ACADEMIC

CALENDAR
GRADE 8
Academic Year 2020-2021

DIRECTORATE OF CURRICULAM AND TEACHER EDUCATION (DCTE)

Abbottabad, Khyber Pakhtunkhwa
 FOREWORD
Forward
The Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa Abbottabad has undertaken development of the Academic
Calendar as part of the overall response to the COVID-19 pandemic. The school year has been shortened considerably due to the closures
resulting from the outbreak. Therefore, it is imperative that schools implement an academic calendar designed in such as a way as to enable
coverage of all essential student learning outcomes in a shortened academic year. This Academic Calendar (AC) will provide the schools
and students with a roadmap of learning for the academic year 2020-21. It will also provide the teachers with the guidelines to implement
the AC. The AC will also have references to recently designed worksheets that teachers can use to reinforce learning on essential SLOs.
The worksheets are also available online at Elementary and Secondary Education Department website. With these measures in place, I am
confident that we will have ensured continuity of learning for our children in these difficult times.

With this, I thank everyone who contributed to the development of AC, particularly the DCTE subject specialists and the team of teachers,
they put together for this task. I also thank Khyber Pakhtunkhwa Education Sector Programme and UNICEF for their support throughout this
process.

Gohar Ali Khan

Director
Directorate Curriculum and Teacher Education
Abbottabad, Khyber Pakhtunkhwa

GRADE

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 INSTRUCTIONS
INSTRUCTIONS FOR TEACHERS
Respected Teachers

This Academic Calendar is specially designed for year 2020 – 21. As you know that due to COVID 19, we are facing a challenge of limited
teaching time this year. In order to assist you to utilize the available time effectively, this Academic Calendar have been developed.
The time for each subject is calculated based on the regular school timetable and periods allocation. Special focus has been given to those
examples / question from exercise that help to achieve most of the SLOs. The SLOs that have been covered either in other SLOs or subjects
or even in previous class are addressed once.

You are requested to:

• Plan your teaching according to the provided academic calendar
• Try to cover all the topics within the allocated period of time.
• Assign homework of few questions for practice and re-enforcement.
• Use worksheet to reinforce concepts where applicable.

We hope that together we can bridge the gap and improve the learning of our children.

GRADE

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 CONTENT
Table of Contents
Mathematics ...............................................................................................................................4-16

English.......................................................................................................................................17-36

General Science ........................................................................................................................37-49

Urdu..........................................................................................................................................50-63

GRADE

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Mathematics
Grade-VIII

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Theme Topics/Subtopics Student Learning Outcomes (SLOs) Course Guidelines for Teachers
No. Periods
Contents
September (12 periods)
1.1 Some important sets 1. Recognize set of • Write the main topic “Operation on
1.2 Operation on Sets • Natural numbers (N), Sets” on the writing board and elicit
1.2.1 Verify commutative and • Whole numbers (W), prior student knowledge on
associative laws w.r.t Union and • Integers (Z), commutative, associative and
Intersection • Rational numbers (Q), distributive properties over Union
1.2.2 Verification of Laws • Even numbers (E), and Intersection of sets.
Exercise 1.1
Properties of Union and • Odd numbers (O), • Demonstrate union and intersection
Intersection of Sets (Q.1, 2, 3, 4, 04 of three overlapping sets through
• Prime numbers (P). 5)
(a) The Distributive law of union over Venn diagrams.
2. Find a subset of a set.
intersection of sets • Verify the above stated properties
3. Define proper (⊂) and improper (⊆)
(b) Distributive Property of through Venn diagram, state and
1 subsets of a set.
Intersection over Union of Sets verify De Morgan’s laws.
4. Find power set P(A) of a set A.
1.2.3 Verification of De-Morgan’s 5. Verify commutative and • Solve examples and questions from
Operations on
Laws associative laws with respect to various exercises to clear
Sets
G8- 1.3 Venn Diagrams union and intersection. misconceptions and enhance
M-01 1.3.1 Demonstrate union and 6. Verify the distributive laws. understanding of the concept.
intersection of three overlapping 7. State and verify De Morgan’s • Give students few questions for
Exercise 1.2
sets through Venn diagrams. laws. 06 practice as home assignment.
8. Demonstrate union and (Q.1, 2) • Use worksheets to reinforce
1.3.2 Verify associative and
distributive laws through Venn intersection of three overlapping concepts wherever possible
diagram sets through Venn diagram.
9. Verify associative and distributive
laws through Review
10. Venn diagram. Exercise 1 02
(Q.1, 2)

October (25 periods)

2.1 Irrational Numbers 1. Define an irrational number. • Write the topic “Real Numbers” on
2.1.1 Irrational Numbers (Q’) 2. Recognize rational and irrational the writing board and elicit student
2 2.1.2 Real Numbers (R) numbers. Exercise 2.1 prior knowledge.
2.1.3 Terminating and Non- 3. Define real numbers. 02 • Differentiate between rational and
(Q.1, 2, 3)
Real Numbers terminating Decimal 4. Demonstrate non-terminating irrational numbers.
2.1.4 Non-repeating Non- /non-repeating (or non-periodic) • Explain and demonstrate the
G8- terminating Decimals decimals.
M-02 concept of terminating and non-
2.2 Squares 5. Find perfect square of a number. Exercise 2.2 terminating decimals of real
02
2.2.1 Perfect Squares (Q.1, 2, 3) numbers.

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2.2.2 Patterns for the squares of 6. Establish patterns for the squares • Verify the pattern for the square of
natural numbers of natural numbers (e.g. 42 = 1 + natural numbers by giving an
2.3 Square Roots 2+3+4+3+2+1 example like 42 = 1 + 2 + 3 + 4 +
2.3.1 Square root of Natural 7. Find square root of 3 + 2 + 1.
number, common fraction and • a natural number (e.g. 16, • Explain the concept of square root
decimal fraction 625, 1600), of Natural numbers.
(a) Methods to Find Square Roots • a common fraction (e.g. • Solve examples and questions from
(b) Square Root of Natural Number 9 36 49
, , ), Exercise 2.3 exercise to clear and enhance
(c) Square Root of common fraction 16 49 65
understanding of the concept.
• a decimal (e.g. 0.01, 1.21, (Q.1, 2, 3, 4, 05
(d) Square Root of a Decimal Fraction • Give students few questions for
0.64) given in perfect square 5, 6, 7)
2.3.2 Square root of a non-perfect practice as home assignment.
square number form, by prime factorization
and division method. • Use worksheets to reinforce
2.3.3 Number of Digits in the concepts wherever possible.
Square Root of Perfect Squares 8. Find square root of a number
2.3.4 Real life problems involving which is not a perfect square (e.g.
square-roots the numbers 2, 3, 2.5).
9. Use the following rule to Exercise 2.4
determine the number of digits in
the square root of a perfect square. (Q.1, 2, 3, 03
Rule: Let n be the number of digits in 4,5)
2.4 Cubes and Cube Roots the perfect square then its square root
2.4.1 Cube and Perfect Cube contains.
𝑛𝑛
2.4.2 Cube roots of numbers that are • digits if n is even.
2
perfect cubes 𝑛𝑛+1
• digits if n is odd.
2.4.3 Properties of cubes of 2
numbers 10. Solve real life problems involving Review
(a) Cube of a Positive Number square roots. Exercise 2 02
(b) Cube of a Negative Number 11. Recognize cubes and perfect (Q.1, 2)
(c) Cube of common fraction cubes.
12. Find cube roots of a number
which are perfect cubes.
13. Recognize properties of cubes of
numbers.
3.1 Number System
1. Recognize base of a number
3.1.1 Base of a Number System
3 system. • Write the main topic “Number
3.1.2 Natural System with base 2, 5, Exercise 3.1
2. Define number system with base systems” on the writing board and
Number 8, 10. (Q.1-6)
2, 5, 8 and 10. 02 elicit student prior knowledge.
G8- Systems 3.2 Conversion Parts (i) and
3. Explain • Explain and demonstrate the bases
M-03 3.2.1 Conversion of number from (iii) only
• binary number system (system of number systems.
decimal system to a system with
with base 2),
base 2, 5, 8, and vice versa.

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3.2.2 Add, Subtract and Multiply • number system with base 5, • Explain conversion of numbers
Numbers with Base 2, 5 and 8 • octal number system (system Exercise 3.2 from decimal system to a system
(a) Binary System with base 8), (Q.1, 2, 3) with base 2, 5 and 8.
(i) Addition • decimal number system Parts (iii) 02 • Clarify the concept of number
(ii) Subtraction (system with base 10). and (iv) system using addition, subtraction,
(iii) Multiplication 4. 4. Convert a number from decimal only and multiplication of number with
G8- system to a system with base 2, 5 base 2, 5 and 8.
M-03 (b) Number System with Base 5 and 8, and vice versa. Exercise 3.3 • Solve examples and questions from
(i) Addition 5. v) Add, subtract and multiply (Q.1, 2, 3) exercise to clear and enhance
02
(ii) Subtraction numbers with base 2, 5 and 8. Parts (i) and understanding of the concept.
(iii) Multiplication 6. vi) Add, subtract and multiply (ii) only • Give students few questions for
(c) Octal System or Number System numbers with different bases. practice as home assignment.
Exercise 3.4
with base 8 • Use worksheets to reinforce
(Q.1, 2, 3)
(i) Addition 01 concepts wherever possible.
Parts (i) and
(ii) Subtraction
(ii)only
(iii) Multiplication
3.2.3 Addition, Subtraction and Exercise 3.5
Multiplication of numbers with (Q.1, 4, 5, 02
different bases 7)
Review
Exercise 3 02
(Q.1, 2, 3)
November (25 periods)
4.1 Compound Proportion 1. Define compound proportion. • Write the main topic “Financial
4.1.1 Compound Proportion 2. Solve real life problems Exercise 4.1 Arithmetic” on the writing board
4.1.2 Real life problems involving involving compound proportion, (Q.1, 3, 5, 6, 04 and elicit student prior knowledge.
compound proportion, partnership and inheritance. 7)
• Explain compound proportion,
partnership and inheritance 3. Define commercial bank
partnership and inheritance by
4.2 Banking deposits, types of a bank account
4 solving real-life problems.
4.2.1 Definition of Bank (PLS savings bank account,
Exercise 4.2 • Explain the function of banks,
4.2.2 Different Types of Deposits of current deposit account, PLS
Financial (Q.1, 2, 3, 4, various cards different terms used
Commercial Banks term deposit account and foreign
Arithmetic 5, 7, 8) in businesses, profit/markup, loss,
G8- 4.2.3 Types of Bank Accounts currency account).
Note:-Keep discount etc.
M-04 4.2.4 Negotiable Instruments 4. Describe negotiable instruments
current 03 • Tell the students about Online
4.2.5 Online Banking like cheque, demand draft and
exchange banking, conversion of currencies
4.2.6 Transaction Using ATM pay order.
rate for etc.
4.2.7 Credit and Debit Card 5. Explain on-line banking,
pounds and • Solve examples and questions from
4.2.8 Visa card and MasterCard transactions through ATM (Auto
Euros. exercises to clear and enhance
4.2.9 Conversion of Currencies Teller Machine), debit card and
4.2.10 Profit /Markup credit card (Visa and Master). understanding of the concept.

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4.2.11 Types of Financing 6. Convert Pakistani currency to • Give students few questions for
4.3 Percentage well-known international practice as home assignment.
currencies. Exercise 4.3 • Use worksheets to reinforce
4.3.1 Profit and Loss 02
7. Calculate: (Q.1, 2, 5) concepts wherever possible.
4.3.2 Discount
4.4 Insurance ▪ the profit/ markup,
4.4.1 Definition of Insurance ▪ the principal amount, Exercise 4.4
4.4.2 Real life problems involving ▪ the profit/ markup rate, (Q.1, 2, 3, 4, 05
life insurance ▪ the period. 5)
4.4.3 Insurance of Vehicle 8. Explain
4.5 Income Tax ▪ Overdraft (OD),
4.5.1 Income tax, exempt income ▪ Running Finance (RF),
▪ Demand Finance (DF), Activity on
and taxable income 01
▪ Leasing. Page # 91
4.5.2 Real life problems involving
income tax 9. Solve real life problems related
to banking and finance.
10. Find percentage profit and
percentage loss.
11. Find percentage discount.
12. Solve problems involving
successive transactions.
13. Define insurance. Review
14. Solve real life problems Exercise 4
01
regarding life and vehicle (Q.1, 2, 3, 9,
insurance. 10, 11)
15. Explain income tax, exempt
income and taxable income.
16. Solve simple real-life problems
related to individual income tax
assesses.
5.1 Algebraic Expression 1. Recall constant, variable, literal • Write the main topic “Polynomials”
5.1.1 Recall the following terms. and algebraic expression. on the writing board and elicit
(a) Constant 2. Define student prior knowledge.
5 (b) Variable • polynomial, • Define and explicate the various
(c) Literal • degree of a polynomial, Exercise 5.1 parts / types of an algebraic
Polynomials 02
G8- (d) Algebraic Expression • coefficients of a polynomial. (Q.1, 2, 3) expression and polynomials of
M-05 (e) Coefficient 3. Recognize polynomial in one, various degrees.
5.2 Polynomial two and more variables. • Explain various terms used in
5.2.1 Definition of Polynomials 4. Recognize polynomials of algebraic expressions such as
5.2.2 Degrees of a polynomial various degrees (e.g. linear, variable, constant, coefficient etc.

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5.2.3 Polynomials in one, two and quadratic, cubic and biquadratic • Solve examples and questions from
more variables polynomials). exercises to clear and enhance
5.2.4 Polynomials of various 5. Add, subtract and multiply understanding of the concept.
degrees polynomials. • Give students few questions for
6. Divide a polynomial by a linear practice as home assignment.
polynomial. • Use worksheets to reinforce
concepts wherever possible.
5.3 Operation on Polynomial
5.3.1 Addition, subtraction and
multiplication of Polynomials Exercise 5.2
(i) Addition (Q.1, 3, 5, 6. 05
(ii) Subtraction 7)
(iii) Multiplication
(iv) Division
Review
Exercise 5 02
(Q.1, 2, 3)
December (25 periods)
Exercise 6.1
1. Recall the formulas: • Write the main topic
6.1 Basic Algebraic Formulas (Q.1, 2, 3, 4, 05
• (𝑎𝑎 + 𝑏𝑏)2 = 𝑎𝑎2 + 2𝑎𝑎𝑎𝑎 + 𝑏𝑏2 “Factorization” on the writing
5, 6, 7, 8)
board and elicit student prior
6.2 Factorization • (𝑎𝑎 − 𝑏𝑏)2 = 𝑎𝑎2 − 2𝑎𝑎𝑎𝑎 + 𝑏𝑏2
knowledge
6.2.1 Factorization of algebraic • 𝑎𝑎2 − 𝑏𝑏2 = (𝑎𝑎 − 𝑏𝑏)(𝑎𝑎 + 𝑏𝑏)
• Facilitate the recall of the algebraic
expression of the form 𝑘𝑘𝑘𝑘 + and apply them to solve problems like;
formula and apply these to solve
𝑘𝑘𝑘𝑘 + 𝑘𝑘𝑘𝑘 • evaluate (102)2, (1.02)2,
problems.
6.2.2 Factorization of algebraic (98)2 and (0.98)2
• Explain factors, steps involved in
6 expression of the form 1 1
• find 𝑥𝑥 2 + 2 and 𝑥𝑥 4 + 4
𝑥𝑥 𝑥𝑥 factorization of an expression.
𝑎𝑎𝑎𝑎 + 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 + 𝑏𝑏𝑏𝑏 1
when the value of 𝑥𝑥 ± 𝑥𝑥 is Exercise 6.2 • Solve simultaneous linear equations
Factorization 6.2.3 Factorization of algebraic 04
G8- (Q.1, 2) of one and two variables and
expression of the form given
M-06 2. Factorize expressions of the discuss how these equations are
𝑎𝑎2 ± 2𝑎𝑎𝑎𝑎 + 𝑏𝑏2 = (𝑎𝑎 ± 𝑏𝑏)2
following types: formed and used for solution of
6.2.4 Factorization of algebraic
problems.
expression of the form 𝑎𝑎2 − 𝑏𝑏2 • 𝑘𝑘𝑘𝑘 + 𝑘𝑘𝑘𝑘 + 𝑘𝑘𝑘𝑘
6.2.5 Factorization of algebraic • Explain different methods for
• 𝑎𝑎𝑎𝑎 + 𝑎𝑎𝑎𝑎 + 𝑏𝑏𝑏𝑏 + 𝑏𝑏𝑏𝑏
expression of the form finding the solutions of linear
• 𝑎𝑎2 ± 2𝑎𝑎𝑎𝑎 + 𝑏𝑏2
equations in one and two variables.
𝑎𝑎2 ± 2𝑎𝑎𝑎𝑎 + 𝑏𝑏2 − 𝑐𝑐 2 • 𝑎𝑎2 − 𝑏𝑏2
Exercise 6.3 • Solve examples and questions from
6.3 The Algebraic Expression • 𝑎𝑎2 ± 2𝑎𝑎𝑎𝑎 + 𝑏𝑏2 − 𝑐𝑐 2 exercises to clear and enhance
3. Recognize the formulas: (Q.1, 2, 3, 04
6.3.1 The formulas of cube understanding of the concept.
4)

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6.4 Simultaneous Linear Equations • (𝑎𝑎 + 𝑏𝑏)3 = 𝑎𝑎3 + 3𝑎𝑎2 𝑏𝑏 + 3𝑎𝑎𝑏𝑏2 + • Give students few questions for
6.4.1 Simultaneous Linear 𝑏𝑏3 practice as home assignment.
Equations in one or two • (𝑎𝑎 − 𝑏𝑏)3 = 𝑎𝑎3 − 3𝑎𝑎2 𝑏𝑏 + 3𝑎𝑎𝑏𝑏2 − • Use worksheets to reinforce
variables 𝑏𝑏3 concepts wherever possible.
6.4.2 Formation of Linear Equations • and apply them to solve the
in Two Variables problems like;
6.4.3 Solution of a Linear Equation 1 1
• find 𝑥𝑥 3 + 3 and 𝑥𝑥 3 − 3 when the
in two variables 𝑥𝑥
1
𝑥𝑥
6.4.4 Solution of Simultaneous value of 𝑥𝑥 ± 𝑥𝑥 is given
Exercise 6.4
Linear Equations in Two 4. Recognize simultaneous linear
(Q.1, 2, 3, 05
Variable equations in one and two variables.
4)
6.5 Solution of Simultaneous Linear 5. Give the concept of formation of
Equations linear equation in two variables.
6.5.1 Methods of solution of 6. Know that:
Simultaneous Linear • a single linear equation in two
Equations in one or two unknowns is satisfied by as
variables many pair of values as required.
6.5.2 Solution of Simultaneous • two linear equations in two
Linear Equations involving unknowns have only one
real life problems solution (i.e., one pair of
6.6 Elimination values).
6.6.1 Elimination by substitution 7. Solve simultaneous linear equations Exercise 6.5
05
6.6.2 Elimination of a Variable from using (Q.1, 2)
two Equations by Application • method of equating the
coefficients,
• method of elimination by
substitution,
• method of cross multiplication.
8. Solve real life problems involving
two simultaneous linear equations in
two variables.
Review
9. Eliminate a variable from two
Exercise 6 02
equations by:
(Q.1, 2)
• Substitution,
• Application of formulae.

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January (26 periods)
7.1 Parallel Lines
7.1.1 Definition of parallel lines 1. Define parallel lines.
7.1.2 Demonstration of the 2. Demonstrate through figures the
following Properties of parallel following properties of parallel
lines. lines.
(i) Two lines which are parallel to the • Two lines which are parallel to
the same given line are parallel • Write the main topic
same given line are parallel to each
to each other. “Fundamentals of Geometry” on
other.
• If three parallel lines are the writing board and elicit student
(ii) If three lines are intersected by two
intersected by two transversals prior knowledge.
transversals in such a way that the
two intercepts on one transversal in such a way that the two • Draw parallel lines and discuss
are equal to each other, the two intercepts on one transversal are their properties.
intercepts on the second transversal equal to each other, the two Exercise 7.1 • Demonstrate to students that if
intercepts on the second 02 three parallel lines are intersected
are also equal. (Q.1, 2)
(iii) A line through the midpoint of the transversal are also equal. by two transversals in such a way
side of a triangle parallel to another • A line through the midpoint of that the two intercepts on one
side bisects the third side (an the side of a triangle parallel to transversal are equal to each other,
7 application of the above property). another side bisects the third the two intercepts on the second
7.1.3 Drawing of a transversal to side (an application of above transversal are also equal.
Fundamentals intersect two parallel lines and property). • Demonstrate and discuss the
of Geometry demonstrating corresponding 3. Draw a transversal to intersect two properties of various polygons.
G8- parallel lines and demonstrate • Discuss sector, secant, chord of a
angles, alternate interior angles,
M-07 corresponding angles, alternate circle, concyclic points, tangent to a
vertically opposite angles and
interior angles on the same side of interior angles, vertically opposite circle, concentric circles etc.
transversal angles and interior angles on the • If possible, discuss the practical
same side of transversal. applications.
7.2 Polygon 4. Describe the following relations • Solve examples and questions from
7.2.1 Definition of a polygon. between the pairs of angles when exercise to clear and enhance
7.2.2 Demonstrate the following a transversal intersects two understanding of the concept.
properties of a parallelogram parallel lines. • Give students few questions for
i. Opposite sides of a parallelogram • Pairs of corresponding angles practice as home assignment.
are equal are equal. • Use worksheets to reinforce
ii. Opposite angles of parallelogram • Pairs of alternate interior angles Exercise 7.2
03 concepts wherever possible.
are equal are equal. (Q.1, 2, 3)
iii. Diagonals of a parallelogram • Pair of interior angles on the
bisect each other same side of transversal is
7.2.3 Regular pentagon, hexagon supplementary and demonstrate
and octagon them through figures.
5. Define a polygon.

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6. Demonstrate the following Exercise 7.3
properties of a parallelogram. (Q.1, 2, 3, 4, 04
• Opposite sides of a 5, 6, 7)
parallelogram are equal.
• Opposite angles of a
7.3 Circle parallelogram are equal.
7.3.1 Demonstrating a point lying in • Diagonals of a parallelogram
the interior and exterior of a circle. bisect each other.
Review
7.3.2 Sector, secant, chord of a 7. Define regular pentagon, hexagon
Exercise 7
circle, concyclic points, tangent to and octagon. 02
(Q.1, 2, 3,
a circle and concentric circles 8. Demonstrate a point lying in the
4)
interior and exterior of a circle.
9. Describe the terms; sector, secant and
chord of a circle, concyclic points,
tangent to a circle and concentric
circles.
8 Practical 8.1 Construction of Quadrilateral 1. Define and depict two converging • Write the main topic “Practical
Geometry 8.1.1 Converging or Non-Parallel (non-parallel) lines and find the Geometry” on the writing board
Lines angle between them without and elicit student prior knowledge.
8.1.2 Angle between Converging producing the lines. • Demonstrate and aid students in the
Lines 2. Bisect the angle between the two construction of quadrilateral,
G8- 8.1.3 Bisect angle between two converging lines without square, rectangle, rhombus etc.
M-08 converging lines without producing them. • Use mathematical kits/geometry
producing them 3. Construct a square. box for deeper understanding of
8.1.4 Square • When its diagonal is given. polygons.
(a) Construction of square when its
• When the difference between • Discuss in detail construction of
diagonal is given Exercise 8.1
its diagonal and side is given. right-angled triangle under certain
(b) Construction of a square when the (Q.1, 2, 3, 4,
• When the sum of its diagonal 09 conditions.
difference between its diagonal 5, 6, 7, 8, 9,
and side is given. • If possible, discuss the practical
and side is given 10, 11)
4. Construct a rectangle. applications.
(c) Construction of a square when the sum
of its diagonal and side is given • When two sides are given. • Solve examples and questions from
8.1.5 Construction of Rectangle • When the diagonal and a side exercise to clear and enhance
(a) Construction of a rectangle when are given. understanding of the concept.
two sides are given 5. Construct a rhombus. • Give students few questions for
(b) Constructing a rectangle when the 6. When one side and the base angle practice as home assignment.
diagonal and a side are given are given. • Use worksheets to reinforce
8.1.6 Construction of a rhombus 7. When one sides and a diagonal are concepts wherever possible.
(a) Constructing a rhombus when one given.
side and the base angle are given 8. Construct a parallelogram.

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(b) Constructing a rhombus when one • When two diagonals and the
side and a diagonal are given angle between them is given.
8.1.7 Construction of Parallelogram • When two adjacent sides and
(a) When two adjacent sides and the angle the angle included between
included between them are given them is given.
(b) When two diagonals and the angle 9. Construct a kite.
included between them are given • When two unequal sides and a
8.1.8 Construction of Kite diagonal are given.
8.1.9 Construction of pentagon 10. Construct a regular pentagon.
8.1.10 Construction of Regular • When a side is given.
G8- Hexagon 11. Construct a regular hexagon.
M-08 8.2 Construction of Right-Angled • When a side is given.
Triangle 12. Construct a right-angled triangle.
8.2.1 Constructing a right-angled • When hypotenuse and one
triangle when its hypotenuse side are given. Exercise 8.2
and a side are given. • When hypotenuse and the 04
(Q.2, 3)
8.2.2 Constructing a right-angled vertical height from its vertex
triangle when its hypotenuse and to the hypotenuse are given.
the vertical height from its vertex
to the hypotenuse are given
Review
Exercise 8 02
(Q.1, 2, 3)
February (24 periods)
9.1 Pythagoras Theorem
13. State the Pythagoras theorem and • Write the main topic “Areas and
9.1.1 Pythagoras theorem and its Exercise 9.1
given its informal its informal Volume” on the writing board and
informal proof (Q.1, 2, 4, 5, 02
proof. elicit student prior knowledge.
9.1.2 Solve right angled triangle 6)
14. Solve right angled triangles using • State Pythagoras theorem and
using Pythagoras Theorem
Pythagoras theorem. explain the application of this
9 9.2 Hero’s Formula
15. State and apply Hero’s formula to theorem in a right angle triangle.
9.2.1 Introduction to application of
find the areas of triangular and Exercise 9.2 • Find the missing side length in a
Areas and Hero’s formula 02
quadrilateral regions. (Q.1, 3, 5) right angle triangle using
Volumes 9.2.2 Area of a triangular region
G8- 16. Find the surface area and volume Pythagoras Theorem
9.2.3 Area of a quadrilateral region
M-09 of a sphere. • Explain the use of Hero’s Formula
9.3 Surface area and volume Exercise 9.3
17. Find the surface area and volume in finding the area of triangular and
9.3.1 Surface area and volume of a (Q.1, 2, 3, 4, 02
of a cone. quadrilateral regions.
sphere 5,6)
18. Solve real life problems involving • Find surface area and volume of a
9.3.2 Surface area and volume of
surface area and volume of sphere Exercise 9.4 sphere and cone by giving an
Cone 02
and cone. (Q.1, 2, 3) example.

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Selected
Unit No. of
Theme Topics/Subtopics Student Learning Outcomes (SLOs) Course Guidelines for Teachers
No. Periods
Contents
• If possible, discuss the practical
applications.
• Solve examples and questions from
Review exercise to clear and enhance
Exercise 9 understanding of the concept.
01
(Q.1, 2, 4, • Give students few questions for
8) practice as home assignment.
• Use worksheets to reinforce
concepts wherever possible.

1. Define demonstrative geometry.

10.1 Demonstrative Geometry 2. Describe the basics of reasoning.
10.1.1 Reasoning 3. Describe the types of assumptions • Write the main topic
10.1.2 Theorems or Propositions (axioms and postulates). “Demonstrative Geometry” on the
(i) Geometrical Theorems 4. Describe parts of a proposition. writing board and elicit student
(ii) Corollary 5. Describe the meanings of a prior knowledge.
Exercise
(iii) Converse of a Theorem geometrical theorem, corollary
10.1 03 • Describe and discuss demonstrative
(iv) Parts of Propositions or and converse of a theorem.
(Q.1, 2, 3) geometry, the basics of reasoning,
Theorems 6. Prove the following theorems with
types of assumptions (axioms and
10 a. Statement (Given and to Prove) the corollaries and apply them to
postulates).
b. Figure solve problems.
• Explain Parts of Propositions or
Demonstrative c. Construction 7. If a straight line stands on another
Theorems, Statement (Given and to
Geometry 10.1.3. Adjacent Angle straight line the sum of measures
Prove), Figure, Construction.
G8- of two angles so formed is equal
• Explain in detail adjacent and
M-10 to two right angles. Exercise
8. If the sum of measures of two exterior angles.
10.2 • If possible, discuss its practical
10.1.4 Exterior Angle adjacent angles is equal to two 04
(Q. 2, 3, 4, applications.
right angles, the external arms of 5, 6, 7, 9)
the angles are in a straight line. • Solve examples and questions from
9. If two lines intersect each other, exercises to clear and enhance
then the opposite vertical angles understanding of the concept.
are congruent. • Give students few questions for
10. In any correspondence of two Review practice as home assignment.
triangles, if two sides and included Exercise 10 01 • Use worksheets to reinforce
angle of one triangle are congruent (Q.1, 5) concepts wherever possible.
to the corresponding sides and
included angles of the other, the
two triangles are congruent.

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Selected
Unit No. of
Theme Topics/Subtopics Student Learning Outcomes (SLOs) Course Guidelines for Teachers
No. Periods
Contents
11. If two sides of a triangle are
congruent, then the angle opposite
to these sides are congruent.
12. An exterior angle of a triangle is
greater in measure than either of
its opposite interior angles.
13. If a transversal interior intersects
two lines such that the pair of
alternate angles are congruent then
the lines are parallel.
14. If a traversal intersects two
parallel lines the alternate angles
so formed are congruent.
15. The sum of measures of the three
angles of a triangle is 1800.
11.1 Trigonometry 1. Define trigonometry. • Write the main topic “Introduction to
11.2 Trigonometric Ratios 2. Define trigonometric ratios of an Trigonometry” on the writing board to
11.2.1 Definition of Trigonometric acute angle. elicit student prior knowledge.
Ratios 3. Find trigonometric ratios of acute • Discuss and demonstrate
11.2.2 Trigonometric Ratios of An angles (300,600, and 450). trigonometry and trigonometric
Acute Angle 4. Define trigonometric ratios of Exercise ratios.
i. Trigonometric Ratios of 45° complementary angles. 11.1 • Explain trigonometric ratios of
5. Solve right angled triangles using 05 acute angles and complementary
ii. Trigonometric Ratios of 30° (Q.1, 2, 3, 4,
iii. Trigonometric Ratio of 60° trigonometric ratios. 5, 6) angles.
11 6. Solve real life problems to find
11.2.3 Trigonometric Ratios of • Solve problems involving right angle
Complementary Angles heights (avoid naming angle of triangles using trigonometric ratios.
Introduction elevations).
11.2.4 Solution of right-angled • If possible, discuss the practical
to
triangles using trigonometric applications.
Trigonometry
G8- ratios • Solve examples and questions from
M-11 exercises to clear and enhance
understanding of the concept.
• Give students few questions for
practice as home assignment.
Review • Use worksheets to reinforce
Exercise 11 02 concepts wherever possible.
(Q.1, 2, 3)

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Selected
Unit No. of
Theme Topics/Subtopics Student Learning Outcomes (SLOs) Course Guidelines for Teachers
No. Periods
Contents
March (13 periods)
12.1 Frequency Distribution • Write the main topic “Information
12.1.1 Frequency and Frequency Handling” on the writing board and
Distribution elicit student prior knowledge.
(i) Frequency
• Define and discuss frequency,
(ii) Frequency Distribution
Exercise frequency distribution of grouped
a. Ungrouped Frequency Distribution 1. Define frequency, frequency
12.1 and ungrouped data.
or Discrete Series distribution. 06
(Q.1, 2, 3, • Construct frequency table and
b. Grouped Frequency Distribution 2. Construct frequency table.
4, 5) histogram from frequency table.
or Continuous Series 3. Construct a histogram
12 12.1.2 Construction of Frequency representing frequency table. • Explain measures of Central
table 4. Describe measures of central Tendency and calculate Mean
Information (average), Weighted Mean, Median,
12.1.3 Construction of a histogram tendency.
Handling Mode with an example.
G8- representing frequency table 5. Calculate means (average,)
12.2 Measuring of Central Tendency weighted means, median, and Exercise • If possible, discuss the practical
M-12 applications.
12.2.1 Central tendency mode for ungrouped data. 12.2 04
12.2.2 Calculating measure 6. Solve real life problems involving (Q. 2, 3, 4) • Solve examples and questions from
(i) Mean (Average) mean (average), weighted mean, exercises to clear and enhance
(ii) Weighted Mean median and mode. understanding of the concept.
(iii) Median Review • Give students few questions for
(iv) Mode Exercise 12 03 practice as home assignment.
12.2.3 Real life problem involving (Q.1, 2, 5) • Use worksheets to reinforce
mean (average), weighted mean, concepts wherever possible.
median and mode
Rationale:
• All SLOs and topics from textbook have been considered.
• Those examples/questions from exercise have been taken, which cover all the SLOs and topics.
• Retain the sequential order, logical framework, time duration and learning progression at all stages.

16
 English
Grade-VIII

GRADE

17
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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
September (8 periods)
Write a clear topic sentence using specific words, vivid Activity “B” and “C” on page # 8 of After brief description of key points, assign it as
verbs, modifiers etc. the textbook. home assignment
Analyze features of an effective topic sentence i.e. Activity “C” on page # 8 of the
Home Assignment
specific word, vivid verbs and modifiers. textbook.
• Explain while reading the text.
Read a text to describe orally and in writing, character Activity on page # 3 of the textbook
traits using evidence from the text. and teacher’s guideline. • Allocate sufficient time/period(s) for reading the
Unit text on P # 02-04 of KP textbook.
Differentiate between long and short vowel sounds and Activity on page # 9 and 10 of the
Demonstrate sounds practically
recognize how vowel length can change the meaning. textbook.
Activity “C” on page # 7 of the
01 Recognize and pronounce silent letters in words. The Hazrat Encourage and guide student how to use dictionary.
textbook.
Muhammad 08
G8-E-01
Demarcate words into syllables with the help of ‫ ﷺ‬Justice Home Assignment
dictionary.
Recognize syllable division of words in aural and written Revise the concept and assign both SLOs as home
Already learnt task
text. assignments
Recognize, pronounce and represent primary and
Activity on page # 12 of the textbook. Practical demonstration is mandatory
secondary stress in words with the help of dictionary.
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 6 of the textbook.
Scan to answer short questions.
Listening & Speaking activity at P # Ask students to practice the dialogue with their
Ask and respond to questions of personal interest
09 of KP textbook siblings at home (COVID-19)
Rationale:
• SLO # 4, 5, 6, and 11 are sufficiently practiced in the earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
September (9 periods)
• Encourage and guide students for the targeted
Make predictions about story line / content, characters, Activity on page # 14 and 15 of the purpose with help questions and pictures.
using contextual clues and prior knowledge. textbook. • Allocate sufficient time/period(s) for reading the
Unit text on P # 14-17 of KP textbook
Teacher will explain the concept and
Use dictionary to locate guide words, locate entry words
then assign activity on page # 09 to Brief students and then assign a home assignment.
and choose appropriate word definition.
the students.
Teacher will explain the concept and
Read a text to analyze characters, their motives, actions then give some task to student.
and emotional responses.

Recognize genres of literature e.g. fiction, poetry, legend,

02 Activity on page # 16 of the textbook The Strange Use teacher’s guideline at page # 16
myth.
Voyage of 09
Write a short narrative in the first or third person. Home Assignment
G8-E-02 Sindbad
Demonstrate use of more common and proper, Activity “A” on page # 20 of the Provide one example in the class and then assign
collective, countable and uncountable. textbook. activity as homework.
Apply the rules of change of numbers of nouns learnt
Home Assignment
earlier.
Recognize and demonstrate use of certain nouns whose
plural form as two meanings in some cases e.g. arm- Activity on page # 22 of the textbook.
arms; (limbs), weapons.
Some nouns change their meaning in the plural form Give some examples to the students to understand
Activity on page # 22
e.g. air – atmosphere, airs – pride. the concept.
Apply critical thinking to interact with text and use Comprehension question activity “A” Add a question asking;
intensive reading strategies while reading. on page # 18 of the textbook. What the authors’ purpose in the given story?
Rationale:
• SLO # 7 and 9 are covered in the last SLO of this Unit While for SLO # 10 no proper activity is included.
• SLOs # 3, 4, 5, 6, 14 and 18 are sufficiently practiced in the earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
October (8 periods)
Predict the content of a text from topic / picture / title
Encourage and guide students for the targeted
/ headings / key words and visual etc. by using prior Look at page # 27 of the textbook
purpose with help questions and pictures.
knowledge, asking questions and contextual clues.
Utilize comparison, appositive phrases and synonyms to After a short description with example assign this
Activity on page # 30 of the textbook.
deduce the meaning of the unfamiliar words. task as home assignment.
Recognize that:
• Introductory paragraph carries the main idea of the
essay.
• Each one of the body paragraphs develops the main
idea through key ideas. The key ideas are developed
Activity “A” on page # 33 of the Make sure the participation of students and address
though supporting details.
textbook. complete SLO
• The concluding paragraph contains a summary of
03 the body paragraphs, and a general concluding
statement. The Hazards
08
of Flood
G8-E-03 • Paragraphs are linked through various transitional
devices.
Analyze and compare various informal and formal
Activity on page # 31 and 32 of the
dialogues to note differences of features, vocabulary, Practical demonstration is mandatory in the class.
textbook.
style and tone.
Use summary skills to transfer the written text to a cloze Activity “B” on page # 30 of the
Home Assignment
paragraph. textbook.
Recognize, differentiate and demonstrate use of Activity “B” on page # 31 of the Explain and give one example and then assign
possessive forms of more animate and inanimate nouns. textbook. homework.

Apply critical thinking to interact with text and use

intensive reading strategies while reading. Comprehension question activity “A”
on page # 29 of the textbook.
Scan to answer short questions.

Rationale:
• SLO # 2, 7, and 9 are sufficiently practiced in earlier grades While SLO # 08 regarding group work cannot be done due to SOP for COVID-19.
• SLO # 11 and 12 are club together. These two SLO’s are covered in last Unit of this grade.

20
 Only for Academic Year 2020-2021

Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
October (8 periods)
Use pre-reading strategies to predict the content of a
text from topic / picture / title / headings / key words Encourage and guide students for the targeted
Activity on page # 35 of the textbook.
and visuals etc. by using prior knowledge, asking purpose with the help of questions and pictures.
questions and contextual clues.
Use a variety of pre-writing strategies such as Activity “A” on page # 40 of the After a brief description about the activity, give as
brainstorming, mind mapping, outlining etc. textbook. home assignment.
• Write a simple unified paragraph on a given topic.
• Write a clear topic sentence using vivid verbs,
modifiers etc.
• Add adequate supporting details (example, Activity on page # 39 of the textbook Write a unique paragraph as it is done before so
illustration, definition, evidence, comparison, and teacher’s guideline need to be given as home assignment.
contrast, cause and effect) to develop the main idea.
• Use appropriate transitional devices within a
paragraph.
04
Use dictionary to: Computer
08
• Locate guide words locate entry words, choose and Internet
G8-E-04 Activity “A” and “B” on page # 39 of After brief description about the activity, give as
appropriate word definition.
the textbook. home assignment.
• Identify part of speech of a word through
abbreviation used.
Demonstrate use of pronouns as subject and object.
Activity on page # 41 and 42 of the
Recognize functions of and use possessive, reflexive and
textbook.
emphatic pronouns.
Demonstrate extended use of question words. Activity on page # 43 of the textbook. Extended practice must be done
Identify and demonstrate function and use of relative After brief description about the activity, give it as
Activity on page # 42 of the textbook.
pronouns which, who and that. home assignment.
Recognize and demonstrate appropriate expressions and
Activity on page # 40 of the textbook. Practical demonstration must be done in the class.
etiquettes for a telephonic conversation.
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 39 of the textbook.
Scan to answer short questions.
Rationale:
• SLO # 5, 9, 10 and 12 are sufficiently practiced in earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
October (5 periods)
Read poem and give orally or in writing. • Theme and its development it
• Main idea covered in the comprehension
questions activity.
• Theme and its development After reading the text, help students to attempt
• Activity “B” for summary is on
• Summary comprehension question No: 2.
page 51.
• Personal response with justification • Paraphrase activity is on page #
• Paraphrase 50.
Use paraphrasing skill to paraphrase stanza:
• Mark thought groups in the stanza Encourage the students to paraphrase the stanzas
Activity “A” and “B” on page # 50
and use page # 50 and 51 as content material for
• Restate the message in simple prose and 51 of the textbook.
this activity.
• Replace poetic words with simple ones.
Apply summary skills to familiar / unseen passages and
poems to: Teacher will guide them and provide
Home Assignment
05 • Write summary / precis of simple passages the unseen paragraph
The Dawn’s
• Summarize poems 05
Awake
G8-E-05 Vocabulary activity “A” on page # 49
Recognize literary techniques such as ‘personification’ Home Assignment
and 50 of the KP textbook.
After reading the text, help student to deduce
Deduce meaning of difficult words from context. Look at page # 46 of the textbook
meanings.
Activity on page # 51 and 52 of the
Illustrate use of helping verbs in speech and writing.
textbook.
Recognize and demonstrate function and use of modal Activity on page # 52 and 53 of the
Home Assignment
verbs learnt earlier. textbook.
Recognize and demonstrate function and use of
Activity on page # 53 of the textbook. Give some example to explain this concept.
infinitives.
Use critical thinking to respond to the text (post–reading):
• Apply world knowledge and own feeling / opinion Comprehension question activity “A”
to the text read. on page # 48 of the textbook.
• Evaluate material read.
Rationale:
• SLO # 1, 4, 7 and 10 are sufficiently practiced in earlier grades.

22
 Only for Academic Year 2020-2021

Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
November (9 periods)
Use pre-reading strategies to predict the content of a
text from topic / picture / title / headings / key words Activity on page # 54 – 56 of the Encourage and guide students for the targeted
and visuals etc. by using prior knowledge, asking textbook. purpose with the help of questions and pictures.
questions and contextual clues.
Illustrate the use of regular and irregular verbs in speech Activity on page # 60 and 61 of the After a brief description about the activity, give it as
and writing. textbook. home assignment.
Activity “B” on page # 59 of the
Analyze analogies; complete analogies correctly. Practical demonstration must be done in the class.
textbook.
06 The
Founding Post reading activity:
09 • Introduce all mentioned terms to class
Father of
G8-E-06 Use polite forms to negotiate and reach conclusions. Activity on page # 62 of the textbook. Pakistan • Review the whole text and motivate students
to locate and understand all terms time to time
where applicable
Proof read and edit texts for errors of: Look at page # 59 and 60 of the
Punctuation and spelling textbook.
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 68 of the textbook.
Scan to answer short questions.
Rationale:
• SLO # 2 and 4 are sufficiently practiced in earlier grades.
November (9 periods)
Use pre-reading strategies to predict the content of a Look at page 64 – 66 of the Encourage and guide students for the targeted
text. textbook. purpose with the help of questions and pictures.
Write a clear topic sentence using specific words, vivid Activity “B” give at page 71 of the
07 The Guided activity must be completed in class
verbs, modifiers etc. textbook.
Handicrafts 09
Analyze features of an effective topic sentence i.e. Activity “B” on page 71 of the Complete activity is at page # 71
G8-E-07 of Pakistan
specific word, vivid verbs and modifiers. textbook. Analyze and review for purpose
Use summary skills to extract salient points and develop Activity “A” on page # 71 of the
a mind map to summarize a text. textbook.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
Choose appropriate synonyms and antonyms from Activity “B” on page # 68 of the
Home Assignment
children’s thesaurus. textbook.
Identify and differentiate between a sentence, clause
Activity on page # 69 and 70 of the
and a phrase, identify and differentiate between main Discuss content / description in detail
07 textbook. The
and subordinate clause.
Handicrafts
Use various functions to express dissatisfaction, Home Assignment and the teacher must explain the
G8-E-07 disapproval of disagreement politely. Activity on page # 68 of the textbook. of Pakistan
concept and provide one example.
• Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 68 of the textbook.
• Scan to answer short questions.
Rationale:
• SLO # 5 and 7 are sufficiently practiced in earlier grades.
November (9 periods)
Ask, restate and simplify directions and instructions. Activity on page # 78 of the textbook. Guided Activity
Analyze and compare various informal and formal letters
Provide various formal and informal letters to
to note differences of conventions, vocabulary, style and Analysis
students for analyzing different settings.
tone.
• Write formal letters to people in immediate and
extended environment for various purposes.
• Activity on page # 78 and 79 of
08 • Follow conventions of formal letter with respect to the textbook. Letter to the
layout, salutations etc. recognize and demonstrate
• Take help from format at page # Editor of a 07 Follow the format provided on page # 78
use of appropriate vocabulary, style and tone in
G8-E-08 73 of the textbook. Newspaper
formal letters.
• Take help from text of Unit
• Write the address on the envelop clearly and in
proper format.
Write application to people in extended environment
revise for: Also take guideline of template provided on page #
Activity “A” on page # 79 of the
79 (Home Assignment) complete Activity at page #
• Correct format, layout textbook.
79.
• Appropriate vocabulary, style, tone

24
 Only for Academic Year 2020-2021

Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
Identify and utilize effective study skills e.g. making a
mind map, brainstorming for generating and developing Look at page # 79 of the textbook. Guided activity
ideas.
08 Recognize and use appropriate transitional words Letter to the
Look at page # 79 last activity of Unit
within and beyond paragraphs for better coherence and Editor of a Home Assignment
of the textbook.
G8-E-08 cohesion Newspaper
Apply critical thinking to interact with text and explore
Activity “A” is on page # 77 of the
causes and consequences of a problem and various
textbook.
solutions.
Rationale:
• SLOs # 7 and 8 are sufficiently practiced in earlier grades.
December (10 periods)
Use dictionary to:
Activity “A” on page # 85 of the
• Locate guide and entry word Home Assignment
textbook.
• Locate appropriate word definition
Activity on page # 82 of the textbook Ask students during the reading and after
Identify the speaker or narrator in a selection.
and Teacher’s guideline completion of text in oral.
By explaining the theme of the unit and encouraging
Activity on page # 82 of the textbook
Recognize the author’s purpose and point of view. a discussion the teacher can get students to
and (Teacher’s guideline)
understand the author’s purpose and point of view.
Classify use convert and make declarative (affirmative Home Assignment
09 and negative), interrogative, exclamatory and imperative Activity on page # 88 of the textbook. Someone
sentences. Who Works (After a short introduction and one example)
10
Hard to
G8-E-09 Identify and differentiate between simple and compound Activity on page # 87 of the textbook. Home Assignment
Earn
sentences. (After a short introduction and one example)
Write a narrative in the first person which describes
events:
• Use sequential order
• Guided Practice
• Use specific adjectives and adverbs Activity “D” on page # 86 of the
textbook. • After explaining the basics, the teacher must
• Use appropriate tense
complete activity through guided practice.
• Use appropriate transitional devices
• Include quotations, thoughts and emotions of the
participants in the incident

25
 Only for Academic Year 2020-2021

Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
Choose appropriate word definition. Write a composition
of three or more paragraphs following conventions of
essay writing: Activity “B” on page # 86 of the
• Introductory paragraph Someone Guided practice
09 textbook and Teacher’s guideline
• Body paragraph Who Works
Hard to
G8-E-09 • Concluding paragraph Earn
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A” Allocate sufficient time/period for reading the Unit
on page # 84-85 of the textbook. text given on 81-83 of the KP textbook.
Scan to answer short questions.
Rationale:
• SLO # 2, 3, 9 and 10 are sufficiently practiced in earlier grades.
December (7 periods)
• Read poem and give orally or in writing. • Page # 92 of the textbook.
• Main idea • Activity “A” page # 94 Question • For the main idea and paraphrase, teacher will
# 05 of the textbook. share his/her personal input and explain.
• Theme and its development
• Activity “B” page # 95 of the • Allocate sufficient time for silent reading of the
• Summary given poem.
textbook.
• Personal response with justification
• Activity “A” page # 94 Question
• Paraphrase # 06 of the textbook.
• Use paraphrasing skills to paraphrase stanzas:
10 • Mark thought groups in the stanza
Page # 94 and 95 of the textbook What is
• Restate the message in simple prose 07
Blessing
G8-E-10 • Replace poetic words with simple ones
Apply summary skills to familiar / unseen passages and
poems to: Activity “B on page # 95 of the
• Write summary / precis of simple passages textbook.
• Summarize poems
Apply rules of a, an and the wherever applicable in
Page # 97 of the textbook. Home Assignment
speech and writing articulate complex tongue twisters.
Identify and pronounce consonant clusters with
Page # 96 of the textbook.
developing accuracy in initial and final positions.
Rationale:
• SLO # 1, 4, 6, 7 and 10 are sufficiently practiced in earlier grades.

26
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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
December (8 periods)
Make predictions about story line / content, characters, Look at page 99 – 101 of the Help students to make predictions about the
using contextual clues and prior knowledge. textbook. (picture) pictures with the help of questioning.
Use dictionary to locate guide words, locate entry words Activity “A” on page # 103 of the
Home Assignment as done many times before.
and choose appropriate word definitions. textbook.
Activity “B” on page # 103 of the
Use summary skills to pronoun antecedent relationship textbook After sequential order, summarize the story
and transitional devices with in a paragraph.

Activity “B” on page # 103 of the Provide any other story to retell it sequentially and
Read a story to retell it sequentially and summarize.
textbook. (For guidance only) summarize
Comprehension questions activity “A”
Recognize the others purpose. Post reading comprehension questions cover SLO’s
102-103 of the textbook.
Read a text to analyze characters, their motives, motions Comprehension questions activity “A” Post reading activity comprehension questions will
and emotional responses. 102 of the textbook. address the SLO
Present a character sketch orally and in writing. Activity “B” on page # 104 Guided practical
11 Write short narrative in the first or third person The
describing event and incidents: Devoted 08
G8-E-11 • Use sequential order Mate
• Use specific adjectives and adverbs Home assignment, as done many times before, and
Activity “C” on page # 104 of the
can’t be done in class due to prevailing Covid-19
• Use appropriate tense textbook.
situation
• Use appropriate transitional devices
• Include quotation (actual words) and thoughts and
emotions of the participants of the incident.
Classify adjectives into different types. Change and use Look at page # 105 and 106 of the
degree of adjectives with reference to than and the textbook.
After explanation student must complete activity on
Recognize and use absolute adjectives. Look at page # 107 of the textbook.
page # 107
Apply critical thinking to interact with text and use Comprehension question activity “A”
intensive reading strategies while reading. on page # 102 of the textbook.
Scan to answer short questions.
Give a personal response about characters and giving Teacher will conduct and manage the oral activity
Discussion in class
reasons to support the response

27
 Only for Academic Year 2020-2021

Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
Page # 107 (last activity) Teacher must complete sentence # 01 for student as
Locate the varying position of adjective in sentence
Re arrange the …. an example
11 The
Form adjective from nouns and verbs Page 108 form adjective from….. One should be done by the teacher as an example
Devoted
Mate After a detailed discussion
G8-E-11
Identify and use adjective phrases Page # 108 and 109 • Student must complete activity at the end of
page # 69
Rationale:
• SLO # 4, 5, 6 and 18 are sufficiently practiced in earlier grades.
January (9 periods)
Use pre-reading strategies to predict the content of a
text from topic / picture / title / headings / key words Activity on page 111 – 113 of the Teacher will help students by initiating a discussion
and visual etc. by using prior knowledge, asking textbook. about the pictures.
questions and contextual clues.
Write two paragraphs of comparison between persons,
objects or place: Activity on page 117 of the textbook.
Home Assignment
• Use appropriate similes for comparison (Writing)
• Use correct connectors of comparison.
Write a simple unified paragraph on a given topic:
• Write a clear topic sentence using vivid verbs,
modifiers etc.
12
• Add adequate supporting details (example, Look at page # 117 for learning and The Chinese
09 Home Assignment
illustration, definition, evidence, comparison, then activity “A” at 118 New year
G8-E-12 contrast, cause and effect) to develop the main idea
• Use appropriate transitional devices with in a
paragraph
Illustrate use of prepositions of position, time, movement
Look at page # 117 of the textbook. Teacher must explain concept from page # 117
and directions.
Look at page # 118 activity “B”of the Complete activity at page #118 (Students) guided
Illustrate use of compound preposition.
textbook. activity
Look at page # 119 and 120 of the Page # 119 for discussion
Illustrate use of since and for
textbook. Page # 120 as home Assignment
Look at page # 120 and 121 of the Page # 120 for discussion
Use some prepositional phrases
textbook. Page # 121 (activity) for guided practice

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
12 Apply critical thinking to interact with text and use Comprehension question activity “A” The Chinese
G8-E-12 intensive reading strategies while reading. on page # 115 of the textbook. New year
Rationale:
• SLO # 2, 4, 6 and 7 are sufficiently practiced in earlier grades.
January (9 periods)
Use pre-reading strategies to predict the content of a
text from topic / picture / title / headings / key words Activity on page 123 – 125 of the Help students to predict with the help of pictures,
and visuals etc. by using prior knowledge, asking textbook. through questioning
questions and contextual clues.
Use summary skills to extract salient points and develop Activity “A” on page # 128 of the
a mind map to summarize a text. textbook.
Recognize and use varying intonation patterns to show Look at page 128 and 129 of the
Practical demonstration is mandatory
attitude and emotions. textbook.
• Analyze written texts to use in their own writing,
features of a simple descriptive composition about
people.
Look at page 128 of the textbook. Home Assignment
• Finer detail of physical description of face, build,
13 Ibn-e-Sina,
cloths etc. of a person
A Great
• Personality traits e.g. habits, attitudes, values etc. 09
Muslim
G8-E-13 Scientist • Example other than TB should be provided by
Recognize and use comma to separate on introductory teacher for better understanding.
Look at page 129 of the textbook.
phrase containing a verb from the main sentence. • Page # 130 for discussion
• Page # 131 for guided practice
Recognize and use colon to:
Activity on page # 130 and 131 of
• Introduce a list of items
the textbook.
• Introduce a long quotation
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 127 of the textbook.
Scan to answer short questions.
Read a text to describe orally and in writing character Comprehension question # 4
By answering question # 4 SLO will be addressed
traits using evidence from the text How did you describe ibn-e-sina
Rationale:
• SLO # 2, 3, 6 and 7 are sufficiently practiced in earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
January (7 periods)
•Use paraphrasing skills to paraphrase stanzas
•Mark thought groups in the stanza Activity “A” give at page # 138 of the
•Restate the message in simple prose textbook.
•Replace poetic words with simple ones.
•Apply summary skills to familiar / unseen passages
and poems to Activity “B” at page 138 of the
• Write summary / precis of simple passages textbook.
• Summarize poems
Deduce meaning of difficult words from context. Activity on page 135 of the textbook.
Identify and pronounce in minimal pairs common
14 problem consonants including / v /, /w/, /ya/, /th/, /I/, /r/, Look on page 140 of the textbook.
etc. The
07
Pronounce weak form of personal pronouns, modal Kingfisher
G8-E-14 Activity given is at page 139 of the
verbs, their negatives, prepositions, articles and
textbook.
conjunctions.
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 137 of the textbook.
Scan to answer short questions.
• Read poem and give orally or in writing.
• Main idea
• Theme and its development Explain the concepts of the main idea, theme and its
While reading text development, and lead students to predict and then
• Summary verify / rectify the mentioned / areas
• Personal response with justification
• Paraphrase
Rationale:
• SLO # 1, 4, 6, 7 and 11 are sufficiently practiced in earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
February (6 periods)
Use dictionary to:
• Locate guide and entry words
• Choose appropriate words definition and identify Activity “A” on page 147 of the
Home Assignment
part of speech textbook.
• Identify pronunciation with the help of
pronunciation key.
Activity “B” on page 147 of the
Choose appropriate synonyms from thesaurus Home Assignment
textbook.
Write the address on the envelop clearly ad in proper Activity “B” on page 148 of the Follow a template and guide students to attempt
format. textbook. page # 148
• Analyze written texts to use in their own writing,
features of a simple descriptive composition about
places
15 • Sufficient general details and finer details of size, A Family
colour, shape and texture Activity on page 148 of the textbook Trip to 06
Guided practice
G8-E-15 • Defining characteristics of on object / place and teacher’s guideline for activity. Naran
• Atmosphere of a place
• Correct verb form
• Appropriate adjectives and adverbs for vivid effect
• Details in appropriate order
Recognize and use hyphen to indicate the division of a Activity on page 149 and 150 of the
word at the end of a line. textbook.
Recognize the use of dash as
• A separator to indicate that a sentence has been
broken off.
• An indicator of new direction of thoughts
• Apply critical thinking to interact with text and use Page # 150
intensive reading strategies while reading. Comprehension question activity “A”
• Scan to answer short questions. on page # 146 of the textbook.
Rationale:
• SLO # 3 is sufficiently practiced in earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
February (6 periods)
Make predictions about story line / content, characters, Activity on page 152 and 153 of the
using contextual clues and prior knowledge. textbook.
Activity “A” on page 155 of the
Use dictionary to locate guide words, locate entry words
textbook and teacher’s guideline for Home Assignment
and choose appropriate word definition.
activity.
Identify the speaker or narrator in a selection While / post reading (oral activity) Guide students during/post reading
Present a character sketch orally in writing. Comprehension question # 1
• Analyze written texts to use in their own writing
features of simple expository composition showing
16 cause and effect of an event or an action. Activity “C” on page 155 of the Explain the term and ask students to write
textbook. The Life we expository essay in class (guided activity)
• Logical order of events or action build for 06
G8-E-16 • Appropriate connectives of cause and effect ourselves
Provide some examples other than from the
Identify function of direct and indirect speech in texts. Activity on page 157 of the textbook.
textbook.
Recognize the rules, and change the narration of
Activity on page 161of the textbook. Enough practice is required
statements, requests / orders and questions.
Recognize and use quotation marks to enclose a
Activity on page 157 of the textbook. Provide sufficient examples
direction quotations
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 155 of the textbook.
Scan to answer short questions.
Rationale:
• SLO # 3, 4, 6 and 7 are sufficiently practiced in earlier grades.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
February (6 periods)
Use pre-reading strategies to predict the content of a
text from topic / picture / title / headings / key words Activity on page 163 and 164 of the Help students to predict with the help of pictures,
and visuals etc. by using prior knowledge, asking textbook. through questioning
questions and contextual clues.
Activity “A” give at page # 166 of the
Read poem and give orally or in writing: textbook. (for Theme)
• Main idea Activity “B” give at page # 167 of the
textbook (for summary) Focus on the SLO while and post reading.
• Theme and its development
Activity “A” give at page # 166, Keep on asking and guiding students about these
• Summary
question # 4 of the textbook (for areas.
• personal response personal response)
• paraphrase Activity “A” give at page # 167 of the
textbook. (For paraphrase).
Use paraphrasing sills to paraphrase stanzas
17 Mark thought groups in the stanza Activity on page 167 of the textbook The Guest Home Assignment, as done many times before.
Restate the message in simple prose for activity. 06
House
G8-E-17 Replace peotic words with simple ones
Apply summary sills to familiar / unseen passages and
poems to: Activity “B” on page 167 of the
Home Assignment, as done many times before.
• Write summary / precis of simple passages textbook for activity.
• Summarize poems
Activity on page 164 of the textbook
Deduce meaning of difficult words from context. Help students to deduce meaning.
for activity.
Classify and use different kinds of adverbs learnt earlier. Previously done Home Assignment, as done earlier.
Recognize varying position of adverb in sentences Activity “Position of Adverb” on page
Guided activity
according to their kind and importance # 168 of the textbook.
Activity on page # 169 of the
Identify and use degrees of comparison of adverbs. Guided activity
textbook for activity.
Activity on page # 171 of the
Use some adverbial phrases. Home Assignment
textbook for activity.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
Apply critical thinking to interact with text and use
17 Comprehension question activity “A” The Guest
intensive reading strategies while reading.
G8-E-17 on page # 166 of the textbook. House
Scan to answer short questions.
Rationale:
• SLO # 4 and 8 are sufficiently practiced in earlier grades.
February (7 periods)
Use pre-reading strategies to predict the content of a
text from topic / picture / title / headings / key words Activity on page # 173 ad 175 of the Help students to predict with the help of pictures,
and visuals etc. by using prior knowledge, asking textbook for activity. through questioning
questions and contextual clues.
Use a variety of pre-writing strategies such as Activity “A” / discussion on page #
Oral activity must be done in class.
brainstorming mind mapping, outlining etc. 179 of the textbook for activity.
Use dictionary to:
• Locate guide words, locate entry words, choose
18 Activity “C” on page 179 of the Cleanliness
appropriate word definition. Home Assignment
textbook. is next to 07
• Identify parts of speech of word through
G8-E-18 Godliness
abbreviation used
Activity on page # 181 and 182 of
Recognize and use passive voice for various purposes. Enough practice should be done in class.
the textbook for activities.
Recognize and rectify faulty punctuation in given Activity on page # 180 of the
Guided activity
passages and own work textbook for activity
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 177 of the textbook.
Scan to answer short questions.
Rationale:
• SLO # 3 is sufficiently practiced in earlier grades.

34
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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
March (6 periods)
Predict the content of a text from topic / picture / title
Activity at page # 185 – 187 of the Help students to predict with the help of pictures,
/ headings / key words and visuals etc. by using prior
textbook for activity. through questioning
knowledge, asking questions and contextual clues.
Use summary skills to extract salient points and develop Guide the students “how to do” and assign task as
a mind map to summarize a text. homework.
Use dictionary to:
19
• Choose appropriate word definition Etiquettes Home Assignment, as done many times before.
06
• Locate entry word and guide word of Travelling
G8-E-19
Page # 191 and 192 of the textbook is for learning
Activity on page # 191 and 192 of
Use first and second conditional sentences. and discussion purposes after that student have to
the textbook for activity.
complete activity at page 192.
Apply critical thinking to interact with text and use
intensive reading strategies while reading. Comprehension question activity “A”
on page # 189 of the textbook.
Scan to answer short questions.
Rationale:
• SLO # 2, 3 and 8 are sufficiently practice in earlier grades.
Make predictions about story line / content, characters, Activity on page # 196 – 197 of the Help students to predict with the help of pictures,
using contextual clues and prior knowledge. textbook through questioning
Use dictionary to locate guide words, locate entry words Activity “A” on page # 199 of the
Home Assignment
and choose appropriate word definition. textbook.
After reading the text, initiate discussion, must
Post reading, discussion activity. (Oral
Recognize the authors purpose motivate, encourage and guide students to
activity)
20 understand the author’s purpose (oral activity)
The farmer’s
Recognize and use parenthesis (round brackets) to: 06
Dog
G8-E-20 • Enclose numbers or letters in enumeration in the
text. Activity on page # 200 and 201 of Explanation by teacher and then guided practice at
• Express an amount in numbers previously expressed the textbook for activities. page 201 of the textbook.
in words.
• Mark off explanatory or supplementary material
Recognize and use omission marks or ellipses to signify Activity on page # 201 of the Provide some examples other than the textbook for
the omission or deletion of letters or words in sentences. textbook for activity. better understanding.

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Unit No. of
Student Learning Outcomes (SLOs) Recommended Activities Topic Guidelines for Teachers
No Periods
Activity “A” on page 199 and
Give personal response about character giving reasons Answer of question # 7 will address the SLO
questions # 7 of the textbook for
20 to support the response. successfully.
activity. The farmer’s
Apply critical thinking to interact with text and use Dog
G8-E-20 intensive reading strategies while reading. Comprehension question activity “A”
on page # 199 of the textbook.
Scan to answer short questions.
Rationale:
• SLOs # 3, 4, 5, 7, 8, 10 and 11 are sufficiently practice in earlier grades.

36
General Science
Grade-VIII

GRADE

37
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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
September (8 periods)
• Nervous System
• Describe the structure and • The Central Nervous System (CNS)
• Use prepared charts / models of nervous system
function of the nervous • The Brain (fore brain, mid brain, and 02
and explain different parts of nervous system.
system. hind brain)
• The Spinal Cord
• The Peripheral Nervous System (PNS) • Draw fig 1.5 on writing board and explain
• Neurons and their types (neuron, different parts of neuron.
• Describe the working of the neuron structure) • Give Exercise C, (iii) as homework.
02
nervous system through a • Types of neurons (sensory neurons, • Explain the location of different types of neurons
model. motor neurons, associative / inter in human body.
neurons) • Students to draw a diagram illustrating the
• Working of nervous system. working of nervous system in their notebooks.
• Explain reflex action with an
example. • The reflex actions • Explain the concept of reflex action through a
01 • Differentiate between mini lecture.
• (voluntary actions, involuntary or 01
Human Organ voluntary and involuntary
actions they have autonomic actions) Page 1- 18 • Take students experimental ideas on reflex action.
G8-S-01 Systems
experienced.
• Define excretion. • Excretory system • Explain with the help of prepared chart of human
• Draw and label human kidney.
• Human kidney (internal structure of
excretory system. 01
kidney, nephrons) • Ask students to draw structure of kidney in their
• Describe the role of kidney in
excretion of waste. • Role of kidney notebooks.
• Explain to students how stone formation takes
• Investigate the possible • Malfunctioning of kidney place in kidney.
causes of the malfunctioning • Formation of stones in kidney 01 • Fig 1.1.3 to be illustrated in notebooks
of kidneys. • Renal failure • Exercise Part A, B and C to be discussed in class
and written down in homework notebooks.
• Treatment of malfunctioned kidneys
(Removal of kidney stones, dialysis, • Explain dialysis and kidney treatment.
• Suggest techniques to cure kidney transplant) 01 • Summarize with the given key points.
problems of kidneys.
• Key Points • Discuss Exercise D, (iii) in classroom.
• Exercise Part D ( iii)

38
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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
October (6 periods)
• Cell division • Explain mitosis and meiosis
• Mitosis • Students to identify and differentiate between
• Differentiate between mitosis
• Meiosis 02 mitosis and meiosis with the help of charts /
and meiosis.
• Difference between mitosis and models.
meiosis. • List down the differences in the note books
• Explain the structure of DNA and genes with the
• Identify DNA and help of the Fig 2.3 and 2.4 to be drawn on the
chromosomes in the cell • Chromosomes, Genes and DNA 01 writing board.
diagram.
• Give exercise Part A and B to students to solve
• Define heredity and
02 recognize its importance in
Heredity in transferring of characteristics • Heredity • Explain students how to differentiate inheritable
Page 19 - 26
Organisms from parents to off springs. • Inheritable and non-inheritable 01 and non-inheritable characteristics.
G8-S-02
• Identity the characteristics Characters • Give exercise C (iii) as homework to students.
that can be transferred from
parents to off springs.
• Discuss in class (heritable characteristics in
human).
• Examples of Inheritable characters
in human (eye color, detached and • Conduct a small research activity to find students
• Compare characteristics attached earlobes) eye color, earlobes and rolling of tongue in class
02 room and record data and share results with
related to ear and eye color.
• Key Points students.
• Exercise Part D • Summarize with the given key points.
• Students to answer exercise questions in part D.

39
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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
October (10 periods)
• Define Biotechnology. • Take help from DNA replication videos/ textbooks.
• Introduction and major
• Explain how DNA is copied breakthrough. • Clarify each step of DNA replication with the help
and made. of writing board.
• DNA replication 02
• Describe the relationship • Explain fig 3.1 and 3.2
• Relationship between DNA, genes
between DNA, genes and
and chromosome. • Students to draw these figures in their notebooks
chromosomes.
• Draw and label Bacterium structure on writing
board and explain it.
• Bacteria (singular bacterium)
• Define bacterium. • Draw fig 3.4 on writing board / charts and
• Introduction of genes into a 02 explain each step of introducing gene into
• Explain how genes are
bacterium (Process of introducing bacterium.
introduced into a bacterium.
gene into bacterium)
• Homework: Students to draw and label the
structure of Bacterium in the notebooks.
03 • List some biotechnological
Biotechnology products used in daily life. • Biotechnology in daily life Page 27- 38
G8-S-03 • Explain that genetic • Genetic modifications • Explain the role of biotechnology in daily life.
modification in different • Usefulness of genetically modified • Explain terms like GMOs, GM, and Transgenic
02
foods can increase the organisms (Microorganism chicken.
amount of essential resistance, improved nutrition and • Discuss Exercise A, B and C (ii) in classroom.
nutrients. quality of food)

• Application of Biotechnology
• List general applications of
• (Biotechnology and agriculture, food • Use mini lecture to explain the concept
biotechnology in various 02
production and preservation, health, applications of biotechnology.
fields.
environment)
• Explain how biotechnology • Role of Biotechnology in meeting the • Give examples of genetically improved products.
allows meeting the 02
nutritional needs • Summarize with the given key points.
nutritional needs of growing
populations. • Key points • Give Exercise D (ii) as homework.

40
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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
November (9 periods)
• Pollution • Question the students about their previous
knowledge on Pollution?
• Air Pollutants and their sources
• Explain the sources, • Question the students about their previous
• Sulphur dioxides (SO2)
properties and harmful 02 knowledge on Pollution?
effects of air pollutants. • Nitrogen oxides (NO2)
• Describe the different types of pollutions.
• Carbon monoxides (CO)
• Students to list down pollutants and their sources
• Chlorofluorocarbons (CFCs) with the help of textbook.
• Harmful effects of air pollutants
(acid rain, eutrophication, ground
level ozone)
• Problems Caused by pollutants in • Students to identify harmful effects of air
• List problems in human pollutants.
organ systems caused by air Human organ system 01
pollutants. • Effects of Sulphur dioxides • Students open discussion on problem caused by
pollutants in human organ system.
• Effects of oxides of Nitrogen
04 Pollutants • Effects of carbon monoxide
and their
• Effects of chlorofluorocarbons (CFCs) Page 39 - 54
Effects on the
G8-S-04 Environment • Plan and conduct a
campaign that can help to
reduce air pollution in their
local environment.
• Explain the greenhouse
effect. • Effect of human activities on human • Explain the concept of
• Carry out a research to environment. • Greenhouse Effect by using Fig 4.5
explain global warming and • Greenhouse effect 01 • Global Warming by using Fig 4.6
its likely effects on life on
• Global warming • Acid Rain by using Fig 4.7
earth.
• Acid rain • Give Exercise D, (ii) as homework.
• Design a model to explain
the Greenhouse effect.
Explain the formation of
acid rain and identify its
consequences on living and
nonliving things.

41
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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Describe the causes and
effects of ozone depletion.
• Define deforestation.
• State the effects of • Use mini lecture to explain Ozone Layer with the
deforestation on the • Depletion of Ozone Layer help of Fig 4.9
01
environment. • Deforestation • Let the students’ discus deforestation and its
• Identify human activities effects
that have long-term adverse
04 Pollutants consequences on the
and their environment.
Page 39 - 54
Effects on the • Effects of human activities on wild
G8-S-04 Environment • Discuss the effects of human activity on
• Explain the importance of life
environment –wild life and natural resources.
local and global conservation • Conservation of resources 01
of natural resources. • Students to make a list of renewable and non-
(renewable resources, non-
renewable resources.
renewable resources)
• Suggest ways in which
individuals, organization • Conservation measure • Discussion on how we can save earth.
and government can help to • Saving the earth 02 • Summarize with the help of given Key points
make earth a better place to • Key Points • Give exercise C, (v) as homework.
live.
November (7 periods)
• Define chemical reactions • Chemical reactions and their • Use mini lecture to explain the term chemical
and give examples. examples reaction with examples from daily life.
01
• Explain the rearrangement of • Re-arrangement of atoms in • Explain, re-arrangement of atoms in chemical
atoms in chemical reactions. chemical reaction. reaction by drawing fig 5.1 on writing board.
05 • Define the law of • Use mini lecture on characteristics of chemical
Chemical conservation of mass. • Characteristic of chemical reactions
Page 55- 67 reactions
Reactions • Identify the nature of a • Law of conservation of mass.
G8-S-05 • Perform activity 5.2 in front of students
chemical change in various • Changes in states of matter
02 • Give activity 5.3 as homework to students.
reactions. • Chemical equations
• Discuss the characteristics of chemical equations
• Describe changes in the • (characteristics of a chemical with examples
states of matter in chemical equation)
reaction. • Give exercise D, (ii) (b) as project to students.

42
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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Explain balancing of chemical equation by
defining example 1, 2 on writing board.
• Explain the balancing of Maximum practice of balancing of equations to
• Balancing of chemical equation 01
chemical equations. be given.
• Give activity 5.4 as homework
• Types of chemical reactions.
• Use mini lecture to explain different types of
• Explain the types of chemical • Addition or synthesis reactions.
reactions
reactions with examples. • Decomposition reactions. 01
• Perform activity 5.5 on writing board and ask
• Single displacement reactions. students to complete the reactions.
05
Chemical • Double displacement reactions
Page 55- 67
Reactions • Explain the terms endothermic and exothermic.
G8-S-05
• Energy changes in chemical • Ask students to list various endothermic and
• Explain the energy changes
reactions (endothermic reaction, 01 Exothermic sources
in chemical reactions.
exothermic reaction) • Give students project (Page-67) to complete and
write the data in their notebooks.
• Class discussion: Allow students to participate
• Describe the importance of • Importance of exothermic reactions and share their ideas on the importance of
exothermic reactions in daily in daily life. 01 exothermic reactions in their daily life.
life. • Key Points • Summarize with the help of given key points.
• Exercise part A, B, C and D
December (9 periods)
• Define the terms acid, alkali • Definition of Acid, Alkali and salt • Use mini lecture to explain the term acid and its
and salt. • Physical properties of acids 02 properties with the help of writing board.
• Define indicators. • Chemical properties of acids • Discuss fig 4.1 in class room
06 • Alkali • Explain the term alkali, discuss the difference
Acids, Alkalis • Describe the properties of between alkali and base.
• Physical properties of alkalis Page 68 - 81 02
And Salts alkalis. • Students to make a list of things or materials
G8-S-06 • Chemical properties of alkalis having alkaline taste.
• Describe the properties of • Use mini lecture on salts and its properties.
• Salt
salts. 01 • Ask students to share their experiences of using
• Properties of salt
salts in their daily life.

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Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Explain the uses of acid, • Uses of acid, alkalis and salts.
alkali and salt in daily life. • Example uses of acids, alkalis and salts with the
• (uses of acids, uses of alkalis, uses 02
help of Fig 6.4, 6.5 and 6.6.
of salts)
06 • Use indicators to identify • Conduct activity 6.1 and allow students to
Acids, Alkalis acids, alkalis and neutral • Acid-Alkali Indicators Page 68 - 81 observe the results of red litmus paper, blue
And Salts substances
G8-S-06 • Fruit and flower extracts as litmus paper, acid, alkali or natural.
• Investigate the color changes 02
indicators. • Summarize with the help of given key points.
in the extracts of various
flowers and vegetables by • Key Points • Give exercise parts A, B, C and D to the students
adding acids and alkalis. to solve.

December (7 periods)
• Define the term pressure. • Use mini lecture to define pressure, force and
• Identify the units of pressure. • Pressure, force and area. area
01
• Describe the causes of gas • (Units of pressure) • Conduct activity 7.1 (Pressure) and involve
pressure in a container. students by asking questions.
• Discuss hydraulics and Pascal’s Principle
• Explain hydraulics and • Hydraulics
• Perform Activity 7.2 ( Pascal Principle)
hydraulic system by giving • (hydraulic system, hydraulic press, 02
examples. hydraulic brakes, water pressure) • Take example of hydraulics from students that are
07 used in our daily life.
Force and
• Explain how gases behave • Pneumatics: (Pressure of gases) Page 82- 93 • Use mini lecture to explain pressure of gases.
Pressure 01
G8-S-07 under pressure. • Causes of gas pressure. • Explain pressure of gas by performing Activity 7.4
• Explain the working of • Behavior of gas under pressure • Use daily life example to explain.
01
aerosols. • Aerosols • Give exercise c, (iv) as homework.
• Atmospheric pressure • Use mini lecture to explain atmospheric pressure
• Describe the term with examples of gas behavior under pressure.
atmospheric pressure. • (Application of gas pressure)
02 • Summarize with the help of given key points.
• Identify the application of • Key Points
gas pressure. • Question / Answer technique to clear concept of
• Exercise a, B, C and D gas pressure.

44
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
January (8 periods)
• Define base quantities and derived quantities.
• Define a physical quantity • Physical quantities
02 • Draw Table 8.1 on writing board to explain base
with examples. • Measurement of physical quantities
quantities and their units (Exercise C, (i))
• Interconvert smaller units
• System International Units 01 • Explain by using Table 8.2
and bigger units.
• System International Units in daily
• Interpret SI units in daily life. life. • Explain SI-units by demonstrating meter ruler,
• Investigate why it is desirable • Meter
02
kilogram stone, and wall clock and liter jug in
for scientists to use the SI • Kilogram front of classroom.
08 Measurement units in their work. • Cubic meter and Liter • Perform Activity 8.3 in class.
Of Physical Page 94 - 104
• Second
G8-S-08 Quantities
• Apply the prefixes milli, and
centi and kilo and interpret • Prefixes and their use in inter • Use mini lecture to explain the concept.
the units. 01
conversion of units. • Discuss Activity 8.3 in classroom.

• Discuss instruments of measurement by showing

• Select and use measure • Instruments for Measurement. meter ruler, measuring cylinder, measuring flask,
instruments. (Meter ruler, measuring cylinder, and pipette if available.
measuring flasks, pipette.) 02
• Measure the volume of liquid • Summarize with the help of given key points.
by reading correct meniscus. • Key Points
• Exercise; A, B, C, and D
January (8 periods)
• Describe the sources and • Use mini lecture on different sources of heat and
• Sources and effects of heat 01
effects of heat. effects of heat.
• Discuss with students about thermal expansion
• Explain thermal expansion of • Thermal expansion and contraction. and contraction.
09 Sources and 01
solids, liquids and gases. • Thermal expansion of solids. Page 105 - 118 • Use mini lecture to explain thermal expansion of
Effects of solids.
G8-S-09 Heat Energy
• Thermal expansion of liquid • Explain thermal expansion of liquids and gases
• Describe the uses of with examples
• Thermal expansion of gases
expansion and contraction of 01
liquids. • Uses of expansion and contraction • Perform activity 9.4 (thermal expansion of gas), if
of liquids. apparatus is available.

45
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Investigate the processes • Advantages
making use of thermal • Applications of expansion and • Discuss application and advantages of expansion
expansion of substances. contraction of solids (fixing a metal 01 of solids.
• Explore the effects and tyre into a wheel, riveting, fixing an
• Explain by referring to Fig 9.2,9.3,9.4 and 9.6
applications of expansion axle of wheel, fire alarms, electric
and contraction of solids iron.
• Investigate the means used
by scientists and engineers
to overcome the problems of
expansion and contraction in • Effects of expansion and
everyday life. contractions of solids in everyday
• Discuss with students about effects of expansion
09 Sources and life (concrete road surface, railway 01
• Identify the damages caused and contractions of solids in everyday life.
Effects of tracks, bridges, telephone wires / Page 105 - 118
by expansion and contraction overhead power cables, pipelines.)
G8-S-09 Heat Energy in their surrounding and
suggest ways to reduce these
damages.
• Explain the peculiar behavior • Discuss the peculiar behavior of water during
• Peculiar behavior of water expansion expansion and contraction. Fig 9.12
of water during contraction 01
and contraction.
and expansion. • Exercise D, (iii) discuss in classroom.
• Show clinical thermometer to students and
• Thermometer (scales of temperature, explain its parts
• Describe the working of working of thermometer) • Perform group activity for measuring temperature.
02
thermometer.
• Key Points • Summarize with the help of given key points.
• Exercise A, B, C and D
February (8 periods)
• Lenses
• Use mini lecture to define lens and its type with
10 • (convex lens, concave lens) actual lenses or diagrams.
• Define Lens.
Lenses • Terms related to lenses. Page 119 - 134 02 • Draw figure 10.4 on writing board to explain
• Differentiate between the
G8-S-10 different types of lenses. • (center of curvature, principle focus terms related to lenses.
/ focal point, optical center, principle • Given exercise C (v) as homework.
axis, focal length)

46
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Explain Ray diagram by drawing figures 10.5,
• Ray diagrams 10.6, 10.7 on writing board.
• Describe the image formation
• Image formation by convex lens 02 • Discuss image formation by convex and concave
using a lens by ray diagram
• Image formation by concave lens lens by drawing Fig 10.8, 10.9 10.10, 10.11,
10.12 and 10.13 on writing board.
• Compare and contrast the • Use mini lecture to explain the commonality
• Image formation in cameras and between camera and eye.
working of a human eye with 01
human eyes (Cameras, Human Eye)
the lens camera. • Discuss human eye by using Fig 10.14 and 10.16
• Explain how eye focuses by
altering thickness of eye lens.
• Defects of eye and their correction
10 • Investigate how eyes get (Short sightedness (correction), Long • Discuss eye defects and correction through use of
used to darkness after sightedness (correction)) lenses
Lenses Page 119 - 134 02
sometime.
G8-S-10 • How eyes adjust to darkness after • Discuss exercise part D (iii) in classroom.
• Explain how lenses are used sometime
to correct short sightedness
and long sightedness
• Draw fig 10.19 on writing board to explain types
• Types and uses of lens of lenses
• (Double convex lens, Plano-convex • Students to draw different types of lenses and
• Identify the types of lenses 01 label them.
lens, Plano-concave lens , Concavo-
uses for various purposes in
convex lens, Convexo-concave lens, • Discuss uses of lenses
daily life.
Double concave lens) • Summarize with the help of given key points.
• Key Points • Ask students to do exercise A, B, C and D in their
notebooks
February (8 periods)
• Design an experiment to • Generating electricity
Page 135 - 148 01 • Discuss electricity producing appliances
generate electricity. • (Experiment)
• Working of A.C generator • Draw figure 11.5 and 11.6 on writing board to
11 • Explain the working of model
• Working of a bicycle dynamo 01 explain working of AC generator and Bicycle
Electricity in generator.
(Portable generator) dynamo
Action
G8-S-11 • Other sources of electricity
• Identify the simple devices
• (The battery, Hydroelectric power, • Ask students to make a list of simple devices that
that generate electricity in 02
Wind power, Nuclear power, Thermal generate electricity in daily life
daily life
power, Solar power)

47
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Relate problems involved in
generating electricity.
• The problems in generating • Discussion on Exercise C, (ii)
• Design and demonstrate the electricity. 01 • Use mini lecture to explain the project pg-168
working of a power station.
• Working of a power station (working of power station)
• List types of energy being
used in power stations.
• Explain electronic system by showing resistors,
• Describe basic components • Electronic systems (resistors,
11 capacitor, diode, transistors, integrated circuits to
Electricity in of an electronic system. capacitors, diode, transistor,
Page 135 - 148 01 students if available
Action • List component that are integrated circuit (IC)
G8-S-11 • Use mini lecture to explain conversion of AC to
needed to turn A.C to D.C. • Conversion of A.C to D.C.
DC.
• Use mini lecture to explain the uses of electronic
• State how output devices
• Use of various electronic devices
components in various • Students to make a list of input and output
(input, processor , output) 02
devices could be used in their devices.
schools and surroundings. • Key Points
• Summarize with the help of given key points.
• Exercise A, B, C and D
March (8 periods)
• Tools and technologies used in space • Discussion on space explorations and
• Describe development of exploration technologies used.
tools and technologies used • Telescope 01 • Explain telescope and its working. Discuss
in space exploration. • Types of telescope different types of telescopes.
• Optical telescope • Give Exercise D, (i) as homework
12
Exploring • Explain that how astronauts • Discussion on radio telescope and Broad
• Radio telescope Page 149 - 162
Space survive and research in 01 spectrum telescope and its construction.
G8-S-12 • Broad spectrum telescopes
space. • Give Exercise D, (i) as homework
• Space-crafts • Class discussion with teachers input and
• Identify the technological guidance on Space-crafts.
tools used in space • Types of space crafts 01
exploration. • Show pictures of space crafts and space probes in
• Space probes classroom.

48
 Only for Academic Year 2020-2021

Topic/Sub Student Learning Recommended No. of

Unit Contents Guidelines for Teachers
Topic Outcomes (SLOs) Activities Periods
• Identify new technologies • Use mini lecture with charts and pictures of space
used on earth that have • Space stations
stations, space shuttle and spectroscopes, to
developed as a result of • Space shuttle 01 explain the concept
the development of space • Spectroscopes (working)
technology. • Help students to discuss space technologies.
• Analyze the benefits
• Benefits generated by technologies • Students to explore and discuss the benefits
generated by the technology 01
of space exploration. generated by technologies of space exploration.
of the space exploration.
• Suggest the ways to • Survival in space
12 • Students will read the topic of problems resulting
solve the problems that
Exploring • Problems resulting from space 01 from space exploration and their solutions.
have resulted from space Page 149 - 162
Space exploration and their solution. Discuss in class. Teacher to summarize.
G8-S-12 exploration.
• Identify new technologies
used on earth that have • Use mini lecture to explain technologies used for
developed as a result of • Technologies used for space space explorations.
the development of space explorations
• Give project Page -162 as assignment to the
technology. • Technologies developed on the earth 02 students
• Design a space craft and as a result of space exploration.
• Summarize with the help of given key points.
explain the key features of • Key Points
design to show its suitability • Exercise A, B, C and D as homework
as a space craft.

49
 ‫ُار ُدو‬
‫ت‬
‫امجع متشہ‬

‫‪GRADE‬‬

‫‪50‬‬
‫‪8‬‬
 ‫‪Only for Academic Year 2020-2021‬‬

‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ربمتس‬

‫ہبلط‪:‬‬
‫ن‬ ‫ن‬ ‫ظ‬
‫وہےئ ہبلط ےس دمح ںیم‬ ‫ت ش‬ ‫رکےت‬ ‫رشتحی‬ ‫یک‬ ‫�‬
‫ر‬ ‫ااعش‬ ‫�‬ ‫رسی‬ ‫�‬ ‫دت‬ ‫ا�‬ ‫‪�1‬د�و�ر�‬ ‫‪.‬‬ ‫·مظن وک �اےنپ �اافل� ںیم ایب� �ی�ا رحتری رکںیکس۔‬
‫ت خ‬ ‫ظ‬ ‫ظ‬
‫وموج�داخص �اافل� ےک ینعم تغل ںیم �ال� رک�و�اںیئ �ا�و�ر �امہ اکن� �ا���ذ‬ ‫اعمین ےس �اافل� یک رطف ��ذینہ رفس رکںیکس۔‬ ‫‪1‬‬
‫ظ‬ ‫س�ح ن‬ ‫· ت‬ ‫ت‬
‫رک�و�ارک مظن وک �اےنپ �اافل� ںیم وھکل�اںیئ۔‬ ‫‪06‬‬ ‫·�ا س�ا� �ا�و�ر دیقنت یک حطس یک ایت�ری ےک ےیل یسک رحتری (مظن‬ ‫‪�� ۱‬ا ‪۵‬‬ ‫دمح (مظن)‬
‫ت‬ ‫خ‬
‫‪2‬ہبلط ےس وہجمل ےک ولمج ں وک رعم�وف ںیم دبتلی رکےن یک ��ز�ی�ا�دہ ےس‬ ‫‪.‬‬ ‫�ا�و�ر رثن) اک �الہص ھکل ںیکس‪ ،‬رشتحی رکںیکس �ا�و�ر �امہ اکن�‬
‫‪G8-‬‬

‫ن‬
‫‪U-01‬‬
‫��ز�ی�ا�دہ قشم رک�و�اںیئ۔‬ ‫ایب� رکںیکس۔‬
‫·وہجمل وک رعم�وف ولمجں ںیم دبل ںیکس۔‬
‫ت‬
‫‪1 .‬ہبلط وک �واضح� رکںی ہک �ر�دفی ےس رم�ا�د ےھچیپ ےھٹیب وہےئ وس�ا�ر �ی�ا دعب‬
‫ںیم �� آےن �و�اےل ےک ںیہ ۔�ارگ مظن ںیم اقہیف ےک دعب �اےئ وتمظن یک �ا�و�ر‬ ‫ہبلط‪:‬‬
‫ت ظ‬
‫�ارگ ظفل ےک دعب �اےئ وت ظفل غیک �ر غ�دفی کہالےئیگ۔‬ ‫·یسک یھب زیچ وک وصخمص �لّف�‪ ،‬ےجہل‪ �� ،‬آگنہ‪� ،‬ا�د�ایگیئ �ا�واقف‪،‬‬
‫ث‬
‫دفی‪ �:‬ےس �ب�ا�‪ �-‬ےس ابغ�رہ‪ -‬ہ ےس اہ�ر‪� -‬رےس�ر�اہتس‬‫ب‬ ‫م�لً�ا ظفل ب‬
‫اتک� یک �ر�‬ ‫�� آ�و�ا��ز ےک ��زری �ومب ےک س�اھت �د�ہ�ر�اںیکس۔‬ ‫‪۲‬‬
‫ظ‬ ‫ت‬
‫�وریغہ۔‬ ‫‪06‬‬ ‫·ینعم ےس �اافل� یک رطف ��ذینہ رفس رکںیکس۔‬ ‫‪�� ۶‬ا ‪۹‬‬ ‫تعن (مظن)‬
‫ن‬ ‫ظ‬ ‫ت ن‬
‫‪2 .‬مظن (تعن) ےس وکیئ ےس �پ�اچن �اافل� ےل رکہبلط ےس �اُ� یک �ر�دفی یک‬ ‫·یسک رحتری یک رشتحی رکںیکس �ا�و�ر �امہ اکن� ایب� رکںیکس۔‬
‫‪G8-‬‬
‫ظ‬ ‫ظ‬
‫‪U-02‬‬
‫رتبیت ےک وح�اےلےس اچ�ر‪،‬اچ�ر ےئن �اافل� انبںیئ۔‬ ‫·�ر�دفی ےک وح�اےل ےس �اافل� وک رتبیت �دے ںیکس۔‬
‫خ‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬‫‪�3 .‬د�ریس ب‬ ‫·یسک رحتری (مظن) اک �الہص ھکل ںیکس۔‬
‫رک�و�اںیئ۔‬
‫�‬
‫‪۱۲‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ربمتس‬

‫‪51‬‬
 ‫‪Only for Academic Year 2020-2021‬‬

‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫�اوتک�ب�ر‬

‫‪1‬ہبلط وک یقیقح �ا�و�ر اجم��زی ونعمں اک ف�رق اتبےت وہےئ احم�و�رہ �ا�و�ر ب‬
‫رض�‬ ‫‪.‬‬
‫ہبلط‪:‬‬
‫�الثمل اک �اامعتسل رک�و�اںیئ۔‬ ‫خ‬
‫ن‬ ‫ت‬ ‫·یسک یھب رطفی ‪�،‬ا�الیق �ی�ا وقیم وموضع رپ �اےنپ ملع �ا�و�ر‬
‫‪2‬قبس ےک �امہ اکن� یک رطف ہبلط یک وتہج �دالںیئ �ا�و�ر�اُ� ےس رمک��زی‬ ‫‪.‬‬ ‫‪3‬‬
‫ظ‬ ‫اشمدہے یک �ر�ویش ںیم اکذغ رپ ںیھکل۔‬ ‫معل ّ‬
‫ایخل �اےنپ �اافل� ںیم وھکل�اںیئ ۔‬ ‫ت‬ ‫ُ ِم‬
‫‪05‬‬ ‫·مک �ا��ز مک �پ�اچن ٹنم یک رقتری رکںیکس۔‬ ‫‪�� ۱۰‬ا ‪۱۵‬‬ ‫خ‬
‫‪3‬ہبلط ےس ںیہک ہک رگ�ووپں ںیم یسک �دپسچل وموضع رپ رحتری ںیھکل‬ ‫‪.‬‬ ‫�ا�القﷺ‬
‫ت‬ ‫·رقم�ر �ی�ا فنصم ےک ہطقن رظن وک �اےنپ زجتےی ےک س�اھت شیپ‬
‫‪G8-‬‬
‫�ا�و�ر رمکہ امجع� ںیم شیپ رکںی ۔‬ ‫‪U-03‬‬
‫رکںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�4‬د�ریس ب‬ ‫‪.‬‬ ‫مث‬ ‫ت‬
‫رض� �اال ��ال اک �اامعتسل ھکیس ںیکس۔‬
‫·احم�و�ا�ر� �ا�و�ر ب‬
‫رک�و�اںیئ۔‬

‫ہبلط‪:‬‬
‫ڑپاھںیئ۔ ن‬
‫ت‬ ‫‪�1‬اس قبس وک اہکین ےک �ازج�اء وک دمرظن �رھک رک‬ ‫‪.‬‬ ‫ت‬
‫ک�‬ ‫�‬ ‫ن‬ ‫انعرص‪ ،‬اتنجئ‪ ،‬تلع �و ولعمل ےک قلعت‬ ‫·ابع�ر� وک �اس ےک‬
‫‪�2‬د�ر� ِا� دت�رسی فنصم یک رطف ےس �اامعتسل یک یئگ �یکس‬ ‫‪.‬‬ ‫ن‬ ‫ش‬
‫ظ‬ ‫ن‬ ‫�ا�و�ر �راتف�ر اطمہعل (اخوم�‪ ،‬دنلب �� آ�و�ا��ز) اینب�دی ایخل �ا�و�ر ایب�‬
‫وحلم�‬
‫اانصف رثن) �ا�و�ر ونع�ا� یک تحت �اےنپ دصقمِ رثن وک ِ‬ ‫(�روم��زِ�ا�واقف ‪ِ � ،‬‬ ‫ظ‬ ‫‪4‬‬
‫ن‬ ‫ظ‬ ‫ےک وح�اےل وک وحلم� �رھک رک ڑپھ ںیکس۔‬ ‫ن‬ ‫ت‬
‫اخرط �رھک رک �اےنپ �اافل� ںیم ایب� رکںی۔‬ ‫ن‬ ‫ن‬ ‫ت‬ ‫رضح� امثع�‬
‫‪05‬‬ ‫·ومضم� ںیم فنصم یک کینکت‪ ،‬وصقم�د �ا�و�ر رط��ز ایب� ڑپھ‬ ‫‪�� ۱۶‬ا ‪۲۱‬‬ ‫ن‬
‫‪3‬ہبلط وک رگ�ووپں ںیم �دےی ےئگ اچ�ر ریپ�ارگ�اف وک رتبیت �دے رک افلخ‬ ‫‪.‬‬ ‫‪� G8-‬ریض �اللّہ ع�ہ‬
‫ن‬ ‫ظ‬ ‫ن‬ ‫ںیکس۔‬
‫ےئ �ر�ادشنی ؓ یک ونع�ا� رپ نیت �اافل� اک ومضم� وھکل�اںیئ۔‬ ‫ت‬
‫‪U-04‬‬
‫·احم�و�ر�ا� اک �اامعتسل ھکیس ںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�4‬د�ریس ب‬ ‫‪.‬‬ ‫ن‬ ‫ت‬ ‫ظ‬
‫·نیت وس(‪ )300‬ےس ��ز�ادئ �اافل� یک اخضم� اک ومضم� ایت�ر‬
‫رک�و�اںیئ۔‬
‫رکےک شیپ رکںیکس۔‬

‫‪52‬‬
 ‫‪Only for Academic Year 2020-2021‬‬

‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ت‬
‫‪1 .‬ہبلط ےسقبس ںیم �دےی ےئگ �ر�و��زرمّہ �ا�و�ر احم�و�ر�ا� اک ولمجں ںیم �ب�رلحم‬
‫�اامعتسل رک�و�اںیئ۔‬
‫ت‬
‫‪�2 .‬ااتس�دویپمک رٹ رچیٹ یک �ر�اہ امن یئ ںیم ہبلط ےس یسک یھب �د�روخ�اس� یک‬ ‫‪5‬‬
‫ن‬ ‫ج‬ ‫ظ‬ ‫ت‬
‫گ رک�و�اںیئ۔‬ ‫وپمک��ز� ت‬ ‫�ر�و��زرمّہ �ا�و�ر احم�و�ر�ا� ےک احل� ےس طلغ �ُمل�وں یک حیحصت رکںیکس۔‬ ‫ت‬ ‫رتہبنی‬
‫ن‬ ‫ت‬ ‫ت �عل‬ ‫ٹ‬ ‫‪05‬‬ ‫‪�� ۲۲‬ا ‪۲۷‬‬
‫ون�‪ :‬احصال� ّ م ‪� I‬ا�و�ر ‪ II‬ہحفص ربمن ‪ 16‬قبس “رضح� امثع� ینغ �ریض �اللّہ‬ ‫یسک یھب ریغ وبطمہع یکینکت (ویپمکرٹ) نتم وک ھکل ںیکس۔‬ ‫ط�ال ب‬
‫� ملع‬
‫ن‬
‫‪G8-‬‬
‫ع�ہ” ںیم لمکم رک�و�ا �دےیئ ےئگ ںیہ۔‬ ‫‪U-05‬‬

‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3 .‬د�ریس ب‬
‫رک�و�اںیئ۔‬

‫ہبلط‪:‬‬
‫ت‬ ‫ت ت‬ ‫ت‬ ‫ت‬
‫‪1‬قبس ںیم وموج�د �امہ اکن� رپ ہبلط ےس �ب�ا� �چ� ی� رکںی �ا�و�ر امجع�‬ ‫‪.‬‬ ‫ا� رحتری رکںیکس۔‬ ‫·یسک یھب اعم نتم رپ وس�اال� ےک وج� ب‬
‫ن‬ ‫ت‬ ‫ن‬ ‫ت‬
‫� �و ےجہل ےک س�اھت ڑپ ھ�ے اک ںیہک ۔‬
‫ےک س�اےنم �د�رس� ل ب‬ ‫·ولعمام� وک ایب� رکےت وہےئ �اےنپ �ر�دلمع �ا�و�ر زجتےی وک‬ ‫ت‬ ‫‪6‬‬
‫ت‬ ‫ن‬ ‫ش‬ ‫ت‬ ‫ولعمام�‬
‫� ملع ےس �اُ� رپ نیت ٹنم �ک رقتری رکےن وک ںیہک۔‬ ‫‪2‬یسک یھب ط�ا ل ب‬ ‫‪.‬‬ ‫‪06‬‬ ‫��الم وگتفگ رکںیکس۔‬ ‫‪�� ۲۸‬ا ‪۳۹‬‬ ‫ن‬
‫�پ�ااتسک�‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫·یسک یھب رطفی �ی�ا وقیم وموضع رپ �اےنپ ملع �ا�و�ر اشمدہے یک‬
‫‪G8-‬‬
‫ت ت ظ‬ ‫‪U-06‬‬
‫رک�و�اںیئ۔‬ ‫�ر�وینش ںیم س�انیعم ےک س�اےنم �د�رس� �لّف� �ا�و�ر ل ب‬
‫� �و ےجہل‬
‫ںیم مک �ا��ز مک نیت ٹنم رقتری رکںیکس۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ت ظ‬ ‫ن‬
‫‪�1‬د�و�ر�ا� دت�رسی مظن وک �لّف� ‪ ،‬ےجہل‪ �� ،‬آگنہ �ا�و�ر ہطقن رع� جو� ےک تحت‬ ‫‪.‬‬
‫ٹ‬ ‫ت‬ ‫ن‬
‫��زری�ومب ےس ڑپ ھ�ے یک قشم رک�و�اںیئ �ا�و�ر �امہ اکن� ہتخت رحتری رپ ون�‬ ‫ہبلط‪:‬‬
‫ت ظ‬ ‫‪7‬‬
‫رکںی۔‬ ‫·مظن وک وصخمص �لّف�‪ ،‬ےجہل‪ �� ،‬آگنہ‪� ،‬ا�د�ایگیئ ےک س�اھت �ا�واقف‪،‬‬ ‫ہی �ونط‬
‫ت‬ ‫ت‬
‫‪�2‬امہ اکن� وک دمرظن �رھک رک رشتحی اک رطہقی اھجمس�ی�ا اجےئ �ا�و�ر ہبلط ےس‬ ‫‪.‬‬ ‫‪04‬‬ ‫�� آ�و�ا ت��ز ےک ��زری�ومب �ا�و�ر حطس ےک س�اھت �د�ہ�ر�اںیکس۔‬ ‫‪�� ۴۰‬ا ‪۴۲‬‬ ‫اہمت�ر�ا ےہ‬
‫خ‬ ‫ن‬
‫�اس یک �ر�وینش ںیم �الہص رحتری رکےن وک ںیہک۔‬ ‫·�اس�حس�ا� �ا�و�ر دیقنت یک حطس یک ایت�ری ےک ےئل یسک رحتریی‬ ‫(مظن)‬
‫‪G8-‬‬
‫خ‬ ‫‪U-07‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫(مظن �و رثن) اک �الہص ھکل ںیکس۔ رشتحی رکںیکس۔‬
‫رک�و�اںیئ۔‬
‫�‬
‫‪۲۵‬‬ ‫لک ریپ� ی�ڈ��ز �ب�ر�اےئ �اوتک�ب�ر‬
‫ونربم‬
‫خ‬ ‫ت‬ ‫ن‬
‫ا� �ا� �ذ� رک�و�اںیئ۔‬
‫‪1‬نتم یک دت�رسی ےک �د�و�ر�ا� ہبلط ےس وس�اال� ےک وج� ب‬ ‫‪.‬‬
‫ت‬
‫‪2‬ہبلط وک عالم� �ا�و�ر ظفل اک ف�رق اھجمسےت وہےئ س�اہقب �ا�و�ر الہقح اھکس�ی�ا‬ ‫‪.‬‬
‫ت‬ ‫ث‬
‫اجےئ م��ال ےک وط�ر رپ “ےب” عالم ِ� س�ا ہقب ےہ �ا�و�ر “�د�ر�د” ظفل ےہ‬ ‫ہبلط‪:‬‬
‫ن‬ ‫خ‬ ‫ت‬ ‫ن‬
‫�د�وونں ےک ےنلم ےس این ظفل “ےب �د�ر�د” نب ایگ ۔ �ی�ا�د �رےہ س�اہقب ںیم‬ ‫· ُس� رک ولعمام� وک رتبیت ےک س�اھت �ا���ذ رکںیکس �ا�و�ر �ا� ےک‬ ‫‪۸‬‬
‫ت‬ ‫ت‬ ‫ت‬
‫� ہک الہقح ںیم ظفل ےلہپ‬ ‫عالم� ےلہپ �ا�و�ر ظفل دعب ںیم وہ��ا ےہ۔ �ج ب‬ ‫‪06‬‬ ‫ا� ےک ےئل وخ�د وک ��ذینہ وط�ر رپ ایت�ر رکںیکس۔‬
‫وج� ب‬ ‫‪�� ۴۳‬ا ‪۵۱‬‬ ‫رگزل اگڈیئ‬
‫ت‬ ‫ت‬
‫�ا�و�ر عالم ِ� الہقح دعب ںیم وہ یت ےہ ےسیج‪�“ :‬د�ر�د” ظفل ےک دعب عالم ِ�‬ ‫·س�اہقب �ا�و�ر الہقح یک دم�د ےس ظفل س�ا��زی رکںیکس۔‬
‫‪G8-‬‬

‫ث‬ ‫ت‬
‫‪U-08‬‬
‫الہقح “دنم” اگلےن ےس این ظفل “�د�ر�ددنم” نب ایگ۔‬ ‫رض� �االم��ال اک �اامعتسل ھکیس ںیکس۔‬
‫·احم�و�ر�ا� �ا�و�ر ب‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬
‫رک�و�اںیئ۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ن‬ ‫ت‬ ‫ن‬
‫‪1‬نتم یک دت�رسی ےک �د�و�ر�ا� قبس ےک �امہ اکن� ومضم� ونیسی ےک‬ ‫‪.‬‬ ‫ش‬ ‫ہبلط‪:‬‬
‫ن‬ ‫ن‬ ‫ت‬
‫وح�اےل ےس اھجمسرک ڑپوھ�اںیئ۔ ےسیج ‪:‬ونع�ا�‪� ،‬ادتب�اہیئ ‪ ،‬سفنِ ومضم �‬ ‫·ابع�ر� وک �اس ےک انعرص‪ ،‬اتنجئ �ا�و�ر �راتف�ر اطمہعل (اخوم�‬
‫ن‬ ‫‪9‬‬
‫�ا�و�ر �ااتتخہیم �وریغہ۔‬ ‫�ا�و�ر دنلب �� آ�و�ا��ز) اینب�دی ایخل �ا�و�ر ایب� ےک وح�اےل وک ��ذنہ ںیم‬
‫ت‬ ‫ت‬ ‫ت‬ ‫امہ�ر�ا وقیم‬
‫‪�2‬د�روخ�اس� ےک انعرص اھجمسےت وہےئ �د�روخ�اس� رحتری رک�و�ارک ہبلط‬ ‫‪.‬‬ ‫‪07‬‬ ‫�رھک رک ڑپھ ںیکس۔‬ ‫‪�� ۵۲‬ا ‪۵۸‬‬
‫ظ‬ ‫ت‬ ‫لیھک ۔اہیک‬
‫ےسڑپوھ�اںیئ۔‬ ‫·�ر�و��زرمّہ �ا�و�ر احم�و�ر�ا� ےک احل� ےس طلغ ولمجں یک حیحصت‬
‫‪G8-‬‬
‫‪U-09‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫رکںیکس۔‬
‫ت‬
‫رک�و�اںیئ۔‬ ‫·�د�روخ�اس� �وریغہ وک ھجمس رک ڑپ ھ ںیکس۔‬
‫ظ‬ ‫ن‬
‫‪�1‬د�و�ر�ا� دت�رسی ہبلط وک رتم�ا�دف �اافل� یک �ر�وینش ںیم سینجتِ ونعمی‬ ‫‪.‬‬
‫ظ‬
‫اھکسںیئ۔ رتم�ا�دف مہ ینعم �اافل� وہےت ںیہ وج �ا� یک ظفل ےک ےئل‬ ‫ہبلط‪:‬‬
‫ن‬ ‫ظ‬ ‫ن‬ ‫خ‬ ‫ت‬ ‫ن‬
‫فلتخم �اافل� �اامعتسل وہےت ںیہ ےسیج‪�:‬د� ےک ےیل ویم‪ ،‬اہن�ر‪� ،‬ر�و��ز‬ ‫· ُس� رک ولعمام� وک رتبیت ےک س�اھت �ا� �ذ� رکںی �ا�و�ر �ا� ےک‬
‫� ہک سینجت ںیم �ا� یک یہ ظفل ےک یئک ینعم‬ ‫�وریغہ �اامعتسل وہےت ںیہ‪� ،‬ج ب‬ ‫ا� ےک ےئل وخ�د وک ��ذینہ وط�ر رپ ایت�ر رکںیکس۔‬ ‫وج� ب‬
‫ت‬ ‫ن‬ ‫ت‬
‫وہےت ںیہ ےسیج ظفل “وس��ا” دنین �ا�و�ر یتمیق �داھ� �د�وونں ےک ونعمں‬ ‫·سینجت ونعمی ںیم �ام��ی�ا��ز رکںیکس۔‬ ‫‪10‬‬
‫ت‬ ‫ت‬
‫ںیم �اامعتسل وہ��ا ےہ۔‬ ‫‪06‬‬ ‫ا� ےک س�اھت‬ ‫·ابموثحں ںیم �اانپ ہطقن رظن وصخمص �ادن�ا��ز �و �� آ�د� ب‬ ‫‪�� ۵۹‬ا ‪۶۷‬‬ ‫ویم �� آ��ز�ا�دی‬
‫ت‬
‫‪2‬رمکہ امجع� ںیم وکیئ یھب �اابخ�ر �ی�ا ��خرس�اہل ہبلط وک �داھک رک �اس ںیم‬ ‫‪.‬‬ ‫شیپ رکںیکس۔‬
‫‪G8-‬‬

‫ٹ‬ ‫ت‬
‫‪U-10‬‬
‫ربخ‪� ،‬ا�د�ا�رہی‪ ،‬رچیف‪� ،‬روپ�ر�‪� ،‬ااہتش�ر �ا�و�ر ط�وط انبم دمری اک ف�رق اھجمس رک‬ ‫·�اابخ �ر�ا� ‪� ،‬رس�الئ �و رج� �خادئ ںیم ربخ�وں‪� ،‬ا�د�ا�رویں‪ ،‬رچیف�وں‪،‬‬
‫ت‬
‫ڑپاھ ںیئ �ا�و�ر ہبلط ےس یھب ڑپوھ�اںیئ۔‬ ‫�روپ�روٹں‪� ،‬ااہتش�ر�ا� �ا�و�ر ط�وط انبم دمری وک ھجمس رک ڑپھ‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫ںیکس۔‬
‫رک�و�اںیئ۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ت ت‬
‫‪1 .‬مظن ںیم وموج�د رظنم رپ ہبلط ےس �ب�ا� �چ� ی� رکںی �ا �و�ر �اس رطح رظنم‬
‫یشک رکںی ہک ہبلط مظن ےس فطل �ادن�و��زوہںیکس۔‬
‫ن‬
‫‪�2 .‬د�و�ر�ا� دت�رسی ہبلط وک اقہیف �ا�و�ر �ر�دفی اک ف�رق اھجمسںیئ �ا�و�ر مظن ںیم‬
‫وموج�د اقہیف �ا�و�ر �ر�دفی وک �اگل �اگل ےنھکل یک قشم رک�و�اںیئ۔‬
‫ظ‬ ‫ن‬
‫·اقہیف ۔وق�ایف‪�:‬وہ مہ �و��ز� �ا�و�ر مہ �آ�و�ا��ز �اافل� وج �ااعش�ر ےک �آرخ ںیم نکیل‬
‫ن‬ ‫ن‬
‫�ر�دفی ےس ےلہپ �آےت ںیہ اقہیف کہالےت ںیہ ۔ینعی �ا� اک �و��ز� �ا�و�ر �آ�و�ا��ز‬
‫یھب �ا� یک یسیج وہ ‪،‬‬ ‫ہبلط‪:‬‬
‫ظ‬ ‫ن ن ن‬ ‫ن‬ ‫ش‬
‫ےسیج‪�:‬آ��ا‪ ،‬اج��ا‪ ،‬اھک��ا مہ اقہیف �اافل� ںیہ۔‬ ‫·��ارع ےک رط��زِ ایب� وک ھجمس ںیکس۔‬ ‫‪11‬‬
‫وس� جر� انب رک وتےن �ب�ا�ر�وقن اہجں انب�ی�ا‬ ‫·مظن اک رمک��زی ایخل ھجمس ںیکس۔‬ ‫ت‬ ‫�ا� یک �� آ�ر��ز�و‬
‫‪06‬‬ ‫ظ‬ ‫‪�� ۶۸‬ا ‪۷۱‬‬
‫�رےنہ وک ہی امہ�رے �ااھچ اکمں انب�ی�ا‬ ‫·اقہیف �ا�و�ر �ر�دفی ےک وح�اےل ےس �اافل� رتبیت �دے ںیکس۔‬ ‫(مظن)‬
‫ن‬ ‫ت‬ ‫ن‬
‫‪G8-‬‬
‫�ا� �د�وونں رصم�وںںیم “اہجں” �ا�و�ر” اکمں” مہ اقہیف ںیہ ۔‬ ‫·مظن ںیم ایب� رک�دہ انمرظِ رطف� ےس فطل �ادن�و��ز وہںیکس۔‬ ‫‪U-11‬‬
‫ت‬
‫·�ر�دفی‪ :‬لقتسم ہملک �ی�ا املک� وج�ااعش�ر ےک �آرخ ںیم �ب�ا�ر �ب�ا�ر �آےت ںیہ‬ ‫·�ااعش�ر اک وہفمم رثن ںیم ھکل ںیکس۔‬
‫‪،‬ےسیج‪:‬‬
‫ت‬
‫�ارث �اس وک ��ز�ر�ا ںیہن وہ��ا‬
‫ت‬ ‫ت‬
‫�رجن �ر�اح� زف�ا ںیہن وہ��ا‬
‫ت‬
‫�اس رعشںیم “ںیہن وہ��ا” �ر�دفی ےہ ۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3 .‬د�ریس ب‬
‫رک�و�اںیئ۔‬
‫�‬
‫‪25‬‬ ‫لک ریپ� ی�ڈ��ز �ب�ر�اےئ ونربم‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫�دربمس‬

‫ہبلط‪:‬‬
‫ت‬ ‫ت‬
‫·�ر�و��زرمّہ ��زدنیگ ےک رجت�ب�ا� �ا�و�ر اشمدہ�ا� اک ��ز�ب�این �ا�و�ر رحتریی‬
‫ن‬
‫‪1‬ہبلط ےس ںیہک ہک �وہ �اےنپ دنسپ�ی�دہ ےلغشم ‪،‬لیھک �ا�و�ر دنسپ �و ��ادنسپ ےک‬ ‫‪.‬‬ ‫�ااہظ�ر رک ںیکس۔‬
‫ت‬
‫�ب�ا�رے ںیم س�اویھتں وک اتبںیئ �ا�و�ر اکیپ ںیم رحتری رکںی۔‬ ‫ا� رحتری رکںیکس۔‬ ‫·یسک یھب اعم نتم رپ وس�اال� ےک وج� ب‬ ‫‪12‬‬
‫ت‬
‫‪�2‬اابخ�ر �ا�و�ر �رس�اےل ےک نتم ںیم ف�رق �ر�و��زرمّہ ��زدنیگ ےک قلعتم وکیئ‬ ‫‪.‬‬ ‫·�اابخ�ر�ا� �ا�و�ر �رس�الئ ےک نتم وک �ر�و��زرمّہ ��زدنیگ ےک وح�اےل‬ ‫ت‬ ‫یلجب یک‬
‫ت‬ ‫‪05‬‬ ‫‪�� ۷۲‬ا ‪۷۷‬‬
‫ابع�ر� ڑپھ رک ہبلط وک اھجمسںیئ �ا�و�ر �اس رپ ہبلط ںیم ابمہثح رک�و�اںیئ۔‬ ‫ےس ھجمس ںیکس۔ �ا�و�ر �د�ورس�وں ےک س�اھت �اس رپ وگتفگ رک‬ ‫�د�ر�ی�اتف‬ ‫‪G8-‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫ںیکس۔‬ ‫‪U-12‬‬
‫ن‬ ‫ت‬
‫رک�و�اںیئ۔‬ ‫·ولعمام� وک ایب� رکےت وہےئ �اےنپ �ر�دلمع �ا�و�ر زجتےی وک‬
‫ش‬
‫��الم وگتفگ رکںیکس۔‬
‫ت‬
‫·احم�و�ر�ا� اک �اامعتسل ھکیس ںیکس۔‬

‫خ‬ ‫ن‬
‫‪1‬کالس ںیم ہبلط ےک �د�رایم� یسک �ا�الیق وموضع رپ نیت ٹنم اک‬ ‫‪.‬‬ ‫ہبلط‪:‬‬
‫ت‬
‫رقتریی اقمہلب رک�و�اںیئ۔‬ ‫ا� رحتری رکںیکس۔‬ ‫·یسک یھب نتم رپ وس�اال� ےک وج� ب‬
‫ظ‬ ‫ن‬ ‫خ‬
‫‪2‬دت�رسی ےک �د�و�ر�ا� سینجت ونعمی �و�اےل �اافل� (�ا� یک ےسیج �امال �و�اےل‬ ‫‪.‬‬ ‫·یسک یھب رطفی‪� ،‬ا�الیق �ی�ا وقیم وموضع رپ �اےنپ ملع �ا�و�ر‬ ‫‪13‬‬
‫ظ ت‬ ‫ت ت ظ‬ ‫ت‬ ‫رفتحی یک‬
‫�اافل�) �ب�الںیئ �ا�و�ر ہبلط ےس ولمجں ںیم �اامعتسل رک�و�اےک ینعم اک ف�رق‬ ‫‪05‬‬ ‫اشمدہے یک �ر�وینش ںیم س�انیعم ےک س�اےنم �د�رس� �لّف� �ا�و�ر‬ ‫‪�� ۷۸‬ا ‪۸۴‬‬
‫ت‬ ‫�اتیمہ‬
‫�و�احض رکںی۔‬ ‫� �و ےجہل ںیم مک �ا��ز مک نیت ٹنم �ک رقتری رکںیکس۔‬ ‫ل ب‬
‫‪G8-‬‬
‫ت‬ ‫‪U-13‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫·سینجت ونعمی ںیم �ام��ی�ا��ز ھکیس ںیکس۔‬
‫ث‬ ‫ت‬
‫رک�و�اںیئ۔‬ ‫رض� �االم��ال اک �اامعتسل ھکیس ںیکس۔‬ ‫·احم�و�ر�ا� �ا�و�ر ب‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ن‬ ‫ت‬
‫‪1 .‬ہبلط وک وقمےل �ا�و�ر اہک�و� اک ف�رق اھجمسںیئ �ا�و�ر رحتری �و رقتری ںیم �ا� اک‬
‫�ب�رلحم �اامعتسل یھب اھکسںیئ۔‬ ‫ہبلط‪:‬‬
‫�‬ ‫ن‬ ‫ت‬
‫ریش یک �ا� یک �د� یک ��زدنیگ‪ ،‬ڑ‬
‫دیگ� یک وس س�اہل ��زدنیگ ےس رتہب‬ ‫ےسیج وقمہل‪:‬‬ ‫·وقمال� �ا�و�ر اہک�دوتں اک رحتری ںیم �ب�رلحم �اامعتسل ھکیس ںیکس۔‬ ‫ن‬ ‫‪14‬‬
‫ن‬ ‫ت‬ ‫زیم�ب�ا� یک‬
‫ےہ (وپیٹ اطلس�)‬ ‫‪05‬‬ ‫·رقم�ر �ی�ا فنصم ےک ہطقن رظن وک �اےنپ زجتےی‪� ،‬ر�اےئ ےک‬ ‫‪�� ۸۵‬ا ‪۹۰‬‬
‫ت‬ ‫�اٰیلع رظیف‬
‫�اافتق ںیم �ب�رتک ےہ۔‬ ‫اہک�و�‪:‬‬ ‫س�اھت شیپ رکںیکس۔‬
‫‪G8-‬‬
‫ظ‬
‫‪U-14‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�2 .‬د�ریس ب‬ ‫·�ر�و��زرمہ �ا�و�ر احم�و�رہ ےک احل� ےس طلغ ولمجں یک حیحصت رکںیکس۔‬
‫رک�و�اںیئ۔‬
‫ظ‬ ‫ت‬ ‫ت‬ ‫ہبلط‪:‬‬
‫ہبلط وک تغل اک �د�رس� �اامعتسل اھکسںیئ �ا�و�ر ھچک �اافل� ےک ینعم تغل ںیم‬ ‫‪1‬ت ش‬ ‫‪.‬‬ ‫�‬ ‫ظ‬
‫·اعمین ےس �اافل� یک رطف ��ذینہ رفس رکںیکس ( ھ�یس�ا�رس یک‬
‫�ال� رکےن وک ںیہک۔‬
‫ت‬ ‫دم�د ےس)۔‬ ‫ن‬ ‫‪15‬‬
‫� ملع ےس وکیئ یھب ریپ�ارگ�اف �د�رس� ظفلت �ا�و�ر �� آ�و�ا��ز ےک‬ ‫‪2‬یسک �ا� یک ط�ال ب‬ ‫‪.‬‬ ‫ت ظ‬ ‫�پ�ااتسک�‬
‫�‬ ‫ت‬ ‫·یسک یھب زیچ وک وصخمص �لّف�‪ ،‬ےجہل‪ �� ،‬آگنہ‪� ،‬ا�د�ایگیئ‬ ‫ت‬
‫�اُ��ا�ر �و ڑچاھ�ؤ ےک س�اھت ڑپوھ�اںیئ۔‬ ‫‪05‬‬ ‫‪�� ۹۱‬ا ‪۹۷‬‬ ‫اک ِ‬
‫اظنم‬
‫ت ت‬ ‫�‬ ‫ےک س�اھت �ا�واقف‪ �� ،‬آ�و�ا��ز ےک ��زری �و مب �ا�و�ر حطس ےک س�اھت‬ ‫ت‬
‫‪3‬ہبلط ےس یسک یھب ربخ �ی�ا ڈ��ر�اےم ےک وح�اےل ےس �ب�ا� �چ� ی� رکںی �ا�و�ر‬ ‫‪.‬‬ ‫وم�اصال�‬
‫‪G8-‬‬
‫ت‬ ‫غ‬ ‫�د�ہ�ر�اںیکس۔‬ ‫‪U-15‬‬
‫�اس ںیم وموج�د �امہ اکن� رپ ابت�دہل ایخل رکںی۔‬ ‫�‬
‫·��ز�ر�اعئ �ا�بال� ںیم ربخ�وں‪� ،‬ڈ�ر�اومں �ا�و�ر رچیف�وں ںیم �ااھٹےئ‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�4‬د�ریس ب‬ ‫‪.‬‬ ‫ت‬
‫ےئگ اکن� اک زجتہی رکںیکس۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ہبلط‪:‬‬
‫ت‬ ‫ت‬
‫ن‬ ‫·�ر�و��زرمّہ ��زدنیگ ےک رجت�ب�ا� �ا�و�ر اشمدہ�ا� اک ��ز�ب�این �ا�و�ر رحتریی‬
‫‪�1‬د�و�ر�ا� دت�رسی ہبلط ےس �ر�و �ز�رمّہ ��زدنیگ ےس قلعتم یسک یھب �امہ وموضع‬ ‫‪.‬‬
‫ت ت‬ ‫�ااہظ�ر رکںیکس۔‬ ‫‪16‬‬
‫رپ �ب�ا� �چ� ی� رکںی۔‬ ‫ت‬ ‫ت‬
‫ٹ‬ ‫ن‬ ‫ت‬ ‫·یسک یھب اعم نتم رپ وس�اال� ےک وج�ا�ب�ا� رحتری رکںیکس۔‬ ‫ت‬ ‫س�ایسنئ‬
‫‪2‬ہبلط وک فلتخم ونع� یک �د�روخ�اںیتس‪ ،‬ےلصیف‪ ،‬مکح ��اےم �ا�و�ر �اابخ�ری �روپ�ر�‬ ‫‪.‬‬ ‫‪05‬‬ ‫ُملج‬
‫�‬ ‫ظ‬ ‫ت‬ ‫‪�� ۹۸‬ا ‪۱۰۳‬‬ ‫ت‬
‫ن‬ ‫·�ر�و��زرمّہ �ا�و�ر احم�و�ر�ا� ےک احل� ےس طلغ �وں یک حیحصت‬ ‫�ااجی�د�ا�‬
‫�داھکرک �ا� ںیم ف�رق اھجمس ںیئ �ا�و�ر ڑپوھ�اںیئ ۔‬
‫‪G8-‬‬
‫رکںیکس۔‬ ‫‪U-16‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫ن‬
‫·�د�روخ�اوتسں‪ ،‬ولصیفں‪ ،‬مکح ��اومں‪� ،‬روپ�روٹں �وریغہ وک ھجمس رک‬
‫ڑپھ ںیکس۔‬
‫�‬
‫‪۲۵‬‬ ‫لک ریپ� ی�ڈ��ز �ب�ر�اےئ �دربمس‬
‫ونج�ری‬
‫ن‬
‫‪�1 .‬د�و�ر�ا� دت�رسی ہبلط وک صیخلت اگن�ری اھجمسرک یسک یھب نتم اک �ا� یک اہتیئ‬ ‫ہبلط‪:‬‬
‫خ‬ ‫ت ظ‬
‫�الہص وھکل�اںیئ۔‬ ‫·یسک یھب زیچ وک وصخمص �لّف�‪ ،‬ےجہل‪ �� ،‬آگنہ‪� ،‬ا�د�ایگیئ‬ ‫‪17‬‬
‫ٹ‬ ‫ت‬ ‫خ‬
‫ون� ‪:‬ہبلط وک س�اہقب �ا�و�ر الہقح اھکسےن ےک ےئل قبس رگزل اگڈیئ ںیم �دےی ےئگ‬ ‫ےک س�اھت �ا�واقف‪ �� ،‬آ�و�ا��ز ےک ��زری �ومب �ا�و�ر حطس ےک س�اھت‬ ‫ت‬ ‫�ا�الایق�‬
‫‪04‬‬ ‫‪�� ۱۰۴‬ا ‪۱۰۶‬‬
‫رطےقی ےک اطمقب لمع رکںی۔‬ ‫�د�ہ�ر�اںیکس۔‬ ‫(مظن)‬ ‫‪G8-‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬‫‪�1 .‬د�ریس ب‬ ‫·س�اہقب �ا�و�ر الہقح یک دم�د ےس ظفل س�ا��زی رک ںیکس۔‬ ‫‪U-17‬‬
‫خ‬
‫رک�و�اںیئ۔‬ ‫·رحتری اک مک �ا��ز مک �ا� یک اہتیئ �الہص ھکل ںیکس۔‬

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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ت‬ ‫ت‬ ‫ہبلط‪:‬‬
‫‪�1‬ااتس�درمکہ امجع� ںیم وکیئ یھب اہکین ہطقن رع� جو� �ک انسںیئ �ا�و�رہبلط‬ ‫‪.‬‬ ‫ت‬ ‫ت‬
‫ت‬ ‫·�ر�و��زرمّہ ��زدنیگ ےک رجت�ب�ا� �ا�و�ر اشمدہ�ا� اک ��ز�ب�این �ا�و�ر رحتریی‬
‫ےس�� آےن �و�اےل �امہ �و�ااعق� ےک �ب�ا�رے ںیم وپںیھچ‪ ،‬زین اہکین ےک‬
‫ت ت‬ ‫�ااہظ�ر رکںیکس۔‬ ‫‪۱۸‬‬
‫یسک یھب تبثم �ی�ا یفنم ولہپ ںیم ےس یسک �ا� یک رپ �ب�ا� �چ� ی� رک�و�اںیئ۔‬ ‫�‬ ‫�‬
‫ت‬ ‫�‬ ‫وم� رپ �� آےن �و�اےل �د�و �ی�ا ��ز�ادئ ولہپ�ؤں ںیم‬‫·یسک اہکین ےک ڑ‬ ‫ت‬ ‫رہشی �دافع‪-‬‬
‫وج��وں ںیم” رھگ ےس وکسل �ک ےک رفسیک �ر�و�د�ا�د “نیت‬ ‫‪2‬ہبلط ےس ڑ‬ ‫‪.‬‬ ‫‪06‬‬ ‫‪�� ۱۰۷‬ا ‪۱۱۳‬‬
‫ن‬ ‫ن‬ ‫ااختن� رکںیکس۔‬ ‫یسک �ا� یک اک � ب‬ ‫�ا� یک رحت� یک‬
‫ریپ�ارگ�اف ںیم ےنھکل وک ںیہک‪� ،‬ا� ریپ�ارگ�اف وک رتبیت �دےرک ومضم� یک‬ ‫·وہجمل وک رعم�وف ج�ُمل‬
‫‪G8-‬‬
‫ت‬ ‫ںیکس۔‬ ‫دبل‬ ‫ںیم‬ ‫وں‬ ‫�‬ ‫‪U-18‬‬
‫وص�ر� ںیم وھکل�اںیئ۔‬ ‫ت‬ ‫ن �ن ش‬ ‫ت‬ ‫ظ‬
‫·نیت وس ےس ��ز�ادئ �اافل� یک اخضم� اک ومضم�‪� ،‬ا ��اہیئ‪� ،‬روپ�ر��ا��ژ‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫ٹ‬
‫�ی�ا �روپ�ر� �وریغہ ایت�ر رکےک شیپ رکںیکس۔‬
‫ن‬ ‫�‬
‫·اہکین‪ ،‬ڈ��ر�اےم‪ ،‬ومضم� �وریغہ ںیم فنصم یک کینکت‪ ،‬وصقم�د‬
‫ن‬
‫ن ث‬ ‫ت‬ ‫�ا�و�ر رط��زایب� وک ھجمس رک ڑپھ ںیکس۔‬
‫‪1‬رمکہ امجع� ںیم ہبلط وک ؤم�� ذمرک‪� ،‬و�ادح عمج‪ ،‬لعف �ا�و�ر �امال یک یک‬ ‫‪.‬‬ ‫ت‬
‫ولعمام�‪ ،‬چ‬ ‫ن‬ ‫‪19‬‬
‫ت‬ ‫�‬ ‫وس� ‪،‬‬ ‫·وکیئ ومضم� ےتھکل وہےئ اشمدہے‪ ،‬ملع‪،‬‬ ‫�پ�ااتسکین‬
‫ایطلغں اھجمسرک وج�ڑ�وں ںیم رحتری وک �د�رس� رکےن وک ںیہک۔‬ ‫ن‬ ‫ت‬
‫‪۰۶‬‬ ‫رکف وک س�ا�دہ �ادن�ا��ز ںیم ومضم� اک ح ّصہ انبںیکس �ا�و�ر مک �ا��ز مک نیت‬ ‫اقتتف ےک ‪�� ۱۱۴‬ا ‪۱۲۰‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�2‬د�ریس ب‬ ‫‪.‬‬ ‫ن‬
‫ریپ�ارگ�اف ھکل ںیکس۔‬ ‫�ر�گ‬
‫‪G8-‬‬
‫رک�و�اںیئ۔‬ ‫ت‬
‫‪U-19‬‬
‫·�د�ورس�وں یک یھکل وہیئ رحتری�وں یک �اصالح رکںیکس ( �ا�د�ا�ر�‬
‫�ا�و�ر دت�ونی �وریغہ)‬
‫ت‬ ‫ن‬
‫‪�1 .‬د�و�ر� ِا� دت�رسی مظن اک رمک��زی ایخل �و�احض رکںی ��ا ہک ہبلط مظن اک‬ ‫ہبلط‪:‬‬
‫ظ‬ ‫خ‬ ‫ظ‬
‫الہص �اےنپ �اافل� ںیم ھکل ںیکس۔‬ ‫�‬ ‫·�ر� تدفی ےک وح�اےل ےس �اافل� وک رتبیت �دے ںیکس۔‬ ‫‪20‬‬
‫ظ‬ ‫ٹ‬ ‫ن‬ ‫ت‬ ‫یلم رت�اہن‬
‫ون�‪� :‬ر�دفی ےک وح�اےل ےس �اافل� وھکل�اےن ےک ےیل قبس “تعن” ںیم �دےی‬ ‫‪05‬‬ ‫·�اس�حس�ا� �ا�و�ر دیقنت یک حطس یک ایت�ری ےک ےئل یسک رحتری (مظن‬ ‫‪�� ۱۲۱‬ا ‪۱۲۴‬‬
‫خ‬ ‫(مظن)‬
‫ےئگ رطےقی ےک اطمقب لمع رکںی۔‬ ‫�‬
‫�و رثن) اک الہص ھکل ںیکس۔‬
‫‪G8-‬‬
‫ظ‬
‫‪U-20‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬
‫‪�2 .‬د�ریس ب‬ ‫·رثن�پ�ا�رے �ی�ا مظن وک �اےنپ �اافل� ںیم ھکل ںیکس۔‬

‫‪60‬‬
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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬

‫ہبلط‪:‬‬
‫·رقم�ر �ی�ا فنصم ےک ہطقن رظن وک �اےنپ زجتےی‪�،‬ر�اےئ ےک‬
‫‪1‬وکیئ یھب ریپ�ارگ�اف بختنم رکںی ‪ ،‬ہبلط �اس ریپ�ارگ�اف وک وغ�ر ےس ڑپھ‬ ‫‪.‬‬ ‫س�اھت شیپ رک ںیکس۔‬ ‫م ُح ن‬
‫ت ت‬ ‫ن‬ ‫س�‬ ‫‪21‬‬
‫رک �ایکس وخویبں �ا�و�ر اخ ویمں رپ �ب�ا� �چ� ی� رکںی۔‬ ‫·�د�روخ�اوتسں‪ ،‬ولصیفں‪ ،‬مکح ��اومں‪� ،‬روپ�روٹں �وریغہ وک ھجمس رک‬ ‫ن �‬
‫ت‬ ‫ارٹک‬ ‫�‬ ‫ڈ‬ ‫�‬ ‫�پ�ااتسک�‬
‫‪2‬ہبلط وک یسک یھب �امہ �و�اےعق یک �اطالع ےنھکل �ا�و�ر �اس وک یسک �اابخ�ر ‪،‬اھتےن‬ ‫‪.‬‬ ‫‪05‬‬ ‫ڑپھ ںیکس۔‬ ‫‪�� ۱۲۵‬ا ‪۱۳۲‬‬
‫ت‬ ‫دبع�ادقلری‬
‫�ی�ا��ذہم �د�ا�ر �ارسف �ک اچنہپےن اک رطہقی ہتخت رحتری رپ ھکل رکاھکس ںیئ۔‬ ‫·یسک �و�اےعق یک �اطالع �اابخ�ر �ا�و�ر اھتےن �ی�ا ��ذہم �د�ا�ر �ارسف وک ھکل‬ ‫ن‬
‫‪G8-‬‬
‫اخ�‬ ‫‪U-21‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3‬د�ریس ب‬ ‫‪.‬‬ ‫رک جیھب ںیکس۔‬
‫·وکسل ےک �ب�ا�رے ںیم �اٰیلع �ی�ا یعلض �ااظتنہیم وک ضعب‬
‫ت‬
‫رض�و�روتں ےک وح�اےل ےس �د�روخ�اس� ھکل ںیکس۔‬
‫�‬
‫‪۲۶‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ونج�ری‬
‫ف�ر�و�ری‬
‫ہبلط‪:‬‬
‫ت‬ ‫ت‬
‫·�ر�و��زرمّہ ��زدنیگ ےک رجت�ب�ا� �ا�و�ر اشمدہ�ا� اک ��ز�ب�این �ا�و�ررحتریی‬ ‫‪22‬‬
‫‪1‬ہبلط ےس �ر�و��زرمّہ ��زدنیگ ےک یسک یھب وموضع رپ �اےسی وگتفگ رک�و�اںیئ‬ ‫‪.‬‬
‫ث‬ ‫ت‬ ‫�ااہظ�ر رکںیکس۔‬ ‫ت‬ ‫ملعِ ایمیک اک‬
‫رض� �االم��ال اک �ب�رلحم �اامعتسل وہ۔‬
‫سج ںیم احم�و�ر�ا� �ا�و�ر ب‬ ‫‪06‬‬ ‫ن‬ ‫ت‬ ‫‪�� ۱۳۳‬ا ‪۱۳۹‬‬
‫·ولعمام� وک ایب� رکےت وہےئ �اےنپ �ر�د لمع �ا�و�ر زجتےی وک‬ ‫اعت�رف‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�2‬د�ریس ب‬ ‫‪.‬‬ ‫ش‬
‫‪G8-‬‬
‫یھب ��الم وگتفگ رکںیکس۔‬ ‫‪U-22‬‬
‫ث‬ ‫ت‬
‫رض� �االم��ال اک �اامعتسل ھکیس ںیکس۔‬ ‫·احم�و�ر�ا� �ا�و�ر ب‬

‫‪61‬‬
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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ت ظ‬ ‫ت‬ ‫ظ‬
‫‪1‬قبس ےک ےئل �اافل� یک �امال وھکل�اںیئ ��اہک ہبلط �لّف� یک �ا�د�ایگیئ تحص ےک‬ ‫‪.‬‬
‫ہبلط‪:‬‬
‫س�اھت رکںیکس۔‬ ‫ن‬ ‫م ن‬
‫ن‬ ‫ت‬ ‫· ُ ّص�ف ےک ہطقن رظن وک �اےنپ زجتےی ےک س�اھت ایب�‬ ‫‪23‬‬
‫‪2‬ہبلط وک ��ذلی اکن� ےک تحت رثن�پ�ا�رے یک رشتحی رک��ا اھکسںیئ۔‬ ‫‪.‬‬ ‫ت‬ ‫ن‬
‫ئ‬ ‫ئ‬ ‫‪05‬‬ ‫رکںیکس۔‬ ‫‪�� ۱۴۰‬ا ‪۱۴۴‬‬ ‫�اُ�ر�د�و ��ز�ب�ا�‬
‫‪3‬نتم اک وح�اہل۔ ایسق �و ابسق اک وح�اہل ۔ رکفی اج���زہ۔ ینف اج ��زہ‬
‫�‬ ‫‪.‬‬ ‫ت ظ‬
‫·�لّف� یک �ا�د�ایگیئ تحص ےک س�اھت رکںیکس۔‬
‫‪G8-‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�4‬د�ریس ب‬ ‫‪.‬‬ ‫ظ‬
‫‪U-23‬‬
‫·رثن�پ�ا�رے وک �اےنپ �اافل� ںیم ھکل ںیکس۔‬
‫رک�و�اںیئ۔‬

‫‪1‬نتم یک دت�رسی ںیم مظن وکےل �ا�و�ر �� آگنہ ےک س�اھت وپ�ری کالس وک‬ ‫‪.‬‬
‫ت‬ ‫ہبلط‪:‬‬ ‫‪24‬‬
‫وک�رس ںیم ڑپاھ�ی�ا اجےئ ��ا ہک ہبلط مظن ےس فطل �ادن�و��ز وہ ںیکس۔‬ ‫ٹ ن‬
‫ظ‬ ‫·مظن وخ�این ےس فطل �ادن�و��ز وہ ںیکس۔‬ ‫ت‬ ‫مال�و� ��اہم‬
‫‪2‬مظن وک رثن�پ�ا�رے ںیم دبتلی رکےنےک ےئل لکشم �اافل� ےک ینعم اھجمس‬ ‫‪.‬‬ ‫‪06‬‬ ‫خ‬ ‫‪�� ۱۴۵‬ا ‪۱۴۷‬‬
‫·مظن اک �الہص رحتری رکںیکس۔‬ ‫(مظن)‬
‫رک ہبلط ےس �ااعش�ر یک رشتحی رک�و�اںیئ۔‬ ‫ن‬
‫‪G8-‬‬
‫·�ااعش�ر اک وہفمم رثن ںیم ایب� رکںیکس۔‬ ‫‪U-24‬‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬‫‪�3‬د�ریس ب‬ ‫‪.‬‬
‫‪1‬ہبلط ےس �ارفن�ا�دی وط�ررپقبس ںیم ےس یسک �ا� یک ریپ�ا رگ�اف اک‬ ‫‪.‬‬
‫ت‬ ‫‪25‬‬
‫ااختن� رکںی �ا�و�ر �اس رپ دنچ وس�اال� ہتخت رحتری رپ ںیھکل �ا�و�ر ہبلط وک‬
‫� ب‬ ‫ہبلط‪:‬‬ ‫ت‬
‫ت‬ ‫ن‬ ‫ج‬ ‫ظ‬ ‫ت‬ ‫�‬
‫ر‬ ‫�‬
‫و‬ ‫�‬
‫ا‬ ‫ایحایت�‬
‫ا� ےنھکل وک ںیہک ۔‬ ‫ریپ�ارگ�اف وغ�ر ےس ڑپ ھ�ے �ا�و�روس�اال� ےک وج� ب‬ ‫‪07‬‬ ‫·�ر�و��زرمّہ �ا�و�ر احم�و�رہ ےک احل� ےس طلغ �ُمل�وں یک حیحصت رکںیکس۔‬ ‫‪�� ۱۴۸‬ا ‪۱۵۵‬‬
‫ت‬ ‫ت‬ ‫‪ G8-‬امہ�ری ��زدنیگ‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگایمں ہبلط ےس لمکم‬ ‫‪�2‬د�ریس ب‬ ‫‪.‬‬ ‫·یسک یھب اعم نتم رپ وس�اال� ےک وج�ا�ب�ا� رحتری رکںیکس۔‬ ‫‪U-25‬‬
‫رک�و�اںیئ۔‬
‫�‬
‫‪24‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ف�ر�و�ری‬

‫‪62‬‬
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‫ت‬ ‫ت‬ ‫ن‬ ‫لک‬ ‫ت‬ ‫اتک�‬

‫�د�ریس ب‬ ‫ن‬ ‫ربمن‬
‫اعم�و� دہ�ا�ی�ا� �ب�ر�اےئ �اس�ا���ذہ‬ ‫�‬ ‫احص ِ‬
‫ال� مّلعت‬ ‫ونع�ا�‬
‫ریپ� ی�ڈ��ز‬ ‫اک ہحفص ربمن‬ ‫امش�ر‬
‫ام� چر�‬
‫خ‬ ‫ت‬ ‫ن‬ ‫ہبلط‪:‬‬
‫ا� �ا� �ذ� رک�و�اںیئ۔‬
‫‪1 .‬نتم یک دت�رسی ےک �د�و�ر�ا� ہبلط ےس وس�اال� ےک وج� ب‬ ‫ن‬ ‫خ‬ ‫ت‬ ‫ن‬
‫خ‬ ‫ن‬ ‫· ُس� رک ولعمام� وک رتبیت ےک س�اھت �ا���ذ رکںیکس �ا�و�ر �ا� ےک‬
‫‪2 .‬ہبلط ےک �د�رایم� یسک �ا�الیق �ی�ا رطفی وموضع رپ �پ�اچن ٹنم اک رقتری ی‬ ‫‪26‬‬
‫ا� ےک ےئل وخ�د وک ��ذینہ وط�ر رپ ایت�ر رکںیکس۔‬ ‫وج� ب‬
‫اقمہلب رک�و�اںیئ‪ ،‬ہبلط وک رقتری اکذغ رپ ھکل رک �دںی۔‬ ‫خ‬ ‫ت‬ ‫ومومسں یک‬
‫ٹ‬ ‫‪07‬‬ ‫·یسک یھب رطفی‪� ،‬ا�الیق �ی�ا وقیم وموضع رپ �اےنپ ملع �ا�و ر�‬ ‫‪�� ۱۵۶‬ا ‪۱۶۳‬‬
‫ون� ‪:‬ہبلط وک س�اہقب �ا�و�ر الہقح اھکسےن ےک ےئل قبس رگزل اگڈیئ ںیم �دےی ےئگ‬ ‫اہکین‬
‫اشمدہے یک �ر�وینش ںیم اکذغ رپ یھکل وہیئ مک �ا��ز مک �پ�اچن‬
‫‪G8-‬‬
‫رطےقی ےک اطمقب لمع رکںی۔‬ ‫‪U-26‬‬
‫ٹنم یک رقتری ڑپھ ںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3 .‬د�ریس ب‬ ‫ث‬ ‫ت‬
‫رض� �االم��ال اک �اامعتسل ھکیس ںیکس۔‬‫·احم�و�ر�ا� �ا�و�ر ب‬
‫ظ‬
‫‪1 .‬مظن ںیم وموج�د لکشم �اافل� ےک ینعم اھجمس رک ہبلط ےس مظن ےک‬
‫خ‬ ‫ن‬
‫�‬
‫�ااعش�ر یک رشتحی رک�و�اںیئ �ا�و�ر �اس یک �ر�وینش ںیم �اُ� ےسمظن اک الہص‬ ‫ہبلط‪ :‬ت‬
‫س�ح ن‬ ‫‪27‬‬
‫رحتری رک�و�اںیئ۔‬ ‫·�ا س�ا� �ا�و�ر دیقنت یک حطس یک ایت�ری ےک ےیل یسک رحتری (مظن‬ ‫ت‬
‫ظ‬ ‫خ‬ ‫�ونط اک تیگ ‪�� ۱۶۴‬ا ‪۱۶۹‬‬
‫‪2 .‬ہبلط ےس�ر�دفی ےک وح�اےل ےس �اافل� س�ا��زی رک�و�اںیئ ۔‬ ‫‪۰۵‬‬ ‫�و رثن) اک �الہص ھکل ںیکس۔‬
‫ظ‬ ‫ٹ‬ ‫ظ‬ ‫(مظن)‬
‫ون�‪� :‬ر�دفی ےک وح�اےل ےس �اافل� وھکل�اےن ےک ےیل قبس “تعن” ںیم �دےی‬ ‫·رثن�پ�ا�رے �ی�ا مظن وک �اےنپ �اافل� ںیم ھکل ںیکس۔‬
‫‪G8-‬‬
‫ظ‬
‫‪U-27‬‬
‫ےئگ رطےقی ےک اطمقب لمع رکںی۔‬ ‫·�ر�دفی ےک وح�اےل ےس �اافل� وک رتبیت �دے ںیکس۔‬
‫اتک� ںیم �دی یئگ وجت�ی��ز رک�دہ رسرگیم ہبلط ےس لمکم رک�و�اںیئ۔‬ ‫‪�3 .‬د�ریس ب‬
‫�‬
‫‪۱۳‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ ام� چر�‬
‫�‬
‫‪۱۵۰‬‬ ‫لک ریپ� ڈی���ز �ب�ر�اےئ یمیلعت س�ال ‪۲۱-۲۰۲۰‬‬
‫ن‬ ‫ت‬
‫‪�� 17‬ا ‪ 31‬ام� چر� س�االہن �ااحتم�‬

‫‪63‬‬
DIRECTORATE OF CURRICULAM AND TEACHER EDUCATION (DCTE)
Abbottabad, Khyber Pakhtunkhwa