Secondary School Certificate

(SSC)

Examination syllabus

ENGLISH
IX

Based on Provincial revised curriculum

(Sindh)

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 S. No. Table of Contents Page No.

1 Preface 03
2 Rationale for the reviewed Provincial Curriculum 04
3 Aims and Objectives of the subject of specific syllabus 5-6
4 Topics and Student Learning Outcomes of the Examination Syllabus 7 - 11
Teaching-Learning Approaches and Classroom Activities
Resource Material and e resources website
Website: [Link]
5 Scheme of Assessment
6 Definition of Cognitive Levels and Command Words in the Student 12 - 16
Learning Outcomes in Examination Papers

7 SSC Scheme of Studies 17

You can Approach us:

Address: Ziauddin University Examination Board

D / 20 Block 1 Clifton Karachi
Phone: 92 21 35148594
E-mail: info@[Link]
Website: [Link]

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PREFACE
Ziauddin University Examination Board (ZUEB) was established by the Sindh ACT XLI 2018, with the aim of
improving the quality of education. The Board administers examinations for the Secondary School Certificate
(SSC) and Higher Secondary School Certificate (HSSC) based on the latest Reviewed National Curriculum by
Directorate Curriculum Assessment and Research (DCAR) Sindh. ZUEB has a mandate by Ordinance to offer such
examination services to English /Urdu and Sindhi medium candidates for SSC and HSSC from private schools in
Sindh. This examination syllabus exemplifies ZUEB’s commitment to provincial educational goals

The Examination Board has prepared with the help of subject professors, subject wise syllabus. It is important to
make the difference between syllabus and curriculum. The syllabus of a subject is considered as a guide for the
subject teacher as well as the students. It helps the students understand the subject in detail. It also helps students to
anticipate what is expected from them while preparing for the exams.

This examination syllabus brings together all those cognitive outcomes of the Provincial Curriculum statement
which can be reliably and validly assessed. While the focus is on the cognitive domain, particular emphasis is given
to the application of knowledge and understanding.

The examination syllabus is uploaded on the ZUEB website. This is done to help affiliated schools in planning their
teaching. It is the syllabus, not the prescribed textbook which is the basis of the ZUEB examinations. In addition,
the ZUEB examination syllabus is used to develop learning support materials for students and teachers. The
examination board stand committed to all students who have embarked upon the SSC, and HSSC courses in
facilitating their learning outcomes. Our examination syllabus document ensures all possible support.

On the Ziauddin University Examination Board website a tab e –resource is made available which provides
resource material in all subjects both in text form in line with the curriculum and also videos on topics to give
students access to learn at their own pace and own time. These 15 to 20 minutes videos are prepared around subject
concept / topics. These videos are available to the students for revisiting a lesson taught by their teacher or watch it
prior to the lesson and as a reinforcement strategy. The work on videos is in progress and new titles will be
uploaded.

Please look out for the videos on the given website

Humbly Yours;
Shahbaz Nasim
Curriculum Coordinator

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RATIONALE FOR THE REVIEWED PROVINCIAL CURRCIULUM

The process of revising the National Curriculum 2006 was initiated in August 2004 when newly elected government of
Pakistan decided to introduce education reform in the country. The education reform process included the
announcement of new National Education Policy. National Education Census and changing the curricula (Ministry
of Education, 2009)

In reality, change in secondary school curriculum was initiated in 2006 and as result, scheme of studies for classes I
to XII was reviewed and curriculum of 25 compulsory subjects.

The 18th Amendment to the constitution of Pakistan has reconfigured the federal and provincial relationship by
abolishing the “concurrent legislative list”. The Act (2010) provides the provinces with strong legislative and
financial autonomy in education, health, and other social sectors. Major implication of the 18th Amendment for
education is that the curriculum, syllabus, planning, policy, centres of excellence and standards of education will
fall under the purview of the provinces. This was a big step forward for education.

In Sindh the Curriculum review team was assigned a task by the School Education Department, Government of Sindh to
review the National Curriculum 2006 for all subjects and prepare a revised version that best suits the needs of the students
teachers and meets the spirit of the 18th amendment.
Subject wise curriculum review committees were formed. Curriculum review team critically examined the contextual and
textual parts and aligned the different sections horizontally and vertically of the Curriculum. The Bureau of Curriculum
(BOC) played vital role in organizing the workshops and meetings at Hyderabad for the completion of task. The positive
support from a number of educationists, researchers and teachers helped in completing the mammoth task of curriculum
revision.
On the DCAR website [Link] the national curriculum as well as the
revised curriculums are all placed for easy reference.

The Ziauddin University Examination Board Examination syllabi for SSC and HSSC are prepared with the Sindh Revised
curriculum. Up till now following subject text books have been developed as per the revised curriculum.

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AIMS AND OBJECTIVES OF THE SUBJECT OF SPECIFIC SYLLABUS
FOR ENGLISH LANGUAGE CURRICULUM
Competency:
A key learning area
Standard: The standard defines the competency by specifying broadly, the knowledge, skills and attitudes that students will
acquire, should know and be able to do in a particular key learning area during a minimum of thirteen years of schooling
Benchmark: A description of the extent to which a certain standard is required to be accomplished. The word is synonymous
to a ‘learning target’. These provide at a glance, the continuum of the English language learning e.g. benchmarks for grades
ECE, I and II define what the students will be able to do by the end of grade II.
Students Learning Outcomes: These are built on the descriptions of the benchmarks and describe what students will
accomplish at the end of each grade.
Student Learning Outcomes (SLOs) indicate achievement levels in each skill set to be attained by the students as a result of
the instruction derived from the standards. In other words, standards are the main boulevards with vivid directions
(benchmarks) marked on the maps and SLOs are the specific streets in order to reach a destination. Interestingly, both main
boulevards and the streets are traceable and can be verified from a variety of sources.
In a similar fashion, standards and SLOs are realistic and attainable levels of achievement stipulated in this document. The
benchmarks and SLOs stated in this document have been redefined and reformulated, as compared to the 2006 document. This
has been done keeping in mind, the particular context of this part of the world with regard to school settings, capacity of
teachers, connections with the teaching material used in the ECE-XII classes, etc.
Most importantly, logical progression, both in the skill area and grade level has been addressed. Student learning outcomes
build on the descriptions of the benchmarks and describe what students will accomplish at the end of each grade. Most student
learning outcomes progress and develop across grades, where each skill is revisited, revised and reinforced. It is important to
remember that learning outcomes, within a competency or across competencies, overlap and are interrelated; progress towards
one outcome is often dependent upon progress towards another.
Cumulative student learning outcomes for a particular academic year specify what the students will be able to do at the end of
the academic year. The outcomes are realistic, observable, achievable and measurable. Some of the student learning outcomes
from the National Curriculum Document 2006 (carried forward in this document) might not be testable in the Board
examinations due to constraints, but considering their importance these have been retained and are to be tested during
formative assessment in the classroom by the teachers.
The aim is to help students achieve these outcomes through extended engagement with texts and language, and by developing
a variety of literacy practices over the years of compulsory schooling. To attain a spiral build-up, all the elements in each
standard are introduced, focused, revisited, revised and reinforced.

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READING WRITING LISTENING SPEAKING

Reading for Language Rules & Listening for global Knowledge and
understanding Meaning Mechanics understanding understanding of the
Level spoken language

Reading for Writing Conventions Listening for acquiring Use of Language for social
Comprehension knowledge and understanding interaction
of language rules, patterns,
and conventions

Reading for Critical Writing for Variety of Listening for developing Use of language for
Thinking Purposes and Audiences academic proficiency academic settings and
- contexts

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 GRADE IX ENGLISH DETAILED EXAMINATION SYLLABUS
2023
This exam syllabus is produced to facilitate teachers, students and the test setters to teach, learn and assess subject
specific learning.

SECONDARY STAGE ENGLISH BOOK-I

For Class IX

COGNITIVE
GENRE OF SLOs LEVEL
LITERATURE/ K U A
UNIT
1.1 Reading Comprehension: The Last Sermon of the Holy ✓ ✓
1. ETHICS- Prophet(P.B.U.H.)
CHARACT Use pre-reading strategies to predict the content of a text from topic/picture,
ER title/headings, key words, and visuals etc. by using prior knowledge, asking
BUILDING questions and using contextual clues.
Skim texts to
• Have a general idea of the text.
• Infer themes/ main idea.
Read silently to find main idea and supporting details and tointeract with the
text:
• Scan for facts and opinions
• Make inferences using context of the text and prior knowledge.
• Deduce meaning of difficult words from context.
• Locate examples to support an opinion
Use summary skills to extract salient points ✓
1.2 Writing ✓ ✓
Write a descriptive essay
Analyze letters to the editor complaining about a problem/issue to note the
differences of conventions,vocabulary, style and tone.

Write a letter to the editor complaining about aproblem/issue.

Use the appropriate format, layout, and tone.

1.3 Language Practice

Revise the rules of type 2 conditional sentences. ✓ ✓

Rectify faulty capitalization and punctuation in given passages

2.1 Reading Comprehension: Shah Abdul Latif ✓

2. ROLE
MODEL Use pre-reading strategies to predict the content of a text by asking questions
Infer themes/ main idea.

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 • Scan for facts and opinions
• Deduce meaning of difficult words from context.
• Identify viewpoints/ ideas and issues.
• Generate questions to understand text.
• To identify the following question types and to respond orally and in
writing
o Interpretive
o Inferential
o Personal response/opinion
2.2 Writing ✓
Write a narrative essay of at least four paragraphs on a given topic, describing and
event or incident, following the conventions of essay writing.
Use summary skills to write a summary of a simple Passage ✓ ✓
2.3 Language Practice: ✓ ✓

Revise and illustrate the use and selected functions of modal verbs (ability and
permission)
Recognize common prefixes and suffixes; use that knowledge to determine the
meaning of unfamiliar words.
3. EDUCATI 3.1 Reading Comprehension: Education and Careers ✓
ON AND Use pre-reading strategies to predict the content of a text from topic/picture,
CAREERS title/headings, key words, and visuals etc. by using prior knowledge, asking
questions and using contextual clues.
• Scan for facts and opinions
• Make inferences using context of the text and prior knowledge.
• Deduce meaning of difficult words from context.
• Distinguish between what is clearly stated and what isimplied.
• Make simple inferences using context of the text and priorknowledge
3.2 Writing ✓ ✓
Compare various informal emails to note differences ofconventions,
vocabulary, style, and tone.
Write an informal email to a friend/class fellowasking/requesting for something
that you need.
Write a compare and contrast essay of at least four paragraphs, on a given topic,
showing comparison and contrast between things, events, situations, places,
actions, ideas or problems.
3.3 Language Practice: ✓ ✓ ✓
Make and convert affirmative, negative, and interrogative sentences
Revise the rules for the use of a, an and the, wherever applicable in speech and in
writing
4. PAKISTA 4.1 Reading Comprehension: The Great Visionaries ✓
N AND Use pre-reading strategies to predict the content of a text from topic/picture,
NATIONA title/headings, key words, and visuals etc. by using prior knowledge, asking
L PRIDE questions and using contextual clues.
Skim texts to
• Have a general idea of the text.
Infer themes/ main idea

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 • Scan for facts and opinions
• Make inferences using context of the text and prior knowledge.
• Deduce meaning of difficult words from context.
• Locate examples to support an opinion
Organize information using various organizational patterns: sequence and
classification.

4.2 Writing ✓ ✓
Use paraphrasing skills to paraphrase stanzas in a poem by restating the message in
simple prose
Write an application to the class teacher / principal for various academic purposes
using correct format, layout, and tone.
4.3 Language Practice: ✓ ✓
Revise and convert sentences from active voice to passive voice and use them in
contexts in their writing.
Recognize common prefixes and suffixes; use that knowledge to determine the
meaning of unfamiliar words.
5. HEALTHY
LIFE 5.1 Reading Comprehension: Health Problems ✓
STYLE
Use pre-reading strategies to predict the content of a text from topic/picture,
title/headings, key words, and visuals etc. by using prior knowledge, asking
questions and using contextual clues.
Skim texts to
• Have a general idea of the text.
• Infer themes/ main idea.
6. Scan for facts and opinions
7. Make inferences using context of the text and prior knowledge.
8. Deduce meaning of difficult words from context.
Organize information using various organizational patterns: sequence and
classification.
5.2 Writing ✓ ✓
Write a descriptive essay
Clearly fill in various types of forms requiring basic Information
5.3 Language Practice: ✓ ✓ ✓
Identify and use simple and compound sentences.
Revise the rules of and change the narration of statements, exclamations, wish,
hope and promise.
6. GEND 6.1 Reading Comprehension: ✓
ER The Role of Women in Pakistan’s Creation and Development
EQUIT Use pre-reading strategies to predict the content of a text from topic/picture,
Y title/headings, key words, and visuals etc. by using prior knowledge, asking
questions and using contextual clues.
Skim texts to
• Have a general idea of the text.
• Infer themes/ main idea.
• Scan for facts and opinions

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 • Make inferences using context of the text and prior knowledge.
• Deduce meaning of difficult words from context.
Identify the following question types and to respondorally and in writing
o Literal/ textual/ factual
Explore causes and consequences of a problem or an issueand propose solutions

6.2 Writing ✓
Write a narrative essay of at least four paragraphs on a given topic, describing and
event or incident, following the conventions of essay writing.
Use summary skills to write a summary of a simple Passage ✓
6.3 Language Practice ✓ ✓
Explore the use of synonyms (using a dictionary or thesaurus) with various
meanings in simple sentences.
Revise the use of prepositions of position and time. Also, use of since and for.
7.1 Reading Comprehension: Life Skills ✓
7. LIFE Use pre-reading strategies to predict the content of a text from topic/picture,
SKILL title/headings, key words, and visuals etc. by using prior knowledge, asking
S questions and using contextual clues.
Skim texts to
• Have a general idea of the text.
• Infer themes/ main idea.
• Scan for facts and opinions
• Make inferences using context of the text and prior knowledge.
• Deduce meaning of difficult words from context.
• Make connections between their own lives and thecharacters
7.2 Writing ✓ ✓
Write a compare and contrast essay of at least four paragraphs, on a given topic,
showing comparison and contrast between things, events, situations, places,
actions, ideas or problems.
Write an informal email to a friend/class fellow asking/requesting for something
that you need.
7.3 Language Practice ✓ ✓ ✓
Use the knowledge of literal and figurative meaning, grammar, gender, and syntax
to translate sentences from English to Urdu/Sindhi.
Understand that most phrases and idioms cannot be translated literally from one
language to another.
Recognize common prefixes; use that knowledge to determine the meaning of
unfamiliar words.
8. PEOPL
E AND 8.1 Reading Comprehension: People and Places
PLACE Use pre-reading strategies to predict the content of a text from topic/picture, ✓
S title/headings, key words, and visuals etc. by using prior knowledge, asking
questions and using contextual clues.
Skim texts to
• Have a general idea of the text.
• Infer themes/ main idea.
• Deduce meaning of difficult words from context.
• Locate examples to support an opinion

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 • Identify viewpoints/ ideas and issues.
Use summary skills to extract salient points and develop a mind map to ✓
summarize a text.
8.2 Writing ✓ ✓
Write an application to the class teacher / principal for various academic purposes
using correct format, layout, and tone.
Write a summary of a poem (giving the title of the poem, the poet’s name, the key
message of the poem, and a summary of all the stanzas).
8.3 Language Practice: ✓ ✓
Identify, form and use degrees of comparison of adverbs
Recognize and use quotation marks to enclose parts of a quotation.
Recognize common prefixes and suffixes; use that knowledge to determine the
meaning of unfamiliar words.

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 DEFINITIONS OF COGNITIVE LEVELS
Remember Understand

Remembering is the act of retrieving The next level in the taxonomic structure is
knowledge and can be used to produce things Understanding, which is defined as the
like definitions or lists. The student must be construction of meaning and relationships.
able to recall or recognise information and Here the student must understand the main
concepts. The teacher must present idea of material heard, viewed, or read and
information about a subject to the student, ask interpret or summarise the ideas in their own
questions that require the student to recall that words. The teacher must ask questions that
information and provide written or verbal the student can answer in their own words by
assessment that can be answered by identifying the main idea.
remembering the information learnt.
Question Stems
Question Stems
• Can you clarify…?
• Can you name all the …? • Can you illustrate …?
• Describe what happens when …? • Condense this paragraph.
• How is (are) …? • Contrast …
• How would you define …? • Does everyone think in the way that
• How would you identify …? … does?
• How would you outline …? • Elaborate on …
• How would you recognise…? • Explain why …
• List the … in order. • Give an example
• What do you remember about …? • How can you describe
• What does it mean? • How would you clarify the meaning
• What happened after? • How would you compare …?
• What is (are) …? • How would you differentiate between
• What is the best one? …?
• What would you choose …? • How would you describe…?
• When did …? • How would you generalise…?
• Where is (are) …? • How would you identify …?
• Which one …? • Is it valid that …?
• Who spoke to …? • Is this the same as …?
• Who was …? • Outline …
• Why did …? • Select the best definition
• State in your own words
• This represents …
• What are they saying?
• What can you infer from …?
• What can you say about …?
• What could have happened next?
• What did you observe?

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 • What does this mean?
• What expectations are there?
• What information can you infer
from…?
• What is the main idea of …?
• What restrictions would you add?
• What seems likely?
• What seems to be …?
• What would happen if …?
• What would happen if …?
• Which are the facts?
• Which statements support …?
Apply Analyse

The third level in Bloom’s taxonomy, Analysing is the cognitive level where
Applying, marks a fundamental shift from the students can take the knowledge they have
pre-Bloom’s learning era because it involves remembered, understood and applied, then
remembering what has been learnt, having a delve into that knowledge to make
good understanding of the knowledge, and associations, discernments or comparisons.
applying it to real-world exercises, challenges Students should break down a concept or idea
or situations. Students must apply an abstract into parts and show relationships between
idea in a concrete case to solve a problem or these parts. Teachers must give students time
relate it to prior experience. The teacher must to examine concepts and their requisite
provide opportunities for students to use elements. Students are required to explain
theories and problem-solving techniques in why they chose a solution.
new situations and review and check their
work. Assessment questions should be Question Stems
provided that allow students to define and
solve problems. • Can you distinguish between …?
• Can you explain what must have
Question Stems happened when …?
• Determine the point of view, bias,
• Can you group by characteristics such values, or intent underlying the
as …? presented material
• Choose the best statements that apply • Discuss the pros and cons of …
• Clarify why … • How can you classify … according to
• Do you know of another instance …?
where …? • How can you compare the different
• Draw a story map parts?
• Explain why a character acted in the • How can you sort the different
way that he did parts…?
• From the information given, can you • How is … connected to …?
develop a set of instructions about …? • How is … similar to …?
• How could you develop …? • How would you categorise…?
• How would you change …? • How would you explain ?
• How would you demonstrate…?

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• How would you develop … to present • If … happened, what might the ending
? have been?
• How would you explain …? • State the point of view of …
• How would you modify …? • What are some of the problems of …?
• How would you present…? • What assumptions …?
• How would you solve … ? • What can you infer about…?
• Identify the results of … • What can you point out about ?
• Illustrate the … • What conclusions …?
• Judge the effects of … What would • What do you see as other possible
result …? outcomes?
• Predict what would happen if … • What does the author assume?
• Tell how much change there would be • What explanation do you have for …?
if … • What ideas justify the conclusion?
• Tell what would happen if … • What ideas validate…?
• What actions would you take to • What is the analysis of …?
perform …? • What is the function of …?
• What do you think could have • What is the problem with …?
happened next? • What motive is there?
• What examples can you find that ? • What persuasive technique is used?
• What other way would you choose to • What statement is relevant?
…? • What was the turning point?
• What questions would you ask of …? • What were some of the motives
• What was the main idea …? behind …?
• What would the result be if …? • What’s fact? Opinion?
• Which factors would you change if • What’s the main idea?
…? • What’s the relationship between?
• Who do you think…? • Which events could not have
• Why does this work? happened?
• Write a brief outline … • Why did … changes occur?
• Write in your own words … • Why do you think ?

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 BLOOMS TAXONOMY WITH EXAMPLES
Conclusion
If you are a teacher looking for ways to engage your students in learning, this LIST of questions might be interesting for your
classroom practice. Bloom’s Taxonomy question stems can help elicit higher-order thinking skills and promote critical
thinking among learners at different taxonomy levels. These question stems can also encourage students to think about their
knowledge through reflection before answering questions.

ACTION WORDS FOR COGNITIVE LEVELS

Knowledge Understand Apply Analyze Evaluate Create

define explain solve analyze reframe design

identify describe apply appraise criticize compose
describe interpret illustrate judge evaluate create
label paraphrase modify support order plan
list summarize use compare compare combine
name classify calculate decide classify formulate
state compare change discriminate contrast invent
match differentiate choose recommend distinguish hypothesize
recognize discuss demonstrate summarize infer substitute
select distinguish discover assess separate write
examine extend experiment choose explain compile
locate predict relate convince select construct
memorize associate show defend categorize develop
quote contrast sketch estimate connect generalize
recall convert complete grade differentiate integrate
reproduce demonstrate construct measure divide modify
tabulate estimate dramatize predict order organize
tell express interpret rank prioritize prepare
Copy identify manipulate score survey produce

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discover indicate paint select calculate rearrange
duplicate infer prepare test conclude rewrite
enumerate relate teach argue correlate adapt
listen restate act conclude deduce anticipate
observe select collect consider devise arrange
omit translate compute critique diagram assemble
read ask explain debate dissect choose
recite cite list distinguish estimate collaborate
record discover operate editorialize evaluate facilitate
repeat generalize practice justify experiment imagine
retell group simulate persuade focus intervene
visualize illustrate transfer rate illustrate make
judge write weigh organize manage
observe outline originate
order plan propose
report question simulate
represent test solve
research support
review test
rewrite validate
show

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 SSC PART I EXAMINATION
MARKS BREAKUP GRID FOR EXAMINATION 2023
SCIENCE GROUP:
SUBJECT THEORY PRACTICAL TOTAL
ENGLISH 100 - 100
URDU NORMAL / SINDHI 75 - 75
NORMAL
ISLAMIAT/ETHICS 75 - 75
PHYSICS 60 15 75
CHEMISTRY 60 15 75
BIOLOGY 60 15 75
MATHEMATICS 75 - 75
TOTAL 505 45 550
COMPUTER SCIENCE GROUP:

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL/SINDHI 75 - 75
NORMAL
ISLAMIAT/ETHICS 75 - 75
PHYSICS 60 15 75
CHEMISTRY 60 15 75
COMPUTER STUDIES 60 15 75
MATHEMATICS 75 - 75
TOTAL 505 45 550

GENERAL GROUP:

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL / SINDHI 75 - 75
NORMAL
ISLAMIAT/ETHICS 75 - 75
GENERAL SCIENCE 75 - 75
GENERAL MATH 75 - 75
EDUCATION 75 - 75
ECONOMICS 75 - 75
CIVICS 75 - 75
ISLAMIC STUDIES 75 - 75
TOTAL 550 - 550

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