ACADEMIC CALENDARS

Developed and reviewed by:

Subject Name Cell No. Institution Designation

Mr. Taj Wali Khan 0313-9848959 DCTE, Abbottabad Subject Specialist
Urdu

Mr. Muhammad Ayub 0314-9866694 GHSS Kabgani, Swabi Subject Specialist

Mr. Ghafoor Shah 0333-9615789 GHS Chichina, Kohat Headmaster
Mr. Muhammad Rashid 0323-9837119 GPS Gali Kutwal, Abbottabad PST
Dr. Shafqat Hussain 0336-9560114 DCTE, Abbottabad Subject Specialist
Science
General

Mr. Mumtaz Hussain 0332-8395050 GHSS Muhammad Zai, Kohat Principal

Mr. Abdul Khaliq 0333-9601979 GHSS No. 1, Kohat Principal
Mr. Saqib Khan 0313-5879245 GPS No. 1 Nawanshehr, Abbottabad PST
Mr. Gul Khatab 0346-9534415 GHS Pind Kargu Khan, Abbottabad Principal
English

Mr. Inamullah 0312-5854805 GHSS Shkardarra, Kohat Vice Principal

Mr. Muhammad Ilyas 0314-9382982 GHSS Mazdoorabad, Mardan Subject Specialist
Mr. Barkat Ali 0313-5322644 GPS Tarkha, Nowshehra PSHT
Mr. Raza Hassan 0333-9649594 GHSS No. 3, Kohat Vice Principal
Math

Mr. Munsif Ali 0344-4283465 GHSS Kheshgi Payan, Nowshehra Subject Specialist
Mr. Javed Akhtar 0306-8126284 GHSS Bagra, Haripur Subject Specialist
Mr. Ghaffar Ali 0315-0533892 GPS Hakeem Abad, Jalozai, Nowshehra PSHT

Supervision: Gohar Ali Khan, Director, Curriculum and Teacher Education, Khyber Pakhtunkhwa, Abbottabad
Focal Person: Zulfiqar Khan, Additional Director, Curriculum and Teacher Education, Khyber Pakhtunkhwa, Abbottabad

i
FOREWORD

The Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa Abbottabad, being the competent authority under the Khyber
Pakhtunkhwa Supervision of Curricula, Textbooks and Maintenance of Standard of Education Act 2011, has developed the Academic Calendar
in hand for proper functioning of Educational Institutions at primary level. The Academic Calendar is aligned with the revised Curriculum 2020
and updated textbooks introduced from Grade I-V implementable w.e.f. the academic year 2021 – 22 and onward. It is essential for all the
educational institutions at primary level to follow the Academic Calendar for optimal coverage of all student learning outcomes. The Academic
Calendar also makes it convenient for the teachers to use the updated scripted lesson plans for better delivery of teaching learning process.
These lessons can be accessed from (Grade I-V) on the website of the Elementary and Secondary Education Department, Government of
Khyber Pakhtunkhwa and Directorate of Curriculum and Teacher Education, KP, Abbottabad.
I must say thanks to all those curriculum, subject experts, and working teachers who contributed in the development of this Academic Calendar
with continuous technical support from Khyber Pakhtunkhwa Education Sector Programme and hope that these efforts will contribute for better
teaching and learning process in the Educational Institutions at primary level of Khyber Pakhtunkhwa.

Gohar Ali Khan

Director
Curriculum and Teacher Education
Khyber Pakhtunkhwa, Abbottabad

ii
GUIDELINES FOR TEACHERS
This Academic Calendar is designed for the implementation of curriculum 2020 (phase one Grades 1 to 5). The basic purpose of the academic
calendar is to improve the teaching-learning process and accomplish the assigned task within the stipulated time i.e., academic session. The
time for each subject is calculated based on the regular school timings and periods allocated as per the approved Scheme of Studies. Details
of the academic year are given below:

Days in a Calendar year 365

Winter/Summer/ Spring vacations 106
Gazetted Holidays and Sundays 49
Days in an academic session 240

Keeping in view the above table, there are eight months for the academic session, hence AC is designed accordingly. Therefore, you are
requested to:

• Plan your teaching/learning activities according to this academic calendar.

• Cover all the themes, topics, sub-topics within the Academic Session.
• Ensure the proper use of lesson plans to achieve the desired outcomes.
• There are guidelines/teaching tips in the textbooks, design/perform those activities (student-centered) in true spirit using available, no-
cost/low-cost materials.
• Appropriate homework/assignments should be given with clear instructions/ examples.
• Assessment should be conducted regularly and maintain a proper record of students.
Important Note: Dear Teachers,
• The page number references of the Textbooks in these academic calendars are as per the Textbooks published for the academic year
2021-22. Therefore, in the coming years, you are requested to adjust the Textbook page numbers accordingly.

،‫ رتحممااسذتہرکام‬:‫امہونٹ‬
‫چ‬
‫ںیم َھپیوہیئبتُکےکاطمقبںیہ۔ذہلاآپےسزگارشےہہکآےنواےلیمیلعتاسولںںیمےنپھچوایلبتُکےکاطمقبرتامیمرکںی۔‬2021-22‫یمیلعتاسل‬،‫اِسیمیلعتمیسقتاکرںیمدےیےئگدریسبتُکےکاحفصتےکوحاالاجت‬

iii
 TABLE OF CONTENT

English………………………………………………………………………………………………………………………………….……..….. 1 – 15
Mathematics……...……………………………………………………………………………………………………………………….…..…. 16 – 24
Urdu ………………………………………………………………………………………………………………………………………………. 25 – 37

iv
ACADEMIC CALENDAR BASED ON CURRICULUM 2020
ENGLISH – Grade 2

1
 Academic Calendar based on KP Curriculum 2020 - English Grade 2
Month: 1
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods
• Demonstrate common conventions and dynamics of oral interactions in group to:
o recite poems
• Articulate the sounds of letters of the alphabet in random order.
Oral Communication
• Pronounce and match the initial and the final sound of common words depicted
Skills (Listening and
in pictures with their corresponding letters.
Speaking)
• Comprehend simple poems read aloud in class.
• Articulate, recognize and use some formulaic expressions to:
o introduce self and talk about family
• Read and recite short poems or nursery rhymes with actions.
• Identify, articulate and differentiate between the sounds of individual letters,
Unit 1
digraphs in initial and final positions of a word. Reading and Critical
The Tiny Nature 1 – 10 20
Creature • Respond to the text (post- reading) to: Thinking Skills
• express likes / dislikes about the story/poem
• Use pre-reading strategies to predict the poem by looking at picture(s) in the text.
• Articulate and recognize simple rhyming words.
• Comprehend and respond to simple wh-questions.
• Recognize and classify into different categories, some simple naming words from
pictures and immediate surrounding e.g. parts of body. Formal and Lexical
Aspects of Language
• Recognize and match common singular naming words (from immediate
environment).
• Classify naming words into different categories such as person, pet, animal, place
or thing.

2
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods
• use naming words in their speech and writing.
• Illustrate the use of substitution words learnt earlier as subjective case.
• Write simple two/three syllable words with correct spelling. Leave spaces
Writing Skills
between words.
• Comprehend a simple story read aloud in class.
Unit 2: Self, • Articulate, recognize and use some formulaic expressions to: Oral Communication
My Home People
o introduce self and talk about family Skills (Listening and 11 - 15 4
and and
Speaking)
Homeland Places • Recognize and pronounce with reasonable accuracy common two-consonant
cluster in initial position

3
 Month: 2
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods
• Use pre-reading strategies to predict story by looking at picture(s) in the Reading and Critical
text. Thinking Skills
• Interact with the text and use reading strategies (while reading) to:
o locate specific factual information to answer simple short questions in a
word or two
• Respond to the text (post- reading) to:
o express understanding of story through pantomime and simple role
play.
Unit 2:
• Recognise and Identify consonants and vowels in the English alphabet.
My Home Self, People and
15 - 19 10
and Places • Comprehend and respond to simple wh-questions. Formal and Lexical
Homeland Aspects of
• Recognize and classify into different categories, of some naming words
Language
from pictures and immediate surrounding e.g. animals.
• Provide the missing letter in simple two/three syllable words.
• Identify and use common action words.
• Identify and match some pairs of describing words showing quality, size and
colour e.g. soft-hard, big-small, black-white.
• Construct simple sentences of three/four to five/six words using correct
Writing Skills
capitalization, punctuation and spelling.
• Comprehend a simple story read aloud in class.
Unit 3: Oral
Environmental • Articulate, recognize and use some formulaic expressions to: Communication
Let’s Plant Education Skills (Listening and
20-28 12
Trees o offer and respond to basic routine greetings
Speaking)
o express and offer a few basic social courtesies

4
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods
• Use pre-reading strategies to predict story by looking at picture(s) in the
text.
• Interact with the text and use reading strategies (while reading) to:
o follow sequence in a simple procedure or a picture map Reading and Critical
Thinking Skills
• Respond to the text (post- reading) to:
o express likes / dislikes about the story.
• Pronounce some common consonant digraphs in initial and final positions.
• Comprehend and respond to simple wh-questions.
• Recognize and classify into different categories, some naming words from
pictures and immediate surrounding e.g. animals, fruits and vegetables. Formal and Lexical
• Identify and change the number of simple naming words by adding or Aspects of
removing “s” and “es”. Language

• Recognize, identify and use a few words showing position e.g. in, on, to,
with
• Fill in missing information to complete a simple paragraph. Writing skills
Review – 1 29 – 31 1

5
 Month: 3
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods
• Read and recite short poems or nursery rhymes with actions.
• Identify and pronounce with reasonable accuracy common consonant
clusters in initial positions e.g. str and thr, etc.
• Comprehend simple poems read aloud in class. Oral
• Reproduce common phrases and formulaic expressions used in class and Communication
school. Skills (Listening and
Speaking)
• Articulate, recognize and use some formulaic expressions to:
o listen and respond to more commands
o express limited needs and feelings
o recite poems
• Use pre-reading strategies to predict a story by looking at picture(s) in the
Unit 4:
Life Skills text.
Bee on my 32 - 41 18
Nose • Respond to the text (post- reading) to: Reading and Critical
o express understanding of story through pantomime and simple role play. Thinking Skills
• Identify, recognize and articulate three or more lettered sight words.
• Identify initial and final consonant blends.
• Articulate and use simple rhyming words in writing.
• Comprehend and respond to simple wh-questions.
• Recognize and use that some words substitute particular and general naming
Formal and Lexical
words.
Aspects of Language
• Use am, is, are with different substitutions and pointing words in short
sentences to identify and describe a person, place and thing e.g. am ....
• Read more naming, action and describing words and match with pictures.

6
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods
• Recognize and Use substitution words as objective case: me, us, you, him,
her, them, it.
• Write 3-5 simple, meaningful sentences of their own on a given topic with
Writing Skills
different sentence beginnings.
• Articulate, recognize and use some formulaic expressions to:
Oral
• seek permission to do something Communication
• Pronounce and match spoken words with the written words. Skills (Listening and
Speaking)
Unit 5: Participatory • Recognize that as letters of words change, so do the sounds. 42 - 47 6
Attention Citizenship
• Read aloud words and simple sentences with reasonable level of accuracy in
pronunciation. Reading and Critical
• Recognize and practice that words in a sentence join to make sense in Thinking Skills
relation to each other.

7
 Month: 4
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods

• Use pre-reading strategies to predict story by looking at picture(s) in the text.

• Interact with the text and use reading strategies (while reading) to:
Reading and Critical
o use pictures or rebus in texts to increase understanding
Thinking Skills
• Respond to the text (post- reading) to:
• express likes / dislikes about the story

• Spell simple two/three syllable words.

• Take dictation of familiar words learnt in class.

Unit 5: Participatory
46 - 51 16
Attention Citizenship • Identify and use words showing possession e.g. my, your, his, her, our, their
and its. Formal and Lexical
• Recognize, identify and use a few words showing position e.g. to/from, Aspects of
up/down, here/there (preposition of location), a few words showing position Language
e.g. in, on, to, with

• Identify and recognize the rules for the use of a, an and the.

• Choose between a or an.

• Use the texts they read as models for their own writing. Writing Skills

• Comprehend simple stories and poems read aloud in class.

Oral
Unit 6: • Articulate, recognize and use some formulaic expressions to: Communication
Ethics / Values 52 - 55 8
Be Honest o Exchange some routine greetings Skills (Listening and
Speaking)
o Exchange some social courtesies

8
Unit No. & Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
Name Page No. Periods

• Identify words that begin with the same sound.

• Identify words that end with the same sound, e.g. /ng/.

• Interact with the text and use reading strategies (while reading) to:
o use pictures or rebus in texts to increase understanding, guess what
follows in the story.

• Respond to the text (post- reading) to: Reading and Critical

o express understanding of story through pantomime and simple role play. Thinking Skills

• Identify paragraph as a graphical unit of expression.

• Point out/name some common objects in a picture or an illustration. Describe

them in a word or two, or a sentence.

9
 Month: 5
Unit No. Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
& Name Page No. Periods
• Comprehend and respond to simple wh-questions.
• Recognize and classify into different categories, of some naming words from pictures
and immediate surrounding e.g. animals, fruits, vegetables, parts of body, objects in the
classroom and at home.
Formal and Lexical
• Identify and classify gender of naming words from immediate environment Aspects of
(masculine/feminine) Language
Unit 6:
Ethics /
Be • Distinguish between and use the substitution words. 56 - 61 8
Values
Honest
• Identify a or an as articles.
• Recognize that plural nouns do not take the articles a or an.
• Write a few sentences to describe a picture and a series of pictures.
• List items of a similar category from a given text/picture. Writing Skills
• Write actions or describing words using a series of action pictures.
• Demonstrate common conventions and dynamics of oral interactions in group to:
Oral
o introduce themselves and others Communication
o participate in conversation Skills (Listening and
Speaking)
• Identify and classify one and two syllable words that rhyme.
Unit 7: • Use pre-reading strategies to predict a story by looking at picture(s) in the text.
Sports Sports 66 - 75 14
Day • Interact with the text and use reading strategies (while reading) to:
o follow instructions, school and public notices or signs with visuals. Reading and Critical
• Respond to the text (post reading) to: Thinking Skills
o express likes / dislikes about the story.
• Comprehend simple stories and poems read aloud in class.

10
Unit No. Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
& Name Page No. Periods
• Locate specific, simple information in a clock (by the hour) by looking at the position of
the hands of the clock
• Locate month and day in a calendar by reading across and down.
• Comprehend and respond to simple wh-questions.
• Recognize and classify into different categories, of some naming words from pictures
and immediate surrounding e.g. animals, fruits, vegetables, parts of body, objects in the
classroom and at home, colours, shapes, multi-step directions (left/right& up/ down) Formal and Lexical
and numbers in words (cardinal and ordinal 1-10) etc. Aspects of
Language
• Use has, have to show possession.
• Recognize and apply capitalization to the initial letter of the first word of a sentence,
and to the initial letter of the names of people, pets, and places.
• Write numbers from 1 to 50 in words. Writing Skills

Review – 2 62 – 65

11
 Month: 6
Unit No. Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
& Name Page No. Periods
• Demonstrate common conventions and dynamics of oral interactions in group to:
o to take turns
o use polite expressions to seek attention Oral
Communication
• recognise words with one or more syllables. pronounce simple one, two syllable Skills (Listening and
words. Speaking)
• Identify and pronounce familiar two and three syllable words and common
irregular sight words.

• Use pre-reading strategies to predict a story by looking at picture(s) in the text.

• Recite short poems or nursery rhymes with actions.

Unit 8:
Education and • Respond to the text (post reading) to:
My 76 - 85 20
Employment Reading and Critical
School o express understanding of the poem through pantomime and a simple role-
Thinking Skills
play.

• Use first and second letter to arrange words in alphabetical order.

• Brainstorm to gather ideas for various activities/tasks

• Recognize and classify into different categories, of some naming words from
pictures and immediate surrounding e.g. animals, fruits, vegetables, parts of
body, objects in the classroom and at home, colours, shapes, multi-step Formal and Lexical
directions (left/right& up/ down) and numbers in words (cardinal and ordinal 1- Aspects of
10) etc. Language

• Articulate and use simple rhyming words in writing.

12
Unit No. Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
& Name Page No. Periods
• Comprehend and respond to simple wh-questions.

• Recognize more particular names of people, pets, and places

• Write numbers in 10’s in words.

Writing Skills
• Recognize and write rhyming words from a poem. Write more rhyming words.

• Use pre-reading strategies to predict a story by looking at picture(s) in the text.

• Interact with the text and use reading strategies (while reading) to: Oral
Unit 9: o locate specific factual information to answer in a word or two simple short Communication
What a questions. Skills (Listening and
Role Model Speaking) 86 - 90 4
Good • Respond to the text (post reading) to:
Deed!
o express likes / dislikes about the story

• Read tables and charts in the classroom. Reading and Critical

Thinking Skills

13
 Month: 7
Unit
Textbook No. of
No. & Theme Students Learning Outcomes (SLOs) Competencies
Page No. Periods
Name
• Demonstrate common conventions and dynamics of oral interactions in group to:
o express needs and feelings
o express likes and dislikes Reading and
Critical Thinking 89
• Comprehend simple stories and poems read aloud in class. Skills
• Identify and pronounce familiar two and three syllable words and common irregular
sight words.
Unit 9: • Illustrate the use of substitution words (pronouns) learnt earlier.
What a Role Model • Comprehend and respond to simple wh-questions. 7
Good Formal and Lexical
Deed! • Recognize and classify into different categories, of some naming words from pictures Aspects of 86
and immediate surrounding e.g. numbers in words (cardinal and ordinal 1-10) etc. Language
• Recognize that a sentence ends with some form of punctuation, i.e. full stop, or
question mark, or exclamation mark.
• Write ordinal numbers “first to tenth” in words.
• Identify position of objects using ordinal numbers. Writing Skills 91 - 95
• Write date and captions on page top.
Review – 3 96 - 98 2
• Demonstrate common conventions and dynamics of oral interactions in group to:
Oral
Unit 10: Peaceful co- o Express joy while playing Communication
An Ant existence / • Comprehend simple stories and poems read aloud in class. Skills (Listening and 99 - 107 15
and a Peace Speaking)
Dove Education • Differentiate between words ending with /s/, /z/ and /iz/.
• Use pre-reading strategies to predict a story by looking at picture(s) in the text.

14
 Unit
Textbook No. of
No. & Theme Students Learning Outcomes (SLOs) Competencies
Page No. Periods
Name
• Interact with the text and use reading strategies (while reading) to: Reading and
o use pictures or rebus in texts to increase understanding. Critical Thinking
Skills
• Respond to the text (post reading) to:
o express understanding of story through pantomime.
• Identify title and table of contents of a book.
• Use textbook pictures/picture dictionary to aid comprehension and development of
vocabulary.
• Use textual aids such as table of contents to locate a particular text/lesson.
• Comprehend and respond to simple wh-questions.
• Recognize and classify into different categories, of some naming words from pictures
and immediate surrounding e.g. numbers in words (cardinal and ordinal 1-10) etc. Formal and Lexical
Aspects of
• Use questioning words: what, who, where, when, why. Language
• Recognize and add comma for series of items in a sentence and after Yes and No in
short formal dialogues, e.g. yes, thank you, etc.
• Replace rebus with words to complete a given story.
• fill in words to change/complete a given story.
Writing Skills.
• Recognize the function of selected question words e.g. what, when, to write answers
to simple questions.

15
 Month: 8
Unit No. Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
& Name Page No. Periods
• Pronounce the weak forms of “a”, and “the” in simple phrases and of “be” in Oral
contractions. Communication
Skills (Listening and
• Describe things and objects in surroundings.
Speaking)
• Interact with the text and use reading strategies (while reading) to:
o follow sequence in a simple procedure or a picture map Reading and Critical
• Respond to the text (post reading) to: Thinking Skills
Unit 11: Life Skills, o Express like/dislikes about the story.
Love for Ethics and • Comprehend and respond to simple wh-questions. 108 – 116 08
Formal and Lexical
Parents Values
• Use and respond to simple sentences showing requests and command, both Aspects of
physically and in their speech. Language

• Make/write simple greeting cards:

o Draw illustrations to make greeting cards using cursive writing
o Write names of addressee and sender Writing Skills
o Write appropriate words and formulaic expressions.
• Write name, phone number, and address.
• Read and recite short poems or nursery rhymes with actions.
• Familiarize themselves with rhythm, stress, and intonation of English language.
Oral
• Use appropriate body language for different communicative functions. Communication
Unit 12: Skills (Listening and
Nature 117 - 124 14
Seasons • Comprehend simple stories and poems read aloud in class.
Speaking)
• Articulate, recognize and use some formulaic expressions to seek permission to do
something.

14
Unit No. Textbook No. of
Theme Students Learning Outcomes (SLOs) Competencies
& Name Page No. Periods
• Use pre-reading strategies to predict poem by looking at picture(s) in the text.
• Respond to the text (post- reading) to:
Reading and Critical
o express understanding of story through pantomime and simple role play. Thinking Skills
• Read familiar words appearing on a variety of reading material such as food labels,
advertisements, coins, currency notes, etc.
• Identify punctuation marks in sentence (e.g, Capitalization, comma, full stop,
question mark, etc.) Formal and Lexical
Aspects of
• Comprehend and respond to simple wh-questions.
Language
• Articulate and use simple rhyming words in writing.
• Recognize and write rhyming words from a poem. Write more rhyming words.
• Fill in speech bubbles and cartoon strips with appropriate formulaic expressions or a
Writing Skills
simple dialogue.
• Revise and edit written work for spelling and punctuation.
Review – 4 125 – 126 2

15
ACADEMIC CALENDAR BASED ON CURRICULUM 2020
MATHEMATICS – GRADE 2

16
 Academic Calendar based on KP Curriculum 2020 - Mathematics- Grade 2
Month: 1
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Page No. Periods
• Write ordinal numbers from first to twentieth. 1.1. Ordinal
1-3 3
(Already done till tenth) Numbers
• Write numbers 1-100 in words.
• Read numbers up to 999.
• Write numbers up to 999 as numerals.
Whole
1 • Recognise the place value of a 3 - Digit number.
Numbers 1.2. Numbers up to
(Already recognized 100 as a 3-Digit Number) 4-20 21
100
• Identify the place value of a specific digit in a 3 – digit numbers.
• Compare 2 - digit numbers with 3 - digit numbers (hundreds, tens, and ones).
• Compare 3 - digit numbers with 3 – digit numbers (hundreds, tens, and ones).
• Count backward ten steps down from any given number.

17
 Month: 2
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Page No. Periods
• Arrange numbers up to 999, written in mixed form, in increasing or decreasing order.
• Count and write in 10s (e.g.10, 20, 30, …).
1.2. Numbers up
Whole • Count and write in 100s (e.g.100, 200, 300, …). 21-25 10
1 to 100
Numbers • Identify the smallest/largest number in a given set of numbers.
• Recognize that 1000 is one more than 999 and the first 4-digit number.
I have learnt and Review Exercise Revision 26-28 4
• Add ones and ones.
• Add ones and 2 – digit numbers with carrying.
2.1.Addition of 2 -
Number
2 • Add 2 - digit numbers and 2 - digit numbers with carrying. digit numbers 29-35 10
Operations
(with carrying)
• Solve real life number stories, involving addition of 2 - digit numbers with carrying.
• Add numbers up to 50 using mental calculations.

18
 Month: 3
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Page No. Periods
• Add 3 – digit number and ones without carrying.
• Add 3 - digit number and 2 - digit number without carrying. 2.2. Addition of 3 -
digit numbers
• Add 3 - digit number and 3-digit number without carrying. (without carrying)
• Solve real life number stories involving addition of 3 – digit numbers without carrying.
• Add 3 - digit number and 1 - digit number with carrying of tens and hundreds. 35-42 12

• Add 3 - digit number and 2 - digit number with carrying of tens and hundreds. 2.3. Addition of 3 -
Number • Add 3 - digit numbers with 3 - digit numbers with carrying of tens and hundreds. digit numbers
2
Operations (with carrying)
• Solve real life number stories involving addition of 3 - digit numbers with carrying of
tens and hundreds.
I have learnt and Review Exercise Revision 43-46 4
• Subtract 1 - digit number from 2 – digit numbers with borrowing.
2.4. Subtraction of
• Subtract 2 – digit numbers from 2 – digit numbers with borrowing. 2 - digit numbers 47-50 8
• Solve real life number stories of subtraction of 2 - digit numbers with borrowing. (with borrowing)

19
 Month: 4
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Page No. Periods
• Subtract 1 – digit from 3 - digit number without borrowing.
2.5. Subtraction of
• Subtract 2 - digit number from 3 – digit number without borrowing. 3 - digit numbers
• Subtract 3 – digit numbers from 3 – digit numbers without borrowing. (without
borrowing)
• Solve real life number stories of subtraction up to 3 - digit without borrowing.
• Subtract 1 - digit number from 3 – digit number with borrowing.
Number • Subtract 2 - digit number from 3 – digit number with borrowing. 51-60 22
2
Operations
• Subtract 3 - digit number from 3 – digit number with borrowing. 2.6. Subtraction of
• Solve real life number stories of subtraction up to 3 – digit with borrowing. 3-digit numbers
(with borrowing)
• Analyse simple situations identifying correct operation of addition and subtraction
with carrying/borrowing in mixed form.
• Subtract numbers up to 50 using mental calculations.
I have learnt and Review Exercise Revision 60-62 2

20
 Month: 5
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Page No. Periods
• Recognise multiplication as repeated addition (e.g., 2+2+2=6 is equivalent to 3 times
2 = 6 and 3 x 2 =6) and use multiplication symbol “x”.
• Complete number sequences in steps of 2, 3, 4, 5 and 10 (e.g.in steps of 2 the sequence
is expressed as 2, 4, 6…).
• Develop multiplication tables of 2, 3, 4, 5 and 10 till the multiplication of 10 x 10. 2.7.Multiplication 63-77 14

• Multiply numbers within multiplication table.

Number
2
Operations • Write number sentence for multiplication from the picture such as 2 x � = 6.
• Solve number stories on multiplication up to 1 - digit numbers.
I have learnt and Review Exercise Revision 78-81 2
• Recognise and use division symbols ÷.
• Recognise division as successive subtraction. 2.8. Division 82-86 8
• Divide numbers within the multiplication tables with remainder zero.

21
 Month: 6
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Page No. Periods
• Solve number stories involving division up to 1 - digit numbers. 2.8. Division 87- 88 2
• Solve real life situations (using Pakistani currency as well) involving addition, 2.9. Addition,
Number subtraction, multiplication, and division. Give reasons for choosing the correct Subtraction,
2 89-90 2
Operations operation. Multiplication and
Division
I have learnt and Review Exercise Revision 91-93 2
• Recognise fractions as equal parts of a whole.
• Identify half, one third and quarter with the help of objects and figures (without
writing 1/2, 1/3, 1/4).
• Represent half, one third and quarter in numerical form (1/2, 1/3 and 1/4).
Fractions 94-104 13
3 Fractions • Shade the equal parts of a given figure to match a given fraction.
• Recognise and name unit fractions up to 1/10.
• Recognise fractions like two thirds (2/3), three fourths (3/4), four fifths (4/5), up to
nine tenths (9/10).
I have learnt and Review Exercise Revision 105-107 2
Measurement: • Compare the lengths of different objects.
4 Length, Mass, 4.1. Length 108-111 3
and Capacity • Recognize the units of length (meter and centimetre).

22
 Month: 7
Unit No. of Textbook
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No. Periods Page No.
• Use standard metric units of length (meter and centimetre) and their abbreviation to
measure and record lengths of variety of objects.
4.1. Length 112-114 4
• Use addition and subtraction within 100 to solve real life situations involving lengths in
same units.
• Compare the mass of different objects.
• Recognise the units of mass, i.e., kilogram, gram.

Measurement: • Use standard metric units of mass (kilograms and grams) and their abbreviation to 4.2. Mass 115-119 6
4 Length, Mass, measure and record mass of variety of objects.
and Capacity • Use addition and subtraction within 100 to solve real life situations involving mass in
same units.
• Compare capacity of different objects using non-standard units (jug, glass, cup, etc.).
• Recognise and use the standard metric units of capacity, i.e., litre and millilitre.
4.3. Capacity 120-124 5
• Use addition and subtraction within 100 to solve real life situations involving capacity
in same units.
I have learnt and Review Exercise Revision 125-127 2
• Recognise the number of hours in a day and numbers of minutes in an hour.
• Read and write the time from a clock in hours and minutes (with five-minute intervals)
5 Time6 e.g., read 8:15 as eight fifteen and 8:50 as eight fifty. 5.1. Time 128-133 7
• Recognise a.m. and p.m.
• Draw hands of a clock to show time in hours and minutes.

23
 Month: 8
Unit Textbook No. of
Unit Name Students Learning Outcomes (SLOs) Topic/Sub-topic
No Page No. Periods
• Use Solar calendar to find a particular date/day.
5.1. Time 134-137 5
5 Time • Use Islamic calendar to find a particular date/day.
I have learnt and Review Exercise Revision 138-140 2
• Identify the figures like square, rectangle, triangle, circle, semi-circle, and quarter-circle. 6.1. Two
dimensional (2D)
• Identify vertices and sides of a triangle, rectangle and square.
figures
• Differentiate between a straight line and a curve.
6.2. Straight lines
• Identify straight lines and curves from the given drawings.
and curves
• Use ruler to draw a straight line of given length (exclude fractional length).
• Make/ complete geometrical patterns on square grid according to one or two of the 141-154 15
6 Geometry following attributes:
o Shape 6.3. Patterns
o Size
o Orientation
6.4. Three
• Recognize and name 3-D Objects (cubes, cuboids, cylinder, cone, sphere). Dimensional
Objects
I have learnt and Review Exercise Revision 155-158 2

24
ACADEMIC CALENDAR BASED ON CURRICULUM 2020
URDU – GRADE 2

25
 ‫اسالہنمیسقتِاکرامجع ُد َوم‬
‫لہپنیہم‬

‫لکریپی‬ ‫دریساتکباکہحفصربمن‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫نن‬
‫‪09‬‬ ‫ہحفصربمن‪ ۱‬ات ‪۸‬‬ ‫ُا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬روزرمہزدنیگیک‬ ‫• وسالھجمسرکاساکوجابدےںیکس۔‬ ‫دمح‬ ‫قبسربمن‪۱‬‬
‫اہمریت‪،‬یقیلختاھکلیئاورزابنانشیس‬ ‫• اکیٹنمںیممکازمک‪۷۰‬ریثکاالامعتسلاراکندریتسےسڑپھںیکس۔‬

‫• یٹ۔وی‪،‬ومابلیئاورویپمکرٹوریغہرپاسدہےلمجڑپھںیکس۔‬

‫• وادحےسعمجانبںیکس۔‬
‫ن‬
‫• ولمجںںیمرومزِاواقف‪،‬خپمہاورہتکساک ُد ُرتساامعتسلرکںیکس۔‬

‫• وصتریایاخہکدھکیرکمکازمکاپچنےلمجھکلںیکس۔‬

‫• اینپذاتروتشں‪،‬اموحل‪،‬دنسپاوردلخسپیوںےسقلعتمابتتیچرکںیکس۔‬
‫نن‬ ‫• آگنہ اور َ‬
‫‪07‬‬ ‫ہحفصربمن‪ ۹‬ات‪۱۴‬‬ ‫َلےک وحاےل ےس اسدہ رصمےع ‪ ،‬ااعشر اور ںیتعن نس رک دنسپ اک ااہظر رک ُ ا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکلاورزابنانشیس‬ ‫تعن‬ ‫قبسربمن‪۲‬‬
‫ںیکس۔‬

‫• ارفنادیآوازںینسرک ان آوازوںوکدرتس رطےقی ےس المرک ظفلادارکںیکسًالثم ‪’’ :‬ن‬

‫‪+‬ا‪+‬ن‘‘ںینسوتاںیھنالمرکظفل’’انن‘‘انبںیکس۔(وتڑےسوجڑ)‬

‫• وسالھجمسرکاساکوجابدےںیکس۔‬

‫‪26‬‬
‫لکریپی‬ ‫دریساتکباکہحفصربمن‬ ‫اہمریت‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫• مظنورثنڑپھرکوساالتےکوجاابتزابیندےںیکس۔‬

‫• اافلظےکاضتمدانبںیکس۔‬
‫نن‬ ‫ن‬
‫‪08‬‬ ‫ہحفصربمن‪ ۱۵‬ات ‪۲۱‬‬ ‫ُا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابنانشیساور‬ ‫خ َتُ • رصتخماہکیننسرکاسےکاخصاکنتزابینانسںیکس۔‬
‫ایپرے روسل َ ا‬ ‫قبسربمن‪۳‬‬
‫ن‬
‫یقیلختاھکلیئ۔‬ ‫ل َِّن ِپ ِِّن ْپ ن‬
‫• وااعقتایاہکاینںنسرکوصخمصردلمعاکااہظررکںیکس۔‬ ‫ا نﷺ‬
‫• اافلظیکادتبایئآوازدبتلیرکےکدرتسرطےقیےسےئناافلظانبںیکس۔ًالثم‪" :‬راگ"‬
‫ےس‪/‬ر‪/‬اٹہرک‪/‬س‪/‬اگل"اسگ"۔‬

‫• اکیٹنمںیممکازمک‪۴۰‬ارتخایعہج ِّوںواےلایےبینعماافلظڑپھںیکس۔‬

‫• ےلمجںیملعفیکاچہپنرکںیکس۔‬

‫• اپچنےساستولمجںرپلمتشمرموبطابعرتھکلںیکس۔‬

‫• اےنپرھگ‪،‬اوکسلاوراردرگدےکاموحلےکابرےںیماپچنےساستےلمجرحتریرکںیکس۔‬

‫• الربئرییںیماینپدنسپیکاتکببختنمرکںیکس۔‬

‫‪27‬‬
 ‫دورسانیہم‬

‫لکریپی‬ ‫دریساتکباکہحفصربمن‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫‪12‬‬ ‫ہحفصربمن‪ ۲۲‬ات ‪۲۹‬‬ ‫اننس‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬روزرم‬ ‫• دوایزادئاراکنواےلاافلظوکدرتساراکنںیموتڑںیکس۔ًالثم‪ :‬اپین"ںیم"اپ"اور"ین"۔‬ ‫ابوناکوطاط‬ ‫قبسربمن‪۴‬‬
‫زدنیگیکاہمریت‪،‬یقیلختاھکلیئ‬ ‫• وصترییاہکینرپوگتفگرکںیکس۔‬
‫اورزابنانشیس‬
‫• نتموکمہفےسڑپھںیکس۔‬

‫• ولمجںںیم ُرومزِاواقفاکدرتساامعتسلرکںیکس۔‬

‫• ولمجںوک ُرومزِاواقفےکاسھتوخشطخلقنرکںیکس۔‬

‫• ےبرتبیتاافلظوکرتبیتدےرکےلمجرمبترکںیکس۔‬

‫• وساہیلےلمجانبںیکس۔‬

‫• اپھچیئےکزمدیدیچیپہوّصتراتیکدرتساشننویہرکںیکس(ےلمجںیملہپظفل‪،‬ےلمجاکآرخیظفل‪،‬ہتکس‬
‫ایوساہیلاشنن)۔‬
‫نن‬
‫‪02‬‬ ‫ہحفصربمن‪۳۰‬ات‪۳۲‬‬ ‫ُا‬
‫ساوروبانل‬ ‫• رصتخماہکیننسرکاسےکاخصاکنتزابینانسںیکس۔‬ ‫ھجمسدارّچب‬ ‫قبسربمن‪۵‬‬

‫• وقیمزابنںیماسدہاہکیننسرکیمیہفتوساالتےکوجاابتدےںیکس۔‬ ‫انُسےناکقبس‬

‫• وااعقت‪،‬اہکاینںایدہاایتنسرکاےنپوصخمصر ِّدلمعاکزابینااہظررکںیکس۔‬

‫• وبلاچلںیمولمجںےکلسلستوکرموبطرکےکینعماذخرکںیکساورواےعقایاہکینوکھجمسرکاتبںیکس۔‬

‫‪28‬‬
‫لکریپی‬ ‫دریساتکباکہحفصربمن‬ ‫اہمریت‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫‪02‬‬ ‫ہحفصربمن‪۳۳‬ات‪۳۴‬‬ ‫اجزئہ۔‪۱‬‬
‫نن‬ ‫ِ‬
‫‪08‬‬ ‫ہحفصربمن‪ ۳۵‬ات‪۴۲‬‬ ‫• ارفنادی آوازںی نس رک ان آوازوں وک درتس رطےقی ےس الم رک ظفل ادا رک ںیکس۔ ًالثم‪ ُ :‬ا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابن‬ ‫ِچڑایاوروُچاہ‬ ‫قبسربمن‪۶‬‬
‫انشیساورااسحتسناوردیقنت۔‬ ‫’’ع‪+‬و‪+‬ر‪+‬ت‘‘ںینسوتاںیھنالمرکظفل"وعرت"انبںیکس۔(وتڑےسوجڑ)‬

‫• وبلاچلںیمولمجںےکلسلستوکربرقاررےتھکوہےئاہکینوکاےنپاافلظںیمایبنرکںیکس۔‬

‫• اینپامجعےکایعمرےکاطمقبمکازمک‪ ۶۰‬اافلظرپلمتشمابعرتاکیٹنمںیمرواینےسڑپھںیکس‬
‫۔‬

‫• ذمِّرکاورؤمِّثناامسیکاعمعمجانبںیکسےسیجوھگڑاےسوھگڑے۔‬

‫• مظن‪،‬اہکینایواہعقڑپھ‪/‬نسرکدنسپاکااہظررکںیکس۔‬

‫• مظن‪،‬اہکینایواہعقڑپھرکرصتخموساالتےکوجاابتھکلںیکس۔‬

‫‪29‬‬
 ‫رسیتانیہم‬

‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫‪11‬‬ ‫ہحفصربمن‪ ۴۳‬ات‪۵۰‬‬ ‫اننس‪،‬وبانل‪،‬‬ ‫• مہآوازاافلظیکدرتساشنندیہرکںیکس۔ےسیجرات‪،‬ابت۔‬ ‫اترے۔مظن‬ ‫قبسربمن‪۷‬‬
‫ڑپانھ‪،‬انھکل‪،‬زابنانشیس‬ ‫• مظنورثنوکڑپھرکوساالتےکوجاابتزابیندےںیکس۔‬
‫اوریقیلختاھکلیئ‬
‫• ہملکاورلمہمںیمرفقرکںیکس۔‬

‫• وصخمصذریخ ٔہاافلظیکزابیناالمھکلںیکس۔‬

‫• اموحلےسقلعتمیسکوموضعرپوخدےساستےلمجھکلںیکس۔‬
‫نن‬
‫‪11‬‬ ‫ہحفصربمن‪۵۱‬ات‪۵۸‬‬ ‫سا‪،‬وبانل‪،‬‬ ‫ُ‬ ‫• نسرکدوایدوےسزادئاراکنواےلاافلظوکدرتساراکنںیموتڑںیکس۔ًالثم‪ :‬اباجںیم"ا"اور"اج"۔‬ ‫اقدئامظعرچمنہاہلل‬ ‫قبسربمن‪۸‬‬
‫ڑپانھ‪،‬انھکل‪،‬زابنانشیس‬ ‫• اینپامجعےکایعمرےکاطمقبمکازمکاسھٹاافلظرپلمتشمابعرتاکیٹنمںیمرواینےسڑپھںیکس۔‬ ‫ہیلع‬
‫اوررقتری‬
‫ِ‬
‫رحوفاجر(ںیم‪،‬ےس‪،‬وک‪،‬رپ‪،‬کتوریغہ)وکاچہپنرکاناکحیحصاامعتسلرکںیکس۔‬ ‫•‬

‫• یسکدےیوہےئوموضعرپاانپامیضاریمضلاپچنےساستولمجںںیماسنیعمےکاسےنمشیپرکںیکس۔‬
‫نن‬
‫‪02‬‬ ‫ہحفصربمن‪۵۹‬ات‪۶۱‬‬ ‫ُا‬
‫س‪،‬وبانل‬ ‫• رصتخماہکیننسرکاسےکاخصاکنتزابینانسںیکس۔‬ ‫ریساکیرہشیک‬ ‫قبسربمن‪۹‬‬

‫• وقیمزابنںیماسدہاہکیننسرکیمیہفتوساالتےکوجاابتدےںیکس۔‬ ‫انُسےناکقبس‬

‫• وااعقت‪،‬اہکاینںایدہاایتنسرکاےنپردلمعاکزابینااہظررکںیکس۔‬

‫• وبلاچلںیمولمجںےکلسلستوکرموبطرکےکینعماذخرکںیکساورواےعقایاہکینوکھجمسرکاتبںیکس۔‬

‫‪30‬‬
 ‫وچاھتنیہم‬

‫دریساتکباکہحفص‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫لکریپی‬ ‫اہمریت‬
‫ربمن‬
‫نن‬
‫‪10‬‬ ‫ہحفصربمن‪۶۲‬ات‪۶۸‬‬ ‫ُا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬‬ ‫• اینپذات‪،‬اےنپرھگ‪،‬العےقاوراردرگدےکابرےںیمابترکںیکس۔‬ ‫تنحمرکےنواےل‬ ‫قبسربمن‪۱۰‬‬
‫زابنانشیساوریقیلختاھکلیئ‬ ‫• اینپامجعےکایعمرےکاطمقبمکازمک‪۶۰‬اافلظرپلمتشمابعرتاکیٹنمںیمڑپھںیکس۔‬

‫• ےلمجںیملعفیکاچہپنرکںیکس۔‬

‫• اموحلےسقلعتمیسکوموضعرپوخدےساپچنےساسھتےلمجھکلںیکس۔‬

‫• وصتریدھکیرکاایشےکانمھکلںیکس۔‬

‫‪02‬‬ ‫ہحفصربمن‪۶۹‬ات‪۷۰‬‬ ‫اجزئہ۔‪۲‬‬

‫نن‬
‫‪02‬‬ ‫ہحفصربمن‪۷۱‬ات‪۷۲‬‬ ‫سا‪،‬وبانل‬ ‫ُ‬ ‫• رصتخماہکیننسرکاسےکاخصاکنتزابینانسںیکس۔‬ ‫آؤیلجباچبںیئ‬ ‫قبسربمن‪۱۱‬‬

‫• وقیمزابنںیماسدہاہکیننسرکیمیہفتوساالتےکوجاابتدےںیکس۔‬ ‫انُسےناکقبس‬

‫• وااعقت‪،‬اہکاینںایدہاایتنسرکاےنپردلمعاکزابینااہظررکںیکس۔‬

‫• وبلاچلںیمولمجںےکلسلستوکرموبطرکےکینعماذخرکںیکساورواےعقایاہکینوکھجمسرکاتبںیکس۔‬
‫‪10‬‬ ‫اننس‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابن ہحفصربمن‪۷۳‬ات‪۷۸‬‬ ‫• ایلیہپں‪،‬ےفیطلاورااعشرانسںیکس۔‬ ‫ریماایپراونط۔مظن‬ ‫قبسربمن‪۱۲‬‬
‫انشیساوررقتری‬ ‫• اسدہمظناپرےاوررثناپرےںیماایتمزرکےکاورھجمسرکدرتسظفلتےکاسھتڑپھںیکس۔‬
‫• ےلمجںیمافلع‪،‬لعفاوروعفملیکاچہپنرکںیکس۔‬

‫‪31‬‬
 ‫دریساتکباکہحفص‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫لکریپی‬ ‫اہمریت‬
‫ربمن‬
‫• اےنپرھگاکاتپھکلںیکس۔‬
‫• رقتریںیمولمجںیکادایئ‪،‬تلفِّظ‪،‬روایناوربلوےجہلاکایخلرھکںیکس۔‬
‫• یسکوصتری‪،‬رظنموکدھکیرکاسیکیسکوصخمصرسرگیمایوصختیصرپردلمعاکااہظررکںیکس۔‬

‫‪32‬‬
 ‫اپوچناںنیہم‬

‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫نن‬
‫‪08‬‬ ‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابن ہحفصربمن‪ ۷۹‬ات ‪۸۵‬‬
‫ُا‬ ‫• اافلظنسرکاُر ُددےکرُحوف‪/‬اراکنیکآوازوںاورتلفِّظاکحیحصادراکرکںیکس۔‬ ‫آؤلمےکدرتخاگلںیئ۔‬ ‫قبسربمن‪۱۳‬‬

‫انشیساورروزّرمہزدنیگیک‬ ‫• اکیٹنمںیم‪۵۰‬ریثکاالامعتسلاافلظ ُدرتسرطےقیےسڑپھںیکس۔‬

‫اہمریت‬
‫• افلابیئرتبیتےساافلظوکدرجرکںیکس۔‬

‫• لعفیکااسقم(امیض‪،‬احل‪،‬لبقتسم)یکاچہپنرکےکاتبںیکس۔‬

‫• اےنپاوکسلاکاتپھکلںیکس۔‬

‫• ڑپیھ‪،‬ینساوردیھکییئگولعمامتاکیلمعزدنیگےسرطباقمئرکںیکس۔‬

‫• رھگ‪،‬اوکسلاورےلحمںیماامعتسلیکزیچوں(رفرچین‪،‬وپدے‪،‬ریبویندویارںییلجبےکوبمھکںوریغہ)اک‬

‫ایخلرھکںیکساوراتیمہایبنرکںیکس۔‬
‫نن‬
‫‪10‬‬ ‫ُا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابن ہحفصربمن‪۸۶‬ات‪۹۳‬‬ ‫• اکیظفلیکادتبایئآوازدبتلیوہےنرپےئناافلظوکدرتسرطےقیےسنساورانبںیکس۔‬ ‫افصیئاکرںیھکایخل‬ ‫قبسربمن‪۱۴‬‬

‫انشیس‪،‬روزّرمہزدنیگیک‬ ‫• وبلاچلںیمولمجںےکلسلسترکرموُبطرکےکینعماذخرکںیکساورواےعقایاہکینوکھجمسںیکس۔‬
‫اہمریتاوریقیلختاھکلیئ۔‬
‫• وقیمزابنںیماسدہاہکیننسرکیمیہفتوساالتےکوجاابتدےںیکس۔‬

‫‪33‬‬
‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬

‫• اکیےسدسکتیتنگاُر ُدددنہوسںاوروظفلںںیمھکلںیکس۔‬
‫ن‬
‫• رومزِاواقفںیمخپمہ‪،‬وساہیلاورہتکساکدرتساامعتسلرکںیکس۔‬

‫• امسیجرضورایتےکاطمقبرصتخمدہاایترحتریرکںیکس۔ًالثم‪ :‬وُکڑا َکڑٹکاہیںہنںیکنیھپوریغہ۔‬

‫• رگویہاکومںںیمومشتیلاایتخررکںیکساوروجمزہذہمداریوکرتہبادنازںیمااجنمدےںیکس۔‬
‫نن‬
‫‪06‬‬ ‫ہحفصربمن‪ ۹۴‬ات ‪۹۷‬‬ ‫ُا‬
‫ساوروبانل‬ ‫• اافلظیکادتبایئآوازدبتلیرکےک ُدرتسرطےقیےسےئناافلظانبںیکس۔‬ ‫اسریدایناانپرھگ۔مظن‬ ‫قبسربمن‪۱۵‬‬

‫• اہکیناکونعاندھکیرکآےنواےلوااعقتیکشیپوگیئرکںیکس۔‬

‫‪34‬‬
 ‫اٹھچنیہم‬

‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫‪08‬‬ ‫ہحفصربمن‪ ۹۸‬ات ‪۱۰۰‬‬ ‫ڑپانھ‪،‬انھکلاورزابنانشیس‬ ‫• اہکین‪،‬اکمےملاورڈراےموکھجمسرکڑپھںیکس۔‬ ‫اسریدایناانپرھگ۔مظن‬ ‫قبسربمن‪۱۵‬‬

‫• اسدہولمجںوکزامےنےکاحلظےسدبتلیرکںیکس۔‬

‫• ایگرہےسسیبکتیتنگاردودنہوسںاوروظفلںںیمھکلںیکس۔‬

‫‪02‬‬ ‫ہحفصربمن‪۱۰۱‬ات‪۱۰۲‬‬ ‫اجزئہ۔‪۳‬‬

‫نن‬
‫‪02‬‬ ‫ہحفصربمن‪۱۰۳‬ات‪۱۰۴‬‬ ‫ُا‬
‫ساوروبانل‬ ‫• رصتخماہکیننسرکاسےکاخصاکنتزابینانسںیکس۔‬ ‫العِّہماابقلرۃمحہللہیلع‬ ‫قبسربمن‪۱۶‬‬

‫• وقیمزابنںیماسدہاہکیننسرکیمیہفتوساالتےکوجاابتدےںیکس۔‬ ‫(انُسےنیکاہکین)‬

‫• وااعقت‪،‬اہکاینںایدہاایتنسرکاےنپردلمعاکزابینااہظررکںیکس۔‬

‫• وبلاچلںیمولمجںےکلسلستوکرموبطرکےکینعماذخرکںیکساورواےعقایاہکینوکھجمسرکاتبںیکس۔‬
‫نن‬
‫‪12‬‬ ‫ُا‬
‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکلاورزابن ہحفصربمن‪۱۰۵‬ات‪۱۱۱‬‬ ‫• نُسرکدہاایترپلمعرکںیکس۔‬ ‫ںیلیھکآھکنوچمیل‬ ‫قبسربمن‪۱۷‬‬
‫انشیس‬ ‫• نُسرکاسھتاسھتاہکینایابعرتدنلبآوازںیموبلںیکسایدرہاںیکس۔‬

‫• اافلظاوراسدہےلمجدرتسآوازاورظفلتےکاسھتادارکںیکس۔‬

‫• اسیکےسسیتکتیتنگاردودنہوسںاوروظفلںںیمھکلںیکس۔‬

‫• لعفارمویہنےکےلمجانبانھکیسںیکس۔‬

‫‪35‬‬
 ‫اسوتاںنیہم‬

‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫‪08‬‬ ‫ہحفصربمن‪۱۱۲‬ات‪۱۱۸‬‬ ‫اننس‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابنانشیساور‬ ‫• وااعقتایاہکاینںنسرکوصخمص َر ِدلمعاکزابینااہظررکںیکس۔‬ ‫دویتسوہوتاسی‬ ‫قبسربمن‪۱۸‬‬
‫• اےنپ درےج ےک اطمقب اسدہاہکین ڑپھ رک ( دنلب وخاین ‪ /‬اخومش اطمہعل ) وساالت ےک وجاابت روزّرمہزدنیگیکاہمریت۔‬

‫دےںیکس۔‬

‫• اافلظےکاضتمدانبںیکس۔‬

‫• اکیےسسیبکتدرتسدعدیرتبیتھکلںیکس۔‬

‫• رھگاوراوکسلںیمشیپآےنواےلوھچےٹوھچےٹاسملئاکلحابتتیچ‪/‬اافتقراےئےس‬
‫التشرکںیکس۔‬

‫• روزرمہاعمالمت(اوکسل‪،‬رھگ‪،‬ےلحم‪،‬لیھکےکدیمان)ںیمروداریاایتخررکںیکس۔‬

‫‪08‬‬ ‫ہحفصربمن‪ ۱۱۹‬ات‪۱۲۵‬‬ ‫اننس‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابنانشیساور‬ ‫• ارمویہنےکےلمجنسرکلمعرکںیکس۔‬ ‫حبصیکریس۔مظن‬ ‫قبسربمن‪۱۹‬‬

‫رقتری‬ ‫• ارمویہنےکےلمجادارکںیکس۔‬

‫• مظنوکڑپھرکوساالتےکوجاابتزابیندےںیکس۔‬

‫• افلابیئرتبیتےساافلظدرجرکںیکس۔‬

‫• یفنمےلمجانبانھکیسںیکس۔‬

‫‪36‬‬
‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫• اکیےسسیبکتدرتسدعدیرتبیتھکلںیکس۔‬

‫• اےنپرھگ‪،‬اوکسلاوراموحلےکابرےںیممکازمکاچرےساپچنےلمجوبلںیکس۔‬
‫نن‬
‫‪08‬‬ ‫ہحفصربمن‪۱۲۶‬ات‪۱۳۲‬‬ ‫ُا‬
‫س‪،‬وبانلاورزابنانشیس‬ ‫• ًاتبسنوطلیتفگوگنسرکابیمہرطبوکھجمسںیکس۔‬ ‫اکیوساریڑبی‬ ‫قبسربمن‪۲۰‬‬

‫• وصترییاہکینرپوگتفگرکںیکس۔‬ ‫ایپری‬

‫• اامےلوکرحوف)ےن‪،‬وک‪،‬ںیم(ےکوحاےلےسھجمسںیکس۔‬

‫‪37‬‬
 ‫آوھٹاںنیہم‬

‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬

‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫‪06‬‬ ‫ہحفصربمن‪۱۳۳‬‬ ‫• ومعقیکانمتبسےسرکشت‪،‬تینہت)ابمرکابدی(‪،‬ااسکنراوراتفس)اوسفسرکان(ےکاملکت ڑپانھ‪،‬اورزابنانشیس‬ ‫قبسربمن‪ ۲۰‬اکیوساریڑبیایپری‬
‫وکادارکںیکس۔‬

‫• اتکب‪،‬ڈنلیکر‪،‬دجول‪،‬رلیاگڑیاورسبوریغہںیمےھکلوہےئاسدےاغیپامت‪/‬دہاایت‪/‬‬
‫ااہتشراتڑپھاورھجمسںیکس۔‬
‫نن‬
‫‪02‬‬ ‫ہحفصربمن‪۱۳۴‬ات‪۱۳۵‬‬ ‫ُا‬
‫س‪،‬وبانل‬ ‫• رصتخماہکیننسرکاسےکاخصاکنتزابینانسںیکس۔‬ ‫ولچالیمدیھکی‬ ‫قبسربمن‪۲۱‬‬

‫• وقیمزابنںیماسدہاہکیننسرکیمیہفتوساالتےکوجاابتدےںیکس۔‬ ‫(انُسےنیکاہکین)‬

‫• وااعقت‪،‬اہکاینںایدہاایتنسرکاےنپردلمعاکزابینااہظررکںیکس۔‬

‫• وبلاچلںیمولمجںےکلسلستوکرموبطرکےکینعماذخرکںیکساورواےعقایاہکینوکھجمسرکاتبںیکس۔‬

‫نن‬
‫‪10‬‬ ‫ہحفصربمن‪۱۳۶‬ات‪۱۴۲‬‬ ‫س‪،‬وبانل‪،‬ڑپانھ‪،‬انھکل‪،‬زابنانشیس‪،‬‬
‫ُا‬ ‫• مہآوازاافلظیکدرتساشنندیہرکںیکس۔‬ ‫وٹٹوٹبٹیکومرٹاکر‬ ‫قبسربمن‪۲۲‬‬
‫روزرمہزدنیگیکاہمریتاور‬ ‫• وااعقت‪،‬اہکاینںایدہاایتنسرکاےنپردلمعاکزابینااہظررکںیکس۔‬
‫ااسحتسناوردیقنت‬

‫• ذراوطلیتفگوگایابتنسرکاوراسےکابیمہرطبوکھجمسرکاےنپذایتر ِدلمعاکااہظررکںیکس۔‬

‫‪36‬‬
‫دریساتکباکہحفصربمن لکریپی‬ ‫اہمریت‬ ‫ِ‬
‫احالصتّلعت‬ ‫ونعان‬ ‫قبسربمن‬
‫• مظنورثنوکڑپھرکوساالتےکزابینوجاابتدےںیکس۔‬

‫• وادحےسعمجاورعمجےسوادحانبںیکس۔‬

‫• ذراعئاالبغںیموچبںےکرپورگاموریغہدھکیںیکساورذایتدنسپایاندنسپاکااہظررکںیکس۔‬

‫• تفگوگُ ےکآداباکایخلرےتھکوہےئروزرمہاردووبلاچلںیمہصحےلںیکس۔‬

‫• اسنئوبرڈ‪،‬رٹکفیےکااشرےاوردہاایتوریغہڑپھرکلمعرکںیکس۔‬

‫• وفیطلںےسوظحمظوہںیکساورایلیہپںوبھجںیکس۔‬

‫‪02‬‬ ‫ہحفصربمن‪۱۴۳‬ات‪۱۴۴‬‬ ‫اجزئہ۔‪۴‬‬

‫‪04‬‬ ‫امتمّوصتراتیک ُدرہایئ‬ ‫ومعیماجزئہ‬

‫‪37‬‬