FEDERAL BOARD OF INTERMEDIATE AND

SECONDARY EDUCATION
H-8/4, ISLAMABAD
No.1-10/FBISE/RES/652 30 August, 2024

Subject: IMPLEMENTATION OF ASSESSMENT FRAMEWORKS AND MODEL QUESTIONPAPERS DEVELOPED ON

NATIONAL CURRICULUM OF PAKISTAN (NCP) 2022-2023

In continuation to this office Notifications bearing No.1-10/FBISE/RES/383 dated 14 March

2024 and No.1-10/FBISE/RES/422 dated 19 March 2024 on the subject of Implementation of National
Curriculum of Pakistan (NCP) 2022-23, Assessment Frameworks, Model Question Papers along with SLOs
Alignment Charts and Tables of Specifications (ToS) at SSC-I and HSSC-I levels in the subjects of English
Compulsory, Urdu Compulsory, Pakistan Studies (SSC-I), Islamiyat Compulsory (HSSC-I), Physics, Chemistry,
Biology, Mathematics and Computer Science are hereby uploaded on FBISE Website www.fbise.edu.pk. The
Weblink is https://fbise.edu.pk/curriculum_model_paper.php .

2. It is important to note that the Assessment Frameworks which contain all the SLOs of the
curriculum 2022-23 will guide students, teachers and paper setters. Students will receive clear instructions on
how to prepare for examinations. Teachers will use the Frameworks to understand what to teach in class
and to prepare their students for the final examinations. Similarly, paper setters will use these documents
for guidance in creating examination papers. It may be noted that the SLOs of Summative Assessment
mentioned in the Assessment Frameworks will be included in the Final Board Examinations, whereas the
SLOs of Formative Assessment will NOT be included in the Final Board Examinations; however, they will
be part of teaching-learning activity in the class.

3. It is reiterated that the examinations of all the above mentioned subjects will be based on
Student Learning Outcomes (SLOs) given in the respective curriculum (Assessment Frameworks) instead
of textbooks. Educational institutions, students and teachers may consult the books of publishers reviewed
by National Curriculum Council available on its Weblink https://ncc.gov.pk/SiteImage/Misc/files/Annexures.pdf.
Moreover, the institutions are free to rely on any other valid and reliable instructional/reference
material to fulfil the instructional requirements of the SLOs of these subjects.

( MIRZA ALI )
Director (Research and Academics)
Ph: 051-9269504
Email: [email protected]
Heads of all Institutions affiliated with FBISEat
SSC & HSSC levels
Distribution:
1. Director General, Federal Directorate of Education, G-9/4, Islamabad
2. Director General, FGEI, Directorate (Cantonments/ Garrisons), Sir Syed Road, Rawalpindi Cantt
3. Assistant Chief of the Air Staff (Education), PAF Air Headquarters, Peshawar
4. Director General (Schools), Directorate of Education Gilgit-Baltistan
5. Director Education, Directorate of Naval Educational Services, Naval HQ, Islamabad
6. Deputy Director General (DDG), Army Public Schools and Colleges System Secretariat, GHQ, Rwp
7. Director, CB Education Directorate, C/o Chaklala Cantonment Board, Rawalpindi
8. Director (Education), Fauji Foundation Head Office, Welfare Division, Chaklala, Rawalpindi
9. Director General, OPF Head Office, G-5, Islamabad
10. Director Education, PAEC Headquarter, K-Block, Islamabad (with the request to circulate in their
educational institutions)
11. Director Education, Kahuta Research Laboratory (KRL), Kahuta, District Rawalpindi
12. Mrs. Sakina Fowad Bukhari, Principal, City Lyceum School House No.394 St.No.4, Gulraiz-3 nearMadina
Mall, High Court Road, Rawalpindi
13. Mr. Muhammad Ashraf Hiraj, Principal, Startwell Education House No.9, Main Khayban-e-Tanveer
Chaklala Scheme-III, Rawalpindi Cantt
14. The Director Regional Office (North), Beaconhouse Regional Office (North), Capital View Road, MohraNur,
Banigala, Islamabad
15. The Director, Punjab Group of Colleges, 6th Road, Rawalpindi
Page Continue …

Page 1 of 2
16. The Director Regional Office (North), The City School, Street 7, NPF, Sector E-11/4, Islamabad
17. Roots International Schools and Colleges, Head Office, Main Service Road West, Opp. G-13/4, IBD
18. Brig Dr. Muhammad Hanif (R), SI(M), Principal, Dr. A Q Khan School & College, Bahria Town,Phase 8,
Islamabad
19. The Citizen Foundation, Plot No. 20, Sector # 14, Near Brookes Chowrangi, Korangi IndustrialArea,
Karachi
20. All HODs, FBISE, Islamabad
21. Director IT (with the request to upload the same on FBISE website and social media)
22. Deputy Director (Colleges), Directorate of Education, Sakwar, Gilgit-Baltistan
23. Deputy Controller of Exams (Strong Room), FBISE, Islamabad
24. Incharge, FBISE, Sub-Office, Gilgit
25. Incharge, FBISE, Sub-Office, Skardu
26. PA to Chairman, FBISE, Islamabad
27. APS to Secretary, FBISE, Islamabad
28. Chat Room. FBISE, Islamabad

Page 2 of 2
ASSESSMENT FRAMEWORK AND MODEL QUESTION PAPER

ENGLISH(Compulsory)
Grade XI-XII
NATIONAL CURRICULUM
2022-23

FEDERAL BOARD OF INTERMEDIATE AND

SECONDARY EDUCATION, ISLAMABAD WE WORK FOR
EXCELLENCE
FEDERAL BOARD OF INTERMEDIATE AND SECONDARY EDUCATION H-8/4,
ISLAMABAD

ASSESSMENT FRAMEWORK
FOR
ENGLISH (COMPULSORY)
GRADE-XI & XII CURRICULUM
2022-23
 ACKNOWLEDGEMENT
It is a great honour that we, at the Federal Board of Intermediate and Secondary Education, have developed the Assessment Framework (AF) for the
subject of English for Grade-XI & XII. The primary objective of the AF is to optimize the current curriculum 2022-23. This comprehensive framework has
been crafted meticulously by subject matter and assessment experts who conducted an in-depth review of all learning outcomes for Grade-XI & XII
English curriculum. They evaluated these outcomes in terms of their scope, cognitive level, and progression across the grade.

This significant undertaking was the result of a series of extensive meetings and collaborative efforts of the subject and assessment experts. Their
dedication and expertise have been instrumental in bringing this framework to fruition.

The Assessment Framework will serve as a guiding document for students, teachers and paper setters. Students will receive clear directions for
preparing themselves for the annual examination. Similarly, teachers will use it as a guide to understand what to teach in class and to prepare students
for the final examinations accordingly. Similarly paper setters will also seek guidance from this document.
Following subject as well as assessment experts/committee members remained constantly engaged in the development of the AF:
1. Mr. Suhail Bin Aziz, Director, Rahmatul lil Aalameen Wa Khatamun Nabiyyin Authority, Islamabad
2. Dr. Maqsood Ahmed, Principal, Islamabad Model College for Boys, G-10/3, Islamabad
3. Mr. Riaz Anjum, Associate Professor, Islamabad Model College for Boys, G-10/4, Islamabad
4. Mr. Muhammad Habibullah, Assistant Professor, Islamabad Model College for Boys (PG), H-9, Islamabad
5. Mrs. Saman Akbar, Coordinator (English), Army Public School & College, FWO, Rawalpindi
6. Mr. Nasir Mahmood, HoD English, Pak Turk Maarif School & College H-8/1, Islamabad
7. Mrs. Huma Farhan, Coordinator (English), Army Public School & College Secretariat, Rawalpindi
8. Mr. Imran Ullah, HOD English, Army Public School & College, Hamza Camp, Rawalpindi
9. Ms. Iqra Shahab, Lecturer, Al-Huda International School, F-8/4 Islamabad
The whole work was successfully accomplished under the able supervision and guidance of Syed Junaid Akhlaq, Chairman, FBISE a nd due to the hard
work and dedication of the staff of Research Section of FBISE, in particular, Syed Zulfiqar Shah, Deputy Secretary, Research and Academics who played
a pivotal and leading role in finalizing the AF.

MIRZA ALI
Director (Research &
Academics)FBISE, Islamabad
 ASSESSMENT FRAMEWORK FOR ENGLISH (COMPULSORY) GRADE-XI & XII, CURRICULUM 2022-23

To ensure clarity and precision in assessment, the learning outcomes have been categorized into two distinct groups: formative and summative. This
classification helps in effectively measuring student progress and understanding. Each Student learning outcome (SLO) has been carefully marked as
either formative or summative within the newly developed Assessment Framework. SLOs of Summative Assessment Format will be part of the Final
Examination while SLOs of Formative Assessment will although be part of the teaching-learning activity but they will NOT be part of Final Examinations.
Estimated cognitive levels i.e Knowledge (K), Understanding (U) and Application (A) of all the SLOs have also been indicated. It may be noted that all
the higher cognitive levels have been collectively accumulated in the cognitive level of 'Application'. In subjects involving Practicals (Lab work), it has been
mentioned categorically whether an SLO is summative for theory or summative for Practical Based Assessment (PBA). If an SLO is summative for PBA, it
means that Laboratory work is required in the teaching-learning activity and it will be part of the Practical Examination/ Practical Based Assessment.

The Assessment Framework will act as a comprehensive guide for students, teachers and paper setters. Students will have clear instructions on how to
prepare for the annual examinations. Teachers will use the framework to understand the curriculum and effec tively prepare their students for the final
examination. Additionally, paper setters will refer to this document for guidance in setting examination papers.

A model question paper has also been developed to provide a clear structure and format for upcoming examinations. The model question paper
ensures consistency and fairness, offering students a comprehensive understanding of what to expect in their examinations. By aligning the paper with
the Student Learning Outcomes (SLOs) of the curriculum, we ensured that the questions accurately reflect the skills and knowledge that students are
expected to acquire.

A detailed Table of Specifications (ToS) has been created to ensure equitable coverage of cognitive levels and content domains in order to generate a
balanced question paper. The ToS serves as drawing scale and action plan for the question paper, ensuring that all important areas of the curriculum
are adequately and proportionately assessed.

Instructions for paper setters have also been included before the model question paper, providing self-explanatory guidance on the selection and
nature of each question which is part of the model paper.
 FORMATIVE ASSESSMENT: AN ESSENTIAL COMPONENT OF EFFECTIVE LEARNING

Formative assessment is a pivotal element in the educational process, distinguished by its role in providing ongoing feedback to both students and
educators. Unlike summative assessments, which evaluate student learning at the end of an instructional period, formative ass essments are
integrated into the learning process to monitor student understanding and guide instructional decisions.

The primary objective of formative assessment is to identify learning gaps and misunderstandings as they occur, enabling timely interventions. This
dynamic approach allows teachers to adjust their teaching strategies to better meet the needs of their students. For instance, if a teacher notices
through a quick quiz or class discussion that a significant portion of the class struggles with a particular concept, they can revisit that topic, providing
additional explanations or alternative methods of instruction. This adaptability is crucial for fostering a deeper understanding of the material.

Formative assessments come in various forms, ranging from informal methods like classroom discussions, observations, and questioning, to more
structured approaches such as quizzes, peer assessments, and self-reflections. These methods are not limited to paper-and-pencil tasks but can
include digital tools that provide instant feedback. The versatility of formative assessments allows educators to cater to diverse learning styles and
preferences, ensuring that all students are engaged and supported in their learning journey.

Formative assessment plays a significant role in creating a supportive classroom environment. It shifts the focus from merely achieving grades to
understanding the learning process. This approach reduces the pressure on students, as they perceive assessments not as a final judgment of their
abilities but as a part of their learning journey. Consequently, formative assessment can lead to increased student motivation and engagement.

In conclusion, formative assessment is a powerful tool that, when effectively implemented, can significantly enhance the learning experience. It
provides invaluable insights for both teachers and students, promotes a growth-oriented learning environment, and supports the continuous
development of essential skills. As education evolves, the role of formative assessment will undoubtedly continue to be central in fostering
successful and meaningful learning experiences.
 SUMMATIVE ASSESSMENT: EVALUATING LEARNING OUTCOMES IN THE FORM OF
TERMINAL/FINAL EXAMINATION

Summative assessment is a fundamental component of the educational process, designed to evaluate student learning at the conclusion of an
instructional period. Unlike formative assessment, which provides ongoing feedback during the learning process, summative ass essment serves as a
final measure of what students have learned. Typically administered at the end of a unit, course, or academic year. Summative assessment aims to
determine the extent to which educational objectives have been achieved.

The primary purpose of summative assessment is to assess the overall effectiveness of instruction and learning. It provides a conclusive evaluation
of student performance, often in the form of tests, final projects, or standardized exams. These assessments generate grades or scores that reflect
a student’s achievement in a given subject area over a specific period or time duration.

Summative assessment is often used to make critical decisions regarding student progression, certification, or placement in s ubsequent educational
levels. Additionally, summative assessments provide valuable data that inform curriculum development and instructional strategies. By analyzing
summative assessment results, educators can identify trends, strengths, and weaknesses within their instructional approaches, allowing for
improvements in future teaching.

In conclusion, summative assessment plays a critical role in the educational process by providing a final evaluation of student learning. While it differs
from formative assessment in its focus and application, it is an essential tool for measuring academic achievement. When balanced with formative
assessments, summative assessments contribute to a well-rounded and effective approach to evaluating and supporting student learning.
 National Curriculum of Pakistan 2022-2023 ASSESSMENT
FRAMEWORK English Grade-XI & XII (HSSC-I & II)
Details of Content Areas/ SLOs

Student Learning Outcomes (SLOs)

Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-A1-01] [SLO: E-12-A1-01] This competency is part
Establish roles and apply dramatic approaches Apply dramatic approaches with of regular teaching and
withconfidence, especially in a four to five-act play. confidence,especially in a drama. learning. It will not be
[SLO: E-11-A1-02] [SLO: E-12-A1-02]
assessed in Annual
Respond to texts for different purposes Listen to texts and critically analyse the
Examinations.
(includingarguments and discussions). situations/events.
[SLO: E-11-A2-01] [SLO: E-12-A2-01]
Demonstrate attentive listening’ skills while Demonstrate attentive listening’ skills while
working in groups and taking turns to speak working in a whole class setting and taking
withstandard pronunciation. turnsto speak with standard pronunciation
[SLO: E-11-A2-02] [SLO: E-12-A2-02]
Respond to questions on a range of Respond to questions on a range
A: Oral communicative purposes. ofcommunicative purposes.
Communication [SLO: E-11-A2-03] [SLO: E-11-A2-03] Formative
Use complex questions for a range of audiences. Use complex questions for a range of audiences.
Skills [SLO: E-12-A2-04]
[SLO: E-11-A2-04]
Perform a drama/ role play/play script Perform a drama/ role play/play script
showing different roles and scenarios through showingdifferent roles and scenarios through
deliberatechoice of dialogues/ speech. deliberatechoice of dialogues/ speech,
[SLO: E-11-A3-01] gestures and movements.
Speak confidently and fluently in a wide range of [SLO: E-11-A3-01]
contexts, For example, (conflict resolution, panel Speak confidently and fluently in a wide range
discussion, role-play, dialogue etc.) to fulfil different of contexts, For example, (conflict resolution,
purposes (exposition, argumentation etc.). panel discussion, role-play, dialogue etc.) to fulfil
[SLO: E-11-A3-02] different purposes (exposition, argumentation
Engage effectively in a range of collaborative etc.).
discussions (one-on-one, in groups, and teacher- [SLO: E-12-A3-02]
led) with diverse partners on grade-level topics, Engage effectively in a range of collaborative
texts, discussions (one-on-one, in groups, and
and issues teacher-

Page 1 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-A4-01] led) with diverse partners on grade-level
Engage in extended discussions and critique topics,texts, and issues
takinginto account other speakers’ viewpoints and [SLO: E-12-A4-01]
presenting one's own with clarity. Engage in extended discussions and critique
taking into account other speakers’ viewpoints
and presenting one's own with clarity and
coherence.
[SLO: E-11-Bl-01] [SLO: E-12-Bl-0l]
Read with accurate pronunciation, This SLO is part of
Read with accurate pronunciation, appropriate
appropriate pitch and voice Formative regular teaching and
pitch and voice variation suitable for fictional
variation suitable for fictional and learning. It will not be
andnonfictional texts.
nonfictional texts. assessed in the Annual
Examination.
B1: Reading and
Critical Thinking [SLO: E-11-Bl-02] [SLO: E-12-Bl-02] This SLO is part of
Ask and answer higher-order questions Ask and answer higher-order questions regular teaching and
to guide/assess reading (e.g., Why is the Summative learning. It will be
to guide/assess reading (e.g., Why is the
author saying this right now? Why did assessed in Annual
author saying this right now? Why did the author choose this word? How is this Examinations.
the author choose this word? How is this different from what I read somewhere
different from what I read somewhere else? else?
[SLO: E-11-B2-0l] [SLO: E-12-B2-0l] Summative This SLO is part of
Evaluate how authors use language, including Evaluate how authors use language, including regular teaching and
figurative language, considering the impact on figurative language, considering the impact on learning. It will be
the reader. Discuss others’ reading critically, the reader. Discuss others’ reading critically, assessed in Annual
B2. Reading for
taking account of their views. taking account of their views. Express informed Examinations.
Understanding
opinions, justify the viewpoint and make
recommendations and develop an interest in a
variety of texts.

Page 2 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-B2-02] [SLO: E-12-B2-02] Summative These SLOs are part of
Analyze how an author’s choices concerning how Analyse how an author’s choices concerning regular teaching and
tostructure specific parts of a text (e.g., the choice how to structure specific parts of a text (e.g., learning. These will be
of where to begin or end a story, the choice to the choice of where to begin or end a story, the assessed in Annual
provide a comedic or tragic resolution) contribute choice to provide a comedic or tragic
Examinations.
to its resolution) contribute to its overall structure
overall structure and meaning as well as its aesthetic and meaning aswell as its aesthetic impact.
impact.
[SLO: E-12-B2-03]
[SLO: E-11-B2-03] Critique reading interpretations, taking account
Critique reading interpretations. of other’s views on reading.
[SLO: E-11-B2-04] [SLO: E-12-B2-04] Summative This SLO is part of
regular teaching and
Analyse organisational patterns in a text: Analyse organisational patterns in a text:
learning. It will be
a. list/ sequence of ideas/ a. list/ sequence of ideas/ assessed in Annual
events comparison-contrast events comparison-contrast Examinations.
b. cause-effect b. cause-effect
c. problem-solution c. problem-solution
d. reasons/ assumptions-conclusion d. reasons/ assumptions-conclusion
[SLO: E-11-B3-01] [SLO: E-12-B3-01] Summative These SLOs are part of
Provide an objective Provide an objective . Provide an objective summary of fiction and regular teaching and
summaryof fiction and fiction, non-fiction and fiction, non-fiction and poetry summary of a learning. These will be
poetry summary of a range of texts | of a range of range of texts of a range of texts. assessed in Annual
texts. poetry texts. texts. including fiction, non- Examinations.
B3. Reading for fiction and other types of text.
Meaning [SLO: E-12-B3-02]

[SLO: E-11-B3-02] Use pre-reading and while reading

strategies to analyse and explore different
Use pre-reading and while reading strategies
layers of meaning within texts including
to analyse and explore different layers of
biases and opinions.
meaning within texts including biases and
opinions.
Page 3 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
Read and use inference and deduction to Read and use inference and deduction to
recognize implicit meaning (e.g look for recognize implicit meaning (e.g. look for
supporting details within a text/paragraph) supporting details within a
using prior knowledge and contextual clues text/paragraph) using prior knowledge and
effectively. contextual clues effectively.
Link new facts, terms, and concepts with Link new facts, terms, and concepts
prior knowledge. with prior knowledge.
Choose words and phrases for effect. Choose words and phrases for effect.
Comment on implied meanings, e.g. writer’s Comment on implied meanings, e.g.
view point, relationships between characters writer’s view point, relationships between
etc.[SLO: E-11-B3-03] characters etc.
Explain whether predictions about the summative
content of a text are acceptable or should [SLO: E-12--B3-03]
be modified and why Explain whether predictions about the
[SLO: E-11-B3-04] content of a text are acceptable or
Distinguish cause from effect, fact from should be modified and why
opinion (e.g., by noting outcomes, personal [SLO: E-12-B3-04]
comments, beliefs and biases), and Distinguish cause from effect, fact from
generalized statements from evidence-
opinion (e.g., by noting outcomes,
based information with specific reference
personal comments, beliefs and biases),
to informational texts. and generalized statements from
[SLO: E-11-B3-05] evidence-based information with
Apply skimming and scanning strategies for specific reference to informational texts.
relevant information and main points in [SLO: E-12--B3-05]
texts to identify the writer's purpose, and Apply skimming and scanning strategies
intended audience. Infer the theme/main for relevant information and main
idea of the text, distinguishing between fact points in texts to identify the writer's
and opinion where necessary purpose, and intended audience. Infer
the
theme/main idea of the text,
distinguishing between fact and
opinion
Page 4 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
where necessary
[SLO: E-11-B3-06] [SLO: E-12-B3-06] This SLO is part of
 Examine how an author develops and  Examine how an author develops Formative regular teaching and
andcontrasts point of view of learning. It will not be
contrasts point of view of different characters
different characters or narrative in assessed in the Annual
or narrative in text.
text. Examination.
 Critique the plot development with respect
to different aspects of the story.  Critique the plot development with
respect to different aspects of the
story.
[SLO: E-11-B3-07] [SLO: E-12-B3-07] This SLO is part of
 regular teaching and
Evaluate the particular elements of  Evaluate the particular elements
a story or drama (e.g., how the learning. However,
of a story or drama (e.g., how the components of story and
setting shapes the characters or setting shapes the characters or drama will be assessed in
plot). plot).
Summative the Annual Examination
 Identify rhyme schemes and of HSSC-I. Whereas
 Identify rhyme schemes and
figurative language in poems. components of fictional
figurative language in
text (Novel) will be
poems.
 Evaluate stages of plot development assessed in the Annual
in a fictional text (exposition, setting,  Evaluate stages of plot Examination of HSSC-II.
climax, character development, development in a fictional text However, questions of
resolution) (exposition, setting, climax, general nature will be
character development, resolution) asked in the Final
examination.
 Examine how complex characters (e.g.  Examine how complex characters
those with multiple or conflicting (e.g. those with multiple or
motivations) develop over the course
conflicting motivations) develop
of a text, interact with other
over the course of a text, interact
characters, and advance the plot or
with other characters, and
develop the theme.
advance
the plot or develop the theme.
Page 5 of 20
[SLO: E-11-B3-08] [SLO: E-12-B3-08] This SLO is part of
Evaluate two or more central ideas of a text and Evaluate two or more central ideas of a text and Summative regular teaching
and

Page 6 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
analyze their development over the course of analyze their development over the course of learning. It will be
the text, including how they interact and build the text, including how they interact and build assessed in the Annual
on one another to provide a complex analysis on one another to provide a complex analysis Examination.
Use summary skills to Use summary skills to
1. extract salient points and develop a mind map 1. extract salient points and develop a mind
tosummarize a variety of informational texts. mapto summarize a variety of informational
2. transfer the written text to a table, texts.
diagram,flowchart or work plan. 2. transfer the written text to a table,
diagram,flowchart or work plan.
[SLO:E-11-B3-09] This SLO is part of
Practice précis writing skills. regular teaching and
learning. However, the
Summative skill of precis writing may
be assessed based on
comprehension of the
passage at HSSC-I level.
[SLO: E-11-B3-10] [SLO: E-12--B3-10] This SLO is part of
Give an informed personal and analytical Give an informed personal and analytical regular teaching and
response to a text and provide some supporting response to a variety of texts and provide Summative learning. It will be
textual reference. atextual reference in support. assessed in the Annual
Examination.
[SLO: E-11-B3- l 1] [SLO: E-12-B3-l 1] These SLOs are part of
Reading to analyse Reading to analyse regular teaching and
descriptive/argumentative persuasive essays. descriptive/argumentative persuasive essays. learning. These will be
Reading to analyse Reading to analyse assessed in the Annual
application/letter/report/summ application/letter/report/summa Summative Examination.
ary/biography/autobiography ry/biography/autobiography/re
[SLO:E-11-B3-11] views[SLO:E-12-B3-11]
Evaluate different points of view (e.g., first- Evaluate different points of view (e.g., first-
person,third Determine an author’s point of view person, third Determine an author’s point of
or purpose in a text. person narrative) .Examine an viewor purpose in a text. person narrative) .
author’s point of view or purpose in a text. that of Examine an author’s point of view or purpose in
others. Critique how the author distinguishes his or a text. that of others. Critique how the author
Page 7 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
her position from that of others. distinguishes his or her position from that
ofothers.
[SLO: E-11-B3-12] [SLO: E-12-B3-12] This SLO is part of
Summarise complex concepts, processes, Summarise complex concepts, regular teaching and
or information by paraphrasing them using processes, or information by learning. This will be
correct language structure, transitional paraphrasing them using correct assessed in the Annual
Summative Examination.
devices, own words and relevant language structure, transitional devices,
punctuation marks. own words and relevant punctuation
Make inferences to draw conclusions marks.
from, e.g. Make inferences to draw
a. contextual information conclusions from, e.g.
b. writer’s viewpoint d. contextual information
c. implied information e. writer’s viewpoint
f. implied information
[SLO: E-11-B3-13] [SLO: E-12-B3-13] This SLO is part of
Interpret and integrate information from Interpret and integrate information from regular teaching and
Summative learning. This will be
a variety of sources for comprehension a variety of sources for comprehension
(e.g., maps, graphs, charts, diagrams) (e.g., maps, graphs, charts, diagrams) assessed in the Annual
Examination.
[SLO: E-11-B3-14] [SLO: E-12-B3-14]
Analyze multiple interpretations of a story, These SLOs are part of
Analyze multiple interpretations of a story,
drama, or poem connected to different fields drama, or poem connected to different regular teaching both at
and professions. (e.g., a person’s life story in Summative HSSC I & II levels.
print and multimedia), determining which fields and professions. (e.g., a person’s life
story in print and multimedia), determining However, components of
details are emphasized in each type. (e.g.,
recorded or live production of a play or which details are emphasised in each type. story and drama will be
recorded novel or poetry), evaluating how (e.g., recorded or live production of a play assessed at HSSC-I
each version interprets the source text. whereas components of
or recorded novel or poetry), evaluating
fictional text (Novel) will
how each version interprets the source
text. be assessed at HSSC-II.

Page 8 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-B3-15] [SLO: E-12-B3-15] Summative
Read, view and analyse a variety of reading Read, view and analyse a variety of
grade-appropriate and high-interest books reading grade-appropriate and high-
and texts from print and non-print interest books and texts from print
sources: and non-print sources:
a. Poetry (free verse, narrative a. Poetry (free verse, narrative
and rhythmic and rhythmic
b. Personal recounts (e.g., diary b. Personal recounts (e.g.,
entries, biographies) diary entries, biographies)
c. Narratives (e.g., fables, historical c. Narratives (e.g., fables, historical
fiction, science fiction, legends) fiction, science fiction, legends)
d. Procedures (e.g., recipes, d. Procedures (e.g., recipes,
directions, instruction manuals) directions, instruction manuals)
e. Information reports (e.g., e. Information reports (e.g.,
project reports, fact sheets, project reports, fact sheets,
brochures brochures
f. Interpersonal text f. Interpersonal text
(informal/formal letters, notices, (informal/formal letters, notices,
emails) emails)
g. Factual recounts (e.g. eye- g. Factual recounts (e.g. eye-
witnessedaccounts, news witnessedaccounts, news
bulletins) bulletins)
h. Drama (playscript) h. Drama (playscript) Summative This SLO is part of
i. Explanation (e.g. how something works) i. Explanation (e.g. how regular teaching and
j. Expositions (e.g. reviews, arguments) something works) learning.
j. Expositions (e.g. reviews, arguments) It will be assessed in the
Annual Examination.
[SLO: E-12-B3-16]
[SLO: E-11-B3-16] Cite strong and thorough textual
Cite strong and thorough textual evidence to evidence to support analysis of what the
support analysis of what the text says text says explicitly as well as inferences
explicitly as well as inferences drawn from
Page 9 of 20
the text. drawn from the text.

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20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
This SLO is part of
[SLO: E-11-C1-01] [SLO: E-12-C1-01] regular teaching and
learning.
Clarify the meaning of unknown and multiple-
Clarify the meaning of unknown and It will be assessed in the
meaning words and phrases based on grades Summative
multiple-meaning words and phrases Examinations. However,
9&10 and 11 & 12 reading and content,
basedon grades 9 &10 and 11 & 12 the following part of the
choosing flexibly from a range of strategies. &
reading and content, choosing flexibly SLO is included in
Use context (e.g., the overall meaning of a
from a range of strategies. Formative Assessment:
sentence, paragraph, or text; a word’s
Consult general and
position or function in a sentence) as a clue to Formative
Use context (e.g., the overall meaning of specialized reference
the meaning of a word or phrase.
asentence, paragraph, or text; a word’s materials (e.g.,
Identify and correctly use patterns of
position or function in a sentence) as a dictionaries, glossaries,
word changes that indicate different clueto the meaning of a word or phrase. thesauruses), both print
C1: meanings orparts of speech (e.g., analyze,
VOCABULARY and digital, to find the
analysis, analytical; advocate, advocacy).
Identify and correctly use patterns of pronunciation of a word
word changes that indicate different or determine or clarify
Consult general and specialized reference meanings orparts of speech (e.g., analyze,
materials (e.g., dictionaries, glossaries, its precise meaning, its
analysis, analytical; advocate, advocacy). part of speech, or its
thesauruses), both print and digital, to find
the pronunciation of a word or determine or etymology.
Consult general and specialized reference Verify the preliminary
clarifyits precise meaning, its part of speech, materials (e.g., dictionaries, glossaries,
or its etymology. determination of the
thesauruses), both print and digital, to find
meaning of a word or
the pronunciation of a word or determine phrase (e.g., by
Verify the preliminary determination of the orclarify its precise meaning, its part of
meaning of a word or phrase (e.g., by checking the inferred
speech, or its etymology. meaning in context or
checking the inferred meaning in context or in
Verify the preliminary determination of the ina dictionary.
a dictionary). meaning of a word or phrase (e.g., by
checking the inferred meaning in context
orin a dictionary).

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20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-C1-02] [SLO: E-12-C1-02] This SLO is part of
Comprehend and use contemporary Idioms Comprehend and use contemporary Summative regular teaching
and proverbs in the different texts and in Idioms and proverbs in the different andlearning.
their speech. texts and in their speech. It may be assessed in the
Annual Examination at
HSSC-I level
[SLO: E-11-Cl-03] [SLO: E-12-Cl-03] This SLO is part of
Identify and use adjectival, prepositional and Identify and use adjectival, prepositional Summative regular teaching and
adverbial phrases in reading and writing and adverbial phrases in reading and learning.
tasks. writing tasks. It will be assessed in the
Annual Examination.
[SLO: E-11-Cl-04] [SLO: E-12-Cl-04] This SLO is part of
Distinguish between the connotative and Distinguish between the connotative Summative regular teaching and
denotative meanings of words, both and denotative meanings of words, learning.
similar and dissimilar denotations and both similar and dissimilar denotations It will be assessed in the
their appropriate use in a variety of and their appropriate use in a variety of Annual Examinations
writing and writing and texts.
texts.
[SLO: E-11-C1-05] [SLO: E-12-Cl-05] This SLO is part of
Demonstrate understanding of figurative Demonstrate understanding of figurative Summative regular teaching and
language, word relationships, and nuances language, word relationships, and learning. It will be
in word meanings. nuances in word meanings. assessed in the Annual
Interpret figures of speech (e.g., Interpret figures of speech (e.g., examination..
euphemism, oxymoron) in context and euphemism, oxymoron) in context
analyze their role in the text. and analyze their role in the text.
Analyze nuances in the meaning of
Analyze nuances in the meaning of words words with similar denotations.
with similar denotations.
[SLO: E-11-Cl-06] [SLO: E-12-Cl-06] This SLO is part of
Acquire and use appropriate words and Acquire and use appropriate words and Summative regular teaching and
phrases for reading, writing, speaking, phrases for reading, writing, speaking, learning. It will be
and listening; independently gather and listening; independently gather
vocabulary vocabulary
Page 10 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
when considering a word or phrase when considering a word or assessed in the Annual
important for comprehension or expression. phrase important for examination.
comprehension or
expression.
[SLO: E-11-C2-01] [SLO: E-12-C2-01] Summative These SLOs are part of
Demonstrate knowledge and application Demonstrate knowledge and regular teaching and
of parts of speech in oral and written application of parts of speech in oral learning.
communication in varying degrees of and written communication in varying These will be assessed in
complexity. degrees of complexity. the Annual Examination.
[SLO: E-11-C2-02] [SLO: E-12-C2-02]
Apply knowledge of parts of speech, tenses, Apply knowledge of parts of speech, tenses,
sentence structure and other features of grammar sentence structure and other features of
C2. GRAMMAR and vocabulary to understand how language grammar and vocabulary to understand how
functions in different contexts, make effective language functions in different contexts, make
choices for meaning or style while reading, effective choices for meaning or style while
listening and writing. reading, listening and writing.
[SLO: E-12-C2-03] Summative This SLO is part of
[SLO: E-11-C2-03] Identify and use compound regular teaching and
Identify and use compound prepositions prepositions and prepositional phrases learning.
and prepositional phrases in writing. in writing. It will be assessed in the
Annual Examination.

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 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-C2-04] [SLO: E-12-C2-04] Summative This SLO is part of
Examine and interpret the use of Examine and interpret the use of regular teaching
conjunctions and transitional devices in conjunctions and transitional devices andlearning.
speech and writing to create the effect. in speech and writing to create the It will be assessed in the
Annual Examination.
Recognise and use subordinating effect. Recognise and use
However, Conjunctions
conjunctions to connect independent subordinating conjunctions to connect
may be assessed in
clause/s to dependent clause/s e.g., He independent clause/s to dependent
HSSC-I & II while
could not attend the meeting because he clause/s e.g., He could not attend the Transitional Devices will
was sick. meeting because he was sick. be the assessed in HSSC-
II Examination.
Recognize and use correlative Recognize and use correlative
conjunctions including pairs such as conjunctions including pairs such as
"both/and," "both/and," "either/or,"
"either/or," neither/nor," "not/but" and" neither/nor," "not/but" and" not
not only/but also." etc. only/but also." etc.
[SLO: E-11-C3-0l] Summative This SLO is part of
[SLO: E-12-C3-0l] regular teaching and
Demonstrate command of the conventions of Demonstrate command of the conventions learning. However, it may
Standard English capitalization, punctuation, of Standard English capitalization, be assessed in the
C3. and spelling when writing in different punctuation, and spelling when writing in Annual Examination of
PUNCTUATION varieties of texts. different HSSC-I.
• Observe hyphenation conventions. varieties of texts.
• Produce legible work that shows • Observe hyphenation conventions.
the correct spelling of the conventions of • Produce legible work that shows
punctuation and capitalization. the correct spelling of the conventions of
punctuation and capitalization.
[SLO: E-11-C4-01] [SLO: E-12-C4-01] Summative This SLO is part of
Use all types of tenses correctly in speech Use all types of tenses correctly in regular teaching and
C4. TENSES andwriting. Use gerunds, infinitives, and speech and writing. Use gerunds, learning.
participles. infinitives, andparticiples. It will be assessed in the
Use the aspect of time correctly in speech Use the aspect of time correctly in Annual Examination.
andwriting. speech
Pageand writing.
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 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-C5-01] Summative This SLO is part of
Construct sentences using the sentence patterns --- regular teaching and
andstructure for grade specific genres learning.
It will be assessed in the
Annual Examination
HSSC-I.
[SLO: E-11-C5-02] Summative This SLO is part of
Construct complex sentences and paragraphs regular teaching and
usingmain and subordinate clauses with learning.
appropriate transitional devices and correct --- It will be assessed in the
punctuation in varying degrees of complexity for
Annual Examination
grade specific genres.
HSSC-I.
C5. SENTENCE
STRUCTURE
[SLO: E-11-C5-03] Summative This SLO is part of
Construct complex sentences and paragraphs regular teaching and
using main and subordinate clauses with learning.
appropriate transitional devices and correct --- It will be assessed in the
punctuation and varying degrees of Annual Examination
complexity for grade specific genres HSSC-I.
[SLO: E-11-C5-04] Summative This SLO is part of
Change tense in indirect/direct speech regular teaching and
(present, past and perfect tenses, future, learning.
models, time and questions, orders, request, --- It will be assessed in the
suggestions andadvice) in narrative Annual Examination
paragraphs HSSC-I.

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 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-D1-01] Summative This SLO is part of
Dl. Writing [SLO: E-12-D1-01]
regular teaching and
Apply editing and proofreading skills to a Apply editing and proofreading skills to a
Readiness and learning.
range of different texts and contexts range of different texts and contexts
Fluency It will be assessed in the
Annual Examination.
Summative This SLO is part of
[SLO: E-11--D2-0l] [SLO: E-12--D2-01]
Produce clear and coherent writing in which the regular teaching and
Produce clear and coherent writing in which
development, organization, and style are the development, organization, and style are
learning.
appropriate to the task, purpose, and audience. appropriate to the task, purpose, and audience. It will be assessed in the
Annual Examination.
[SLO: E-11-D2-03] [SLO: E-12-D2-03] Summative This SLO is part of
Apply the technique of writing first draft with Apply the technique of writing first draft regular teaching and
sufficient details: proofreading and editing with sufficient details: proofreading and learning.
details to suit the purpose and audience. editing details to suit the purpose and It will be assessed in the
D2. Writing for
audience. Annual Examination.
Understanding
Summative This SLO is part of
[SLO: E-11-D2-04] [SLO: E-12-D2-04]
regular teaching and
Write and critique (self /peer checking) the Write and critique (self /peer checking) the
learning.
finaldraft after complete editing and final draft after complete editing and
It will be assessed in the
proofreading. proofreading. Ensure each paragraph
Annual Examination.
Ensure each paragraph develops the main develops the main idea of the essay/piece
ideaof the essay/piece of writing and the ofwriting and the topic sentence of each
topic sentence of each paragraph. Use the paragraph. Use the technique of hook, and
technique of hook, and lead-in sentences to lead-in sentences to develop the flow
develop the flow of thought. ofthought.
[SLO: E-11-D3-01] [SLO: E-12-D3-01] Summative This SLO is part of
Write multiple paragraphs essays/stories; Write multiple paragraphs regular teaching and
D3. Writing for multi- stanza poems or playscript using essays/stories;multi-stanza poems or learning.
Meaning mechanics of correct writing. playscript using mechanics of correct It may be assessed in the
writing. Annual Examination.

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 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-D3-02] [SLO: E-12-D3-02] Formative This SLO is part of
Write narratives to develop real or Write narratives to develop real or regular teaching and
imaginedexperiences or events using imaginedexperiences or events using learning. It is part of
effective effective summative examination
techniques, well-chosen details, and techniques, well-chosen details, and at SSC level; therefore,
well-structured event sequences. well-structured event sequences. question will not be
 Engage and orient the reader by askedat HSSC level.
 Engage and orient the reader by setting out a problem, situation,
setting out a problem, situation, or orobservation and its
observation and its significance, significance,
establishing one or multiple point(s) of establishing one or multiple point(s)
view, and of view, and introducing a narrator
introducing a narrator and/or and/or characters; create a smooth
characters;create a smooth progression of experiences or
progression of experiences or events. events.
 Use narrative techniques, such as  Use narrative techniques, such as
dialogue, pacing, description, dialogue, pacing, description,
reflection, and multiple plot lines, to reflection, and multiple plot lines,
develop experiences, events, and/or to develop experiences, events,
characters. and/or characters.
 Use a variety of techniques to  Use a variety of techniques to
sequence events so that they build on sequence events so that they build
one another to create a coherent on one another to create a coherent
whole and build whole and build toward a particular
toward a particular tone and tone and outcome (e.g., a sense
outcome (e.g., a sense of mystery, ofmystery, suspense, growth, or
suspense, growth, or resolution). resolution).
 Use precise words and phrases, telling  Use precise words and phrases,
details, and sensory language to telling details, and sensory
convey a vivid picture of the languageto convey a vivid picture
experiences, events, setting, and/or of the experiences, events, setting,
characters. and/or characters.
Page 15 of 20
 Provide a conclusion that follows from  Provide a conclusion that
and reflects on what is experienced, follows from and reflects on
observed, or resolved over the course what is
ofthe narrative.

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 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
 Produce clear and coherent writing experienced, observed, or
inwhich the development, resolved over the course of the
organization, and style are narrative.
appropriate to the task, purpose,  Produce clear and coherent writing
and audience. inwhich the development,
 Develop and strengthen writing as organization, and style are
needed by planning, revising, appropriate to the task, purpose,
editing,rewriting, or trying a new and
approach, focusing on addressing audience.
what is most significant for a specific  Develop and strengthen writing as
purpose and audience. needed by planning, revising,
editing,rewriting, or trying a new
approach, focusing on addressing
what is most
significant for a specific purpose and
audience.

Page 17 of 20
[SLO: E-11-D3-03] [SLO: E-12-D3-03] Formative This SLO is part of
 Write informative/ explanatory texts regular teaching and
to examine and convey complex ideas, Write informative/ explanatory texts to learning. It is part of
concepts, and information clearly and examine and convey complex ideas, summative examination
accurately through the effective concepts, and information clearly and at SSC level; therefore,
selection, organization and analysis of
the content. accurately through the effective question will not be
 Introduce a topic; organize complex selection,organization and analysis of the askedat HSSC level.
ideas, concepts, and information so content.
that each new element builds on that  Write informative/ explanatory
which precedes. texts to examine and convey
 it to create a unified whole; include complex ideas, concepts, and
formatting (e.g., headings), graphics information clearly and accurately
(e.g., figures, tables), and multimedia through the effective selection,
when useful to aiding organization andanalysis of the
comprehension. content.
 Develop the topic thoroughly by  Introduce a topic; organize complex
selecting the most significant and ideas, concepts, and information so
relevant facts, extended definitions, that each new element builds on
concrete details, quotations, or other that which precedes.
information and examples appropriate  it to create a unified whole; include
to the audience’s knowledge of the formatting (e.g., headings), graphics
topic. (e.g., figures, tables), and
 Use appropriate and varied transitions multimedia
when useful to aiding

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 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
and syntax to link the major sections of comprehension.
the text, create cohesion, and clarify  Develop the topic thoroughly by
the relationships among complex ideas selecting the most significant and
andconcepts. relevant facts, extended
 Use precise language, domain-specific definitions, concrete details,
vocabulary, and techniques such as quotations, or other information
metaphor, simile, and analogy to and examples appropriate to the
manage the complexity of the topic. audience’s knowledge of the topic.
 Establish and maintain a formal style  Use appropriate and varied
and objective tone while attending to transitions and syntax to link the
the norms and conventions of the major sections of the text, create
discipline in which they are writing. cohesion, and clarify the
 Provide a concluding statement or relationships among complex ideas
section that follows from and supports and concepts.
the information or explanation  Use precise language, domain-
presented (e.g., articulating implications specific vocabulary, and techniques
or the significance of the topic). such as metaphor, simile, and
analogy to manage the complexity
ofthe topic.
 Establish and maintain a formal style
and objective tone while attending
to the norms and conventions of the
discipline in which they are writing.
 Provide a concluding statement
orsection that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).

Page 19 of 20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-D3-04] [SLO: E-12-D3-04] This SLO is part of
Write arguments to support claims in an analysis Write arguments to support claims in an Summative
of substantive topics or texts, using valid regular teaching and
analysis of substantive topics or texts, using learning. It may be
reasoning and relevant and sufficient evidence. valid reasoning and relevant and sufficient
evidence. assessed in the annual
 Introduce precise, knowledgeable  Introduce precise, knowledgeable examination of HSSC
claim(s), establish the significance of claim(s), establish the significance
the claim(s), distinguish the claim(s) level.
of the claim(s), distinguish the
from alternate opposing claims, and claim(s) from alternate opposing
create an organization that logically claims, and create an
sequences claim(s), counterclaims, organization that logically
reasons, and evidence. sequences claim(s),
 Develop claim(s) and counterclaims counterclaims, reasons, and
fairly and thoroughly, supplying the evidence.
most relevant evidence for each  Develop claim(s) and counterclaims
whilepointing out the strengths and fairly and thoroughly, supplying the
limitations of both in a manner that most relevant evidence for each
anticipates the audience’s while pointing out the strengths
knowledge level, concerns, values, andlimitations of both in a manner
and that anticipates the audience’s
possible biases. knowledge level, concerns, values,
 Use words, phrases, and clauses as and
wellas varied syntax to link the major possible biases.
sections of the text, create cohesion,  Use words, phrases, and clauses as
and clarify the relationships between well as varied syntax to link the
claim(s) and reasons, between reasons major sections of the text, create
and evidence, and between claim(s) cohesion, and clarify the
andcounterclaims. relationships between claim(s) and
 Establish and maintain a formal style reasons, between reasons and
and objective tone while attending evidence, and between claim(s)
to the norms and conventions of the andcounterclaims.
discipline in which they are writing.  Establish and maintain a
 Provide a concluding statement or formal style and objective tone
section that follows from and while attending to the norms
supports the argument presented. and conventions of the
discipline inwhich they are
writing.
 Provide a concluding statement
orsection that follows from and
supports the argument presented.
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20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
[SLO: E-11-D3-05] [SLO: E-12-D3-05] Summative This SLO is part of
Write a descriptive composition (giving Write a descriptive composition (giving regular teaching and
physical description and physical description and learning. It may be
characteristics/traits of a characteristics/traits of a assessed in the annual
person/object/place moving from general to person/object/place moving from general examination of HSSC
specific), using correct punctuation and to specific), using correct punctuation and level.
spelling, by using the process approach - spelling, by using the process approach -
brainstorming, mind mapping, and writing a brainstorming, mind mapping, and writing
first draft. a first draft.
[SLO: E-11-D3-06] [SLO:E-12-D3-06] Summative This SLO is part of
Write a formal letter to people in Write a formal letter to people in regular teaching and
extended academic and (professional) extended academic and (professional) learning.
environments for various purposes. environments for various purposes. It may be assessed in the
Annual Examination of
HSSC – I.
[SLO: E-11--D3-07] Summative This SLO is part of
[SLO: E-12-D3-07] regular teaching and
Gather relevant information from multiple Gather relevant information from multiple learning. It may be
authentic available resources following authentic available resources following assessed in the Annual
researchethics to write and present their researchethics to write and present their Examination of HSSC – I.
assignment assignment
[SLO: E-11-D3-08] [SLO: E-12-D3-08] This SLO is part of
Formative regular teaching and
 Write a book review report.
 Write a book review report. learning.
It will not be assessed in
the Annual Examination.
[SLO:E-11-D3-09] Summative This SLO is part of
--- regular teaching and
Develop precis writing skills. learning. However, the
Write precis effectively skill of precis writing may
be assessed based on

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20
 Student Learning Outcomes (SLOs)
Competency Type of Remarks
XI XII
Assessment
comprehension of the
passage at HSSC-I level.
[SLO: E-11-D3-10] [SLO: E-12-D3-10] Summative This SLO is part of
Use paraphrasing skills to paraphrase a regular teaching and
Use paraphrasing skills to paraphrase a poem.
poem. learning.
It will be assessed in the
Annual Examination.
[SLO: E-11-D3-11] [SLO: E-12-D3-11] Summative This SLO is part of
regular teaching and
Use summary skills to write an objective
Use summary skills to write an objective learning. However, the
summary of the given text and poems.
summary of the given text and poems. skill of summary writing
will be assessed based
on a comprehension of
the passage.
[ SLO: E-11-D3-12] [ SLO: E-12-D3-12] Summative This SLO is part of
Write multiple paragraphs of free writing for regular teaching
fluency, creativity, brainstorming or Write multiple paragraphs of free writing for andlearning.
pleasure.Proofread and edit texts for errors fluency, creativity, brainstorming or It will be assessed in the
in: pleasure. Proofread and edit texts for errors Annual Examination.
 sentence structure. in:
 subject/verb agreement.
 noun/pronoun agreement.  sentence structure.
 reference words,  subject/verb agreement.
connectives/transitional  noun/pronoun agreement.
devices.punctuation and
spelling.  reference words,
connectives/transitional
devices.punctuation and
spelling.

Page 20 of 20
 POLICY GUIDELINES FOR ENGLISH (COMPULSORY) HSSC-I
NATIONAL CURRICULUM OF PAKISTAN (NCP) 2022-23
Paper Pattern and Distribution of Marks

The question paper is divided into three sections: A, B & C. The questions may be framed from any
content with the difficulty level of HSSC and aligned with Learning Outcomes of Intermediate level.
Distribution of the questions with respect to the cognitive level within each section shall be based on
approximately 30% Knowledge (K), 50% Understanding (U) and 20% Application (A).

SECTION – A (Marks 20)

While writing MCQs, sufficient representation may be given to the various assessable areas of
competencies and their SLOs with particular focus on the competency of ‘Vocabulary and Grammar’.

SECTION – B (Marks 40)

This part of the question paper consists of a comprehension passage of 8+5 × 4 =

28 Marks
250 to 350 words having similar levels of difficulty as per the content
taught in the classroom appending six questions based on varying SLOs
and Cognitive Level of learning. The students are required to answer six

Q.2 parts including compulsory Question (i) about summary writing (may be
precis writing) bearing eight marks. The other parts will be of four marks
each and will have internal choice in three parts. The passage will be
aligned with themes and subthemes mentioned in the curriculum of
HSSC-I level. The religious, ethnic and gender biases will be avoided while
selecting the
passage.
a. This question shall consist of poetic extract appending variety of
6 Marks
questions with variable marks allocation. The poetic extract of parallel
difficulty level will be given. (Questions will be related to content or
poetic devices or any other identical item mentioned in bifurcated
Q.3 SLOs of HSSC-I).
b. This part shall consist of two general questions based on the
various aspects / elements of drama / short story like setting, plot, 6 Marks
characterization, conflict, tone etc. The candidates shall be required
to
attempt one question.
 SECTION – C (Marks 40)

The students shall be required to write formal letter / Job Application without
covering letter.
Q.4 For formal letter, the distribution of eight marks would be as follows: 8 Marks
Examination Hall 1 Receiver Address 1
City: A.B.C.
Date 0.5 Salutation 0.5
Body of the letter 4.0 Yours sincerely/ 0.5
i. Opening (1-2 truly/faithfully
Sentences)
ii. Objective of
letter writing (3-6
Sentences)
iii. Conclusion/closing
(1-2 Sentences)
X.Y.Z. 0.5

For job application, the distribution of eight marks would be as follows:

Receiver Address 1
Subject 1
Body of the letter 5
i. Opening (1-2 Sentences)
ii. Objective of letter writing (3-6 Sentences)
iii. Conclusion/closing (1-2 Sentences)
Yours sincerely/ truly/faithfully 0.5
X.Y.Z 0.5

Note: Marks for the format SHALL ONLY BE AWARDED if the body of the
letter/application is written properly irrespective of its level of
accuracy/correctness.
This question consists of three parts: a, b & c. The candidates are required to:
(a) This part of the question consists of eight sentences comprising the use of
different idioms / idiomatic phrases. The students are required to
attempt any six. Other identical questions based on grammar may also be
asked.
(b) This part of the question consists of a paragraph, asking the students to
Q.5 change its narration (from direct to indirect and vice versa).There will be six 6 + 6 + 4 =
changes of narration with one mark each. Other identical questions based 16 Marks
on grammar may also be asked.
(c) This part refers to punctuate a passage taken from any piece of prose with
similar difficulty level as taught in the classroom. Preferably, the passage may
contain Eight omissions of punctuation marks including the capitalization
mistakes. Four marks will be awarded at the rate of half mark for each error
of punctuation/capitalization.
This question shall require the students to write a report.

i. Candidates are required to write a report on an unseen topic with

the help of given points.

Q.6 8 Marks
Date 0.5 Mark Introduction 01 Mark
To: 0.5 Mark Body of the Report 04 Marks
From: 0.5 Mark Ending/closing 01 Mark
Note:
Subject: Marks for
0.5 Mark the format SHALL ONLY BE AWARDED if the body of the
report is written properly irrespective of its level of
accuracy/correctness.
The students are required to write a paragraph of about 100 – 120 words
Q.7 8 Marks
on any one of the given two topics.
 Federal Board HSSC-I Examination
English Compulsory Model Question
Paper
(Curriculum 2022-23)

ROLL NUMBER X
Section - A (Marks 20)
⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪
① ① ① ① ① ① ① ① ① ①
Time Allowed: 25 minutes
② ② ② ② ② ② ② ② ② ②
Section – A is compulsory. All ③ ③ ③ ③ ③ ③ ③ ③ ③ ③
parts of this section are to be ④ ④ ④ ④ ④ ④ ④ ④ ④ ④
answered on this page and ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤
handed over to the Centre ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥
Superintendent. ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦
Deleting/overwriting is not ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧
allowed. Do not use lead pencil. ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨

Invigilator Sign. Candidate Sign.

Q-1: Fill the relevant bubble against each question according to curriculum.
Ser Question A B C D A B C D
1. ‘Gulrukh loves us like
mother and guides us like
able teacher.’ Use appropriate the, a a, the a, an the, an Ο Ο Ο Ο
articles from the given
options to complete the
sentence.
2. Teachers are always known for common noun proper noun material noun abstract noun Ο Ο Ο Ο
their passion for work. The
underlined word in the
sentence
is a/an:
3.
He could manage it all by
himself. Which type of pronoun Personal Demonstrative Emphatic Reflexive Ο Ο Ο Ο
the word ‘himself’ is?

4. There was enough space in

the apartment. Identify the Adjective of Adjective of Numeric Demonstrativ Ο Ο Ο Ο
type ofadjective for the Quantity Quality Adjective e Adjective
underlined word:
5. Why have you done all this? Interrogativ Interrogativ Interrogativ Demonstrativ Ο Ο Ο Ο
The underlined word is e Adjective e Adverb e Pronoun e Adjective
a/an:
6.

Playing under such tough

conditions was not easy. an Ο Ο Ο Ο
a verbal noun a verbal adjective
The word ‘playing’ here can a transitive verb intransiti
grammatically be termed as: ve verb

7.
‘I could not make out how to
compoun compound Ο Ο Ο Ο
tackle that matter.’ The simple sentence complex sentence
dsentence complex
givensentence is a:
sentence
8. She hopes that she will travel noun phrase noun clause adjective clause adverbial clause
around the world someday. Ο Ο Ο Ο
The
sentence illustrates the use of:
9.
We stayed in a house near to
the canal. The underlined noun phrase adjective phrase adverb phrase adjective clause Ο Ο Ο Ο
partof the sentence is a/an:
Ser Question A B C D A B C D
10. Laws were quickly passed so
that the child abuse could be
Independen Ο Ο Ο Ο
checked. The underlined part Noun clause Adjectival clause Adverbial clause
tclause
ofthe sentence is a/an:

11.
The resolution or the final
outcome of the main dramatic Ο Ο Ο Ο
exposition climax anti climax denouement
complication in a literary work
is called:

12. I was so hungry; I could have Metaphor Oxymoron Hyperbole Synecdoche

eaten a horse. The
givensentence Ο Ο Ο Ο
exemplifies:

13. ‘The fair breeze blew, the

white foam flew’ this poetic
verse illustrates the best use alliteration anaphora refrain allusion Ο Ο Ο Ο
of:

14. A repetition of the same word oxymoron alliteration apostrophe anaphora

or phrase at the beginning of Ο Ο Ο Ο
a line throughout the work is
called:
15. ‘The waves winked in the simile metaphor personification consonance
sunlight’, illustrates the use of: Ο Ο Ο Ο

16 Read the given sentence and was already the cabin beside beside the lake when we arrived
identify the correct adjective occupied
phrase from the given options. O O O O
“The cabin beside the lake
was already occupied
when
we
arrived.”
17 Pick the correct synonym for the Memorization Analysis Contemplation Correction
word ‘Retrospection’. O O O O

18 The word opposite in meaning laziness idleness punctuality negligence

O O O O
to the word ‘Tardiness’ is:
19 Choose the option with correct Entreperneur Entrepreneur Entreprenur Entreprenure
spelling: O O O O

20 Identify the example of I think about I can’t go back to In The Civil War The dog is black,
Complex sentence. what I am doing school until I in America was a white and brown.
later in the day recover from flu. turning point. O O O O
and I
daydream.
 ENGLISH COMPULSORY HSSC-I
Time allowed: 2:35 hours Total Marks Section B and C:
80 Note: Answer all the questions from sections ‘B’ and C on the separately provided answer
book. Write
your answers on specified spaces given in the E-sheet.
SECTION – B (Marks 40)
Q-2: Read the following passage carefully and answer any SIX questions including Question No.(i)
appended to it. [8+5x4=28]
Note: Question (i) about summary writing is compulsory carrying 08 marks while rest of the questions
carry 04 marks each.
Artificial intelligence (AI), sometimes called machine intelligence, is intelligence demonstrated by
machines, in contrast to the natural intelligence displayed by humans and other animals. In
computer science AI research is defined as the study of "intelligent agents": any device that
perceives its environment and takes actions that maximize its chance of successfully achieving its
goals. Colloquially, the term "artificial intelligence" is applied when a machine mimics "cognitive"
functions that humans associate with other human minds, such as "learning" and "problem
solving". The scope of AI is disputed: as machines become increasingly capable, tasks considered
as requiring "intelligence" are often removed from the definition, a phenomenon known as the AI
effect, leading to the quip, "AI is whatever hasn't been done yet." For instance, optical character
recognition is frequently excluded from "artificial intelligence", having become a routine
technology. Capabilities generally classified as AI as of 2017 include successfully understanding
human speech, competing at the highest level in strategic game systems (such as chess and Go),
autonomous cars, intelligent routing in content delivery network and military simulations.
Artificial intelligence was founded as an academic discipline in 1956, and in the years since has
experienced several waves of optimism, followed by disappointment and the loss of funding
(known as an "AI winter"), followed by new approaches, success and renewed funding. For most
of its history, AI research has been divided into subfields that often fail to communicate with each
other. These sub-fields are based on technical considerations, such as particular goals (e.g.
"robotics" or "machine learning"), the use of particular tools ("logic" or artificial neural
networks), or deep philosophical differences. Subfields have also been based on social factors
(particular institutions or the work of particular researchers).
The traditional problems (or goals) of AI research include reasoning, knowledge representation,
planning, learning, natural language processing, perception and the ability to move and
manipulate objects. General intelligence is among the field's long-term goals. Approaches
include statistical methods, computational intelligence, and traditional symbolic AI. Many tools
are used in AI, including versions of search and mathematical optimization, artificial neural
networks, and methods based on statistics, probability and economics. The AI field draws upon
computer science, mathematics, psychology, linguistics, philosophy and many others.

Questions: (7+1=8)
i. Write down the summary of the passage. Also, suggest a suitable title.
ii. What are some of the factors which create standstill situation in AI winter?
OR
How do the subfields become a source of creating AI winter?
iii. Why do we exclude the optical character recognition from the domain of AI?
OR
What are some of the traditional problems and goals of AI research?
iv. What do you know about different tools used in AI as illustrated in the passage?
v. Do you agree with the writer’s point of view about individual privacy to be a considered a
priority?
OR
Give the contextual meanings of any four of the words highlighted/underlined in the passage.
vi. Can AI be programmed to have morals and values, or do you think these are exclusively
human traits?
 Q3 a(I) Read the following poetic extract carefully and answer the questions appended to it:
(2+2+2=6)

I saw you toss the kites on

high And blow the birds
about the sky; And all
around I heard you pass, Like
ladies' skirts across the
grass— O wind, a-blowing all
day long,
O wind, that sings so loud a song!

QUESTIONS:

i. In what context does the poet use the expression “I saw you toss the kites on high”?
ii. How has the poet compared the grass and the skirt of a lady?
iii. Illustrate with an example a poetic device used in the given stanza.
OR

(II) I tire so of hearing

people say, Let things
take their course.
Tomorrow is another
day.
I do not need my freedom when I’m
dead. I cannot live on tomorrow’s
bread.

QUESTIONS:
i. Why is the poet tired of hearing ‘Let things take their course’?
ii. What kind of freedom is not liked by the poet?
iii. What does the phrase ‘tomorrow’s bread’ signify about the main theme of the stanza?

(b) Answer any ONE of the following parts of the question: (6)
i. How is conflict the most important element of a play to make it an interesting piece of writing
for the reader? Elaborate.
ii. What are the main elements of a story to make it interesting for the reader? Explain briefly.

SECTION – C (Marks 40)

Q4: Write a job application for the post of an English teacher. (8)
Q5 (a) Choose the correct meanings of ANY SIX of the following idioms used in the sentences. (6)

i. She's really burning the midnight oil to finish her project. (working till late night / working
aftermidnight)
ii. You should bite the bullet and tell him the truth. (to shoot someone /to face a difficult
situation with courage)
iii. He kicked the bucket last night. (passed over /passed away)
iv. He always beats around the bush instead of getting to the point. (to talk irrelevantly / hiding
behind the bush)
v. When I told her about the surprise party, she was over the moon. (landed on the moon /
extremely happy)
vi. He's not feeling well today, so he's decided to call it a day. (to stop working / to select a day)
vii. I'm really in the dark about their plans for the weekend. (upset / unaware)
viii. It was a difficult situation, but she managed to weather the storm. (to survive a difficult
situation / totravel in stormy weather)
(b) Change the narration of the following passage. (6)

"Excuse me, I'm in trouble. Could you help me out?" said the traveller to Saleem. "I'm trying to get to the
railway station. However, I've been walking around for an hour and can't seem to find it. If I don't get
there soon, I'll miss the train and have to stay overnight. Do you know the way?"

(c) Punctuate the following lines/paragraph. (4)

Modern ideas of Government date back to the 1960s when for the first time people began to
question a king s right to rule once thought to be god given.

Q6. Suppose you are a member of the disciplinary committee of your college. Write a report to be
submitted to your Principal, regarding frequent disciplinary issues being observed in your institution. The
report must cover the following points: (8)
a. Nature of the disciplinary issues
b. Causes of indiscipline
c. Impact on the learning environment
d. Remedial measures and conclusion

Q7. Write a paragraph of about 100 to 120 words on ANY ONE of the following topics. (8)
i. A Walk in the Woods
ii. The Person I Admire the Most
 Federal Board HSSC-I Examination
English compulsory Model Question Paper
(Curriculum 2022-23)
Alignment of Questions with Student Learning
Outcomes

Sr Section: Domain Cogniti Allocated

No Q. No. Title/ Student Learning Outcomes ve Marks in
(Part no.) Doma Model
Content Area
in * Paper
1 A: Q1(i) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of K
speech in oral and written communication in varying
degrees of complexity.
2 A: Q1(ii) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of K
speech in oral and written communication in varying
degrees of complexity.
3 A: Q1(iii) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of K
speech in oral and written communication in varying
degrees of complexity.
4 A: Q1(iv) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of K
speech in oral and written communication in varying
degrees of complexity.
5 A: Q1(v) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of U
speech in oral and written communication in varying
degrees of complexity.
6 A: Q1(vi) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of U
speech in oral and written communication in varying
degrees of complexity.
7 A: Q1(vii) Domain C [SLO: E-11-C2-02] 1
Apply knowledge of parts of speech, tenses, sentence U
structure and other features of grammar and vocabulary
tounderstand how language functions in different
contexts, make effective choices for meaning or style
while reading,listening, and writing
8 A: Q1(viii) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of A
speech in oral and written communication in varying
degrees of complexity.
9 A: Q1(ix) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of parts of K
speech in oral and written communication in varying
degrees of complexity.

10 A: Q1(x) Domain C [SLO: E-11-C2-01] 1

Demonstrate knowledge and application of parts of U
speech in oral and written communication in varying
degrees of complexity.
11 A: Q1(xi) Domain B [SLO: E-11-B3-07] U 1
 Evaluate the particular elements of a story
or drama (e.g., how the setting shapes the
characters or plot).
 Identify rhyme schemes and
figurative language in poems.
 Evaluate stages of plot development in
a fictional text (exposition, setting,
climax, character development,
resolution)
 Examine how complex characters (e.g. those
with multiple or conflicting motivations)
develop over the course of a text, interact
with other characters, and advance the plot
or develop the theme.
12 A: Q1(xii) Domain C [SLO: E-11-C1-05] 1
 Demonstrate understanding of figurative U
language, word relationships, and nuances
in word meanings.
 Interpret figures of speech (e.g.,
euphemism, oxymoron) in context and
analyze their role inthe text.
 Analyze nuances in the meaning of words
with similar denotations.
13 A: Q1(xiii) Domain C [SLO: E-11-C1-05] U 1
 Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
 Interpret figures of speech (e.g.,
euphemism, oxymoron) in context and
analyze their role inthe text.
 Analyze nuances in the meaning of words
with similar denotations.
14 A:Q1(xiv) Domain C [SLO: E-11-C1-05] U 1
 Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
 Interpret figures of speech (e.g.,
euphemism, oxymoron) in context and
analyze their role inthe text.
 Analyze nuances in the meaning of words
with similar denotations.
15 A:Q1(xv) Domain C [SLO: E-11-C1-05] U 1
 Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
 Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in
the text.
 Analyze nuances in the meaning of words
with similar denotations.
16 A:Q1(xvi) Domain C [SLO: E-11-Cl-03] K 1
Identify and use adjectival, prepositional and
adverbial phrases in reading and writing
tasks.
17 A:Q1(xvii) Domain C [SLO: E-11-C1-01]
Clarify the meaning of unknown and multiple-meaning K
words and phrases based on grades 9 &10 and 11 & 1
12reading and content, choosing flexibly from a range
of strategies.
Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or
phrase. Identify and correctly use patterns of word
changes thatindicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part
of speech, or its etymology.

Verify the preliminary determination of the meaning

ofa word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
18 A:Q1(xviii) Domain C [SLO: E-11-C1-01]
Clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 9 &10 and 11 &
12reading and content, choosing flexibly from a range
of strategies.
Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a K 1
sentence) as a clue to the meaning of a word or
phrase. Identify and correctly use patterns of word
changes thatindicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its part
of speech, or its etymology.
Verify the preliminary determination of the meaning
ofa word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
19 A:Q1(xix) Domain C [SLO: E-11-C3-0l]
Demonstrate command of the conventions of
Standard English capitalization, punctuation, and
spelling whenwriting in different varieties of texts. K 1
• Observe hyphenation conventions.
• Produce legible work that shows the
correct spelling of the conventions of
punctuation and capitalization.
20 A:Q1(xx) Domain C [SLO: E-11-C5-02]
Construct complex sentences and paragraphs using main U 1
andsubordinate clauses with appropriate transitional
devices andcorrect punctuation in varying degrees of
complexity for grade-specific genres.

Section B and C
21 B: Q2(i) Domain [[SLO: E-11-D3-11] U 6+2=8
D Use summary skills to
write an objective
summary of the given
text and poems.
22 B: Q2(ii) Domain OR [SLO: E-11-B3-02] OR K (f) 4
B [SLO: E-11-B3-02]
Domain Use reading
D strategies to analyse Use reading
and explore different strategies to
layers of meaning analyseand explore Or
within texts including different layers of
biases and opinions. meaning within
U(s)
Read and use inference texts including
and deduction to biases and
recognize implicit opinions.
meaning (e.g look for
supporting details
within a
text/paragraph) using
prior knowledge and
contextual clues
effectively.
Link new facts, terms,
and concepts with
prior knowledge.
Choose words and
phrases for effect.
Comment on implied
meanings, e.g. writer’s
view point,
relationships between
characters etc.
23 B: Q2(iii) Domain [SLO: E-11-B3-02] OR 2 (iii – f) 4
B OR U
Use reading strategies [SLO: E-11-B3-
to analyse and explore 02]
Domain
different layers of
D Use reading
meaning within texts
including biases and strategies to
opinions. analyse and
Read and use inference explore Or
and deduction to different layers
recognize implicit of meaning
meaning (e.g look for within texts
including biases 2 (iii – s)
supporting details
and opinions. K
within a text/paragraph)
using prior knowledge Read and use
and contextual clues inference and
effectively. deduction to
Link new facts, terms, recognize
and concepts with implicit meaning
prior knowledge. (e.g look for
Choose words and supporting
phrases for effect. details within a
Comment on implied text/paragraph)
meanings, e.g. writer’s using prior
view point, knowledge and
relationships between contextual clues
characters etc. effectively.
Link new facts,
terms, and
concepts with
prior knowledge.
Choose words
and phrases for
effect.
Comment on
implied
meanings,
e.g.writer’s
view point,
relationships
between
characters
etc.
24 B: Q2(iv) Domain [SLO: E-11-B3-02] K 4
B
Use reading strategies to analyse and explore
different layers of meaning within texts including
biases and opinions.
25 B: Q2(v) Domain B [SLO: E-11-B3-05] OR U 4
Apply skimming [SLO: E-11-B3-02]
and scanning
Use pre-reading and
strategies for
while reading
relevant
strategies to analyse
information and
and explore different
main points in
layers of meaning
texts to identify
within texts including
the writer's
biases and opinions.
purpose, and
Read and use
intended
inference and
audience. Infer the
deduction to
theme/main idea
recognize implicit
of the text,
meaning (e.g look for
distinguishing
supporting details
between fact and
within a
opinion where
text/paragraph) using
necessary
prior knowledge and
contextual clues
effectively.
Link new facts, terms,
and concepts with
prior knowledge.
Choose words and
phrases for effect.
Comment on implied
meanings, e.g. writer’s
view point,
relationships between
characters etc.
26 B: Q2(vi) Domain B [SLO: E-11-B3-05] A 4
Apply skimming and scanning strategies
for relevant information and main points
in texts to identify the writer's purpose,
and intended audience. Infer the
theme/main idea of the text,
distinguishing between fact and opinion
where necessary
27 B: Domain B SLO: E-11-B3-14] U 2+2+2=6
Q3(a)I(i,ii,i
Analyze multiple interpretations of a story,
ii)
drama, or poem connected to different
fields and professions. (e.g., a person’s life
story in print and multimedia), determining
which details are emphasized in each type.
(e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how
each version interprets the source text.
28 B: Domain B SLO: E-11-B3-14] U 2+2+2=6
Q3(a)II(i,ii,
Analyze multiple interpretations of a story,
iii)
drama, or poem connected to different
fields and professions. (e.g., a person’s life
story inprint and multimedia), determining
which details are emphasized in each type.
(e.g., recorded or live production of a play
or recorded novel or poetry), evaluating
how each version interprets the source text.
29 B: Q3(b) Domain [SLO: E-11-B3-07] K 6
B • Examine the particular elements of
a story or drama (e.g., how the setting
shapes the characters or plot).
• Identify rhyme schemes and
figurativelanguage in poems.

• Evaluate stages of plot development

ina fictional text (exposition, setting, climax,
character development, resolution)

• Examine how complex characters (e.g.

those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
30 C: Q4 Domain [SLO: E-11-D3-06] A 8
D Write a formal letter to people in
extended academic and (professional)
environments for various purposes.
31 C: Q5(a) Domain [SLO: E-11-C1-02] K 6
C Comprehend and use contemporary
Idioms and proverbs in the different
texts and in their speech.
32 C: Q5(b) Domain C [SLO: E-11-C5-04] U 6
Change tense in indirect/direct speech
(present, past and perfect tenses, future,
models, time and questions, orders,
request, suggestions and advice) in
narrative paragraphs
33 C: Q5(c) Domain C [SLO: E-11-C3-0l] K 4
Demonstrate command of the conventions
ofStandard English capitalization,
punctuation, and spelling when writing in
different varieties of texts.
• Observe hyphenation conventions.
• Produce legible work that shows
the correct spelling of the conventions of
punctuation and capitalization.
34 C: Q6 Domain [SLO: E-11--D3-07] A 8
B
Gather relevant information from
multiple authentic available resources
following research ethics to write and
present their assignment.
35 C: Q7 Domain [SLO: E-11-D3-05] A 8
D Write a descriptive composition (giving
physical description and
characteristics/traits of a
person/object/place moving from
general to specific), using correct
punctuation and spelling, by using the
process approach - brainstorming, mind
mapping, and writing a first draft.
 Table of Specification of the Model Paper English HSSC-I

Cognitive Competency B: Reading and Competency C: Vocabulary and Competency D: Writing

Marks Percentage
Levels Critical Thinking [B1,B2,B3] Grammar [C1,C2,C3,C4,C5] [D1,D2,D3]
Q2 ii –f, iii – s, iv (12) Q1 - I, ii, iii, iv, ix, xvi, xvii, xviii, xix (9)Q5
Knowledge Q3 (b) (6) – a (8)
35 31%

Q1 – v, vi, vii, viii, x, xi, xii, xiii, xiv, xv, xx (11)Q5 –b

Q2. i, ii –s , iii – f, v (16)
(8)
Understanding Q3 (a)-I, i, ii, iii (6)
Q5 –c (4)
51 45%
Q3 (a)-II, i, ii, iii (6)
Q4 (8)
Q2 vi (4) 28
Application Q6 (8) 24%
Q7 (8)

Total Marks 50 40 24 114 100%

Note:
1 This TOS does not reflect policy but is particular to this model question paper.
2 Proportionate/equitable representation of the content areas may be ensured.
3 The percentage of cognitive domain is 30%, 50%, and 20% for knowledge, understanding, and application, respectively with ± 5% variation.
4 While selecting alternative questions for Short Response Questions (SRQs) and Extended Response Questions (ERQs), it must be kept in mind that:
 Difficulty levels of two alternative questions of the internal choice will be the same
 SLOs of the two alternative questions of the internal choice must be different

Key: Question Number (part/ first choice) marks. Example: Q2 (i/f) 3, Question Number
(part/second choice) marks. Example: Q2 (i/s) 3
 111 032 473
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