F323 Cambridge Assessment (International Education Syllabus Cambridge O Level Pakistan Studies 2059 Uso this syllabus for exams in 2025. Exams are available in the June and November series. Version 2 Please check the syllabus page al www.cambridgeinternational.org/olevel to see if this sylabus is avalable in your administrative zone, For the purposes of screen readers, any mention in this document of Cambridge IGCSE Cambridge *—Changes to the syllabus for 2025 This syllabus has been updated. The latest syllabus is version 2, published July 2023. Changes to version 1 of the syllabus, published September 2022 (On pages 20, 21, 22 and 28 there are changes to Key Questions 14, 15 and 16 You are strongly advised to read the whole syllabus before planning your teaching programme. ‘©.Cambridge University Press & Assessment September 2022 Cambridge Assessment Internationel Education s part of Cambridge Unversily Press & Assessment. Cambridge Unversy Press & Assessment isa ceparment ofthe University of Cambri. CCambriige University Poss & Assessment retains the copyright on als publications. Regisared centres are permite to copy ‘mater from tis booklet fr thor own internal uso. Howover, we cannot give permission to convos ta photocopy ary material that is acknowledged toa this party even ‘or ntemaluse within a cent.Contents 1. Introduction, 1.4 Why choose Cambridge International? 1.2. Why choose Cambridge O Level? 1.3. Why choose Cambridge O Level Pakistan Studies? 1.4 How can | find out mors? 2. Teacher support. 24 Support materials 2.2 Endorsed resources 23 Training 3. Syllabus content at a glance .. 4. Assessment at a glance. 5. Syllabus aims and assessment objectives 5. Syllabus aims 5.2 Assessment objectives 5.3 Relationship between assessment objectives and components 6. Syllabus content Paper 1 The history and culture of Pakistan Paper 2 The environment of Pakistan 7. Glossary of terms for Paper 2 8. Other information .. Acoassibilty and equality Adgitional informationIntroduction 1. Introduction 1.1. Why choose Cambridge International? ‘Cambridge International prepares schocl students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of Cambridge University Pross & Assossmont, which is a department of the University of Cambridge, (Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape the curriculum around how they want stucients to learn ~ with a wide range of subjects and flexible ways to offer them. It helps students aiscover new abilies and a wider world, and gives them the skills they need for le, so they can achieve at school, university and work (Our programmes and qualifications set the global standard for international education. They are created by subject experts, rected in academic rigour and reflact the latest educational research. They provide a song platform for stuclents to progress from one stage to the next, and are well supported by teaching and learning resources, Every year, nearly a milion Cambridge leamers from 10000 schools in 160 countries prepare for their future with the Cambridge Pathway. Cambridge learners (Our mission isto provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field, Together with schools, we develop Cambridge learners who are! + confident in working with information and ideas ~ their own and those of others + responsible for themselves, responsive to and respectful of others + reflective as leamers, developing their ability to learn + innovative and equipped! for new and future challenges + engaged intellectually and socially, ready to make a citference. Recognition ‘Our expertise in curriculum, teaching and! leaming, and assessment is the basis for the recognition of our programmes and qualifications around the worl. ‘Cambridge © Level s internationally recognised by schools, universities and employers as equivalent in demand to Cambridge IGCSE™ (Intemational General Certificate of Secondary Education), There are over {600000 entries a year in over 50 countries. Learn more at www.camibridgeinternational.org/recognition Cambridge Assessment International Education is an education organisation and polticaly @ neutral. The contents of this syllabus, examination papers and associated materials do not endorse any political view. We endeavour to treat all aspects of the exam process noutrallyIntroduetion Support for teachers ‘Awide range of materials and resources is available to support teachers and learners in Cambridge schools. Resources suit a variaty of teaching methods in different intemational contexts. Through subject discussion forums and training, teachers can accass the expert advice they need for teaching our qualifications. More details can be found in Section 2 of this sylabus and at www.cambridgeinternational.org/teachers, Support for exams officers Exams officers can trust in reliable, efficient administration of exams entries and excellent personel support from our customer services, Leam more at www.cambridgeinternational.org/eoguide Quality managernent ‘Cambridge International is committed to providing exceptional quality. In ine with this commitment, our quality management system for the provision of international qualifications and education programmes for students aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 900%:2015. Learn more at www.cambridgeinternational.org/IS03001 1.2 Why choose Cambridge O Level? ‘Cambridge © Level is typically for 14 to 16 year olds and is an internationally recognised qualification. it has ibeen designed especially or an international market and is sensitive to the needs of different countries. ‘Cambridge © Level is designed for learners whose first language may not be English, and this is acknowledged throughout the examination process. ‘Our aim is to balance knowledge, understanding and skils in our programmes and qualifications to enable students to become effective leamers and to provide a solid foundation for their continuing educational journey. ‘Through our professional clevelopment courses and our support materials for Cambridge O Levels, we provide the tools to enable teachers to prepare students to the best of their abilty and work with us in the pursult of ‘oxcollonce in edlucattion. ‘Cambridge © Levels are considered to be an excellent preparation for Cambridge Intemational AS & A Levels, the Cambridge AICE (Advanced International Certificate of Education) Diploma, and other education programmes, such as the US Advanoad Placement program and the Intemational Baccalaureate Diploma programme, Learn more about Cambridge O Levels at www.cambridgeinternational.org/olevel Guided learning hours ‘Cambridge © Level syllabuses are designed on the assumption thal leamers have about 120 guided learing hours per subject over the duration of the course, but this is for guidance only. The number of hours required to gain the qualification may vary according to local curricular practice and the students’ prior experience of the subject,Introduetion 1.3. Why choose Cambridge O Level Pakistan Studies? Cambridge © Levels are established qualifications that keep pace with educational developments and trends. ‘The Cambridge © Level curriculum places emphasis on broad and balanced study across a wide range of subject areas, The curriculum is structured so that students attain both practical skills and theoretical knowledge. Cambridge O Level Pakistan Studies is accepted by universities and employers as proot of an undlerstanding and knowladge of the country’s history, environment and development, The Cambridge O Level Pakistan Studies syllabus encourages students to develop lifelong knowledge and skils, including! * abalanced understanding of the heritage and history of Pakistan + an awareness of the challenges and opportunities which Pakistan faces + how to interpre and analyse a varisty of sources of information to evaluate and draw conclusions. ‘Cambridge © Level Pakistan Studies provides a fim foundation for more advanced study in secondary school and in higher education as well as valuable preparation for future employment in a wide range of occupations and professions. ‘Cambridge © Level Pakistan Studies is one of the suite of area studies offered by Cambridge International Prior learning Candidates beginning this course are not expected to have studied Pakistan Studies previously Progression Candidates who are awarcled graces A’ to C in Cambridge O Level Pakistan Studies are well prepared to follow courses leading to Cambridge International AS and A Levels in related subjects, or the equivalent 1.4. How can | find out more? If you are already a Cambridge school You can make entries for this qualifcation through your usual channels. If you have any questions, please contact us at [email protected] If you are not yet a Cambridge school Leam about the bonefits of becoming a Cambridge schoo! at www.cambridgeintemational.org/join Email us at [email protected] to find out how your organisation can register to become a ‘Cambridge schoolTeachor support 2. Teacher support 2.1 Support materials ‘You can go to our public website at www.cambridgeinternational.org/olevel to download current and future syllabuses togsther with specimen papers or past question papers, examiner reports and grade threshold tables from one series, For toachors at registered Cambridge schools a range of addtional support materials for specific sylabusos is available online from the School Support Hub. Go to www.cambridgeinterational.org/support {usermame and password required). I you do not have access, speak to the School Support coordinator at your school 2.2 Endorsed resources We work with a range of publishers to provide a choice of high-quality resources to help teachers plan and oliver Cambridge programmes and qualifications. All Cambridge endorsed resources have been through a detailed quality assurance process to make sure they closely reflect the syllabus and provide a high level of ‘support for teachers and learners, You can find resources to support this syllabus by clicking the Published resouress link on the syllabus page www.cambridgeintemnational.org/2058 2.3 Training We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills deliver our qualifications. Soe www.cambridgeinternational.org/events for further information.Sylabus content ata glanco 3. Syllabus content at a glance All candidates study: The history and culture of Pakistan + Cultural and historical background to the Pakistan Movement * The emergence of Pakistan 1906-47 + Nationhood 1947-99 The environment of Pakistan * The land of Pakistan ‘+ Natural resources ~ an issue of sustainability = Power + Agricutural development + Industrial development + Trade * Transport and telecommunications * Population and employmentAssossmont at a glanco 4. Assessment at a glance Candidates take two compulsory components, Paper 1 and Paper 2. Candidates will be eligible for grades AE, Components Weighting Paper 1 The history and culture of Pakistan ‘1 hour 30 minutes 50% Section A (25 marks) ~ candidates answer one compulsory question made up of four parts: (a), (b), (), and (q), which are linked by a common theme, Parts (a) and (b} are source-basad questions using historical sources, either text or pictures/araphic. Candidates use and interpret each source in answering the questions, ‘Section B (60 marks) ~ candidates answer two questions from a choice of four, Each question has three parts: * one part testing knowledge (4 marks) ‘A factual answer of no more than one short paragraph is required. ‘+ one part testing knowledge and understanding includes selecting relevant and appropriate information (7 marks) Answers require at least two paragraphs of writing, + one part testing knowledge, understanding and analytical and evaluative ability (14 marks) This includes the abilty to synthesise information, the appropriate use of selected relevant examples and the ability to compare and contrast. This question should be answered in an essay, in continuous prose of approximately two pages of writing, not In note form, Total 75 marks. Externally assossod. and: Paper2 The environment of Pakistan 1 hour 30 minut 50% Candidates answer three questions (25 marks each) trom a choice of five. Each question: * consists of four separate parts: (a), (b), (6) andl (a; each part may be divided into one or more sub-parts ‘+ requires the abilty to interpret and analyse resources in the question; there may be diagrams, graphs, maps, photographs, tables and written material, Part (d) of each question specifically assesses analysis skills. © requires the evaluation of information. Total 75 marks, Extemally assessed.Assessment at aglanco Notes 1. All answers must be written in English 2. Timing guidelines Candidates should spend approximately 30 minutes on each question in each paper. Within that, candidates need to allocate time according to the value of the marks awarded in each part of each question. Availabilty ‘This syllabus is examined in the June and November examination series, This syllabus is available to private candidates. Detaled timetables are available from www.cambridgeinternational.org/timetables This syllabus is not available in all administrative zones. To find out about availability check the syllabus page at www.cambridgeintemational.org/olevel Combining this with other syllabuses ‘Candidates can combine this sylabus in an examination series with any other Cambridge International syllabus, except + Cambridge IGCSE Pakistan Studies (0448) * syllabuses with the same tila at the same level Please note that Cambridge © Level, Cambridge IGCSE and Cambridge IGCSE (21) syllabuses are at the same levelSyllabus aims and assossmont objactives 5. Syllabus aims and assessment objectives 5.1. Syllabus aims ‘The Cambridge © Level Pakistan Studies syllabus is divided into two: The history and culture of Pakistan This part of the syllabus aims to provide insights into the origins, creation and development of Pakistan, and ‘encourages discussion of issues facing Pakistan. It aims to enable candidates to: * acquire knowledge and understanding of the human past «investigate historical events, changes, people and issues. ‘+ develop understanding of how the past has been represented and interpreted ‘+ develop an understanding of the nature and use of historical evidence * organise and communicate knowledge and understanding of history * develop and stimulate an interest and enthusiasm for history and acquire a basis for further historical study ‘* develop an understanding of the nature of cause and consequence, continuity and change and similarity and difference. The environment of Pakistan ‘This part of the syllabus aims to give candidates a knowledge and understanding of the importance to the people and country of Pakistan of its physical characteristics, human and natural resources, economic development, population characteristics, and of their inter-relationships. 5.2 Assessment objectives ‘AO1 Recall, soloct, use and communicate knowledge and understanding AO2 Demonstrate an understanding of the past through explanation, interpretation, analysis and evaluation of + key concepts: causation, consequence, continuity, change and signifcance within an historical context + key features and characteristics of the periods studied and the relationships between them AO3__ Apply knowledge and understanding of physical and human environments and issues through explanation, analysis and evaluation A04 Apply skills and interpret a variety of environmental and historical resources/sourcesSyllabus aims and assossmont objactives 5.3 Relationship between assessment objectives and components Assessment objective Papert Paper 2 ‘AO1 Recall, select, use and communicate knowledge and | 64% 50% understanding AO2 Demonstrate an understanding of the past through 26% 0 10% explanation, interpretation, analysis and evaluation AO3 Apply knowledge and understanding of physical and ° 30% 15%. human environments and issues through explanation, analysis and evaluation ‘AO4 Apply skils and interpret a variety of environmental 10% 20% 15% and historical resources/sources Total 100% 100% 100%Syllabus content 6. Syllabus content ‘This syllabus gives you the flexivilty to design a course that will interest, challenge and engage your leamers. Where appropriate you are responsible for selecting resources and examples to support your learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as well as ‘complying with your school policies and local legal requirements, Paper 1 The history and culture of Pakistan Note The syllabus content for Paper 1 is divided into three sections: + Cuttural and historical background to the Pakistan Movernent + Tho emergence of Pakistan 1906-47 + Nationhood 1847-99. ‘The material within each section is inter-related. Different parts of incividual exam auestions may require knowledge of more than one item within a section, and the demonstration of understanding and analysis of these relationships. The importance of and the attention that needs to be given to each item in teaching varies according to its significance and the amount of information available. 1. Cultural and historical background to the Pakistan Movement Key Question 1: How successful were the religious thinkers in spreading Islam in the subcontinent during the 18th and 19th centuries? Focus points: Specified content: ‘+ How important were the religious reforms of | ‘Shah Waliullah? the religious reforms of Shah Wallulah and his role in the political and religious context of the time ‘+ What influence did Syed Ahmad Bareli exert in the revival of Islam? ‘© How influential was Haji Shaviatullah and the Faraizi Movement? + Syed Ahmad Barelvi and the revival of Islam in the subcontinent ‘* the Jihad movement and the Mujahideen ‘+ Haji Shariatulah and the Faraizi Movement.Syllabus content Key Question 2: What were the causes and consequences of the decline of the Mughal Empire? Focus points: * How far was Aurangzeb responsible for the decline of the Mughal Empire? * How far diel Mughal weaknesses from 1707 make decline inevitable? ‘+ What role did the East India Company play in the decline of the Empire? + How successful was British expansion in the subcontinent to 1857? Specified content: Internal Indian reasons for the decline of the Mughal Empire: * the impact of Aurangzab’s policies on the stability of the Mughal Empire ‘+ the effectiveness of his successors as rulers * problems of controling the Empire ‘+ the rise of the Maratha and Sikh empires. External reasons for the dectine of the Mughal Empire: + foreign invasions from Persia and Afghanistan + the East India Company's Involvement in the subcontinent + British relations with the later Mughal rulers of Dathi + Brtish expansion from the 1750s to the 1850s in ‘the subcontinent + a .general overview of the course of, and reasons ‘or, Britsh annexation of the tentories which now encompass Pakistan including the Anglo-Skh wars and the annexations of Lahore, the Punjab and Peshawar) + the British search for a ‘natura’ and ‘scientific! NW Frontier + British policy towards Tibal Territory. (The two foous points on British expansion do not require detailed teaching, but are essential to provide a {ull picture of Mughal problems ding this petiod, and are regarded as suitable background and context for British colonial rule of the territory now encompassed by Pakistan, as well as for the War of Independence 1857-58) Key Question 3: What were the causes and consequences of the War of Independence 1857-58? Focus points: * What wore the long-torm causes of the War? * What were the immediate causes of the War? ‘+ Why was independence not achieved? + What were the immediate consequences of the War? Specified content: ‘+ the immediate and undlertying causes of the War + the attitude of Bahadur Shah Zafar + the course of the War, with particular reference to the roles played bby the Muslim rulers and populations of what is now Pakistan + reasons for failure ‘+ an assessment of the short-term impact of the War on Muslims in the subcontinent ‘+ British reaction during and immediately after the War {including the major constitutional, educational and administrative reforms which followed).Syllabus content Key Question 4: How important was the work of Sir Syed Ahmad Khan to the development of the Pakistan Movement during the 19th century? Focus points: ‘+ What was his contribution to education, politics and religion? ‘+ How important was his Two-Nation’ Theory? ‘+ What was the Hindi-Ureiu Controversy? * How successful was the Aligarh Movement? Specified content: ‘© his contribution to the education of Muslims and the revitalisation of their national consciousness: an overview of his main educational works ancl their importance ‘+ an understanding of his social and political theory, and of ts origins ‘+ the impact of his work on Muslims andi the western world ‘+ his relations with the British and the ulama, ‘+ the reasons for the foundation of Aligarh College + his role in the Incian National Congress and the Mustim League ‘© the meaning and otigin of his "Two-Nation’ Theory and the Hindi-Urdu Controversy. Key Question 5: To what extent have Urdu and regi of Pakistan since 19477 jonal languages contributed to the cutural development Focus points: ‘© Why did Urdu become the national language? + How successful has the promotion of regional languages been since 1947? Specified content: ‘+ the importance of Urdu and the reasons for its choice as the national language of Pakistan © the advantages and disadvantages of Urdu as the rational language + the promotion of provincial languages (Balochi, Punjabi, Pushto, Sindhi,Syllabus content 2. The emergence of Pakistan 1906-47 Key Question 6: How far did the Pakistan Movement develop during the early 20th century? Focus points: ‘+ What were the aims and origins of the Muslim Leaguo? ‘+ How successful was British rule and attempts at constitutional roform during the years 1908-197 * How and why dl relationships between ‘Muslims and Hindus change between 1916 and 18277 Specified content: The main features of: ‘the Partition of Bengal controversy, 1905-11 ‘+ the Simla Deputation, 1906 ‘+ reasons for the establishment of the Musim League — its creation in 1906 and its aims ‘+ co-operation af the Muslim League with Congress and reasons for its breakciown ‘+ the Morley-Minto reforms, 1909 ‘+ the impact of the First World War on the subcontinent * Congress andl the Lucknow Pact, 1916 + tho Rowlatt Act, 1918, and the Amritsar Massacre, 1919 + the Montagu-Cheimsford Retorms (The Government of India Act), 1919 + the Non-Cooperation Movement + the growth of Communalism + growing divisions in the Congress Party + the Dethi Proposals, 1927 Key Question 7: How successful was the Khilafat Movement in advancing the cause of the Pakistan Movement? Focus points: * What were the origins, aims and main features cof the Khilafat Movement? * Why did the Khilafat Movement fail? Specified content: ‘+ reasons for the rise of the Movement ‘+ the objectives of the Khilafat Conference, 1918 ‘© the Khilafat Conferences and delegations to England, 1919-21, and reasons for failure © the causes, course and reasons for failure of the Hijrat Movement ‘© Gandhi and the Non-Cooperation Movement ‘* reasons for the failure of the Khilafat Movement ‘+ the impact of the Khilafat and Hirat Movements on Muslims in the subcontinent,Syllabus content Key Question 8: How successtul was the Pakistan Movement in the years 1927 to 19397 Focus points: * Why did Jinnah produce his 14 Points of 19297 * How successful wore the three Round Table Conferences of 1980-227 * How important was the Government of India Act, 19357 * Why was Congress Rule (1937-29) unpopular with many Muslims? Specified content: ‘+ the Simon Commission, 1927-1980 ‘+ the Nehru Roport, 1928 * Jinnah’s 14 Points, 1929 © Allama Iqbal's Allahabad address, 1930 ‘the Round Table Conferences, 1980-22 ‘+ the Communal Award of 1932 ‘+ Rahmat Aland the Pakistan National Movement, 1933 ‘+ the Government of India Act, 1935 ‘+ the 1987 elections and their significance to tho ‘Musiim League anc Congress: ‘© Congress rule, 1937-39, its significance to the Pakistan Movement and the ‘Day of Deliverance’, 1939, Key Question 9: How successful were attempts to find solutions to the problems facing the subcontinent in the years 1940 to 19477 Focus point ‘+ How successful were the meetings held during World War Il to agree the future of the subcontinent? * How did the success of the Muslim League in the 1945-46 elections lead to changes in British attempts to solve the problems of the subcontinent? Specified content: + the Second World War (1939-48) in relation to India and the ‘Quit India’ Movement ‘the Pakistan Resolution, 1940 + the Cripps Mission, 1942 + the Gandhi-Jinnah taks, 1944 ‘+ Lord Wavell and the Simla Conference, 1945 ‘+ the elections of 1945-46 in India, reasons for Musim League success and the consequences thereof ‘© the Cabinet Mission Plan, 1946 Direct Action Day, 1946 ‘+ the June 3 Plan, 1947 ‘+ the Radeti Commission and Award, 1947 + the Indian Independence Act, 1947.Syllabus content Key Question 10: How important were the contributions of Jinnah, Allama Iqbal and Rahat Alito the success of the Pakistan Movement to 19477 Focus point: + How important were Jinnah, Allama Iqbal and Rahmat All to the Pakistan Movement? Specified content: Jinnah as an advocate of Hindu-Muslim unity ‘his role in the Muslim League, the Pakistan Movement and as negotiator with the British ‘+ his relations with Gandhi, Nehru and the All-ngia Congress. Allama Iqbal ‘+ Views on Hinclu-Mustim future as separate nations: and the Allahabad address, 1920. Rahmat Al: ‘© views on a separate Muslim homeland, his pamphlet ‘Now or Never’, 1983, and the name 'Pakstan’ ‘© differences between his views and those of Allama Iqeal 3. Nationhood 1947-99 Key Question 11: How successful was the establishment of an independent nation between 1947 and 19487 Focus points: ‘+ What immediate problems faced Pakistan in the establishment of an independent nation? ‘+ How successful were thelr attempts to solve these problems? + How important was the role of Jinnah in solving these problems? Specified content: © outcome of the Radetife Award and reactions of the Pakistan and Indian governments to it. Impact on Muslims, Hindus and Sikhs ‘© the Canal Water Dispute, its course and resolution ‘the role of UN mediation ‘+ the division of assets between Pakistan and India ‘+ an overview of problems with the Princely States (especially Jammu and Kashmir) ‘+ the refugee and accommodation crisis, © economic, social and administrative problems ‘+ the issue of national language ‘+ India’s reactions to these problems and their on- going significance in lator tonsions/wars with India (See also below under Key Question 16) ‘+ anassessment of Jinnah’ role and achievements as Governor-GeneralSyllabus content Key Question 12: How far did Pakistan achieve stabilty folowing the death of Jinnah? Focus points: + What were the main achievements of the various ministries in the years 1948-587 ‘+ What were the achievements of the ‘Decade of Progress’, 1958-697 ‘+ What attempts were made to establish a new constitution in the years 1949-737 Specified content: © Khwaja Nazimudalin + Liaquat Ali Khan + Ghulam Muhammad © Iskander Mirza ‘* Muhammad Ayub Khan and the ‘Decade of Progress’ © Yahya khan (Candidates will need to compare the more significant achievements of various ministries and discuss main features of their domestic reforms and foreign policies. See also below under Key Question 16) ‘the origin, reasons and principles of the 1949 Objectives Resolution, reasons for its adoption by the Constituent Assembly and details ofits Islamic provisions + later constitutional changes (including the reasons for and the principles on which they were asec), with particular reference to Islamic provisions in the 1956, 1962 and 1973 Constitutions. Key Question 13: Why dic East Pakistan seek and then form the independent state of Bangladesh? Focus point + Why did East Pakistan seek independence from West Pakistan? + What roles did Shekh Mujb-ur-Rahman and. the Awami League play in the independence movement? * How dit Bangladesh achieve independence in 19717 Specified content: ‘* tensions between East and West Pakistan from 1947 (including eaier problems over the Partition of Benga) ‘the rise of the Awami League + Sheikh Mujb and Zulfiar Ali Bhutto ‘+ the main features of Sheikh Mujib’s Six Points, reasons for their rejection © outline of the subsequent war, including the role of India. (See also below under Key Question 16)Syllabus content Key Question 14: How successful was Pakistan in the twenty years folowing the ‘Decade of Progress" Focus points: + How successful were the policies of Zulfkar Ali Bhutto, 1971-777 + Why was Bhutto overthrown in 19777 + How successful were the policies of ZiaculHag, 1977-887 ‘+ What problems did Zia-ul-Haq face? Specified content: Zulfkar Ali Bhutto: © controling the army ‘+ the Simla Agrooment, 1972 + anew constitution, 1978 + industrial, agricultural, education, health, social and administrative reforms his overthrow. (See also below under Key Question 16} Zia-ul-Hage + the Islamisation programme ‘© overview of the constitutional and Islamic legal position of women and ethnic and religious minorities ‘+ aw and goverment, elections and issues of martial law and the Eight Amendment ‘+ problems facing Zia the Soviet invasion of Afghanistan, 1979, (See also ‘below under key Question 16)Syllabus content Key Question 15: How effective were Pakistan's governments in the final decade of the 20th century? Focus points: Specified content: ‘+ How successful were the policies of Bhutto, 1988-90: Benazir Bhutto, 1988-90, 1992-967 = conflict with Nawaz Sharif and growth of separatist + How successful were the policies of movements Nawaz Sharif, 1980-93, 1997-00? ‘+ difference with President Ishaq over jucicial + Why did General Musharraf take power in appointment 19997 ‘+ opposition ‘no confidence’ motion ‘+ inflation and unemployment + issues in Kashmir + her dismissal Bhutto, 1993-96; ‘© Kashmir tensions ‘+ opposition demonstrations + _unemployment/infiation ‘+ IMF concems following devaluation of the Pakistan rupee ‘+ balance of payments issues + dismissal of the Chief Minister of Punjab © Bhutto's dismissal Shari: ‘+ privatisation policy encouraged profiteering + problems with BCCI + loss of US aid folowing Pakistan's criticisms during the Gulf War + issues in Kashmir ‘+ removal of Sharif and imposition of miltary rule. (See also below under Key Question 16)Syllabus content Key Question 16: How important has Pakistan's role been in world affairs since 19477 The study of Pakistan's international relations with other countries should cover economic, social, political and religious aspects. Candidates should study the main features of Pakistan’s relations with other counties (isted below, together with the aims of Pakistan's foreign policy and emerging nuctear status. Focus points: Specified content: * How has Pakistan developed as anuclear | Pakistan ~ a nuclear power: power? ‘+ nuclear weapons programme, established 1972 * How successful has Pakistan been in + Indian nuclear test, 1974 its relations with Bangladesh, India, Afghanistan, Iran, China, the USSR/Russia, the USA, the UK and the Commonwealth, and the United Nations? (See also above | * US concems under Key Questions 11-15) * Pakistan nuclear tests, 1998 ‘+ refusals to sign the Nuclear Non-Proliferation Treaty ‘+ nuclear testing race with India ‘+ Pakistan nuclear tests, 1987 Relations with Bangladesh: relations from 1971, residual problems from secession, 4g. repatriation and indemnity Relations with India: ‘+ problems and tensions from 1947 (including Jammu and Kashmir, the creation of Bangladesh, nuclear weapons, issues of trade) + attempts to develop more friendly relations. Relations with Afghanistan: ‘+ Issues related to Pakhtoonistan and Tribal Territory ‘© Daud Khan, the Pakhtoonistan issue and Zulkar Al Bhutto ‘+ the Soviet invasion and its impact on Pakistan's foreign policy in respect of the Soviet Union, the USA and Aighanistan + the post-Soviet legacy affecting Pakistan Relations with Iran: ‘© relations prior to and after Iran's Islamic Revolution, 1979 + trade, political and religious links ‘+ impact of the Islamic Revolution on Pakistan's bilateral relations ‘+ rar’s role in the Regional Cooperation for Development (RCD)Syllabus content Relations with China + trade and bilateral relations + China's relations with India as compared to those with Pakistan + the Karakoram Highway project + Pakistan's policy towards Muslim minorities in China, and its impact on relations with Being Relations with USSP/Russia: + relations with the USSR and its Central Asian republics ‘+ impact of the Soviet invasion of Afghanistan on Pakistan’s policy in respect of Afghanistan and the USA + the development of closer ties with Russia post-1991 + Nawaz Shari's vist to Moscow, 1899 Relations with USA, the UK and the Commonwealth ‘relations with the USA and the UK from 1947 in relation to the Central Easter Treaty Organisation (CENTOySoutheast Asia Treaty Organisation (SEATO) and reasons why Pakistan lefvlater rejoined these organisations. + the issue of non-alignmentin relation to the West anc the Muslim world, particularly Organisation of Islamic Conference (016) ‘+ Pakistan's relationship with the Commonwealth + the impact ofthe removal of Zukar Ali Bhutto and the Soviet invasion of Afghanistan on relations with the USA, the UK and the Commonwealth Relations withthe United Nations (UN): + Pakistan's place in the UN + UNinvolvement with, and ceclevations on, Jammu ancl Kashmir, the Canal Water Dispute, the Indo-Pakistan Wars, war with Bangladesh ‘+ valuation of the UN's role as a poace-makor and mediator in these issues * overview of the function of United Nations Children’s Fund (UNICEF), United National Educational, Sciontiic and Cultural Organisation (UNESCO), World Health Organisation (WHO}, World Food Programme (WFP) and the part these agencies have played in the development of Pakistan,Syllabus content Paper 2 The environment of Pakistan Notes. ‘Themes across the Paper 2 syllabus topics Itis important to note that for each topic, the importance to the people, country and development of Pakistan of the following themes should be considered, where relevant: * The problems and opportunities for Pakistan as a developing country There are many problems for Pakistan as a developing country. Trying to compete for trade is an obvious disadvantage for any developing country, The development of manufacturing industries requires huge amounts of money. Pakistan spends more than it earns and this results in Pakistan becoming burdened by serious debt + Effects on the environment and the importance of conserving the environment Every human activity has consequences for both the natural and the human environment. Irigation has changed parts of the Cholistan and Thal deserts into farmland; all farmland in Sindh was previously desert. Poor farming practices when using inigation have further changod some areas, through waterlogging and salinity, with a consequent damaging effect on both natural and human environments. Soils are being eroded and pollution is affecting water supplies. There is more pressure on the environment from the need for development. Transport, processing and manufacturing are seriously polluting the air, especially in most of the cities of Pakistan. Its expensive to reduce pollution, and to do so uses money needed for other developments. * The promotion and importance of sustainable development Its important that Pakistan’s development is sustainable, ‘Sustainable development’ for Pakistan means that it must aim to improve the quality of lf for its people in such ways that future generations will also benefit from the resources that Pakistan has. * The importance of feasibility studies ‘The understanding of feasibilly involves a consideration of the advantages and disadvantages of a proposed development, ‘Too many projects are planned without a proper feasibilty study being carried out beforehand, and fail as a consequence. The Nooriabad and Hab industrial estates are both struggling because they were placed in areas with inadequate water supplies. A proper feasibility study would have identified this as a reason to: either delay the projects until sufficient water supplies could be provided or reject the project, if providing an adequate supply of water was impossible or limit the size of the project to fit the amount of water available. Whether a new dam is to be buit, a forest planted, a mine developed, a cash crop farm developed, a factory built, a hotel buik, an airport or a road built, and whether a project is large, medium or small, a feasibilty study is vital before any plan for its site and/or size/scope and/or route is drawn up and decisions are taken.Syllabus content Guidance on planning for teachers ‘The syllabus content is intencied! to give guidance to teachers when devising their scheme of work and when planning individual lessons. It does not represent a definitive scheme of work or set a limit to what teachers ‘may include in their own scheme of work. Teachers may, for sound educational reasons, wish to teach some topics more comprehensively than will be required in ordor to answer any question sot in an examination. ‘Teachers are advised to plan their scheme of work to produce as much cohesion as possible between the topics in sections 1-8. In this way, candidates will achieve not only a sound knowledge of each topic but, ‘equally important, an understanding of the inter-relationships which exist between them. Examples of these inter-relationships include: + natural topographical features, climate and population density * cash crop farming, cotton production, agricultural raw materials, processing and manufacturing, transport and export * large-scale manufacturing and the distribution of population * floods, water for inigation, industrial and domestic use and hydel power including multi-purpose schemes, ‘Subject-specific vocabulary Teachers should ensure that their candidates acquire, and are able to use, the specialist vocabulary requited {or this subject. Attention must be paid to the definition of terms specified in the syllabus. Use of resources Whenever possible, teaching should incorporate the use of diagrams, graphs, statistical tables, maps, newspaper articles and other written material, photographs and the many resources available via the internet. Teachers should demonstrate to their candidates the importance of such resources in providing information ‘about the environment of Pakistan, and help the candidates to use them to develop their understanding, Use of the internet Candidates should be encouraged to use the interet to access a wider anc more up-to-date range of Information than is available via textbooks, both in class and in thelr own studies. 4. The land of Pakistan (a) Location of Pakistan Candidates should be able to identity the following on a map: ‘+ the Tropic of Cancer, latitudes 20°N, 26°N, longitudes 64°E, 70°E and 76°E + the Arabian Sea * the countries sharing a border with Pakistan, and Pakistan's position in relation to others in South and Central Asia, (b) Location of administrative areas and cities Candidates should be able to identity the following on a map: ‘+ the administrative areas of Pakistan ‘+ named cities: Islamabad, Muree, Rawalpindi, Gujranwala, Lahore, Faisalabad, Multan, Sialkot, Peshawar, Chitval, Gilgit, Hyclerabad, Karachi, Quetta and Gwader.Syllabus content (¢) The natural topography, including drainage Candidates should be able to identity the following on a map: ‘+ named landforms: Balochistan Plateau, Sulaiman Range, Safed Koh, Potwar Plateau, Salt Range, Hindu Kush, Karakoram and Himalaya mountain ranges ‘+ named rivers: Indus, Jhelum, Chenab, Rav, Sutloj, Kabul, Hab and Dasht ‘+ named deserts: Thar, Thal and Kharan, Candidates should be able to: * use the appropriate vocabulary when describing the distinguishing features of mountains, plateaux, floodplains and deserts (knowledge of the formation of the natural topography of Pakistan is not required) ‘+ identify anc name the above features on a photograph or drawing ‘+ understand the influence of the natural topography on human activities: — steep slopes and lat land on the way that the land is usec = mountains and deserts on the road and rail networks. (4) Climate Candidates should: * know the distribution of temperature and rainfall, including monsoon, depressions and convectional rain * know seasonal andi regional variations, and the factors contributing to them, including depressions, thunderstorms and cyclones (typhoons) * understand the causes of the monsoon (knowledge of the causes of other types of rain is not required) * describe and explain the characteristics of the climate of the arid, semi-arid, humic and highland regions, Including seasonal variations * know the influence of latitude and! longitude on day length and climato * understand the influence of the climate (both the benefits it brings and the problems it causes) on the ‘economy and on the livas of the people: = the influence of low temperature, ice and snow on the 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. 2. Natural resources - an issue of sustainability (a) Water Candidates should be able to: * identity on a map the Mangla, Tarbela and Warsak dams, and name two examples of barrages ‘+ understand the importance of water as a resource; understand how supplies for agricultural, industrial and domestic purposes are obtained, maintained and controlled as well as used; understand the reasons for, and consequences of, the Indus Water Treaty + explain and evaluate the causes of and solutions to the problems of water supply (including pollution} * understand the value of water as a resource for development ‘+ explain and evaluate how water supply issues can lead to conflict,Syllabus content (b) Forests Candidates should be able to: ‘+ understand the different types of forest and identify, on a map, their main locations * understand the physical factors that control the distribution of the aifforent types of forest, and the human factors which have reduced their extent * understand the reasons for: = the development of plantations in the Indus Plain = afforestation on mountain slopes and plateaux ‘+ understand the value of forests as a resource for development, and the importance of their sustainability ‘+ explain the effects of deforestation, such as soil erosion, siting and flooding '* evaluate possiole solutions to the problems caused by deforestation. (c) Mineral resources Candidates should be able to: ‘+ identify the main locations of limestone, gypsum and rock salt extraction from a map, and understand their uses ‘+ identify the main metallic and non-metallic mineral resources of Pakistan, and in what quantities they: - are extracted exist as reserves * understand the extent to which these can be exploited * describe the environmental problems caused by mineral extraction * evaluate the benefits of developing mineral resources and understand the sustainability of extraction ‘+ identify the main imported minerals, where they come from, and in what quantities. (0) Fish Candidates should be able to: * describe the fishing methods used in both marine and inland waters, including fish farms ‘+ give examples of the fish caught in both marine and inland waters, and of the fish reared on fish farms ‘+ give examples of the fishing ports on both the Balochistan and Sindh coasts + describe the uses of the fish caught * explain improvements in fishing methods and processing techniques * understand the problems facing the fishing industry and evaluate the possibilities for its furthor development and sustainability,Syllabus content 3. Power (@) Sources Candidates should be able to: ‘+ describe, with the help of a simple diagram for each method, how non-renewable fuels (coal, crude oil and natural gas) are extracted: = coal as obtained by open cast, adit and shaft mining methods. natural gas and crude oll obtained by exploration and driling + understand the difference between renewable and non-renewable sources of electricity * explain (briefly) how electricity can be generated! from renewable resources (hydel, wind, solar, and other possibilities such as wave, tidal, biofuels, geothermal) ‘+ understand the importance of power sources for development, (b) Non-renewables Candidates should be able to: '* describe the quality and the amount of col available from within Pakistan and how long reserves are likely to last, and also describe the types of coal which have to be imported for industrial purposes. ‘+ describe how coal both produced in Pakistan and imported is transported to the end users ‘+ slate how much natural gas is produced by Pakistan, and how long reserves are likely to last * describe the extent of the natural gas pipeline network in Pakistan and explain how natural gas can be taken to those parts of Pakistan away from the pipelines, and the limitations of doing this ‘+ state how much oil is produced by Pakistan, how long reserves wil last and how much oil is imported, ‘and explain why its 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 variaty of ways. In thermal power stations by burning ccoal, cil, gas and waste, or with nuclear energy; or with renewable sources 6.g. water {including hyclel}, the wind and the sun * understand that non-renewable power sources are running out, and are increasing in price. (¢) Renewables Candidates should be able to: * explain and evaluate the advantages and disadvantages of the different methods of proclucing electricity from renewable resources (generated by water, wind, wave and sun) * understand the physical and human conditions that favour the development of multi-purpose hyclel schemes ‘+ state and explain the factors, both physical and human, which promote or hinder the availabilty of electricity and other power resources listed, including the feasibility of small-scale, renewable power generation ‘+ explain why the supply of electricity is not sufficient or reliable to develop many parts of Pakistan.Syllabus content 4, Agricultural development (a) Agricultural systems Candidates should be able to: ‘+ understand how small-scale subsistence farming, cash crop farming and livestock farming operate as systems made up of inputs, processes and outputs. (b) Crops and livestock Candidates should be able to: * identify on a map the main areas where cotton, rice, sugar cane and wheat are grown, and the main areas where buffalo, cattle, goats, sheep and poultry are reared * recognise (from photographs) fields of cotton, rice, sugar cane and wheat; recagnise {trom 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 * identity the main areas for the cultivation and growth of each of the following: apples, apricots, bananas, dates, maize, mangoes, millet, olseeds, oranges, pulses, tobacco and vegetables. Know why they are grown there and state an important use of each. (¢) Factors affecting production Natural factors: topography, climate (for both khavif and rabi crops), soils, pests and diseases Human factors: capital, lalbour, size of holdings, farming practices, irrigation (types and methods}, waterlogging and salinity (including solutions), governmental actions to increase production Candidates should be able to: + explain how natural and human factors affect production on small-scale subsistence farms, including: = tice grown using traditional methods of ploughing, transplanting, inigating, harvesting and threshing fon small, fragmented holdings using family labour — wheat grown in areas dependent upon rainfall (barani farming areas) dates and vegetables grown using karez irrigation in a desert oasis, ‘+ 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 nomaaie or semi-nomadic basis, including transhumance * deseribe the different types of inigation and explain the advantages and disadvantages of each for small- scale subsistence farming, and tor the growing of cotton, rice, sugar cane and wheat: canal iigation — kavez, inundation and perennial canal — lit inigation - Persian wheel and tubewell understand the roles of dams, barrages, Ink 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 * 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 possiblities tor and probloms of the development of agriculture and its ‘sustainability,Syllabus content 5. Industrial development (a) Understanding common terms Candidates should: ‘+ understand the meaning of the tems raw materials, refined, processed, manufactured and value-added ‘+ understand the meaning of the terms infrastructure and services ‘+ be able to define the terms primary industry, secondary industry, and tertiary industy. (b) Secondary and tertiary industries Processing and manufacturing industries to be studied: cement, cotton (from ginning to clothing), sugar refining, crafts, fertiliser, iron and steel, brick, oll refining, sports goods, surgical instruments. Tourism. Candidates should be able to: * understand the definitions used in Pakistan to distinguish between large-scale industry, small-scale industry and cottage industry * slate the main products of the listed industries and whether they are destined for the domestic market and/or for the export market * state the main locations of the sted industries and explain the factors influencing location and development - capital, site, sources of raw materials, power, water, labour, communications, government policy and other means ‘+ understand the differences between the formal sector and informal sector of industry * understand the range of services provided by the informal sector, and their advantages and disadvantages to the development of Pakistan * understand the importance of beth the formal and informal sectors, and evaluate the contributions of both sectors to the development of the listed industries * understand sources of capital and labour * state and explain how the governing authorities promote industrial growth * name examples of export processing zones and other industrial estates, explain the reasons for theit development and describe their characteristics, * assess the feasibilty of using global communications to enhance employment opportunities in service industries, ¢.9. call centres * state and describe bratty, with an example of each, some of the natural and cukural attractions of Pakistan that are, or could be made available to tourists * assess the feasibiity of developing tourism as a means of increasing employment, development, gross national product (GNP) and gross domestic product (GDP)Syjlabus content 6. Trade (a) Major exports and imports Candidates should be able to: * name the main exports and imports + describe the changes in the types/amounts/value of goods exported and imported in recent years ‘+ know and understand the meaning of GNP and GDP and the difference between them ‘+ explain the effect of changing trends in exports and imports on Pakistan's balance of trade and ‘economy. (b) Pakistan's trading partners Candidates should be able to: * name and locate Pakistan's main trading partners, and name the goods Pakistan exported to them or imported from them * understand the factors which may promote or hinder trade with other countries, and explain why it 's difficult for Pakistan as a developing country to maintain or increase its share of trade with other countries, ‘+ understand the factors that may promote and limit trade, including trading blocs, trade barriers and ‘currency exchange rates.Syllabus content 7. Transport and telecommunications (a) Internal transport Candidates should be able to: ‘+ interpret maps to describe the regional variations in the density and pattern of the road, ral and air transport networks within Pakistan + explain the factors which help and hinder the location, maintenance and development of roads, raliways and airports * describe improvements that have recently takon place in road, rail and air communications, and consider the feasibility of new developments * compare the advantages and disadvantages of road, rail andl air transport within Pakistan for both goods and people * evaluate the development of new transport schemes, including motorway and airport development. (b) International transport Candidates should be able to: ‘+ Identity on a map those roads (including the name of the pass they use, where relevant) and railways which cross the international boundary and are in use for at least part ofthe year + dently on a map the ports of Keamari, Qasim and Gwadr, and the cities with international airports ‘+ explain the factors which affect the location and development of cross-border roads and railways, seaports, dry ports and airports ‘+ explain what is meant by the term dry port, name an example of one andl explain why they have been eveloped in many cities of Pakistan (c) Telecommunications Candidates should be able to: * explain the importance of racio, television, phones, fax machines, emais and the internet in the fields of ‘education, industry, services and trade * understand the problems of providing telecommunications in some parts of Pakistan * evaluate the role of telecommunications in the development of Pakistan.Syllabus content & Population and employment (a) Structure and growth Candidates should be able to: ‘+ understand the changing population structures (both age and sex) as shown by population pyramids for Pakistan + explain and evaluate the effects of the present and projected population structures on the economy and ovolopment of Pakistan + interpret graphs and statistics ilustrating birth rates, death rates and the rates of natural increase in Pakistan, and idlentiy trends in population growth, * explain the social, educational, economic and political factors which contribute to population growth over time * explain the problems for development caused by population growth over time, consider its sustainability and evaluate possible solutions to these problems, {b) Movements of population Candidates should be able to: ‘+ describe and explain, with reference to both ‘push’ and ‘pull’ factors, the main causes of population movements, including rural-urban migration, seasonal migration, emigration and immigration (including refugees) * describe and explain the effects of these population movements, including shanty developments in cities, tent cities and the de-population of rural areas, * understand the effects of population movements and evaluate the measures which may be taken to help solve the problems created, such as sel-help schemes, provision of clean water and other services {including adverse outcomes such as poor housing). (¢) Distribution and density of population Candidates should be able to: ‘© distinguish between distribution of population and density of population ‘+ recognise the variations in both distribution of population and density of population between the Provinces (including the Northen Area) and within the Provinces (including within the Northern Area) ‘+ explain the physical, economic, social and political factors which contribute to these variations. (4) Employment Candidates should be able to: * define the terms primary, secondary and tertiary in relation to occupations * describe and explain the proportions of the workforce engaged in each of the primary, secondary and tertiary sectors, and any changes in these proportions that may have taken place or may be taking place * understand and explain the causes of rural and urban unemployment and underemployment (that 's, people who are not fully employed), and understand the problems for development created by underemployment and unemployment * describe and explain the availabilty of skilled labour (people qualified for the professions, for ‘management and as technicians, etc.) ancl manual labour * undlerstand that unemployment and underemployment can be factors that influence GNP and GDP * understand and ovaluate the importance for Pakistan's development of Iteracy, education and training for both males and females, in rural as well as urban areas.Glossary of torms for Papor 2 7. Glossary of terms for Paper 2 ‘This glossary of terms for Paper 2: The Environment of Pakistan should prove helpful to teachers and candidates as a guide, although itis not exhaustive and the descriptions of meanings have been kept briet Candidates should appreciate that the meaning of a term must dapand in part an its context. They should also note that the number of marks allocated for any part of a question is a guide to the depth of treatment required for the answer Annotate Assess Calculate Compare Contrast Define Describe Describe the distribution Describe the pattem of Draw Explain / account for | give reasons for Evaluate Giving your views / ‘comment on How ‘Add labels or notes or short comments, usually to a diagram, map or photograph, to describe or explain, Weigh up the factors for and against a proposal and come to a judgement Work out a numerical answer, Explain what is similar and different about two things. For a comparison, two ‘loments or themes are required. (Two separate descriptions do not make a comparison) Explain the differences between two things. Explain the meaning of a term or phrase. Write about what something is tke or where itis, Describe may be used in questions about resources (on a figure, a table, etc) in the question paper (e.g. describe the trend of a graph, the location of an industry on a map, etc). Itmay also be used when you need to desoribe something from memory (eg. describe a doab, etc). Describe is often linked with other command words such as name and describe {name the feature and say what itis Ike), describe and explain (write about what it is lke and gve reasons for .. Write about the location of the required feature(s) as shown on the map(s) provided, by referring to: = their relationship to other features shown, e.g. the provinces and rivers = their density in particular areas. ‘Write about the location of the required feature(s) as shown on the map(s} provided, by referring to particular arrangements such as nucleated, near, parallel, even spacing, elc. and, where relevant, locating the patterns in relation to the provinces and tivers, or any other features shown on the mapis) provided. Make a sketch showing the reauited features. Draw may be extended to draw @ labelled diagram (draw a diagram with written notes to identify its features). ‘Show with reasons why something occurs or happens, Consider the evidence for and against a proposal, and come to a judgement. Explain what you think about something Explain in what way / to what extent / by what means / methods something happens.Identity Iustrating your answer, describe / explain Insert / label Justity List Locate Name Predict Refer to / with reference to State Study Suggest To what extent Use / using the information provided With the help of information What What differences are Where Why Glossary of tarms for Papor 2 Pick out something from information given in text or on a map / diagram / ete. Desoribe / explain with the help of specific examples or diagrams. The command may be extended to require a diagram: Iltustrate your answer with a labelled diagram. Place specific names or details on a map / diagram / etc. in response to a, particular requirement, Explain why you chose something or why you think in a certain way about an issue, Identity and name a number of features to meet a particular purpose. Find where something is placed or state where something is found or mark it on a map or dlagram, State or specify or identity. Give the word or words by which a specific feature is known or give examples which illustrate a particular feature, Use your own knowledge and understanding to explain what might happen next, and justify your reasoning. Probably information will be provided to help you to come to a decision. Write an answer which uses some of the ideas provided on a map / photograph / diagram / etc. or other additional material such as a case study. Refer to an aspect of a particular feature by a short statement or by a few words or by a single word, Look carefully at; usually at one of the resources (a figure, a table, etc.) in the ‘question paper. Explain your ideas on ot your knowledge about the given topic. Itis often coupled with why; this requires a statement or an explanatory statement referring to one or more particular feature(s) Give the reasons for and against the proposal in the question and justly Base your answer on the information you have been given, Write an answer which uses some / all of the information provided, as well as additional information from your own knowledge. What is used to form a question concemed with the selection of ideas / details / factors. Use comparative statements to state the differences involved or the changes thal have occurred or are shown between two points on a map / diagram / etc. Complete descriptions of the two things are nat required, State at what place / to what place / from what place, Explain the cause(s) of or the reasonis) for or the consequence(s) of something.Other information 8. 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Important: * Requested access arrangements should be based on evidence of the candidate's barrier to assessment and should also reflect their normal way of working at school; ths is in line with the Cambridge Handbook www.cambridgeinternational.org/eoguide ‘+ For Cambridge International to approve an access arrangement, we will need to agree that it constitutes a reasonable adjustment, involves reasonable cost and timeftame and does not affect the security and integrity of the assessment * Availabilty of access arrangements should be checked by centres at the start of the course, Details of our standard access arrangements and modified question papers are available in the Cambridge Handbook www.cambridgeinterational.org/eoguide * Ploase contact us at the start of the course to find out if wo are able to approve an arrangement that is not included in the list of standard access arrangements. + Candidates who cannot access parts of the assessment may be able to receive an award based on the parts they have completed.Other invormation Additional information Language This syllabus and the associated assessment materials are available in English only. Making entries Exams officers are responsible for submitting entries to Cambridge Intemational. We encourage them to work closely with you to make sure they enter the tight number of candidates for the right combination of syllabus ‘components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making Entries, Your exams officer has a copy of this guide, Exam administration ‘To keep our exams secure, we produce question papers for different areas of the world, known as administrative zones. We allocate all Cambridge schools to one administrative zone determined by thelr location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessmont ‘options, An entry option cade is used to identity the componer candidate will take relevant to the administrative zone and the available assessment options. Retakes Candidates can retake the whole qualification as many times as they want to. 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