SCHEME OF STUDIES

FOR HSSC (CLASSES XI–XII)

COMPULSORY FOR ALL (500 marks)

1. English (Compulsory)/ English (Advance) 2 papers 200 marks

2. Urdu (Compulsory)/ Urdu Salees In lieu of Urdu 2 papers 200 marks

(Compulsory)/ Pakistan Culture for Foreign
Students Part – I and Pakistan Culture Paper-II

3. Islamic Education/Civics (for Non-Muslims) 1 paper 50 marks

4. Pakistan Studies 1 paper 50 marks

SCIENCE GROUP (600 marks)

The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks:

(A) Pre-Medical Group:

Physics, Chemistry, Biology

(B) Pre-Engineering Group:

Physics, Chemistry, Mathematics

(C) Science General Group:

1. Physics, Mathematics, Statistics
2. Mathematics, Economics, Statistics
3. Economics, Mathematics, Computer Science
4. Physics, Mathematics, Computer Science
5. Mathematics, Statistics, Computer Science

HUMANITIES GROUP (600 marks)

Select three subjects of 200 marks each from the following:
S. No. Subject S. No. Subject
1. Arabic/Persian/French/English (Elective)/Urdu 10. Sindhi (Elective)
(Elective) 11. Civics
2. Economics 12. Education
3. Fine Arts 13. Geography
4. Philosophy 14. Sociology
5. Psychology 15. Mathematics
6. Statistics 16. Computer Science
7. History of Modern World/Islamic History/ 17. Islamic Culture
History of Muslim India/ History of Pakistan 18. Library Science
8. Islamic Studies 19. Outlines of Home
9. Health and Physical Education Economics

1
COMMERCE GROUP (600 marks)

HSSC – I
1. Principles of Accounting paper – I 100 marks
2. Principles of Economics paper – I 75 marks
3. Principles of Commerce paper – I 75 marks
4. Business Mathematics paper – I 50 marks

HSSC – II
1. Principles of Accounting paper – II 100 marks
2. Commercial Geography paper – II 75 marks
3. Computer Studies/Typing/Banking paper – II 75 marks
4. Statistics paper – II 50 marks

MEDICAL TECHNOLOGY GROUP (600 marks each)

1. Medical Lab Technology Group
2. Dental Hygiene Technology Group
3. Operation Theater Technology Group
4 Medical Imaging Technology Group
5. Physiotherapy Technology Group
6. Ophthalmic Technology Group

2
 AIMS AND OBJECTIVES OF EDUCATION POLICY
(1998 – 2010)

AIMS

Education is a powerful catalyzing agent which provides mental, physical, ideological

and moral training to individuals, so as to enable them to have full consciousness of their
mission, of their purpose in life and equip them to achieve that purpose. It is an instrument for
the spiritual development as well as the material fulfillment of human beings. Within the context
of Islamic perception, education is an instrument for developing the attitudes of individuals in
accordance with the values of righteousness to help build a sound Islamic society.

After independence in 1947 efforts were made to provide a definite direction to education
in Pakistan. Quaid-i-Azam Muhammad Ali Jinnah laid down a set of aims that provided
guidance to all educational endeavours in the country. This policy, too has sought inspiration and
guidance from those directions and the Constitution of Islamic Republic of Pakistan. The policy
cannot put it in a better way than the Quaid’s words:

“You know that the importance of Education and the right type of education cannot be
overemphasized. Under foreign rule for over a century, sufficient attention has not been
paid to the education of our people and if we are to make real, speedy and substantial
progress, we must earnestly tackle this question and bring our people in consonance with
our history and culture, having regard for the modern conditions and vast developments
that have taken place all over the world.”

“There is no doubt that the future of our State will and must greatly depend upon the type
of education we give to our children, and the way in which we bring them up as future
citizens of Pakistan. Education does not merely mean academic education. There is
immediate and urgent need for giving scientific and technical education to our people in
order to build up our future economic life and to see that our people take to science,
commerce, trade and particularly well-planned industries. We should not forget that we
have to compete with the world which is moving very fast towards growth and
development.”

“At the same time we have to build up the character of our future generation. We should
try, by sound education, to instill into them the highest sense of honour, integrity,

3
 responsibility and selfless service to the nation. We have to see that they are fully
qualified and equipped to play their part in various branches of national life in a manner
which will do honour to Pakistan.”

These desires of the Quaid have been reflected in the Constitution of the Islamic Republic
of Pakistan and relevant articles are:

The state shall endeavour, in respect of the Muslims of Pakistan:

a. to make the teachings of the Holy Quran and Islamiat compulsory and
encourage and facilitate the learning of Arabic language to secure correct and
exact printing and publishing of the Holy Quran;

b. to promote unity amongst them and the observance of Islamic moral

standards;

Provide basic necessities of life, such as food, clothing, housing, education and medical
relief for all such citizens irrespective of sex, caste, creed or race as are permanently or
temporarily unable to earn their livelihood on account of infirmity, sickness or
unemployment;

Remove illiteracy and provide free and compulsory secondary education within minimum
possible period.

Enable the people of different areas, through education, training, agricultural and
industrial development and other methods, to participate fully in all the forms of national
activities including employment in the service of Pakistan;

The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices
among the citizens.

Reduce disparity in the income and earnings of individuals, including persons in various
classes of the service of Pakistan.

Steps shall be taken to ensure full participation of women in all the spheres of national
life.

4
 The vision is to transform Pakistani nation into an integrated, cohesive entity, that can
compete and stand up to the challenges of the 21 st Century. The Policy is formulated to realize
the vision of educationally well-developed, politically united, economically prosperous, morally
sound and spiritually elevated nation.

OBJECTIVES

To make the Qur’anic principles and Islamic practices as an integral part of curricula so
that the message of the Holy Quran could be disseminated in the process of education as well as
training. To educate and train the future generation of Pakistan as true practicing Muslims who
would be able to usher in the 21 st century and the next millennium with courage, confidence,
wisdom and tolerance.

To achieve universal primary education by using formal and informal techniques to

provide second opportunity to school drop-outs by establishing basic education community
schools all over the country.

To meet the basic learning needs of a child in terms of learning tools and contents.

To expand basic education qualitatively and quantitatively by providing the maximum

opportunities to every child of free access to education. The imbalances and disparities in the
system will be removed to enhance the access with the increased number of more middle and
secondary schools.

To ensure that all the boys and girls, desirous of entering secondary education, get their
basic right through the availability of the schools.

To lay emphasis on diversification of curricula so as to transform the system from

supply-oriented to demand oriented. To attract the educated youth to world-of-work from various
educational levels is one of the policy objectives so that they may become productive and useful
citizens and contribute positively as members of the society.

To make curriculum development a continuous process; and to make arrangements for

developing a uniform system of education.

To prepare the students for the world of work, as well as pursuit of professional and
specialized higher education.

5
 To increase the effectiveness of the system by institutionalizing in-service training of
teachers, teacher trainers and educational administrators. To upgrade the quality of pre-service
teacher training programmes by introducing parallel programmes of longer duration at post-
secondary and post-degree levels.

To develop a viable framework for policy, planning and development of teacher

education programmes, both in-service and pre-service.

To develop opportunities for technical and vocational education in the country for
producing trained manpower, commensurate with the needs of industry and economic
development goals.

To improve the quality of technical education so as to enhance the chances of

employment of Technical and Vocational Education (TVE) graduates by moving from a static,
supply-based system to a demand-driven system.

To popularize information technology among students of all ages and prepare them for
the next century. To emphasize different roles of computer as a learning tool in the classroom
learning about computers and learning to think and work with computers and to employ
information technology in planning and monitoring of educational programmes.

To encourage private sector to take a percentage of poor students for free education.

To institutionalize the process of monitoring and evaluation from the lowest to the
highest levels. To identify indicators for different components of policy, in terms of quality and
quantity and to adopt corrective measures during the process of implementation.

To achieve excellence in different fields of higher education by introducing new

disciplines/emerging sciences in the universities, and transform selected disciplines into centres
of advanced studies, research and extension.

To upgrade the quality of higher education by bringing teaching, learning and research
process in line with international standards.

6
 AIMS AND OBJECTIVES OF PSYCHOLOGY SYLLABUS

AIMS
1. To enable the learner to analyze their personal, social, emotional and educational
problems rationally, hence suggest their solutions.
2. To make student realize that the discipline of psychology can help understand, their
environment and society.
3. To develop scientific ways of doing and thinking.
4. To build relationship with their families and fellow citizens.
5. To appreciate the role of Muslim scholars in developing different areas of psychology.

OBJECTIVES
1. To impart elementary knowledge of psychology as a scientific discipline.
2. To relate psychology with the problems of Pakistani society
3. To develop understanding of psychological research methods.
4. To inculcate in students the habit of systematic and objective observation.
5. To acquaint the students with Islamic concepts related to psychological problems.
6. To highlight the contribution of Muslim Scholars in the discipline of psychology.

7
 OBJECTIVES, CONCEPTS, CONTENTS, ACTIVITIES AND
EVALUATION OF PSYCHOLOGY SYLLABUS

I. Introduction to Psychology

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Introduction 1. Introduction 1. To make 1. To evaluate
To understand the of psychology Meaning and models and charts assignments
nature importance Definition of
and limitation of 2. Science of psychology as 2. Question 2. To conduct
Science in general Behaviour science of Behavior answers questions /
and Psychology in and mental processes answers
Particular 3. Areas of 2. Goals of 3. Group session after
Modern psychology discussion and completing
Affective Psychology seminars chapters for
To appreciate the 3. Clinical evaluation
subject psychology 4. Assignment
4. Experimental Work 3.
Psychomotor psychology Assignment
1. To discuss what 5. To administrate work about
psychology really 5. Educational objective type the topic
does? Psychology tests.
2. To identify
different areas of 6. Environmental
psychology. psychology
3. To analyze the
role of different 7. Criminal
psychologist in psychology
Every day life. 8. Business
Psychology

II. Methods of Research

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Research 1. Meaning and 1. Observation in 1. Observing
To understand the significance of actual situation the attitude in
main 2. Methods of research 2. Experimentation the classroom
Psychological Research 2. Types of in laboratory
methods. Research: situation 2. Essay
Affective 3. Visage is i. Observation 3. Conduct a
To appreciate the Psychology Method survey in the 3.
different steps ii. Experimental classroom on any Assignment
involved in Method issue/ problem of work about
experiments. iii. Survey Methods daily life. the topic
Psychomotor iv. Case – study 4. Question and
To select the Method. answer
appropriate Advantages
method for

8
collection of data
for a given
situation.

III. Nervous System and Behaviour

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Nervous 1. Meaning & 1. Charts And 1. Question
To express how system and relationship with Models answer
natural and Behaviour behaviour . session after
biochemical 2. Neuron spinal 2. Diagram And completing
activities in the 2. The cord Labeling The Parts chapters for
body form a Nervous 3. Structure and of the brain evaluation.
Basis for all other System Function of main
behaviours parts of Brain 3. Competition Of 2.
4. Factors which Drawing Assignment
Affective disturb Nervous work about
To appreciate the system 4. Functioning Of the topic.
role of spinal cord Computers Vs
in Reflex action. Human Brain 3. Assessing
the attitude of
Psychomotor 5. Demonstration students while
To explain the On The Black demonstrating
different functions Board
of spinal cord
locate the main 6. Home
parts of the brain Assignment
in a diagram

IV. Sensation and Perception

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Sensation 1. Brief 1. Drawing and 1. Question/
1. To understand and perception introduction of labeling of the Answers
basic terminology 2. Basic sensation parts of Eye and session after
used in the concept and 2. Anatomy of the Ear. completing
process of function of Eye, what we see 2. Model of Eye chapters for
sensation. Eye. and how we see and Ear. evaluation
2. To understand 3. Basic Factors influencing 3. Identification of 2.
the incoming concept and eye differences as well Assignment
sensory data by function of 3. Anatomy of Ear, as similarities b/w work about
perceptual Ear. and how we hear. the functions of the topic
organization. 4. i. Factors Eye and Camera. 3. Essay
Affective Precautionary deforming the 4. Explanation of 4. Objective
To appreciate the measures in sensation & daily situation type tests.
role of Eye in case of perception such as the 5. Restricted
perception of malfunctioning ii. Precautionary perception of response
depth distance and of Eye and measure. Definitions weights of two tests.
movement Ear. Factors of Attention objects or the
Psychomotor 5. Attention difference in two

9
To labelize the 6. Perception Fluctuation and sounds.
different parts of organization Distraction of
the eye and ears; (i) Types of Attention
locate different perception Gestalt laws of
factors, which (ii) perceptual
effect the attention Consistency of organization.
of an individual. visual 1. Depth &
perception Distance.
(iii) Illusion 2. Movement.
Monocular cues
for depth
perception
Binocular Cues
for depth
perception.
Definition. Kinds
of Illusion.
Effects on the
human life.

V. Learning and Remembering

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Learning 1. Definition of 1. Group 1. Question/
1. To understand and learning discussion and Answer
the process of Remembering 2. Basic Principles seminars session after
learning 2. Learned and of learning completing
2. To discuss the unadorned 3. Learning by 2. Assignment chapters of
ways of learning. Behaviour Observing evaluation
3. To appreciate 3. Ways of i. Conditioning 3. Simple
the concepts of learning ii. Classical experiment of 2. Assignment
classical and 4. Memory iii. Operant learning work about
operant Processes 4. Definition of the topic
conditioning in 5. Three stags Memory 4. Experiment of
every day life. Memory i. Sensory, Memory Recall
Affective Model. ii. Short-term
1. To utilize 6. Memory 5. Experiment of
perceiving and Measurement iii. Long-term forgetting
remembering of Memory Memory
process in 5. Measuring 6. Learning by
classroom Memory computer.
situation. i. Recognitions
Method
Psychomotor ii. Recall Method
1. To analyze the iii. Saving Method
methods of iv. Method of
measurement of Rearrangement
memory 6. Forgetting

10
VI. Motivational Behaviour

Objectives Concepts Contents Activities Evaluation

Cognitive 1. 1. Definition 1. Discussion on 1. Question/
To understand Motivational 2. How they direct innate behaviour Answer
major motives behaviour our Behavior and learned session after
which motivate 2. 3. Primary motives behaviour completing
the person to work Characteristics (unlearned/ 2. Charts and chapters of
Affective of motivation Physiological) completion on any evaluation
To appreciate the Instinct, 4. Hunger, thirst, topic related to
role of social Needs /Drives, temperature, Sex, motivational 2. Assignment
motive in Incentive, Maternal behaviour work about the
governing the Balance or 5. Secondary 3. Speeches as topic
affective social Equilibrium motives (learned/ motivation
life. (Homeostasis) psychological) 4. Brain storming 3. Assessing
Psychomotor 3. Types of 6. Achievement 5. Class test the capabilities
1. To differentiate Motives Motive while speeches
between 7. Power Motive & brain
stimulates and 8. Affiliation storming is in
motives which Motive operation.
govern the 9. Aggression
behaviour of an 10. How to cope with
individual. stress, and emotion
2. To explain the 11. Elements
major type of affecting Motivation
biological
motives. Discuss
the major types of
psychological
motives.

VII. Personality

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Personality 1. Definition. 1. Development of 1. Question/
1. To define 2. Definition Ectomaphic, a questionnaire. Answer
personality of personality Endomorphic 2. Collection of session after
3. Types & Geomorphic types data completing
Affective traits of i. Introvert, 3. Group chapters of
1. To appreciate personality Extrovert & Amber discussion evaluation
the process of 4. Personality ii. Freudian theory 4. Debates
personality theories Tillman’s Cognitive 2. Assignment
development as 5. Personality theory (c) Millar & 5. Brain storming work about the
given by different assessment Dullard’s Behavior 6. Class tests topic
theorists. theory 7. Speeches
Psychomotor 2. Introduction 3. Assessing
1. To judge the (contribution of the behaviour
types of the Pakistani of students
personalities by psychologist) while busy in
using different 3. Objective types: activities.

11
techniques of i. Questionnaire,
personality Interview
assessment ii. MMPI
2. To construct a iii. Projective
questionnaire for techniques
the measurement vi. TAT, Ross
of personality checks Inkblot
types/traits. 4. How to groom

VIII. Emotional Behaviour

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Emotional 1. Meaning and 1. Identification 1. Question/
1. To recognize Behaviour definition of different Answer
state and unstable 2. Introduction 2. Psychology of emotion states in session after
state 3. Theories of Emotion the classroom by completing
Affective Emotion 3. Tames-Jange the help of charts. chapters of
1. To appreciate 4. theory (Feelings are 2. Quizzes evaluation
the common goal Environmental physical) 3. Group
of the following aspects of 4. Cannon – bard discussion 2. Assignment
emotions rage, Emotion theory (Feelings are 4. Brain storming work about the
fear, love and cognitive) 5. Role play topic
resentment 5. Role of Learning 6. Stimulation
Psychomotor and Environment in 3. Assessing
1. To compare the emotion the behaviour
James-Jange 6. How to develop of students
theory with life skills while busy in
Canon. Bard activities.
theory
2. To explain the
role of learning
and environment
on Emotional
Behaviour.

IX. Higher Cognitive Process

Objectives Concepts Contents Activities Evaluation

Cognitive 1. Higher 1. Meaning & 1. Use of problem 1. Question/
1. To understand cognitive definition of solving Answer
the cognitive process cognition techniques session after
abilities and to 2. Cognition 2. Intelligence, 2. Question completing
learn from 3. Cognitive General or specific answer chapter for
experiences to components Abilities 3. Brain storming evaluation
reason well and to intelligence 3. Spearman Model on any problem
cope effectively 4. Different Guilford Model 4. Class tests 2. Assignment
with the demands Models of 4. Stanford-Binate 5. Measurement work about the
of daily living Intelligence intelligence Scale, of Intelligence by topic
5. WAIS, WISE Army using WAIS
Measurement Alpha and Beta WISC. 3. Assessing

12
Affective of Intelligence Intelligence 6. Use of the attitude
1. To appreciate 6. Language 5. Definition & Computer while doing
the language and Problem significances 7. Home creative
development solving 6. Cognitive assignments exercises.
process 7. Problem operations in
solving problem solving
Psychomotor strategies undersigning &
To Identify the 8. What is Organizing
problems of daily language? i. Discussion
life and to solve 9. Describe the ii. Brain Storming
these problems. structure in iii. Cooperative
To analyze the Language. Learning
language 10. Language 7. Meaning of
development Acquisition. Language
process 11. National 8. Basic tools of
integration communication.
Elements of
Language
9. Language
Development
Process
10. Ride &
contribution

13
 PSYCHOLOGY PRACTICALS

1. Blind Spot
2. Muller-type-Illusion
3. Effect of Suggestion on Perception
4. After Image
5. Retroactive Inhibition
6. Problem solving
7. Measurement of Memory by Recall Methods
8. T.A.T.
9. Practical Journal & Viva Voce

14
 LIST OF APPARATUS

1. Blind Spot
i. Perimeter
ii. Paper & Pencil
iii. Meter Rod:
a. Chin Rest
b. Perimeter Arm

2. Muller Lyora Illusion

i. Muller – Layer – Cards
ii. Paper & Pencil, Scale

3. Effect of Suggestion on Perception

i. Asch Cards
ii. Paper & Pencil
iii. Meter Rod

4. After Image
i. Bulb (200 Watts)
ii. Projective Lantern
iii. Slides of Basic Colors (Red, Green, Blue, Yellow)
iv. Slide of Picture in Black & White
v. Stop Watch
vi. Paper & Pencil

5. Retroactive Inhibition
i. Memory
ii. Drum Metronome
iii. Stop Watch
iv. Paper & Pencil

6. Problem Solving
Paper & Pencil, Meter Rod

15
7. Measurement of Memory by Recall Method
i. List of NSS
ii. Memory Drum
iii. Stop Watch
iv. Paper, Pencil & Meter Rod

8. Thematic Apperception Test (T.A.T)

i. T.A.T. Murray’s Cards (Two Pictures)
ii. Stop Watch
iii Paper, Pencil

16
 TEACHING STRATEGIES

Methods of teaching:
i. Lecture
ii. Discussion method
iii. Demonstration method
iv. Project method
v. Activity method
vi. Questioning techniques
vii. Assignment techniques
viii. Computer assisted instruction
ix. Modular techniques
x. Cooperative techniques
xi. Experimentation
xii. Observation
xiii. Problem solving
xiv. Role playing

However, according to enrolment, resources and situation teacher may use any method of
teaching or combination mentioned above or the combination of methods.

Teacher belonging to far flung areas find it difficult to update their knowledge due to lack of
facilities at that place. It is suggested that a continuous training programmer for teacher
orientation be started on continuation basis every year.

17
 ASSESSMENT AND EVALUATION

Assessment, appraisal, or evaluation is a means of determining how far the objectives of

the curriculum have been realized. What really matters is the methodology employed for such
determination. As is now recognized, performance on the basis of content-oriented tests alone
does not provide an adequate measure of a student’s knowledge and ability to use information in
a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques
should be developed for evaluating the kind and content of teaching and learning that is taking
place and for bringing about improvement in both. The following points, while developing the
tests/questions may be kept in view:

1. Proper care should be taken to prepare the objective-type and constructed-response

questions relating to knowledge, comprehension, application, analysis and synthesis,
keeping in view the specific instructional objectives of the syllabus and the command
words for the questions.

2. There should be at least two periodic/monthly tests in addition to routine class/tests.

Teachers are expected to develop and employ assessment strategies which are
dynamic in approach and diverse in design. When used in combination, they should
properly accommodate every aspect of a student’s learning.

3. In addition to the final public examination, two internal examinations should be

arranged during the academic year for each class.

4. Classroom examinations offer the best and most reliable evaluation of how well
students have mastered certain information and achieved the course objectives.
Teachers should adopt innovative teaching and assessment methodologies to prepare
the students for the revised pattern of examination. The model papers, instructional
objectives, definitions of cognitive levels and command words and other guidelines
included in this book must be kept in view during teaching and designing the test
items for internal examination.

18
 DEFINITION OF COGNITIVE LEVELS

Knowledge:

This requires knowing and remembering facts and figures, vocabulary and contexts, and the
ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taught and
evaluated through questions based on: who, when, where, what, list, define, describe, identify,
label, tabulate, quote, name, state, etc.

Understanding:

This requires understanding information, grasping meaning, interpreting facts, comparing,

contrasting, grouping, inferring causes/reasons, seeing patterns, organizing parts, making links,
summarizing, solving, identifying motives, finding evidence, etc. It can be taught and evaluated
through questions based on: why how, show, demonstrate, paraphrase, interpret, summarize,
explain, prove, identify the main idea/theme, predict, compare, differentiate, discuss, chart the
course/direction, report, solve, etc.

Application:

This requires using information or concepts in new situations, solving problems, organizing
information and ideas, using old ideas to create new one and generalizing from given facts,
analyzing relationships, relating knowledge from several areas, drawing conclusions, evaluating
worth, etc. It can be taught and evaluated through questions based on: distinguish, analyze, show
relationship, propose an alternative, prioritize, give reasons for, categorize, illustrate,
corroborate, compare and contrast, create, design, formulate, integrate, rearrange,
reconstruct/recreate, reorganize, predict consequences etc.

19
 DEFINITION OF COMMAND WORDS

The purpose of command words given below is to direct the attention of the teachers as
well as students to the specific tasks that students are expected to undertake in the course of their
subject studies. Same command words will be used in the examination questions to assess the
competence of the candidates through their responses. The definitions of command words have
also been given to facilitate the teachers in planning their lessons and classroom assessments.

Give an account of: Spell out a chronology and show in what ways the event or
circumstance to be accounted for derives from or is dependent on
earlier events.

Analyse: Go beyond the given information to relate and/or differentiate

aspects of a situation and draw conclusions on the basis of evidence
information.

Define: Provide a precise statement or meaning of words or terms to

describe their nature, properties or essential qualities.

Demonstrate: Show or prove by evidence and/or argument.

Describe: Explain in words and/or diagrams (where necessary) to demonstrate

knowledge of facts.

Discuss: Express views in a logical and lucid way considering all aspects of
a matter under discussion and draw conclusions.

Explain: Give a clear and detailed account of related information with

reasons or justification.

Give Examples/Statements: Cite specific instances or cases to demonstrate the

occurrence of an event or existence of a situation or phenomenon.

Identify: Pick out, recognizing specified information from a given content,

situation.

Illustrate: Give clear examples to state, clarify or synthesize a point of view.

Interpret: Clarify both the explicit meaning and the implications of given
information.

List/Name: Name item-by-item, usually in one or two words, precise

information such as dates, characteristics, places, names.

Locate: Determine the precise position or situation of an entity in a given

context, e.g. in a map.

20
Show: Indicate by writing, drawing or through graphs/charts.

State: Give a brief and factual answer with no explanation.

Suggest: Apply knowledge in a given situation to give a rational opinion.

Trace the developments of: Mention, list, name information/facts in a sequence.

RECOMMENDED REFERENCE BOOKS

In contrast to the previous practice the examination will not be based on a single
textbook, but will now be curriculum based to support the examination reforms. Therefore, the
students and teachers are encouraged to widen their studies and teaching respectively to
competitive textbooks and other available material.

Following books are recommended for reference and supplementary reading:

1. Introduction to Psychology
Written by: Clifford T Morgan
Richard A King
John R Weisd
John Schopler
Published by: National Book Foundation, Islamabad

2. Plotmic, Rod and Poole, Gray (1989)

Introduction to Psychology
New York: McGraw-Hill

3. Landrum, Eric (1999)

Introduction to Psychology; Practice Tests
New York: McGraw-Hill

21