SNC - Geography - Required Standards and SLOs (Download)
SNC - Geography - Suggested Guidelines (Download)
Single National Curriculum
CHAPTER 1: INTRODUCTION 
Geography is the scientific study of the Earth’s surface, physical features, divisions, products, population, etc. It has fundamental importance for everyone. It helps people understand the world they live in and the impact of their interaction with the physical world.
Geography is best studied by observing, describing, and seeking explanations about the physical and human worlds. As students gain knowledge about the world, they can think more intelligently about the challenges and issues (global warming, population growth, food security, water and sanitation, migration, etc.), and hence can imagine new possibilities for the future.
Geography is an important field of study particularly for those who wish to pursue careers in Earth and space sciences, town planning, cartography, surveying, environmental engineering, agriculture, mining, tourism, climatology, social anthropology, Geographical Information Systems (GIS), Global Positioning System (GPS), etc.
CHAPTER 2: VISION AND MISSION
The aim of geography education is to inspire curiosity and fascination in students about the world. The Single National Curriculum (2020) for Geography is designed to offer experiential learning to students with the following objectives:
- to investigate about Earth’s processes and patterns
- to gather, organize, and interpret data using multiple sources of information e.g. maps/Google maps, satellite images, photographs, diagrams, graphs, GPS, GIS, newspaper articles, and field trips.
- to investigate the patterns of weather, climate, and climatic regions of the world.
- to investigate the reasons and impact of environmental damage, e.g. deforestation, greenhouse effect, depletion of ozone layer, global warming, and climate change.
- to study patterns of distribution, consumption, and conservation of resources, keeping in view Sustainable Development Goals (SDG).
- to investigate about changing landforms due to human activities.
- to gather, organize, and interpret data about geographical features, climate, resources, beliefs, technological developments, human needs, economic activities, infrastructure, culture, and transport, etc. in diverse settlements around the world.
- to evaluate that advancements in scientific education, research, and technology influence the economic progress of a country.
CHAPTER 3: RATIONALE BEHIND CHANGES
- The draft SNC of Geography for grades 6-8 comprised of three sections:
- Physical geography
- Human geography
- Geographical skills and Quantitative techniques
As research has proved that integration of theory and practice enhances learning, therefore, geographical skills and quantitative techniques (the third section) has been embedded with the topics at hand in the revised curriculum of Geography for grades 6-8.
Hence, the revised curriculum is now divided into three main domains of Geography:
- Physical geography
- Human geography
- Environmental geography
- Human geography section is not limited to the study of selected countries (as in the draft curriculum) but allows students to explore many countries located in diverse climatic/physical regions to provide a holistic world view.
- The administrative regions of Pakistan are not split into different grades in the revised curriculum but are taught in a holistic manner in each grade from different perspectives.
- The following themes of international significance have been included in the revised curriculum:
- depletion of fossil fuels
- importance of alternate renewable sources of energy
- climate change
- international trade routes of transportation including CPEC (China-Pakistan- Economic Corridor)
Values needs to be added in some format, either in a separate section or in an overall document speaking to the values either by topic or subject.