Term 1 Math Term 2

Class 8
Proportion
Numbers
Squa
re & Cube Roots Algebra Ratio &
I can identify types of real numbers (natural, I can identify arithmetic and geometric I can solve problems involving simple,
I can find square and cube roots of integers, sequences and find patterns.
whole, integers, rational, irrational, even, direct, inverse, and compound
decimals, and fractions using prime I can add and subtract polynomials, and
odd, prime, composite). proportions using equations and
factorization.
I can classify decimals as terminating, apply the algebraic identities: graphs.
I can solve real-life problems involving
recurring, or non-recurring and represent I can apply ratios to real-life situations,
squares, cubes, and their roots.
real numbers on a number line. such as sharing in a partnership.
I can find the absolute value of any real
number.
ctors, Multiples & Standard Form I can expand and factorize linear and
I can understand and count significant Fa quadratic expressions (using mid-term
figures and round numbers to a given breaking).
Probability
number of significant figures. I can use HCF and LCM to solve real-life I can calculate probabilities of single and
I can solve and represent simple inequalities
problems. combined events using:
and solve simultaneous equations using
I can understand and use standard Possibility diagrams (2-component events)
substitution and elimination methods. Tree diagrams (3-component events)
form/scientific notation in calculations and
perations & Estimatio
I can apply algebra in real-life word problems. I can solve probability word problems in real-
ur O n real-life contexts.
Fo life contexts.

I can apply number properties

Statistics dinate Geometry Sets
(closure, associative, identity, inverse,
Coor
commutative, distributive, order) to I can differentiate between discrete vs. I can represent sets using descriptive,
I can understand and identify gradients
solve problems with real numbers. continuous and grouped vs. ungrouped data. tabular and set-builder notations.
and y-intercepts of straight lines from
I can solve expressions using the I can construct and interpret histograms and I can identify and work with universal
equations or graphs.
correct order of operations frequency polygons (with unequal or equal sets, subsets and operations (union,
I can draw linear graphs using given
(BODMAS) and apply these in intervals). intersection) involving up to three
tables or equations and extract values
problem-solving. sets.
I can justify the choice of graphs for presenting from them.
I can apply commutative and
data.
associative laws of set operations

actions, Decimals & Percentage using Venn diagrams.

Fr s
Geometry olume & Surface Area
I can solve problems involving conversions between
V
fractions, decimals, and percentages.
I can calculate arc length, area of sectors IMPORTANT NOTE
I can calculate and solve problems involving profit/loss, and area of rings. I can identify different types of THE SYLLABUS FOR EOYE INCLUDES
discount, marked price, simple interest and real-life I can use Pythagoras Theorem to solve pyramids and cones. ALL TOPICS COVERED DURING THE
applications of percentages. basic problems involving right-angled I can calculate volume and surface 2ND TERM. THIS DOCUMENT ONLY
I can convert Pakistani currency to well-known triangles. area of pyramids, cones and spheres.
international currencies and vice versa
PROVIDES A SUMMARY OF TOPICS
I can construct various types of I can find missing dimensions when
I can solve problems related to Islamic system of AND LEARNING OUTCOMES. FOR
quadrilaterals using a ruler, protractor other information is given.
Inheritance FURTHER DETAILS, PLEASE REFER TO
and/or compass.
THE CLASS NOTES.
 Science
Class 8

SCIENTIFIC ENQUIRY - THINKING & WORKING SCIENTIFICALLY

STUDENTS WILL PRACTICE THESE SKILLS THROUGHOUT THE YEAR ACROSS TOPICS.

Models & Representations Purpose & Planning

I CAN EXPLAIN HOW MODELS ARE BASED ON EVIDENCE AND MAY
I CAN WRITE A TESTABLE HYPOTHESIS.
CHANGE.
I CAN EXPLAIN HOW UNEXPECTED RESULTS IMPROVE
I CAN DESCRIBE AND EVALUATE SCIENTIFIC MODELS AND
UNDERSTANDING.
ANALOGIES.
I CAN MAKE PREDICTIONS USING SCIENTIFIC KNOWLEDGE.
I CAN USE SYMBOLS AND FORMULAE TO SHOW SCIENTIFIC IDEAS.
I CAN PLAN SUITABLE INVESTIGATIONS TO TEST IDEAS.
I CAN ASSESS AND MANAGE RISKS IN PRACTICAL WORK.

Analysis, Evaluation & Carrying Out Scientific Enquiry

Conclusions I CAN CLASSIFY AND GROUP USING TESTS, OBSERVATIONS, AND
I CAN JUDGE HOW WELL THE EVIDENCE SUPPORTS MY KEYS.
PREDICTION. I CAN CHOOSE AND USE THE RIGHT EQUIPMENT.
I CAN SPOT PATTERNS AND EXPLAIN UNUSUAL RESULTS. I CAN INCREASE DATA RELIABILITY WITH MORE TESTS OR
I CAN DRAW AND EVALUATE CONCLUSIONS FROM REPEATS.
DATA. I CAN TAKE ACCURATE AND PRECISE MEASUREMENTS.
I CAN SUGGEST IMPROVEMENTS TO INVESTIGATIONS. I CAN WORK SAFELY USING RISK ASSESSMENTS.
I CAN PRESENT, INTERPRET, AND EXTEND DATA I CAN CHOOSE BETWEEN FIRST-HAND AND SECONDARY DATA.
PATTERNS. I CAN COLLECT AND RECORD DATA CLEARLY AND EFFECTIVELY
 Term 1 Science Term 2
Class 8
enetics and Biotechnology Energy
G
Water and Life Density I can describe the difference
I can explain that living things pass traits to between heat and temperature.
I can describe how water and
their offspring. I can explain how density depends on mass I can explain that energy cannot
minerals move from roots to leaves.
I can describe how individuals of the same and volume. be created or destroyed.
I can explain the role of root hair
I can calculate and compare the density of I can describe how heat moves
species can be different. cells, xylem, and transpiration
solids, liquids, and gases. from hot to cold areas.
I can explain the theory of natural selection process. I can explain conduction,
and how traits change. I can use density to explain why objects float
I can explain why plants need convection, and radiation.
I can explain that genes, made of DNA, are or sink in water.
minerals. I can describe how evaporation
found on chromosomes. I can describe the parts and causes cooling.
I can use models to show how traits pass function of the human renal
from parents to offspring.
nt
Displaceme Reactions
system.
I can define biotechnology and give Electrical Circuits
examples. & Common Salts I can describe how current flows
I can write word and symbol equations for
in parallel circuits.
displacement reactions.
I can measure current and
iodic Table
Photosynthesis The Per I can use reactivity to predict displacement
voltage in circuits.
reactions.
I can explain how the structure of the I can calculate resistance.
I can explain that I can describe how to make salts from
periodic table relates to atoms. I can explain how resistance
photosynthesis happens in metals or carbonates with acids.
I can research scientists who helped affects current.
chloroplasts using sunlight. I can describe how to purify salts using
create the periodic table. I can draw and compare circuits
I can describe the process of I can identify patterns in groups and filtration, evaporation, and crystallization.
using standard symbols.
photosynthesis using a simple periods of the periodic table. I can explain that mass and energy are
word equation. I can use the periodic table to predict conserved in reactions.
an element’s structure and I can describe how metals react with acids.
properties.

s and Structures Nervous System

Bond
I can identify the main parts and functions of the nervous
I can explain how atoms form molecules by sharing electrons. system.
I can describe covalent bonds using shared electron pairs. I can name the forebrain, midbrain, and hindbrain and their
I can explain what ions are and how they form. functions.
I can describe how ionic bonds form between positive and I can describe the structure of the cerebrum and what it
negative ions. controls.
I can explain how structure of a substance affects physical I can explain how the brain and sensory organs work together.
properties.
 ‫ُسننا‬ ‫لک‬ ‫ُسننا‬
‫س‬
‫• می ں مب احث وں اور مشث رک ہ م شا ی ل کے ج ل می ں ح صہ لے س کب ا ‪ /‬کت ی ہ وں۔‬ ‫ھنا‬ ‫سم‬ ‫ک‬
‫میں گروہی مباحثوں میں حصہ لے سکبا‪/‬سکتی ہوں تاکہ سی موضوع کی گہری جھ نبدا ہو۔‬
‫منظ ت‬ ‫ض‬
‫م جز پر یں اور کلبدی نکات پر‬ ‫• میں وا ح اور‬
‫•‬
‫می ں مب ا حئے کے دوراں دوسروں کے تف طہ تظ ز پ ر غ ور ک ر کے ا نت ی ا راء بہث ر نب ا‬ ‫ی‬ ‫م‬
‫مست‬ ‫میں ختلف درائع سے یش کی گتی معلومات کا موار نہ کر سکبا‪/‬سکتی ہوں۔‬
‫•‬
‫س‬
‫س‬
‫س کب ا ‪ /‬کت ی ہ وں۔‬ ‫مل جلاصے لکھ سکبا‪ /‬کتی ہوں۔‬
‫•‬
‫تح‬
‫س‬ ‫میں دوسروں کی رانے تا موقف سں کر‪ ،‬شوالات بوچھ کر اور فثق سے اس کی تصد بق تا پرد تد کر سکبا‪/‬سکتی ہوں۔‬
‫س‬ ‫ت‬ ‫یی‬
‫می ں لت ی مب د ت ا ش کش وں ک ا مف صد اور اں کے اپ رات ک ا جز ن ہ ک ر س کب ا ‪ /‬کت ی ہ وں۔‬
‫م‬ ‫• میں ا یسے مصامیں لکھ سکبا‪ /‬کتی ہوں جو معلوماتی‬
‫•‬
‫م‬
‫‪URDU‬‬

‫ت‬ ‫ی‬
‫منظ‬ ‫میں ختلف مبد تا کے در تعے یش کئے گئے نیعام کا جز نہ کر سکبا‪/‬سکتی ہوں اور نیعام کو موپر نبانے والے عباضر کی سباحت کر سکبا‪/‬سکتی ہوں۔‬
‫•‬
‫ت‬
‫می ں مق زر ک ی ر ت اں ‪ ،‬ش واہ د اور د غ وو ں ک ا جز ن ہ ک ر کے مصث وظ اور ک مز ور دل ا ی ل می ں ف رق‬ ‫مو‬ ‫ر بور یش اور خثروں کی شکل میں ہوں اور‬
‫•‬
‫م‬
‫میں ختلف اراء اور حبالات کا موار نہ کر کے ا نئے تفطہ تظز کو وشعت دے سکبا‪/‬سکتی ہوں۔‬
‫•‬
‫س‬
‫ک ر س کب ا ‪ /‬کت ی ہ وں۔‬ ‫معلوماتی ہوں۔‬
‫•‬
‫فی‬ ‫گ‬ ‫تظ‬
‫س‬ ‫خ‬ ‫ت‬ ‫ت‬ ‫ل‬ ‫میں کہاتی ‪ ،‬م‪ ،‬واقعہ‪ ،‬تقز پر‪ ،‬اعلاں‪ ،‬حطبہ‪ ،‬فبگو‪ ،‬خثر‪ ،‬درامہ‪ ،‬ہدا یب اور جز سں کر شوالات کے جواتات دے سکبا‪/‬سکتی ہوں۔‬
‫م‬ ‫س‬ ‫ت‬ ‫م‬
‫می ں ر ت ات ی ت ا لت ی مبد ت ا د رائ ع سے م عل وم ات ک ا جز ن ہ ک ر س کب ا‪ /‬کت ی ہ وں‪ ،‬خن صر ب وی ش‬ ‫• میں د خست نبا نبہ جز پر یں لثق کر سکبا‪ /‬کتی ہوں‬
‫•‬
‫گ‬ ‫تظ‬ ‫س‬ ‫م‬
‫ک‬ ‫لخ‬ ‫ختلف معی درائع اتلاع کی مدد سے کہاتی ‪ ،‬م‪ ،‬واقعہ‪ ،‬تقز پر تا فبگو سں کر جواتات دے سکبا‪/‬سکتی ہوں۔‬
‫•‬
‫ی‬
‫ل یئے ہ ون ے اور س ام عیں و مف صد کے ت ارے می ں درست ی یج ہ اج د ک رن ے ہ ون ے۔‬ ‫حں میں تلات مصثوظ اور قاری کی د ستی پرفرار ر ھئے‬ ‫•‬

‫والا ہو۔‬ ‫بولنا‬

‫پڑھنا‬ ‫بولنا‬ ‫ادب‬
‫س‬
‫ک ب تظ‬ ‫میں طو یل مباحثوں میں حصہ لے سکبا‪ /‬کتی ہوں تاکہ شواہد کی مدد سے نئے حبالات در تافت کئے جا سکیں۔‬
‫ت‬ ‫لہ‬ ‫ن‬ ‫م‬ ‫• میں سی ھی م کو پرھ کر اس کے اشعار کی ساعز اور د تگر جوالوں‬
‫• میں الفاظ کے ا تخات‪ ،‬جے اور ساحت کا جز نہ کر کے غثر افشابوی اور‬ ‫• میں نطقی دلا یل اور مبا حئے میں حصہ لے‬
‫•‬
‫س‬ ‫م‬
‫ت‬ ‫میں ا نتی تات کرنے کا اتدار اور ر تاں ختلف سامعیں کے مطابق تدل سکبا‪ /‬کتی ہوں۔‬
‫س‬ ‫سم‬ ‫م‬ ‫ت‬ ‫س‬ ‫کے سابھ یشر ح کر سکبا‪/‬سکتی ہوں۔‬
‫افشابوی جز پر میں عتی اور ماجول پر اس کے اپرات جھ سکبا‪ /‬کتی‬ ‫سکبا‪ /‬کتی ہوں اور ا نتی اراء کو شواہد‪ ،‬منطق‬
‫•‬
‫س‬ ‫ی‬ ‫منظ‬ ‫ض‬ ‫ت‬
‫م‬ ‫تفص‬
‫• میں سی ھی نثر تارے میں موضوعات سباحت کرتا اور بلی‬
‫ک ب‬ ‫م اتدار میں یش کر سکبا‪ /‬کتی ہوں۔‬ ‫میں داتی رانے تا جز تات وا ح اور‬
‫اور ختلف تفطہ تظز سے تقو یب دے‬
‫•‬
‫ہوں۔‬ ‫منظ‬ ‫چ‬ ‫س‬ ‫ی‬ ‫تفص‬
‫ت‬ ‫سل‬
‫وضاحت کر سکبا‪/‬سکتی ہوں ( یش نگاری حوالہ میں)‬ ‫م ہوں اور سامعیں کے لئے موروں‬ ‫میں بلی کہا نباں تا وضاحتیں اس اتدار میں یش کر سکبا‪ /‬کتی ہوں کہ وہ ا ھی طزح‬
‫م‬ ‫ہ‬ ‫س‬
‫• میں کہاتی کے چھ ا م عباضر (تلات‪ ،‬نظز‪ ،‬کردار) کی سباحت اور‬ ‫سکبا‪ /‬کتی ہوں۔‬
‫•‬
‫ت‬ ‫ت‬
‫• میں پرھی ہوتی کہاتی کے کردار کا جز پری جز نہ کر سکبا‪/‬سکتی ہوں (‬ ‫ہوں۔‬
‫س‬ ‫ض‬ ‫معی ک لئ منظ‬
‫وضاحت کر سکبا‪ /‬کتی ہوں۔‬ ‫م‪ ،‬وا ح اور بوخہ‬ ‫• میں سا ں ے ے‬ ‫س‬ ‫ی‬
‫م‬ ‫کردار نگاری)‬ ‫• میں دراماتی اتدار میں مکا لمے تا واقعات یش کر سکبا‪ /‬کتی ہوں تاکہ کردار کی حصوصبات اور جد تات ظاہر ہوں۔‬
‫تظ‬ ‫س‬ ‫ییش‬
‫• میں ختلف اصباف ( م‪ ،‬نثر‪ ،‬افشابوی‪ ،‬غثر افشابوی) میں موضوعات‬ ‫مرکور کش کر سکبا‪ /‬کتی ہوں‪ ،‬حش میں‬ ‫م‬ ‫س‬
‫ت‬ ‫مص‬
‫• میں ختلف یفیں کی جز پروں‪ ،‬ادت تاروں کو پرھ کر اں کا مرکری‬ ‫• میں ا یسے شوالات بوچھ سکبا‪ /‬کتی ہوں جو شوح کو مر تد گہرا کر یں۔‬
‫س‬ ‫س‬
‫اور حبالات کے اظہار کا موار نہ کر سکبا‪ /‬کتی ہوں۔‬ ‫درست الفاظ اور دخثرہ الفاظ کا ا یعمال ہو۔‬ ‫سم‬ ‫گ‬ ‫ک ب‬
‫م‬ ‫م‬ ‫حبال اجد کرکےاور مفصد جھ سکبا‪/‬سکتی ہوں (مرکری حبال)‬ ‫• میں سی ھی موضوع پر تصو پر د تکھ کر‪ ،‬وسیع جوالوں کے سابھ اعتماد اور درست لب و لہجہ کے سابھ شفاف فبگو کر‬
‫ض‬ ‫س‬
‫• میں ختلف درائع سے معلومات تلاس کر کےاور جلاصہ کر کے شواہد کی‬ ‫• میں ختلف مبد تا عباضر کو ا یعمال اور م کر‬ ‫ک ب‬ ‫س‬
‫• میں سی ھی نثر تارے میں موضوعات سباحت کرکے ‪ ،‬اس کا جلاصہ‬ ‫سکبا‪ /‬کتی ہوں۔‬
‫س‬ ‫یی پ منظ‬ ‫س‬
‫م کر سکبا‪ /‬کتی ہوں۔‬ ‫باد ر‬ ‫کے ا نئے نیعام کو موپر نبا سکبا‪ /‬کتی ہوں۔‬
‫نباں کر سکبا‪/‬سکتی ہوں ( جلاصہ نگاری)‬ ‫س‬ ‫س‬
‫• میں مباست اور معباری الفاظ میں اظہ ِار رانے کر سکبا‪ /‬کتی ہوں اور ا نئے تاپرات نباں کر سکبا‪ /‬کتی ہوں۔‬
‫ک‬ ‫ت‬ ‫ت‬‫ن‬ ‫ک‬ ‫م‬ ‫ک ب شخ‬
‫• میں صیف کی ساحت‪ ،‬تفطہ تظز اور ر تاں ے ا خات کا جز نہ ر‬ ‫• میں شوالات‪ ،‬اد تی اسالیت اور موروں ر تاں‬ ‫تفص‬
‫• میں سی ھی صیت کے اوضاف پر بل سے روستی دال‬ ‫س‬ ‫ت‬
‫• میں ا نئے مشاہدہ کو ضروری فصبلات سامل کرنے ہونے پر نیت سے اور موپر اتدار میں نباں کر سکبا‪ /‬کتی ہوں۔‬
‫س‬ ‫س‬ ‫ش‬
‫سکبا‪ /‬کتی ہوں ۔‬ ‫کا ا یعمال کر کے سامعیں پر اپر دال‬ ‫ت‬
‫سکبا‪/‬سکتی ہوں ( خصی جاکہ نگاری ‪ ،‬شوا ح نگاری)‬ ‫س‬ ‫ک ب تظ‬
‫• میں سی ھی م اور نثر تارے کو در ست تلفظ‪ ،‬اہبگ‪ ،‬حزکات و سکبات کے سابھ نباں کر سکبا‪ /‬کتی ہوں۔‬
‫ض‬ ‫س‬ ‫ت‬ ‫نی ت‬ ‫س‬
‫• میں ختدہ جز پروں کا نیفبدی جز نہ کر سکبا‪ /‬کتی ہوں‪ ،‬وا ح اور بوسبدہ‬ ‫سکبا‪ /‬کتی ہوں۔‬
‫س‬
‫حبالات کی سباحت کر کے شواہد سے اں کی تا نبد کر سکبا‪ /‬کتی ہوں۔‬ ‫پڑھنا‬
‫لک‬
‫ھنا‬ ‫میں اعل ٰی درجے کے شوالات بوچھ کر اں کے جواتات‬
‫ادب‬
‫•‬
‫سم‬ ‫م ست‬ ‫ض‬ ‫سم‬ ‫س‬
‫س‬ ‫ت‬
‫ب تام ) پر مل ققزات پرھبا‪ ،‬جھبااور ا نتی جز پر میں ا یعمال کر‬ ‫مک‬ ‫می می ک ج ل س م ک‬ ‫• میں دلا یل اور اد تی نیفبد کے در تعے ا نتی رانے وا ح طور پر ظاہر کر سکبا‪/‬سکتی ہوں۔‬ ‫دے سکبا‪ /‬کتی ہوں تاکہ میں کو بہثر جھا جا سکے۔‬
‫• ں ں ے وا ے ے ر بات ( ر ِ‬
‫م‬ ‫ج‬ ‫س‬
‫ک ب تظ‬
‫• میں سی ھی م کو پرھ کر اس کے اشعار کی ساعز اور د تگر جوالوں‬ ‫سکبا‪/‬سکتی ہوں۔‬ ‫• میں وضاحتی ملوں اور مباست حز نبات کے سابھ نظز‪ ،‬کردار اور تلات کی وضاحت کر‬ ‫میں ’ک‘ والے شوالات کا ا یعمال کرنے ہونے میں کو‬ ‫•‬
‫م‬
‫سکبا‪/‬سکتی ہوں۔‬ ‫س‬ ‫سم‬
‫جھ سکبا‪ /‬کتی ہوں اور اس کے تارے میں رانے‬
‫ی‬ ‫س‬
‫س‬ ‫ت‬
‫کے سابھ یشر ح کر سکبا‪ /‬کتی ہوں۔‬ ‫میں ختلف بوعیت کی عبارات میں منصاد کے درست ا یعمال کی یش رفت کر سکبا‪/‬سکتی ہوں۔‬
‫تخل‬
‫•‬
‫تظ‬
‫تفص‬ ‫ک ب‬ ‫ب‬ ‫س‬
‫میں عبارت میں ا م ِ ضمثر اور اس کی افشام کی ہخاں سکبا‪/‬سکتی ہوں۔‬ ‫• میں یقی اتدار میں کہا نباں‪ ،‬مکا لمے اور میں لکھ سکبا‪/‬سکتی ہوں۔‬ ‫س‬
‫دے سکبا‪ /‬کتی ہوں۔‬
‫• میں سی ھی نثر تارے میں موضوعات سباحت کرتا اور بلی‬
‫•‬

‫ت‬ ‫سل‬ ‫س‬

‫ج‬
‫میں علظ ققزات کی درستی ( ملے کی ساحت ‪ ،‬نباوت ‪ ،‬املا اور تدکثر و تا نیت کے لخاظ سے) سکبا‪/‬سکتی ہوں۔‬ ‫• میں کہاتی کا اعار‪ ،‬درمباں اور اجیبام اس طزح لکھ سکبا‪/‬سکتی ہوں کہ تلات مصثوظ اور‬ ‫س‬ ‫ب‬
‫میں میں کے مرکری حبال کو ہخاں سکبا‪ /‬کتی ہوں اور‬
‫وضاحت کر سکبا‪ /‬کتی ہوں ( یش نگاری حوالہ میں)‬ ‫ل‬
‫•‬
‫سم‬
‫•‬
‫ک‬ ‫م‬
‫س‬ ‫ت‬ ‫ت‬
‫س‬ ‫م‬
‫میں رمانے ‪ ،‬عتی اور قاعل کے لخاظ سے قعل کی افشام اور اں کے ا یعمال کی جھ رکھبا‪/‬ر ھتی ہوں۔‬ ‫د خست ہو۔‬ ‫ت‬ ‫ت‬
‫ختلف افشام کی جز پروں میں اس کا جز نہ شواہد کے‬
‫• میں پرھی ہوتی کہاتی کے کردار کا جز پری جز نہ کر سکبا‪ /‬کتی ہوں‬
‫•‬
‫س‬
‫س‬ ‫ت‬ ‫م‬ ‫س ج ب‬
‫میں عبارت میں ا م مع ہخاں کراور جھ کر ا نتی جز پر میں ا یعمال کر سکبا‪/‬سکتی ہوں۔‬ ‫• میں مصثوظ اجیبامبہ اور مر بوظ نثراگراف لکھ سکبا‪/‬سکتی ہوں جو قار ییں پر گہرا اپر دالیں۔‬ ‫س‬
‫( کردار نگاری)‬
‫•‬ ‫سابھ کر سکبا‪ /‬کتی ہوں۔‬
‫ک‬ ‫سم‬ ‫ی‬ ‫س‬ ‫ت‬ ‫م‬‫س‬
‫م‬ ‫س‬ ‫ب‬
‫میں لا حقے کی ہخاں اور اس تات کی جھ رکھبا‪/‬ر ھتی ہوتکہ اں کے ا یعمال سے عتی تدل جا نے ہیں ۔‬ ‫• میں جز پر میں ضفت کے درجات کے ا یعمال کی یش رفت کر سکبا‪/‬سکتی ہوں۔‬ ‫ج‬ ‫م‬
‫ت‬ ‫مص‬ ‫م‬
‫• میں ختلف یفیں کی جز پروں‪ ،‬ادت تاروں کو پرھ کر اں کا مرکری‬ ‫میں بوسبدہ عتی اور مصیف کے تفطہ تظز کو ھئے کے‬
‫•‬
‫(ضفت ِ داتی کے درجات)‬
‫•‬
‫میں لاحقوں کی مدد سے نئے الفاظ نبا سکبا‪/‬سکتی ہوں۔‬ ‫ج‬ ‫م‬
‫س‬ ‫سم‬
‫حبال اجد کرکےاور مفصد جھ سکبا‪ /‬کتی ہوں (مرکری حبال)‬ ‫ج‬ ‫سم‬ ‫لئے ختلف لشاتی طز تقوں ( یسے جد تاتی ر تاں‪ ،‬تکرار‪،‬‬
‫ک‬ ‫ج‬
‫س‬ ‫ج‬
‫• میں مفہوم پرفرار ر ھئے ہونے عبارت تا ملوں میں مثرا دقات ا یعمال کرنے ہونے نبد تلی کر سکبا‪/‬سکتی‬ ‫ھئے ہونے ابہیں ملوں تا عبارت میں‬‫• میں مخاورات اور ضرت الامبال کا فرق‬ ‫س‬ ‫ت‬ ‫س‬ ‫ع ج‬
‫ک ب‬
‫• میں سی ھی نثر تارے میں موضوعات سباحت کرکے ‪ ،‬اس کا‬ ‫س‬
‫پر یتی ملے) کے ا یعمال کا جز نہ کر سکبا‪ /‬کتی ہوں۔‬
‫ہوں۔‬ ‫ا یعمال کر سکبا‪/‬سکتی ہوں۔‬ ‫تفہی‬ ‫س‬
‫س‬
‫جلاصہ نباں کر سکبا‪ /‬کتی ہوں ( جلاصہ نگاری)‬ ‫م‬ ‫م‬ ‫س‬ ‫میں میں سے جوات اجد کر سکبا‪ /‬کتی ہوں۔ ( م )‬
‫م‬ ‫س‬ ‫ت‬
‫• میں جز پر کو ختلف مفاضد کے لئے ا یعمال کر سکبا‪/‬سکتی ہوں۔ ( نظز نگاری‪ ،‬مکالمہ نگاری‪ ،‬حطوظ‬
‫ی‬ ‫س‬
‫زوف فخا نبہ کے درست ا یعمال کی جھ کی یش رفت کر سکبا‪/‬سکتی‬‫• میں جملوں میں ح‬
‫•‬
‫ِ‬
‫تفص‬ ‫ک ب شخ‬
‫• میں سی ھی صیت کے اوضاف پر بل سے روستی دال‬ ‫ی‬ ‫مض‬ ‫س‬ ‫س‬ ‫ی‬ ‫ہوں۔‬
‫بو سی(ر می و غثر ر می ) ‪ ،‬موں بو سی)‬
‫ت‬ ‫ش‬ ‫س‬
‫سکبا‪ /‬کتی ہوں ( خصی جاکہ نگاری ‪ ،‬شوا ح نگاری)‬

‫‪CLASS 8‬‬
term 1
English - Class 8 Writing
1.I can write directed pieces (e.g.,
letters/reports) and clear
Listening Speaking Reading summaries that capture key ideas.
2.I can create strong argumentative
1.I can participate in discussions and 1.I can deliver reasoned oral arguments 1.I can analyze how word choice, tone, and
and persuasive texts using logical
collaborative problem-solving. and debates, using evidence, logic, and structure influence meaning and mood in fiction,
reasoning, evidence, and
2.I can evaluate and build on others’ multiple perspectives to support my non-fiction, and poetry.
appropriate tone.
perspectives during discussions. ideas. 2.I can identify and evaluate the six elements of
3.I can write newspaper articles and
3.I can assess the credibility, purpose, 2.I can present well-organised, audience- stories (e.g., plot/setting/characters).
factual reports that are well-
and impact of multimodal focused presentations with clarity, 3.I can compare how themes and ideas are
organized and informative.
presentations. fluency, and effective pacing, using expressed in different forms (prose, poetry, fiction,
4.I can produce descriptive and
4.I can evaluate a speaker’s logic, precise vocabulary and rhetorical non fiction).
creative writing (e.g., science
evidence, and claims, distinguishing techniques. 4.I can interpret and evaluate poetic devices (e.g.,
fiction/allegory) with vivid
between strong and weak arguments. 3.I can evaluate and integrate multimedia symbolism/imagery/simile) and explain their
imagery and thoughtful structure
5.I can analyse and synthesise elements to enhance my message and impact.
(e.g., framed narratives/non-linear
information from spoken or impact. 5.I can skim, scan, and synthesize information
timelines).
multimedia sources, taking concise 4.I can use rhetorical questions, figurative across texts to create clear summaries and
5.I can write and perform different
notes and drawing nuanced language, and appropriate register to inferences supported by evidence.
types of poetry (e.g., sonnets/
inferences about intent and audience. engage and influence different 6.I can evaluate how an author’s structure,
odes) using rhythm, imagery, and
audiences. perspective, and language choices shape the
figurative language effectively.
5.I can perform dramatic pieces or layered reader’s understanding.
6.I can craft engaging narratives and
Literature poetry, using voice, gesture, rhythm, and
mood to convey deeper meaning and
7.I can analyze complex texts critically, identifying
both explicit and implied ideas with supporting
dialogues that reveal character,
develop plot, and hold the reader’s
themes. details.
1. I can read Anne of Green Gables by interest.
L.M. Montgomery (Chapters 1 - 18)
2. I can read Brother in the Land
adapted by Standerline (Act 1 & 2)
anguage Mechanics
3. I can read An Anthology of English L
Poetry: The Tiger by William Blake,
The Eagle (Fragment) Alfred Lord 1.I can use prefixes (e.g., re-, non-, dis-) and suffixes (e.g., -able, -ous) to form new words.
Tenyson and The Road Not Taken by 2.I can correctly use all parts of speech: nouns (e.g., singular, plural, irregular), verbs (e.g., regular/irregular, transitives), adjectives (e.g.,
Robert Frost. descriptive/comparative), adverbs (e.g., manner/time), determiners (e.g., articles/quantifiers), prepositions (e.g., time/place), and gerunds (verb
4. I can critically read different texts + ing as a noun).
from Oxford International Lower 3.I can use all types of modal verbs to show degrees of certainty and possibility amongst other things.
Secondary - Book 3. 4.I can use pronouns (e.g., personal, possessive, reflexive) and ensure they agree with the nouns they replace.
5.I can construct clear sentences using simple, compound, complex, and compound-complex structures.
6.I can use different sentence types (e.g., imperative) correctly.
7.I can apply figurative language and poetic devices, including similes, metaphors, personification, imagery, alliteration, and onomatopoeia.
8.I can identify and use advanced techniques like hyperbole, irony, and pathetic fallacy to enhance meaning.
 term 2
English - Class 8 Writing
Listening 1.I can directed texts (e.g., CVs,
application letters, proposals,
1.I can participate and maintain
focus in group discussions. Speaking Reading abstracts for real-world purposes.
2.I can construct various types of
2.I can compare and combine
1.I can participate in long 1.I can analyse the impact of a specific word choice and text texts with coherence and logic (e.g.,
information presented in various
discussions to develop ideas and structure on meaning and how it may change across genre persuasive/ argumentative/
forms.
explore concepts using evidence. type. informative).
3.I can ask and answer in-depth
2.I can adjust how I speak and my 2.I can ask and answer higher-order questions and mark 3.I can write descriptive compositions
questions with evidence.
language style to fit different important information in the text. using comparisons, contrasts, and
4.I can identify bias or different
settings. 3.I can use WH-words to respond to questions regarding the vivid sensory details.
perspectives and then compare.
3.I can present oral evaluations or meaning of a text. 4.I can develop complex narratives
5.I can analyze a speaker's ideas and
summaries of texts, including my 4.I can determine a central idea of a text and analyse its with dialogue, including framed
reasons by taking notes.
own analysis. development across different text types with evidence. stories and non-linear timelines.
6.I can critically evaluate and explain
4.I can deliver detailed stories or 5.I can analyse inferred meanings to understand character 5.I can write creatively in genres like
how spoken or multimedia
explanations, ensuring that they complexity, theme, and author’s intent. science fiction, allegory, and
presentations are structured, how
are well-organized and tailored to 6.I can evaluate the language strategies used (e.g., emotive symbolic fiction.
they use language to persuade,
my audience. language, repetition, figurative speech) to shape audience 6.I can critique literary texts by
and their overall meaning.
5.I can perform pieces like engagement across text types. analyzing themes, techniques, and
monologues using my voice and 7.I can evaluate the effectiveness of various storytelling writer’s choices.
expressions to show character elements (e.g., dialogue/plot) in developing tension, theme, or 7.I can use rhetorical devices,
Literature emotions. conflict within dramatic texts. powerful openings/closings, and
6.I can ask challenging questions [Link] how narrative techniques (e.g., flashback, structured paragraphs to develop
1.I can read Brother in the Land by strong themes.
that encourage reflection. foreshadowing) and structural elements enhance storytelling.
Robert E. Swindells, adapted by Joe
Standerline.
2.I can read An Anthology of English

age Mechanics
Langu
Poetry (Kubla Khan: or a Vision in a
Dream (Fragment) by Samuel
Taylor Coleridge, From Omar
Khayyam’s Rubaiyat translated by 1.I can build well-structured sentences using phrases, clauses, and varied sentence patterns (e.g., SV, SVO, SVC, and SVN).
Edward Fitzgerald and If from 2.I can identify and correctly use dependent and independent clauses.
‘Rewards and Fairies’ by Rudyard 3.I can confidently apply all verb tenses: simple, continuous, perfect, and perfect continuous, in past, present, and future forms.
Kipling). 4.I can understand and use all types of conditionals, including zero, first, second, third, and mixed.
3.I can critically read different from 5.I can switch between active and passive voice accurately and convert direct speech into indirect speech and vice versa.
Oxford International Lower 6.I can use punctuation correctly (e.g., full stops/commas/colons/semi-colons).
Secondary - Book 3. 7.I can choose precise words using a strong range of synonyms, antonyms, proverbs and idioms.
4.I can read Anne of Green Gables by 8.I can recognize and use figurative and poetic devices (e.g., hyperbole/ personification/ pathetic fallacy/irony/oxymoron/imagery).
L.M. Montgomery 9.I can connect and organize ideas clearly using conjunctions (e.g., coordinating/ subordinating) and connectives (e.g., contrast/emphasis).
(Chapters 19 - 38). 10.I can use transitional words to show time, place, comparison, result, emphasis and summary.
 GEOGRAPHY - 8‌ TERM - I
I can identify different types of pollution (air,
I can identify the major oceans and seas of the world and describe the physical features such as currents, tides, and the ocean floor.
water, land, noise) and explain their types, causes
I can use maps, globes, and satellite images to describe where the world’s oceans and seas are located and explain the main features of
and impacts on human health and ecosystems.
ocean floor.
I can compare environmental worldviews (e.g.,
I can explain the components and functions of marine ecosystems and their importance marine environment.
human-centred, stewardship, and earth-centred)
I can explain the importance of coastal environment and they help protect the land and support plant, animal, and human life.
and analyse how they shape our environmental
I can analyse how tourism, fishing, and trade depend on coastal environments.
decisions.
I can describe the different zones and layers in the ocean and can explain marine conditions like salinity, temperature, and currents.
I can evaluate ways to reduce pollution through
I can identify different types of marine ecosystems, such as coral reefs and coastal waters, and can evaluate how oceans help control Earth’s
sustainable practices and policy changes.
climate and support marine life.
I can assess renewable energy, green
I can explain how oceans contribute to global trade, ports, and economic activities like fishing, and evaluate why oceans are globally
technologies, and urban planning solutions that
important for climate balance, biodiversity, and the economy.
support environmental sustainability.
I can identify harmful human activities affecting marine and coastal ecosystems and suggest strategies to protect and use ocean resources
I can explain the causes and effects of global
sustainably.
warming and ozone layer depletion and evaluate
I can use maps and diagrams to locate important ocean basins, currents, trenches, and other features of the world’s oceans.
international efforts to solve these problems.
I can give a well-organized presentation using maps, data, and evidence to support my viewpoint on a geographical issue related to oceans.
I can analyse the impact of habitat loss due to
deforestation, urbanization, and pollution, and its
effect on biodiversity and ecosystems.
I can create and present Story Maps or digital
I can differentiate between hazards and disasters and interpret the map of natural disaster in Pakistan. maps that show changes in human or physical
I can analyse how my actions—and others'—contribute to climate change and explore how communities are responding to it. geography.
I can analyse the challenges posed to the sustainability due to the activities related to human development and growth. I can evaluate different types of maps and digital
I can evaluate the impacts of global warming and climate change- e.g. rising sea levels, melting glaciers, habitat loss, and farming. tools used to investigate and solve real-world
I can explain how changing weather patterns are making natural disasters stronger and more frequent and assess how prepared we geographical problems.
are globally and locally. I can reflect on fieldwork findings by using maps,
I can assess how climate change affects vulnerable people, ecosystems, and future generations—socially, economically, and data visuals, and explanations to suggest
environmentally. meaningful actions.
I can evaluate how changes in climate affect daily life, from where people live to how they grow food and use energy—and suggest I can analyse satellite images, GIS data, or
ways we can reduce our environmental impact. statistics to make sense of patterns and suggest
I can analyse how water scarcity caused by climate change can lead to conflicts and suggest ways countries and communities can informed geographic conclusions.
share water fairly. I can communicate my understanding of complex
I can use digital tools like infographics and reports to explain complex geographical ideas clearly and creatively. geographic topics through infographics, reports,
I can deliver a clear, evidence-based presentation using maps, graphs, and data to explain my geographic point of view. or digital stories.
I can read and interpret climate graphs, satellite images, and digital maps to understand global climate patterns and the factors
shaping them and work with my peers to create multimedia group projects that solve real-world geographic problems.
 GEOGRAPHY - 8‌ TERM - II
I can define development, wealth and poverty and
differentiate between developing and developed worlds.
I can describe what human well-being means and list
I can compare how production was done before and after major technological inventions. - Industrial revolution
factors that improve it (e.g., income, health, education).
I can explain how machines and digital tools changed the way people work.
I can assess and map human wellbeing using qualitative and
I can describe how technology has impacted the environment and labour markets.
quantitative indicators.
I can locate important global cities on a world map.
I can explain development from both economic and social
I can explain how trade, population growth, urbanisation and innovation helped cities grow.
points of view and how it varies from one country to
I can evaluate how urban growth affects rural areas and natural surroundings.
another.
I can describe the main industries of Pakistan like textiles, agriculture, and manufacturing and how these industries help
I can compare developing and developed countries using
provide jobs and support the economy.
indicators like GDP, literacy rate, and life expectancy.
I can analyse how industries affect Pakistan’s trade and development.
I can investigate the causes of poverty and describe how it
I can identify the key items Pakistan imports and exports and identify important trade routes on the map.
affects education, resources, and quality of life.
I can analyse how trade connects Pakistan to the global economy.
I can examine global patterns of human well-being and
I can judge whether a source is reliable, biased, or useful and use evidence from different sources to support my ideas.
explain why some regions are better off than others.
I can propose realistic or policy-based solutions to social or environmental issues.
I can describe how access to resources, labour, and markets
shapes global production and consumption.
I can explain how advances in transport and
communication are making the world more interconnected
and changing the way economies work.
I can evaluate the impact of transnational corporations
I can explain how transport and communication technologies like container shipping and satellite tech have (TNCs) on global trade, local economies, and the
sped up globalization and changed how economies work. environment.
I can describe how new communication and transport tools have made the world feel smaller and more I can investigate how internal challenges (like poor
connected. governance, geography, education) and global issues (like
I can identify and compare traditional and modern modes of transport and describe how new innovations climate change, conflict) cause inequality within and
have reshaped how people and goods move. between countries.
I can analyse how technological progress has increased transport efficiency, connectivity, and accessibility. I can use data like literacy rates, income levels, and HDI to
I can evaluate how transportation access varies between urban and rural areas and across developed and compare well-being across regions in Pakistan.
developing regions - old, new and emerging patterns of access. I can describe key trends and problems in Pakistan’s
I can relate the changing pattern of distribution of products and services to the changing patterns of transport. development, such as poverty, healthcare, education, and
I can explain how changes in transport have influenced global trade patterns and supply chains. industry and compare it with a developed cpuntry like
I can describe the key transport modes in Pakistan and their contribution to economic and social progress. Australia.
I can identify Pakistan’s main trade routes on map and explain how they link the country to global markets. I can use maps, graphs, and indices (e.g., HDI, GINI) to
I can assess Pakistan’s transport system and suggest ways to make it more efficient, connected, and sustainable. understand patterns in human well-being and development.
I can describe global patterns of production and consumption and evaluate how they are shaped by resource
availability, labour, and demand.
 History 8 - Term 1
History 7 - Term 1
India and the Muslim World Muslim Renaissance in
Subcontinent

I can identify and explain key turning points in the history of the Subcontinent from 1500 to
1900 using timelines. I can compare timelines from Europe and the Subcontinent to understand how events in both places happened
I can compare how different social systems worked during the Mughal and British periods and together or differently and influenced societies between 1857 till 1911.
how they influenced government and society. I can explain how the order and timing of events like the decline of Mughals and rise of British power affect how we
I can explain why the Mughal Empire declined and how that changed the Subcontinent. interpret history.
I can explore different opinions about Mughal rule and their religious tolerance by using I can connect events like the fall of the Mughals, British policies, and Muslim conditions to explain how reform and
historical evidence and form my own viewpoint. nationalist movements like Aligarh movements began.
I can carry out independent historical research to explain how the British went from being I can examine historical sources like speeches, letters, and writings to check if they are trustworthy and understand
traders to rulers, using reliable sources. their purpose.
I can evaluate how the Mughal political and legal systems helped maintain peace and justice in I can explore different views about movements like Aligarh and Hindu revivalism and use evidence to support my own
their empire. opinion.
I can explain how Mughal leadership and political ideas influenced the culture and events of their I can do independent research using primary and secondary sources to explain why Muslim education reform was
time. important or how the 1857 uprising changed things.
I can describe how British trade affected the Subcontinent and changed global trade patterns. I can study complex historical issues like the annulment of Bengal’s partition and use evidence and fairness to build
I can explain how British economic policies, like the Doctrine of Lapse, impacted Indian society strong arguments.
and politics. I can create digital presentations to explain the Muslim reform movements using visuals, timelines, and sources.
I can evaluate how colonization and major wars and events like the War of Independence and I can follow digital citizenship rules by citing my sources and respecting intellectual property when doing history
other regional wars changed today’s world and international relations. projects.
I can analyse how religion and cultural identity influenced colonization and reform movements in I can compare how different communities, including Muslims, were affected socially and economically after 1857 and
India. how they responded to colonial rule.
I can explain how people of different religions and cultures interacted, blended, or clashed I can explain how education, caste, and colonial laws limited Muslim progress and led to reform movements like
during key battles like Plassey and Buxar. Aligarh and religious revivalism.
I can describe how British rule brought changes to Indian society through education, religion, I can evaluate how British colonial rule and reforms like Morley-Minto influenced justice and political rights for
and technology. Muslims.
I can explain how social systems either helped or blocked people's ability to move up in society I can explain how the 1857 revolt led Muslim leaders like Sir Syed Ahmed Khan to change their political and
or start revolutions like the War of Independence. educational strategies.
I can analyse how ideas of citizenship and civic duty changed under British rule and shaped I can connect how global trade and colonial economic changes affected Muslim artisans and increased poverty in
modern democratic values. Muslim communities.
I can create and share digital historical presentations (like websites or posters) to explain how I can describe how Islamic reformers like Shah Waliullah, Syed Ahmed Shaheed, Mujaddid Alf Sani and Haji Shariat
the British became rulers and how they finally left the subcontinent. Ullah shaped Muslim identity and responses to colonial rule.
I can properly cite all sources and respect copyright rules when doing history projects and I can analyse how different religious movements responded to colonial influence, sometimes blending cultures and
presentations. sometimes resisting them.
I can trace how political movements like Simla Deputation and the founding of the Muslim League helped shape
modern ideas of citizenship and identity.
 History 8 - Term 1
History 7 - Term 1
World War - I World War - II

I can create a timeline showing key turning points of World War II and explain
I can use timelines to identify and explain key events of World War I, like the outbreak
how they affected the outcome of the war.
in 1914, the U.S. joining in 1917, and the Armistice in 1918, and how these events
I can compare events happening at the same time in Europe and Asia-Pacific to
changed the course of the war.
understand how World War II developed differently in different regions.
I can compare what was happening during World War I in different parts of the world
I can connect events like the Treaty of Versailles, the Great Depression, fascism,
to understand how events were connected or different across regions.
and militarism to the causes of World War II and explain how they changed the
I can explain how alliances, conflicts, and colonial power struggles in Europe led to
world afterward.
India's involvement in WWI and how these events had long-term global effects
I can examine different opinions about major World War II events—like the
particularly on Ottomans and other European countries.
bombing of Hiroshima or U.S. involvement—and support my own viewpoint with
I can examine different types of historical sources like war photographs, propaganda
strong evidence.
posters, and letters from soldiers to check how reliable they are and what messages
I can research important parts of WWII such as India’s role, the Pacific war, or
they were meant to send.
changes in politics after the war, using reliable sources to build a strong
I can explore and evaluate different viewpoints about the causes of WWI and India's
argument.
role in the war using evidence from various sources to support my own opinion.
I can create digital presentations using tools like Canva or Google Sites to
I can create digital exhibits or presentations using tools like Google Sites or Canva to
explain important WWII events like the invasion of France, Soviet Union and US,
explain major aspects of WWI, including battles, new technologies, India’s
the war in Asia-Pacific, or the Tehran Conference.
contributions and the peace settlements.
I can explain how political ideas like fascism, totalitarianism, and militant
I can analyse the roles of different groups during WWI—such as Indian soldiers,
nationalism led to World War II and shaped its outcomes.
European commanders, and colonial governments—and how these shaped wartime
I can describe how World War II changed global relations, inspired
society and governance.
independence movements (like in India), and led to new global organizations
I can explain how wartime governments-controlled people through conscription and
such as the United Nations.
propaganda, and how they managed colonial involvement.
I can analyse how the war changed cultural identities and increased conflicts
I can connect the outcomes of WWI—like the fall of empires and rise of new nations—
based on religion or ethnicity, especially in colonies and areas under
to changes in international relations and the start of independence movements.
occupation.
I can explore how religious and regional identities in India were influenced during WWI
I can describe how modern technology like airplanes, tanks, and communication
through shared experiences, challenges, and colonial policies.
tools changed how WWII was fought and how societies were affected.
I can explain how India’s participation in WWI led to stronger demands for political
I can explain how WWII changed the way people think about democracy,
rights and helped shape modern ideas of citizenship and national identity.
rights, and citizenship, especially in countries that were under colonial rule.
 History 8 - Term 2
History 7 - Term 1
Political Awareness in
Making a Nation
Subcontinent

I can use a timeline to identify and explain key political events from the Lucknow I can create a timeline of key events from the Lahore Resolution (1940) to the Indian
Pact to the Day of Deliverance and how they influenced Muslim political Independence Act (1947), explaining how each one marked a turning point in the
awakening. independence struggle.
I can explain how the order of events like the Rowlatt Act, Amritsar Massacre, I can explain how the sequence of major events like the Cripps Proposal, Gandhi-
Khilafat Movement, and Jinnah’s political shift shaped political views and Jinnah Talks, Simla Conference, and Direct Action Day shaped the road to Partition.
movements. I can analyse different historical opinions about events like the Simla Conference or
I can explore different viewpoints on movements like the Non-Cooperation Cabinet Mission Plan using original speeches, letters, and reports to form and support
Movement, Khilafat Movement, and the Nehru Report using evidence from sources my own viewpoint.
like speeches, articles, and reports. I can carry out my own research on events such as the London Conference or Radcliffe
I can conduct my own research using reliable sources to understand key topics like Commission, using reliable sources to explain the roles of the Congress, Muslim
the Round Table Conferences or Jinnah’s transformation as a political leader. League, and British government.
I can create digital presentations or exhibits using Canva or Google Sites to I can design and present a multimedia project (like a digital exhibit or webpage) about
highlight the contributions of leaders like Bi Amma, the Ali Brothers, or Chaudhry major events such as the 1945–46 elections, Direct Action Day, or the creation of
Rehmat Ali. Pakistan and India.
I can describe how colonial rule, communal representation, and rising political I can describe how different social groups—especially women and students—
awareness changed how British India was governed. contributed to the Pakistan Movement and how their roles affected society and
I can explain how political ideas like separate electorates, reform plans, and governance.
leadership styles (especially Jinnah’s) affected Hindu-Muslim relations and political I can explain how political ideas and leadership—like the actions of Mountbatten,
outcomes. Jinnah, and Congress—led to the final outcome of Partition and independence.
I can connect global events like World War I and British colonial decisions (e.g., I can connect global changes—like the end of WWII, Britain’s weakened power, and
Montagu-Chelmsford Reforms, Simon Commission) to the formation of political decolonization—to the urgency of passing the Indian Independence Act in 1947.
identities in the subcontinent. I can analyse how Muslim identity influenced political decisions and events such as the
I can analyse how religion and cultural identity influenced movements such as the Lahore Resolution, Direct Action Day, and responses to the Cabinet Mission.
Khilafat Movement or Hijra Movement and shaped political leadership by figures I can explain how growing awareness of democratic rights, voting in the 1945–46
like Iqbal and Jinnah. elections, and youth and women’s activism helped shape Pakistan’s foundation and
I can explain how changing ideas of citizenship and political identity during this today’s values of democracy.
time helped shape today’s concepts of democracy and global citizenship. I can evaluate the Radcliffe Commission and communal violence raised because of it.
 History 8 - Term 2
History 7 - TermThe1Birth and Development
The Modern World
of Pakistan
I can create a timeline of major post-WWII events like the Cold War, Arab-Israel Wars, Vietnam War, and the
I can develop a timeline of key events in Pakistan’s history from 1947 to 1999,
formation of the UN, explaining why these events were significant turning points.
including independence, major wars, constitutions, and nuclear tests, to show how
I can compare events happening at the same time across regions — like African liberation wars, Korean and
each marked a turning point.
Vietnam Wars, and South Asian developments — to understand how global conflicts are interconnected.
I can explain the long-term impact of partition decisions, refugee migration, water
I can explain how different global conflicts (e.g., the Cold War, Gulf Wars, Veitnam War, Arab-Israel conflicts,
disputes, and princely state conflicts on regional peace and development.
and war on terror) influenced long-term changes in world politics and power.
I can examine and compare different viewpoints on leaders like Jinnah, Bhutto, Zia-
I can analyse multiple viewpoints on issues like the Cold War, Vietnam War, or the UN’s peacekeeping work
ul-Haq, and Musharraf using historical speeches, documents, and analyses.
using reliable sources to build and defend my own opinion.
I can investigate major political developments like the Objectives Resolution
I can research a global conflict or the role of an international organization (like the UN or an NGO), assess
(1949), 1956 and 1962 constitutions, and 1970 elections, using reliable sources and
the reliability of sources, and make strong historical arguments.
presenting reasoned conclusions.
I can use tools like Google Sites or Canva to create multimedia projects on topics like the Berlin Wall, peace
I can create digital presentations (websites, infographics, or digital exhibits) on key
treaties, or global efforts at peacekeeping.
events such as Partition, 1965 and 1971 wars, or political regimes under Bhutto or
I can compare how different societies — such as those in Africa, South Asia, and the Middle East — changed
Zia.
after colonialism and how war or leadership affected governance.
I can describe how Pakistan’s society changed after independence due to
I can describe how social systems helped or blocked people's ability to rise, fight for reforms, or start
migration, integration challenges, and political instability from 1947–1999.
revolutions in different regions after WWII.
I can evaluate how constitutions and military coups affected governance and
I can compare political and legal systems like communism and capitalism and explain how they influenced
justice in Pakistan, especially during the 1956–1962 periods.
conflicts and global alliances during the Cold War era.
I can assess how different leaders and ideologies — from Jinnah to Musharraf —
I can explain how leaders and political ideas (like those of U.S., USSR, Israel, Arab states, Taliban, or the UN)
shaped national policies, reforms, and Pakistan’s role in the world.
shaped important outcomes in global conflicts.
I can explain how global events like the Soviet Afghan War and nuclear tests
I can analyse how global events like decolonization and war changed world economies, alliances, and
impacted Pakistan’s economy, identity, and international relations.
cultures — especially in Africa and the Middle East.
I can analyse the Pak-India Wars and their impacts on the politics, society, and
I can explore how religious and cultural identities played a role in conflicts like the Arab-Israel war and how
economy of people of both countries.
they contributed to humanitarian crises relating it with the present-day situation.
I can analyse how religious and cultural identity influenced legal and political
I can explain how religious and political differences sparked conflicts like the war on terror and how the
direction through documents like the Objectives Resolution.
world responded to them.
I can describe how technological progress and economic policies during the
I can analyse how technology — in warfare, media, and communication — changed the way wars were fought
1980s–1990s affected Pakistan’s industries, cities, and people.
and how societies were affected.
I can explain how democratic ideas and civic responsibility evolved in Pakistan,
I can analyse how global institutions like the United Nations and NGOs promote peace, protect human rights,
including people’s role in shaping government and foreign relations.
and support people in conflict zones, helping shape ideas of global citizenship but fail in a few cases.
I can connect local and global factors to understand how Pakistan’s internal
decisions were influenced by international pressures and alliances.
TERM 2
TERM 2