Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.



SNC - HISTORY (6-8) - Progression Grid

Domain X: Disciplines within a learning area. Example # 1: History, Geography, Economics and Civics are domains in Social Studies. Hence, History could be Domain A, Geography Domain B, and so on. Example # 2: Oral communication (Domain A), Reading (B), Writing (C) and Media Literacy (D) are domains in English (or other language-based subjects)

History (6-8)

Domain 1: Knowledge and Understanding of events, people, and changes in past

Domain 2: Cause and Effects of events and Changes of Past

Domain 3: Difference, Links and Comparisons within and across the study period

Domain 4: Historical Enquiry, Interpretation, and Chronological Understanding



Domain 1: Knowledge and understanding of events, people and changes in past

Standard 1: Events, people and changes of past

Grade 6

Grade 7

Grade 8

Benchmark I: Demonstrate the chronologically correct knowledge and understanding of main events, people and changes covered in the selected study periods through written and oral responses.

Describe some of the main events, people and changes covered in the study period.

Analyse and describe with evidence some of the main events, people and changes covered in the study period.

Demonstrate the extended understanding of main events, people and changes covered in the selected study periods through written and oral responses.









Domain 2: Cause and Effect of events and changes of past

Standard 2: Causes and reasons of past events

Grade 6

Grade 7

Grade 8

Benchmark I: Explore reasons of the main events and changes, and describing with evidences the rationale of peoples behavior in past.

Explore some reasons of the main events and changes, and why people in the past acted in the ways they did.

Explore reasons of the main events and changes, and why people in the past acted in the ways they did.

Explore multiple reasons of the main events and changes, reason of peoples behavior in the past.



Standard 3: Making informed choices

Grade 6

Grade 7

Grade 8

Benchmark I: Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring social, political and financial changes in personal and larger community future.

Begin to use the historical knowledge to critically analyse their own behavior and make informed choices to bring changes in personal and community future.

Use historical knowledge and understanding to critically analyse their own behavior and make informed choices to bring positive change in personal and community future.

Link historical knowledge and understanding to critically analyse their own behavior and present circumstances to make informed choices to bring positive change in personal and community future.



Standard 4: Linking historical knowledge to develop citizenship

Grade 6

Grade 7

Grade 8

Benchmark I: Link historical knowledge to understand the adverse consequences of not obeying the national and international laws in present world.

Understand the consequences of not obeying the rules and laws in present life.

Understand the consequences of not obeying the constitutional laws in present life.


Understand the adverse consequences of not obeying the national and international laws in the global world.



Standard 5: Participation in Democracy and taking up social responsibilities

Grade 6

Grade 7

Grade 8

Benchmark I: Use historical understanding of the events to determine the rights and responsibilities of citizens and also learn to participate in the process of democracy.

Begin to understand the participation of citizens in the formation of a democratic government and the rights and responsibilities as citizens. (respect, patriotism, loyalty, justice and tolerance)

Develop understanding of the participation of citizens in the formation of a democratic government and the rights and responsibilities as citizens. (respect, cooperation, patriotism, loyalty, justice and tolerance)

Demonstrate a deeper understanding of participation of citizens in the formation of a democratic government and active participation of citizens for their rights and responsibilities. (respect, perseverance, cooperation, patriotism, loyalty, integrity, justice and tolerance)



Domain 3: Difference, Links and Comparisons within and across the Study Periods

Standard 6: Causes, results and effects of our decision on our future

Grade 6

Grade 7

Grade 8

Benchmark I: Compare the difference to critically analyse information gathered from different study periods to reason and to construct their opinions.

Explore differences in the information gathered from different study periods.

Explore and evaluate the information gathered from different study periods to understand the differences between two periods of study.

Critically evaluate the information gathered from different study periods to reason and to construct their opinions.



Standard 7: Links and comparisons within and across the different periods of study.

Grade 6

Grade 7

Grade 8

Benchmark I: Infer and relate the links of conflicts and issues of past as a cause and effect of events of the present time.

Explore the links of cause and effect across study periods of past

Explore the links of conflicts of past events in as the cause of new events within and across study periods.

Explore the links of conflicts and issues of past events as the cause of new events within and across study periods to construct reason and opinion.



Domain 4: Historical Enquiry and Interpretation

Standard 8: Historical interpretations

Grade 6

Grade 7

Grade 8

Benchmark I: An intermediate-term learning goal and understanding the child must achieve for promoting to Learning Level 9-10

Use historical knowledge and understanding to describe that the past have been represented and interpreted in different ways by different people. (disappearance of ancient civilisations)


Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways by different people. (rivalry among Ottoman and Safavid empires, myths related to Greek and Roman empires,

Use historical knowledge and understanding to critically analyse that the past has been represented and interpreted in different ways and develop their own perspective with reasons. (split of Hindu and Muslim unity, reasons of agreements, disagreements, wars in past)



Standard 9: Historical understanding and Social responsibilities

Grade 6

Grade 7

Grade 8

Benchmark I: Use historical understanding of the events to interpret the prevailing issues and participate to take up social responsibilities accordingly.

Begin to understand the problems around them to participate to take up social responsibilities.

Analyse problems around them and participate to take social responsibilities accordingly as good citizens.

Identify the role of International Institutions for human welfare. (UNICEF, UNESCO, WHO etc)

Demonstrate a deeper analysis prevailing issues and actively participate to take up social responsibilities accordingly as good global citizens.

Identify the role of International Institutions for human welfare. (UNICEF, UNESCO, WHO etc)



Standard 10: Enquire historical information and processes

Grade 6

Grade 7

Grade 8

Benchmark I: Pursue historically valid enquiries, using primary and secondary sources of information to create relevant, structured and independent responses with evidence and to be able to critique others findings.

Read relevant books, visit historical sites, archives, museums, libraries, interview relevant people, or use ICT to collect information.


Read relevant books, visit historical sites, archives, museums, libraries, interview relevant people, or use ICT to collect information to support their opinions.


Make links of historical understanding of concepts with other subjects.

Research using relevant books, visit historical sites, archives, museums, libraries, interview relevant people, or use ICT to collect evidence for their interpretations.


Make links of historical understanding of concepts with other subjects.




Standard 11: Sequence and Chronology

Grade 6

Grade 7

Grade 8

Benchmark I: Derive chronology of events through timelines, cause and effects through organograms, Venn diagrams for compare and contrast and to draw conclusions.

Use timelines and organograms to understand and demonstrate the sequence of events, their cause and effects.

Use timelines and organograms to understand and demonstrate the sequence of events, organise information to predict and to draw conclusions of the cause and effects.

Use timelines and organograms to understand and demonstrate the sequence of events, organise information to predict and to draw conclusions of the cause and effects.



Standard 12: Chronological terms and conventions

Grade 6

Grade 7

Grade 8

Benchmark I: Use chronological terms and historical conventions in written and verbal responses to identify and indicate time and to support their conclusions. (BCE, CE, Hijri calendar, decade, century)

Understand chronological terms and conventions in written and verbal responses to identify time.

Appropriate use of chronological terms and conventions in written and verbal responses to identify and indicate time.

Sophisticated use of chronological terms and historical conventions in written and verbal responses to and indicate time.