National Curriculum of Pakistan
2022-23
CIVICS
Grades 11-12
NATIONAL CURRICULUM COUNCIL SECRETARIAT
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
National Curriculum of Pakistan
2022-23
CIVICS
Grades 11-12
NATIONAL CURRICULUM COUNCIL SECRETARIAT
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
It is with great pride that we, at the National Curriculum Council Secretariat, present the first core
curriculum in Pakistan's 75-year history. Consistent with the right to education guaranteed by
Article 25-A of our Constitution, the National Curriculum of Pakistan (2022-23) aspires to equip
every child with the necessary tools required to thrive in and adapt to an ever-evolving
globalized world.
The National Curriculum is in line with international benchmarks, yet sensitive to the economic,
religious, and social needs of young scholars across Pakistan. As such, the National Curriculum
aims to shift classroom instruction from rote learning to concept-based learning.
Concept-based learning permeates all aspects of the National Curriculum, aligning textbooks,
teaching, classroom practice, and assessments to ensure compliance with contemplated student
learning outcomes. Drawing on a rich tapestry of critical thinking exercises, students will acquire
the confidence to embark on a journey of lifelong learning. They will further be able to
acknowledge their weaknesses and develop an eagerness to build upon their strengths.
The National Curriculum was developed through a nationwide consultative process involving a
wide range of stakeholders, including curriculum experts from the public, private, and
non-governmental sectors. Representatives from provincial education departments, textbook
boards, assessment departments, teacher training departments, deeni madaris, public and private
publishers, private schools, and private school associations all contributed their expertise to
ensure that the National Curriculum could meet the needs of all Pakistani students.
The experiences and collective wisdom of these diverse stakeholders enrich the National
Curriculum, fostering the core, nation-building values of inclusion, harmony, and peace, making
the National Curriculum truly representative of our nation's educational aspirations and
diversity.
I take this opportunity to thank all stakeholders, including students, teachers, and parents who
contributed to developing the National Curriculum of Pakistan (2022-23)
Dr. Mariam Chughtai
Director
National Curriculum Council Secretariat
Ministry of Federal Education and Professional Training
Civics
Progression Grid
Grade 11-12
Domain A: Citizenship Education
Standard: Students will be able to advocate for rights as citizens of the state.
Grade 11 Grade 12
Benchmark I: Students will discuss and explain the relationship between the individual and the state.
Student Learning Outcomes
Students will be able to: Students will be able to:
[SLO:CIVICS-11-A-01]: [SLO:CIVICS-12-A-01]:
Define the idea of ‘social contract’ Explain how the state and the individual reciprocate
each other.
[SLO:CIVICS-11-A-02]:
[SLO:CIVICS-12-A-02]:
Discuss the constitution as a social contract document.
05
[SLO:CIVICS-11-A-03]: Write about the relationship between the state and the
individual to create order in the society.
Explain how the state and the individual reciprocate each
[SLO:CIVICS-12-A-03]:
other.
[SLO:CIVICS-11-A-04]: Explain why the constitution of the country is a key
document that protects the rights and creates order in
Demonstrate their ability to engage with local the society.
administration at district level (or provincial if possible) [SLO:CIVICS-12-A-04]:
and share with them in waiting for the improvement of
basic facilities in their areas. Engage with communities at local levels in the
campaigns of active citizenship like tree plantation,
cleanliness and welfare of their society.
Domain B: Identity Formation (local, national and global)
Standard: Students will be able to express through their actions respect and empathy for their local, national and global human beings
and societies and will be able to act accordingly
Grade 11 Grade 12
Benchmark I: Students will be able to understand, discuss and explain their multiple identities (local, national and
global) and the roles and responsibilities attached to these identities.
Student Learning Outcomes
06
[SLO:CIVICS-11-B-01]: [SLO:CIVICS-12-B-01]:
Describe their local, national and global identities. Explain how multiple identities can contribute for the
benefit of society at a wider level and how the
[SLO:CIVICS-11-B-02]: multiple identities are beneficial for the individual.
Identify their responsibilities at local, national and global [SLO:CIVICS-12-B-02]:
levels and explain how they can perform those
responsibilities as active citizens. Demonstrate their understanding of all three levels of
identities showing their empathy for diverse societies
[SLO:CIVICS-11-B-03]: at all levels from local to global.
Demonstrate their sense of local, national and global [SLO:CIVICS-12-B-03]:
identities by showing respect to local, national and global
cultures. Reflect upon their multiple identities by showing their
concern in various events on the issues of local,
[SLO:CIVICS-11-B-04]: national and global importance.
Describe their local, national and global identities by
planning and participating in the cultural and other
important events of local, national and global importance, at
their school/college.
Domain C: Governance Structures (provincial, national and global)
Standard: Students will be sensitized that the governance structures have multiple layers at local, national and global levels and they
affect the lives of the people around the world in several ways.
07
Grade 11 Grade 12
Benchmark I: Students will be able to illustrate Benchmark I: Analyze global governance structures,
governance structures at provincial and national levels, i.e, i.e. UNO and its organs General Assembly, and
structure and components of provincial government, Security Council, International Court of justice,
federal government, (legislature, executive, and judiciary). United Nations Trusteeship Council, FAO, ILO,
UNICEF, UNESCO, WHO, and Regional
Organisations like SAARC, NATO, EU, African
Union, and Arab League.
Student Learning Outcomes
Students will be able to:
[SLO:CIVICS-12-C-01]:
[SLO:CIVICS-11-C-01]:
Illustrate the structures and functions of the global
Describe roles and responsibilities of provincial and governance structures (UNO and its organs General
national governance structures (legislature, executive, and Assembly, and Security Council, International Court
judiciary). of justice, United Nations Trusteeship Council, FAO,
ILO, UNICEF, UNESCO, WHO, and Regional
[SLO:CIVICS-11-C-02]:
Organisations like SAARC, NATO, EU, African
Union, and Arab League).
Explain the concepts of checks and balances and separation
of powers in Pakistan. [SLO:CIVICS-12-C-02]:
[SLO:CIVICS-11-C-03]:
Reflect upon their level of satisfaction in the
effectiveness of the role of global governance
Evaluate the role of governmental structures in the
structures and in global governance.
development and progress of society.
08
[SLO:CIVICS-11-C-04]: [SLO:CIVICS-12-C-03]:
Describe their level of satisfaction with the concept of Research ways to provide voluntary support,
separation of powers in Pakistan. whenever possible to governance structures at all
three levels.
[SLO:CIVICS-11-C-05]:
Research avenues to cooperate and collaborate with
governance structures at all three levels.
Domain D: Political Processes & Political Parties
Standard: Students will be able to advocate for political party(ies) and their leadership to make appropriate choices in political
processes.
Grade 11 Grade 12
Benchmark I: Students will be able to critique the nature Benchmark I: Research local leadership of various
and role of political processes and political parties. political parties in their school/college and positively
present their concerns and appreciation for the
political parties.
Student Learning Outcomes
Students will be able to: Students will be able to:
09
[SLO:CIVICS-11-D-01]: [SLO:CIVICS-12-D-01]:
Explain the political processes such as elections at local, Critique the role of political parties in the context of
provincial and national levels. Pakistan.
[SLO:CIVICS-11-D-02]: [SLO:CIVICS-12-D-02]:
Differentiate between various political parties on the basis Identify at least one political party from any country
of their ideologies. outside Pakistan and compare it with the political
Parties in the country.
[SLO:CIVICS-11-D-03]:
[SLO:CIVICS-12-D-03]:
Express the appreciation and concerns related to the role of
political parties in pakistan. Research local leadership of various political parties
in their school/college and positively present their
concerns and appreciation for the political parties.
Domain E: Democracy and Democratic Processes
Standard: Students will be able to explore, and discuss the idea of democracy, its processes and its role in governance at local, national
and global levels.
Grade 11 Grade 12
Benchmark I: Discuss various definitions of democracy. Benchmark I: Critique the concept of democracy as
presented in pakistan.
Student Learning Outcomes
10
Students will be able to: Students will be able to:
[SLO:CIVICS-11-E-01]: [SLO:CIVICS-12-E-01]:
Discuss the history of democracy in brief. Identify some of the key issues the country faced due
to derailing democracy and manipulating democratic
[SLO:CIVICS-11-E-02]: processes.
Discuss various definitions of democracy. [SLO:CIVICS-12-E-02]:
[SLO:CIVICS-11-E-03]: Explain how the will of the people is incorporated at
various levels of governance in democracies.
Explain the concept of popular sovereignty, in line with
Abraham Lincoln’s statement “democracy is the [SLO:CIVICS-12-E-03]:
government of the people, by the people, fo the people”
Critique the concept of democracy as presented in
[SLO:CIVICS-11-E-04]: pakistan.
Reflect upon their trust in democratic process shows how [SLO:CIVICS-12-E-04]:
democracy can create a peaceful and harmonious society.
Express their trust in democracy in various student
[SLO:CIVICS-11-E-05]: councils in their college/school, where they follow
and show respect to the democratic process.
Participate and play an active and positive role in political
processes for the betterment of the society, country and
globe.
[SLO:CIVICS-11-E-06]:
Express their trust in democracy in various student councils
11
in their college/school, where they follow and show respect
to the democratic process.
Domain F: Rights and Responsibilities
Standard: Students will be able to identify, discuss and critique the rights and responsibilities of citizens in democratic societies.
Grade 11 Grade 12
Benchmark I: Discuss how democratic societies are Benchmark I: Critique present day democracies for
beneficial for citizens by ensuring the protection of rights their performance
and how citizens can show their responsible behavior.
Student Learning Outcomes
Students will be able to: Students will be able to:
[SLO:CIVICS-11-F-01]: [SLO:CIVICS-12-F-01]:
Identify the rights and responsibilities of citizens and Suggest ways to improve the conditions, rights and
discuss the benefits of these rights and responsibilities for responsibilities in the country.
the society.
[SLO:CIVICS-12-F-02]:
[SLO:CIVICS-11-F-02]:
Analyze democratic society for its contribution in
Discuss the present state of rights and responsibilities in the protecting the rights of individuals and the importance
country and its implications for the society.
12
[SLO:CIVICS-11-F-03]: of responsibilities in creating a harmonious and
peaceful society.
Discuss how democratic societies are beneficial for citizens
by ensuring the protection of rights and how citizens can
show their responsible behavior.
Domain G: Peace and Human Rights
Standard: Students will be able to analyze and differentiate between Peace, Peace-keeping and Peace-Building at national, regional
and global levels, and discuss the importance of peaceful coexistence for human societies.
Grade 11 Grade 12
Benchmark I: Analyze the need and importance of peace Benchmark I: Demonstrate a reflective
and human rights for human survival and progress of understanding of promoting peace and human rights
human societies and safe and secure future. through civilized approaches at local, national, and
global levels.
Student Learning Outcomes
Students will be able to: Students will be able to:
[SLO:CIVICS-11-G-01]: [SLO:CIVICS-12-G-01]:
Identify various types of human rights, appreciate and Identify some issues that offer threat to peace in the
world.
13
critique the UDHR and discuss the conditions of human [SLO:CIVICS-12-G-02]:
rights at national and global levels.
Discuss various types of human rights mentioned in
[SLO:CIVICS-11-G-02]: UDHR.
Define peace and its benefits of human society. [SLO:CIVICS-12-G-03]:
[SLO:CIVICS-11-G-03]: Discuss the state of human rights in pakistan.
Differentiate between peace-keeping and peace-building [SLO:CIVICS-12-G-04]:
measures.
Discuss the state of human rights in the world.
[SLO:CIVICS-11-G-04]:
[SLO:CIVICS-12-G-05]:
Discuss their appreciation of human rights through a
debate in the classroom. Reflect upon civilized ways to for the cause of peace
and human rights at local, national and global levels.
[SLO:CIVICS-11-G-05]:
[SLO:CIVICS-12-G-06]:
Reflect upon civilized ways to for the cause of peace and
human rights at local, national and global levels. Arrange seminars highlighting the importance of
peace and respect for human rights.
Domain H: Conflicts and Conflict Resolution
Standard: Evaluate devastating impacts of conflict and importance of conflict resolutions. They will be able to behave in the ways
that avoid conflict.
14
NATIONAL CURRICULUM COUNCIL SECRETARIAT
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN