Final Paper English XI

FEDERAL BOARD OF

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

Subject: IMPLEMENTATION OF ASSESSMENT FRAMEWORKS AND MODEL QUESTION

PAPERS 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
thatthe 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 includedin 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:
Heads of all Institutions affiliated
[email protected]
with FBISE at 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 Page 1 of 2
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 near Madina 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, Mohra Nur, Banigala, Islamabad
15. The Director, Punjab Group of Colleges, 6th Road, Rawalpindi
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 Industrial Area, 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 Continue …
Page 2 of 2
EXCELL
FEDERAL BOARD OF INTERMEDIATE AND SECONDARY EDUCATION
ENCE
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 cle ar 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 and 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 eitherformative or summative within the newly developed Assessment
Framework. SLOs of Summative Assessment Format will be part of the Final Examinationwhile 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 mentionedcategorically whether an SLO is summative for theory or summative for Practical
Based Assessment (PBA). If an SLO is summative for PBA, it means thatLaboratory 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 effectively 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 assessments 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 canrevisit 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, tomore 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 motivationand 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 assessment 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
subsequent 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 balancedwith formative assessments, summative assessments contribute to a well-rounded
and effective approach to evaluating and supporting studentlearning.
National Curriculum of Pakistan 2022-2023
ASSESSMENT FRAMEWORK English Grade-XI & XII (HSSC-I & II)
Details of Content Areas/
SLOs
Student Learning Outcomes

Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-A1-01] [SLO: E-12-A1-01] This competency is
Establish roles and apply dramatic Apply dramatic approaches with part of regular
approaches with confidence, especially in a confidence, especially in a drama.
four to five-act play. [SLO: E-11-A1-02] [SLO: E-12-A1-02] teaching and
Respond to texts for different purposes Listen to texts and critically learning. It will not
(including arguments and discussions). analyse the situations/events. be assessed in
[SLO: E-11-A2-01] [SLO: E-12-A2-01] Annual
Demonstrate attentive listening’ skills Demonstrate attentive listening’ skills
while working in a whole class setting and
Examinations.
while working in groups and taking turns
to speak with standard pronunciation. taking turns to speak with standard
[SLO: E-11-A2-02] pronunciation
Respond to questions on a range of [SLO: E-12-A2-02]
communicativepurposes. Respond to questions on a
A: Oral [SLO: E-11-A2-03] range of communicative
Use complex questions for a range of purposes.
Communicati audiences. Formative
[SLO: E-11-A2-03]
onSkills [SLO: E-11-A2-04] Use complex questions for a range of
Perform a drama/ role play/play script audiences.
showing different roles and scenarios [SLO: E-12-A2-04]
through deliberate choice of dialogues/ Perform a drama/ role play/play script
speech. showing different roles and scenarios
[SLO: E-11-A3-01] through deliberatechoice of dialogues/
Speak confidently and fluently in a wide speech, gestures and movements.
range of contexts, For example, (conflict [SLO: E-11-A3-01]
resolution, panel Speak confidently and fluently in a wide
discussion, role-play, dialogue etc.) to fulfil range of contexts, For example, (conflict
Page 1 of 20
different purposes (exposition, argumentation resolution, panel discussion, role-play,
etc.). dialogue etc.) to fulfildifferent purposes
[SLO: E-11-A3-02] (exposition, argumentation
Engage effectively in a range of collaborative etc.).
discussions (one-on-one, in groups, and [SLO: E-12-A3-02]
teacher-led) with diverse partners on grade- Engage effectively in a range of
level topics, texts, collaborative discussions (one-on-one, in
and issues groups, and teacher-
Page 2 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-A4-01] led) with diverse partners on grade-level
Engage in extended discussions and critique topics, texts, and issues
taking into account other speakers’ [SLO: E-12-A4-01]
viewpoints and Engage in extended discussions and
presenting one's own with clarity. 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 This SLO is part of
Read with accurate pronunciation,
pronunciation, appropriate Formativ regular teaching and
appropriate pitch and voice variation
pitch and voice variation e learning. It will not
suitable for fictional andnonfictional
suitable for fictional and be assessed in the
texts.
nonfictional texts. Annual Examination.
B1: Reading
and Critical [SLO: E-12-Bl-02]
[SLO: E-11-Bl-02] This SLO is part of
Thinking Ask and answer higher-order
Ask and answer higher-order regular teaching and
questions to guide/assess reading Summati learning. It will be
questions to guide/assess reading
(e.g., Why is the author saying this ve assessed in Annual
(e.g., Why is the author saying this right now? Why did the author Examinations.
right now? Why did the author choose this word? How is this
choose this word? How is this different from what I read
different from what I read somewhere else?
somewhere else?
Page 3 of 20
[SLO: E-11-B2-0l] [SLO: E-12-B2-0l] Summati This SLO is part of
Evaluate how authors use language, Evaluate how authors use language, ve regular teaching and
including figurative language, considering including figurative language, considering learning. It will be
the impact on the reader. Discuss others’ the impact on the reader. Discuss others’
assessed in Annual
B2. Reading reading critically, taking account of their reading critically, taking account of their
Examinations.
for views. views. Express informed opinions, justify
Understandi the viewpoint and make
ng recommendations and develop an
interest in a variety of texts.
Page 4 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-B2-02] [SLO: E-12-B2-02] Summati These SLOs are part
Analyze how an author’s choices concerning Analyse how an author’s choices ve of regular teaching
how to structure specific parts of a text (e.g., concerning how to structure specific parts
and learning. These
the choice of where to begin or end a story, of a text (e.g., the choice of where to begin
the choice to provide a comedic or tragic or end a story, the will be assessed in
resolution) contribute to its choice to provide a comedic or tragic Annual
overall structure and meaning as well as its resolution) contribute to its overall Examinations.
aesthetic impact. structure and meaning as well as its
aesthetic impact.
[SLO: E-11-B2-03]
Critique reading interpretations. [SLO: E-12-B2-03]
Critique reading interpretations, taking
account
of other’s views on reading.
[SLO: E-11-B2-04] [SLO: E-12-B2-04] Summati This SLO is part of
ve regular teaching and
Analyse organisational patterns in a Analyse organisational patterns in a
text: learning. It will be
text:
assessed in Annual
a. list/ sequence of ideas/ a. list/ sequence of ideas/ Examinations.
eventscomparison- eventscomparison-
contrast contrast
b. cause-effect b. cause-effect
c. problem-solution c. problem-solution
d. reasons/ assumptions-conclusion d. reasons/ assumptions-
conclusion
Page 5 of 20
[SLO: E-11-B3-01] [SLO: E-12-B3-01] Summati These SLOs are part
ve of regular teaching
Provide an objective Provide an objective . Provide an objective summary of
summary of fiction and fiction, non-fiction fiction and fiction, non-fiction and and learning. These
and poetry summary of a range of texts | of a poetry summary of a range of texts of a will be assessed in
range of texts. poetry texts. texts. including range of texts. Annual
B3. Reading fiction, non-fiction and other types of text.
Examinations.
for
[SLO: E-12-B3-02]
Meaning [SLO: E-11-B3-02]
Use pre-reading and while reading
Use pre-reading and while reading
strategiesto analyse and explore
strategies to analyse and explore
different layers of meaning within
different layers of meaningwithin texts
texts including biases and opinions.
including biases and opinions.
Page 6 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
Read and use inference and deduction Read and use inference and
to recognize implicit meaning (e.g look deduction to recognize implicit
for supporting details within a meaning (e.g. look for supporting
text/paragraph) usingprior knowledge details within a text/paragraph)
and contextual clues effectively. using prior knowledge and
Link new facts, terms, and concepts contextual clues effectively.
with priorknowledge. Link new facts, terms, and
Choose words and phrases for effect. concepts withprior knowledge.
Comment on implied meanings, e.g. Choose words and phrases for
writer’s view point, relationships effect. Comment on implied
between characters etc.[SLO: E-11-B3- meanings, e.g. writer’sview point,
03] relationships between characters summative
Explain whether predictions about etc.
the content of a text are acceptable
or should be modified and why [SLO: E-12--B3-03]
[SLO: E-11-B3-04] Explain whether predictions
Distinguish cause from effect, fact about the content of a text are
from opinion (e.g., by noting acceptable or should be modified
outcomes, personal comments, and why
beliefs and biases), and generalized [SLO: E-12-B3-04]
statements from evidence-based Distinguish cause from effect, fact
information with specific reference from opinion (e.g., by noting
to informational texts. outcomes, personal comments,
[SLO: E-11-B3-05] beliefs and biases), and
Apply skimming and scanning generalized statements from
strategies for relevant information evidence-based information with
Page 7 of 20
and main points in texts to identify specific reference to informational
the writer's purpose, and intended texts.
audience. Infer the theme/main idea [SLO: E-12--B3-05]
of the text, distinguishing between Apply skimming and scanning
fact and opinion where necessary 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
Page 8 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
where necessary
[SLO: E-11-B3-06] [SLO: E-12-B3-06] This SLO is part of
Formative regular teaching and
 Examine how an author develops and  Examine how an author
contrastspoint of view of different develops andcontrasts point learning. It will not
characters or narrative in text. of view of different characters be assessed in the
or narrative in text. Annual Examination.
 Critique the plot development with
respect todifferent aspects of the  Critique the plot development
story. with respect to different aspects
of the story.
 Evaluate the particular  Evaluate the particular regular teaching and
elements of a story or drama elements of a story or drama learning.
(e.g., how the setting shapes (e.g., how the setting shapes Howev
the characters or plot). er, components of
the characters or plot).
Summative story and drama will
 Identify rhyme schemes and
 Identify rhyme schemes be assessed in the
figurative language in poems.
and figurative language Annual Examination
in poems. of HSSC-I. Whereas
 Evaluate stages of plot components of
development in a fictional text  Evaluate stages of plot fictional text (Novel)
(exposition, setting, climax, development in a fictional will be assessed in
character development, text (exposition, setting, the Annual
resolution) climax, character Examination of
development, resolution) HSSC-II. However,
 Examine how complex  Examine how complex questions of general
Page 9 of 20 nature will be asked
characters (e.g. those with characters (e.g. those with in the Final
multiple or conflicting multiple or conflicting examination.
motivations) develop over the motivations) develop over
course of a text, interact with the course of a text, interact
other characters, and advance with other characters, and
the plot or develop the theme. advance
the plot or develop the theme.
[SLO: E-11-B3-08] [SLO: E-12-B3-08] This SLO is part

Evaluate two or more central ideas of a text Evaluate two or more central ideas of a Summative ofregular
and text and teaching and
Page 10 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
analyze their development over the course analyze their development over the course learning. It will be
of the text, including how they interact and of the text, including how they interact and assessed in the
build on one another to provide a complex build on one another to provide a complex
Annual Examination.
analysis analysis
Use summary skills to Use summary skills to
1. extract salient points and develop a mind 1. extract salient points and develop a
map to summarize a variety of informational mind map to summarize a variety of
texts. informational texts.
2. transfer the written text to a table, 2. transfer the written text to a table,
diagram, flowchart or work plan. diagram, flowchart or work plan.
[SLO:E-11-B3-09] This SLO is part of
Practice précis writing skills. regular teaching and
learning. However,
Summative the 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 regular teaching and
response to a text and provide some analytical response to a variety of Summative learning. It will be
supporting textual reference. texts and provide a textual reference assessed in the
in support. Annual Examination.
Page 11 of
20
[SLO: E-11-B3- l 1] [SLO: E-12-B3-l 1] These SLOs are part
Reading to analyse Reading to analyse of regular teaching
descriptive/argumentativepersuasive descriptive/argumentativepersuasive
and learning. These
essays. Reading to analyse essays. Reading to analyse
application/letter/report/summ application/letter/report/summ will be assessed in
Summative the Annual
ary/biography/autobiography a
[SLO:E-11-B3-11] ry/biography/autobiography/re Examination.
Evaluate different points of view (e.g., first- views [SLO:E-12-B3-11]
person, third Determine an author’s point of Evaluate different points of view (e.g., first-
view or purpose in a text. person narrative) person, third Determine an author’s point
.Examine an of view or purpose in a text. person
author’s point of view or purpose in a text. narrative) . Examine an author’s point of
that of view or purpose in a text. that of others.
others. Critique how the author distinguishes Critique how the author
his or
Page 12 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
her position from that of others. distinguishes his or her position from
that of others.
Summarise complex concepts, Summarise complex concepts, regular teaching and
processes, or information by processes, or information by learning. This will be
paraphrasing them using correct paraphrasing them using correct assessed in the
Summati Annual Examination.
language structure, transitional language structure, transitional
ve
devices, own words and relevant devices, own words and relevant
punctuation marks. punctuation marks.
Make inferences to draw Make inferences to draw
conclusions from, e.g. conclusions from, e.g.
a. contextual information d. contextual information
b. writer’s viewpoint e. writer’s viewpoint
c. implied information f. implied information
Interpret and integrate Interpret and integrate regular teaching and
Summati learning. This will be
information from a variety of information from a variety of
ve assessed in the
sources for comprehension (e.g., sources for comprehension (e.g.,
maps, graphs, charts, diagrams) maps, graphs, charts, diagrams) Annual Examination.
Page 13 of
20
[SLO: E-11-B3-14] [SLO: E-12-B3-14]
Analyze multiple interpretations of a Analyze multiple interpretations of a These SLOs are part
story, drama, or poem connected to story, drama, or poem connected to of regular teaching
different fields andprofessions. (e.g., a Summati both at HSSC I & II
person’s life story in print and different fields and professions. (e.g., ve
multimedia), determining which a person’s life story in print and levels. However,
details are emphasized in each type. multimedia), determining which components of story
(e.g., recorded or live production of a and drama will be
play or recorded novel or poetry), details are emphasised in each type.
(e.g., recorded or live production of assessed at HSSC-I
evaluating how each version interprets
the source text. a play or recorded novel or poetry), whereas
evaluating how each version components of
interprets the source text. fictional text (Novel)
will be assessed at
HSSC-II.
Page 14 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-B3-15] [SLO: E-12-B3-15] Summative
Read, view and analyse a variety of Read, view and analyse a
reading grade-appropriate and high- variety of reading grade-
interest books and texts from print appropriate and high- interest
and non-print sources: books and texts from print and
a. Poetry (free verse, non-print sources:
narrative and rhythmic a. Poetry (free verse,
b. Personal recounts (e.g., diary narrative and rhythmic
entries, biographies) b. Personal recounts (e.g.,
c. Narratives (e.g., fables, diary entries,
historical fiction, science biographies)
fiction, legends) c. Narratives (e.g., fables,
d. Procedures (e.g., recipes, historical fiction, science
directions, instruction fiction, legends)
manuals) d. Procedures (e.g., recipes,
e. Information reports (e.g., directions, instruction
project reports, fact sheets, manuals)
brochures e. Information reports (e.g.,
f. Interpersonal text project reports, fact sheets,
(informal/formal letters, brochures
notices, emails) f. Interpersonal text
g. Factual recounts (e.g. eye- (informal/formal letters,
witnessedaccounts, news notices, emails) Summative This SLO is part of
bulletins) g. Factual recounts (e.g. eye- regular teaching and
h. Drama (playscript) witnessedaccounts, news learning.
i. Explanation (e.g. how something Pagebulletins)
15 of It will be assessed in
20
works) h. Drama (playscript) the Annual
j. Expositions (e.g. reviews, i. Explanation (e.g. how Examination.
arguments) somethingworks)
j. Expositions (e.g. reviews,
arguments)
[SLO: E-11-B3-16] [SLO: E-12-B3-16]
Cite strong and thorough textual Cite strong and thorough textual
evidence to support analysis of what evidence to support analysis of
the text says what the text says explicitly as
explicitly as well as inferences well as inferences drawn from the
drawn from the text. text.
Page 16 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
This SLO is part of
[SLO: E-11-C1-01] [SLO: E-12-C1-01] regular teaching and
Clarify the meaning of unknown and learning.
Clarify the meaning of unknown It will be assessed in
multiple-meaning words and phrases Summati
and multiple-meaning words and theExaminations.
based on grades 9 &10 and 11 & 12
phrases basedon grades 9 &10 and However,the
reading and content, choosing flexibly ve&
11 & 12 reading and content, following part of the
from a range of strategies.
choosing flexibly from a range of SLO is included in
Use context (e.g., the overall
strategies. Formative
meaning of a sentence, paragraph, or Formativ
text; a word’s positionor function in a Assessment: Consult
Use context (e.g., the overall e
sentence) as a clue to the meaning of general and
meaning of asentence, paragraph, specialized
a word or phrase.
or text; a word’s position or reference materials
C1: Identify and correctly use patterns
function in a sentence) as a clueto (e.g., dictionaries,
VOCABULARY of wordchanges that indicate
the meaning of a word or phrase. glossaries,
different meanings orparts of
speech (e.g., analyze, analysis, thesauruses), both
Identify and correctly use patterns print and digital, to
analytical; advocate, advocacy).
of wordchanges that indicate find the
different meanings orparts of pronunciation of a
Consult general and specialized
speech (e.g., analyze, analysis, word or determine
reference materials (e.g., dictionaries,
analytical; advocate, advocacy). or clarify its precise
glossaries, thesauruses), both print
and digital, to find the pronunciation Consult general and specialized meaning, its part of
of a word or determine or clarifyits reference materials (e.g., speech, or its
precise meaning, its part of speech, or dictionaries, glossaries, etymology.
its etymology. thesauruses), both print and digital, Verify the
to Page
find17the preliminary
of pronunciation of a word
20
or determine orclarify its precise determination of
Verify the preliminary determination meaning, its part of speech, or its the meaning of a
of the meaning of a word or phrase etymology. word or phrase
(e.g., by checkingthe inferred meaning Verify the preliminary determination (e.g., by checking
in context or in a dictionary). of themeaning of a word or phrase the inferred
(e.g., by meaning in context
checking the inferred meaning in or ina dictionary.
context orin a dictionary).
Page 18 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-C1-02] [SLO: E-12-C1-02] This SLO is part
Comprehend and use contemporary Comprehend and use Summati of regular
Idioms and proverbs in the different contemporary Idioms and ve teaching and
texts and in their speech. proverbs in the different texts and learning.
in their speech. It may be assessed in
the Annual
Examination atHSSC-
I level
[SLO: E-11-Cl-03] [SLO: E-12-Cl-03] This SLO is part of
Identify and use adjectival, Identify and use adjectival, Summati regular teaching and
prepositional and adverbial phrases prepositional and adverbial phrases ve learning.
in reading and writing tasks. in reading and writing tasks. It will be assessed in
the Annual
Examination.
Distinguish between the Distinguish between the Summati regular teaching and
connotative and denotative connotative and denotative ve learning.
meanings of words, both similar meanings of words, both similar It will be assessed in
and dissimilar denotations and and dissimilar denotations and the Annual
their appropriate use in a variety of their appropriate use in a variety Examinations
writing and of
texts. writing and texts.
Page 10 of 20
[SLO: E-11-C1-05] [SLO: E-12-Cl-05] This SLO is part of
Demonstrate understanding of Demonstrate understanding of Summati regular teaching and
figurative language, word figurative language, word ve learning. It will be
relationships, and nuances in word relationships, and nuances in word assessed in the
meanings. meanings. Annual
Interpret figures of speech (e.g., Interpret figures of speech examination..
euphemism, oxymoron) in context (e.g., euphemism, oxymoron)
and analyze their role in the text. in context and analyze their role
in the text.
Analyze nuances in the meaning of
Analyze nuances in the meaning
words with similar denotations.
of words with similar denotations.
Acquire and use appropriate words Acquire and use appropriate Summati regular teaching and
and phrases for reading, writing, words and phrases for reading, ve
speaking, and listening; writing, speaking, and listening; learning. It will be
independently gather vocabulary independently gather vocabulary
Page 10 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
when considering a word or phrase when considering a word or assessed in the
important for comprehension or phrase important for Annualexamination.
expression. comprehension or
expression.
[SLO: E-11-C2-01] [SLO: E-12-C2-01] Summati These SLOs are part
Demonstrate knowledge and Demonstrate knowledge and ve of regular teaching
application of parts of speech in application of parts of speech in and learning.
oral and written communication in oral and written communication These will be
varying degrees of complexity. in varying degrees of complexity. assessed in the
[SLO: E-11-C2-02] [SLO: E-12-C2-02] Annual Examination.
Apply knowledge of parts of speech, Apply knowledge of parts of speech,
tenses, sentence structure and other tenses, sentence structure and other
C2. GRAMMAR features of grammarand vocabulary to features of grammar and vocabulary to
understand how language functions in understand how language functions in
different contexts, make effective choices different contexts, makeeffective
for meaning or style while reading, choices for meaning or style while
listening and writing. reading, listening and writing.
[SLO: E-12-C2-03] Summati This SLO is part of
[SLO: E-11-C2-03] Identify and use compound ve regular teaching and
Identify and use compound prepositions and prepositional learning.
prepositions and prepositional phrases in writing. It will be assessed in
phrases in writing. the Annual
Examination.
Page 11 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-C2-04] [SLO: E-12-C2-04] Summati This SLO is part
ve of regular
Examine and interpret the use of Examine and interpret the use of
conjunctions and transitional devices conjunctions and transitional teaching and
in speech and writing to create the devices in speech and writing to learning.
effect. create the effect. Recognise and It will be assessed
Recognise and use subordinating use subordinating conjunctions in theAnnual
conjunctions to connect independent to connect independent clause/s Examination.
However,
clause/s to dependent clause/s e.g., to dependent clause/s e.g., He
Conjunctions may be
He could not attend the meeting could not attend the meeting
assessed in HSSC-I &
because he was sick. because hewas sick.
II while Transitional
Devices willbe the
Recognize and use correlative Recognize and use correlative assessed in HSSC-II
conjunctions including pairs such as conjunctions including pairs Examination.
"both/and," such as "both/and,"
"either/or," neither/nor," "either/or," neither/nor,"
"not/but" and" not only/but also." "not/but" and" not only/but
etc. also." etc.
[SLO: E-11-C3-0l] Summati This SLO is part of
[SLO: E-12-C3-0l] ve regular teaching and
Demonstrate command of the Demonstrate command of the
learning. However, it
conventions of Standard English conventions of Standard English
may be assessed in
C3. capitalization, punctuation, and capitalization, punctuation, and the Annual
PUNCTUATION spelling when writing in different spelling when writing in different Examination of
varieties of texts. varieties of texts. HSSC-I.
• Observe hyphenation conventions. • Observe hyphenation
• Produce legible work that Pageconventions.
12 of 20
shows thecorrect spelling of the • Produce legible work that
conventions of punctuation and shows the correct spelling of the
capitalization. conventions of
punctuation and capitalization.
[SLO: E-11-C4-01] [SLO: E-12-C4-01] Summati This SLO is part of

Use all types of tenses correctly in Use all types of tenses correctly in ve regular teaching and
speech andwriting. Use gerunds, speech and writing. Use gerunds, learning.
C4. TENSES
infinitives, and participles. infinitives, andparticiples. It will be assessed in
Use the aspect of time correctly in Use the aspect of time correctly in the Annual
speech andwriting. speechand writing. Examination.
Page 13 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
Construct sentences using the sentence --- ve regular teaching and
patterns and structure for grade specific
learning.
genres
It will be assessed in
the Annual
ExaminationHSSC-I.
Construct complex sentences and ve regular teaching and
paragraphs using main and subordinate
clauses with appropriate transitional devices
learning.
--- It will be assessed in
and correct punctuation in varying degrees
of complexity for grade specific genres. the Annual
ExaminationHSSC-I.
C5. SENTENCE
STRUCTURE ve
Construct complex sentences and regular teaching and
paragraphs using main and learning.
subordinate clauses with appropriate --- It will be assessed in
transitional devices and correct the Annual
punctuation and varying degrees of ExaminationHSSC-I.
complexityfor grade specific genres
Change tense in indirect/direct speech ve regular teaching and
(present,past and perfect tenses, learning.
future, models, time and questions, --- It will be assessed in
orders, request, suggestions and the Annual
advice) in narrative paragraphs ExaminationHSSC-I.
Page 14 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-D1-01] Summati This SLO is part of
[SLO: E-12-D1-01] ve
Dl. Writing Apply editing and proofreading regular teaching and
Readiness Apply editing and proofreading learning.
skills to a range of different texts skills to a range of different texts
and Fluency and contexts It will be assessed in
and contexts the Annual
Examination.
Summati This SLO is part of
[SLO: E-11--D2-0l] [SLO: E-12--D2-01] ve
Produce clear and coherent writing in which Produce clear and coherent writing in regular teaching and
the development, organization, and style are which the development, organization, and learning.
appropriateto the task, purpose, and style are It will be assessed in
audience. appropriate to the task, purpose, and the Annual
audience.
Examination.
[SLO: E-11-D2-03] [SLO: E-12-D2-03] Summati This SLO is part of
Apply the technique of writing first Apply the technique of writing ve regular teaching and
first draftwith sufficient details:
D2. Writing draft withsufficient details: proofreading and editing details learning.
for proofreading and editing details to suit to suit the purpose and audience. It will be assessed in
Understandi the purpose and audience. the Annual
ng Examination.
Summati This SLO is part of
[SLO: E-11-D2-04] [SLO: E-12-D2-04] ve
Write and critique (self /peer checking) Write and critique (self /peer regular teaching and
the finaldraft after complete editing checking) the final draft after learning.
and proofreading. complete editing and proofreading. It will be assessed in
Ensure each paragraph develops the Ensure each paragraph the Annual
main ideaof the essay/piece of develops the main idea of the Examination.
writing and the topic sentence of each essay/piece ofwriting and the topic
paragraph. Use the technique of hook, sentence
Page 15 ofof20each paragraph. Use
and lead-in sentences to develop the the technique of hook, and
flow of thought. lead-in sentences to develop the
flow of thought.

Write multiple paragraphs Write multiple paragraphs ve regular teaching and
D3. Writing essays/stories; multi-stanza poems or essays/stories;multi-stanza learning.
for playscript using mechanics of correct poems or playscript using It may be assessed in
Meaning writing. mechanics of correct writing. the Annual
Examination.
Page 16 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[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 imaginedexperiences or events learning. It is part of
using effective using effective summative
techniques, well-chosen details, techniques, well-chosen details, examination at SSC
and well-structured event and well-structured event level; therefore,
sequences. sequences. question will not be
 Engage and orient the askedat HSSC level.
 Engage and orient the reader by reader by setting out a
setting out a problem, situation, problem, situation, or
or observation and its observation and its
significance, establishing one or significance,
multiple point(s) of view, and establishing one or multiple
introducing a narrator and/or point(s) of view, and
characters;create a smooth introducing a narrator and/or
progression of experiences or characters; create a smooth
events. progression of experiences or
 Use narrative techniques, such events.
as dialogue, pacing, description,  Use narrative techniques,
reflection,and multiple plot such as dialogue, pacing,
lines, to develop experiences, description, reflection, and
events, and/or characters. multiple plot lines, todevelop
 Use a variety of techniques to experiences, events, and/or
sequence events so that they characters.
build on one another to create a  Use a variety of techniques to
coherent whole and build sequence events so that they
Page 17 of 20
toward a particular tone and build on one another to create
outcome(e.g., a sense of a coherent whole and build
mystery, suspense, growth, or toward a particular
resolution). tone and outcome (e.g., a
 Use precise words and phrases, sense ofmystery, suspense,
telling details, and sensory growth, or resolution).
language to conveya vivid  Use precise words and phrases,
picture of the experiences, telling details, and sensory
events, setting, and/or languageto convey a vivid
characters. picture of the experiences,
 Provide a conclusion that events, setting, and/or
follows from and reflects on characters.
what is experienced, observed,  Provide a conclusion that
or resolved over the course of followsfrom and reflects on
the narrative. what is
Page 18 of 20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
 Produce clear and coherent experienced, observed, or
writing inwhich the resolvedover the course of
development, organization, the narrative.
and style are appropriate to  Produce clear and coherent
the task, purpose, and writing inwhich the
audience. development, organization,
 Develop and strengthen and style are appropriate to
writing as needed by planning, the task, purpose, and
revising, editing,rewriting, or audience.
trying a new approach,  Develop and strengthen
focusing on addressing what is writing as needed by planning,
most significant for a specific revising, editing,rewriting, or
purpose and audience. trying a new approach,
focusing on addressing what is
most
significant for a specific
purpose andaudience.
Page 19 of 20
[SLO: E-11-D3-03] [SLO: E-12-D3-03] Formative This SLO is part of
 Write informative/ explanatory regular teaching and
texts toexamine and convey Write informative/ explanatory learning. It is part of
complex ideas, concepts, and texts to examine and convey summative
information clearly and complex ideas, concepts, and
accurately through the effective examination at SSC
selection, organization and information clearly and accurately level; therefore,
analysis of the content. through the effective selection, question will not be
 Introduce a topic; organize organization and analysis of the
complex ideas, concepts, and askedat HSSC level.
information so that each new content.
 Write informative/
element builds on that which
precedes. explanatory texts to examine
 it to create a unified whole; and convey complex ideas,
include formatting (e.g., concepts, and information
headings), graphics (e.g., clearly and accurately
figures, tables), and through the effective
multimedia when useful to selection, organization and
aiding comprehension. analysis of the content.
 Develop the topic thoroughly by  Introduce a topic; organize
selecting the most significant and complexideas, concepts, and
relevant facts, extended information so that each new
definitions, concrete details, element builds on that which
quotations, or other information precedes.
and examples appropriate tothe  it to create a unified whole;
audience’s knowledge of the include formatting (e.g.,
topic. headings), graphics (e.g.,
 Use appropriate and varied figures, tables), and
transitions multimedia
when useful to aiding
Page 110 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
and syntax to link the major comprehension.
sections of the text, create  Develop the topic thoroughly
cohesion, and clarify the by selecting the most
relationships among complex significant and relevant facts,
ideas andconcepts. extended definitions,
 Use precise language, domain- concrete details, quotations,
specificvocabulary, and or otherinformation and
techniques such as metaphor, examples appropriate to the
simile, and analogy to manage audience’s knowledge of the
the complexity of the topic. topic.
 Establish and maintain a formal  Use appropriate and varied
style and objective tone while transitions and syntax to link
attending to thenorms and the major sections of the text,
conventions of the discipline in create cohesion, and clarify the
which they are writing. relationships among complex
 Provide a concluding statement ideas and concepts.
or section that follows from and  Use precise language, domain-
supports the information or specific vocabulary, and
explanation presented(e.g., techniques such as metaphor,
articulating implications or the simile, and analogy to manage
significance of the topic). the complexity ofthe topic.
 Establish and maintain a
formal styleand objective tone
while attending tothe 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
Pagethe
111 of
20
significance of the topic).
Page 112 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-D3-04] [SLO: E-12-D3-04] This SLO is part of
Write arguments to support claims in an Write arguments to support claims in Summative regular teaching and
analysisof substantive topics or texts, an analysis of substantive topics or
using valid reasoning and relevant and texts, usingvalid reasoning and learning. It may be
sufficient evidence. relevant and sufficient evidence. assessed in the
 Introduce precise, annual examination
 Introduce precise, knowledgeable claim(s),
knowledgeable claim(s), establish the significanceof of HSSC level.
establish the significance of the claim(s), distinguish the
the claim(s), distinguish the claim(s) from alternate
claim(s) from alternate opposing claims, and create
opposing claims, and create an organizationthat logically
an organization that logically sequences claim(s),
sequences claim(s), counterclaims, reasons, and
counterclaims, reasons, and evidence.
evidence.  Develop claim(s) and
 Develop claim(s) and counterclaimsfairly and
counterclaims fairly and thoroughly, supplying the
thoroughly, supplying the most most relevant evidence for
relevant evidence for each each while pointing out the
whilepointing out the strengths andlimitations of
strengths and limitations of both in a manner that
both in a manner that anticipates the audience’s
anticipates the audience’s knowledge level, concerns,
knowledge level, concerns, values, and
values, and possible biases.
possible biases.  Use words, phrases, and
 Use words, phrases, and clauses clauses as well as varied
as wellas varied syntax to link syntax to link the major
the major sections of the text, sections of the text, create
create cohesion, and clarify the cohesion, and clarify the
relationships between claim(s) relationships between
and reasons, between reasons claim(s) and reasons,
and evidence, and between between reasons and
Page 113 of
20
claim(s) andcounterclaims. evidence, and between
 Establish and maintain a claim(s) andcounterclaims.
formal styleand objective tone  Establish and maintain a
while attending tothe norms formalstyle and objective
and conventions of the tone while attending to
discipline in which they are the norms and
writing. conventions of the
 Provide a concluding statement discipline inwhich they
or section that follows from are writing.
and supports the argument  Provide a concluding
presented. statement orsection that
follows from and
supports the argument
presented.
Page 114 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
[SLO: E-11-D3-05] [SLO: E-12-D3-05] Summative This SLO is part of
Write a descriptive composition Write a descriptive composition regular teaching and
(giving physical description and (giving physical description and learning. It may be
characteristics/traits of a characteristics/traits of a assessed in the
person/object/place moving from person/object/place moving from annual examination
general to specific), using correct general to specific), using correct of HSSC level.
punctuation and spelling, by using punctuation and spelling, by using
the process approach - the process approach -
brainstorming, mind mapping, and brainstorming, mind mapping, and
writing a first draft. writing
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 extended academic and learning.
(professional) environments for (professional) environments for It may be assessed in
various purposes. various purposes. 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 Gather relevant information from learning. It may be
multiple authentic available resources multiple authentic available resources assessed in the
following research ethics to write and following research ethics to write and
Annual
present their assignment present their assignment
Examination of HSSC
– I.
Page 115 of
20
[SLO: E-11-D3-08] [SLO: E-12-D3-08] This SLO is part of
 Write a book review report. Formative regular teaching and
 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 learning. However,
skills. Write precis the
effectively skill of precis writing
may be assessed
based on
Page 116 of
20
Competency (SLOs)
Type of Remarks
XI XII Assessme
nt
comprehension of
the
passage at HSSC-I level.
Use paraphrasing skills to ve regular teaching and
Use paraphrasing skills to paraphrase
paraphrase a poem. learning.
a poem.
It will be assessed in
the Annual
Examination.
ve regular teaching and
Use summary skills to write an
objective summary of the given Use summary skills to write an learning. However,
text and poems. objective summary of the given the skill of summary
text and poems. writing will be
assessed based on a
comprehension of
thepassage.
[ SLO: E-11-D3-12] [ SLO: E-12-D3-12] Summati This SLO is part
Write multiple paragraphs of free ve of regular
writing for fluency, creativity, Write multiple paragraphs of free
teaching and
brainstorming or pleasure.Proofread writing for fluency, creativity,
and edit texts for errors in: learning.
brainstorming or pleasure. Proofread
 sentence structure. It will be assessed in
 subject/verb agreement. and edit texts for errors in:
 noun/pronoun agreement.
theAnnual
 sentence structure.
 reference words,  subject/verb agreement. Examination.
connectives/transitional  noun/pronoun agreement.
devices.punctuation and  reference words,
spelling.
connectives/transitional
Page 20 of 20
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 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
8+5 × 4 =
answer six parts including compulsory Question (i) about 28 Marks
Q.2
summary writing (may be precise 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 questions with variable marks allocation. The
6 Marks
poetic extract of parallel difficulty level will be given.
(Questions will be related to content or poetic devices or
Q.3
any other identical item mentioned in bifurcated SLOs of
HSSC-I).
b. This part shall consist of two general questions based on 6 Marks
the various aspects / elements of drama / short story like
setting, plot, 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.
For formal letter, the distribution of eight marks would be as follows:
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 8
Q.4 (1-2 Sentences) Marks
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 6+6+
4=
Q.5 be asked. 16
(b) This part of the question consists of a paragraph, asking the students to Marks
change its narration (from direct to indirect and vice versa).There will
be six changes of narration with one mark each. Other identical
questions based 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.
Date 0.5 Mark Introduction 01 Mark
Q.6 To: 0.5 Mark Body of the Report 04 Marks 8
From: 0.5 Mark Ending/closing 01 Mark Marks
Subject: 0.5 Mark
Note: Marks for the format SHALL ONLY BE AWARDED if the body of the
report is written properly irrespective of its level of accuracy/correctness.
Q.7 The students are required to write a paragraph of about 100 – 120 words on 8
any one of the given two topics. Marks
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
③ ③ ③ ③ ③ ③ ③ ③ ③ ③
Section – A is compulsory. ④ ④ ④ ④ ④ ④ ④ ④ ④ ④
All parts of this section are ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤
to be answered on this page ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥
and handed over to the ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦
⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧
Centre Superintendent. ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨
Deleting/overwriting is not
allowed. Do not use lead
pencil.
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 Ο Ο Ο Ο
able teacher.’ Use

appropriate articles from
the, a a, the a, an the, an
the given options to
complete the sentence.
2. Teachers are always Ο Ο Ο Ο
known for their

proper material abstract
passion for work. The common
noun noun noun noun
underlined word in
the sentence
is a/an:
3.
He could manage it
Ο Ο Ο Ο
all by himself. Which Demonstrati Emphatic
type of pronoun the
Personal ve
Reflexiv
word ‘himself’ is? e
4. There was enough space
in the apartment. Identify Adjective Adjective of Numeric Demonstra Ο Ο Ο Ο
the type of adjective for of Quantity Quality Adjective tive
the underlined word: Adjective
5.
Why have you done all Interrogative Interrogative Interrogative Demonstra Ο Ο Ο Ο
this? The underlined Adjective Adverb Pronoun tive
word is a/an: Adjective
6. Playing under such tough
conditions was not easy.
The word ‘playing’ here a transitive an a verbal a verbal
can grammatically be verb intransitive noun adjective Ο Ο Ο Ο
termed as: verb
7. ‘I could not make out compoun

how to tackle that simple compound complex d Ο Ο Ο Ο
matter.’ The given sentence sentence sentence complex
sentence is a: sentence
8. She hopes that she will
Ο Ο Ο Ο
travel around the world noun noun adjective adverbia
someday. The phrase clause clause l clause
sentence illustrates the
use of:
9. We stayed in a
house near to the
Ο Ο Ο Ο
canal. The noun adjective adverb adjective
underlined part of phrase phrase phrase clause
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 Independ
Ο Ο Ο Ο
be checked. The underlined Adjectival Adverbial ent
Noun
part of the sentence is a/an: clause clause Clause
clause
11.
The resolution or the
final outcome of the climax denouement Ο Ο Ο Ο
exposition anti-climax
main dramatic
complication in a
literary work is called:
12.
I was so hungry; I could
have eaten a horse. The Metaphor Oxymoron Hyperbole Synecdoche Ο Ο Ο Ο
given sentence
exemplifies:
13.
‘The fair breeze blew,
the Ο Ο Ο Ο
white foam flew’ this alliteration anaphora refrain allusion
poetic verse illustrates
the best use of:
14. A repetition of the same
word or phrase at the oxymoron alliteration apostrophe anaphora Ο Ο Ο Ο
beginning of a line
throughout the work is
called:
15.
‘The waves winked in simile metaphor personification consonance Ο Ο Ο Ο
the sunlight’, illustrates
the use of:
16 Read the given sentence
and identify the correct
adjective phrase from the was already the cabin beside the when we O O O O
given options. “The cabin occupied beside lake arrived
beside the lake was already
occupied when we arrived.”
17 Pick the correct synonym for

the word ‘Retrospection’. Memorization Analysis Contemplation Correction O O O O
18 The word opposite in

meaning to the word O O O O
‘Tardiness’ is: laziness idleness punctuality negligence
19
Choose the option with O O O O
correct spelling:
Entreperne Entreprene Entreprenur Entreprenur
ur ur e
20
Identify the example of I think about I can’t go In The Civil The dog is
Complex sentence. what I am back to War in America black, white O O O O
doing later in school until I was a turning and brown.
the day and I recover from point.
daydream. flu.
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 carries 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 after midnight)
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 / to travel 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 ve Allocated

N Q. No. Student Learning Outcomes Doma Marks in
Title/
o (Part in *
Content Model
no.)
Area Paper
1 A: Q1(i) Domain C [SLO: E-11-C2-01]
Demonstrate knowledge and application of
parts of speech in oral and written K 1
communication in varying degrees of
complexity.
2 A: Q1(ii) Domain C [SLO: E-11-C2-01]
complexity.
3 A: Q1(iii) Domain C [SLO: E-11-C2-01]
complexity.
4 A: Q1(iv) Domain C [SLO: E-11-C2-01]
complexity.
5 A: Q1(v) Domain C [SLO: E-11-C2-01]
parts of speech in oral and written U 1
complexity.
6 A: Q1(vi) Domain C [SLO: E-11-C2-01]
parts of speech in oral and written U 1
complexity.
7 A: Q1(vii) Domain C [SLO: E-11-C2-02]
Apply knowledge of parts of speech, tenses,
sentence structure and other features of U 1
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]
parts of speech in oral and written A 1
complexity.
9 A: Q1(ix) Domain C [SLO: E-11-C2-01]
complexity.
10 A: Q1(x) Domain C [SLO: E-11-C2-01] 1
Demonstrate knowledge and application of U
parts of speech in oral and written
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 U
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.
13 A: Q1(xiii) Domain C [SLO: E-11-C1-05] U 1
 Demonstrate understanding of
14 A:Q1(xiv) Domain C [SLO: E-11-C1-05] U 1
15 A:Q1(xv) Domain C [SLO: E-11-C1-05] U 1
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- K
meaningwords and phrases based on grades 9 1
&10 and 11 & 12 reading 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 that
indicate 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, it’s part of speech,
or its etymology.
Verify the preliminary determination of the
meaning of a 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-
meaningwords and phrases based on grades 9
&10 and 11 & 12 reading 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 K 1
or function in a sentence) as a clue to the
meaning of a word or phrase. Identify and
correctly use patterns of word changes that
indicate 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 of a 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 K 1
of texts.
• 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 U 1
main and subordinate clauses with appropriate
transitional devices and correct 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 towrite an
objective
summary of the
giventext and
poems.
22 B: Q2(ii) Doma OR [SLO: E-11-B3-02] OR K (f) 4
in B [SLO: E-11-B3-
02]
Doma Use reading
in D strategies to
Use reading
analyse and
strategies to Or
explore different
analyse and
layers of
explore
meaning within U(s
different layers
texts including
of meaning
biases and
within texts
opinions. )
including
Read and use
biases and
inference and
opinions.
deduction to
recognize implicit
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: Domai [SLO: E-11-B3-02] OR 2 (iii – 4
Q2(iii) n B
OR Use reading f) U
[SLO: E-11-B3-
strategies to 02]
Domai analyse and
nD explore different Use reading
layers of meaning strategies to
within texts analyse and
including biases explore Or
and opinions. different layers
Read and use of meaning
inference and within texts
2 (iii –
deduction to including
s) K
recognize implicit biases and
meaning (e.g look opinions.
for supporting Read and use
details within a inference and
text/paragraph) deduction to
using prior recognize
knowledge and implicit
contextual clues meaning (e.g
effectively. look for
Link new facts, supporting
terms, and details within a
concepts with text/paragraph
prior knowledge. ) using prior
Choose words and knowledge and
phrases for effect. contextual
Comment on clues
implied meanings, effectively.
e.g. writer’s view Link new facts,
point, terms, and
relationships concepts with
between prior
characters etc. knowledge.
Choose words
and phrases for
effect.
Comment on
implied
meanings,
e.g. writer’s
view point,
relationships
between
characters
etc.
24 B: Domai [SLO: E-11-B3-02] K 4
Q2(iv)
nB
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 inference
intended and deduction to
audience. Infer recognize implicit
the theme/main meaning (e.g look for
idea of the text, supporting details
distinguishing within a
between fact text/paragraph) using
and opinion prior knowledge and
where necessary 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: Domain B [SLO: E-11-B3-05] A 4
Q2(vi) 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
Q3(a)I(i, +
Analyze multiple interpretations of a story, 2
ii,i ii) +
drama, or poem connected to different 2
fields and professions. (e.g., a person’s life =
6
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
Q3(a)II(i =6
Analyze multiple interpretations
,ii, iii)
of a story, 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.
29 B: Q3(b) Doma [SLO: E-11-B3-07] K 6
in B • Examine 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.
30 C: Q4 Doma [SLO: E-11-D3-06] A 8
in D Write a formal letter to
people in extended academic
and (professional)
environments for various
purposes.
31 C: Q5(a) Doma [SLO: E-11-C1-02] K 6
in 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 of Standard 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 Doma A 8
[SLO: E-11--D3-07]
in B
Gather relevant information
from multiple authentic
available resources following
research ethics to write and
present their assignment.
Doma A 8
35 C: Q7 [SLO: E-11-D3-05]
in 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
Cogniti Competency B: Competency C: Competency D: Marks Percentag

ve Reading and Critical Vocabulary and Writing [D1,D2,D3] e
Levels Thinking [B1,B2,B3] Grammar
[C1,C2,C3,C4,C5]
Q2 ii –f, iii – s, iv Q1 - I, ii, iii, iv, ix, xvi, xvii, xviii,
Knowledge (12) Q3 (b) (6) xix (9) Q5 – a (8)
35 31%
Q2. i, ii –s , iii – f, v (16) Q1 – v, vi, vii, viii, x, xi, xii, xiii, xiv, xv, xx
Q3 (a)-I, i, ii, iii (6) (11) Q5 –b (8)
Understandi 51 45%
Q5 –c (4)
Q3 (a)-II, i, ii, iii (6)
ng
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
For more information, please visit
www.fbise.edu.pk
/ Federal.BISE.Official / FBISEOfficial / fbise.official

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FEDERAL BOARD OF

Subject: IMPLEMENTATION OF ASSESSMENT FRAMEWORKS AND MODEL QUESTION

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

2. It is important to note that the Assessment Frameworks which contain

3. It is reiterated that the examinations of all the above mentioned

Student Learning Outcomes

[SLO: E-11-B3-08] [SLO: E-12-B3-08] This SLO is part

[SLO: E-11-C4-01] [SLO: E-12-C4-01] Summati This SLO is part of

[SLO: E-11-D3-01] [SLO: E-12-D3-01] Summati This SLO is part of

This part of the question paper consists of a comprehension

The students shall be required to write formal letter / Job Application

i. Opening (1-2 Sentences)

1. ‘Gulrukh loves us like

able teacher.’ Use

known for their

7. ‘I could not make out compoun

17 Pick the correct synonym for

18 The word opposite in

I saw you toss the kites on

(II) I tire so of hearing

(b) Change the narration of the following passage. (6)

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

Sr Section: Domain Cogniti ve Allocated

11 A: Q1(xi) Domain B [SLO: E-11-B3-07] U 1

• Evaluate stages of plot

• Examine how complex

Cogniti Competency B: Competency C: Competency D: Marks Percentag

Key: Question Number (part/ first choice) marks. Example: Q2 (i/f) 3,

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