2026 Syllabus
2026 Syllabus
2026 Syllabus
Cambridge IGCSE™
Pakistan Studies 0448
Use this syllabus for exams in 2026.
Exams are available in the June series.
Version 1
For the purposes of screen readers, any mention in this document of Cambridge IGCSE
refers to Cambridge International General Certificate of Secondary Education.
Changes to the syllabus for 2026
1. Introduction......................................................................................................................... 4
1.1 Why choose Cambridge International?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Pakistan Studies?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support.................................................................................................................. 8
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Syllabus overview............................................................................................................... 9
4. Assessment at a glance................................................................................................... 10
6. Syllabus content............................................................................................................... 15
Paper 1 The history and culture of Pakistan
Paper 2 The environment of Pakistan
8. Other information............................................................................................................. 38
Accessibility and equality
Additional information
Introduction
1. Introduction
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 students to learn – with a wide range of subjects and flexible ways
to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for
life, 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, are rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for students to progress from one stage to the next, and are well supported by teaching and
learning resources. Learn more about our research at www.cambridgeassessment.org.uk/our-research/
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with the Cambridge Pathway.
Cambridge learners
We believe education works best when curriculum, teaching, learning and assessment are closely aligned. Our
programmes develop deep knowledge, conceptual understanding and higher-order thinking skills, to prepare
students for their future. 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 learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
UK ENIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable
to the standard of the reformed GCSE in the UK. This means students can be confident that their Cambridge
IGCSE qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our quality
management system for the provision of international education programmes and qualifications for students
aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 9001:2015.
Learn more at www.cambridgeinternational.org/about-us/our-standards/
The syllabuses provide opportunities for contextualised learning and the content has been created to suit a
wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and
problem-solving.
Our aim is to promote knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we provide
the tools to enable teachers to prepare students to the best of their ability and work with us in the pursuit of
excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS & A Levels,
the Cambridge AICE (Advanced International Certificate of Education) Diploma, and other education
programmes, such as the US Advanced Placement program and the International Baccalaureate Diploma
programme. Learn more about Cambridge IGCSEs at www.cambridgeinternational.org/igcse
The Cambridge IGCSE Pakistan Studies syllabus introduces candidates to the country’s history, environment
and development. This syllabus will give candidates not just a balanced understanding of the heritage and
history of Pakistan, but also an awareness of the challenges and opportunities facing this important state.
Simultaneously, the course will also develop core transferable skills in interpreting and analysing a variety of
sources of information, in evaluating a range of evidence and in drawing conclusions. Such skills provide a firm
foundation for more advanced study in secondary school and in higher education, to say nothing of their value
as preparation for future employment in a wide range of occupations and professions.
Cambridge IGCSE 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
Cambridge IGCSE Certificates are general qualifications that enable candidates to either progress directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades A* to C in Cambridge IGCSE Pakistan Studies are well prepared to follow
courses leading to Cambridge International AS and A Level in related subjects, or the equivalent.
2. Teacher support
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from the School Support Hub. Go to www.cambridgeinternational.org/support
(username and password required). If you do not have access, speak to the School Support coordinator at your
school.
You can find resources to support this syllabus by clicking the Published resources link on the syllabus page
www.cambridgeinternational.org/0448
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cambridgeinternational.org/events for further information.
3. Syllabus overview
4. Assessment at a glance
Candidates take two compulsory components, Paper 1 and Paper 2. Candidates will be eligible for grades
A* to G.
Components Weighting
Section A (25 marks) – candidates answer one compulsory question made up of four parts:
(a), (b), (c), and (d), which are linked by a common theme. Parts (a) and (b) are source-based
questions using historical sources, either text or pictures/graphic. Candidates use and
interpret each source in answering the questions.
Section B (50 marks) – candidates answer two questions from a choice of four.
and:
Candidates answer three questions (25 marks each) from a choice of five.
Each question:
• consists of four separate parts: (a), (b), (c) and (d); each part may be divided into one or
more sub-parts
• requires the ability 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.
Notes
1 All answers must be written in English
2 T iming 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.
Availability
This syllabus is examined in the June examination series.
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
Find your administrative zone at www.cambridginternational.org/adminzone. This syllabus is not available
in all administrative zones. To find out about the availability visit the syllabus page at
www.cambridgeinternational.org/igcse
Please note that Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the
same level.
AO2 Demonstrate an understanding of the past through explanation, interpretation, analysis and evaluation of:
• key concepts: causation, consequence, continuity, change and significance 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
AO4 Apply skills and interpret a variety of environmental and historical resources/sources.
AO1 Recall, select, use and communicate knowledge and 64% 50% 57%
understanding
AO4 Apply skills and interpret a variety of environmental 10% 20% 15%
and historical resources/sources
Grade A
Candidates are able to:
• very accurately recall, select and deploy factual material to support answers
• demonstrate a high level of understanding of concepts and technical terms
• show a high level of awareness and understanding of issues relating to the history, culture and environment
of Pakistan
• offer well supported judgements and show a strong ability to make decisions about views and evidence
• communicate knowledge, understanding and judgements very clearly and accurately.
Grade C
Candidates are able to:
• recall, select and deploy factual material to support answers
• demonstrate some understanding of concepts and technical terms
• show some awareness and understanding of issues relating to the history, culture and environment of
Pakistan
• offer some judgements and decisions about views and evidence which are not strongly supported
• communicate knowledge, understanding and judgement/decisions adequately.
Grade F
Candidates are able to:
• offer a very basic amount of correct and relevant factual material in answers
• demonstrate a very basic understanding of concepts and technical terms
• show a very limited awareness and understanding of issues relating to the history, culture and environment
of Pakistan
• make some decisions about views and evidence, but these will be of a limited nature and coherence
• communicate knowledge, understanding and decisions poorly.
6. Syllabus content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
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.
The material within each section is inter-related. Different parts of individual exam questions 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.
Key Question 1: How successful were the religious thinkers in spreading Islam in the subcontinent during
the 18th and 19th centuries?
Key Question 2: What were the causes and consequences of the decline of the Mughal Empire?
(The two focus points on British expansion do not require detailed teaching, but are essential to provide a
full picture of Mughal problems during this period, 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?
Key Question 4: How important was the work of Sir Syed Ahmad Khan to the development of the Pakistan
Movement during the 19th century?
Key Question 5: To what extent have Urdu and regional languages contributed to the cultural development
of Pakistan since 1947?
Key Question 6: How far did the Pakistan Movement develop during the early 20th century?
Key Question 7: How successful was the Khilafat Movement in advancing the cause of the Pakistan
Movement?
Key Question 8: How successful was the Pakistan Movement in the years 1927 to 1939?
Key Question 9: How successful were attempts to find solutions to the problems facing the subcontinent in
the years 1940 to 1947?
Key Question 10: How important were the contributions of Jinnah, Allama Iqbal and Rahmat Ali to the
success of the Pakistan Movement to 1947?
3. Nationhood 1947–99
Key Question 11: How successful was the establishment of an independent nation between 1947 and
1948?
Key Question 12: How far did Pakistan achieve stability following the death of Jinnah?
Key Question 13: Why did East Pakistan seek and then form the independent state of Bangladesh?
Key Question 14: How successful was Pakistan in the twenty years following the ‘Decade of Progress’?
Key Question 15: How effective were Pakistan’s governments in the final decade of the 20th century?
Key Question 16: How important has Pakistan’s role been in world affairs since 1947?
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 countries
(listed below), together with the aims of Pakistan’s foreign policy and emerging nuclear status.
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.
Subject-specific vocabulary
Teachers should ensure that their candidates acquire, and are able to use, the specialist vocabulary required
for 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.
(d) Climate
Candidates should:
• know the distribution of temperature and rainfall, including monsoon, depressions and convectional rain
• know seasonal and 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, humid and highland regions,
including seasonal variations
• know the influence of latitude and longitude on day length and climate
• understand the influence of the climate (both the benefits it brings and the problems it causes) on the
economy and on the lives 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.
(a) Water
(b) Forests
(d) Fish
3. Power
(a) Sources
(b) Non-renewables
(c) Renewables
4. Agricultural development
Natural factors: topography, climate (for both kharif and rabi crops), soils, pests and diseases
Human factors: capital, labour, 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:
– rice grown using traditional methods of ploughing, transplanting, irrigating, harvesting and threshing
on 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 nomadic or semi-nomadic basis, including transhumance
• describe the different types of irrigation and explain the advantages and disadvantages of each for small-
scale subsistence farming, and for the growing of cotton, rice, sugar cane and wheat:
– canal irrigation – karez, inundation and perennial canal
– lift irrigation – Persian wheel and tubewell
– understand the roles of dams, barrages, link canals, distribution canals, field channels and bunds
• explain the causes of waterlogging and salinity, and:
– explain how land damaged by it can be restored
– evaluate how agricultural practice and water management can be improved to prevent it happening
• understand how government action has helped to increase production through land reforms, the
promotion of training and the use of machinery, chemicals, improved seeds and other means
• understand and evaluate the possibilities for and problems of the development of agriculture and its
sustainability.
5. Industrial development
Candidates should:
• understand the meaning of the terms 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 industry.
Processing and manufacturing industries to be studied: cement, cotton (from ginning to clothing), sugar
refining, crafts, fertiliser, iron and steel, brick, oil 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
• state 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 listed 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 both 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 their
development and describe their characteristics
• assess the feasibility of using global communications to enhance employment opportunities in service
industries, e.g. call centres
• state and describe briefly, with an example of each, some of the natural and cultural attractions of
Pakistan that are, or could be made available to tourists
• assess the feasibility of developing tourism as a means of increasing employment, development, gross
national product (GNP) and gross domestic product (GDP).
6. Trade
(c) Telecommunications
(d) Employment
This glossary of terms for Paper 2: The Environment of Pakistan should prove helpful to teachers and
candidates as a guide, although it is not exhaustive and the descriptions of meanings have been kept brief.
Candidates should appreciate that the meaning of a term must depend in part on 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 Add labels or notes or short comments, usually to a diagram, map or photograph,
to describe or explain.
Assess Weigh up the factors for and against a proposal and come to a judgement.
Compare Explain what is similar and different about two things. For a comparison, two
elements or themes are required. (Two separate descriptions do not make a
comparison)
Describe Write about what something is like or where it is. 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.).
It may also be used when you need to describe something from memory
(e.g. describe a doab, etc.).
Describe is often linked with other command words such as name and describe
(name the feature and say what it is like), describe and explain (write about what it
is like and give reasons for …).
Describe the Write about the location of the required feature(s) as shown on the map(s)
distribution provided, by referring to:
– their relationship to other features shown, e.g. the provinces and rivers
– their density in particular areas.
Describe the pattern of Write about the location of the required feature(s) as shown on the map(s)
provided, by referring to particular arrangements such as nucleated, linear,
parallel, even spacing, etc. and, where relevant, locating the patterns in relation to
the provinces and rivers, or any other features shown on the map(s) provided.
Draw Make a sketch showing the required features. Draw may be extended to draw a
labelled diagram (draw a diagram with written notes to identify its features).
Explain / account for / Show with reasons why something occurs or happens.
give reasons for
Evaluate Consider the evidence for and against a proposal, and come to a judgement.
How Explain in what way / to what extent / by what means / methods something
happens.
Identify Pick out something from information given in text or on a map / diagram / etc.
Illustrating your answer, Describe / explain with the help of specific examples or diagrams. The command
describe /explain may be extended to require a diagram: Illustrate your answer with a labelled
diagram.
Insert / label Place specific names or details on a map / diagram / etc. in response to a
particular requirement.
Justify Explain why you chose something or why you think in a certain way about an
issue.
Locate Find where something is placed or state where something is found or mark it on a
map or diagram.
Name State or specify or identify. Give the word or words by which a specific feature is
known or give examples which illustrate a particular feature.
Predict 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.
Refer to / with Write an answer which uses some of the ideas provided on a map / photograph /
reference to diagram / etc. or other additional material such as a case study.
Study Look carefully at; usually at one of the resources (a figure, a table, etc.) in the
question paper.
Suggest Explain your ideas on or your knowledge about the given topic. It is often coupled
with why; this requires a statement or an explanatory statement referring to one or
more particular feature(s).
To what extent Give the reasons for and against the proposal in the question and justify.
Use / using the Base your answer on the information you have been given.
information provided
With the help of Write an answer which uses some / all of the information provided, as well as
information additional information from your own knowledge.
What What is used to form a question concerned with the selection of ideas / details /
factors.
What differences are Use comparative statements to state the differences involved or the changes
that have occurred or are shown between two points on a map / diagram / etc.
Complete descriptions of the two things are not required.
Why Explain the cause(s) of or the reason(s) for or the consequence(s) of something.
8. Other information
Access arrangements
Access arrangements (including modified papers) are the principal way in which Cambridge International
complies with our duty, as guided by the UK Equality Act (2010), to make ‘reasonable adjustments’ for
candidates with special educational needs (SEN), disability, illness or injury. Where a candidate would otherwise
be at a substantial disadvantage in comparison to a candidate with no SEN, disability, illness or injury, we
may be able to agree pre-examination access arrangements. These arrangements help a candidate by
minimising accessibility barriers and maximising their opportunity to demonstrate their knowledge, skills and
understanding in an assessment.
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. This is explained in 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 timeframe and does not affect the security and
integrity of the assessment.
• Availability 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.cambridgeinternational.org/eoguide
• Please contact us at the start of the course to find out if we 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.
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 International. We encourage them to work
closely with you to make sure they enter the right 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 access to 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 their
location. Each zone has a specific timetable.
Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify
the components the 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. Information on retake entries is at
www.cambridgeinternational.org/retakes
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