *
8.4.4 explain the various types of agricultural practices of the United States of *
America;
8.4.5 analyse the importance of the agricultural sector for a country like the United *
States of America;
8.4.6 list the major mines and minerals of the United States of America; *
8.4.7 discuss the mines and mineral deposit of the United States of America; *
8.4.8 analyse the importance of the mines and minerals for the United States of *
America as a developed nation;
8.4.9 discuss the various power resources of the United States of America; *
8.4.10 identify the major industries of the United States of America; *
8.4.11 explain the industrial setup of the United States of America; *
8.4.12 analyse the importance of the industrial sector for a developed economy like *
the United States of America;
8.5 Economic Geography 8.5.1 establish the economic importance of Iran with respect to its location; *
of Iran 8.5.2 discuss the population dynamics of Iran with reference to how they impact *
its economy;
8.5.3 list the major mines and minerals of Iran; *
8.5.4 discuss the mines and mineral deposit of Iran; *
8.5.5 analyse the importance of the mines and minerals deposited in Iran for Iran *
itself and the world ;
8.5.6 discuss the industrial setup of Iran; *
8.5.7 discuss the economic ties that exist between Iran and Pakistan. *
8.6 Economic Geography 8.6.1 establish the economic importance of India with respect to its location; *
of India 8.6.2 discuss the population dynamics of India with reference to how they impact *
its economy;
8.6.3 list the major crops grown in India; *
8.6.4 explain the various types of agricultural practices of India; *
8.6.5 analyse the importance of the agricultural sector for a country like India; *
8.6.6 list the major mines and minerals of India; *
8.6.7 discuss the mines and mineral deposit of India; *
8.6.8 analyse the importance of the mines and minerals for India as a developing *
nation;
8.6.9 discuss the various power resources of India; *
8.6.10 identify the major industries of India; *
8.6.11 explain the industrial setup of India; *
8.7 Economic Geography 8.7.1 establish the economic importance of Afghanistan with respect to its *
of Afghanistan location;
8.7.2 discuss the population dynamics of Afghanistan with reference to how they *
impact its economy;
8.7.3 discuss the role played by Pakistan in the development of trade in *
Afghanistan.
8.7.4 analyse the Pak-Afghan trade relation. *
8.8 Economic Geography 8.8.1 establish the economic importance of Russia with respect to its location; *
of Russia 8.8.2 discuss the population dynamics of Russia with reference to how they impact *
its economy;
8.8.3 list the major mines and minerals of Russia; *
8.8.4 discuss the importance of mines and mineral deposit to Russia; *
8.8.5 discuss the industrial setup of Russia; *
8.8.6 analyse the Russia’s trade relations with Pakistan; *
9.1 Introduction of 9.1.1 describe the nature and significance of population geography; *
Population Geography
9.2 The Distribution and 9.2.1 discuss distribution and density of population; *
Density of Population 9.2.2 explain the factors affecting the distribution and density of population; *
9.4 Population 9.4.1 discuss some population characteristics such as age and gender structures, *
Characteristics rural and urban composition;
9.4.2 describe the geographical impact of migration. *
11.1 Importance of Practical 11.1.1 explain the importance of studying practical geography in the modern world; *
Geography
11.2 Map Projection 11.1.2 discuss the basic concept of map projection; *
11.1.3 explain different types of map projections that is: *
• planar projection
• cylindrical projection
• conical projection;
11.1.4 discuss the characteristics and uses of various types of map projections *
namely:
• planar projection
• cylindrical projection
• conical projection ;
*
11.1.5 identify different types of projection on atlas; P
11.3 Statistical Diagrams 11.3.1 describe the importance of statistical diagrams in study of geography; *
11.3.2 demonstrate the data representation and construction of different graph types *P
• line graph
• bar graph
• pie graph
*
P = Practical component of the syllabus
Topics No of SLOs
Topics Total
No. Sub-Topics K U A
1. Understanding Geography 4 4 12 6 4
2. Rocks and Soils 5 7 11 1 18
3. The Earth’s Structure 4 1 9 1 11
4. The World of Water 16 9 23 2 34
5. The Atmosphere 4 1 10 0 11
6. Physical Environment and Man 4 2 9 3 14
Total 37 24 74 13 111
Percentage 22 67 12 100
Marks
No of
Topic Multiple Constructed Extended
Topics Sub- Total
No. Choice Response Response
Topics
Questions Questions Questions
Understanding
1. 4 3 3 0 6
Geography
2. Rocks and Soils 5 7 6
8 31
3. The Earth’s Structure 4 4 6
4. The World of Water 16 8 12
7 37
5. The Atmosphere 4 4 6
Physical Environment
6. 4 4 7 0 11
and Man
Total 37 30 40 15 85
Topic Total
Topics Marks Distribution
No. Marks
1. Understanding Geography MCQs 3 @ 1 Marks
- 6
CRQ 1 @ 3 Marks
2. Rocks and Soils MCQs 7 @ 1 Marks *ERQ 1 @
CRQs 2 @ 3 Marks each 8 Marks
31
3. The Earth’s Structure MCQs 4 @ 1 Marks (choose any ONE
CRQs 2 @ 3 Marks each from TWO)
4. The World of Water MCQs 8 @ 1 Marks ERQ 1 @
CRQs 3 @ 4 Marks each 7 Marks
37
5. The Atmosphere MCQs 4 @ 1 Marks (choose any ONE
CRQs 2 @ 3 Marks each from TWO)
6. Physical Environment and MCQs 4 @ 1 Marks
- 11
Man CRQs 2 @ 3, 4 Marks
MCQS CRQs ERQs
Total 85
30 40 15
* There will be TWO questions and the candidates will be required to attempt
any ONE by making a choice out of the TWO.
Class XII
Topics No of SLOs
Topics Total
No. Sub-Topics K U A
7. The geography of the Continents 8 7 75 2 84
8. Economic Geography 8 19 49 18 86
9. Population Geography 4 3 4 0 7
10. The Environment 1 1 3 0 4
11. Practical Geography 4 0 7 3 10
Total 25 30 138 23 191
Percentage 16 72 12 100
Marks
No of
Topic Multiple Constructed Extended
Topics Sub- Total
No. Choice Response Response
Topics
Questions Questions Questions
7. The geography of 8
the Continents 12 15 7 34
8. Economic 8
12 15 8 35
Geography
9. Population 4
2 4 0 6
Geography
10. The Environment 1 2 4 0 6
11. Practical
4 2 2 0 4
Geography
Total 25 30 40 15 85
Topic
Topics Marks Distribution Total Marks
No.
7. The geography of the ERQ 1 @
Continents MCQs 12 @ 1 Mark 7 Marks
CRQs 3 @ 5 Marks Choose any 34
each ONE from
TWO
8. Economic Geography ERQ 1 @
MCQs 12 @ 1 Mark 8 Marks
CRQs 3 @ 5 Marks Choose any 35
each ONE from
TWO
9. Population Geography MCQs 2 @ 1 Mark
6
CRQ 1 @ 4 Marks
10. The Environment MCQs 2 @1 Mark
6
CRQ 1 @ 4 Marks
11. Practical Geography MCQs 2 @1 Mark
4
CRQ 1 @ 2 Marks
MCQs CRQs ERQs
Total Marks 85
30 40 15
* There will be TWO questions and the candidates will be required to attempt
any ONE by making a choice out of the TWO.
4.2 There will be two examinations, one at the end of Class XI and one at the end of
Class XII.
4.3 In each class, the theory paper will be in two parts: paper I and paper II. Both papers
will be of duration of 3 hours.
4.4 Paper I theory will consist of 30 compulsory multiple choice items. These questions
will involve four response options.
4.5 Paper II theory will carry 55 marks and consist of a number of compulsory, structured
questions and a number of extended response questions. Each extended response
question will be presented in an either/or form.
4.6 Practical examination will be conducted separate from the theory paper. It will be
based on the list of practical activities listed in the examination syllabus.
4.7 All constructed response questions will be in a booklet which will also serve as an
answer script.
4.8 Practical exams to assess performance skills will carry 15 marks in class XI and 15
marks in class XII.
4.9 It is essential for each school to equip its laboratories with chemicals, instruments,
apparatus, specimens etc. according to the requirements of the practicals. Each school
will be responsible to make sure that each student is provided the opportunity to do
the practicals.
5.1 Teaching and learning approaches should foster a sense of understanding and respect,
and sensitize students with emotions and feelings of tolerance towards others.
5.2 Students should be taught through moral stories, dramas, skits and role play
activities. They can also discuss and debate upon the moral issues derived from these
activities with expected consequences and impact on individual life and on society as
a whole.
5.3 Teachers may also engage students in project work, group discussions on images
and pictures from the newspapers and magazines that depict moral issues and
problems. Experiential learning be encouraged through community service and
field work.
5.4 Customs and traditions of various communities, to which the students belong, may
be celebrated to create a sense of awareness, respect and understanding of diversity
and cultural pluralism.
5.6 Students should be encouraged to engage in the following activities to stimulate their
interest in the topics being studied and to develop a better understanding of the
syllabus content:
• Historical places.
• Rivers, mountains, fields, forests, mines, canal headwork.
• Urban areas where development is taking place.
• Museums, industries, and factories.
Recommended book
Reference Books
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:
Knowledge
Define: Only a formal statement or equivalent paraphrase is required. No
examples need to be given unless specifically asked for.
Describe: To state in words the main points of the topic. It is often used with
reference either to particular phenomena or to particular
experiments. In the former instance, the term usually implies that the
answer should include reference to (visual) observations associated
with the phenomena
Diagrammatically: Make a simple free hand sketch or diagram. Care should be taken
with proportions and the clear labelling of parts.
Application
Analyse: Suggest separating components / parts of something to discover its true
nature.
Identify: Select the most appropriate from many possibilities on the basis of
relevant characteristics.
Suggest: To put forward an idea or a plan for other people to think about. To
write or tell about a suitable person, thing, method etc, for a particular
job or purpose. To recommend some solution to the problem. To
indicate an outcome.
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.
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
Marks
Subjects Medium
Theory Practical Total
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 Board’s
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.
a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Board’s
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.
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.
a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Board’s
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.
List of Practicals
Class XI
S. SLO
Objective Apparatus/Slide/Material
No. No.
Topic 1: Understanding Geography
1 1.2.2 To identify different types of maps, its characteristics and Different types of maps(topographic, physical, political,
its uses. meteorological, environmental, geological)
2 1.2.4 To read the globe using the grid system of latitude and Globe
longitude.
4 1.2.8 To calculate the time with the help of latitude and Calculator, map
longitude.
6 1.3.6 To measure distance on the map between allocated points Map, calculator
using the given scale.
7 1.4.3 To draw contours for the given landform. Compass, ruler, map
S. SLO
Objective Apparatus/Slide/Material
No. No.
Topic 7: The Geography of the Continents
1 7.2.4 To locate different landforms on the World map. World map (showing only continents and countries)
2 7.3.7 To locate different types of vegetation on the map of the World map (showing only continents and countries)
world.
Topic 11: Practical Geography
3 11.1.5 Identify different types of projection on atlas (cylindrical, Atlas
conical or Zenithal) and its characteristics.
4 11.3.2 To represent the given data using line, bar or pie chart. Calculator, pencil and ruler
5 11.4.3 To show the distribution of the given data on the map World map, calculator
using qualitative or quantitative methods.