Published by

Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.

Last Revision December 2010

Latest Revision December 2018

© 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.
 Higher Secondary School Certificate
Examination Syllabus

ETHICS
GRADES XI-XII

This syllabus will be examined in both May and

September Examination sessions from May 2021
 Page
Table of Contents
No.
Preface 5

Introduction to AKU-EB Syllabi 7

Aims/ Objectives of the National Curriculum (2007) 9

Subject Rationale 10

Concept Map 12

Student Learning Outcomes 13

Summary of Student Learning Outcomes 17

Scheme of Assessment 18

Acknowledgements 19

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

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 4

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 syllabi which
inculcates conceptual thinking and higher order learning based on the National Curriculum.
AKU-EB revises its syllabi every 4 years so that they continue to meet the needs of students,
teachers and examiners.

The aims of the current syllabus review of SSC and HSSC in 2018 were to:

 Ensure continued compatibility with the goals of the 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 following a planned, meticulous and standardised syllabi
review 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 the learning
and teaching experience more 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 are each
assigned a cognitive level on which they have to be achieved. These cognitive levels are
‘knowledge’, ‘understanding’ and ‘application’, the latter also including other higher order
skills. This is followed by the Exam Specification which gives clear guidance about the
weightage of each topic and how the syllabus will be assessed.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 5

The development of the revised syllabus have been made possible by the creativity and
relentless hard work of Curriculum and Examination Development unit, 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

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 6

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 2007 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. It complements 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 subject 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 and constructed response
questions on a rational basis from the subject syllabi, ensuring that the intentions of the
national curriculum are also met during examinations.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 7

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
examination specification.

10. On the whole, the AKU-EB syllabi for Secondary School Certificate (SSC) provide a
framework that helps students to acquire conceptual understanding of the content of the
national curriculum and learn to critically engage with it. This lays a solid foundation
for HSSC and beyond.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 8

Aims/ Objectives of the National Curriculum (2007)1
1. Build character of the students to enable them to play a vital and positive role in the
society.

2. Provide students with pure teachings and social skills to bring about a change in
their thought and behaviour towards fellow human beings.

3. Understand the primacy of religious teachings and their value in social life.

4. Translate human values into practice, through “role-models” (Therefore, various

remarkable and outstanding personalities are included in the curriculum.).

5. Develop etiquettes and mannerism in students.

6. Create and develop students as the responsible members of the society. (For
achieving this authentic and relevant material from sacred books of different
religions will be included in syllabi. This will enable students to not only enjoy their
rights but also discharge their duties and responsibilities in the best possible
manner.)

7. Practice and promote socialization among members of all faiths. (For achieving this,
some festivals have been included from different religions.)

1
These objectives have been reproduced from the National Curriculum document 2007 (p.1) issued by the
Ministry of Education, Government of Pakistan, Islamabad

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 9

Subject Rationale of AKU-EB Ethics
Why study AKU-EB Ethics?

Ethics is the basis of everyday life; be it personal or professional. The core reason behind
teaching ethics is to inculcate a conscious approach to critically think about the problems
faced by society. Ethics as a discipline encourages students to reflect on the moral and ethical
practices prevalent in the society as well as comparison of different religions in terms of their
approach towards ethical standards for the smooth running of the society.

Ethics as a discipline makes an individual aware of other religions being practiced around
them and how their teachings are similar towards humanity. Moreover, it also helps in
bringing to light the logic and reasoning behind different rituals and practices of different
religions. This enables a person to develop a level of understanding and tolerance towards
other religious groups which is fundamental to the development of the society.

Further, the discipline not only caters to theories but also brings in live examples of
personalities (social and religious) in order to convey a message that the practices (moral and
ethical) are not impossible to accomplish, they can be adopted in ones lives and this inturn
makes an individual’s life fulfilling.

Education is not only to achieve qualifications and degrees, it is also a medium which makes
us differentiate between right and wrong, upholds other individuals integrity and live our lives
in a manner that we are beneficial to the people, community and society. Ethics as a discipline
tries to achieve the said goal of education. Yet, if one wants to study comparative religions,
the discipline of Ethics will act a foundation stone.

How to approach the syllabus?

The concept map of the syllabus gives an overview of the entire syllabus. The topics and the
student learning outcomes (SLOs) guide regarding the details about what has to be achieve.
And finally, the exam specification guides regarding what will be expected in the
examination.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 10

What is the concept map telling you?

The struggle for man in life is to conduct oneself in such a manner that his actions are
acceptable and justified in terms of ethical behaviour. This is depicted in the concept map as
bridge, the person has to cross whenever he/ she is performing any action. The journey of the
subject begins by the approach to link theology with that of philosophy as all of the tenets of
ethical behaviours are evolved from these branches.

Moreover, theology is the basis of all of the major religions being practiced in Pakistan, the
basic knowledge of these religions helps us understand human actions and behaviours and
make one realise that the values practiced in a society though are evolved from different
religions but are all the same.

These behaviours are adopted and manifested in lives of different personalities, who have left
a deep-rooted impact by means of their dedication towards humanity. Learning about their
work, lives and how they have changed the society they have lived in, gives an individual
encouragement that following ethical values and principles may look tough but it yields a
better result for not just an individual but for the society.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 11

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 12
Student Learning Outcomes of AKU-EB HSSC Ethics Syllabus
(Grade XI - XII)
D S
A R
Cognitive levels2

W
Topics Student Learning Outcomes

N
K U A

O
1. Introduction to Ethics Students should be able to

D
1.1 Meta-Ethics 1.1.1 describe Meta-Ethics; *

N
1.1.2 describe moral relativism; *
1.2 Applied Ethics 1.2.1
A
define various types of Applied Ethics: bioethics, animal

1
*

2
ethics, environmental ethics, business ethics;

20
1.2.2 analyse the ethical dilemma from the perspective of: *
a) Kantian’s philosophy (good will and moral duty)

Y
b) Aristotle’s moral philosophy

A
c) Moral Relativism;
1.3 Religion and Science 1.3.1
M
define the terms ‘theology’ and ‘religion’; CA3

IN
1.3.2 describe Edward Burnett Tylor, James George Frazer, Rudolf *
Otto’s views on religion;

ON 1.3.3 elaborate the scientific process of research, i.e. observation, *

I
examination, experiment, testing, validation;

T
1.3.4 discuss different models of relationships between religion and *

A
science (conflict, discussion, interdependence, independence);

I N
1.3.5 identify areas where scientific approach and religious *
approach could differ.

A M
X
(Note: Ethics will be taught in both Classes XI and XII, but the examination will be conducted at the end of Class XII).

E
(Note: Dates/years need to be taught only in order to create understanding of the context and linkages and would not be directly assessed).

R
FO
2
K = Knowledge, U = Understanding, A= Application
3
CA = Classroom Activity, not to be assessed under examination conditions

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 13

 Cognitive Level

S
Topic and Sub-topic Student Learning Outcomes

D
K U A

R
2. Religions of Pakistan: Students should be able to:
2.1 Islam, Sikhism, Hinduism, 2.1.1 trace the origins of Islam, Sikhism, Hinduism, Christianity and
A *

W
Christianity, Zoroastrianism Zoroastrianism;

N
2.1.2 discuss the moral values preached and practiced by the *

O
founders and other prominent personalities of the given

D
religions, i.e.

N
a) Prophet Muhammad (PBUH)

A
b) Guru Nanak

1
c) Shri Krishna

2
d) Jesus Christ

20
e) Zarathustra
2.1.3 describe the following with respect to the teachings of the *

AY
given religions mentioned in SLO 2.1.1:
a) universe and its creation

M
b) concept of worship

IN
c) rituals of birth and death
d) concept of charity;

N
2.1.4 discuss different festivals celebrated in Pakistan with reference CA

I O
to the religions mentioned in SLO 2.1.1;

T
2.1.5 elaborate the teachings of the given religions about character *

A
building and knowledge enhancement of human beings;

I N
2.2 Values within Religions 2.2.1 discuss the common teachings in terms of values of the *
religions mentioned in SLO 2.1.1;

A M 2.2.2 discuss the importance of inter-faith dialogue in today’s *

X
society;

E
2.3 Religion and Society 2.3.1 explain the interrelationship between religion and society; *

R
2.3.2 suggest ways in which religious teachings can be applied in *

FO
personal, social and public life.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 14

 Cognitive Level

S
Topic and Sub-topic Student Learning Outcomes

D
K U A

R
3. Values Students should be able to:
3.1 Social Institutions 3.1.1 define the term ‘social institution’; *
A
W
3.1.2 describe the five basic social institutions, i.e. family, religion, *

N
education, economy, and government;

O
3.1.3 discuss the essential characteristics and role of these *

D
institutions in the development of society:

N
a) state institutions

A
b) religious institutions

2 1
c) economic institutions

20
d) educational institutions
3.2 Work Ethics 3.2.1 define work ethics; *

Y
3.2.2 exemplify desirable ethical work practices such as honesty and *

A
integrity, self- respect and self-discipline, responsibility and

M
accountability, punctuality and respecting the rights of

IN
colleagues;
3.2.3 analyse the effects an organisations’ ethical environment have *

N
on the performance of individuals and organisations.

I O
A T
I N
A M
E X
R
FO
Aga Khan University Examination Board Ethics HSSC Syllabus 2018 15
 Cognitive Level

S
Topic and Sub-topic Student Learning Outcomes

D
K U A

R
4. Personalities: Students should be able to:
4.1 Introduction and Contribution 4.1.1 describe the life history of the give personalities;
ACA

W
4.1.2 discuss the contributions made by the given personalities *
 Nelson Mandela

N
towards the betterment of their societies;


O
Mother Teresa
4.1.3 discuss the moral values demonstrated by the given *
 Abdul Sattar Edhi

ND
personalities;
 Dr. Muhammad Younus 4.1.4 suggest ways to practice the exemplary behaviour of the given *
 Jamshed Nusserwanji Mehta

1A
personalities in the society;
4.1.5 discuss the social change brought about by the teachings and *

2
work of these personalities in the society;
4.1.6

2 0
evaluate the conditions of the societies before and after the
intervention of these personalities.
*

AY
M
IN
ON
TI
N A
M I
X A
R E
FO
Aga Khan University Examination Board Ethics HSSC Syllabus 2018 16
Summary of Student Learning Outcomes
Grade XII

Table 1: Number of Student Learning Outcomes by Cognitive level

Topic No of SLOs Total

Topic
No. Sub-Topics K U A SLOs

DS
1. Introduction to Ethics 03 02 06 1 09

AR
2. Religions of Pakistan 03 00 08 01 09

W
3. Values 02 02 02 02 06

ON
4. Personalities 01 00 04 02 06

D
Total 09 04 20 06 30

AN
Percentage 21 11 66 23 100
20
AY
M
IN
N
IO
AT
IN
A M
EX
R
FO

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 17

Scheme of Assessment
Grade XII

Table 2: Exam Specification

Topic Total
Topic Marks Distribution
No. Marks
MCQs CRQs ERQs

DS
1. Introduction to Ethics 04 6 Marks ERQ 1 @

AR
5 marks
2. Religions of Pakistan 06 7 Marks (Choose

W
ONE

ON
3. Values 06 6 Marks from any
TWO)

D
4. Personalities 04 6 Marks

AN
Total 20 25 05 50
21
20
AY
M
IN
N
IO
AT
IN
A M
EX
R
FO

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 18

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
Ethics syllabus.

We would like to thank Anita Saleem, Specialist, Humanities along with Syeda Mohsina
Hussain, Subject Specialist, Humanities and Amjad Hussain Khan, Specialists,
Humanities, AKU-EB, for taking the subject lead during the entire process of revising the
Ethics syllabus.

We are particularly thankful to the syllabus revision panel for their time, commitment and
effort in revising the syllabus. The panel included:

 Shahnaz Rehan
Aga Khan Higher Secondary School, Karachi

 Mirza Hadi Ali Baig

Sir Sultan Muhammad Shah Aga Khan School, Karimabad, Karachi

 Rafiq Allana
Aga Khan School Garden, Karachi

 Shireen Zaman
Habib Public School

 Dilnawaz Karanjia
Bai VirBaijee Soparivala Parsi High School

We also thank the following post-revision reviewer for their feedback on relevance of the
content, skills and resources of the syllabus:

 Mohammad Zohaib Hanif

Specialist, Curriculum and Exam Development

Furthermore, we thank 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. Mohsin Hussain Naqvi

Prof. SZABIST University

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 19

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

 Lead Specialist Review: Munira Mohammad

Lead Specialist, Curriculum and Exam Development

 Administrative Support: Hanif Sharif

Associate Director, Operations and
Raheel Sadruddin
Assistant Manager, Administration

 Syllabi Feedback Data Analysts: Tooba Farooq

Lead Specialists, Assessment
Muhammad Kashif and Muhammad Faheem
Specialists, Assessment

 Design Support: Hatim Yousuf

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 their support during data compilation and content compilation. In addition, we thank
Naveed Ashiq Ali for his support during formatting.

Aga Khan University Examination Board Ethics HSSC Syllabus 2018 20