Afghanistan Lower Secondary School Syllabus (Grades 7-9) - History

While specific details about the history curriculum for lower secondary school (grades 7-9) in Afghanistan are not readily available, information regarding the overall structure of lower secondary education and insights into the English as a Foreign Language (EFL) curriculum can offer some perspective.

Lower Secondary Education Structure:

Lower secondary education in Afghanistan spans grades 7 through 9, catering to students typically aged 12 to 15. It forms the first cycle of secondary education, following six years of primary school. The lower secondary curriculum includes subjects such as Dari, Pashto, mathematics, biology, and a foreign language (often English).

Insights from EFL Curriculum Evaluation (Grades 7-9):

A study evaluating the EFL textbooks used in Afghan lower secondary schools revealed several key findings:

• Content: While the topics were generally organized logically, the content often lacked real-life relevance, authentic language, and cultural elements of the target language (English). There was limited emphasis on critical thinking and interactive language practice.
• Grammar: Grammatical rules were presented systematically, progressing in difficulty, but often lacked meaningful context.
• Vocabulary: New vocabulary was introduced in various ways, but reinforcement in subsequent lessons was limited.
• Skills: The textbooks showed a reasonable balance among the four language skills (listening, speaking, reading, and writing), but their integration and the development of fluency skills needed improvement. Challenging cognitive skills and clear guidance for skill acquisition were often lacking.
• Exercises and Activities: While some activities promoted communication and sound recognition/production, there was a need for more exercises fostering comprehension, critical thinking, and independent learning. Instructions were sometimes unclear or missing.
• Attractiveness and Physical Quality: The textbooks lacked visual appeal, with low-quality images and an unengaging design. However, the layout was generally well-organized, and illustrations were mostly placed near the relevant text.

These findings suggest areas for improvement in the lower secondary EFL curriculum, which could indirectly reflect potential challenges and areas for development in other subjects like history. The emphasis on rote learning and lack of critical thinking opportunities highlighted in the EFL evaluation might be present in the history curriculum as well. Further research and access to the official history syllabus would be needed to provide a more comprehensive overview.