The City School

Academic Year 2025-2026

Subject Name: Pakistan Studies – Environment of Pakistan
Subject Code: 2059/02
Syllabus Break up: Sr-I (CAIE Syllabus 2027)

Term I
Topic Sub Topics Learning Objectives Week Learning Activities
• Introduction • Paper • Candidates will be able to: 2 Introduce learners to CAIE’s learners guide,
to Pakistan Pattern sample past papers and recommended time
Studies Get familiarized with the subject and paper allocation for different types of questions.
• Syllabus for pattern
MYE
• Indices
• The land of • (a) Location of • Candidates should be able to identify the Provide learners with map worksheets.
Pakistan Pakistan following on a map:
Map 1:
• the Tropic of Cancer, latitudes 30°N, ● Provinces and administrative zones,
36°N, longitudes 64°E, 70°E and 76°E ● Neighboring countries
● Arabian Sea
• the Arabian Sea
• the countries sharing a border with Map 2:
Pakistan, and Pakistan’s position in ● Latitudes and longitudes
relation to others in South and ● Major cities
Central Asia.
Map 3:
• Candidates should be able to:
● Measurement of coastline of Pakistan
• State direction of a named feature
● Measurement of one city to another
using the labels on the map only
● Direction of one city from another

• Measure the distance/ length of a

named feature using the scale on

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 map
• (b) Location of • Candidates should be able to identify the
administrative areas following on a map:
and cities • the administrative areas of Pakistan
• named cities: Islamabad, Murree,
Rawalpindi, Gujranwala, Lahore,
Faisalabad, Multan, Sialkot,
Peshawar, Chitral, Gilgit, Hyderabad,
Karachi, Quetta and Gwadar.
• (c) The natural • Candidates should be able to identify the Provide learners with map worksheets.
topography, including following on a map:
Map 4: All mountain ranges of Pakistan (Northern
drainage • named landforms: Balochistan and Western mountains)
Plateau, Sulaiman Range, Safed Koh, Map 5: Rivers and deserts of Pakistan
Potwar Plateau, Salt Range, Hindu
Kush, Karakoram and Himalaya
mountain ranges
• named rivers: Indus, Jhelum,
Chenab, Ravi, Sutlej, Kabul, Hab and
Dasht
• named deserts: Thar, Thal and
Kharan.
Unit Test of Mapping Skills 3 Learners will draw graphic organizers to show the
division of topographical features of Pakistan.
• Candidates should be able:
Through photographs learners will be introduced
• use the appropriate vocabulary
to distinct features of each topography of
when describing the distinguishing
Pakistan.
features of mountains, plateaux,
floodplains and deserts (knowledge Learners will draw conceptual sketches to
of the formation of the natural understand division of features on Indus Plain and
topography of Pakistan is not parts of a doab.
required)
In groups or pairs learners discuss and identify

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 • identify and name the above the impact of each topography on human and
features on a photograph or economic life. Individual tasks will be given for
drawing. explaining the impact of identified benefits or
problems.
• understand the influence of the
natural topography on human
activities: – steep slopes and flat
land on the way that the land is used
– mountains and deserts on the
road and rail networks.
• (d) Climate Unit Test of Topography 4 Group research work for learners to extract the
characteristics of different climatic zones with
• Candidates should:
help of climate maps, textbook and internet.
• know the distribution of Learners make a classification table to present
temperature and rainfall, including the extracted data and the distribution of rainfall
monsoon, depressions and types across each climatic zone. Provide learners
convectional rain with an empty table for reference. Add a map to
• know seasonal and regional highlight the climatic zone:
variations, and the factors Map 6: Climatic Zones
contributing to them, including
depressions, thunderstorms and
cyclones (typhoons) Prior knowledge check: Solstices and equinoxes,
• understand the causes of the greenhouse effect, maritime influence etc.
monsoon (knowledge of the causes With help of diagrams and class discussion, the
of other types of rain is not teacher will explain the concept of factors
required) affecting temperature. Written task for assessing
• describe and explain the learner’s understanding.
characteristics of the climate of the
arid, semi-arid, humid and highland
Videos on monsoon formation followed by
regions, including seasonal
teacher explanation through diagrams. Written
variations
task for assessing learner’s understanding.
• know the influence of latitude and
longitude on day length and climate
In groups or pairs learners discuss and identify
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 • understand the influence of the the impact of each climatic zone on human and
climate (both the benefits it brings economic life. Individual tasks will be given for
and the problems it causes) on the explaining the impact of identified benefits or
economy and on the lives of the problems.
people: – the influence of low
Learners use a flowchart (identify, describe and
temperature, ice and snow on the
impact) to structure a developed explanation.
lives of people in the mountains –
the influence of rain storms and
flooding on agriculture, industry and
communications – the problems
caused by drought and shortage of
water supply on agriculture and
industry.
• Natural • (a) Water Unit Test of Climate 2 Learners will go back to their previous map and
resources – label the named dams on respective rivers:
• Candidates should be able to:
an issue of Map 5: Rivers and deserts of Pakistan
• identify on a map the Mangla, Tarbela
sustainabilit
and Warsak dams, and name two
y examples of barrages
Through Think, Pair, Share and Write learners
• understand the importance of water identify and explain the following:
as a resource; understand how
● Importance of rivers in Pakistan
supplies for agricultural, industrial and
● Uses of water in different sectors of Pakistan
domestic purposes are obtained,
● Ways of obtaining water
maintained and controlled as well as
● Causes of water pollution
used; understand the reasons for, and
● Solutions to control water pollution
consequences of, the Indus Water
Treaty
Reading Activity followed by class discussion on
• explain and evaluate the causes of and causes of water conflict. Learners will be
solutions to the problems of water encouraged to share their knowledge on
supply (including pollution) international issues particularly the Indus Water
Treaty and Issue of Six Canal formation in
• understand the value of water as a
Pakistan.
resource for development.
• explain and evaluate how water supply In pairs learner’s study one traditional and one

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 issues can lead to conflict. modern irrigation system used in Pakistan.
Learners will then make a PPT (four slides) to
• describe the different types of
present their findings and pros and cons of
irrigation and explain the advantages
assigned type.
and disadvantages of each for small
scale subsistence farming, and for the
Learners individually go through the textbook
growing of cotton, rice, sugar cane and
information. Share their understanding with the
wheat: – canal irrigation – karez,
whole class. Teacher then explains with help of
inundation and perennial canal – lift
diagrams the concept of waterlogging and salinity
irrigation – Persian wheel and tubewell
to learners.
– understand the roles of dams,
barrages, link canals, distribution
canals, field channels and bunds
• explain the causes of waterlogging and
salinity, and: – explain how land
damaged by it can be restored –
evaluate how agricultural practice and
water management can be improved to
prevent it happening (Agricultural
development)
• (b) Forests Unit Test of Water Resources 1 Provide learners with a map worksheet.
Map 7: Forest types in Pakistan
• Candidates should be able to:
• understand the different types of
Discuss and explain the physical factors that
forest and identify, on a map, their
control the distribution of the different types of
main locations
forest and the development of plantations in the
• understand the physical factors that Indus Plain.
control the distribution of the different
types of forest, and the human factors
which have reduced their extent Through Think, Pair, Share and Write/ Draw,
learners identify the following:
• understand the reasons for: – the
development of plantations in the ● Importance of forests in Pakistan
Indus Plain – afforestation on ● Products/ Uses of forests
mountain slopes and plateaux ● Causes of deforestation in Pakistan

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 • understand the value of forests as a ● Effects of deforestation in Pakistan
resource for development, and the (Teacher explanation required on soil erosion,
importance of their sustainability silting and flooding)
● Solution of deforestation in Pakistan
• explain the effects of deforestation,
such as soil erosion, silting and flood
Homework Task: Learners select one cause and
one effect from the classwork and use a flowchart
to structure a developed explanation.
• Revision 1 Past Paper Practice

Total Weeks (Exams Begin December 2025) 13

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 Term II
Topic Sub Topics Learning Objectives Week Learning Activities
• Introduction • MYE • Candidates will be able to: 2 Teacher explanation of key mistakes in MYE.
to EOY Teacher
comments • understand key mistakes and note
on general important points to prevent errors
mistakes • note clearly that topics from MYE will
• Syllabus for be included in EOY.
EOY
• Indices
• Natural • (d) Fishing Industry • Candidates should be able to: Provide learners with map worksheet.
resources – Map 7: Fishing ports of Pakistan
• describe the fishing methods used in
an issue of
both marine and inland waters,
sustainability Learners draw a comparison chart for subsistence
including fish farms
and commercial fishing after discussing
• give examples of the fish caught in differences
both marine and inland waters, and in pairs with help of photographs and using prior
of the fish reared on fish farms Knowledge.
• give examples of the fishing ports on
Classification chart for fish species
both the Balochistan and Sindh
coasts
Cambridge Teaching Tool: annotate a
• describe the uses of the fish caught photograph
of a fish farm using Drag and Drop tool
• explain improvements in fishing
methods and processing techniques
Distribution of fish farms in Pakistan - use the
• understand the problems facing the map
fishing industry and evaluate the given in book or past paper question
possibilities for its further
development and sustainability.
• (c) Mineral Resources Unit Test of Fishing Industry 2 Provide learners with worksheet based on past
papers labelling questions and identification of
• Candidates should be able:
features from photograph.
 • describe, with the help of a simple Worksheet 1: Coal mining methods
diagram for each method, how non-
renewable fuel (coal) and minerals are Learners draw a comparison chart for coal mining
extracted: –as obtained by open cast, methods and pros/ cons for each method.
adit and shaft mining methods (Power)
Learners use maps given in textbook to identify at
• identify the main locations of
least two locations of the named non-metallic
limestone, gypsum and rock salt
minerals. For metallic minerals learners can
extraction from a map, and
identify
understand their uses
location of copper, iron ore and chromite mines in
• identify the main metallic and non- Pakistan. For each mineral learners will identify at
metallic mineral resources of least two uses. All information will be organized
Pakistan, and in what quantities in a
they: – are extracted – exist as table or a flowchart/ organizer.
reserves
Internet search on mineral extraction - Economic
• understand the extent to which
Survey of Pakistan reports
these can be exploited
• describe the environmental Learners study in pairs and develop explanations
problems caused by mineral for
extraction 4-marker and 6-marker questions in two units:
● Potentials and limitations of mineral
• evaluate the benefits of developing
extraction in Pakistan
mineral resources and understand
● Environmental impacts of mining
the sustainability of extraction
● Case study analysis on sustainable mining
• identify the main imported minerals, practices and limitations in context of
where they come from, and in what Pakistan
quantities.
• Power • (a) Sources Unit Test of Mineral Resources 3 Cambridge Teaching Tool: Use Match-up tool to
check learner’s prior knowledge on renewable
• (b) Non-renewable • Candidates should be able to:
and non-renewable resources.
• understand the difference between
renewable and non-renewable sources Learners draw a table to show coal types,
of electricity characteristics, mining location in Pakistan or
• describe the quality and the amount of country of import and uses of that coal type in
coal available from within Pakistan and Pakistan.
 how long reserves are likely to last, and
also describe the types of coal which Through Think, Pair, Share and Write, learners
have to be imported for industrial identify and explain the following:
purposes ● Transportation of coal, natural gas and oil.
● Uses of natural gas and oil
• describe how coal both produced in
● Pros and cons of oil and gas pipelines over
Pakistan and imported is transported to
other means of transport.
the end users
Learners study past paper maps to describe
• state how much natural gas is
distribution of natural gas pipeline and oil
produced by Pakistan, and how long
pipeline in Pakistan. Learners use textbook
reserves are likely to last
information for initial knowledge on construction
• describe the extent of the natural gas and extension of these pipelines.
pipeline network in Pakistan and
explain how natural gas can be taken to Learners draw and annotate drawings for the
those parts of Pakistan away from the following OR provide learners with a labelling
pipelines, and the limitations of doing worksheet:
this ● Oil and gas extraction (derrick and
• state how much oil is produced by anticlines)
Pakistan, how long reserves will last ● Thermal power station
and how much oil is imported, and
explain why it is necessary to import
large amounts of oil
• describe the extent of the oil pipeline
network in Pakistan and describe the
other methods that are used to
transport both imported oil and oil
produced in Pakistan
• understand that electricity can be
generated in a variety of ways. In
thermal power stations by burning coal,
oil, gas and waste, or with nuclear
energy
• understand that non-renewable power
sources are running out, and are
 increasing in price
• (c) Renewables Unit Test of Non-renewable sources 2 Flipped Learning, PPT and Gallery Walk:
● Learners read textbook or use internet to
• Candidates should be able to:
be prepared before the assigned task.
• understand that electricity can be
generated in a variety of ways or with ● Learners work in groups to identify and
renewable sources e.g. water explain working of HEP/ Hydel power, solar
(including hydel), the wind and the sun power, wind power and Geo-thermal power
and other possibilities such as wave, in no more than 4 steps, using a PPT.
tidal, biofuels, geothermal ● Gallery Walk will take place one learners
prepare their PPTs.
• explain and evaluate the advantages
and disadvantages of the different
methods of producing electricity from Homework Task - Learners draw and annotate
renewable resources (generated by drawings for the following OR provide learners
water, wind, wave and sun) with
• understand the physical and human a labelling worksheet for reinforcement:
conditions that favor the development ● Hydel power station
of multi-purpose hydel schemes ● Wind power
● Solar power
• state and explain the factors, both ● Geo-thermal power
physical and human, which promote or
hinder the availability of electricity and Learners develop two explanations each for
other power resources listed, including potentials and limitations of above renewable
the feasibility of small-scale, renewable power sources in pairs.
power generation
• explain why the supply of electricity is Homework Task - Learners research and write a
not sufficient or reliable to develop short paragraph on working, potentials and
many parts of Pakistan. limitations of biomass, wave and tidal energy with
respect to Pakistan. Teacher can share selected
videos for learner’s understanding.

Teacher explanation coupled with class discussion

to understand Electricity distribution and rural
electrification benefits.

• Agricultural • (a) Agricultural Unit Test of Renewable sources 4 Learners draw a comprehensive flowchart to
systems show division of agricultural types and how it
 developme • Candidates should be able to: works as a system.
nt • understand how small-scale
Learners draw a table and identify uses of main
subsistence farming, cash crop farming
and by-products of crops and their and main
and livestock farming operate as
locations in Pakistan.
systems made up of inputs, processes
and outputs. Learners complete a worksheet on livestock types
in Pakistan - table for classification of livestock,
• identify on a map the main areas where
their main location, uses and key characteristics.
cotton, rice, sugar cane and wheat are
grown, and the main areas where
buffalo, cattle, goats, sheep and poultry
are reared
• recognize (from photographs) fields of
cotton, rice, sugar cane and wheat;
recognize (from photographs) buffalo,
cattle, goats, sheep and poultry
• state the uses of the crops named
above
• state the main products of the
livestock named above and the uses of
those products
• identify the main areas for the
cultivation and growth of each of the
following: apples, apricots, bananas,
dates, maize, mangoes, millet,
oilseeds, oranges, pulses, tobacco and
vegetables. Know why they are grown
there and state an important use of
each.
• • (c) Factors affecting • Natural factors: topography, climate (for Learners use dual -coding to study the cultivation
production both kharif and rabi crops), soils, pests and system of named crops (inputs, processes and
diseases outputs) and livestock farming methods.
• Human factors: capital, labour, size of Learners research in pairs and develop two
holdings, farming practices, irrigation (types explanations for each side of the issue, for the
and methods), waterlogging and salinity following topics (provide learners with writing
 (including solutions), governmental actions frames or a structured flowchart):
to increase production
● Potentials and limitations of Natural inputs
• Candidates should be able to: and
• explain how natural and human factors ● Potentials and limitations of Human inputs
affect production on small-scale
subsistence farms, including: – rice grown o use of fertilizers and pesticides (water
using traditional methods of ploughing, pollution/ eutrophication),
transplanting, irrigating, harvesting and o use of mechanization (size of farm and land
threshing on small, fragmented holdings reforms),
using family labour – wheat grown in
areas dependent upon rainfall (barani o use of irrigation (waterlogging and salinity)
farming areas) – dates and vegetables o use of HYV seeds.
grown using karez irrigation in a desert
oasis ● Importance and problems of livestock farming
in Pakistan.
• explain how natural factors, including
climatic requirements, and human factors
affect the production of cotton, rice, sugar
cane (kharif crops) and of wheat (a rabi
crop) under the cash crop farming system
• explain how natural and human factors
affect livestock farming (poultry farming,
the keeping of buffalo and cattle, the
keeping of livestock) on small-scale
subsistence farms and the keeping of
cattle, goats and sheep on a nomadic or
semi-nomadic basis, including
transhumance
• understand how government action has
helped to increase production through
land reforms, the promotion of training
and the use of machinery, chemicals,
improved seeds and other means
• understand and evaluate the possibilities
for and problems of the development of
 agriculture and its sustainability.
• Revision 2 Past Paper Practice

Total Weeks (Exams Begin May 2026) 15