HSSCI English PDF

Published by
Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.
Last Revision: September 2012

Latest revision January 2017
© The Aga Khan University Examination Board, 2018
All rights and entitlements reserved.

This syllabus is developed by Aga Khan University Examination Board for distribution to
all its affiliated schools only. No part of this syllabus may be copied, reproduced or used
for any other purpose whatsoever without prior written permission of the Aga Khan
University Examination Board.
Aga Khan University Examination Board English HSSC Syllabus 2017 2

Higher Secondary School Certificate
Examination Syllabus
ENGLISH COMPULSORY
GRADES XI-XII
This syllabus will be examined in both

May and September Examination sessions from
May 2019 for Grade XI and May 2020 for Grade XII

Table of Contents Page No.
Preface 5
Introduction to AKU-EB Syllabi 7
Aims/ Objectives of the National Curriculum (2006) 9
Subject Rationale 13
Concept Map 16
Student Learning Outcomes 17
Scheme of Assessment 44
Annex A: Text Types and Examples 48
Acknowledgements 50
For queries and feedback
Address: Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.
Phone: (92-21) 3682-7011
Fax: (92-21) 3682-7019
E-mail: [email protected]
Website: http://examinationboard.aku.edu
Facebook: www.facebook.com/akueb

Preface
Established in 2002 through Ordinance CXIV, Aga Khan University Examination Board
(AKU-EB) is Pakistan‟s first private autonomous examination body for secondary (SSC) and
higher secondary (HSSC) school certifications. Its vision is to be a model of excellence and
innovation in education in Pakistan and the developing world.
One of the ways in which AKU-EB achieves its vision is by developing syllabus which
inculcates conceptual thinking and higher-order learning based on the National Curriculum.
AKU-EB revises its syllabus every 4 years so that it continues to meet the needs of students,
teachers and examiners.
The aims of the current syllabus review of SSC and HSSC in 2016 were to:
 Ensure continued compatibility with the goals of National Curriculum of Pakistan.
 Review the content for inclusion of new knowledge and deletion of obsolete knowledge.
 Review the content for clarity and relevance as per the changing needs of students,
teachers and examiners.
 Enhance and strengthen continuation and progression of content both within and across
grades IX - XII (SCC and HSSC).
 Ensure the readiness of students for higher education.
During this syllabus review, the needs of all the stakeholders were identified through a needs-
assessment survey. Students and teachers of AKU-EB affiliated schools from across Pakistan
participated in the survey. Thereafter, a revision panel, which consisted of examiners, schools
teachers of affiliated and non-affiliated schools, teacher trainers and university academics,
reviewed and revised the syllabus using a planned, meticulous and standardised process.
This year, AKU-EB took the initiative of introducing a „Concept Map‟ for each syllabus
which represents links among the key concepts of the syllabus. These have been designed to
improve students‟ interest in the subject, facilitate conceptual thinking and make learning and
teaching experience memorable.
The syllabus is organised into topics and subtopics. Each subtopic is further divided into
achievable student learning outcomes (SLOs). The SLOs of the cognitive domain focus are
each assigned a cognitive level on which they have to be achieved. These cognitive levels are
„knowledge‟, „understanding‟ and „application‟, including other higher order skills. This is
followed by the Exam Specifications which gives clear guidance about the weightage of each
topic and how the syllabus will be assessed.
This syllabus has been designed to empower the students and teachers to take charge of
learning and teaching and reduce their dependence on a single textbook. Some syllabus
support material1, including suggested resources, has also been developed with the syllabus to
guide students and teachers. However, these are not exhaustive and students and teachers are
encouraged to use multiple books and online resources to achieve the SLOs of the syllabus.
1
Available at examinationboard.aku.edu

The development of the revised syllabus have been made possible by the creativity and
relentless hard work of Curriculum and Examination Development unit and the constant
support provided by all the other units of AKU-EB. We are particularly thankful to
Dr Sohail Qureshi for his very useful feedback on revising the syllabus review process, to
Dr Naveed Yousuf for his continued guidance and support throughout the syllabus revision
process and to Raabia Hirani for leading the syllabi revision. We are also thankful to all the
students and teachers who took part in the needs-assessment survey and to the principals of
AKU-EB affiliated schools who made this endeavour possible by facilitating and
encouraging their teachers to be a part of the survey and the syllabus revision panel.
With your support and collective hard work, AKU-EB has been able to take the necessary
steps to ensure effective implementation of the National Curriculum of Pakistan through this
syllabus. We are confident that this syllabus will continue to provide the support that is
needed by students to progress to the next level of education and we wish all the best to
students and their teachers in implementing this syllabus.
Dr Shehzad Jeeva
Director, Aga Khan University Examination Board
Assistant Professor, Faculty of Arts and Sciences, Aga Khan University

Introduction to AKU-EB Syllabi
1. Aga Khan University Examination Board (AKU-EB) has a mandate by Ordinance
CXIV of 2002 „to test the attainment of the objectives of the national curriculum, for
the purpose of enhancing student learning, and to do all such things that may be
considered appropriate for the improvement of education in respect to teaching and
learning, institutional effectiveness and all things ancillary and incidental thereto‟.
2. The AKU-EB syllabi are an important tool in the achievement of this mandate. These
syllabi are based on the National Curriculum of Pakistan 2006 and the National Scheme
of Studies 2006 – 2007. The syllabi bring together all those cognitive outcomes of the
National Curriculum statement which can be reliably and validly assessed. Moreover,
the syllabi aim to achieve the pedagogically desirable objectives of the National
Curriculum which encourage „observation, creativity and other higher order thinking
skills‟, better meeting the needs of the students of the twenty-first century.
3. The syllabi guide the students, teachers, parents and other stakeholders regarding the
topics that will be taught and examined in each grade (IX, X, XI and XII). In each
syllabus document, the content progresses from simple to complex, thereby, facilitating
a gradual, conceptual learning of the content.
4. The topics of the syllabi are grouped into themes derived from the national curriculum.
The connection between various themes and topics is highlighted in the „concept map‟
provided at the beginning of each syllabus. This ensures that students begin to
understand the interconnectedness of knowledge, learn conceptually and think critically.
5. The topics of the syllabi are divided into subtopics and student learning outcomes
(SLOs). The subtopics and the SLOs define the depth and the breadth at which each
topic will be taught, learnt and examined. The syllabi complement the national
curriculum by providing enabling SLOs where needed to scaffold student learning.
6. Each SLO starts with an achievable and assessable command word such as describe,
relate, evaluate, etc. The purpose of the command words is to direct the attention of
teachers and students to specific tasks that the students are expected to undertake in the
course of their studies. The examination questions are framed using the same command
words or their connotations to elicit evidence of these competencies in students‟
responses.
7. The SLOs are classified under three cognitive levels: knowledge (K), understanding
(U) and application and other higher order skills (A) for effective planning during
teaching and learning and deriving multiple choice questions (MCQs) and constructed
response questions (CRQs) and extended response questions (ERQs) on a rational basis
from the subject syllabi, ensuring that the intentions of the national curriculum are also
met during examinations.

8. By focusing on the achievement of the SLOs, these syllabi aim to counter the culture of
rote memorisation as the preferred method of examination preparation. While
suggesting relevant, locally available textbooks for achieving these outcomes, AKU-EB
recommends that teachers and students use multiple teaching and learning resources for
achieving these outcomes.
9. The syllabi follow a uniform layout for all subjects to make them easier for students and
teachers to follow. They act as a bridge between students, teachers and assessment
specialists by providing a common framework of student learning outcomes and exam
specifications.
10. On the whole, the AKU-EB syllabi for Higher Secondary School Certificate (HSSC)
progressively help the students to achieve the benchmarks of the national curriculum
and hone in them conceptual understanding, critical thinking and problem solving skills,
thereby preparing them for professional and higher education.

Aims/ Objectives of the National Curriculum (2006)
Competencies, Standards and Benchmarks for Grade XI and XII in the National
Curriculum (2006)2
Competency 1: Reading and Thinking Skills
Standard 1: All students will search for, discover and understand a variety of text types
through tasks which require multiple reading and thinking strategies for
comprehension, fluency and enjoyment.
BM 1 Evaluate patterns of text organization, and function of various devices used

within and beyond a paragraph in a text.
BM 2 Analyse, synthesise and evaluate events, issues and view points, applying
reading comprehension and thinking strategies.
BM 3 Analyse and synthesise information from a visual cue or a graphic organiser to

summarise, highlighting the key areas and main trends.
BM 4 Gather, analyse, evaluate and synthesise information to use for a variety of

purposes including a research project using various aids and study skills.
Standard 2: All students will read and analyse literary text to seek information, ideas,
enjoyment; and to relate their own experiences to those of common humanity
as depicted in literature.
BM 1 Analyse and evaluate short stories, poems and essays and one-act plays; relate
how texts affects their lives and connect the texts to contemporary/ historical
ideas and issues across cultures.
Competency 2: Writing Skills
Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional and creative writing, which is focused, purposeful and shows an
insight into the writing process.
BM 1 Analyse and evaluate a variety of written discourse to use in their own

compositions, techniques for effective text organization, development and
author‟s techniques that influence the reader.
BM 2 Write expository, persuasive, analytical essays, research reports and extended

narratives for multiple purposes and audiences.
BM 3 Write a variety of interpersonal and transactional texts, e.g. business letters,

applications on advertisements, resume, forms for a range of purposes in real
life situations using vocabulary, tone, style of expression, conventions
appropriate to the communicative purpose and context.
2
Ministry of Education (Curriculum Wing) (March 2006), National Curriculum of English Language for
Classes I-XII, Government of Pakistan, Islamabad.

BM 4 Plan, draft, revise, edit their own texts in areas such as, cohesion and
coherence, effectiveness of arguments/ opinions, sufficient supporting details,
creativity, appropriate punctuation and vocabulary.
Competency 3: Oral Communication Skills
Standard 1: All students will use appropriate social and academic conventions of spoken
discourse for effective oral communication with individuals and in groups, in
both informal and formal settings.
BM1 Use a variety of linguistic exponents to communicate appropriately for various

functions and co-functions of inquiries, persuasions, arguments, comparisons,
evaluations in a wide range of contexts.
BM2 Demonstrate through formal talks, individual oral presentations and job
interviews, the social and academic conventions and dynamics to
communicate information / ideas.
Competency 4: Formal and Lexical Aspects of Language
Standard 1: Pronunciation: All students will understand and articulate widely acceptable
pronunciation, stress and intonation patterns of the English language for
improved communication.
BM1 Pronounce (acceptably) new lexical terms, and use appropriate stress and
intonation pattern in sustained speech to communicate effectively.
Standard 2: Vocabulary: All students will enhance vocabulary for effective

communication.
BM1 Evaluate different kinds of texts to understand how lexical items change
meaning and style, use lexical items to show finer shades of meaning and style
in their own speech and writing.
Standard 3: Grammar and structure: All students will understand grammatical functions
and use the principles of grammar, punctuation, and syntax for developing
accuracy in their spoken and written communication.
BM1 Apply grammatical functions and concepts of tense and aspect, transitional
devices and modal verbs in their speech and writing.
BM2 Recognise and use punctuation to evaluate complex texts of style and changes
in meaning and to use in writing of bibliographies and reference lists.
BM3 Analyse sentence types and structure, recognise and apply the concepts and
function of coordination and subordination in extended writing tasks for
increased effectiveness in communication.

Competency 5: Appropriate Ethical and Social Development
Standard 1: All students will develop ethical and social attributes and values relevant in a
multicultural, civilized society.
BM1 Recognise and practice values and attributes such as tolerance, humanism,
patience, equity, justice, honesty, empathy, etc., relevant for peaceful
coexistence between individuals, groups and nations.
BM2 Develop and portray through actions, a sense of importance of individual

worth simultaneously valuing diversity and equality among people.
BM3 Understand and evaluate contemporary social, economic and scientific

developments/ issues so as to participate in the global society as aware and
thinking individuals.
Themes and Topics
1 The examination syllabus in English is skill based. These skills can be applied
to any topic so the recommended topics of National Curriculum English
(Compulsory) have not been assigned to any particular type of
communication, or stage of the course. They can, therefore, be introduced by
the teacher whenever and wherever appropriate.
2 The following topics are recommended in the National Curriculum for Classes
XI & XII:
 Character building
 Austerity
 Respect for Pakistani values and those of other nations
 Tolerance, humanism, equity between groups and nations
 Handling/ sharing responsibilities
 Conflict resolution
 Understanding international cultural diversity
 The world
 Rise of nations through national pride
 Appreciation and preservation of Nature
 Gender inequality detrimental to society
 Environment and health
 Population growth and its implications
 Tourism, its impact on society
 Technology and society of future
 Choosing careers/ occupations
 Respect for all professions. (Valuing disparity and equality among
professions)
 Media skills and communication
 Role of youth in crises management
 Public behaviour
 Sense of individual and public responsibility
 Prevention from crime

 Youth‟s role in prevention of drug abuse, related diseases (HIV, AIDS,
hepatitis)
 Practicing adaptability
 Accommodating family and work responsibilities
 Positive work ethics

Subject Rationale of AKU-EB English Compulsory
What will you learn in AKU-EB English Compulsory?
 English is the major international language of education, research, diplomacy and

business, making it the medium for the communication of new ideas all over the world.
AKU-EB‟s English Compulsory syllabus, hence, focuses on the need to interact
globally and locally, in academic and non-academic settings.
 The syllabus takes a skill-based approach to language learning and focuses on language
learning, academic literacy and effective communication strategies. The skills taught in
the English Compulsory course at SSC and HSSC are not an end in themselves but
have been designed to support and contribute to the literacy requirements needed for
humanities and science subjects.
 For a majority of Pakistani students, learning English is conscious effort which requires
deliberation, guidance and practice. The National Curriculum (NC) for English
Language 2006 addresses this reality in its standards, competencies and student
learning outcomes. The AKU-EB syllabi reflect focused approach and the path to
achievement of these outcomes through a particular sequence of learning goals.
 Steps have also been taken to make the syllabus more “needs based”, by identifying the
progression within and across the grades, i.e. from class XI to class XII, with a
progression from simpler to more demanding types of text – both reading and listening
passages.
 All four language skills – reading, writing, listening, and speaking – have been
addressed in the syllabi. In fact, AKU-EB is the only Pakistani Examination Board to
assess not only reading and writing, but listening skills as well.

Where will it take you?
 Proficiency in English is a requirement for most university courses in Pakistan and

across the world. Hence, a successful completion of this course will open the doors for
further successes in life. The successful implementation of the objectives of AKU-EB
English Compulsory syllabus in classroom and assessment practices will facilitate you
in taking up various national and international competitive and placement examinations
and courses of higher studies like:
 IELTS/ GRE/ TOEFL/ GMAT/ SAT
 The English courses in universities which are mostly based on the

communication and comprehension needs of the students.
 By pursuing English major courses (Literature and Linguistics) at university,

the following career paths may be pursued:
- Civil Services
- Journalism
- Public Relations
- Teaching/ Education Management
- Marketing/ Advertising
- Communications / Editing/ Content Development
- Writing (academic/ research/ fiction)
- Translation
How to approach the syllabus?
The concept map on the next page will give you an overview of your entire syllabus. After
this, the topics and Student Learning Outcomes (SLOs) will tell you the details about what
you have to achieve. And finally, the Exam Specifications will tell you what to expect in your
examination.

What is the concept map telling you?
English as a global language: The need for a global language has always existed. English, as
illustrated through the map, connects the world, academically and professionally. Listening
and reading, as shown in the bottom left and right of the map, are receptive skills which are
required for the making of meaning from ideas or information. These skills constitute basis of
the language learning process. Speaking and Writing, as shown at the top left and right of the
map, are productive skills that enable the expression of meaningful ideas. Grammar and
vocabulary, which constitute knowledge about language, are the building blocks that are
required for the application of the receptive and productive skills for effective
communication. Listening, speaking and writing in internationally acceptable English which
is grammatically accurate and mutually intelligible for different purposes and contexts is an
over-arching aim of the syllabus. Students‟ fluent and confident engagement with a variety of
texts will develop sub-skills of persuasion, narration, critical and analytical thinking, and
accurate and purposeful use of language for effective communication. These sub-skills will
not only facilitate students in their university education, but will also expand career paths for
them, nationally and internationally.

D S
Student Learning Outcomes of AKU-EB HSSC English Compulsory Syllabus
AR
Part I (Grade XI)
N W
O
Conceptual Linkage with Grade X AKU-EB syllabus:


Listening for main idea, details, text type and author‟s purpose
Reading for critically evaluating persuasive, reflective and analytic texts
ND
 Writing on persuasive, reflective and analytic topics
A
19
3
Cognitive Levels
20
Skills and Sub-Skills Student Learning Outcomes
K U A
1. Listening and Speaking Students should be able to:
1.1 Listening and speaking in
narrative, expository (factual/
A Y
Communication Skills: Listening and Speaking
M
4
informative) and communicative 1.1.1 comprehend a variety of accents (standard English and CA
common dialects prevalent in their context);
IN
context
1.1.2 comprehend how meaning is conveyed through pace, stress, CA
intonation;
O N
1.1.3 identify and use specific expressions for various social CA
I
functions such as apology, request, recount, describe,
T
gratitude, inquire, compare, contrast, summarise, encourage,
A
and complain in group discussions and other situations;
1.1.4 explore the expressions used in the media to inform, e.g. news CA
IN
stories/ reports);
A M
EX
3
K = Knowledge, U = Understanding, A= Application and other higher-order cognitive skills
4
CA = Classroom Activity, not to be assessed under examination conditions. The National Curriculum has oral language use in interaction and teachers should use such
R
interaction as the main classroom activity in meeting these objectives. For examination purposes, however, only listening will be tested. The production elements (speaking)
of the National Curriculum SLOs are bracketed to indicate that it is the receptive (listening) which will appear in the examination.
F O
D S
AR
Cognitive Levels
W
K U A
Students should be able to:
1.1.5 analyse narrative and expository topics:
O N CA
D
a. relate an incident or idea by highlighting its
N
significance with some degree of organisation in
A
speech and well-chosen details;
9
b. compare situations, ideas, characters, issues or
1
occurrences in a sustained speech after listening to/
0
reading a text;
2
c. present and discuss academic content by using props,
Y
visual aids and/ or electronic media;
d. synthesise and discuss information from print
A
(newspapers/ books) and non-print (internet) sources
M
on chosen topics;
IN
1.2 Listening in narrative, expository
Listening in Narrative, Expository and Communicative Context
(factual/ informative) and
N
communicative context Listening to Understand Text Type
I O
1.2.1 comprehend text type of a heard text by identifying: *
A T a. narrative features: (narrator, plot, tone, setting,

characters);
IN
b. exposition: (comparisons, cause and effect,
details, sequence);
M
c. communicative (interpersonal and transactional
A
contexts): dialogues, negotiation, discussion,
EX
interviews;
O R
F
D S
K
AR
Cognitive Levels
U A
N W
O
Listening to Understand Main Ideas, Details, Moral and Overall Gist
D
1.2.2 identify main idea(s) and supporting details in a heard text; *
N
1.2.3 discuss the following in a heard text: *
A
a. how a topic is introduced;
9
b. how a point of view is presented;
1
c. impact of word choice;
0
d. details and arrangement of texts;
2
1.2.4 identify assumptions, similar meanings, similar sounds, *
Y
numbers, dates, classifications and sequence in a heard text;
A Listening to Identify Tone

1.2.5
M
discuss tone of the speaker through pitch and choice of words/ *
IN
details;
O N Listening to Understand Speaker’s Purpose
I
(Opinions, Facts and Intent)
A T 1.2.6 identify speaker‟s views by analysing opinions, facts and

details;
*
IN
1.2.7 discuss the use of statements or gestures free from bias against *
race, religion and individuals;
M
1.2.8 discuss author‟s purpose in a range of heard texts; *
A
EX
O R
F
D S
K
AR
Cognitive Levels
U A
N W
O
1.2.9 elaborate explicit evidences, themes/ sub-themes and overall *
gist;
D
1.2.10 identify and comment on values and attributes such as, CA
N
tolerance, humanism, patience, equity, justice, honesty,
A
empathy, dignity, equality, diversity etc., for better
9
participation in the global society while communicating
1
verbally.
2 0
A Y
M
IN
O N
TI
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
2. Reading and Thinking Students should be able to:
O
2.1 Reading in narrative, expressive/ 2.1.1 apply different reading techniques: skimming, scanning, *
reflective, interpersonal/ predicting, reading for detail (intensive), annotation, note
transactional and expository
(factual/ informative) texts
ND
taking and use critical reading strategies like:
a. contextualising (placing a text in its cultural or
A
historical context);
9
b. questioning the author and the readers beliefs;
1
c. outlining and summarising;
0
2.1.2 discuss topic sentences and thesis statement and how they are *
supported with details;
2
Y
2.1.3 elaborate personal opinion about the text along with *
A
justification;
2.1.4 synthesise information (treatment, scope and organisation of *
M
ideas, common themes and/ or message) from two texts based
IN
on the same theme/ topic;
O N
TI
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Reading for Main/ Sub-Ideas, Details, Moral and Overall Gist
2.1.5
2.1.6
ND
discuss theme, main idea and supporting details;
evaluate surface and implied meaning of a text by the help of
*
*
A
contextual clues:
9
a. Surface/ explicit meaning: comprehend and respond
1
to questions like who, what, where, when i.e. apparent
2 0
phenomenon, issues or ideas.
b. Implied meaning: comprehend and respond to
Y
questions like why, how, to what extent i.e. underlying
A
message, tone and motivation of author/ characters,
possible outcomes/ solutions/ suggestions.
M
IN
O N
TI
A
IN
A M
EX
O R
F
D S
K
AR
Cognitive Levels
U A
N W
O
Reading for Philosophical Insight and Response
D
2.1.7 infer the author‟s views about the world and human nature as *
N
revealed through textual details;
A
Reading to Understand Vocabulary
19
2.1.8 use contextual clues to infer implied meanings of words and *
20
phrases and comprehend the use of pronouns and adjective
phrases;
Y
2.1.9 discuss different kinds of texts to understand how lexical items *
A
change meaning and style;
M
Reading to Understand Text Type and Genre
IN
2.1.10 differentiate between the features of fiction (stories, poems) *
and non-fiction (newspapers, personal accounts, journals,
N
articles etc.), and text types: reflective/ expressive, persuasive
O
and analytical;
TI
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Reading Narrative Texts
D
2.1.11 a. identify basic genres in prose (tragedy, comedy, horror, *
N
science fiction);
A
b. discuss characters and relate to their motivations and
purpose by classifying them (with evidences) as:
i)
1 9
protagonist or antagonist ii) round or flat
0
characters;
2
c. discuss theme and sub-themes;
d. describe the structural elements of plot (beginning, rising
story;
A Y
action, climax, falling action, resolution) in a simple short
M
e. comprehend the relevance of setting (time, place,
customs) to the overall meaning of a story;
IN
f. comprehend explicit motifs and tone of the narrator;
O N Reading Expressive/ Reflective/ Interpersonal Texts
I
2.1.12 a. describe an event from author‟s experience: what *
T
happened, feelings, thoughts, emotions in expressive
A
texts;
IN
b. compare specific incidents and broader themes that
illustrate the writer‟s important beliefs or generalisations
M
about life;
A
c. discuss social transactions, attitudes and relationships in
interpersonal texts;
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Reading Exposition (factual & informative)
D
2.1.13 a. discuss ideas, details and overall gist; *
N
b. discuss facts and opinions;
A
c. explain strategies used by the author to present
9
information (how a topic is introduced, stated point of
1
view, impact of word choice, details and arrangement of
0
texts);
2
d. compare two pieces of news or two brief texts about the
Y
same topic;
e. discuss organisational pattern cause and effect, problem
A
and solution, general to specific and vice versa;
M
2.1.14 analyse and add relevant information from outside the text to *
IN
the information of a narrative, expressive and/ or expository
text;
2.1.15 comprehend cohesive devices used in the text such as *
O N pronouns – antecedent relationships, anaphoric and cataphoric
I
references;
T
2.1.16 identify and comment on values and attributes such as *
A
tolerance, humanism, patience, equity, justice, honesty etc.
relevant for peaceful coexistence;
IN
A M
EX
O R
F
D S
K
AR
Cognitive Levels
U A
3. Writing Students should be able to:
N W
O
3.1 Narrative, expository (factual), 3.1.1 apply pre-writing and planning strategies to organise ideas in *
expressive, interpersonal writing:
D
communication a. brain storming
N
b. clustering/ mind mapping
A
c. free writing
9
d. paragraphing: one idea is developed in each paragraph
1
with details
0
3.1.2 complete different forms, e.g. examination forms, scholarship CA
2
forms, passport/ visa application;
Y
3.1.3 compose a personal statement for acquiring admission/ *
A
scholarships in universities by presenting:
a. an organised summary of accomplishments;
M
b. statement of goals and ambitions;
IN
3.1.4 write effective business letters for various purposes e.g. *
complain, request, sales/ order, asking for and giving
information; (use block style with open punctuation);
O N
3.1.5 comprehend focus of writing by identifying audience and *
I
purpose;
T
3.1.6 summarise a given text; *
A
3.1.7 write narrative/ expressive essays, narrative stories and *
expository essays with an introduction (topic/ thesis statement),
IN
body paragraphs and conclusion;
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Writing Narrative Events/ Experiences
D
3.1.8 a. narrate a sequence of events (real or imagined) and *
N
communicate their significance;
A
b. describe appearances, images, and narrate perspectives in
9
a story;
1
c. use different styles of narration (chronology, flashback,
0
flash forward);
2
d. apply basic elements of story writing: characterisation,
Y
plot, setting;
e. establish coherence within and among paragraphs
A
through effective transitional and connective devices;
M
Writing Expressive and Interpersonal Text (Experiences/ Events)
3.1.9 a.
IN
relate an event from personal experience (what happened, *
N
feelings, thoughts, emotions);
O
b. analyse causes and consequences/ thoughts and emotions
I
how an event has influenced or changed a person (a
T
recount of events with lessons learnt);
A
c. establish coherence within and among paragraphs
IN
d. use dialogues and conversations as part of a story,
M
exchange, narration;
A
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Write Exposition of Facts and Information
D
3.1.10 a. use a variety of structures to compose information: *
N
comparison and contrast, sequencing, cause and effect,
A
problem and solution;
9
b. synthesise relevant information and discuss its pros and
1
cons;
0
c. establish coherence within and among paragraphs
2
3.1.11
A Y Vocabulary
use appropriate words, figurative language, synonyms and *
M
antonyms as per the requirement of texts;
IN
3.1.12 use lexical items to show finer shades of meaning and style in *
their own writing;
O N
TI
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Grammatical Accuracy
O
D
3.1.13 use accurate: *
N
a. punctuation (full stops, commas, capitalisation);
A
b. spelling;
9
c. subject-verb agreement and tenses;
1
d. sentence construction;
0
e. conjunctions;
2
f. adverbial and subjective clauses;
Y
g. conditional clauses;
h. words/ phrases to indicate degrees of possibility using
A
adverbs (e.g. perhaps, surely) and modal verbs (e.g.
M
might, should, will, must);
IN
3.1.14 rectify their own work and that of others; *
3.1.15 illustrate through writing the values and attributes such as CA
O N empathy etc.; relevant for the peaceful coexistence between
I
individuals, groups and nations;
A T
(Students should NOT mention their names, names of their schools or any other form of identification anywhere in the examination paper)
IN
A M
EX
O R
F
D S
Part II (Grade XII)
AR
W
Conceptual Linkage with Grade XI AKU-EB syllabus:


Listening for main idea, details, text type, purpose and tone
Reading for inference and interpretation of views, characters, themes and viewpoint
O N
D
 Writing on narrative, expository and expressive/ reflective topics

A N Cognitive Levels
0
K U A
2
4. Listening and Speaking Students should be able to:
4.1 Listening and Speaking skills-
utilizing expressive/ reflective,
2 0
Communication Skills: Listening and Speaking
Y
persuasive/ argumentative and 4.1.1 comprehend a variety of accents (standard English and CA5
A
analytical texts. common dialects prevalent in their context);
M
4.1.2 comprehend and comment on the following: CA
a. how meaning is conveyed through pace, stress,
IN
intonation;
b. difference between informal and formal register;
N
c. use formal and/ or informal expressions in different
O
situations;
I
4.1.3 identify and use polite forms to negotiate, interrupt and reach CA
A T consensus and exhibit some degree of tact and sensitivity

during debates and disagreements;
IN
4.1.4 analyse the type of expressions used in the media to inform and CA
persuade (e.g., advertisements, propaganda, perpetuation of
M
stereotypes; use of visuals and language);
A
5
EX
R
CA = Classroom Activity, not to be assessed under examination conditions. The SLOs of classroom activity should be covered in the classroom for better preparation of
exams.
F O
D S
AR
Cognitive Levels
W
K U A
N
O
4.1.5 evaluate expressive/ reflective, analytic and persuasive/ CA
argumentative topics:
ND
a. synthesise information from various sources
(newspapers, internet, periodicals, books) to develop/
A
discuss relevant content;
0
b. express opinions (social and academic contexts) and
2
back them with reasons and evidences;
0
c. organise thoughts and information in a logical sequence
2
while delivering a formal presentation/ speech;
Y
d. present and discuss academic content by using props,
A
visual aids and/ or electronic media;
e. anticipate and address the listener‟s concerns and
M
counterarguments;
IN
Listening in Expressive/ Reflective, Persuasive/ Argumentative and Analytical Contexts
O N Listening to Understand Text Types
I
4.2 Listening in expressive/ 4.2.1 identify the text type of a heard text through its basic features: *
T
reflective, persuasive/ a. expressive/ reflective texts (communicating feelings/
A
argumentative and analytical looking back at or reviewing past incidents);
IN
texts b. simple techniques used for persuasion or argumentation
(presenting an opinion/ supporting it with reasons);
M
c. analytical speeches or passages (relationship of
A
comparison / cause and effect/ analysis of information);
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Listening to Understand Main Idea, Details, Message and Overall Gist
4.2.2
4.2.3 discuss the following in a heard text:
ND
discuss main idea(s) and supporting details in a heard text; *
*
A
a. how a topic is introduced
0
b. how a point of view is presented
2
c. impact of word choice
4.2.4 0
d. details and arrangement of texts;
2
comprehend similar meanings, similar sounds, numbers, dates, *
Y
classifications and sequence in a heard text;
A
4.2.5 describe past events, feelings, behaviour, thoughts and *
attitudes in reflective and expressive texts;
4.2.6
M
discuss persuasive strategies used in a heard text (appeal to *
IN
emotion, logic or use of evidences and/ or examples);
4.2.7 elaborate cause and effect in an oral account of an incident, *
N
account or event by analysing details;
I O
T
Listening to Understand Tone and Atmosphere
A
4.2.8 discuss tone of the speaker and the atmosphere (impact) *
IN
created through it in a heard text;
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Listening to Understand Speaker’s Purpose (Opinions, Facts and Intent)
D
4.2.9 discuss speaker/ author‟s beliefs, purpose and intent from the *
N
focus of speech;
A
4.2.10 discuss assumptions versus facts, opinions and how they *
20
support a topic;
4.2.11 identify and comment on values and attributes such as, CA
20
empathy, dignity, equality, diversity etc., for better
Y
participation in the global society;
A
M
IN
O N
TI
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
5. Reading and Thinking
5.1 Persuasive/ argumentative,
5.1.1
O
apply different reading techniques: skimming, scanning,
N *
reflective, expository, and
analytical texts
ND
predicting, reading for detail (intensive), annotation, note
taking and use critical reading strategies like:
A
a. contextualising (placing a text in its cultural or
0
historical context);
2
b. questioning the author and the readers beliefs;
0
c. outlining and summarising;
5.1.2
2
discuss topic sentences/ thesis statement and how they are *
Y
supported with details;
A
5.1.3 discuss statements, opinions, facts, counter arguments and *
speculations and add relevant/ familiar details in a text;
5.1.4
M
synthesise information (treatment, scope and organisation of *
IN
ideas) from two texts based on the same theme/ topic;
O N
TI
A
IN
A M
EX
O R
F
D S
A
K
R
Cognitive Levels
U A
N W
O
Reading for Main Idea, Details, Message and Overall Gist
D
5.1.5 discuss theme, main idea and supporting details; *
N
5.1.6 evaluate surface and implied meaning of a text by the help of *
A
contextual clues:
0
a. Surface/ explicit meaning: respond to questions like
2
who, what, where, when i.e. apparent phenomenon,
0
issues or ideas.
2
b. Implied meaning: respond to questions like why, how,
Y
to what extent i.e. underlying message, tone and
motivation of author/ characters, possible outcomes/
A
solutions/ suggestions.
M
IN
Reading for Philosophical Insight and Response
5.1.7 analyse the author‟s views about the world and human nature *
N
as revealed through textual details;
O
5.1.8 evaluate the issues/ ideas presented in the text with examples *
TI from everyday life;
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Reading to Understand Vocabulary
O
D
5.1.9 infer the meaning of simple to complex words, phrases and *
N
idiomatic expressions in various texts by using context clues;
A
5.1.10 evaluate different kinds of texts to understand how lexical *
0
items change meaning and style;
0 2
2
Reading to Understand Text Type, Genre and Author’s Purpose
discuss author‟s purpose in a range of texts by identifying his/
Y
5.1.11 *
her opinion and facts presented;
5.1.12
A
differentiate between the features of fiction (stories, poems) *
M
and non-fiction (newspapers, personal accounts, journals,
IN
articles etc.), and text types: reflective/ expressive, persuasive
and analytical texts;
O N
TI
A
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Reading Expressive/ Reflective Texts
O
D
5.1.13 a. identify basic types of expressive and reflective writing *
N
(tragedy, comedy, critique, evaluation);
A
b. discuss the significance of writer‟s personal experiences,
0
events, conditions, or concerns;
2
c. compare specific incidents and broader themes that
0
illustrate the writer‟s important beliefs or generalisations
2
about life;
Y
d. elaborate (causes and consequences/ thoughts and
emotions) how an event has influenced or changed a
person;
A
M
e. explain personality traits as revealed through thoughts
and feelings;
IN Reading Persuasive/ Argumentative Texts
O N
5.1.14 a. discuss how author(s) present/s an opinion in an *
I
effective way;
T
b. discuss explicit and implied evidences,
A
comprehensiveness of details and the way in which the
author‟s intent affects the structure and tone of the text;
IN
c. discuss the impact of specific rhetorical devices to
M
support views (ethos, pathos and logos: appeal to
A
emotion, logic, ethics, use of analogies, examples or
relating a personal experience);
EX
d. discuss counterclaims of an argument;
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Reading Analytical Exposition
O
D
5.1.15 a. analyse a situation: familiar events, situations and *
N
processes by identifying:
A
i. relational process: (relationship of cause and effect,
0
comparison and contrast, problem and solution);
2
ii. opinions, facts, evidences, reasons and anticipating
0
outcomes;
2
iii. the relevance of an issue by relating it to personal or
Y
generalised experiences;
b. evaluate an argument: examine the credibility of an
A
argument by:
M
i. evaluating the source of information and biases/
underlying assumptions;
IN
ii. discussing the evidences given to support an
argument;
O N iii. recognising cultural and historic relevance;
I
iv. evaluate the focus on logos (appeal to logic) as
T
compared to pathos (appeal to emotions) or ethos
(appeal to ethics);
A 5.1.16 analyse and add relevant information from outside the text to *
IN
expressive/ reflective, persuasive/ argumentative and/ or
analytic text;
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Exploring Text Structure
O
D
5.1.17 identify the order of the text i.e. from general to specific, most *
N
important to less important and vice versa;
A
5.1.18 evaluate and comment on values and attributes such as, CA
0
2
empathy, dignity, equality, diversity etc., described in a text.
2 0
A Y
M
IN
O N
TI
A
IN
A M
EX
O R
F
D S
Skills and Sub-Skills Student Learning Outcomes.
AR
Cognitive Levels
W
K U A
N
6. Writing Students should be able to:
O
6.1 Persuasive/ argumentative, 6.1.1 use pre-writing and planning strategies to organise ideas in *
reflective, expository and writing:
analytical texts
D
a. brain storming, clustering/ mind mapping, free
writing;
N
A
b. paragraphing: one idea is developed in each paragraph
20
with details;
6.1.2 identify focus for own writing by recognising audience and *
20
purpose;
6.1.3 write reports demonstrating conventions of report writing; *
Y
6.1.4 write summary demonstrating brevity of thoughts; *
A
6.1.5 write résumé and covering letter (in response to a job *
advertisement);
6.1.6
M
compose a personal statement for acquiring admission/ *
IN
scholarships in universities by presenting:
a. an organised summary of accomplishments;
N
b. statement of goals and ambitions;
6.1.7 use transitional words to create coherence between and within *
I O paragraphs;
T
6.1.8 compose texts portraying comparison and contrast, opinion, *
A
explanation, reflection, persuasion, and exposition etc.;
IN
A M
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
O
Writing Expressive/ Reflective Texts
D
6.1.9 a. relate an event from personal experience (what *
N
happened, feelings, thoughts, emotions);
A
b. analyse causes and consequences/ thoughts and emotions
0
how an event has influenced or changed a person (a
2
recount of events with lessons learnt);
0
c. use exemplification to clarify abstract thoughts/ ideas/
2
experiences and lessons learnt;
6.1.10 a.
A Y
Writing Persuasive/ Argumentative Texts
support a thesis/ claim with specific rather than general *
M
reasons/ examples;
IN
b. analyse ideas and evidence in a logical sequence;
c. introduce precise claim(s), distinguish the claim(s) from
N
alternate or opposing claims, and create an organisation
that establishes clear relationships among claim(s),
I O counterclaims, reasons, and evidence;
T
d. evaluate credibility of opinions, facts and stated/
A
perceived beliefs with logic in argumentative texts;
IN
e. use specific rhetorical devices to persuade (appeal to
emotion and ethics, along with logic, use of analogies,
M
examples or relating a personal experience);
f. defend opinions regarding social and current issues;
A
EX
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Writing Analytic Exposition
O
D
6.1.11 analyse a situation or issue (social, economic and scientific): *
A N
a. relational process: (relationship of cause and effect,
comparison and contrast, problem and solution);
0
b. external conjunctions: relate a situation to other events
2
or phenomenon/ real life events;
0
2
c. internal conjunctions: elaborating and itemising steps
(firstly… secondly .. next… finally);
Y
d. deducing the causes and consequences/ advantages
A
and disadvantages/ strengths and limitations of a given
happening or phenomenon with evidences;
M
IN
6.1.12 analyse an argument by assessing: *
a. what is offered as evidence, support or proof;
O N b. what is explicitly stated, claimed or concluded;
I
c. what is not stated, but necessarily follows from or
T
underlies what is stated;
A
IN
Vocabulary
6.1.13 a. use appropriate words, figurative language, synonyms *
M
and antonyms as per the requirement of texts;
A
b. use lexical items to show finer shades of meaning and
EX
style in their own writing;
O R
F
D S
AR
Cognitive Levels
W
K U A
N
Grammatical Accuracy
O
D
6.1.14 use accurately: *
N
a. punctuation (full stops, commas, capitalisation,
A
hyphen, colon);
0
b. spelling;
2
c. subject-verb agreement and tenses;
0
d. sentence construction;
2
e. conjunctions;
Y
f. adverbial and subjective clauses;
g. conditional clauses;
A
h. words/ phrases to indicate degrees of possibility using
M
adverbs (e.g. perhaps, surely) and modal verbs (e.g.
might, should, will, must);
IN
6.1.15 deploy presentational devices in text e.g. layout, bullet points, *
and subheadings;
O N
6.1.16 show awareness of values and attributes such as, tolerance, CA
I
humanism, patience, equity, justice, honesty, empathy,
T
dignity, equality, diversity etc., for better participation in the
global society in one‟s writing.
A
IN
(Students should NOT mention their names, names of their schools or any other form of identification anywhere in the examination paper)
A M
EX
O R
F
Scheme of Assessment
Grade XI
Table 1: Number of Student Learning Outcomes by Cognitive Level
SLOs
S.No. Skills Total
K U A
1. Listening and Speaking - 9 - 9
DS
2. Reading and Thinking - 10 6 16
AR
3. Writing - 1 12 13
W
Total - 20 18 38
ON
Percentage - 53 47 100
D
AN
19
20
AY
M
IN
N
IO
AT
IN
A M
EX
R
FO

Exam Specifications
The English Compulsory Exam for HSSC Part I will consist of two papers of 100 marks in
total. Paper I will have 40 multiple choice questions to be answered in 55 minutes. Paper II
will consist of two constructed response and two essay type questions worth 60 marks to be
done in 125 minutes (2 hours and 05 minutes).
Paper I 40 marks
Paper I will have two separate sections:
DS
 Listening comprehension section will be of 20 marks. It will be of 25 minutes duration
AR
which includes the time for listening to the recorded passages. This part will have two
listening passages; each passage will be followed by 10 MCQs.
W
ON
 Reading comprehension section will be of 20 marks and 30 minutes long. This part will
consist of TWO reading passages. Each passage will be followed by 10 MCQs. These
MCQs will test the use of scanning, skimming, top-down and bottom up techniques.
D
AN
Paper II 60 marks
19
This paper will be of 60 marks with the following tasks and marks allocation:
20
 A text-based passage paired with a visual text/ comic strip OR two comparative paired
AY
texts followed by literal and inference based questions which require skills to synthesise
and interpret information 17 marks
M
 One cloze passage 10 marks

IN
 Formal letter writing OR business letters/ memo OR personal statement 15 marks

N

IO
Essay writing (a choice of any ONE from narrative, expository

(factual) and expressive essays) 18 marks
AT
The students will be asked to give an elaborate response to the essay question. Their
IN
responses to the writing composition questions will be marked against the given tasks. Rote
M
memorization and reproduction of irrelevant details will be discouraged. Responses will be

marked for their content relevance, vocabulary, structure, expression and overall impression.
A
EX
(Students should NOT mention their names, names of their schools or any other form of
identification anywhere in the examination paper)
R
FO

Grade XII
Table 2: Number of Student Learning Outcomes by Cognitive Level
SLOs
S.No. Skills Total
K U A
4. Listening and Speaking - 10 - 10
5. Reading and Thinking - 8 9 17
DS
6. Writing - 1 14 15
AR
Total - 19 23 42
W
Percentage - 45 55 100
ON
D
AN
20
20
AY
M
IN
N
IO
AT
IN
A M
EX
R
FO

Exam Specifications
The English Compulsory Exam for HSSC Part II will consist of two papers of 100 marks in
total. Paper I will have 40 multiple choice questions to be answered in 55 minutes. Paper II
will consist of two constructed response and two essay type questions worth 60 marks to be
done in 125 minutes (2 hours and 05 minutes).
Paper I 40 marks
DS
Paper I will have two separate sections:
AR
Listening comprehension section will be of 20 marks. It will be of 25 minutes duration
which includes the time for listening to the recorded passages. This part will have two
W
listening passages; each passage will be followed by 10 MCQs.
ON
 Reading comprehension section will be of 20 marks and 30 minutes long. This part will
consist of TWO reading passages. Each passage will be followed by 10 MCQs. These
D
MCQs will test the use of scanning, skimming, top-down and bottom up techniques.
AN
Paper II 60 marks
20
This paper will be of 60 marks with the following tasks and marks allocation:
20
 A text-based passage paired with a visual text/ comic strip OR two comparative paired
AY
texts followed by literal and inference based questions which require skills to
synthesise and interpret information 17 marks
M
 One cloze passage 10 marks

IN
 Resume + Covering Letter OR report writing OR personal statement 15 marks

N
IO
 Essay writing (a choice of any ONE from expressive/ reflective, persuasive/

AT
argumentative and analytical essays) 18 marks

IN
The students will be asked to give an elaborate response to the essay question. Their
responses to the writing composition questions will be marked against the given tasks. Rote
M
memorization and reproduction of irrelevant details will be discouraged. Responses will be

A
marked for their content relevance, vocabulary, structure, expression and overall impression.
EX
(Students should NOT mention their names, names of their schools or any other form of
identification anywhere in the examination paper)
R
FO

Annex A: Text Types and Examples
Text type Examples
Narrative/ expressive/ reflective texts o Stories
(Literary/ fiction and creative non-fiction
texts) o Poems (lyrics, ballads, sonnets)
Intention: to entertain, explore, imagine, o Play scripts

enlighten, share experience so as to get the
o Biographies/ personal experiences
reader involved in story and characters
o Anecdotes
Focus: literary, creative and aesthetic appeal.
o Diary, journal entries
o Fantasy, adventure, science, fiction
Persuasive/ argumentative texts o Brochures
Intention: To persuade, argue, advise. o Advertisements of consumer products
o Letter to the editor conveying opinions

Focus: Influence the readers or viewers to
change their mind about something. o Editorials
o Campaign literature
o Magazine articles supporting a position
o Anecdote/ story supporting a position
Expository (factual/ informative texts) o News reports, magazine articles,

memos, menus, blurbs, indices, forms,
Intention: to inform, explain and describe maps, recipes, minutes, tables,
print and computer-based informative and flowcharts
reference texts.
o Diagrams, fact sheets, information
Focus: Document, organise and convey leaflets, prospectuses, plans, summaries,
information and ideas. records

Text type Examples
Expository (analytical texts) o Commentaries
Intention: to analyse, review and comment o Analytical articles
Focus: present weighed and evaluation o Essays and reports

views of ideas and issues.
o Reviews
Text used for interpersonal/ Transactional o Dialogues (informal/ formal)

communication
o Letters (informal/ formal)
Intention: To communicate a message for
transactional or interpersonal purpose. o Greeting cards
Focus: to communicate and share ideas, o E mails

feelings and information. o Notices
o Talks
o Interviews
o Job advertisements
o Resumes
Reference: Adapted from National Curriculum of Pakistan 2006

Acknowledgements
Aga Khan University Examination Board (AKU-EB) would like to acknowledge the
contributions of all those who played an important part in the revision of the AKU-EB HSSC
English syllabus.
We would like to thank Kiran Shahnawaz, Specialist, English Language, AKU-EB, for
taking the subject lead during the entire process of revising the HSSC English syllabus.
We are particularly thankful to the syllabus revision panel for their time, commitment and
effort in revising the syllabus. The panel included:
 Saba Soleha Zia

Habib Public High School, Karachi
 Liaquat Hashim
The City School, Karachi
 Qudsia Kamal
Aga Khan Higher Secondary School, Karachi
We also thank the following post-revision reviewers for their feedback on relevance of the
content, skills and resources of the syllabus:
 Mirza Farrukh Ahmed

Nusrat Jehan Boys College, Chenab Nagar
 Shaista Idrees
Education Trust Nasra, Karachi
Furthermore, we thank the following for reviewing the syllabus for higher education
preparedness, ensuring that the syllabus includes adequate skills and content to effectively
prepare students for the next level of education.
 Dr Fauzia Shamim
Professor and ELC coordinator
English Language Centre, Deanery of Academic Services Taibah University,
Madinah, KSA.
Former Chairperson, Department of English, University of Karachi
Reviewer of National Curriculum (2006)
 Ms Shumaila Muneer Omar

Assistant Professor, English
Institute of Business Administration, Karachi (IoBM)

In-house Team
 Final Reviewer and Advisor: Dr Shehzad Jeeva

Director, AKU-EB
 Mentor and Guide for Syllabi Review: Dr Naveed Yousuf

Associate Director, Assessment
 Syllabi Review Lead: Raabia Hirani

Manager, Curriculum Development
 Syllabi Review Facilitator: Banazeer Yaqoob

Associate, Curriculum Development
 Learning Resources Reviewers: Aamna Pasha

Associate Director, Teacher Development and the Teacher Development Team
 Administrative Support: Hanif Shariff

Associate Director, Operations
Raheel Sadruddin
Assistant Manager, Administration
 Syllabi Feedback Data Analysts: Tooba Farooqui and Muhammad Kashif

Specialists, Assessment
 Language Reviewer: Mehek Ali

Specialist, Assessment
 Design Support: Karim Shallwanee

Associate, Communications
We would like to thank the students and teachers of affiliated schools from across Pakistan
who gave their valuable feedback at various stages of the review process.
We also thank Shahid Arwani, Anusha Aslam and Tabassum Ali, Assistants, AKU-EB, for
data compilation and formatting. In addition, we thank Ammara Dawood and Lubna Anis
for their support during formatting.

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Last Revision: September 2012

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All rights and entitlements reserved.

Aga Khan University Examination Board English HSSC Syllabus 2017 2

This syllabus will be examined in both

Aga Khan University Examination Board English HSSC Syllabus 2017 3

Introduction to AKU-EB Syllabi 7

Aims/ Objectives of the National Curriculum (2006) 9

Student Learning Outcomes 17

Annex A: Text Types and Examples 48

For queries and feedback

Address: Aga Khan University Examination Board

Aga Khan University Examination Board English HSSC Syllabus 2017 4

 Ensure continued compatibility with the goals of National Curriculum of Pakistan.

 Ensure the readiness of students for higher education.

Aga Khan University Examination Board English HSSC Syllabus 2017 5

Aga Khan University Examination Board English HSSC Syllabus 2017 6

Aga Khan University Examination Board English HSSC Syllabus 2017 7

Aga Khan University Examination Board English HSSC Syllabus 2017 8

Competency 1: Reading and Thinking Skills

BM 1 Evaluate patterns of text organization, and function of various devices used

BM 3 Analyse and synthesise information from a visual cue or a graphic organiser to

BM 4 Gather, analyse, evaluate and synthesise information to use for a variety of

Competency 2: Writing Skills

BM 1 Analyse and evaluate a variety of written discourse to use in their own

BM 2 Write expository, persuasive, analytical essays, research reports and extended

BM 3 Write a variety of interpersonal and transactional texts, e.g. business letters,

Aga Khan University Examination Board English HSSC Syllabus 2017 9

Competency 3: Oral Communication Skills

BM1 Use a variety of linguistic exponents to communicate appropriately for various

Competency 4: Formal and Lexical Aspects of Language

Standard 2: Vocabulary: All students will enhance vocabulary for effective

Aga Khan University Examination Board English HSSC Syllabus 2017 10

BM2 Develop and portray through actions, a sense of importance of individual

BM3 Understand and evaluate contemporary social, economic and scientific

Themes and Topics

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Aga Khan University Examination Board English HSSC Syllabus 2017 12

 English is the major international language of education, research, diplomacy and

Aga Khan University Examination Board English HSSC Syllabus 2017 13

 Proficiency in English is a requirement for most university courses in Pakistan and

 IELTS/ GRE/ TOEFL/ GMAT/ SAT

 The English courses in universities which are mostly based on the

 By pursuing English major courses (Literature and Linguistics) at university,

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Aga Khan University Examination Board English HSSC Syllabus 2017 15

A T a. narrative features: (narrator, plot, tone, setting,

A Listening to Identify Tone

O N Listening to Understand Speaker’s Purpose

A T 1.2.6 identify speaker‟s views by analysing opinions, facts and

O N Reading Expressive/ Reflective/ Interpersonal Texts

O N pronouns – antecedent relationships, anaphoric and cataphoric

O N empathy etc.; relevant for the peaceful coexistence between

Skills and Sub-Skills Student Learning Outcomes

A T consensus and exhibit some degree of tact and sensitivity

O N Listening to Understand Text Types

TI from everyday life;