Secondary School Curriculum

SECONDARY SCHOOL CURRICULUM
UNDER NVEQF 2015
Volume 2
All Subjects
Effective from the academic session 2013-2014 of Class IX and for the Board
Examination (Class X) to be held in 2015
CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha kendra, 2-Community Centre, Preet Vihar, Vikas Marg,
DELHI-110092
CONTENTS
Page
PART I: Leading Principles of CBSE Secondary School Curriculum
PART II: ELIGIBILITY AND SCHEME OF STUDIES

1.
Eligibility of Candidates
2.
Scheme of Studies
3.
PART III: COURSES OF STUDIES
1.
13
26
31
48
2. English - Communicative
English - Language and Literature
60
75
3. Mathematics
91
4. Science
104
5. Social Science
6. Additional Subjects
116
132
S.
N
o
Term I
Subjec
t
Form
ative
Asses
smen
tI
Forma
tive
Assess
ment
II
2
3
4
Langua
ge I
Langua
ge II
Mathe
matics
*Scienc
e
Summative Assessment I
10%
10%
90
Weigh
tage
30%
10%
10%
90
30%
10%
10%
90
10%
10%
90
Weightage
Term II
Marks
Dura
tion
3 hrs
Proble Format
ive
m
Solvin Assess
ment
g
Assess IV
ment
/Format
ive
Assess
ment
Weightage
Summative
Assessment I
10%
10%**
Ma
rks
90
Weight
age %
30%
Durati
on
3 hrs
3hrs
10%
10%**
90
30%
3hrs
30%
3hrs
10%
10%
90
30%
3 hrs
30%
3 hrs
10%
10%
90
30%
3 hrs
*Hands on Practical Examination will be conducted through formative Assessments in every

term with 20% weightage of total term Marks, Assessment of practical skills through MCQ
will carry 20% weightage in every term end Summative Assessment.
5
Social
Science
10%
10%
90
30%
3 hrs
10%
10%
90
30%
3 hrs.
Additional Subjects/ sixth compulsory subject

6
7
8
9
Auto
mobile
Securit
y
IT
10%
10%
90
30%
3 hrs
10%
10%
90
30%
3 hrs.
10%
10%
90
30%
3 hrs
10%
10%
90
30%
3 hrs.
10%
10%
90
30%
3 hrs
10%
10%
90
30%
3 hrs.
Retail
10%
10%
90
30%
3 hrs
10%
10%
90
30%
3 hrs.
Notes: The following points have to be noted by teachers and students (for class IX and X):
There are two formative assessments each in the first and second term one of the
formative assessments will be substituted with PSA in class IX.
Each formative Assessment is again divided into smaller assessments (class assignments,
quiz, project, written test) which can carry different marks.
Each formative assessment has a weightage of 10% which can be arrived at by taking an
average of all tasks or the best three or four.
The
total
weightage
of
all
the
four
formative
assessments
is
40%.
10
11
12
13
fgaUnh ikB~;dze&v dksM la[;k 002

d{kk uksSoha rFkk nloha fgUnh ^v*& ladfyr ijh{kkvkas gsrq ikB~;dze fofunsZk
2013&2015
ladfyr ijh{kk 1 Hkkj 30 izfrkr vizSy&flrEcj rFkk ladfyr ijh{kk 2 Hkkj
30 izfrkr vDrqcj&ekpZ gsrq Hkkj foHkktu
1
v
c
2
3
v
1
2
c
1
2
l
4
v
c
l
fo"k;oLrq
mi Hkkj
iBu dkSky xn~;kka o dkO;kak ij khkZd dk pquko- fok;&oLrq dk
cks/k- Hkkfkd fcan@q lajpuk vkfn ij cgqfodYih izu
nks vifBr xn~;kak 100 ls 150 kCnksa ds
nks vifBr dkO;kak 100 ls 150 kCnksa ds
O;kdj.k ds fy, fu/kkZfjr fok;ksa ij fok;&oLrq dk cks/k] Hkkfkd
fcanq@lajpuk vkfn ij izu
ikB~;iqLrd f{kfrt Hkkx&1 o iqjdikB~;iqLrd d`frdk Hkkx&1
10
10
15
xn~; [k.M
f{kfrt ls fu/kkZfjr ikBksa esa ls xn~;kak ds vk/kkj ij fok;&oLrq dk
cks/k] Hkkfkd fcanq@lajpuk vkfn ij izu
f{kfrt ls fu/kkZfjr xn~; ikBksa ds vk/kkj ij fo|kfFkZ;ksa dh mPp fparu
o euu {kerkvksa dk vkadyu djus gsrq izu
dkO; [kaM
dkO;cks/k o dkO; ij Lo;a dh lksp dh ij[k djus gsrq f{kfrt ls
fu/kkZfjr dforkvks a esa ls dkO;kak ds vk/kkj ij izu
f{kfrt ls fu/kkZfjr dforkvkas ds vk/kkj ij fo|kfFkZ;ksa dk dkO;cks/k
ij[kus gsrq izu
iwjd ikB~;iqLrd d`frdk Hkkx&1
iwjd iqfLrdk ^d~frdk* ds fu/kkZfjr ikBksa ij vk/kkfjr ,d ewY; iwjd
izu iwNk tk,xkA bl izu dk dqy Hkkj ikWp vad gksxkA ;s izu
fo|kfFkZ;ksa ds ikB ij vk?kkfjr ewY;ksa ds izfr mudh laons ukhyrk dks
ij[kus ds fy, gksxkA
ys[ku
fofHkUu fok;ksa vkSj lanHkksZa ij fo|kfFkZ;ksa ds rdZlx
a r fopkj izdV
djus dh {kerk dks ij[kus ds fy, ladr
s fcUnqvksa ij vk/kkfjr
lelkef;d ,oa O;kogkfjd thou ls tqM+s gq, fok;ksa ij 200 ls 250
kCnksa esa fdlh ,d fok; ij fuca/kA
vfHkO;fDr dh {kerk ij dsfUnzr vkSipkfjd vFkok vukSipkfjd fok;ksa
esa ls fdlh ,d fok; ij i=A
fdlh ,d fok; ij ^izfrosnu*A dsoy d{kk ukSoha gsrq
fn, x, x|kak dk ^lkj ys[ku*A dsoy d{kk nloha gsrq
dqy
15
05
dqy Hkkj
20
15
35
10
15
05
10
05
20
10
05
05
ladfyr ijh{kk 1
ladfyr ijh{kk 1
QkWjeSfVo ijh{kk ,Q-,-&1Hkkj 10 izfrkr],Q-,-&2Hkkj 10 izfrkr],Q-,-&3Hkkj 10
izfrkr leL;k lek/kku vkdyu Hkkj 10 izfrkr
dqy Hkkj
90
30 izfrkr
30 izfrkr
40 izfrkr
100 izfrkr
ewY;ijd izu iwjdikB~;iqLrd ij vk/kkfjr gksxkA blds fy, 5 vad fu/kkZfjr gSAa
14
fVIi.kh%
1 ladfyr ijh{kkvksa dk dqy Hkkj 60 izfrkr rFkk QkWjeSfVo ijh{kkvksa dk dqy Hkkj 40 izfrkr
gksxkA QkWjeSfVo ijh{kkvksa ds 40 izfrkr esa ls izR;sd l= esa 5 izfrkr Hkkxlaiw.kZ okZ esa 10
izfrkr Jo.k o okpu dkSkyksa ds ijh{k.k gsrq vkjf{kr gksxkA ksk 30 izfrkr QkWjeSfVo ewY;kadu]
ikB~;p;kZ ds vU; vaxksa tSls iBu] ys[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~; iqLrd ij
vk/kkfjr gksxkA blesa cksyus] lquus] fy[kus o cks/k ij vk/kkfjr ekSf[kd] fyf[kr] vFkok
dk;Zdykiksa ij ijh{k.k fd;k tk ldrk gSA
2 ladfyr ijh{kk ,d,l&1 90 vadksa dh gksxhA 90 vadksa dks ewY ;kadu ds i'pkr 30 vadksa esa ls
ifjofrZr dj fy;k tk,xk rnqijkar xzM
s dk fu/kkZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks ,l&2
90 vadksa dh gksxh o 90 vadkas dks ewY;kdau ds i'pkr 30 vadksa esa ls ifjofrZr djus ds mijkar xzsM
dk fu/kkZj.k fd;k tk,xkA
15
d{kk uksSoha fgUnh ^v*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu
2013&2014
dze0 ikB~; iqLrd
la0
f{kfrt Hkkx&1
x| [k.M
izFke l=
vizy
S ls flrEcj
FA 1 FA 2 SA 1
10
30
10
ize
s pan&nks cSyksa dh dFkk
2
3
jkgqy lkadR` ;k;u&Ygklk

;kepj.k
nqcs&miHkksDrkokn dh
laLd`fr
Tkkfcj gqlSu&lkWoys
liuksa dh ;kn
piyk nsoh&ukuk lkgc
dh iq=h nsoh eSuk dks
HkLe dj fn;k x;k
gfj'kadj ijlkbZ& ize
s pan
ds QVs twrs
egknsoh oekZ&esjs cpiu
ds fnu
gtkjhizlkn f}osnh&,d
dqRrk vkSj ,d eSuk
FA 1
dkO; [kaM
4
5
6
7
8
9
10
11
12
13
14
15
16
17
f}rh; l=
vDrwcj ls ekpZ
FA 3
PSA
10
10
SA II
30
10
FA 2
10
SA 1
30
FA 3
10
PSA
10
SA II
30
FA 1
10
FA 2
10
SA 1
30
FA 3
10
PSA
10
SA II
30
FA 1
10
FA 2
10
SA 1
30
FA 3
10
PSA
10
SA II
30
dchj&lkf[k;kW ,oa lcn

yy|n&ok[k
jl[kku&loS;s
Ekk[kuyky prqosZnh&dSnh
vkSj dksfdyk
lqfe=kuanu ia=&xzke Jh
dsnkjukFk vxzoky&panz
xguk ls ykSVrh csj
losZ oj n;ky
lDlsuk&es?k vk,
pand
z kar nsorkys&;ejkt
dh fnkk
jkts'k tkskh&cPps dke
ij tk jgs gSa
d`f` rdk
Q.khojukFk js.kq&bl
16
2
3
4
5
ty izy; esa
e`ny
q k xxZ& esjs lax dh
vkSjrsa
txnhk pUnz ekFkqj& jh<+
dh gM~Mh
ekVh okyh&fo|klkxj
ukSfV;ky
keksj cgknqj flag &
fdl rjg vkf[kjdkj
eSa fganh esa vk;k
17
dze0
la0
ikB~; iqLrd
O;kdj.k
2
3
4
5
6
7
8
izFke l=
vizy
S ls flrEcj
FA 1
10
FA 2
10
kCn fuekZ.k&
milxZ & 2 vad
izR;; &2 vad
lekl & 3 vad
vFkZ dh n`fV ls
okD; Hksn & 4 vad
vyadkj & 4vad
kCnkyadkj vuqikz l]
;ed] ysk
vFkkZyd
a kj miek]
:id] mRiz{s kk]
vfr;ksfDr]
ekuohdj.k
vifBr x|kak
5$5 10 vad
vifBr dkO;kak
5$5 10 vad
i= ys[ku 5 vad
fuca/k ys[ku 10 vad
izfrosnu 5 vad
18
SA 1
30
f}rh; l=
vDrwcj ls ekpZ
FA 3
10
PSA
10
SA II
30
d{kk nloha fgUnh ^v*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu 2014&2015
dze0 ikB~; iqLrd
la0
f{kfrt Hkkx&2
x| [k.M
10
11
12
13
14
15
16
17
1
2
3
4
5
6
7
8
9
Lo;a izdkk& usrkth dk

pek
jkeo`{k csuhiqjh&
ckyxksfcu Hkxr
;kiky& y[kuoh
vankt+
losZ oj n;ky lDlsuk&
ekuoh; d:.kk dh fnO;
ped
eUuq HkaMkjh& ,d dgkuh
;g Hkh
egkohj izlkn f}osnh&
L=h&fk{kk ds fojks/k]
dqrdksZa dk [kaMu
;rhanz feJ& ukScr[kkus
esa bcknr
Hknar vkuan
dkSlY;k;u&laLd`fr
dkO; [kaM
lqjnkl& /kkS rqe gkS
vfr cM+Hkkxh---rqylhnkl&
jke&y{e.k&ijkqjke
laokn
nso& ikW;fu uqijw eatq
ctS-a -t;kadj izlkn &
vkRedF;
lw;d
Z kar f=ikBh
^fujkyk*& mRlkg] vV
ugha jgh gS
ukxktqu
Z &;g narfq jr
eqldku] Qly
fxfjtkdqekj ekFkqj&
Nk;k er Nwuk
_rqjkt & dU;knku
eaxysk Mcjky&
laxrdkj
d`f` rdk
izFke l=
vizy
S ls flrEcj
f}rh; l=
vDrwcj ls ekpZ
FA 1
10
FA 2
10
SA 1
30
FA 3
10
PSA
10
SA II
30
FA 1
10
FA 2
10
SA 1
30
FA 3
10
PSA
10
SA II
30
FA 1
10
FA 2
10
SA 1
30
FA 3 30
PSA
10
SA II
30
19
1
2
3
4
5
f'koiwtu lgk;&ekrk
dk vkWpy
deys'oj& tkWtZ iape
dh ukd
e/kq
dkadfj;k&lkuk&lkuk
gkFk tksfM+----f'ko izlkn feJ ^#nz*&
,gh BS;kW >qyuh gsjkuh
gks jkek
vKs;&eSa D;ksa fy[krk
gw\
aW
20
dze0 la0
ikB~; iqLrd
O;kdj.k
1
2
3
4
5
6
7
8
9
izFke l=
vizy
S ls flrEcj
FA 1
10
FA 2
10
SA 1
30
f}rh; l=
vDrwcj ls ekpZ
FA 3
10
FA4
10
SA II
30
jpuk ds vk/kkj ij
okD; Hksn 3 vad
okP; 4 vad
in&ifjp; 4 vad
jl 4 vad
vifBr x|kak
5$5 10 vad
vifBr dkO;kak
5$5 10 vad
i= ys[ku 5 vad
fuca/k ys[ku 10 vad
Lkkj ys[ku 5 vad
iqLrdsa
1 ikB~; iqLrd f{kfrt Hkkx&1 d{kk ukSoha gsrq
2 ikB~; iqLrd f{kfrt Hkkx& 2 d{kk nloha gsrq
3 iwjd iqLrd d`frdk Hkkx&1 d{kk ukSoha gsrq
4 iwjd iqLrd d`frdk Hkkx&2 d{kk nloha gsrq
fVIi.kh%
1 QkWjesSfVo ewY;kadu dk vfHkizk; vf/kxe ds ewY;ka du ls gSA blfy, fo|ky; mi;qZDr foHkktu dk
viuh lqfo/kkuqlkj mi;ksx dj ldrs gSAa
2 QkWjeSfVo ewY;kadu ls lacfa /kr lHkh dk;Zdyki tSls fofHkUu izdkj ds kSf{kd [ksy]
igsyh]izfr;ksfxrk] ifj;kstuk (Project)] Hkwfedk fuogZu (Roleplay), dgkuh ys[ku] ukV~; jpukarj.k
(Dramatisation), vkfn d{kk esa vFkok fo|ky; esa djok;s tkus okys dk;Zdyki gSAa ;fn dksbZ ,slk
dk;Zdyki gS ftlesa fo|ky; ls ckgj tkdj dk;Z djus dh vko;drk iM+rh gS rks ,slh fLFkfr esa
;g dk;Z fkf{kdk] ds i;Zo{s k.k o ekxZnkZu esa gksuk pkfg,A
21
*izu i= rS;kj djus gsrq vk/kkjHkwr&izk:i vf/kdre vad&90

izuksa
dze
la[;k izdkj
y?kqmRrjkRed @
cgqfodYikRed
1 vad
y?kqmRrjkRed
3 vad
nh?kZmRrjkRed
5 vad
dqy
vad
izfr'kr@
yxHkx
------
10
10
2*
2*
20
22-5
3*
2*
20
22-5
1*
2*
15
17
-----
----
25
28
14
11
90
100
dk vf/kxe
ds
ifj.kke rFkk
ijh{k.k
dkSky
Le`fr
Jo.k]
Kkuk/kkfjr&
Hkkk.k] iBu
Le`fr ds iz;ksx rFkk
ys[ku
ij ljy izu dkSky
cks/k vFkZiw.kZ rdZ&fordZ
ifjfpr cks/k
fozysk.kkRd
ij vk/kkfjr
dkSky
izu
jpukRed
vuqiz;ksx
dkSky]
uohu
fLFkfr;ksa
esa lkj ys[ku]
Kku
ds O;k[;k djuk
vuqiz;ksx ij ewY;kadu
vk/kkfjr
LiVhdj.k]
vkuqekfud
rqyuk
izdkj
ds djuk]
Hksn
izu
djuk] mfpr@
mPp
Lrjh; vuqfpr fl)
fpUru dkSky djuk
foysk.k ,oa
ewY;ijd
ewY;kadu ij
fopkjksa
dks
vk/kkfjr
vfHkO;Dr
izu
djuk
jpukRed
fu.kZ; vFkok
fLFkfr
ds
ewY;kadu dh
{kerk
,oa
cgqfok;kRed
dqy
* vafdr izuksa ds mi Hkkx Hkh fy;s tk ldrs gSAa
22
23
24
25
26
27
d{kk ukso
S ha rFkk nloha fgUnh ^c*& ladfyr ijh{kkvkas gsrq ikB~;dze fofunsZ ku 2013&2015
ladfyr ijh{kk 1 Hkkj 30 izfrkr vizSy&flrEcj rFkk ladfyr ijh{kk 2 Hkkj 30 izfrkr vDrqcj ls
ekpZ gsrq Hkkj foHkktu
fo"k;oLrq
mi
dqy Hkkj
Hkkj
1
iBu dkSky xn~;kka o dkO;kak ij khkZd dk pquko- fok;&oLrq dk cks/k20
Hkkfkd fcan@q lajpuk vkfn ij cgqfodYih izu
v
nks vifBr xn~;kak 200 ls 250 kCnksa ds
12
c
nks vifBr dkO;kak 150 ls 200 kCnksa ds
08
2
O;kdj.k ds fy, fu/kkZfjr fok;ksa ij fok;&oLrq dk cks/k] Hkkfkd fcan@q lajpuk 15
15
vkfn ij izu iwNs tk,axAs
3
ikB~;iqLrd LikZ Hkkx&1 o iqjdikB~;iqLrd lap;u Hkkx&1
30
v
1
xn~; [k.M
fo|kfFkZ;ksa dh lkfgR; dks i<+dj le> ikus dh {kerk ds vkdyu ij
vk/kkfjr ikB~;iqLrd LikZ ds xn~; ikBksa ds vk/kkj ij y?kq izu
fgUnh ds ek/;e ls vius vuqHkoksa dks fy[kdj lgt vfHkO;fDr dj ikus dh
{kerk dk vkdyu djus ij vk/kkfjr ikB~; iqLrd LikZ ds fu/kkZfjr ikBksa
xn~; ij ,d fuca/kkRed izu
dkO; [kaM
dforkvksa ds fok;] dkO; cks/k] vFkZ] cks/k o ljkguk dks ljy kCnksa esa
vfHkO;fDr djus dh {kerk ij vk/kkfjr ikB~;iqLrd LikZ ds dkO; [kaM ds
vk/kkj ij y?kq izu
dforkvkas ds vius vuqHkoksa dks fy[kdj lgt vfHkO;fDr dj ikus dh {kerk
dk vkdyu djus ij ,d fuca/kkRed izu
iwjd ikB~;iqLrd d`frdk Hkkx&1
ikBksa ij vk/kkfjr ewY;ksa ds izfr laons ukkhyrk ij vk/kkfjr iwjd iqfLrdk
^lap;u^ ds fu/kkZfjr ikBksa ls ,d ewY; ijd izu A
ys[ku
ladr
s fcUnqvksa ij vk/kkfjr fok;ksa ,oa O;kogkfjd thou ls tqMs+ gq, fok;ksa ij
80 ls 100 kCnksa esa vuqPNsn
d{kk uoeha esa vfHkO;fDr dh {kerk ij dsfUnzr ,d vukSipkfjd fok; ij i=
d{kk nloha esa vfHkO;fDr dh {kerk ij dsfUnzr ,d vkSipkfjd fok; ij i=
15
05
d{kk uoeh esa fp= o.kZu20&30 kCnksa

d{kk nloh esa fp= o.kZu 20&30 kCnksa esa lwpuk ys[ku
05
n
b
dbZ ,d fLFkfr ij 50 kCnksa ds vUrZxr laokn ys[ku

fo"k; esa lacfa /kr 20&25 kCnksa ds vUrZxr foKkiu ys[ku
dqy
05
05
2
c
4
5
l
6
4
v
c
ladfyr ijh{kk 1
ladfyr ijh{kk 2
QkWjeSfVo ijh{kk ,Q-,-&1Hkkj 10 izfrkr],Q-,-&2Hkkj 10 izfrkr],Q-,-&3Hkkj
10 izfrkr leL;k lek/kku vkdyu Hkkj 10 izfrkr
dqy Hkkj
05
10
05
05
05
05
25
05
05
90
30 izfrkr
30 izfrkr
40 izfrkr
100 izfrkr
ewY;ijd izu iwjdikB~;iqLrd ij vk/kkfjr gksxkA blds fy, 5 vad fu/kkZfjr gSAa
28
fVIi.kh%
1 ladfyr ijh{kkvksa dk dqy Hkkj 60 izfrkr rFkk QkWjeSfVo ijh{kkvksa dk dqy Hkkj 40 izfrkr
gksxkA QkWjeSfVo ijh{kkvksa ds 40 izfrkr esa ls izR;sd l= esa 5 izfrkr Hkkxlaiw.kZ okZ esa 10 izfrkr
Jo.k o okpu dkSkyksa ds ijh{k.k gsrq vkjf{kr gksxkA ksk 30 izfrkr QkWjeSfVo ewY;kadu] ikB~;p;kZ
ds vU; vaxksa tSls iBu] ys[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~; iqLrd
ij vk/kkfjr gksxkA
blesa cksyus] lquus] fy[kus o cks/k ij vk/kkfjr ekSf[kd] fyf[kr] vFkok dk;Zdykiksa ij ijh{k.k fd;k
tk ldrk gSA
2 ladfyr ijh{kk ,d,l&1 90 vadksa dh gksxhA 90 vadksa dks ewY;kadu ds i'pkr 30 vadksa esa ls
ifjofrZr dj fy;k tk,xk rnqijkar xzM
s dk fu/kkZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks ,l&2 90
vadksa dh gksxh o 90 vadkas dks ewY;kdau ds i'pkr 30 vadksa esa ls ifjofrZr djus ds mijkar xzsM dk
fu/kkZj.k fd;k tk,xkA
29
dze0
la0
d{kk ukso
S ha fgUnh ^c*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu
2013&2014
ikB~; iqLrd
izFke l=
f}rh; l=
vizy
S ls flrEcj
vDrwcj ls ekpZ
FA 1
FA 2
SA 1
FA 3
PSA
SA II
ikB~; iqLrd
/kwy
2
3
4
5
6
7
8
nq[k dk vf/kdkj
,ojsLV esjh fk[kj ;k=k
rqe dc tkvksxs vfrfFk
oSKkfud psruk ds okgd
dhpM+ dk dkO;
/keZ dh vkM+
kqdr
z kjs ds leku
ikB~; iqLrd
1
2
3
4
5
6
7
1
2
3
4
5
6
dze0
la0
1
2
jSnkl ds in
jghe ds in
vkneh ukek
,d Qwy dh pkg
xhr&laxhr
vfXuiFk
un bykds es]a [kqkcw
jprs gS lkFk
ikB~; iqLrd
10
10
30
10
10
30
FA 1
10
FA2
10
SA1
10
FA 3
10
PSA
10
SA 11
10
FA 1
10
FA 2
10
SA 1
10
FA 3
10
PSA
10
SA 11
10
fxYyw
Le`fr
dYyw dqEgkj dh mudksVh
esjk NksVk lk futh
iqLrdky;
gkfen [kk
fn, ty mBs
ikB~; iqLrd
izFke l=
vizSy ls flrEcj
O;kdj.k
FA 1
10
FA 2
10
o.kZ foPNsn 3 vad

vuqLokj 11 vad
vuqukfld 1 vad
30
f}rh; l=
vDrwcj ls ekpZ
SA 1
10
FA 3
10
PSA
10
SA 11
10
3
4
5
6
uqDrk 1 vad
milxZ&izR;; 3 vad
laf/k 4 vad
fojke fpg~u 3 vad
uksV%& O;kdj.k ikB~; iqLrd ij vk/kkfjr gksuh pkfg,A
ys[ku
1
i= vukSipkfjd
5 vad
2
vuqPNsn 5 vad
3
fp= o.kZu 5 vad
4
Laokn ys[ku 5 vad
5
foKkiu ys[ku 5 vad
31
dze0
la0
d{kk nloha fgUnh ^c*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu
2014&2015
ikB~; iqLrd
izFke l=
f}rh; l=
vizy
S ls flrEcj
vDrwcj ls ekpZ
FA 2
SA 1
FA 3
PSA
SA II
iqLrd LikZ xn~; FA 1
cM+s HkkbZ lkgc
2
3
4
Mk;jh dk ,d iUuk
rrkWjk okehjksa dFkk
rhljh dle ds
fkYidkj
fxjfxV
vc dgkW nwljksa ds nq[k
esa nq[kh gksus okys
ir>M+ essa VwVh ifRr;kW
dkjrwl
LikZ xn~;
5
6
7
8
1
2
3
4
5
6
7
8
9
1
2
3
dze0
la0
dchj lk[kh
ehjk ds in
ioZr izns k esa ikol
rksi
fcgkjh ds nksgs
euq";rk
e/kqj&e/kqj esjs nhid
ty
dj pys ge fQnk
vkRe=.k
lap;u
gfjgj dkdk
liuksa ds ls fnu
Vksih kqDyk
ikB~; iqLrd
O;kdj.k
1
2
10
10
30
10
10
30
FA 1
10
FA2
10
SA1
10
FA 3
10
PSA
10
SA 11
30
FA 1
10
FA 2
10
SA 1
30
FA 3
10
PSA
10
SA 11
30
izFke l=
vizy
S ls flrEcj
FA 1
10
FA 2
10
kCn o in esa varj

2 vad
jpuk ds vk/kkj ij
32
SA
30
f}rh; l=
vDrwcj ls ekpZ
FA 3
10
PSA
10
SA 11
30
okD; :ikarj 3 vad

lekl 4 vad
v'kqf) kks/ku 4 vad
eqgkojs 2 vad
uksV%& O;kdj.k ikB~; iqLrd ij vk/kkfjr gksuh pkfg,A
3
4
5
ys[ku
1
2
3
4
5
FA 1
10
FA 2
10
FA 1 30
30
FA 3 10
10
PSA II
10
SA II 30
30
i= vukSipkfjd
5 vad
vuqPNsn 5 vad
fp= o.kZu 5 vad
laokn ys[ku 5 vad
foKkiu ys[ku 5 vad
iqLrdsa
1 ikB~; iqLrd LikZ Hkkx&1 d{kk ukSoha gsrq
2 ikB~; iqLrd LikZ Hkkx& 2 d{kk nloha gsrq
3 iqjd iqLrd lap;u Hkkx&1 d{kk ukSoha gsrq
4 iwjd iqLrd lap;u Hkkx&2 d{kk nloha gsrq
fVIi.kh%
1 QkWjesSfVo ewY;kadu dk vfHkizk; vf/kxe ds ewY;ka du ls gSA blfy, fo|ky; mi;qZDr foHkktu dk
viuh lqfo/kkuqlkj mi;ksx dj ldrs gSAa
2
QkWjeSfVo
ewY;kadu
ls
lacfa /kr
lHkh
dk;Zdyki
tSls
fofHkUu
izdkj
ds
kSf{kd
[ksy]
igsyh]izfr;ksfxrk] ifj;kstuk (Project)] Hkwfedk fuogZu (Roleplay), dgkuh ys[ku] ukV~; jpukarj.k
(Dramatisation), vkfn d{kk esa vFkok fo|ky; esa djok;s tkus okys dk;Zdyki gSaA ;fn dksbZ ,slk
dk;Zdyki gS ftlesa fo|ky; ls ckgj tkdj dk;Z djus dh vko;drk iM+rh gS rks ,slh fLFkfr esa
;g dk;Z fkf{kd ds i;Zo{s k.k o ekxZnkZu esa gksus pkfg,A
33
izu i= rS;kj djus gsrq vk/kkjHkwr&izk:i vf/kdre vad&90

dze
la[;k
izuksa
izdkj
dk vf/kxe
ds y?kqmRrjkRed
ifj.kke
rFkk @
ijh{k.k dkSky cgqfodYikRe
d
1 vad
Le`fr
Jo.k] Hkkk.k] 7
Kkuk/kkfjr&
iBu
rFkk
Le`fr ds iz;ksx ys[ku dkSky
ij ljy izu
rdZ&fordZ
cks/k vFkZiw.kZ
4
ifjfpr cks/k fozysk.kkRed
ij vk/kkfjr dkSky]
izu
jpukRed
dkSky]
lkj 1
vuqiz;ksx
ys[ku] O;k[;k
uohu
fLFkfr;ksa
esa djuk
Kku
ds ewY;kadu
vuqiz;ksx ij LiVhdj.k]
vk/kkfjr
rqyuk djuk]
vkuqekfud
Hksn
djuk]
izdkj
ds
mfpr@ vuqfpr
izu
fl) djuk
mPp
Lrjh;
2
ew
Y;ijd
fpUru dkSky
dks
foysk.k ,oa fopkjksa
ewY;kadu ij vfHkO;Dr
djuk
vk/kkfjr
izu
jpukRed
----fu.kZ; vFkok
fLFkfr
ds
ewY;kadu dh
{kerk
,oa
cgqfok;kRed
dqy
14
*vafdr izuksa ds mi Hkkx Hkh fy;s tk ldrs gSAa
34
y?kqmRrjkRed
3 vad
nh?kZmRrjkRed
5 vad
dqy
vad
izfr'kr@
yxHkx
------
10
10
2*
2*
20
22-5
3*
2*
20
22-5
1*
2*
15
17
----
25
28
11
90
100
2. ENGLISH-COMMUNICATIVE
CODE NO. 101
Total no. of Period: 180
This is a two-year syllabus for classes IX and X. The CBSE has prepared a package for this syllabus
called Interact in English. It includes the following: For Students
1
Main Course Book
Literature Reader
Work Book
Long Reading Texts
Interact in English has been designed to develop the student's communicative competence in
English. Therefore, content selection is determined by the student's present and future academic,
social and professional needs.
The overall aims of the course are:
(a)to enable the learner to communicate effectively and appropriately in real-life situations.
(b)to use English effectively for stud)- purposes across the curriculum.
(c) to develop and integrate the use of the four language skills, i.e. listening, speaking, reading
and writing.
(d)to develop interest in and appreciation of literature.
(e)to revise and reinforce structures already learnt.
Teachers may kindly keep the following in mind to develop these competencies;
Creativity: Students should be encouraged to think on their own and express their ideas using their
experience, knowledge and imagination, rather than being text or teacher dependent.
Self-monitoring: Students should be encouraged to monitor their progress, space out their learning,
so they should be encouraged to see language not just as a functional tool, but .is
an important pan of personal development and inculcation of values.
Teaching/Testing Objectives
READING
By the end of the course, students should be able to:
1
read silently at varying speeds depending on the purpose of reading;*
adopt different strategies for different types of text, both literary and non-literary;
recognize the organization of a text;
identify the main points of a text;
35
Understand relations between different parts of a text through lexical and grammatical
cohesion devices.
anticipate and predict what will come next in a text;*
deduce the meaning of unfamiliar lexical items in a given context:
8 consult a dictionary to obtain information on the meaning and use of lexical items;*
9
analyze, interpret, infer (and evaluate*) the ideas in the text;
10 select and extract from a text information required for a specific purpose (and record it in
* f Mijeaivtf
which will not be rested iu a formal cxitwiuation
note form)
11 transcode information from verbal to diagrammatic form;
*Objectives which will not be tested in formal examination
12 retrieve and synthesize information from a range of reference material using study skills
such as skimming and scanning;
13 interpret texts by relating them to other material on the same theme (and to their own
experience and knowledge); and
14 read extensively on their Own.
WRITING
1
express ideas in clear and grammatically correct English, using appropriate punctuation and
cohesion devices;
write in a sty le appropriate for communicative purposes;
plan, organize and present ideas coherently by introducing, developing and concluding a
topic;
write a cleat description (e.g. of a place, a person, an object or a system);
write a clear account of events (e.g. a process, a narrative, a trend or a cause-effect

relationship);
compare and contrast ideas and arrive at conclusions;
present an argument, supporting it with appropriate examples;
use an appropriate style and format to write letters (formal and informal), biographical
sketches, dialogues, speeches, reports, articles, e-mails and diary entries;
monitor, check and revise written work;
10 expand notes into a piece of writing:

11 summarize or make notes from a given text; and
36
12 recode information from one text type to another (e.g. diary entry to letter, advertisement to
report, diagram to verbal form)
37
LISTENING
By the end of the course, the students should be able to:
1
adopt different strategies according to the purpose of listening (e.g. for pleasure, for general
interest, for specific information);
use linguistic and non-linguistic features of the context as clues to understanding and
interpreting what is heard (e.g. cohesion devices, key words, intonation, gesture, background
noises);
listen to a talk or conversation and understand the topic and main points;
listen for information required for a specific purpose, e.g. in radio broadcast, commentaries,
airport and railway station announcements;
distinguish main points from supporting details, and relevant from irrelevant information;
understand and interpret messages conveyed in person or by telephone;
understand and respond appropriately to directive language, e.g. instruction, advice, requests and
warning; and
understand and interpret spontaneous spoken discourse in familiar social situations.
SPEAKING
1
speak intelligibly using appropriate word stress, sentence stress and intonation patterns;
adopt different strategies to convey ideas effectively according to purpose, topic and audience
(including the appropriate use of polite expressions);
narrate incidents and events, real or imaginary in a logical sequence;
present oral reports or summaries; make announcements clearly and confidently;
express and argue a point of view clearly and effectively;
take active part in group discussions, showing ability to express agreement or disagreement, to
summarize ideas, to elicit the views of others, and to present own ideas;
express and respond to personal feelings, opinions and attitudes;
convey messages effectively in person or by telephone;
frame questions so as to elicit the desired response, and respond appropriate to questions; and
10 participate
in
spontaneous
spoken
38
discourse
in
familiar
social
situations
GRAMMAR
By the end of the course, students should be able to use the following accurately and
appropriately in context
1. Verbs
Tenses:
present/past forms
simple/continuous forms
perfect forms
future time reference
modals
active and Passive voice
subject-verb concord
non-finite verb forms (infinitives and participles)
2. Sentence Structure
connectors
types of sentences:
affirmative/interrogative sentences negation
exclamations
types of phrases and clauses
- finite and non-finite subordinate clauses
- noun clauses and phrases
- adjective clauses and phrases
- adverb clauses and phrases
indirect speech
comparison
nominalization
3. Other Areas
determiners
pronouns
prepositions
39
LITERATURE
By the end of the course, students should be able to understand, interpret, evaluate and respond
to the following features in a literary text:
1
Character, as revealed through

appearance and distinguishing features,
socio-economic background
action/events,
expression of feelings,
speech and dialogues
Plot/Story/Theme, emerging through main events,

progression of events and links between them;
sequence of events denoting theme.
Setting, as seen through time and place, socio-economic and cultural background, people,
beliefs and attitudes.
Form
Rhyme
Rhythm
Simile
metaphor,
alliteration
pun
repetition
Assessment in class IX and X

The English curriculum aims at the harmonious development of the four language skills, and thus of
the learners' communicative capacity. Teaching/ testing objectives have been set for each of these
skills, indicating the level of achievement expected of the learners. However, although it is possible
to assess these skills and sub-skills, it is not possible to test all of them through a formal, timebound examination. It is, therefore, essential to measure the level of attainment in these skills
through Formative assessment, in addition to the Summative assessment. The overall pattern of the
two modes of assessment at Class IX and X is as follows:
The academic year will be divided into two assessment periods:
Summative 1- from April - September
30% weightage
Formative I-
10%
Formative II-
10%
Summative II - from October - March
30 % weightage
40
Formative III-
10%
Formative IV-
10%
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non-threatening, supportive environment. It involves regular descriptive feedback, a chance for the
student to reflect on the performance, take advice and improve upon it. It involves students being an
essential part of assessment from designing criteria to assessing self or peers. If used effectively it
can improve student performance tremendously while raising the self-esteem of the child and
reducing the work load of the teacher.
Features of Formative Assessment
is diagnostic and remedial
makes the provision for effective feedback
provides the platform for the active involvement of students in their own learning.
enables teachers to adjust teaching to take account of the results of assessment
recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning
recognizes the need for students to be able to assess themselves and understand how to
improve
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles into deciding how and what to teach.
encourages students to understand the criteria that will be used to judge their work
offers an opportunity to students to improve their work after feedback,
helps students to support their peers, and expect to be supported by them.
Formative Assessment is thus carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners to take decisions regarding appropriate modifications
in the transactional procedures and learning activities.
Problem Solving Assessment:
Along with the use of modified strategies in the teaching learning process, it also becomes
imperative that students are given training in all skills so that during the II semester they are able to
perform well in the PSA. It is widely acknowledged fact that research and analytical skills, the
ability to apply basic concepts of different subjects, solve application based problems in
Mathematics and Science, comprehend and analyze written texts and effective communication are
the skills which ensure success in Higher Studies and Professional areas:
The features:
Compulsory for all students of Classes IX and earn 90 minutes. There will be 60 items of
MCQ type.
No specific syllabus for 'Problem Solving Assessment'(CBSE-PSA)
41
It will assess Quantitative Reasoning, Qualitative Reasoning and Language Conventions.

They would be assessing student's ability to process, interpret and use information rather than
assessing student's prior subject matter knowledge.
The Assessment in language will contain items that will assess grammar, usage, vocabulary in
context and passage-completion, designed to improve the generic and higher order thinking
skills.
The CBSE-PSA will be conducted in January-February and counted towards FA-4 which is
10% of total assessments of class IX. This assessment will also be carried forward towards the
FA-4 in class X. This score will be reflected in one Language (English or Hindi),
Mathematics, Science and Social Science. The same score will be reflected in FA-4 for class
IX and X.
The students will have the option to improve their PSA score in class X, as they can take the
test with class IX students of that Session in January-February. The best scores will be
reflected in the final certificate in case of those applying for improvement.
Needless to say that there will be no separate time tables/periods tor teaching or practice of
PSA, because the skills are incorporated in the course of teaching.
Note:
1. All activities related to Formative Assessment such as Language games, quizzes,
projects, role plays, dramatization, script writing etc. must be done as 'in class' and 'in
school' activities, supervised by the teacher.
Continuous Assessment refers to the assessment of student's achievement throughout the year,
through a variety of activities field trips and visits outside the schools are also carried out within the
school. Such activities may be formal or informal, but in order to assess listening and speaking
skills, it is important that a large proportion of the marks allotted should be derived from informal
procedures.
Conversation skills Listening and Speaking Assessment (AS) in this area relates to the
teaching/testing objectives for these two skills or language learning, the importance of conversation
skills cannot be underestimated.
Assessment of Speaking and Listening Skills in Secondary Classes
The CBSE had introduced the formal assessment of speaking and listening skills in classes IX and
X w.e.f. the session 2012-13. As a part of the CCE, it is believed that assessment should be used to
control and regulate the quality and also to maintain the desired standards of performance in
specific areas of learning. As good communication skills raise the self-esteem of a student and gives
him/ her confidence to face the challenges of life, it is desired that the student acquires proficiency
in it by the time he or she complete secondary education. In the present time, speaking and listening
are considered to be the essential skills of learning a language which are extensively used in one's
life. Hence, the formal assessment of speaking and listening skills has been added in the overall
assessment scheme with a view to bring in a 'wash back' effect in the teaching process. While the
focus of listening skills is to assess a student's competency in listening for understanding the main
points for identifying general and specific information for a purpose distinguishing the main points
from the supporting details, interpreting messages understanding and following instructions, advice,
42
requests etc. the linguistic and non-linguistic features of a language etc. and appropriate activities
may be used or assessing the above mentioned objectives.
The assessment of speaking skills is based on four aspects of a language which include language
functions, grammar, lexis or range of vocabulary and phonology. Students will be assessed on a
scale of 1-5 wherein is the lowest and 5 is the highest. If a student performs very well but doesn't
completely fall in the highest category he or she can be marked in between 3 and 5. This will give a
student a wider range where the performance can be pitched.
The descriptors for three bands are given below for all the four areas:
Language descriptors Bl and B2
43
44
45
46
The overall assessment policy for class IX and X seeks to measure the four skills. Listening
and reading, however, can be assessed in this way, through activities which lead to a written
product such as notes, a table or a summary. This type of assessment however should not be
a test of writing skills. Students should be awarded marks as objectively as possible
according to the extent to which they have understood, whether through reading or through
listening. They should not be penalized in such assignments for errors in punctuation,
spelling or grammar.
Other assignments, however, will focus on writing skills and involve extended writing. This
takes place through writing skills activities in the Main Course Book, and via certain
activities in the Literature Reader. Assessment of written work forms an important and
integral part of the overall assessment of the student's ability in the use of the English
language. It is in this area very often that subjectivity creeps in and mars the judgment in
evaluation because of a lack of clear - cut guidelines for the teachers.
In the new curriculum for English, each student's written work has to be assessed throughout
the year in an informal manner. For this, it becomes essential to provide a rating scale to help
teachers to make formative assessment objective and uniform. The assignments should vary
each year. Throughout the year, the teacher should keep a record of marks awarded for
assignments and activities carried out as part of formative assessment.
Reading Project
Inculcating good reading habits in children has always been a concern for all stakeholders in
education. The purpose is to create independent thinking individuals with the ability to not
only create their own knowledge but also critically interpret, analyze and evaluate it with
objectivity and fairness. This will also help students in learning and acquiring better
language skills.
Creating learners for the 21st century involves making them independent learners who can
learn, unlearn and relearn' if our children are in the habit of leading the;" will learn to
reinvent themselves and deal with the man)- challenges that lie ahead of them.
Reading is not merely decoding information or pronouncing words correctly, it is an
interactive dialogue between the author and the reader in which the reader and author share
their experiences and knowledge with each other. Good readers are critical readers with an
ability to arrive at a deeper understanding of not only the world presented in the book but
also of the real world around them.
Consequently, they become independent thinker capable of taking his/her own decisions in
life rationally. Hence, a few activities are suggested below which teachers may use as part of
the reading project.
Short review
Dramatization of the story
Commentary on the characters
47
Critical evaluation of the plot, story line and characters

Comparing and contrasting the characters within the story and with other characters in
stories by the same author or by the other authors
Extrapolating about the story's ending or life of characters after the story ends
Identifying characters' actions in the story
Making an audio story- out of the novel/text to be read out to younger children
Interacting with the author
Holding a literature test where various characters interact with each other
Acting like authors/poets/dramatists, to defend their work and characters
Symposiums and seminars for introducing a book, an author, or a theme
Finding similar text in other languages, native or otherwise and looking at differences and
similarities.
Creating graphic novels out of novels/short stories read
Dramatizing incidents from a novel or a story
Creating their own stories
Teachers may opt for: One book;
Books of one genre; to be read by the whole class.
Teacher may select books suitable to the age and level of the learners. Care ought to be taken to
choose books that are appropriate in terms of language, theme and content and which do not hurt
the sensibilities of any child.
Teachers may later suggest books from other languages but dealing with the same themes as an
extended activity.
The Project should lead to independent learning/reading skills and hence the chosen
book/selection should not be taught in class, but may be introduced through activities and be
left for the students to read at their own pace. Teachers may, however, choose to assess a child's
progress or success in reading the book by asking for a verbaler or written progress reports,
looking at the diary entries of students, engaging in Gina discussion about the book, giving a short
quiz or a worksheet about the book/ short story The mode of assessment may be decided by the
teacher as seen fit.
These may be used for Formative Assessments only. It may be noted that this reading project is a
part from the long reading texts which have been prescribed for the Summative Assessment I and
II as well as for Formative Assessments.
48
SECTION A: READING
20 Periods
The reading passages will be three unseen texts with a total length between 700-800 words. There
will be assessment of vocabulary as MCQ's
Apart from a poem, prose literary texts may include excerpts from authentic literature such as
short story, autobiography, biography .travelogue .novel etc.
Whenever a poem or a prose/literary text is used, the other two texts should be discursive. If a
poem is selected then, the length of the poem may be between 14 to 20 lines.
SECTION B: WRITING
40 Periods
The writing section comprises of the following tasks.
Very short answer type questions: Notice, message or poster
Short Answer type questions: Biographical sketch, data interpretation, dialogue writing
or description (people, objects or events), diary entry
Long answer-01 type questions: A formal/informal letter [including letter to the editor].
Long answers-02 type questions: An article, speech, debate, newspaper or school

magazine report or story to be thematically based on the MCB with verbal/visual cues.
Important note on format and word limit:
Format may not carry any separate marks and may sometimes be given in the question
paper.
The word limit is the suggestive of the minimum. No candidate may be penalized for
writing more or less than the suggested word limit, provided the topic is covered
adequately.
SECTION C: GRAMMAR
25 Periods
MCQ's type questions:
Gap filling
Sentence or dialogue completion
Supply type questions:
Sentence reordering
Error correction/Omission type
Sentence transformation
The grammar items which have been dealt with in class IX, namely, forms, sentence structure,
connectors, determiners, pronouns, prepositions, clauses, phrases etc. through formative
assessment.
Test types used may include gap-filling, cloze (gap filling exercise with blanks at regular
intervals), sentence completion, recording word groups into sentences, editing, dialogue-
49
completion and sentence-transformation; supply type questions may be based on verbal or visual
cue/s.
50
SECTION D: LITERATURE
95 Periods
Very short answer type questions: Based on extracts from poetry, a short story and a play
( MCQ's)
Very short answer type questions: Based on prose, poetry and play
Long answer - 01 type questions: based on poetry, prose and drama
Long Reading Texts (Either one out of two prescribed)
Long answer - 01 type questions: To assess global understanding interpretation ,

inference and a character sketch
Note: Short answer questions or long answer questions based on values can be given in the
writing section or in bold the literature section.
Course Books:
Assessment of Skills in FA and SA

Reading:
In terms I and II as formative and Summative assessment. The Interact in English Main Course
Book will be read in two terms i.e. Term I (April - September) and Term II (October - March).
Writing:
Formally purpose of assessment all themes dealt within the Main Course Book and other age
appropriate
themes
may
be
used.
Note: The following guidelines may be followed while awarding marks during FA and SA
Content
: 40%
Expression: 60%
A maximum of two marks may be deducted for spelling, punctuation and grammatical errors
in a long answer.
A maximum of one mark may be deducted for spelling, punctuation of grammatical errors in
a short answer.
51
Though marks have been allotted specifically for the value points (content) as per the marking
scheme, the examiner should assess whether the content has been expressed in a coherent and
cohesive manner, because content and expression are perceived as being interlinked.
Similarly in all the writing tasks credit should be given to creativity in the realm of ideas and
language use. A proper balance of content, expression (accuracy, fluency, cohesion and
coherence) and creativity would encourage students to aim for higher standards in written
communication. Errors in spelling, punctuation and grammar should be penalized to the extent of
marks allotted for accuracy.
Grammar:
Grammatical structures prescribed in the syllabus will be assessed formatively as well as
summatively. There will be no division of syllabus for grammar in the summative or formative
assessments for the 2 terms. However, a suggested split - up of the Work Book for the 2 terms is
given.
CLASS IX-COMMUNICATIVE
Syllabus for Class IX English Communicative
Term -1 (April-Sept)
Term - II (Oct-March)
Literature Reader
Literature Reader
Prose
Prose
How I Taught My Grandmother Read
The Man Who Knew too Much
A Dog Named Duke
Keeping it from Harold

Best Seller
Poetry
Poetry
The Brook
The Seven Ages
The Road not Taken

The Solitary Reaper
Oh, I Wish I'd Looked After Me

Teeth
Lord Ullin's Daughter
Song of the Rain
Drama
Drama
Villa for Sale
The Bishop's Candlestick
Main Course Book
Main Course Book
People
Mystery
Adventure
Children
Environment
Sports and Games
The class IX Radio and Video Show

52
Long Reading Text
Long Reading Text
Gulliver's Travels (Part I and II)

OR
Gulliver's Travels (Part III and IV)

OR
Three Men in a Boat (Chapters 1-10)
Three Men in a Boat (Chapter 11-19)
Summative Assessment -1
Summative Assessment -II
FA 1 and FA2
FA 3 and PSA
53
SECTION B: WRITING
The writing section comprises of the following tasks.
Short answer type questions: Notice, message or poster
Long answer - 01 type questions: Biographical sketch, data interpretation, dialogue

writing or description (people, objects or events), diary entry
Long answer-01 type questions: A formal/informal letter [including letter to the

editor].
Long answers-C2 type questions: An article, speech, debate, newspaper or school

magazine report or story to be thematically based on the MCB with verbal/visual cues.
Important note on format and word limit:
Format may not carry any separate marks and may sometimes be given in the question
paper.
The word limit is the suggestive of the minimum. No candidate may be penalized for
writing more or less than the suggested word limit, provided the topic is covered
adequately.
SECTION C: GRAMMAR
This section will assess Grammar items - in context based on response
supplied by students
MCQ's and Supply Type Questions:
Gap filling
Sentence or dialogue completion
Sentence reordering
Error correction/Omission type
Sentence transformation
The grammar items which have been dealt with in class IX. Namely, forms, sentence structure,
connectors, determiners, pronouns, prepositions, clauses, phrases etc. through formative
assessment.
Tests types used may include gap-filling, cloze (gap filling exercise with blanks at regular
intervals), sentence completion, recording word groups into sentences, editing, dialoguecompletion and sentence-transformation Supply type questions may be based on verbal or visual
cue/s.
SECTION D: LITERATURE
Very short answer type questions / MCQ's: Based on extracts from poetry, a short
story and a play(MCQ's)
Short answer type questions: Based on prose, poetry and play
Long answer- 01 type questions: Based on poetry, prose and drama
54
Long Reading Texts (Any one out of two prescribed)
Long answer- 01 type questions: To assess global understanding interpretation,

inference and a character sketch
Note: Short answer questions or long answer questions based on values can be given in the
writing section or in bold the literature section.
Assessment of Skills in FA and SA

Reading:
In terms I and II as formative & Summative assessment. The Interaction English Main Course
Book will be read in two terms i.e. Term I (April-September) and Term II (October-March).
Writing:
For purpose of assessment all themes dealt within the Main Course Book and other age
appropriate themes may be used.
Note: The following guidelines may be followed while awarding marks during FA and SA
Content
: 40%
Expression: 60%
A maximum of two marks may be deducted for spelling, punctuation and grammatical errors in
a long answer.
A maximum of one mark may be deducted for spelling, punctuation of grammatical errors in a
short answer.
Though marks have been allotted specifically for the value points (content) as per the marking
scheme, the examiner should assess whether the content has been expressed in a coherent and
cohesive manner, because content and expression are perceived as being interlinked.
Similarly in all the writing tasks credit should be given to creativity in the realm of ideas and
language use. A proper balance of content, expression (accuracy, fluency, cohesion and
coherence) and creativity would encourage students to aim for higher standards in written
communication. Errors in spelling, punctuation and grammar should be penalized to the extent
of marks allotted tor accuracy.
Grammar:
Grammatical structures prescribed in the syllabus will be assessed formatively as well as
summatively. There will be no division of syllabus for grammar in the summative or formative
assessments for the 2 terms. However, a suggested split-up of the Work Book for the 2 terms is
given.
55
CLASS X - COMMUNICATIVE
Syllabus for Class X English Communicative
Total No. of Periods: 180

Literature Reader
Literature Reader
Prose
Prose
Two Gentlemen of Verona
A Shady Plot
Mrs. Packletide's Tiger
Patol Babu, Film Star
The Letter
VirtuallyTrue
Poetry
Poetry
The Frog and the Nightingale
Ozymandias
Mirror
The Rime of the Ancient Mariner
Not Marble, nor the Gilded Monuments
Snake
Drama
Drama
The Dear Departed
Julius Casear
Main Course Book
Main Course Book
Health and Medicine
Environment
Education
Travel and Tourism
Science
National Integration
Long Reading Text
Long Reading Text
Diary of Young Girl -1947 (unabridged edition)
Diary of Young Girl -1947 (unabridged

edition)
OR
OR
The Story of My Life - 1903 (unabridged

edition)
The Story of My Life-1903 (unabridged

edition)
FA 1 and FA2
FA 3 and PSA
56
WORKBOOK - Suggested break - up of units for the purpose of teaching only

Term1
1.
Determiners
2.
Tenses
3.
Subject-Verb Agreement
4.
Non-Finites
5.
Relatives
6.
Connectors
7.
Conditional
Term II
8.
Comparison
9.
Avoiding Repetition
10.
Nominalization
11.
Modals
12.
Active and Passive
13.
Reported Speech
14.
Prepositions
*NOTE
Similarly, Formative Assessment of grammar may also be carried out in an
integrated manner along with the skills of Reading, Writing, Speaking and Listening
57
ENGLISH - LANGUAGE AND LITERATURE

Code No. 101
Background
Traditionally, language-learning materials beyond the initial stages have been sourced from
literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of
contemporary and authentic texts, accessible and culturally appropriate pieces of literature should
play a pivotal role at the secondary stage of education. The English class should not be seen as a
place merely to read poems and stories in, but an area of activities to develop the learner's
imagination as a major aim of language study, and to equip the learner with communicative skills
to perform various Language functions through speech and writing.
Objectives
The general objectives at this stage are:
to build greater confidence and proficiency in oral and written communication
to develop the ability and knowledge required in order to engage in independent

reflection and inquiry
to use appropriate English to communicate in various social settings
equip learners with essential language skills to question and to articulate their point of
view
to build competence in the different registers of English
to develop sensitivity to and appreciation of. other varieties of English, Indian English,
and the culture they reflect
to enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet etc.)
to develop curiosity and creativity through extensive reading
to facilitate self-learning to enable them to become independent learners
to review, organize and edit their own work and work done by peers
At the end of this stage learners will be able to do the following:

give a brief oral description of events/ incidents of topical interest
Retell the contents of authentic audio texts (weather reports, public announcements,
simple advertisements, short interviews, etc.)
participate in conversations, discussions, etc. on topics of mutual interest in nonclassroom situations
narrate the story depicted pictorially or in any other non-verbal mode
respond in writing to business letters, official communications
58
Read and identify the main points / significant details of texts like scripts of audio-video
interviews, discussions, debates etc.
write without prior preparation on a given topic and be able to defend or explain the
position taken / views expressed in the form of article, speech, or a debate
write a summary of short lectures on familiar topics by making / taking notes
write an assessment of different points of view expressed in a discussion / debate
read poems effectively (with proper rhythm and intonation)
to transcode information from a graph / chart to a description / report and Write*

dialogue, short story or report
Language Items
In addition to consolidating the grammatical items practiced earlier, the courses at secondary level
seek to reinforce the following explicitly:
sequence of tenses
reported speech in extended texts
modal auxiliaries (those not covered at upper primary)
non-finites (infinitives, gerunds, participles)
conditional clauses
complex and compound sentences
phrasal verbs and prepositional phrases
cohesive devices
punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and

exclamation mark)
Methods and Techniques

The methodology is based on a multi-skill, activity based, learner centered approach. Care is taken
to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) needs of
the learner. In this situation the teacher is the facilitator of learning, s(he) presents language items,
contrives situations which motivates the child to use English for the purposes of communication
and expression. Aural-oral teaching and testing is an integral feature of the teaching-learning
process. The electronic and print media could be used extensively. The evaluation procedure
should be continuous and comprehensive. A few suggested activities are:
Role playing
Simulating real-to-life situations
Dramatizing and miming
Problem solving and decision making
59
Interpreting information given in tabular form and schedule
Using newspaper clippings
Borrowing situations from the world around the learners, from books and from other
disciplines
Using language games, riddles, puzzles and jokes
Interpreting pictures / sketches / cartoons
Debating and discussing
Narrating and discussing stories, anecdotes, etc.
Reciting poems
Working in pairs and groups
Using media inputs - computer, television, video cassettes, tapes, software packages.
Assessment in class IX and X

The English curriculum aims at the harmonious development of the four language skills, and thus
of the learners' communicative capacity. Teaching/testing objectives have been set for each of
these skills, indicating the level of achievement expected of the learners. However, although it is
possible to assess these skills and sub-skills, it is not possible to test all of them through a formal,
time-bound examination. It is. Therefore, essential to measure the level of attainment in these
skills through Formative assessment, in addition to the Summative assessment. The overall pattern
of the two modes of assessment at class IX and X is as follows:
The academic year will be divided into two assessment periods:
Summative 1 Formative I
Formative II -
from
-
Summative II Formative III Formative IV-
from
April-September
30%
weightage
10%
30%
weightage
10%
October-March
10%
10%
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non-threatening, supportive environment. It involves regular descriptive feedback, a chance for the
student to reflect on the performance, take advice and improve upon it. It involves students being
an essential part of assessment from designing criteria to assessing self or peers. If used effectively
it can improve student performance tremendously while raising the self-esteem of the child and
reducing the work load of the teacher.
60
Features of Formative Assessment
is diagnostic and remedial
makes the provision for effective feedback
provides the platform for the active involvement of students in their own learning.
enables teachers to adjust teaching to take account of the results of assessment
recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning
recognizes the need for students to be able to assess themselves and understand how to
improve
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles into deciding how and what to teach.
encourages students to understand the criteria that will be used to judge their work
offers an opportunity to students to improve their work after feedback,
helps students to support their peers, and expect to be supported by them.
Formative Assessment is thus carried out during a course ot instruction for providing continuous
feedback to both the teachers and the learners for taking decisions regarding appropriate
modifications in the transactional procedures and learning activities.
Problem Solving Assessment:
Along with the use of modified strategies in the teaching learning process, it also becomes
imperative that students are given training in all skills so that during the II semester they are able
to perform well in the PSA. It is widely acknowledged fact that research and analytical skills,
ability to apply basic concept of different subjects, solve application based problems in Mathematics and Science, comprehend and analyze written text and effective communication are the
skills which ensure success in Higher Studies and Professional areas:
The features:
Compulsory for all students of Classes IX and carry 90 minutes. There will be 60
items of MCQ type.
No specific syllabus for 'Problem Solving Assessment'(CBSE-PSA)
It will assess Quantitative Reasoning, Qualitative Reasoning and Language

Conventions. They would be assessing student's ability to process, interpret and use
information rather than assessing student's prior subject matter knowledge.
The Assessment in language will contain items that will assess grammar usage,
vocabulary in context and passage-completion, designed to improve the generic and
higher order thinking skills.
61
The CBSE-PSA will be conducted in January-February and counted towards FA-4 which is
10% of total assessments of class IX. This assessment will also be carried forward towards the
FA-4 in class X. This score will be reflected in one Language (English or Hindi),
Mathematics, Science and Social Science. The same score will be reflected in FA-4 for class
IX and class X.
The students will have the option to improve their PSA Score in class X, as they can take the
test with class IX students of that Session in January - February. The best scores will be
reflected in the final certificate in case of those applying for improvement.
Needless to say that there will be no separate time tables/periods for teaching or practice of
PSA, because the skills are incorporated in the course of teaching.
Note:
1. All activities related to Formative Assessment such as Language games, quizzes, projects, role
plays, dramatization, script writing etc. must be done as 'in class' and 'in school' activities,
supervised by the teacher.
Continuous Assessment refers to the assessment of student's achievement throughout the year,
through a variety of activities field trips and visits outside the schools are also carried out within
the school. Such activities may be formal or informal, but in order to assess listening and speaking
skills, it is important that a large proportion of the marks allotted should be derived from informal
procedures.
Conversation Skills (Listening and Speaking)-Assessment in this area relates to the
teaching/testing objectives for these two skills. In the skill-based approach to language learning,
the importance of conversation skills cannot be underestimated.
Assessment of Speaking and Listening Skills in Secondary Classes
The CBSE had introduced the formal assessment of speaking and listening skills in classes IX and
X w.e.f. the session 2012-13. As a part of the CCE, it is believed that assessment should be used to
control and regulate the quality and also to maintain the desired standards of performance in
specific areas of learning. As good communication skills raise the self-esteem of a student and
gives her confidence to face the challenges of life, it is desired that the student acquires
proficiency in it by the time she complete the secondary education. In the present time speaking
and listening are considered to be the essential skills of learning a language which are extensively
used in one's life. Hence, the formal assessment of speaking and listening skills has been added in
the overall assessment scheme with a view to bring in a 'wash back' effect in the teaching process.
While the focus of listening skills is to assess a student's competency in listening for
understanding the main points for identifying general and specific information for a purpose
distinguishing the main points from the supporting details, interpreting messages understanding
and toll owing instruction, advice, requests etc. the linguistic and non-linguistic features of a
language- appropriate activities may be used or assessing the above mentioned objectives.
62
The assessment of speaking skills is based on four aspects of a language which include language
functions, grammar, lexis or range of vocabulary and phonology. Students will be assessed on a
scale of 1-5 wherein I is the lowest and 5 is the highest. If a student performs very well but doesn't
completely fall in the highest category she can be marked in between 3 and 5. This will give a
student wider range where the performance can be pitched.
The descriptors for three bands are given below for all the four areas:
Language descriptors - Bl and B2
5
Explains the main points in an idea or problem, develops arguments and gives clear
descriptions on most general subjects with spontaneity
Uses an expressive and appropriate range of words and phrases on familiar and general topics
Uses a range of grammatical patterns with accuracy, including some complex forms
Speaks with a clear sense of purpose and audience in both formal and informal situations
3
Makes a good attempt to explain, describe, and argue within his or her field of interest.
Uses a basic range of words and phrases on familiar and routine content. There is, though, a
search for words usually with the risk of the message becoming weaker
Uses grammatical patterns that are repetitive. There may be some mistakes which affect
meaning but there is an attempt to correct most of these mistakes.
Speaks with an awareness of purpose and audience but is not sure about register (formal and
informal usage).
1
Makes an attempt to explain, describe, etc., but often restates what was already said
Uses a very basic range of simple words and phrases on familiar content. There is an obvious
effort to find suitable words, which may hamper the message.
Communicates with fragments of words and structures but does not manage to bridge the
gaps or correct his/her mistakes.
Moves away from sense of purpose frequently and there are notably frequent slips in register.
63
Pronunciation descriptors Bl and B2

5
Has clear, natural pronunciation that can be understood by the listener
Varies stress and intonation in keeping with the task and content
3
Is intelligible though there are examples of some mispronunciation
Tries to speak expressively, varying stress and intonation
1
Is intelligible but the listener may have to ask for repetition from time to time
Does not vary intonation or stress in line with the task or content (OR) tries to vary Stress and
intonation but sense tends to gets hampered
The overall assessment policy for class IX and X seeks to measure the four skills. Listening and
leading, however, can be assessed in this way, through activities which lead to a written product
such as notes, a table or a summary .This type of assessment however should not be a test of writing
skills. Students should be awarded marks as objectively as possible according to the extent to which
they have understood, whether through reading or through listening. They should not be penalized
in such assignments for errors in punctuation, spelling or grammar.
Other assignments, however, will focus on writing skills and involve extended writing. This takes
place through writing skills activities in the Main Course Book, and via certain activities in the
Literature Reader. Assessment of written work forms an important and integral part of the overall
assessment of the student's ability in the use of the English language. It is in this are a very often
that subjectivity creeps in and mars the judgment in evaluation because of a lack of clear-cut
guidelines for the teachers.
In the new curriculum for English, each student's written work has to be assessed throughout the
year in an informal manner. For this, it becomes essential to provide a rating scale to help teachers
to make formative assessment objective and uniform. The assignments should vary each year.
Throughout the year, the teacher should keep a record of marks awarded for assignments and
activities carried out as part of formative assessment.
Reading Project
Inculcating good reading habits in children has always been a concern for all stakeholder sin
education. The purpose is to create independent thinking individuals with the ability to not only
create their own knowledge but also critically interpret, analyze and evaluate it with objectivity and
fairness. This will also help students in learning and acquiring better language skills.
64
Creating learners for the 21st century involves making them independent learners who can learn, un
learn and relearn' and if our children are in the habit of reading they will learn to reinvent
themselves and deal with the many challenges that lie ahead of them.
Reading is not merely decoding information or pronouncing words correctly, it is an interactive
dialogue between the author and the reader in which the reader and author share their experiences
and knowledge with each other. Good readers are critical readers with an ability to arrive at a
deeper understanding of not only the world presented in the book but also of the real world around
them.
Consequently they become independent thinker capable of taking his/her own decisions in life
rationally. Hence, a few activities are suggested below which teachers may use as part of the
reading project,
Short review
Dramatization of the story
Commentary on the characters
Critical evaluation of the plot, storyline and characters
Comparing and contrasting the characters with in the story and with other characters in stories
by the same author or by the other authors
Extrapolating about the story's ending or life of characters after the story ends
defending characters' actions in the story
Making an audio story out of the novel/text to be read out to younger children
Interacting with the author
Holding a Literature Fest where various characters interact with each other
Role playing as authors/poets/dramatists, to defend their works and characters
Symposiums and seminars for introducing a book, an author, or a theme
Finding similar text and looking at differences and similarities.
Creating graphic novels out of novels/short stories read
Dramatizing incidents from a novel or a story
Creating their own stories
Teachers mas- opt for:
One book;
Books of one genre; to be read by the whole class.
65
Teacher may select books suitable to the age and level of the learners. Care ought to be taken to
choose books that are appropriate in terms of language, theme and content and which do not hurt
the sensibilities of any child.
Teachers may later suggest books from other languages but dealing with the same themes as an
extended activity,
The Project should lead to independent learning/reading skills and hence the chosen
book/selection should not be taught in class, but may be introduced through activities and be
left for the students to read at their own pace. Teachers may, however, choose to assess a child's
progress or success in reading the book by asking for verbaler or written progress reports,
looking at the diary entries of students, engaging in a discussion about the book, giving a short
quiz or a worksheet about the book/short story The mode of assessment may be decided by the
teacher seen fit.
These may be used for Formative Assessments only. It may be noted that this reading project is
apart from the long reading texts which have been prescribed for the Summative Assessment I
and as well as for Formative Assessments.
SECTION A: READING
20 Periods
This section will have three unseen passages of a total length of 750- 800 words.
Multiple Choice Questions based on each passage and Vocabulary will be assessed as
MCQ's / supply -type questions:
One passage will be an extract from a poem. Length of the poem will be 14-28 lines,
SECTION B: WRITING
40 Periods
Long answer -CI type questions: Formal / informal letter/e-mail [formal only] in not more
than I based on verbal stimulus.
Types of letter:
Informal-personal. Such as to Family and friends etc.
Formal-letters to the editor/the principal of a school etc.
Email-formal
Long answer-C I type questions: An article, speech or debate based on a visual/verbal

stimulus, a story or report for a school magazine
SECTION C: GRAMMAR
25 Periods
MCQ's type questions:
Gap filling
Sentences or dialogue completion
66
Supply type questions:
Sentence reordering
Editing omission
Sentence transformation (including combining sentences) may be based on verbal/visual

clues
The Grammar syllabus

1.
Tenses
2.
Modals (have to/had to, must, should, need, ought to and their negative tonus)
3.
Use of passive voice
4.
Subject-verb concord
5.
Reporting
(i) Commands and requests
(ii) Statements
(iii) Questions
6.
Clauses
(i) Noun clauses
(ii) Adverb clauses of condition and time
(iii) Relative clauses
7. Determiners, and
8. Prepositions
Note: No separate marks are allotted for the grammar items listed above.
SECTION D: TEXT BOOKS
95 Periods
Beehive
Moments (NCERT)
Very short answers type/MCQ's: Extracts for reference to context based on prose and play
to test local and global .comprehension and interpretation. Vocabulary may be tested.
Short answer type questions/ MCQ's: Reference to context stanza as based on poetry
Short answer type questions: Based on Beehive and Moments
Long answer-01 type questions: Extrapolative, based on Beehive and Moments
Note to teachers:
i.
Encourage classroom interaction among peers, students and teachers through activities such
as role play, group work etc.,
ii. Reduce Teacher-talking time may be kept to the minimum.
67
iii. Take up questions for discussion to encourage pupils to participate and to marshal their ideas
and express and defend their views, and
iv. Use the scale of assessment for conversation skills, for Continuous Assessment.
Besides measuring attainment, assessment and tests serve the dual purpose of diagnosing mistakes
and areas of non-learning. To make evaluation a true index of learners' attainment, each language
skill is to be assessed through a judicious mixture of different types of questions. In addition to the
summative tests, formative assessment is essential to measure the level of attainment in the four
language skills and the learners' communicative competence. Formative assessment should be done
through' in class' activities throughout the year.
Long Reading Texts
Long answer-01 type questions: Global questions on theme and plot involving interpretation and
inference and character sketch
Note: Values-based questions for 4 marks will be based on literature: Section - D
Prescribed Books (either one)
1.
Beehive - Text book for Class IX
Published by NCERT
Moments - Supplementary Reader for Class IX Sri Aurobindo Marg, New Delhi
Long Reading Texts [either one]:

3.
Gulliver's Travels - 2005 (unabridged edition) Jonathan Swift
4.
Three Men in a Boat - 1889 (unabridged edition) Jerome K. Jerome
Note to teachers:
i.
Encourage classroom interaction among peers, students and teachers through activities such as
role play, group work etc.,
ii. Reduce Teacher talking time may be kept to the minimum.

iii. Take up questions for discussion to encourage pupils to participate and to marshal their ideas and
express and defend their views, and
iv. List the scale of assessment for conversation skills, to test the students for Continuous
Assessment.
Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of nonlearning. To make evaluation a true index of learners' attainment, each language skill is to be
assessed through a judicious mixture of different types of questions. In addition to the summative
tests, formative assessment is essential to measure the level of attainment in the four language skills
and the learners' communicative competence. Formative assessment should be done through' in class'
activities throughout the year.
68
Reading Assessment of Reading Skills:

Reading for comprehension, critical evaluation, inference and analysis is a skill to be tested
formatively as well as summatively.
Writing:
All types of short and extended writing tasks will be dealt with in both I and II Term Summative as
well as in Formative Assessment.
Grammar:
Grammar items mentioned in the syllabus will be taught and assessed formatively over a period of
time. There will be no division of syllabus for Grammar in the summative assessments for the two
terms.
69
Syllabus for Class X English Language & Literature

Term - I (April-Sept)
Literature Reader
Literature Reader
Prose
Prose
The fun they had
Packing
The Sound of Music
Reach for the Top
The Little Girl
The Bond of Love
A Truly Beautiful Mind
Kathmandu
The Snake and the Mirror
If 1 were You
My Childhood
Poetry
Poetry
The Road not Taken
No Men are Foreign
Wind
The Duck and the Kangaroo
Rain on the Roof
On Killing a Tree
The Lake Isle of lnnisfree
The Snake Trying
A Legend of the Northland
A Slumber did My Spirit Seal
Supplementary Reader (Moments)
The Lost Child
Weathering the Storm in Ersama
The Adventure of Toto
The Last Leaf
Ishwaran the Story Teller
A House is Not a Home
In the Kingdom of Fools
The Accidental Tourist
The Happy Prince
The Beggar
Long Reading Text
Long Reading Text
Gulliver's Travels
Gulliver's Travels
OR
OR
Three Men in a Boat
Three Men in a Boat
FA 1 and FA2
FA 3 and PSA
Note:
1.
Formative Assessment is assessment for learning. Thus schools may adapt the suggested breakup.
70
2.
All activities related to Formative Assessment such as language games, quizzes, projects, role
plays, dramatization, script writing etc. which are done as 'in school' activities and, including,!
Field survey or visits, is taken must be done under the direct supervision of the teacher.
SECTION A: READING
This section will have three unseen passages of a total length of 750-850 words.
Multiple Choice Questions/Very short answer type questions based on each passage and
Vocabulary will be assessed as MCQs.
One passage to be an extract from a poem a complete poem.
SECTION B: WRITING
Q4
Long answer - 01 type question: Formal / informal letter/e-mail [formal] based on

verbal stimulus.
Types of letter:
Informal-personal, such as to family and friends etc.
Formal-letters to the editor/the principal of a school etc.
Email-formal
Longanswer-01 type: An article, speech or debate based on a visual or verbal stimulus, a

guided story or report for a school magazine
SECTION C: GRAMMAR
This section to assess Grammar in context.
MCQ type questions:
Gap filling
Sentences or dialogue completion
Supply types questions:
Sentence reordering
Editing or Omission
Sentence transformation supply type questions may be based on visual cue /s.
The Grammar syllabus:

1.
Tenses
2.
Modals (have to/had to. must, should, need, ought to and their negative forms)
3.
Use of passive voice
4.
Subject-verb concord
5.
Reporting
(i). Commands and requests
(ii). Statements
71
(iii). Questions
6.
Clauses:
(i) Noun clauses
(ii) Adverb clauses of condition and time
(iii) Relative clauses
7.
Determiners, and
8,
Prepositions
Note: No separate marks are allotted for any of the grammar items listed above.
SECTION D: TEXT BOOKS
Beehive and Moments (NCERT)
Very short answer type questions/MCQ's: Reference to context based on prose and play
to assess literary appreciation and understanding, local and global comprehension and
interpretation
Short answer type questions: First Flight and Footprints without Feet
Long answer -01 type questions: Extrapolative from First Flight and Foot prints without
Feet
Prescribed Books
1.
First Flight - Text book for Class X
2.
Foot Prints without Feet-Supplementary Reader for Class X
Published by NCERT
Sri Aurobindo Marg, New Delhi
Novel/Long Reading Text

3.
Diary of a Young Girl- I947(unabridged edition) Anne Frank

OR
4.
The Story of My Life-1903 (unabridged edition) Helen Keller
Long Reading Texts:

Note to teachers:
i.
Encourage classroom interaction among peers, students and teachers through activities such
as role play, group work etc.,
ii. Reduce Teacher - talking time maybe kept to the minimum.

iii. Take up questions for discussion to encourage pupils to participate and to marshal their ideas
and express and defend their views, and
iv. Use the scale of assessment for conversation skills, to test the students for Continuous
Assessment.
72
Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of
non-learning. To make evaluation a true index of learners' attainment, each language skill is to be
assessed through a judicious mixture of different types of questions. In addition to the summative
tests, formative assessment is essential to measure the level of attainment in the four language
skills and the learners' communicative competence. Formative assessment should be done through'
in class' activities throughout the year.
Types of Questions:
Long answer - 01 type: Global questions on theme and plot involving interpretation and inference
and a character sketches
Assessment of Reading Skills:
Reading for comprehension, critical evaluation, inference and an analysis a skill to be tested
formatively as well summatively.
Writing:
Al) types of short and long answer type writing tasks will be dealt with in both 1 and II term
Summative as well as in Formative Assessment.
Grammar:
Grammar items mentioned in the syllabus will be taught and assessed formatively over a period of
time. There will be no division of syllabus for Grammar in the summative assessments for the two
terms.
73
Syllabus for Class X

English Language and Literature
Literature Reader
Literature Reader
Prose
Prose
A Letter to God
A Baker from Goa
Nelson Mandela: Long Walk to

Freedom
Coorg
His First Flight
Tea from Assam
Black Aeroplane
Mijbil the otter
From the Diary of Anne Frank
Madam Rides the Bus
The Hundred Dresses -1
The Sermon at Benares
The Hundred Dresses - II
The Proposal
Poetry
Poetry
Dust of Snow
Animals
Fire and Ice
The Trees
A Tiger in the zoo
Fog
How to tell Wild Animals
The Tale of Custard the Dragon
The Ball Poem
For Anne Gregory
Amanda
Supplementary
(Moments)
A Triumph of Surgery
The Making of a Scientist
The Thief's Story
The Necklace
The Midnight Visitor
The Hack Driver
A Question of Trust
Bholi
Footprints without Feet
The Book that Saved the Earth
74
Reader
Long Reading Text
Long Reading Text
Diary of a Young Girl 1947 Diary of a YoungGirl-1947 (unabridged

(unabridged edition)
OR edition)
OR
The Story of My
Life
-1903 The Story of My

Life
Summative Assessment I
FA1 and FA2
FA 3 and PSA
75
1903
Note:
1.
Formative Assessment is assessment for learning. Thus schools may adapt

the suggested break-up.
2.
All activities related to Formative Assessment such as language games,

quizzes, projects, role plays, dramatization, script writing etc. which are done
as 'in school' activities and, including a field survey or visits, is taken must be
done under the direct supervision of the teacher.
76
SAMPLE QUESTIONS PAPER DESIGN 2014-15

CLASS-IX
English Communicative IX Code-____
Time- 3 Hours
Typology
Testing
Competence/learni
ng Outcomes
MC
Q
1
Mar
k
VSA
2
Mar
k
Short
Answer
I
50-60
words
3 Marks
Short
Answe
r II
50-60
words
4
Marks
Long
Answe
rI
80-100
words
5
Marks
Reading
Skill
Conceptual
understanding,
decoding,
analysing,
inferring,
interpreting
and
vocabulary
Expressing
an
opinion, reasoning,
justifying,
illustrating,
appropriacy
of
style and tone,
using appropriate
format and fluency
Applying
conventions using
structure
integrative,
accuracy
and
fluency
Recalling,
reasoning,
appreciating
literary conventions
and fluency
Extracting relevant
information
identifying
the
central theme and
sub
themes,
understanding the
writers
message
and
writing
fluently
Interaction,
reasoning, diction,
articulation, clarity,
pronunciation and
overall fluency
12
--
--
--
--
--
10
--
Creative
Writing
Skills
Grammar
Literary
Texts
Reading
Project
Assessme
nt
of
Speaking
and
Listening
Skill
Marks-90
Long
Answer
3
120200
10
Marks
Total
Mark
s
Over
all %
--
Long
Answe
r2
120-200
words
(HOTS
)
6
Marks
--
--
20
22
--
--
20
22
--
--
--
--
--
10
11
--
--
--
--
20
22
--
--
--
--
--
10
11
--
--
--
--
5+5
--
--
10
12
18
22
90
100
20
14
77
78
SAMPLE QUESTIONS PAPER DESIGN 2014-15

CLASS-X
English Communicative X Code-___
Typolog
y
Reading
Skill
Creative
Writing
Skills
Gramma
r
Literary
Texts
Reading
Project
Assessm
ent
of
Speakin
g
and
Listenin
g Skill
Testing
Competence/learning Outcomes
Conceptual
understanding,
decoding,
analysing,
inferring,
interpreting
and
vocabulary
Expressing
an
opinion, reasoning,
justifying,
illustrating,
appropriacy
of
style and tone,
using appropriate
format and fluency
Applying
conventions using
structure
integrative,
accuracy
and
fluency
Recalling,
reasoning,
appreciating
literary
conventions
and
fluency
Extracting relevant
information
identifying
the
central theme and
sub
themes,
understanding the
writers
message
and
writing
fluently
Interaction,
reasoning, diction,
articulation, clarity,
pronunciation and
overall fluency
MCQ
1
Mark
Time- 3 Hours
VSA
2
Mark
Marks-90
Short
Answer
I
50-60
words
3 Marks
Short
Answe
r II
50-60
words
4
Marks
Long
Answe
rI
80-100
words
5
Marks
Long
Answer
2
120-200
words
(HOTS)
6 Marks
Long
Answer
3
120200
Total
Mark
s
Over
all %
20
22
12
--
--
--
--
10
Marks
--
--
--
--
--
--
15
22
15
--
--
--
--
--
--
15
11
--
--
--
20
22
--
--
--
--
--
10
11
--
--
--
--
5+5
--
--
10
11
18
22
90
99
20
14
79
3. MATHEMATICS
(CODE NO.041)

The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance
with growth of the subject and emerging needs of the society. The present revised syllabus has been
designed in accordance with National Curriculum Framework 2005 and as per guidelines given in
Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of
students. Motivating the topics from real life problems and other subject areas, greater emphasis
hits been laid on applications of various concepts.
The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ
Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It
is expected that students should acquire the ability to solve problems using algebraic methods and
apply the knowledge of simple trigonometry to solve problems of height and distances. Carrying
out experiments with numbers and tonus of geometry, framing hypothesis and verifying these with
further observations form inherent pan of Mathematics learning at this stage. The proposed
curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration,
statistics, and graphs and coordinate geometry etc.
The teaching of Mathematics should be imparted through activities which may involve the use of
concrete materials, models, patterns, charts, pictures, posters, games, puzzles and experiments.
OBJECTIVES
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
acquire know ledge and understanding, particularly by way of motivation and visualization,
of basic concepts, terms, principles and symbols and underlying processes and skills;
develop mastery of basic algebraic skills;
develop drawing skills;
feel the flow of reason while proving a result or solving a problem;
apply the know ledge and skills acquired to solve problems and wherever possible, by more
than one method;
to develop positive ability to think, analyze and articulate logically;
to develop awareness of the need for national integration, protection of environment,
observance of small family norms, removal of social barriers, elimination of gender biases:
to develop necessary skills to work with modern technological devices such as calculators,
computers etc.:
to develop interest in mathematics as a problem-solving tool in various fields for its beautiful
structures and patterns, etc.;
to develop reverence and respect towards great Mathematicians for their contributions to the
field of Mathematics;
80
to develop interest in the subject by participating in related competitions;

to acquaint students with different aspects of mathematics used in daily life;
to develop an interest in students to study mathematics as a discipline.
General Instructions:
As per CCE guidelines, the syllabus of Mathematics for classes IX and X has been divided
term wise.
The units specified for each term shall be assessed through both formative and summative
assessments.
In each term, there will be two formative assessments, each earning 10% weightage out these
four FA one with amount to words problem solving assessment (PSA).
The summative assessment in term I will carry 30% weightage and the Summative assessment
in the II term will carry 30% weightage.
Listed laboratory activities and projects will necessarily be assessed through formative
assessments.
81
Course Structure
CLASS-IX
First Term
Marks: 90
UNITS
MARKS
I.
NUMBER SYSTEMS
17
II.
ALGEBRA
25
III. GEOMETRY
37
IV.
COORDINATE GEOMETRY
V.
MENSURATION
05
TOTAL (THEORY)
90
UNIT I: NUMBER SYSTEMS

1.
06
(16) Periods
NUMBER SYSTEMS
Introduction, Irrational Numbers, Real Numbers and their Decimal Expansions, Operations
on Real Numbers, Laws of Exponents for Real Numbers, Summary
UNIT II: ALGEBRA
(23) Periods
1. POLYNOMIALS
Introduction, Polynomials in one variable, Zeroes of a Polynomial, Remainder
Theorem, Factorisation of Polynomials, Algebraic Identities, Summary
UNIT III : GEOMETRY
(27) Periods
1. LINES AND ANGLES

Introduction, Basic terms & definitions, Intersecting Lines & Non-Intersecting Lines,
Pairs of Angles, Parallel Lines & a Transversal, Lines Parallel to the same Line,
Angle Sum Property of a Triangle, Summary
2. TRIANGLES
Introduction, Congruence of Triangles, Criteria for congruence of Triangles
Some properties of a Triangle, Some more criteria for congruence of Triangles
, Summary
82
UNIT IV: COORDINATE GEOMETRY
(09) Periods
COORDINATE GEOMETRY
Introduction, Cartesian system, Plotting a point with given coordinates, Summary
UNIT V: MENSURATION
(02) Periods
AREAS (Herons Formula)

Introduction, Area of a Triangle- by Herons Formula, Summary
Course Structure
CLASS-IX
Second Term
Marks: 90
UNITS
II.
MARKS
ALGEBRA(Contd.)
16
III. GEOMETRY(Contd.)
38
V.
MENSURATION
18
VI.
STATISTICS
18
TOTAL (THEORY)
90
UNIT I: ALGEBRA (Contd.)
(14) Periods
2.
LINEAR EQUATIONS IN TWO VARIABLES
Introduction, Linear Equations, Solution of a Linear Equation, Graph of a Linear
Equation in Two Variables, Equations of Lines parallel to the x-axis & y-axis,
Summary
UNIT II: GEOMETRY (Contd.)
5.
(26 ) Periods
QUADRILATERALS
Introduction to quadrilaterals, Angle sum property of a quadrilateral, Types of

quadrilaterals, Properties of a parallelogram, Another Condition for a Quadrilateral
to be a Parallelogram, Properties of a parallelogram, The Mid-point theorem,
Summary
83
6.
AREA OF PARALLELOGRAMS & TRIANGLES
Introduction, Figures on the same base & between the same parallels,
Parallelograms on the same base & between the same triangles, Triangles on the
same base & between the same parallels, Summary
7.
CIRCLES
Introduction, Circles & its related terms: A Review, Angle subtended by a chord at a
point, Perpendicular from the centre to a chord, Circle through three points, Equal
chords & their distances from the centre, Angle subtended by an arc of a circle,
Cyclic Quadrilaterals, Summary
8.
CONSTRUCTIONS
Introduction, Basic constructions, Some Constructions of Triangles, Summary
UNIT III: MENSURATION (Contd.)
(06) Periods
SURFACE AREAS AND VOLUMES

Introduction, Surface Area of a Right Circular Cone, Surface Area of a Sphere
Volume of a Right Circular Cone, Volume of a Sphere, Summary
UNIT VI: STATISTICS
(13) Periods
STATISTICS
Introduction, Collection of data, Presentation of data, Graphical representation of
Data, Measures of Central Tendency, Summary
84
QUESTIONS PAPER DESIGN 2013-14

CLASS-IX
MATHEMATICS CODE NO. 041
Time- 3 Hours
Long
Short
Short
S.No. Typology
of Very
Answer
Answer-I AnswerQuestions
Short
(LA)
II
(VSA)
Answer
(4 Marks)
(VSA)
(1Mark)
(VSA)
(1Marks)
(1Mark)
Remembering1
2
2
3
1
(knowledge
based
Simple
recall
questions, to know
specific facts, terms,
concepts, principles,
or theories, identify,
define
or
recite,
information)
Understanding(Comprehension-to
be
familiar
with
meaning
and
to
understand
conceptually,
interpret,
compare,
contrast,
explain,
paraphrase,
or
interpret information)
Application
(Use
abstract information
in concrete situation,
to apply knowledge to
new situations. Use
given
content
to
interpret a situation,
provide an example,
or solve a problem)
High Order Thinking
Skills (Analysis &
Synthesis- Classify,
Compare, contrast, or
differentiate between
different pieces of
information, Organize
and/or
integrate
unique
pieces
of
information from a
variety of sources)
Creating, Evaluation
and
MultiDisciplinary-
Total
Marks
Marks-90
%
Weightage
23
26%
14
16%
22
24%
19
21%
--
--
--
12
13%
85
(Generating
new
ideas, product or
ways
of
viewing
things
Appraise,
judge, and/or justify
the value or worth of
a decision or outcome,
or to predict outcomes
based on values)
Total
4x1=4
86
6x2=12
10x3=30
11x4=44
90
100%
COURSE STRUCTURE
CLASS - X
First Term
Marks : 90
UNITS
MARKS
I. NUMBER SYSTEMS
00
II. ALGEBRA
26
III. GEOMETRY
20
IV TRIGONOMETRY
25
V STATISTICS
19
TOTAL
90

UNIT I: NUMBER SYSTEMS
(0) Periods
UNIT I: ALGEBRA
(26) Periods
1. POLYNOMIALS:
Introduction, Geometrical Meaning of the zeroes of a Polynomial,
Relationship between zeroes & coefficients of a Polynomial, Division Algorithm for
Polynomials, Summary
2.
PAIR OF LINEAR EQUATIONS IN TWO VARIABLES
Introduction, Pair of linear equations in two variables, Graphical method of

solution of a pair of linear equations, Algebraic methods of solving a pair of linear
of linear equations, Substitution method, Elimination method, Cross Multiplication
method, Equations reducible to a pair of linear equations in two variables,
Summary
UNIT II: GEOMETRY
(15) Periods
1.
TRIANGLES
Introduction, Similar figures, Similarity of triangles, Criteria for similarity of
triangles, Areas of similar triangles, Pythagoras theorem, Summary
UNIT III: TRIGONOMETRY
(25) Periods
INTRODUCTION TO TRIGONOMETRY
Introduction, Trigonometric ratios, Trigonometric ratios of some specific angles,
87
Trigonometric ratios of complementary angles, Trigonometric identities, Summary

UNIT IV: STATISTICS
(18) Periods
1.
STATISTICS
Introduction, Mean of Grouped Data, Mode of Grouped Data, Median of Grouped
Data, Graphical representation of Cumulative Frequency distribution, Summary
88
COURSE STRUCTURE
CLASS X
Second Term
Marks : 90
UNITS
MARKS
II.
ALGEBRA (Contd.)
28
III.
GEOMETRY (Contd.)
21
IV. TRIGONOMETRY (Contd.)
13
VII. PROBABILITY
00
VIII. COORDINATE GEOMETRY
00
VII.
28
MENSURATION
TOTAL
90
UNIT II: ALGEBRA (Contd.)
(15) Periods
3. QUADRATIC EQUATIONS
Introduction, Quadratic Eqations, Solution of a quadratic equation by
factorisation, Solution of a quadratic equation by completing the square, Nature
of roots, Summary
UNIT III: GEOMETRY (Contd.)
(8) Periods
2. CIRCLES
Introduction, Tangent to a circle, Number of tangents from a Point on a Circle
Summary
UNIT IV: TRIGONOMETRY
2. SOME APPLICATIONS OF TRIGONOMETRY
Introduction, Heights and Distances, Summary
UNIT V: PROBABILITY
(8) Periods
(0) Periods
UNIT VI: COORDINATE GEOMETRY
(0) Periods
UNIT VII: MENSURATION
(24) Periods
1. AREAS RELATED TO CIRCLES

Introduction, Perimeter & Area of a Circle-A Review, Areas of sector & segment
89
of a circle, Areas of Combinations of Plane figures, Summary

3. SURFACE AREAS AND VOLUMES
Introduction, Surface Area of a Combination of Solids, Volume of a combination
of solids, Conversion of Solid from one shape, Frustum of a Cone, Summary
90

CLASS-X
MATHEMATICS CODE NO. 041
Time- 3 Hours
S.No. Typology of Questions
Very
Short
Short
Short
Answer-I Answer-II
Answer (VSA)
(VSA)
(VSA)
(1Mark)
(1Marks)
(1Mark)
Remembering-(knowledge
1
2
2
1
based Simple recall questions,

to know specific facts, terms,
concepts, principles, or theories,
identify, define or recite,
information)
Understanding(Comprehension-to be familiar
with
meaning
and
to
understand
conceptually,
interpret, compare, contrast,
explain,
paraphrase,
or
interpret information)
Application
(Use
abstract
information
in
concrete
situation, to apply knowledge
to new situations. Use given
content to interpret a situation,
provide an example, or solve a
problem)
High Order Thinking Skills
(Analysis
&
SynthesisClassify, Compare, contrast, or
differentiate between different
pieces of information, Organize
and/or integrate unique pieces
of information from a variety of
sources)
Creating,
Evaluation
and
Multi-Disciplinary-(Generating
new ideas, product or ways of
viewing things Appraise, judge,
and/or justify the value or
worth of a decision or outcome,
or to predict outcomes based on
values)
Total
Long
Answer
(LA)
(4
Marks)
Marks-90
Total
%
Marks Weightage
23
26%
14
16%
22
24%
19
21%
--
--
--
12
13%
4x1=4
6x2=12
10x3=30
11x4=44 90
91
100%
RECOMMENDED BOOKS
1.
Mathematics- Textbook for class IX - NCERT Publication
2.
Mathematics - Textbook for class X - NCERT Publication
3.
Guidelines for Mathematics laboratory in schools, class IX - CBSE Publication
4.
Guidelines for Mathematics laboratory in schools, class X-CBSE Publication
5.
A hand book for designing mathematics laboratory in schools- NCERT Publication
6.
Laboratory manual - Mathematics, secondary stage - NCERT Publication.
92
4. SCIENCE
(Code No. 086 / 090)
The subject of science plays an important role in developing in children well-defined abilities in cognitive, affective
and psychomotor domains. It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility.
Whereas the upper primary stage demands that a number of opportunities should be provided to the students to
engage them with the processes of science like observing, recording observations, drawing, tabulation, plotting
graphs etc., the secondary stage expects abstraction and quantitative reasoning to occupy a more central place in
the teaching and learning of science. Thus, the idea of atoms and molecules being the building blocks of matter makes its
appearance, as does Newton's law of gravitation.
The present syllabus has been designed around six broad themes viz. Food, Materials, The World of The Living,
How Things Work, Moving Things, People and Ideas, Natural Phenomenon and Natural Resources. Special care
has been taken to avoid temptation of adding too many concepts than can be comfortably learnt in the given time
frame. No attempt has been made to be comprehensive.
At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin to
emerge. The students should be exposed to experiences as well as modes of reasoning that are typical of the subject.
General Instructions :
1. The units specified for each term shall be assessed through both Formative and Summative assessments.
2. In each term, there will be two formative assessments each carrying 10% weightage.
3. The summative assessment in each term will carry 30% weightage.
4. One Formative assessment carrying 10% weightage in each term should include hands on practicals.
5. Assessment of Practical Skills through MCQ will carry 15% weightage of term marks in each Summative
Assessment.
COURSE STRUCTURE: SCIENCE (Code No. 086 / 090)

CLASS IX: FIRST TERM
First Term
Marks : 90
S. No.
Units
Marks
1.
2.
I.
II.
Matter - Its Nature and Behaviour

Organisation in Living World
29
18
3.
III.
Motion, Force and Work
30
4.
V.
Food: Food Production
13
Total
Theme: Materials
90
(18 Periods)
Unit I: Matter - Nature and behaviour

Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state - melting (absorption
of heat), freezing, evaporation (cooling by evaporation), condensation, sublimation.
Nature of matter : Elements, compounds and mixtures. Heterogenous and homogenous mixtures, colloids and
suspensions. Separating the components of a mixture: evaporation, sublimation, chromatography, distillation,
fractional distillation & crystallisation (Only the listed topics are to be covered).
Theme: The World of The Living
(22 Periods)
Unit II: Organization in the living world.

Cell - Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell
membrane and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria, vacuoles, endoplasmic
reticulum, Golgi apparatus; nucleus, chromosomes - basic structure, number.
Tissues, Organs, Organ System, Organism.
Structure and functions of animal and plant tissues (four types in animals; meristematic and permanent tissues in
plants).
Theme : Moving Things, People and Ideas
(31 Periods)
Unit III: Motion, force and work

Motion : Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration,
distance-time and velocity-time graphs for uniform motion and uniformly accelerated motion.
Force and Newton's laws: Force and motion, Newton's laws of motion, inertia of a body, inertia and mass,
momentum, force and acceleration, action and reaction forces.
Gravitation : Gravitation; universal law of gravitation, force of gravitation of the earth (gravity), acceleration due to
gravity; mass and weight; free fall.
Theme: Food
(05 Periods)
Unit V: Food Production

Plant and animal breeding and selection for quality improvement Animal Husbandry.
94
PRACTICALS
Practical should be conducted alongside the concepts taught in theory classes.
List of Experiments
1.
2.
3.
To test (a) the presence of starch in the given food sample (b) the presence of the adulterant metanil yellow in
dal.
To prepare
a)
a true solution of common salt, sugar and alum
b)
a suspension of soil, chalk powder and fine sand in water
c)
a colloidal of starch in water and egg albumin/milk in water and distinguish between these on the
basis of
transparency
filtration criterion
stability
To prepare
a)
a mixture
b)
a compound
using iron filings and sulphur powder and distinguish between these on the basis of:
4.
i.
appearance i.e., homogeneity and heterogeneity
ii.
behaviour towards a magnet
iii.
behaviour towards carbon disulphide as a solvent.
iv.
effect of heat.
To prepare stained temporary mounts of (a) onion peel and (b) human cheek cells and to record observations
and draw their labeled diagrams.
5.
To identify parenchyma and sclerenchyma tissues in plants, striped muscle fibers and nerve cells in
animals, from prepared slides and to draw their labeled diagrams.
6.
To separate the components of a mixture of sand, common salt and ammonium chloride (or camphor) by
sublimation.
7.
To determine the melting point of ice and the boiling point of water.
8.
To establish relationship between weight of a rectangular wooden block lying on a horizontal table and the
minimum force required to just move it using a spring balance.
9.
To determine the mass percentage of water imbibed by raisins.

CLASS IX: SECOND TERM
Second Term
Marks : 90
S. No. Units
Marks
1.
I.
Matter - Its Nature and Behaviour
17
2.
II.
Organisation in the Living World
25
3.
III. Motion, Force and Work
36
4.
12
Our Environment
Total
Theme : Materials
90
(24 Periods)
Unit I: Matter - Nature and Behaviour

Particle nature, basic units: Atoms and molecules. Law of constant proportions. Atomic and molecular masses.
Valency. Chemical formula of common compounds.
Structure of atom : Electrons, protons and neutrons; Isotopes and isobars.
Theme : The World of The Living
(18 Periods)
Unit II: Organization in the living World.

Biological Diversity : Diversity of plants and animals - basic issues in scientific naming, basis of classification.
Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thallophyta, Bryo phyta,
Pteridophyta, gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto
phyla and chordates upto classes).
Theme : Moving Things, People and Ideas
(21 Periods)
Unit III: Motion, Force and Work

Floatation : Thrust and pressure. Buoyancy, elementary idea of relative density.
Work, energy and power : Work done by a force, energy, power; kinetic and potential energy; law of conservation
of energy.
Sound : Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound;
reflection of sound; echo.
Theme : Natural Resources
(15 Periods)
Unit IV: Our environment

Physical resources : Air, Water, Soil.
Air for respiration, for combustion, for moderating temperatures.
96
Air, water and soil pollution ( brief introduction). Holes in ozone layer and the probable damages.
Bio-geo chemical cycles in nature : Oxygen and Carbon
PRACTICALS
SECOND TERM
1.
To verify laws of reflection of sound.
To determine the density of solid (denser than water) by using a spring balance and a measuring cylinder.
3. To compare the loss in weight of a solid when fully immersed in tap water and strongly salty water
2.
4.
5.
To observe and compare the pressure exerted by a solid iron cuboid on fine sand/ wheat flour while resting on
its three different faces and to calculate the pressure exerted in the three different cases.
To determine the velocity of a pulse propagated through a stretched string/slinky.
6.
To study the characteristic of Spirogyra/Agaricus, Moss/Fern, Pinus ( either with male or female cone) and an
7. Angiospermic plant. Draw and give two identifying features of groups they belong to.
8.
To observe and draw the given pictures/charts/models-earthworm, cockroach, bony fish and bird. For
each organism record
a. one specific feature of its phylum.
b. one adaptive feature with reference to its habitat.
9.
To verify the law of conservation of mass in a chemical reaction.
10.
To study the external features of root, stem, leaf and flower of monocot and dicot plants.
11.
To study the life cycle of mosquito.

CLASS X: FIRST TERM
First Term
Marks : 90
S. No.
Units
Marks
1.
I.
Chemical Substances
33
2.
II.
World of Living
21
3.
IV.
Effects of Current
29
4.
Natural Resources
07
Total
Theme : Materials
90
(25 Periods)
Unit I: Chemical Substances - Nature and Behaviour

Chemical reactions : Chemical equation, Balanced chemical equation, implications of a balanced chemical equation,
types of chemical reactions : combination, decomposition, displacement, double displacement, precipitation,
neutralization, oxidation and reduction.
Acids, bases and salts : Their definitions in terms of furnishing of H+ and OH- ions, General properties, examples
and uses, concept of pH scale(Definition relating to logarithm not required), importance of pH in everyday life;
preparation and uses of sodium hydroxide, Bleaching powder, Baking soda, Washing soda and Plaster of Paris.
Metals and non-metals: Chemical properties of metals and non-metals, reactivity series, formation and properties
of ionic compounds, basic metallurgical processes, corrosion and its prevention.
(15 Periods)
Unit II: World of Living

Life processes : "Living Being". Basic concept of nutrition, respiration, transport and excretion in plants and
animals.
Theme : How things work.
(26 Periods)
Unit IV: Effects of Current

Electric current, potential difference and electric current. Ohm's law; Resistance, Resistivity, Factors on which the
resistance of a conductor depends. Series combination of resistors, parallel combination of resistors and its applications
in daily life. Heating effect of electric current and its applications in daily life. Electric power, Inter relation between
P, V, I and R.
Magnetic effects of current : Magnetic field, field lines, field due to a current carrying conductor, field due to
current carrying coil or solenoid of Direct current (basic idea only) and Alternating current. Frequency of AC.
Advantage of AC over DC. Domestic electric circuits.
98
(04 Periods)
Unit V: Natural Resources

Sources of energy : Different forms of energy, conventional and non-conventional sources of energy. Nonconventional sources of energy - solar energy, energy from sea, geothermal energy, nuclear energy.
PRACTICALS
FIRST TERM
1.
2.
3.
To find the pH of the following samples by using pH paper/universal indicator.

a.
Dilute Hydrochloric acid
b.
Dilute NaOH solution
c.
Dilute ethanoic acid solution
d.
Lemon juice
e.
Water
f.
Dilute sodium bicarbonate solution.
To study the properties of acids and bases HCl & NaOH by their reaction with
a.
Litmus solution (Blue/Red)
b.
Zinc metal
c.
Solid sodium carbonate
To perform and observe the following reactions and classify them into:
i.
Combination reaction
ii.
Decomposition reaction
iii.
Displacement reaction
iv.
Double displacement reaction

1) Action of water on quick lime.
2) Action of heat on ferrous sulphate crystals.
3) Iron nails kept in copper sulphate solution.
4) Reaction between sodium sulphate and barium chloride solutions.
4. a) To observe the action of Zn, Fe, Cu and Al metals on the following salt solutions.
a. ZnSO4 (aq)
b.
FeSO4 (aq)
c.
CuSO4 (aq)
d. Al2(SO4) 3 (aq)
b) Arrange Zn, Fe, Cu and Al metals in the decreasing order of reactivity based on the above
result.
5.
To study the dependence of potential difference (V) across a resistor on the current (I) passing
through it and determine its resistance. Also plot a graph between V and I.
6.
To determine the equivalent resistance of two resistors when connected in series.
7.
To determine the equivalent resistance of two resistors when connected in parallel.
8.
To prepare a temporary mount of a leaf peel to show stomata.
9.
To show experimentally that light is necessary for photosynthesis.
10.
To show experimentally that carbon dioxide is given out during respiration.

CLASS X: SECOND TERM
Second Term
Marks : 90
S. No.
Units
Marks
1.
I.
Chemical Substances -Nature and Behaviour
23
2.
II.
World of Living
30
3.
III
Natural Phenomena
29
4.
IV.
Natural Resources
08
Total
90
Theme: Materials
(20 Periods)
Unit I: Chemical Substances - Nature and Behaviour

Carbon compounds : Covalent bonding in carbon compounds. Versatile nature of carbon.
Homologous series Nomenclature of carbon compounds containing functional groups (halogens,
alcohol, alkanes and alkynes), difference between saturated hydrocarbons and unsaturated
hydrocarbons. Ethanol and Ethanoic acid (only physical properties and uses), soaps and detergents.
100
Periodic classification of elements : Modern periodic table, gradation in properties, valency,

atomic number, metallic and non-metallic properties.
(25 Periods)
Unit II: World of Living

Reproduction : Reproduction in animal and plants (asexual and sexual) reproductive health-need for
and methods of family planning. safe sex vs HIV/AIDS. Child bearing and women's health.
Heredity and evolution : Heredity; Mendel's contribution- Laws for inheritance of traits: Sex
determination: brief introduction; Basic concepts of evolution; Acquired and Inherited Traits, Tracing
evolutionary relationships.
Theme : Natural Phenomena
(23 Periods)
Unit III: Natural Phenomena

Reflection of light at curved surfaces, Images formed by spherical mirrors, centre of curvature, principal
axis, principal focus, focal length, mirror formula (Derivation not required), magnification.
Refraction; laws of refraction, refractive index.
Refraction of light by spherical lens, Image formed by spherical lenses, Lens formula (Derivation not
required), Magnification. Power of a lens; Functioning of a lens in human eye, defects of vision and their
corrections, applications of spherical mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications
in daily life.
(12 Periods)
Unit IV: Natural Resources

Conservation of natural resources
Management of natural resources. Conservation and judicious use of natural resources. Forest and
wild life, coal and petroleum conservation. Examples of People's participation for conservation of
natural resources.
The Regional environment : Big dams : advantages and limitations; alternatives if any. Water harvesting.
Sustainability of natural resources.
Our environment : Eco-system, Environmental problems, Ozone depletion, waste production and
their solutions. Biodegradable and non-biodegradable, substances.
101
PRACTICALS
SECOND TERM
1.
To study the following properties of acetic acid (ethanoic acid):

i) odour
ii) solubility in water
iii) effect on litmus
2.
To study saponification reaction for preparation of soap.
3.
To study the comparative cleaning capacity of a sample of soap in soft and hard water.
4.
To determine the focal length of

i.
Concave mirror
ii.
Convex lens
by obtaining the image of a distant object.

5.
To trace the path of a ray of light passing through a rectangular glass slab for different angles of
incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret
the result.
6.
To study (a) binary fission in Amoeba and (b) budding in yeast with the help of prepared slides.
7.
To trace the path of the rays of light through a glass prism.
8.
To find the image distance for varying object distances in case of a convex lens and draw
corresponding ray diagrams to show the nature of image formed.
9.
To study homology and analogy with the help of models/ charts of animals and models/ charts/
specimens of plants.
10.
To identify the different parts of an embryo of a dicot seed ( Pea, gram or red kidney bean).
RECOMMENDED BOOKS :
Science - Textbook for class IX - NCERT Publication
Science - Textbook for class X - NCERT Publication
Assessment of Practical Skills in Science - Class IX - CBSE Publication
Assessment of Practical Skills in Science - Class X - CBSE Publication
Laboratory Manual Science - Class IX , NCERT Publication
Laboratory Manual Science - Class X, NCERT Publication
102

CLASS-IX
SCIENCE CODE NO. 086/090
Time-3 Hours
Value
Short
Short
Very
S.
Typology
of Learning
Answe Answe Based
No Questions
outcomes
& Short
Questio
r-II
r-1
Answer
testing
n
(VSA)
(VSA)
VSA
competencies
(VBQ)
(1
(1 Mark) (1
(4
Mark)
Mark)
Marks)
Remembering1
1
Reasoning 2
(knowledge
based
Simple
recall questions,
to know specific
facts,
terms,
concepts,
principles,
or
theories,
identify, define
or
recite,
information)
Understanding(Comprehensio
n-to be familiar
with
meaning
and
to
understand
conceptually,
interpret,
compare,
contrast, explain,
paraphrase, or
interpret
information)
Application
(Use
abstract
information in
concrete
situation,
to
apply
knowledge
to
new situations.
Use
given
content
to
interpret
a
situation,
provide
an
example,
or
solve a problem)
Analytical
Skills
Critical
Thinking
Skills, etc.
103
Marks-90
Total %
Mark Weigh
tage
s
Long
Answ
er
(LA)
(4
Marks
)
1
10
19
26%
17
13%
23%
High
Order
Thinking Skills
(Analysis
&
SynthesisClassify,
Compare,
contrast,
or
differentiate
between
different pieces
of information,
Organize and/or
integrate unique
pieces
of
information
from a variety of
sources)
Creating,
Evaluation and
MultiDisciplinary(Generating new
ideas, product or
ways of viewing
things Appraise,
judge,
and/or
justify the value
or worth of a
decision
or
outcome, or to
predict
outcomes based
on values)
Total(Theory
Based
Questions)
Practical Based
MCQs
TOTAL
2x1=2
3x2=6
3*
11x1=
11
6x2=12
104
12%
20
26%
11x3
=33
1x4=4
6x5=30
75(23)
100%
15(12)
11x3
=33
1x4=4
6x5=30
90(35)

CLASS-X
SCIENCE CODE NO. 086/090
Time-3 Hours
Value
Short
Short
S.
Typology
of Learning outcomes Very
Answe Answe Based
No Questions
&
testing Short
Questio
r-II
Answ r-1
competencies
n
(VSA)
(VSA)
er
(VBQ)
(1
(1
VSA
(4
Mark)
Mark)
(1
Marks)
Mark)
Remembering2
1
1
Reasoning
(knowledge
based
Simple
recall questions,
to know specific
facts,
terms,
concepts,
principles,
or
theories,
identify, define
or
recite,
information)
Understanding(Comprehension
-to be familiar
with
meaning
and
to
understand
conceptually,
interpret,
compare,
contrast, explain,
paraphrase, or
interpret
information)
Application
(Use
abstract
information in
concrete
situation,
to
apply
knowledge
to
new situations.
Use
given
content
to
interpret
a
situation,
provide
an
example,
or
solve a problem)
Analytical
Skills
Critical
Thinking
Skills, etc.
105
Long
Answ
er
(LA)
(4
Marks
)
1
Marks-90
Total %
Mark Weigh
tage
s
10
19
26%
17
13%
23%
High
Order
Thinking Skills
(Analysis
&
SynthesisClassify,
Compare,
contrast,
or
differentiate
between
different pieces
of information,
Organize and/or
integrate unique
pieces
of
information
from a variety of
sources)
Creating,
Evaluation and
MultiDisciplinary(Generating new
ideas, product or
ways of viewing
things Appraise,
judge,
and/or
justify the value
or worth of a
decision
or
outcome, or to
predict outcomes
based on values)
Total(Theory
Based
Questions)
Practical Based
MCQs
TOTAL
2x1=2
3x2=6
3*
11x1=
11
6x2=12
106
12%
20
26%
11x3=
33
1x4=4
6x5=30
75(23)
100%
15(12)
11x3=
33
1x4=4
6x5=30
90(35)
RECOMMENDED BOOKS:
Science - Textbook for class IX - NCERT Publication
Science-Textbook for class X - NCERT Publication
Assessment of Practical Skills in Science - Class IX - CBSE Publication
Assessment of Practical Skills in Science - Class X - CBSE Publication
Laboratory Manual - Science - Class IX , NCERT Publication
Laboratory Manual - Science-Class X, NCERT Publication
107
5. SOCIAL SCIENCE
CODE NO. 087
RATIONALE
Social Science is a compulsory Subject up to secondary stage of school education. It is an integral
component of general education because it helps the learners in understanding the environment in
its totality and developing a broader perspective and an empirical, reasonable and humane outlook.
This is of crucial importance because it helps them grow into well-informed and responsible
citizens with necessary attributes and skills for being able to participate and contribute effectively in the
process of development and nation-building.
The social science curriculum draws its content mainly from geography, history, political science
and economics. Some elements of sociology and commerce are also included. Together they
provide a comprehensive view of society-over space and time, and in relation to each other. Each
subject's distinct methods of enquiry help the learners understand society from different angles and
form a holistic view.
OBJECTIVES
The main objectives of this syllabus are:
to develop an understanding of the processes of change and development-both in terms of
time and space, through which human societies have evolved.
to make learners realize that the process of change is continuous and any event or
phenomenon or issue cannot be viewed in isolation but in a wider context of time and space.
to develop an understanding of contemporary India with its historical perspective, of the basic
framework of the goals and policies of national development in independent India, and of the
process of change with appropriate connections to world development.
to deepen know ledge about and understanding of India's freedom struggle and of the values
and ideals that it represented, and to develop an appreciation of the contributions made bv
people of all sections and regions of the country.
to help learners understand and cherish the values enshrined in the Indian Constitution and to
prepare them for their roles and responsibilities as effective citizens of a democratic society.
to deepen the knowledge and understanding of India's environment in its totality, their
interactive processes and effects on the future quality of people's lives
to facilitate the learners to understand and appreciate the diversity in the land and people of
the country with its underlying unity.
to develop an appreciation of the richness and variety of India's heritage-both natural and
cultural and the need for its preservation.
to promote an understanding of the issues and challenges of contemporary Indiaenvironmental, economic and social, as part of the development process.
to help pupils acquire knowledge, skills and understanding to face the challenges of
contemporary society as individuals and groups and learn the art of living a confident and
stress-free life as well as participating effectively in the community
108
to develop scientific temper by promoting the spirit of enquiry and following a rational and
objective approach in analyzing and evaluating data and information as well as views and
interpretations
to develop academic and social skills such as critical thinking, communicating effectively
both in visual and verbal forms-cooperating with others, taking initiatives and providing
leadership in solving others' problems
to develop qualities clustered around the personal, social, moral, national and spiritual values
that make a person humane and socially effective.
The formative assessment will comprise of projects, assignments, activities and class tests/periodic
tests for which Board has already issued guidelines to the schools. The Summative assessment will
comprise of Theory paper as per the prescribed design of the Question Paper.
109
Course Structure
Class IX
Time: 3 Hrs.
Marks: 90
S.NO UNIT
India and the Contemporary World -1
1
TERM 1
(23)
TERM 2
(23)
India -Land and the People
(23)
(23)
Democratic Politics I
(22)
(22)
Understanding
Development-]
Economic (22)
(22)
Disaster
Management
Project & Assignments)
(Through 90
TOTAL
90
The prescribed syllabus will be assessed using formative and summative assignments in the following
manner :
Term-I
Term-II
Total
Formative Assessment 1 and 2, 3 and 4
20%
20%
40%
Summative Assessment 1 and 2
30%
30%
60%
TOTAL
50%
50%
100%
The formative assessment will comprise of projects, assignments, activities and class tests/periodic
tests for which Board has already issued guidelines to the schools. The Summative assessment will
comprise of Theory paper as per the prescribed design of the Question Paper.
110
Unit 1: India and the Contemporary World -1

Themes
(35) Periods
Objectives
In each of the themes in this unit students

Two themes from the first sub-unit and one each would be made familiar with extracts of
from the second and third subunits could be speeches, political declarations, as well as
the politics of caricatures, posters and
studied.
engravings. Students would learn how to
Sub-unit 1.1: Events and processes.
interpret these kinds of historical evidences.
In this unit the focus is on three events and Familiarize students with the names of
processes that have in major ways shaped the people involved, the different types of ideas
identity of the modern world. Each represents a that inspired the revolution, the wider forces
different form of politics, and a specific that shaped it.
combination of forces. One event is linked to the
growth of liberalism and democracy, one with Show how written, oral and visual material
socialism, and one with a negation of both can be used to recover the history of
revolutions.
democracy and socialism.
Explore the history of socialism through a
study of the Russian revolution.
Term I
111
Themes
Objectives
Two themes of the following :

Ch.1) SOCIALISM IN EUROPE AND
THE RUSSIAN REVOLUTION:
The age of social change
Liberals, Radicals & conservatives,
Industrial society & social change, The
coming of socialism to Europe, Support
for socialism
The Russian Revolution
The Russian empire in 1914,Economy &
society, Socialism in Russia, A turbulent
tune: the 1905 Revolution, The first world
war & the Russian empire
The February revolution in Petrograd
After February, The revolution of
October 1917
What changed after October
the civil war, making a socialist society
Stalinism & collectivisation
The global influence of the Russian
revolution & the USSR
Ch3.) NAZISM & THE RISE OF
HITLER
Birth of the Weimar republic
The effects of the war
Political Radicalism & economic crises
The years of depression
Hitters rise to power
The destruction of democracy
Reconstruction
The Nazi worldview
establishment of the racial state
The racial utopia
Youth in Nazi Germany
The Nazi Cult of Motherhood
The Art of Propaganda
Ordinary people and the crimes against
humanity
Knowledge about the holocaust
Familiarize students with the names of

people involved, the different types of
ideas that inspired the revolution.
Discuss the critical significance of Nazism
in shaping the politics of modem world.
Familiarize students with the speeches and
writings of Nazi leaders.
Consider what happens to pastoralists and

pastoralism in the modern world, with the
formation of modern states, marking of
boundaries, processes of sedentarization,
contraction of pastures, and expansion of
markets.
Point to the varying patterns of
developments within pastoral societies in
different places.
Look at the impact of colonialism on forest
societies, and the implication of scientific
forestry.
Discuss the social and cultural world of
forest communities through the study of
specific revolts.
Understand how oral traditions can be used
to explore tribal revolts.
Show the different processes through
which agrarian transformation may occur
112
in the modern world.
Term II
Sub-unit 1.2 : Economics and Livelihoods
The themes in this section will focus on how
different social groups grapple with the
changes in the contemporary world and how
these changes affect their lives.
Any one theme of the following :
Ch.4)
FOREST
SOCIETY
AND
COLONIALISM
Why deforestation?
land to be improved, Sleepers on the
tacks, Plantations
The Rise of commercial Forestry
How were the lives of people affected?
How did forest rules affect cultivation
Who could hunt?, New Trade, New
Employment, New service
Rebellion in the forest
The people of bastar, The fears of the people
Forest Transformation in Java:The wood
cutters of java,Dutch scientific
forestry,Samins challenge,War &
deforestation,New developments in forestry
Ch5. PASTORALISTS IN THE
MODERN WORLD
Pastoral nomads & their movements,
in the mountains, on the plateaus, plains &
deserts,Colonial rule & pastoral life,How did
these changes affect the lives of
pastoralists?,How did the pastoralists cope
with these changes?,Pastoralism in
Africa,Where have the grazing lands
gone?,The borders are closed,When pastures
dry,Not all were equally affected, Conclusion
Ch.6 PEASANTS AND FARMERS

The coming of modern agriculture in
England:
the time of open fields & commons, new
113
Understand how agricultural systems in

India are different from that in other
countries.
Familiarize students with the idea that
large scale farming, small scale production,
shifting agriculture operate on different
principles and have different histories.
Suggest how sports also have a history and
that it is linked up with the politics of
power and domination.
Introduce students to some of the stories in
cricket that have historical significance.
Show how clothing has a history, and how
it is linked to questions of cultural identity.
Discuss how clothing has been the focus of
intense social battles.
demands for grain, the age of ancestors,

what happened to the poor, the
introduction of threshing machines
Conclusion
Bread basket and dust bowl:the
westward move & wheat cultivation,the
wheat farmers,the coming of new
technology, what happened to the
poor?,Dust bowl
The Indian former and opium
production:
A taste for tea: the trade with china,
Where did opium come from?, How
were unwilling cultivators made to
produce opium?
Conclusion
Map Work Based on theme 4/5/6. (Internal
choice will be provided)
Term III
Sub-unit 1.3 : Culture, Identity and
Society
The themes in this unit will consider how
issues of culture are linked up to the making
of contemporary world.
Any one of the following :
Ch7. HISTORY AND SPORT: The
historical development of cricket as a
game in England, Cricket and Victorian
England The spread of cricket, Cricket
Race & religion,
The modern transformation of the
game, Decolonisation & sport, commerce
media & cricket today
Ch. 8) Clothing: A social history
Sumptuary laws & social hierarchy,

Clothing & motions of beauty,how did
women react to these norms?,New
times ,new materials,the
war,transformation in colonial
india,caste conflict & dress
change,british rule & dress
114
codes,designing the national

dress:the swadeshi
movement,mahatma gandhis
experiments with clothing,not all
could wear khadi,Conclusion
Unit 2 : India - Land and the People
(25) Periods
Themes
Objectives
Term I
1. India: location, Size, India and the World,
Indias Neighbours, Physical Features of
India: Introduction, Major Physiographic
divisions, The Himalayan Mountains, The
Northern Plains
The Peninsular Plateau, The Indian Desert,
The Coastal Plains, The Islands
To understand the major landform features
2. Drainage: Introduction, Drainage system and the underlying geological structure; their
in India, The Himalayan Rivers, The Indus association with various rocks and minerals as
River System, The Ganga River System, well as nature of soil types
The Brahmaputra River System, The
To identify the various factors influencing the
Peninsular Rivers, The Narmada Basin,
climate and explain the climatic variation of
The Tapi Basin, The Godavari Basin, The
our country and its impact on the life of the
Mahanadi Basin, The Krishna Basin, people.
lakes,role of rivers in the economy, pollution
Tor explain the importance and unifying role
of rivers,
of monsoons;
Term II
To understand the river systems of the country
3. Climate: Introduction, Climatic
and explain the role of rivers in the evolution
Controls,Factors affecting Indias
of human society.
Climate,Latitude,Altitude,Pressure & Winds
The Indian Monsoon,The onset of monsoon & To find out the nature of diverse flora and
withdrawal,The seasons
fauna as well as their distribution;
The cold weather season(winter),The hot
To develop concern about the need to protect
weather season(summer),Advancing
the biodiversity of our country;
monsoon(The rainy season),Retreating
monsoon(The transition season), Distribution
of Rainfall,Monsoon as a unifying bond
4. Natural Vegetation: Introduction,
relief,climateecosystem vegetation types
5. Wildlife: major species, their distribution,
need for conservation and various measures.
(Chapter 5)
115
Themes
6.Population : Introduction,size,distribution,
Indias population distribution by
densityage-sex composition, Population
growth & processes of Population change,
Population growth, Sex ratio,Processes of
population change/growth,age
composition,literacy rates, occupational
structure, health, Adolescent population,
National population policy, NPP 2000 &
Adolescents
Objectives
To analyze the uneven nature of population distribution

and show concern about the large size of our population;
To understand the various occupations ot people and
explain various factors of population change;
To explain various dimension of national policy and
understand the needs of adolescents as underserved group.
7.Map Work (3 marks).

Project/ Activity
Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in
their particular region, and whether they have some commonality" with other regions of India.
Collection of material by learners on the flora and fauna of the region in which their school is situated. It should
include a list of endangered species of the region and also information regarding efforts being made to save
them.
Posters
River pollution
Depletion of forests and ecological imbalance.
Unit - 3 : Democratic Politics I
(20) Periods
Themes
Term I
Learning Objectives
Develop conceptual skills of defining democracy
Ch.2) WHAT IS DEMOCRACY? WHY Understand how different historical processes and
DEMOCRACY?
forces have promoted democracy.
Overview, what is democracy? Why define

Developing a sophisticated defence of democracy
democracy? A simple definition
against common prejudices
Features of democracy Major decisions by

Develop a historical sense of the choice and nature of
elected leaders, Free and fair electoral
democracy in India.
completion, One person, one vote, one
Introduction to the process of Constitution making
value
Rule of law and respect for rights, Develop respect for the Constitution and appreciation
for Constitutional values
Summary definition.
(Chapter 1&2)
Recognize that constitution is a living document that

(Part 1.3 and 1.4 (pages 10-18 of prescribed
undergoes changes.
NCERT Textbook) will be assessed through
Introduce the idea of representative democracy via
formative assessment only)
competitive party politics
2.Constitutional Design
Overview, Making of the Indian Familiarize with our electoral system and reasons for
choosing this
constitution, The path to constitution, The
constituent assembly, Guiding values of Develop an appreciation of citizen's increased

participation in electoral politics
the Indian constitution, The dream and
the
promise,
Philosophy
of
the Recognize the significance of the Election Commission
constitution,
Institutional
design
116
(Chapter 3)
Themes
Term II
4.
WORKING
Learning Objectives
OF
Provide an overview of central governmental
INSTITUTIONS structures
Overview, How is a major policy decision taken?, A

government order, The decision makers ,Need for
political institutions,Parliament, Why do we need a
parliament? Two houses of parliament, Political
executive, Political and permanent executive. Prime
Minister and council of ministers. Powers of the
prime minister. The President. The Judiciary

(Chapter 5)
5. DEMOCRATIC RIGHTS
Overview, Life without rights, Prison in Guantanamo
bay, Rights in a democracy
What are rights? Why do we need rights in a
democracy? Rights in the Indian Constitution Right

to equality, Right to freedom, Right against
exploitation, Right to freedom of religion, Cultural
and educational rights
How can we secure these rights? Expanding scope of
rights
(Chapter6)
Sensitize to the key role of the Parliament and its

procedures
Distinguish between nominal and real executive
authorities and functions
Understand the parliamentary sy stem of executive's
accountability to the legislature
Develop a citizens' awareness of their rights
Introduction to and appreciation of the Fundamental
Rights
Recognition of the ways in which these rights are
exercised and denied in real life situations.
Introduction to judicial system and key institutions
like the Supreme Court, high courts and National
Human Rights Commission.
(20) Periods
Unit - 4 : Understanding Economic Development -1

Themes
Objectives
Term I
1. The economic story of Palampur: Overview,
Organization of production, Farming in Palampur,
Land is fixed, Is there a way one can grow more from
the same land?
Will the land sustain? The capital needed in farming,
Sale of Surplus Farm Products, Non-Farm Activities
in Palampur, Dairy- the other common activity, An
example of small scale manufacturing in Palampur,
The shopkeepers of Palampur, Transport: a fast
developing sector
(Chapter 1)
2.People as Resource : Overview
Economic Activities by Men and Women
Quality of Population, Education, Health,
Unemployment
(Chapter 2)
Familiarizing the children with some basic economic

concepts through an imaginary story of a village
Familiarization of a few population related concepts and
sensitization of child that people as asset can participate and
contribute in nation building
Understanding of poverty as a challenge and sensitization of
the learner;
Appreciation of the government initiative to alleviate
poverty
Exposing the child to an economic issue which is basic

Term II
necessities of life;
3.Poverty as a challenge facing India : Overview,
Introduction, Two typical cases of Poverty:- urban
case & rural case, Poverty Line, Poverty estimates,
Inter-State Disparities, Global Poverty Scenario,
Causes of Poverty, Anti-Poverty Measures, The
Challenges Ahead
(Chapter 3)
4. Food Security : Overview, What is food security? Appreciate and critically look at the role of government in
Why food security? Who are food-insecure? Food ensuring food supply
security in India, What is Buffer Stock? What is
Public Distribution System? Current Status of Public
Distribution System, Role of Cooperatives in food
security
(Chapter 4)
117
Suggested Activities / Instructions:

Theme 1: Give more examples of activities done by different workers and farmers. Numerical
problems can also be included.
Some of the ways through which description of villages are available in the writings of Prem Chand,
MN Srinivas and RK Narayan. They may have to be referred.
Theme II: Discuss the impact of unemployment
Debate on whether all the activities done by women should be included or not.
Is begging an economic activity? Discuss.
Is it necessary to reduce population growth or family size? Discuss.
Theme IV: Visit a few farms in a village and collect the details of foodgrains cultivated;
Visit a nearby ration shop and collect the details of goods available;
Visit a regulated market yard and observe how goods are transacted and get the details of the places
where the goods come and go.
Unit 5 : Disaster Management
(20) Periods
Term I
1. Introduction to disaster management (Ch. 1)
2. Common Hazards-Prevention & Mitigation
(Ch.2)
Term II
3. Man Made disasters- Nuclear, Biological and
Chemical (Ch.3)
4. Community Based Disaster Management
(Ch.4)
Note: Projects, activities and other exercises in Unit 5 should encourage students to place 'disasters'
and "disaster management in:
(i) The wider context of Social Science knowledge as covered through the History, Geography, and
Political Science and Economics textbooks of class IX/X.
(ii) Other
problems
faced
by
our
country
&
the
world
PRESCRIBED TEXTBOOKS:
1.
India and the Contemporary World History - Published by NCERT
2.
Contemporary India - Geography - Published by NCERT
3.
Democratic Politics - Published by NCERT
4.
Economics - Published by NCERT
118
from
time
to
time.
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX Published by CBSE
QUESTIONS PAPER DESIGNS 2013-14

CLASS-IX
SOCIAL SCIENCE CODE.NO. 087
Time 3 Hours
Long
Short
S.No. Typology of Questions
Very
Answer Answer
Short
II (L.A) (4
Answer
marks)
(VSA)
(VSA)
(1
(1
Marks)
Marks)
Remembering
(Knowledge 2
2
2
1
based Simple recall questions, to
know
specific
facts,
terms,
concepts, principles, or theories,
Identify,
define,
or
recite,
information)
2
1
2
2
Understanding.(Comprehensionto be familiar with meaning and to
understand conceptually, interpret,
compare,
contrast,
explain,
paraphrase,
or
interpret
information)
4
2
3
Application
(Use
abstract 2
information in concrete situation, to
apply knowledge to new situation,
Use given content to interpret a
situation, provide an example, or
solve a problem)
High Order Thinking Skills 2
2
2
4
(Analysis & Synthesis- classify,
compare, contrast, or differentiate
pieces of information, Organize
and/or integrate unique pieces of
information from a variety of
sources)
Total
Marks
Marks-90
%
Weightage
18
20%
15
17%
24
26%
18
20%
Evaluation
and
Multi- Disciplinary- (Appraise, judge,
and/ or justify the value or worth
of a decision or outcome, or to
predict outcomes based on values)
10%
MAP
TOTAL
2
10x3 = 3
11x4
=44
6
90
7%
100%
4x1 = 4
119
Course Structure
Class X
Time: 3 Hours
Marks: 90
UNIT
TERM 1
TERM 2
1 India and the Contemporary World - II
(23)
(23)
2 India - Resources and their Development
(23)
(23)
3 Democratic Politics II
(22)
(22)
4 Understanding Economic Development - II
(22)
(22)
5 Disaster Management-only through project

work and assignments.
TOTAL
90
90
The prescribed syllabus will be assessed using formative and summative assessments
with the following weightages during an
Academic session:
Term-I
Formative Assessment land 2, 3 and 4
Summative Assessment
TOTAL
20%
30%
50%
Term-II
Total
20%
40%
30%
60%
50%
100%
The formative assessment will comprise of Projects, assignments, activities and

Class Tests/periodic tests for which Board has already issued guidelines to the
schools. The Summative assessment will comprise of Theory paper as per the
prescribed design of the Question Paper.
120
Unit 1: India and the Contemporary World II

Themes
(60) Periods
Objectives
The theme will discuss the forms in

which nationalism developed along
with the formation of nation states in
Europe in the post-1830 period.
In Sub-unit 1.1 students are required to

choose any two themes. In that sub-unit,
theme 3 is compulsory and for second
theme students are required to choose
any one from the first two themes.
Discuss the relationship/difference

between European nationalism and
anti-colonial nationalisms.
In Sub Units 1.2 and 1.3 student are

required to choose anyone theme from
each.
Point to the way the idea of the nation

states became generalized in Europe
and elsewhere.
Thus all students are required to study

four themes in all.
Term I
Discuss the difference between French

colonialism in Indochina and British
colonialism in India.
Sub-unit 1.1 : Events and processes :

Any two of the following themes :
Ch.1) THE
RISE
OF
NATIONALISM IN EUROPE: The
French revolution & the idea of the
nation, The making of nationalism
in Europe, The aristocracy & the new
middle class, What did Liberal
Nationalism Stand for? A new
conservation
after
1815,The
revolutionaries,
The
age
of
revolutions : 1830-1848, The romantic
imagination & National feeling,
Hunger, hardship & popular revolt
1848: The revolution of the liberals,
The making of Germany and Italy,
Germany - can the army be the Ar
tect of a nation?, Italy unified, The
strange case of Britain, Visualising
the nation
Nationalism and
imperialism (Chapter 1)
Ch.2) The Nationalist movement in
Indo-china, emerging from the shadow
of china, colonial domination &
resistance, why the French thought
colonies necessary, should colonies be
developed? The dilemma of colonial
education, talking modern, looking
modern resistance in schools, Hygiene,
disease and everyday resistance, plague
strikes Hanoi, the rat hunt, Religion and
Outline the different stages of the antiimperialist struggle in Indochina.

Familiarize the students with the
differences
between
nationalist
movements in Indo China and India.
121
anti-colonialism,
The
vision
of
modernization, other ways of becoming
modern: Japan & china, The communist
movement & Vietnamese Nationalism,
the new republic of Vietnam, the entry of
the US into the war, The Ho Chi Minh
Trail, The nation & its heros, women as
rebels, heroes of past times, women as
warriors, women in Times of peace, The
End of the war
Themes
Objectives
Ch.3) NATIONALISM IN INDIA
Discuss the characteristics of Indian
The first world war Khilafat & Nonnationalism through a case study of
cooperation, The idea of satyagraha
Civil Disobedience Movement.
The Rowlett act, Why non
Analyze the nature of the diverse
cooperation?
social movements of the time.
Differing
strands
within
the
movement
Familiarize students with the writings
and ideals of different political groups
The movement in the towns,
and individuals, notably Mahatma
Rebellion in the countryside, Swaraj
Gandhi.
in the plantations
Towards civil disobedience, The salt
March & the civil disobedience
movement
How participants saw the movement
The units of civil disobedience
The sense of collective Belonging
Conclusion
(Chapter 2)
2. Map work based on theme 3
only. (3 marks)
Term II
Sub-unit 1.2 : Economies and
livelihoods :
Discuss two different patterns of

industrialization, one in the imperial
country and another within a colony.
Any one of the following themes :

Ch4.) MAKING OF A GLOBAL
WORLD
The pre- modern world, Silk routes
link the world Food Travels:
spaghetti & potato, Conquest disease
&trade
The nineteenth century (1815-1914)
A world economy takes shape
Role of technology, Late nineteenth
century colonialism, Rinder pest, or
Show the relationship between

different sectors of production.
Show
the
difference
between
urbanization in two different contexts.
A focus on Bombay and London will
allow the discussions on urbanization
and industrialization to complement
each other.
122
the cattle plague, indentured labour

migration
from
India,
India
entrepreneurs a broad
India trade colonialism & the global
system, The inter- way economy
Wartime transformations, Post war
recovery, Rise of mass production &
consumption, The great depression
India & the great depression,
Rebuilding a world economy: the
post war era, post war settlement &
the bretoon woods Intitutions, the
early post-war years, decolonisation
& Independence, End of Bretton
woods
&
the
beginning
of
Globalisation
(Chapter 4 & 5)
Ch.5
THE
AGE
OF
INDUSTRIALISATION Before the
industrial revolution, the coming up
of the factory, the pace of industrial
change, Hand labour & steam
power,
life
of
the
workers,
Industrialisation in the colonies, the
age of Indian textiles, what happened
to weavers? Manchester comes to
India, Factories come up, The early
entrepreneurs,
Where
did
the
workers come from? The peculiarities
of industrial growth, small scale
industries predominate, market for
goods, Conclusion
Ch.6) Work, life and leisure cities in
the contemporary world
Characteristics
of
the
city,
Industrialisation & the rise of the
modern city in England, marginal
groups, housing, cleaning London,
transport in the city, Social change in
the city, men, women & family in the
city, leisure & consumption, politics
in the city, the city in colonial India,
Bombay: the prime city of India?,
work in the city, housing &
neighbourhoods, land reclamation in
Show that globalization has a long

history and point to the shifts within
the process.
Analyze
the
implication
globalization for local economies.
of
Discuss
how
globalization
is
experienced differently by-different
social groups.
Discuss the link between print culture

and the circulation of ideas.
Familiarize students with pictures,
cartoons, extracts from propaganda
literature and newspaper debates on
important events and issues in the
past.
Show that forms of writing have a
specific history and that they reflect
historical changes within society and
shape the forces of change.
Familiarize students with some of the
ideas of writers who have had a
powerful impact on society.
123
Bombay, Bombay as the city of

dreams: the world of cinema &
culture, Cities and the challenge of
the environment, conclusion
(Chapter 6)
Sub-unit 1.3 : Culture, Identity and
Society
Any one of the following themes :
Ch5. PRINT CULTURE & THE
MODERN WORLD: the first printed
books, Print in japan, Print comes to
Europe, Gutenberg & printing press,
The print revolution & its impact, A
new reading public, religious debates
& the fear of print, Print & Dissent,
The reading mania, Tremble therefore
tyrants of the world, Print culture &
the French revolution, The nineteenth
century, Children women & works,
Further innovations, India & the
world of print, Manuscripts before
the age of print, Print comes to India,
Religious reform & public debates,
New forms of publication, women &
print, print & the poor people, print
& censorship
Ch.8) Novels, society, & History, the
rise of the naovel, the publishing
market, the world of the novel,
community & the society, the new
women, novels for the young,
colonialism and after, the novel
comes to India, the novel in south
India, the novel in hindi, novels in
Bengal, novels in the colonial world,
uses of the novel, the problem of
being modern, pleasures of reading,
woment & the novel, caste practices,
lower-caste & minorities, the nation
& its history, the novel & nation
making, conculsion,
Map for all chapters - 3 marks
124
125
Unit 2: India - Resources and their Development
(45) Periods
Themes
Objectives
Term I
Understand the value of resources and the need

for their judicious utilization and conservation;
Ch.1) Resources: Types of resources, On the basis
of origin, Biotic resources, Abiotic resources, On

the basis of exhaustibility
Renewable resources, Non-renewable resources,
On the basis of ownership, Individual resources,
Community owned resources, National resources,
International resources, On the basis of the status of
development, Potential resources Developed
resources, Stock, Development of resources,
resource planning, resource planning in India,
Land resources, Land utilisation, Land use pattern
in India,Land degradation & Conservation
measures, Soil as a resource, Classification of soils,
Alluvial soils, Black soil, Red & yellow soil, Laterite
soil, Arid soil, Forest soils, Soil erosion & soil
conservation.
CH. 2) Forest and wildlife resources: flora and
fauna in india, classification of species, what are the
negative factores that cause such fearful depletion
of flora & fauna, conservation of forest & wildlife in
india, project tiger, types & distribution of forest &
wildlife resource, community & conservation,
sacred grooves a wealth of diverse & rare species.
Ch.2) Water resources: Water scarcity & the need
for
water
conservation
&
management,
multipurpose river projects & integrated water
resources management
Ch.3) Agriculture: Types of farming, Primitive
Subsistence
farming,
Intensive
Subsistence
farming, Commercial farming,Cropping Pattern,
Major Crops: Rice, Wheat, Millets, Maize, Food
crops other than grains Sugarcane, Oil seeds, Tea,
Coffee, Horticulture Crops, Non-Food crops,
Rubber, Fibre Crops, Jute, Technological and
Institutional
Reforms,
bhoodangramdan,
Contribution of agriculture to the National
economy employment & output
Term II
Mineral Resources: What is mineral?
Mode of occurrence of minerals, Where are these

minerals found?, Ferrous minerals
126
Identify various types of farming and discuss the

various farming methods; Describe the spatial
distribution of major crops as well as understand
the relationship between rainfall regimes and
cropping pattern;
Explain various government policies for
institutional as well as technological reforms
since independence;
Understand the importance of forest and wild life
in our environment as well as develop concept
towards depletion of resources.
Understand the importance of agriculture in
national economy;
Understand the importance of water as a resource
as well as develop awareness towards its
judicious use and conservation;
Discuss various types of minerals as well as their
uneven nature of distribution and explain the need
for their judicious utilization;
Discuss various types of conventional and nonconventional resources and their utilization
Discuss the importance of industries in the
national economy as well as understand the
regional disparities which resulted due to
concentration of industries in some areas;
Discuss the need for a planned industrial
development and debate over the role of
government towards sustainable development;
To explain the importance of transport and
communication in the ever shrinking world;
To understand the role of trade in the economic
development of a country,
Iron-ore, Manganese, Non- Ferrous Minerals,

Copper, Bauxite, Non-metallic minerals, Rock
minerals, Limestone, Conservation of minerals
Power Resources: Energy Resources, Conventional
sources of energy, Coal Petroleum, Natural gas,
Electricity, Non-conventional sources of energy,
Nuclear or atomic energy, Solar energy, Wind
power, Biogas, Tidal energy, Geothermal energy,
Conservation of energy,
Manufacturing Industries: Importance of
manufacturing, Contribution of industry to
national economy, Classification of industries, On
the basis of raw materials,According to their main
role, On the basis of capital investment, On the
basis of ownership, Agro-based Industries,Textile
industry, Cotton textiles, Why is it important for
our country to keep the mill sector loom age lower
than power & handloom? Jute textiles, Sugar
industry,Mineral based industries, Iron & steel
industry, Fertiliser industry, Cement industry,
Information technology & electronics industry
Industrial pollution & environmental degradation,
Air pollution, Water pollution, Thermal pollution,
Noise pollution, Control of environmental
degradation?
Ch.6) LIFELINES OF NATIONAL ECONOMY:
Transport
Roadways, golden quadrilateral super highways,
national highways, state highways district roads,
other roads, border roads
Road Density, Railways, Pipelines, Waterways,
Major sea ports, Airways, Communication,
International Trade, Tourism as a trade
Map Work (3 marks)
Project / Activity
Learners may collect photographs of typical rural houses and clothing of people
from different regions of India and examine whether they reflect any relationship
with climatic conditions and relief of the area.
Learners may write a brief report on various irrigation practices in the village and
the change in cropping pattern in the last decade.
127
Posters
Pollution of water in the locality.
Depletion of forests and the greenhouse effect.
Note: Any similar activities may be taken up.
Unit 3: Democratic Politics II
(25) Periods
Themes
Ch.1 Power sharing mechanisms in
democracy: Overview, Belgium and Sri
Lanka, Majoritarianism in Sri Lanka,
Accommodation Belgium, Why power
sharing is desirable, Khalils dilemma,

Forms of power sharing
Ch.2 FEDERALISM: Overview, What is
federalism, What makes India a federal
country?, Language policy, Centre state
relations, Linguistic diversity of India

Scheduled
languages
of
India,
Decentralisation in India
Ch.3 DEMOCRACY AND DIVERSITY:
Overview, A story from Mexico

Olympics,
Differences,
similarities,
divisions, Origins of social differences,
Overlapping
and
crosscutting
differences, Range of outcome, Bulgaria
Romania or India, Three determinants
RELIGION
AND
Ch.4 GENDER,
CASTE: Overview, Gender and politics,
Public/ private division, Womens
political
representation,
Religion,
communalism
and
politics,
Communalism, Secular state, Caste and
politics, Caste inequalities, Social and
Religious Diversity of India, Caste in
politics
Caste inequality today, Percentage of
population living below the poverty
line,1999-2000,Politics in caste
Term II
Ch.5 POPULAR STRUGGLES AND
MOVEMENTS:
Overview,
Popular
struggles in Nepal and Bolivia, Movement
for democracy in Nepal, Bolivia water
128
Objectives
Analyze the relationship between social
cleavages and political competition with
reference to Indian situation.
Understand and analyze the challenges
posed by communalism to Indian
democracy.
Understand the enabling and disabling
effects of caste and ethnicity in politics.
Develop a gender perspective on politics.
Introduce students to the centrality of
power sharing in a democracy.
Understand the working of spatial and
social power sharing mechanisms.
Analyze
federal
institutions.
provisions
Understand the new Panchayati

institutions in rural and urban areas.
and
Raj
Understand the vital role of struggle in the

expansion of democracy.
Analyze party systems in democracies.
war
Democracy and popular struggles
Mobilisation and organisation, Pressure
groups and movements, Sectional interest
groups and public interest groups
Movement groups, Is their influence
healthy?
Ch.6 POLITICAL PARTIES: Overview,
Why do we need political parties?
Meaning, Functions, Necessity, A moral
force in politics?, Popular participation in
political parties, National political parties,
Indian national congress, Bharatiya janta
party, Bahujan samaj party, Communist
party of India- Marxist, Communist party
of India, Nationalist congress party, State
parties Challenges to political parties,
How can parties be reformed?
Introduction to major political parties in

the country.
Analyze the role of social movements and
non-party political formations
Introduction to the difficult question of
evaluating
the
functioning
of
democracies
Develop the skills of evaluating Indian
democracy on some key dimensions:
development, security and dignity for the
people.
Understand the causes for continuation of
democracy in India.
Distinguish between sources of strength
and weaknesses of Indian democracy
Reflect on the different kinds of measures
possible to deepen democracy
Ch.7 OUTCOMES OF DEMOCRACY

How
do
we
assess Promote an
Overview,
democracys outcomes?, Accountable, citizenship.
responsive and legitimate government,
Economic growth and development,
Economic outcomes of democracy, Rates
of economic growth for different
countries, 1950-2000,Inequality of income
in selected countries ,Reduction of
inequality and poverty, Accommodation
of social diversity, Dignity and freedom of
the citizens
to
democracy:
Ch.8 Challenges
Overview, Thinking about challenges
129
active
and
participatory
Unit 4: Understanding Economic Development-II

Themes
(20) Periods
Learning Objectives
Term I
Term II
3.Money and Credit: Money as a medium
of exchange, Modern forms of money,
Currency, Deposits with banks, loan
activities of banks,Two different credit
situations, Terms of credit, Formal sector
credit in India,Formal & Informal Credit:
who gets what?,Self help groups for the
poor,Summing up
4. Globalisation & the Indian Economy:
production across countries, interlinking
production across countries, foreign trade &
integration of markets, Chinese toys in
india,What is globalisation, factors that
have enables globalisation,technology,
liberalisation of foreign trade & foreign
investment policy, world trade
organisation, impact of globalisation in
india, the struggle for a fair globalisation,
summing up
Familiarization of some macro-economic

concepts.
Sensitizing the child about the rationale for
overall human development in our country,
which include the rise of income,
improvements in health and education rather
than income?
It is necessary to raise question in minds of
the children whether the increase in income
alone is sufficient for a nation.
How and why people should be healthy and
provided with education.
Familiarize the concept of money as an
economic concept;
Create awareness of the role of financial
institutions from the point of view of day-today life.
To make aware of a major employment

generating sector.
5.Consumer Rights : The consumer in the

Sensitize the learner of how and why
market place, Consumer movement
governments invest in such an important
Consumer rights, Safety is everyones right
Information about goods & services, When sector.
choice is denied, Where should consumers Provide children with some idea about how a
economic
phenomenon
is
go to get justice?, Learning to become well particular
influencing
their
surroundings
and
day-toinformed consumers, Taking the consumers
day life.
movement forward
Making the child aware of his or her rights
and duties as a consumer;
Familiarizing the legal measures available to
protect from being exploited in markets.
130
Suggested Activities
Theme 2:
Visit to banks and money lenders / pawnbrokers and discuss various activities that you have
observed in banks in the classroom;
Participate in the meetings of self-help groups, which are engaged in micro credit schemes in the
locality of learners and observe issues discussed.
Theme 4:
Provide many examples of service sector activities. Use numerical examples, charts and
photographs.
Theme 5:
Collect logos of standards available for various goods and services. Visit a consumer court nearby
and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances
from newspapers and consumer courts.
Unit 5: Disaster Management (Through Formative Assessment only)
Tsunami
Safer Construction Practices.
Survival Skills.
Alternate Communication systems during

disasters.
Sharing Responsibility
(10) Periods
Note: Project, activities and other exercises in Unit 5 should encourage students to place 'disasters'
and 'disaster management in:
(i) The wider context of Social Science knowledge as covered through the History, Geography,
and Political Science and Economics textbooks of class IX/X.
(ii) Other problems faced by our country- & the world from time to time.
Prescribed Textbooks:
1.
India and the Contemporary- World-II (History)-Published by NCERT
2.
Contemporary- India II (Geography) - Published by NCERT
3.
Democratic Politics II (Political Science) - Published by NCERT
4.
Understanding Economic Development II - Published by NCERT
5.
Together Towards a Safer India - Part III, a textbook on Disaster Management-Published by

CBSE.
131
QUESTIONS PAPER DESIGNS 2013-14

CLASS-X
SOCIAL SCIENCE CODE NO. 087
Time-3 Hours
S.No.
Typology
of Very Short Short
Long
Answer Answer
Questions
Answer
(VSA) (1 II (VSA) (LA)
(4
(1 Marks) Marks)
Marks)
Remembering 2
2
2
1
(Knowledge
based
Simple
recall question, to
know
specific
facts,
terms,
concepts,
principles,
or
theories, Identify,
define, or recite,
information
Understanding.
2
1
2
2
(comprehensionto be familiar with
meaning and to
understand
conceptually,
interpret,
compare, contrast,
explain,
paraphrase,
or
interpret
information)
4
2
3
Application (Use 2
abstract
information
in
concrete situation,
to
apply
knowledge to new
situation,
Use
given content to
interpret
a
situation, provide
an example, or
solve a problem)
132
Total
Marks
Marks-90
%Weightage
18
20%
15
17%
24
26%
High
Order
thinking
Skills
(Analysis
&
SynthesisClassify, compare,
contrast,
or
differentiate
between different
pieces
of
information,
Organize and/or
integrate unique
pieces
of
information form
a
variety
of
sources)
Evaluation
and
MultiDisciplinary(Appraise, judge,
and/or justify the
value or worth of
a
decision
or
outcome, or to
predict outcomes
based on values)
MAP
TOTAL
18
20%
10%
4X1 =4
2
10X3=30
11X4=44
6
90
7%
100%
1
3
AUTOMOMOBILE TECHNOLOGY
CLASS- IX
First Term
FA 1
FA 2
SA 1
UNIT 1
Basic Automobile
Engineering (two wheeler)
UNIT 2
Tools & Equipment (only
general and measuring tools)
UNIT 2
Tools & Equipment
(Electrical & Special Tools)
UNIT 3
Layout of the two wheeler
UNIT 1
Basic Automobile
Engineering (two wheeler)
UNIT 2
Tools & Equipment
UNIT 3
Layout of the two wheeler
UNIT 4
Engine & Transmission
System
Second Term
FA 3
FA 4
SA 2
UNIT 5
Control System
UNIT 6
Electrical System
(performance criteria,
checking & do wiring only)
UNIT 6
Electrical System
(Finding faults, changing of
switches & its connection,
dismantling & repairing of
starting motor and drive &
checking & repairing of
headlight, brake)
UNIT 5
Control System
UNIT 6
Electrical System
UNIT 7
Two wheeler Servicing &
Repairing
UNIT 8
Work Integrated Learning
134
Automotive Technology /NVEQF Level I

Class IX
Name of Module: Auto Technician
Module Title: Auto Technician
Module Overview:
Student will be able to identify two wheeler vehicles, its component and carry out its
repairing, servicing and maintenance.
Name and Code of Units
Unit Code
Unit Title
Th + Pr
Total
Hours
AET-L1-01
Basic Automobile Engineering (Two wheeler)
1+1
12
AET-L1-02
Tools and Equipment
2+2
24
AET-L1-03
Layout of Two Wheeler
1+1
12
AET-L1-04
Engine and Transmission System
5+4
54
AET-L1-05
Control System
3+2
30
AET-L1-06
Electrical System
2+2
24
AET-L1-07
Two Wheeler Servicing and Repairing
1+3
24
AET-L1-08
1+1
12
Total
16 + 16
192
1
3
List of Elements of unit AET-L1-01

Basic Automobile Engineering (Two wheeler)
Element Code Basic Automobile
wheeler)
Engineering
(Two Duration
AET-L1-01-E1
Able to identify two wheeler vehicle
AET-L1-01-E2
Identify the different types of component of two 3 Hours

wheeler vehicle
AET-L1-01-E3
Identify the different types of engine fitted in two 5 Hours

wheeler vehicle
Total Duration in Hours
4 Hours
12 Hours
Detail of Elements in unit AET-L1-01

UNIT CODE
AET-L1-01
DURATION
12 Hours
UNIT OVERVIEW
Student will be able to Identify the two wheeler vehicle and its
model
ELEMENT
AET-L1-01-E1
PERFORMANCE CRITERIA KNOWLEDGE CRITERIA
Identify
vehicle
two
wheeler Able to identify two wheeler Types of automobile vehicle two

vehicle
(1)
wheeler on the basis of engine
and fuel used
(1)
Able to identify automobile Different manufactures like Hero,
model
and
their Bajaj, Sujuki etc and their models
manufacturers
(1)
(1)
ELEMENT
AET- L1-01-E2
Identify the different Identify

the
different Wheel, brake assembly, lighting
types of component of component of two wheeler system transmission component,
two wheeler vehicle
vehicle
(1)
Fuel system, ignition system,
lubrication system
(2)
ELEMENT
AET- L1-01-E3
Identify the different Able to identify different type Classification of IC Engine two
types of engine fitted of engine
(1)
stroke,4 stroke engine, Spark
in two wheeler vehicle
ignition
engine
(SI)
and
compression
ignition
(CI)
136
engine(2)
Identify different component Components of an engine
of engine
(1)
cylinder block, cylinder head,
piston,
connecting
rod
and
crankshaft etc.
(1)

Element Code
Handling of Tools and Equipment

Handling
of
Tools
and Duration
Equipment
AET-L1-02-E1
Able to identify and handle general tools
6 Hours
AET-L1-02-E2
Able to identify and handle measuring 6 Hours

tools
AET-L1-02-E3
Able to identify and handle electrical 6 Hours

instruments
AET-L1-02-E4
Able to identify and handle special tools
6 Hours
24 Hours
1
3
Detail of Elements in Unit AET-L1-02

UNIT CODE
AET-L1-02
DURATION
24 Hours
UNIT OVERVIEW
Student will be able to identify and handle general tools
ELEMENT
AET-L1-02-E1
Able to identify
and Able to identify general tools Types of general tools spanner,
handle general tools
used.
(1) screw drivers, files, pliers, vices,
punches, mallet, chisels, grinder
and drilling machine. Oil and
grease guns
(1)
Handling of general tools. Uses and handling methods (1)
(1)
ELEMENT
AET-L1-02-E2
Care and maintenance of Dos and Dont and other safety

general tools
(1)
precautions
(1)
PERFORMANCE
KNOWLEDGE CRITERIA
CRITERIA
Able to identify and Able to identify measuring

(1)
handle
measuring tools used.
tools
Handling of measuring
tools.
(1)
Care and maintenance of
measuring tools
(1)
ELEMENT
PERFORMANCE
AET-L1-02-E3
CRITERIA
Steel rules, Vernier calipers,

micro meter, Try square, feeler
gauge etc.
(1)
Uses and measuring techniques
(1)
Dos and Dont and other safety
precautions
(1)
KNOWLEDGE CRITERIA
Able to identify different

type
of
electrical
instruments
(1)
Handling,
Care
and
maintenance of electrical
instruments
(1)
Multi meters,Techo meter, Hydro

meter, Battery charger, electric
tester and Timing light tester (1)
Uses of electrical instruments
and Special care and other
safety precautions
(1)
Able to identify and

handle
electrical
instruments
ELEMENT
PERFORMANCE
AET-L1-02-E4
CRITERIA
Able to identify and Able to identify special tools
handle special tools
(1)
Operate and Handling of
special tools
(1)
special tools.
(1)
138
KNOWLEDGE CRITERIA
Fly wheel puller, universal
holder, socket wrench
(1)
Uses and handling methods (1)
Special care for special tools
and other safety precautions
(1)

Layout of Two wheelers
Element Code
Layout of Two Wheelers
Duration
AET-L1-03-E1
Layout of two wheelers
12 Hours
Total Duration
12 hours

UNIT CODE
AET-L1-03
DURATION
12 Hours
UNIT OVERVIEW
Student will be able to layout of Two Wheelers
ELEMENT
AET-L1-03-E1
Able
to
Identify Identify the different type of
different type of two two wheeler vehicle (3)
wheeler
- Moped
- Scooter
- Motorcycle
Identify the drive system (4)
-
Chain drive
Belt drive
Automatic
Different types of two wheelerMoped, Scooter and Motor cycle

(3)
Drive System of Two wheeler - (2)
- Chain drive
- Belt drive
- Automatic
List of Element of Unit AET-L1-04

Engine & Transmission System
Element Code
Engine & Transmission System
Duration
AET-L1-04-E1
Engine of two Wheeler
15 Hours
AET-L1-04-E2
Different system of Engine
15 Hours
AET-L1-04-E3
Engine starting system of two wheeler
12 Hours
AET-L1-04-E4
Engine and transmission System
12 Hours
1
3
Total Duration
54 hours

UNIT CODE
AET-L1-04
DURATION
15 Hours
UNIT OVERVIEW
Student will be able to understand and handle Engine and

transmission System of two Wheeler
ELEMENT
AET-L1-04-E1
PERFORMANCE CRITERIA
Engine
Wheeler
of
two Identify the engine component Working of spark Ignition Engine

of 2 stroke and 4 stroke
(4)
engine
Working of Combustion on Ignition
(3)
Engine
(4)
Working of 4 stroke and 2 stroke
Engine
(4)
ELEMENT
AET-L1-04-E2
Different system of Identify the component of
engine
Ignition System
(0.5)
Identify the component of
Lubrication System
(0.5)
Valve System
(0.5)
Cooling System
(0.5)
Fuel System
(0.5)
Exhaust System
(0.5)
ELEMENT
AET-L1-04-E3
Engine
starting Identify the Kick and Use of
system
of
2 Kick
(2)
wheeler
Identify the Pedal component
and use the pedal
(1)
Identify the Electric Motor start
button and use it.
(1)
ELEMENT
AET-L1-04-E4
Transmission
System
of
KNOWLEDGE CRITERIA
Ignition System
(2)
Lubrication System
Valve System
Cooling System
Fuel System
Exhaust System
(2)
(2)
(2)
(2)
(2)
KNOWLEDGE CRITERIA
Kick Start
Pedal Start
(3)
(2)
Electric Motor Start
(3)
KNOWLEDGE CRITERIA
Find faults and suggest causes Function and working of multitwo and remedies in clutch and plate clutch and gear box ,
140
wheelers
adjust free play adjustments variator

(2)
(5)
Find
fault
and
suggest
remedies
in
gear
box/
variator/vero drive
(2)
used in
two
wheeler
Replacement of chain sprocket Chain

sprocket
transmission
in motor cycles and greasing of system, belt drive system, gear
verodrive and replacements of drive.
(2)
belt
(1)

Control System
Element Code
Control System
Duration
AET-L1-05-E1
Brake System
15 Hours
AET-L1-05-E2
Handle bar and suspension system
15 Hours
Total Duration
30 hours
1
4

UNIT CODE
AET-L1-05
DURATION
30 Hours
UNIT OVERVIEW
Student will be able to handle control system of two Wheeler
ELEMENT
AET-L1-05-E1
Brake System
Identification of faults of Function and construction of

mechanical braking system (3) mechanical brake system and
disc braking system
(2)
KNOWLEDGE CRITERIA
Replacement of brake shoe, Brake adjustments and its faults.

brake cable/brake rod (3)
(1)
Identification of faults of disc Brake adjustments and its faults
braking system.
(2)
(1)
Replacement of disc, disc pad
and brake fluid
(3)
ELEMENT
AET-L1-05-E2
Handle
bar and Servicing and lubricating of Components and their working
suspension system handle bar assembly of two used in handle bar assembly of
motor cycles/scooters
(4)
wheeler
(3)
Changing of the oil seal and
oil from the front telescopic
shocker
(3)
Carryout accidental repair of
fork assembly
(3)
Conduct test ride after
service
(2)
142
List of Elements of Unit AET-L1-06

Electrical System
Element Code
Electrical System
Duration
AET-L1-06-E1
Electrical System
24 Hours
Total Duration
24 hours

UNIT CODE
AET-L1-06
DURATION
24 Hours
UNIT OVERVIEW
Student will be able to handle Electrical System of two wheeler
ELEMENT
AET-L1-06-E1
Electrical System
Checking and
connection as
diagram
do
per
(3)
KNOWLEDGE CRITERIA
wiring Able to know continuity test by

circuit using multimeter, by jumper wire
(2)
Finding fault on electrical Read and understand the Colour

system by using multi meter or code of wire as per electrical
jumper wire test
(2)
circuit diagram
(2)
Changing of switches and its Electrical gadgets
connection
(2)
connection
and
required
and their
resistances
(2)
Dismantling and repairing of Trace fault in connection for

starting motor and drive
(5) working of gadget (unit)
(3)
Checking and repairing of Importance of starting motor and
head light, brake light, tail light drive
(1)
and indicators
(2)

Two Wheeler Servicing and Repairing
Element Code
Two Wheeler Servicing
Duration
AET-L1-07-E1
Servicing of two wheeler
12 Hours
AET-L1-07-E2
Engine Overhauling
12 Hours
Total Duration
24 hours
1
4

UNIT CODE
AET-L1-07
DURATION
24 Hours
UNIT OVERVIEW
Student will be able to do two wheeler servicing and repairing
ELEMENT
AET-L1-07-E1
KNOWLEDGE CRITERIA
Servicing
Filling the job card
(0.5)
Importance of Job Card
Washing of Vehicle
(1.5)
Procedure of washing
Engine minor tune up
Oil Replacement
(0.5)
(0.5)
(1.5) Minor tune up- Spark plug gap

setting , valve timing setting
carburetor setting
(0.5)
(0.5)
Oil top up
procedure
and
replacement
(0.5)
Checking of battery level (0.5) Top up battery Electrolyte level

(0.25)
Clutch , Brake adjustment (1)
Free pedal play adjustment (0.25)
Checking of lighting system (1) Various part of lighting system

(0.5)
Greasing of machine
Tyre inflate on checking
ELEMENT
AET-L1-07-E2
(1)
(0.5) Tyre inflation
Engine Overhauling Dismounting of

from the vehicle
the
Greasing points of two wheeler

(0.5)
(0.5)
KNOWLEDGE CRITERIA
engine Different engine faults and engine

(2) noises
(2)
Dismantling the engine and Clearances, piston ring gap

inspecting its components (3)
Reassemble the engine and Inspection technique of
conduct the compression test/ assembly
vacuum test and functional test
(3)
144
(1)
crank
(1)

Element Code
Duration
AET-L1-08-E1
12 Hours
Total Duration
12 hours

UNIT CODE
AET-L1-08
DURATION
12 Hours
UNIT OVERVIEW
Student will be able to do activities related to Automobile
ELEMENT
AET-L1-08-E1
KNOWLEDGE CRITERIA
Work
Integrated Market survey of two wheeler.
(6)
Learning
Make a comparative chart of various two wheeler model by
considering vehicle specification.
(6)
1
4
AUTOMOMOBILE TECHNOLOGY
CLASS- X
First Term
FA 1
FA 2
SA 1
UNIT 1
Basic automobile engineering
(Four wheeler)
UNIT 2
Special Tools & Equipment
UNIT 3
Engine Operating System
UNIT 1
Basic automobile engineering
(Four wheeler)
UNIT 2
Special Tools & Equipment
UNIT 3
Engine Operating System
UNIT 4
Transmission System
(Clutch assembly, Gear box
assembly & final
drive(dismantle, differential
assembly, clean and inspect
all dismantle parts))
Second Term
FA 3
FA 4
SA 2
UNIT 4
Transmission System
(final drive excluding
performance criteria-1 &
knowledge criteria-1)
UNIT 5
Auto Electrician ( checking &
repairing of electrical system)
UNIT 5
Auto Electrician ( Testing &
maintenance of battery)
UNIT 6
Washing and Greasing
UNIT 4
Transmission System
UNIT 5
Auto Electrician
UNIT 6
UNIT 7
146
Automotive Technology /NVEQF Level II

Class X
Name of Module: Auto Technician
Module Title: Auto Technician (4 wheeler)
Module overview
Student will be able to identify four wheeler vehicle, its component and carry out the
washing and greasing activity. Student will also able to understand and carry out the
repairing of engine, transmission, electrical system of four wheeler.
Name and Code of Units

Unit Code
Unit Title
Th + Pr
Total
Hours
AET-L2-01
Basic Automobile Engineering ( Four wheeler)
2+2
24
AET-L2-02
Special Tools and Equipment
1+1
12
AET-L2-03
Engine operating system
2+4
36
AET-L2-04
Transmission system
3+3
36
AET-L2-05
Auto electrician
3+5
48
AET-L2-06
1+3
24
AET-L2-07
1+1
12
13 + 19
192
1
4

Basic Automobile Engineering (Four wheeler)
Element Code
Basic Automobile Engineering ( Four wheeler)
Duration
AET-L2-01-E1
Able to identify four wheeler vehicle
9 Hours
AET-L2-01-E2
Identify the different types of component of four 5Hours

wheeler vehicle
AET-L2-01-E3
Identify the different types of engine fitted in four 10 Hours

wheeler vehicle
24 Hours
Detail of Element in Unit AET-L2-01

UNIT CODE
AET-L2-01
DURATION
24 Hours
UNIT
OVERVIEW
Identify the four wheeler vehicle and its model
ELEMENT
AET-L2-01-E1
Identify
four Able to identify four
wheeler vehicle vehicle
Able to identify
model and their
manufacturers
ELEMENT
AET- L2-01-E2
KNOWLEDGE CRITERIA
wheeler Types of automobile vehicle four

(2) wheeler on the basis of engine
,fuel , drive , capacity etc.
Layout of vehicle FWD , RWD
4x4
(4)
automobile Different manufactures like Maruti,

Hundai, Tata , Honda etc. and
(3) their models
(2)
KNOWLEDGE CRITERIA
Identify
the Identify
the
different Engine, Clutch, gear box, Steering,
different types component of four wheeler chasis, Wheel, brake assembly,
of component of vehicle
(2) lighting
system
transmission
four
wheeler
system, Fuel Injection system,
vehicle
ignition system, lubrication system
(2)
ELEMENT
AET- L2-01-E3
KNOWLEDGE CRITERIA
Identify
the Able to identify different type of Engine 2 cylinder, 3 cylinder,
engine fitted in engine
(3) Inline, V shape,
(3)
148
wheeler
four
vehicle
Identify different component of Components of an engine
engine
(1) cylinder block, cylinder head,
piston,
connecting
rod
and
crankshaft etc.
(2)

Special Tools and Equipment
Element Code
Handling of Tools and Equipment
Duration
AET-L2-02-E1
Able to identify and handle tools
AET-L2-02-E2
Able to identify
instruments
AET-L2-02-E3
Able to identify and handle special tools
6 Hours
12 Hours
and
handle
2 Hours
electrical 4 Hours

UNIT CODE
AET-L2-02
DURATION
12 Hours
UNIT
OVERVIEW
Able to identify and handle tools required to service the four wheeler
ELEMENT
AET-L2-02-E1
KNOWLEDGE CRITERIA
Able to identify Able to identify tools used,

and
handle Handling of tools, Care and
tools
maintenance of general tools
(1)
Types of tools spanner, screw

drivers, files, pliers, vices, punches,
mallet, chisels, grinder , drilling
machine and Oil and grease guns.
Use and handling methods.
Dos and Dont and other safety
precautions
(2)
ELEMENT
AET-L2-02-E2
KNOWLEDGE CRITERIA
1
4
Able to identify Able to identify different type

and
handle of electrical instruments.
electrical
instruments
Handling
of
electrical
instruments.
Multi meters,Techo meter, Hydro

meter, Battery charger, electric
tester, rpm gauge, volt meter tester ,
Timing light tester, dynamo meter,
Magnet assembly and
Battery
charger .

Uses of electrical instruments.
electrical instruments.
(1)
Special care
precautions.
ELEMENT
AET-L2-02-E3
Able to identify Able to identify special
and
handle tools
special tools
Operate and
special tools
Handling
(1)
Care and maintenance

special tools.
(1)
and
other
(2)
KNOWLEDGE CRITERIA
Fly wheel puller, universal holder,

(1) socket
wrench,
valve
spring
compressor, piston ring compressor
etc.
(1)
of Uses and handling methods
(1)
of Special care for special tools and

other safety precautions
(1)

Engine operating System
Element Code Transmission system
Duration
AET-L2-03-E1
Basics of Multi cylinder Engine
12 Hours
AET-L2-03-E2
Engine and its component
24 Hours
Total Duration
36 hours
150
safety

UNIT CODE
AET-L2-03
DURATION
36 Hours
UNIT OVERVIEW
Understanding of Engine operating System(Basic)
ELEMENT
AET-L2-03-E1
KNOWLEDGE CRITERIA
Basics of Multi Identify different types of

cylinder Engine
(6)
engine
Function of engine, construction

and working of multi cylinder
engine
(6)
ELEMENT
AET-L2-03-E2
KNOWLEDGE CRITERIA
Engine and
component
its Identification
of
various
components of an engine
cylinder block, cylinder head,
piston, connecting rod and
crankshaft etc.
(14)
Functioning and working of

various components of an
engine cylinder block, cylinder
head, piston, connecting rod and
crankshaft etc.
(10)

Transmission system
Element Code Transmission system
Duration
AET-L2-04-E1 Clutch assembly
8 Hours
AET-L2-04-E2 Gear box assembly
8 Hours
AET-L2-04-E3 Final drive
20 Hours
Total Duration
36 hours

UNIT CODE
AET-L2-04
DURATION
36 Hours
UNIT
OVERVIEW
Clutch Assembly
ELEMENT
AET-L2-04-E1
KNOWLEDGE CRITERIA
1
5
Clutch
assembly
Check
and
inspect
all
dismantled parts as well as
reassemble it.
Check and set finger (Finger
type pressure plate) of all
types of clutch
Check and relining clutch
plate
Check and replace pressure
plate kit
Adjust clutch free pedal play
Repairing of various types of
clutch
(5)
ELEMENT
AET-L2-04-E2
Gear
box Dismount and Dismantle all
assembly
types of Gear Boxes and
inspect, replace worn-out
gears and bearings.
Functions and types of

clutch,
Construction and working of
centrifugal,
single
plate,
multiplate and diaphragm
clutch
(2)
Clutch pedal free play
Clutch
problems,
their
causes and remedies
(1)
KNOWLEDGE CRITERIA
Functions and Types of gear
box.

synchromesh,
constant
Reassemble all dismantled mesh and sliding mesh gear
box.
parts.
Overhauling of variator.
variator.
Repairing of all types of gear
Gear box lubrications.
boxes and variator.
Gear box problems and their
(5)
causes and remedies.
Variator problems and their
causes and remedies(3)
ELEMENT
AET-L2-04-E3
Final Drive
Dismantle
differential
assembly, clean and inspect
all dismantle parts
(4)
KNOWLEDGE CRITERIA
Check U.J. cross and repair

universal joint.
Function,
Construction
and working of propeller
shaft,
universal
joint,
differential
rear
axle.
(1+3)
Check propeller shaft and

balancing to be done on
balancing machine.
(4)
Differential backlash,
Propeller
shaft
balancing.
(2)
Check Rear Axle, Oil Seal

and lubricate it.
Fault, causes and remedies

of final drive
(1)
Reinstall
differential
152
unit,
propeller shaft, rear axle

Set backlash in differential
and adjust tooth contact. (2)
Repairing of propeller shaft,
universal joint, differential
and rear axle.
(3)

Auto Electrician
Element Code Auto Electrician
Duration
AET-L2-05-E1
Checking and repairing

system
of electrical 20 hours
AET-L2-05-E2
Testing and Maintenance of battery
28 hours
Total Duration
48 hours
1
5

UNIT CODE
AET-L2-05
DURATION
48 Hours
UNIT
OVERVIEW
Repairing of electrical system in four wheeler
ELEMENT
AET-L2-05-E1
KNOWLEDGE CRITERIA
Checking and Checking

and
do
wiring
repairing
of connection as per circuit
electrical
diagram
(2)
system
Finding fault on electrical
system by using multi meter or
jumper wire test
(1)
Able to know continuity test by

using multimeter, by jumper
wire
(2)
Read and understand the
Colour code of wire as per
electrical circuit diagram (2)
Changing of switches and its Electrical gadgets and their

connection
(1)
connection and resistances
required
(2)
Dismantling and repairing of Trace fault in connection for
starting motor and drive (5)
working of gadget (unit) (3)
Checking and repairing of head Importance of starting motor
light, brake light, tail light and and drive
(1)
indicators
(1)
ELEMENT
AET-L2-05-E2
KNOWLEDGE CRITERIA
Testing
and Checking of battery visual
Maintenance
inspection
(2)
of battery
Checking
of
battery
terminals
(1)
Checking of electrolyte level
and top-up
(2)
Apply petroleum jelly on
battery terminal
(1)
Check voltage drop test for
battery
(5)
Taking of voltage reading
by volt meters and inspect
battery condition
(5)
Functions of battery
154
(2)

battery
(4)
Preparation of electrolyte (1)
Battery specifications
(2)
Battery servicing
procedure
(3)

Element Code Washing and Greasing
Duration
AET-L2-06-E1 Washing the vehicle.
05 Hours
AET-L2-06-E2 Greasing
all
parts
recommended grease.
with
the 07 Hours
AET-L2-06-E3 General check-up and top up the 12 Hours

recommended oil, coolant and battery
water.
Total Duration
24 hours

UNIT CODE
AET-L2-06
DURATION
05 Hours
UNIT
OVERVIEW
Washing the vehicle
ELEMENT
AET-L2-06-E1
KNOWLEDGE CRITERIA
Washing the Check the bolts and nuts Knowledge and handling of
vehicle
under the chassis
car washing machine and
hydraulic lift
Mixing 100 ml liquid soap
Use
of
with 5 liters of water
air
compressor
machine
Check oil leakage
Check oil quality for
Knowledge of mixing water
change
Wash, dry, grease and and liquid soap (cleaning
oil
as
per agents) for washing the
manufacturers
vehicle body.
schedule
(4)
Washing precautions (1)
1
5
ELEMENT
AET-L2-06-E2
KNOWLEDGE CRITERIA
Greasing all
parts
with
the
recommende
-d grease
Knowledge of operation of
grease gun
Knowledge of various grease
Knowledge
of
various
greasing points in the vehicle
Knowledge
of
servicing
schedule
given
by
the
manufacturer
Knowledge of grease quantity
for front wheel hub, rear
wheel hub and ater pump (2)
Identify the parts of greasing

Judging for change of grease
Identify blocked nipple
Grease the greasing points
with reference chart for
grease
points
as
per
manufacturer instructions.
(5)
ELEMENT
AET-L2-06-E3
KNOWLEDGE CRITERIA
General
check-up
and top up
the
recommende
oil,
-d
coolant and
battery
water
Various grades of oil

Operation of lubricating oil
Quantity of oil in engine oil
sump.
Oil bath, air filter, FIP
governer
Quantity of oil in transfer
case, rear axle, steering gear,
box, brake master cylinder
Servicing schedule given by
the manufacturer
(5)
Replacing of oil
Replacing of coolant
Checking of battery
Ability to condition vehicle
service as per manufacturer
schedule
Checking up the vehicle and
top-up the recommended oil,
coolant and battery water (7)

Element Code
Duration
AET-L2-07-E1
12 Hours
Total Duration
12 hours
156

UNIT CODE
AET-L2-07-E1
DURATION
12 Hours
UNIT OVERVIEW
ELEMENT
AET-L2-07-E1
KNOWLEDGE CRITERIA
Work Integrated Market survey of four wheeler.

Make a comparative chart of various four wheeler model by
Learning
considering vehicle specification.
Instructional Techniques
Demonstration, practical and industrial visits etc.
1
5
INFORMATION TECHNOLOGY
CLASS- IX
First Term
FA 1
FA 2
SA 1
UNIT 1
Introduction to Information
Technology
UNIT 2
Digital Documentation
Word Processing (Basics of
word processing & page style
and templates only)
UNIT 2
Word Processing(Editing and
advanced format options,
working on multiple
documents, creating and
working with tables, working
with images, drawing and
gallery objects)
UNIT 1
Technology
UNIT 2
Word Processing
UNIT 3
Effective CommunicationEmailing
Second Term
FA 3
FA 4
SA 2
UNIT 4
Digital Data TabulationSpread Sheet
UNIT 5
Digital Presentation
UNIT 4
Digital Data TabulationSpread Sheet
UNIT 5
UNIT 6
IT Occupational Ethics and
Safety
UNIT 7
Work Integrated Learning ITBIT
158
Information Technology
(Class IX)
NVEQF IT Level 1: Basics of Information Technology
Unit Code
Unit Title
Th + Pr
Total
Hours
ITCC-101
Introduction to Information Technology

3+2
Basics of Computer System
Working on a computer system
Creation/Customization
of
Files/Folders
Establishing Internet connectivity and
Internet browser
Email and related services
30
ITCC-102
Digital Documentation - Word Processing 2+4

Basics of Word Processing
Page style and templates
Editing and Advanced format options
Working on multiple documents
Creating and Working with tables
Working with Images, Drawing and
Gallery objects
36
ITCC-103
Effective Communication Emailing

1+4
Basics of Effective emailing
Composing email and attaching files
Sending, forwarding and receiving
emails
Organising Emails & Managing contacts
Scheduling appointments using online
calendar services
30
ITDC-104
Digital Data Tabulation- Spread sheet

Basics of spread sheet
Inserting and deleting cells
Formatting Spread sheet
Using Formulae
Using Functions and Obtaining charts
1+4
30
ITDC-105
Basics of a presentation
1+4
30
1
5
Inserting and duplicating slides

Formatting slides
Inserting hyperlink, pictures
tables
Setting up slide show
and
ITOC-106
IT Occupational Ethics and Safety

Right to Privacy
Netiquettes
IT Hazards e-Waste
Ergonomics and health safety
3+1
24
ITWC-107
Work Integrated Learning IT - BIT

1+1
Identify operations at workplace and
the tools being used
State organizational structure and
identify IT development team
12
12+20
160
192
INFORMATION TECHNOLOGY
CLASS- X
First Term
FA 1
FA 2
SA 1
UNIT 1
Networking Fundamentals
UNIT 2
Digital DocumentationAdvanced Word Processing
UNIT 1
UNIT 2
Digital DocumentationAdvanced Word Processing
UNIT 3
Digital Data Analysis
Second Term
FA 3
FA 4
UNIT 4
UNIT 5
Advanced Digital Presentation Digital Content Creation- Web
designing fundamentals
(HTML)
(Basics of Webpage and
HTML, HTML- basic tags,
Paragraphs and tables, web
page layout only)
SA 2
UNIT 5
Digital Content Creation- Web
designing fundamentals
(HTML)
UNIT 6
Computer systems care
UNIT 7
Work Integrated Learning ITOM
1
6
Information Technology
(Class X)
NVEQ IT Level 2: IT Enabled Office Management
Unit Code
ITCC-201
Unit Title
4+1
Evolution of Networking and Need
ITDC-202
ITDC-204
30
30
with Track Changes

Connecting Data from Spread sheet
with the Document using Mail Merge
Feature
Object Embedding and Linking
Language Correction
Securing Document
Digital Data Analysis

- Advanced Operations on Spread sheet
Total
Hours
for Networking
Transmission
of
Data
through
different Switching Techniques
Data Communication Terminologies
Transmission Medium and Network
Devices
Network Types and Layouts
1+4
- Advanced Word Processing
Reviewing and editing documents
ITDC-203
Th+Pr
1+4
30
2+4
36
Managing Multiple Spread sheets

and Workbooks
Organising and handling Spread
sheet Data
Creating Charts
Creating and Using Macros
Securing Spread sheets
Advanced Digital Presentation

Standardization of Slides
Multimedia
Components
Presentation
Using Tables
Using Charts
Presentation Delivery
162
in
Securing Presentation
ITDC-205
Digital Content Creation

- Web Designing Fundamentals (HTML)
Basics of Webpage and HTML
HTML Basic Tags
Paragraphs and Tables
Web Page Layout
Forms
Multimedia Content in Web Pages
2+5
42
ITOC-206
Computer Systems Care

Hardware Safety and Security
Software Safety, Security and Care
1+1
12
ITWC-207
Work Integrated Learning IT - OM

Identification of Work Areas
Work Experience
1+1
12
12+20
192
1
6
COMPETENCY BASED CURRICULUM

(Class IX)
1. Title: Retailing
2. Code: RS101-NQ2012
3. Nominal Duration: 200 hrs
(Learners Room: 120 hr, Practical : 60 hr, Industry :20 hr)
4. Certificate Level: NVEQ 1 (Class IX)
5. Job Role : Retail Bagger
6. Prerequisite: None
7. Co-requisite: None
8. Resources
The students/trainees must be provided with the following:
R1: Student workbook
R2: Notebook
R3: Pen, pencil, eraser
R4: Charts
R5: Colour pencils/pen
R6 : Computer System with related peripherals (like Barcode Scanner etc.)
9.Teaching/Training Methodologies
T1: Interactive Lecture
T2: Assignment
T3: Case based Method
T4 : Role Play
10. Assessment Methods
A1: Written Examination
A2: Practical Examination
164
RETAIL
CLASS- IX
First Term
FA 1
FA 2
SA 1
UNIT 1
Introduction to Retailing
UNIT 2
Customer Service
UNIT 1
UNIT 2
Customer Service
UNIT 3
Careers in Retailing
Second Term
FA 3
FA 4
SA 2
UNIT 4
Handling of Products
UNIT 5
Basic Hygiene and Safe
Practices
UNIT 4
Handling of Products
UNIT 5
Basic Hygiene and Safe
Practices
UNIT 6
Communication at workplace
1
6
11. Session wise Learning Outcomes: Upon completion of the session, the
learner/trainee will be able to:
Learning outcomes
Session
Unit 1 Introduction to Retailing
Session 1 Identifying products in identify different types of consumer products
categorize products into durable and non-durable
retailing
Session 2
retailing
Identifying elements of identify perishable products
identity non-perishable products

identify the element of retailing in a given
scenario
Session3 Identify major retailer
identify the type of store
Session 4 identifying key activities

in retail
Unit- 2 Customer Service
Session 1 differentiating between
customer and consumer
Session 2 identifying customers
needs
identify the various elements of retailing in a given

scenario or store.
identify a customer and a consumer in a given
scenario
list the factors which make an impact on
customers buying behaviour and capacity
determine customers wants and needs in a given
scenario
Session 3 providing effective Demonstrate how to deal with a customer in a

given scenario.
customer service
Unit-3 Careers in Retailing
List departments within a retail organisation
Session 1
Entry level jobs in retail Able to List jobs and their role and responsibilities within
operations
and
customer a retail organisation
service
Session 2
Managerial
operations
service
jobs
and
Session
3
merchandising
in retail
customer
jobs
in
List departments within a retail organisation

Able to List jobs within a retail organisation
List role and responsibilities of a visual merchandiser

Able to List role and responsibilities of retail sales
merchandiser
Session 4 jobs in human understand the jobs in HRM

resource management
166
Unit 4
HANDLING OF PRODUCTS
arrange products for display
dismantle displays
Session 1:
Handling Products
Unit 5 Basic Hygiene and safe Practices

clean glass using appropriate materials and tools
Session 1
clean wood using appropriate materials and tools
Maintaining hygiene in retail

store
Session 2
Following safe practices at
retail store
Relevant knowledge
Session 3 preventing and
extinguishing small fires
Unit 6
identify potential health hazards and risks at workplace

List the measures to be taken for preventing health
emergency in a given scenario
demonstrate the procedure for extinguishing small fires
COMMUNICATION AT WORKPLACE
Session1
understanding Identify elements of communication cycle
Able to draw a diagram of communication cycle
communication cycle
Session
2
communication
types
of Able to apply elements of verbal communication in a given

situation
Session 3 overcoming barriers Identify barrier (s) in communication

Apply strategies to overcome barriers in communication
in communication
Session
Communicating
With Customers
The
Art
Of Communicate
Effectively
effectively to meet the customers

requirements in a given scenario
Demonstrate how to communicate effectively through
telephone
Demonstrate how to communicate effectively through
email
1
6

(Class X)
1. Title: Dynamics of Retailing
2. Code: RS201-NQ2012
(Learners Room: 120 hr, Practical: 60 hr Industry:20h
4. Certificate Level: NVEQF 2 (Class X)
5. Job Role : Junior Merchandiser
6. Prerequisite: None
7. Co-requisite: None
8. Resources
The students/trainees must be provided with the following:
R1: Student workbook
R2: Notebook
R3: Pen, pencil, eraser
R4: Charts
R5: Colour pencils/pen
R6: Computer System with related peripherals (like Barcode Scanner etc.)
10. Teaching/Training Methodologies
T2: Assignment
T3: Case based Method
T4: Role Play
12. Marks Distributions
Theory - 60, Practical- 40
168
RETAIL
CLASS- X
First Term
FA 1
FA 2
SA 1
UNIT 1
UNIT 2
Store Design & Layout
UNIT 1
UNIT 2
Store Design & Layout
UNIT 3
Introduction to
Merchandising
Second Term
FA 3
FA 4
SA 2
UNIT 4
Visual Merchandising
UNIT 5
Understanding Importance of
Transport
UNIT 6
Business Communication
UNIT 4
UNIT 5
Understanding Importance of
Transport
UNIT 6
Business Communication
UNIT 7
Profile of a Junior
Merchandiser
1
6
13. Session wise Learning Outcomes: Upon completion of the session, the
learner/trainee will be able to:
Session
Learning Outcomes
On completion of each
learners will able to
session
Unit I: Introduction to Retailing

Session:1 - Understanding the Concept and Understand the Importance of retail
Functions of Retailing
sector
State the Functions of Retailing
Session: 2 -Identifying Trends in Retail
Identify Trends in Retail

overview the Indian Retail Sector
Identify Opportunities and careers in
retailing
Unit-2 Store Design & Lay Out

Session 1 Understanding Retail Store Design Understand Store Design Layout
and its objectives
State the Objectives of Store Design
Characterize the standard store
layout.
Session 2 Understanding Store Layout & its Understand store layout
types
Identify Types of Store Layout
Unit-3 Introduction to Merchandising
Session 1 Understanding Merchandising Mix
Session 2
Understanding
Merchandising Function
170
Familiarise
with
merchandise mixing
concept
of
the Understand the role of merchandising

in day to day life and relate to the
types of merchandise present at
different stores
Session 3 Understanding the Importance of Understand the role of merchandise for

Merchandising for the Retailer
the retailer
Unit -4 Visual Merchandising
Session 1
Design
Analyzing Elements of Store Understand visual merchandising
Session 2 History of Visual Merchandising
Know Genesis and growth of Visual

Merchandise
Session 3 Principles of Visual Merchandising
Understand about the
principles of
Session4 Importance of Visual Merchandise
Understand the importance of Visual

Merchandise
Session 5 Impact of Visual Merchandising
Learn about the impact of visual

merchandise on retail business.
Session 6 Key Store Elements
Identify key store elements and their

types
Unit-5 Understanding Importance of Transport

Session 1: Understanding Importance of State Importance of Transport
Transport
Identify Modes of Transport
Session 2 Advantages and Disadvantages of Enumerate
advantages
and
various modes of transport
disadvantages of various Modes
of
transport
Unit 6- Business Communication
Session-1
Understanding
The Understand the term Merchandising &
Communication Process
merchandising mix
Session 2: understanding
Understand
the
functions
of
communication with internal and external
merchandise
customers
1
7
Session-3 understanding the organisational

culture
Session-4 Understanding Qualities and Role
of Team Member
Unit 7 Profile Of A Junior Merchandiser
Session 1 Purpose and dut
ies of Junior Merchandiser
Session 2
Know the reasons why merchandising

is important
Identify the types of Merchandise
management activities
Understand the Purpose and duties of

merchandiser
The Knowledge and Skills
Organize the display of products at

the store
Session
3
Planning
and
Preparing Visualise and plan a merchandise
Merchandise Display
display
Session 4: Merchandise and Props
Identify and use suitable props for
merchandise display
required by a Junior Merchandiser
Session: 5-Health and Safety Standards
Teachers /Trainers Qualification

Essential Qualification:
Passed three year full time (regular) BBA or B.Com from Govt. recognized Institute or
University with at least one year Experience in Marketing / Retailing /Teaching in School
Desirable:
Good Communication and IT Skills
172

SECURITY
(Class IX)
1. Title: Security
2. Code: SS101-NQ2012
(Learners Room: 120 hr, Practical: 60 hr, Industry: 20hr)
S.NO
Unit Code
Unit Title
No. of
Notional
Learning Hours
SS101-NQ2012
Communication at Workplace
35
SS102-NQ2012
15
SS103-NQ2012
SS104-NQ2012
Disaster Management and

Emergency Response(Basic)
Development and Maintenance of
Relationship with Stakeholders
Occupational Health and Safety
Procedures
SS105-NQ2012
Observing and Monitoring People
20
SS106-NQ2012
First Aid at Workplace (Basic)
25
SS107-NQ2012
Work Integrated Learning- Lecurity

Services L1
10
Total
10
15
130
4. Certificate Level: NVEQF 1 (Class IX)

5. Resources
1. Torch Light
2. Batons
3. Handcuffs
4. Boots
5. Security Guard Belts
1
7
6. Notebook
7. Pen
8. Spare Batteries and Bulbs
9. Two Way Radios and Chargers
10. Safety Helmets
11. Duty Uniform
12. Clock
13. Telephone
14. Key Boards
15. Fire Extinguishers
16. Parking Signs
17. Alarm Panels
18. Padlocks Together with Chains
19. Rope
20. Emergency Warning Lights
21. Emergency Flood Lights
22. Smoke Detectors
23. First Aid Equipment
24. First Aid Kit
6. Teaching/Training Methodologies
T2: Assignment
T3: Case Based Method
T4: Role Play
174
SECURITY
CLASS- IX
First Term
FA 1
FA 2
SA 1
UNIT 1
UNIT 2
Disaster Management &
Emergency Response (Basic)
UNIT 1
UNIT 2
Disaster Management &
Emergency Response (Basic)
UNIT 3
Development & Maintenance
of Relationship with
Stakeholder
UNIT 4
Occupational health & safety
procedures
Second Term
FA 3
FA 4
SA 2
UNIT 5
Observing and Monitoring
People
UNIT 6
UNIT 5
Observing and Monitoring
People
UNIT 6
UNIT 7
Work Integrated LearningSecurity Services
1
7
SECURITY
Class IX
Unit Title:1 Communication at Workplace
SESSION
LEARNING OUTCOMES
1. Identify elements of
communication cycle
2.Provide
feedback
3. Demonstrate the knowledge

to overcome barriers in
communication
4. Apply
principles of
communication
Knowledge Evaluation
Performance Evaluation
1. Describe the meaning

of communication
2. State the different
elements of communication
cycle
3. Differentiate between
Sender, Message,
Medium, Receiver and
Feedback.
of feedback
2. Describe the
importance of
feedback
descriptive and
specific feedback
1. Identify elements
of communication
cycle
2. Draw a diagram of
communication
cycle
1. Describe the factors

that act as communication
barrier
various types of barrier to
effective communication
3. Explain ways to
overcome barriers in
effective
communication
1. Describe the various
principles of effective
communication
176
1. Construct a
sentence for
providing
descriptive
feedback
2. Construct a
sentence for
providing specific
feedback
1. Enlist barriers to
Effective communication at
workplace
2. Select strategies to
overcome barriers in
communication
1. Construct a sentence
that
convey all facts required by
the receiver
2. Construct a sentence
emphasizing on a
specific message
3. Express in a manner that
shows respect to the
receiver of the message
Unit Title:2 Disaster

Response (Basic)
Management
1. Identify natural and manmade 1. Describe the cause

disasters
and effect of different types
of natural disasters
2. State the difference
between natural and
human induced disasters.
between hazard and
disaster.
between disaster and
emergency.
5. State the examples
of natural and man
made hazards.
1. Differentiate
2. Identify elements of disaster
and emergency management.
between emergency
and disaster
management.
2. State the steps
involved in disaster
management.
3. Name the agencies
involved in disaster
management.
3. Deal with fire emergencies

elements of fire.
different classes of fire.
3. State the common
causes of fire.
4. Enlist the common
causes of fire at workplace.
and
Emergency
1. Enlist the types of

hazards
2. Enlist natural
disasters
3. Enlist manmade
disasters
4. Identify the causes
of natural and
manmade disasters
1. Identify the
emergency route of
exit in a given plan
of a building.
2. Identify personal
Protective equipment worn
during the disaster.
3. Demonstrate hand
seating arrangement for
transporting a victim of
disaster.
4. Enlist the emergency
telephone numbers.
5. Prepare a disaster
plan for a hypothetical
situation of disaster.
1. Draw a fire tetrahedron
and label it.
2. Classify the various
types of fire in an
illustration.
3. Read the label on
the firefighting equipment.
4. Demonstrate the
use of fire extinguisher.
Unit Title: 3 Development and Maintenance of Relationship

with Stakeholder
1. Identify stakeholders and
their role
1. Name different types

of stakeholders
2. Describe the
difference between
different types of
stakeholders
1. Enlist the key

stakeholders in
security industry
2. Identify the stakeholders
in a given organization and
write about their role in the
1
7
2. Communicate effectively with

stakeholders
3. Describe the factors that

influence the development
and maintenance of
relationship with stakeholders
4. Manage conflicts
3. Explain the meaning

of relationship
4. State the importance
of maintaining good
relationship with
stakeholders
1. Describe the
advantages and limitations
of oral
communication
2. Describe the
advantages and
limitations of written
communication
3. Describe the difference
between formal and
informal
communication
4. State the points to be
kept in mind while
communicating with
superiors, colleagues
and customers/
visitors.
1. State the importance of
personal hygiene and
presentation in developing
and maintaining
relationship with
stakeholders.
2. Explain the factors
affecting relationship
with stakeholders.
1. Describe the main

causes of conflicts at
workplace
2. State the steps involved
in resolving conflict
organization.
1. Communicate in a
clear and concise
manner
2. Identify the various
records, logbooks and
reports (written
communication)
used in private security
industry
3. Summarize a given
information for effective
Communication
1. Demonstrate the
ability to respond
to customers of
different temperament
style.
2. Demonstrate how
to exercise restrain after
listening to an aggressive
customer/visitor
3. Enlist the factors
influencing
relationship with
stakeholders.
1. Enlist the reasons
for conflict at
workplace.
Unit Title: 4 Occupational Health and Safety Procedures

1. Describe the various common 1. State the causes of
hazards and risks at workplace
hazards at workplace
2. Give examples of
hazards related to
health and hygiene,
use of tools and
heavy machinery,
178
1. Identify and list

sources of hazards at a
given workplace
2. Identify and list
hazards related to
health and hygiene,
use of tools and heavy
hazardous substances,
working at heights, manual
handling of goods, confined
places,
fire, etc.
3. Explain the
difference between
different types of
hazards- (biological,
chemical, physical
and psychosocial)
4. Explain the difference
between general and
workplace risks.
5.Give examples of
general risks arising
due to natural
disasters, climatic
conditions, social or
legal actions.
2. Describe the various stages
1. Describe the stages
involved in assessment and
of an occupational health
management of risks associated and safety strategy.
with hazards
2. State the steps involved
in risk management
process
3. Describe the ways of
identifying the risks or
hazards at workplace
4. Explain the factors
that influences the degree
of severity of risks at
workplace.
5. Explain the elements
that need to be considered
while assessing the risks at
workplace.
6. Give examples of
actions to be taken for
controlling hazards related
to common problems at
workplace.
3. Describe the measures for
controlling hazards at workplace elements of an emergency
response procedure.
2. Describe the hazard
control measures.
3. State the actions to
be taken to reduce
risks at workplace.
machinery, hazardous
substances, working at
heights, manual handling of
goods, confined places, and
fire at a given workplace.
3. Identify and list the risks
to workers at a given
Workplace.
1. Identify and assess

the severity of risks
associated with tools,
equipment, machinery, use
of chemicals, etc. at
workplace
2. Determine the
likelihood of hazard
in a given situation.
1. Identify Personal
Protective Equipment (PPE)
used at workplace.
2. Identify and enlist
control measures/
procedures adopted by an
organization/industry for
ensuring occupational
health and safety of
employees.
1
7
Unit Title: 5 Observing and Monitoring People

1. Demonstrate the knowledge
of using senses in observing
people
2. Describing the procedure for

maintaining a secure
environment
3. Describe the reason of

security breach and procedure
for reporting
incidents.

steps involved in making
an observation-noticing,
interpreting and recalling.
2. Explain the role of
five senses in observation
sight, hearing, smell,
taste
and touch.
3. Describe the factors
that affect the effectiveness
of senses in observation
4. Give examples of use
of senses in detecting
possible threat to security
1. Describe the role of
technology in maintaining
secure environment
2. Explain the use of
CCTV, fingerprint
scanner, iris scanner,
and face scanner in
security
3. Describe the access
control system
physical security in
access control
system
5. Give examples of
physical controls
natural and
structural protective
barriers.
1. Describe the reasons
of security breach
2. Explain the various
modus operandi of
criminals robbery,
theft, looting, arson,
and vandalism
3. State the incidents
for which security
breach is reported
4. Describe the
procedure for
reporting incidents.
between direct and
indirect evidence.
180
1. Identify the role of

senses in a given situation
the situations may
include
but not limited to: (i)
a security officer frisking
people or checking
baggage at a public place,
and (ii)
body cover given to a
VIP by Personal
Security Officer.
1. Identify and enlist the

various structural
protective barriers.
1. Identify and list the

various types of report.
2. Prepare report of an
incident.
3. Identify and list various
types of evidence.
between testimonial
and real evidence.
Between demonstrative
and documentary
evidence.
Unit Title: 6 First Aid at Workplace (Basic)

factors affecting health at
workplace and relate them
with first aid practices.
1. Describe the
meaning of health
emergency.
2. State the causes of
health emergency.
3. Describe the
difference between
physical, mental and
social well-being.
aspects related to
breathing and blood
circulation and relate
them to First Aid.
5.Give examples of
various health,
psychosocial and
safety hazards at
workplace.
6. Describe the basic
principles of first
aid.
2. Identify facilities, equipment
1. Describe the
and materials for First Aid
importance of First
Aid facilities at workplace.
2. Describe the uses
of First Aid equipment
and materials.
3. Perform the role of First Aider
1. Describe the role
in case of fever, heat stroke, back of first aider in health
pain, asthma,
emergency.
and food borne illness
2. Explain the basic
rules of First AidCheck, Call, Care.
3. Describe the
procedure of ABC-Airway,
Breathing and Circulation.
between low, mild and
high fever.
5. Describe the
sources and
triggering factors of back
pain.
6. Describe the

Emergency situations at
workplace.
the factors affecting
health and performance of
security personnel
at public places,
industry or
organization.
1. Identify facilities,
equipment and materials
used in first aid.
1. Perform ABC on a
dummy.
2. Record temperature
using a digital thermometer.
3. Prepare Oral
Rehydration Salt
(ORS)
3. Provide care for
injuries including
sprains and strains.
4. Provide care for
sudden illnesses such
as food poisonings
1
8
4. Perform the role of first aider in

cuts, bleeding, burns,
insect bites and stings, dog bites
and snake bites
symptoms of asthma
7. Describe the
different types of
inhalers used for relief in
case of asthmatic attack.
1. Describe the role
of first aider in providing
first aid in injuries such as
cut, bleeding and
burns.
2. Describe the
difference between
internal and external
bleeding.
3. Describe the
difference between
first, second and third
degree burns.
4. Describe the
symptoms of insect
bites and stings.
1. Administer First Aid

for injuries such as cuts,
bleeding and burns.
2. Administer First Aid
for bites and stings.
Unit Title: 7 Work Integrated Learning- Security Services

1. Describe the role of security
2. Distinguish between
different types and purposes of
security
3. Describe the various career

opportunities in national security
forces
1. Describe the basic

purpose of security.
between different
types of threat
3. Explain the preventive,
protective and detective
role of
security.
1. Describe the
difference between
different types of
security human,
public, private, national,
physical, information,
communication, industrial,
internal,
external and
international security.
1. Describe the
Organizational structure
and ranks of Indian Army.
2. Describe the
selection process
for joining the Indian
Army.
3. Describe the
of Indian Air Force.
4. Describe the
182

the different types of threat
in workplace
environment
1. Identify the type of

security in a given
situation.
1. Match the insignia

of officers and persons
below the officer rank with
their ranks.
2. Identify career
opportunities in army, navy
or air force.
4. Keep physically fit
of Indian Navy.
Coast Guard,
Border Security
Force, Indo-Tibetan
Border Police,
Sashastra Seema
Bal, Assam Rifles,
Central Reserve Police
Force, Rapid
Action Force and
State Security
Forces.
Private Security
Agencies.
4. Describe the duties
and responsibilities
of private security
officers.
components of fitnessstrength, power, agility,
balance, coordination,
strength endurance,
etc.
2. Explain the
importance of keeping
physically fit.
1. Perform exercises
to stay physically fit.
Exercises may include but
not limited to: The
Wheelbarrow, Trees in the
Wind, The Bear Walk,
The Frog Stand, and The
Measuring Worm.
1
8

SECURITY
(Class X)
1. Title: Security
2. Code: SS201-NQ2012
(Learners Room: 120 hr, Practical: 60 hr, Industry: 20hr)
S.NO
Unit Code
Unit Title
No. of Notional
Learning Hours
SS201-NQ2012
Basic Drill and Defensive Techniques
10
SS202-NQ2012
10
SS203-NQ2012
SS204-NQ2012

Emergency Response(Advanced)
Security Structure and Laws
Governing PrivateSecurity
Introduction to Information Technology
SS205-NQ2012
Email Messaging
10
SS206-NQ2012
First Aid Practices (Advanced)
20
SS207-NQ2012
Work Integrated Learning Security

Services L2
10
Total
15
10
85
4.Certificate Level: NVEQF 2 (Class X)

5.Resources
1. Torch Light
2. Batons
3. Handcuffs
4. Boots
5. Security Guard Belts
6. Notebook
7. Pen
8. Spare batteries and bulbs
184
9. Two Way Radios and chargers

10. Safety helmets
11. Duty Uniform
12. Clock
13. Telephone
14. Key Boards
15. Fire Extinguishers
16. Parking Signs
17. Alarm Panels
18. Padlocks together with chains
19. Rope
20. Emergency Warning Lights
21. Emergency Flood Lights
22. Smoke Detectors
23. First Aid Equipment
24. First Aid Kit
6.Teaching/Training Methodologies
T2: Assignment
T3: Case Based Method
T4: Role Play
1
8
SECURITY
CLASS- X
First Term
FA 1
FA 2
SA 1
UNIT 1
Basic Drill and Defensive
Techniques
UNIT 2
Emergency Response
(Advanced)
UNIT 1
Basic Drill and Defensive
Techniques
UNIT 2
Emergency Response
(Advanced)
UNIT 3
Security Structure and Laws
Governing Private Security
Second Term
FA 3
FA 4
SA 2
UNIT 4
Technology
UNIT 5
Email Messaging
UNIT 6
First Aid at Workplace
(Advanced)
UNIT 4
Technology
UNIT 5
Email Messaging
UNIT 6
First Aid at Workplace
(Advanced)
UNIT 7
Work Integrated LearningSecurity Services
186

SECURITY
(Class X)
Unit Title:1 Basic Drill and Defensive Techniques
SESSION
LEARNING OUTCOMES
1. Demonstrate the ability to
Participate effectively in
drill and follow drill commands
2. Demonstrate personal
Grooming practices
Knowledge Evaluation
Performance Evaluation
1. Describe the
importance of drill
2. State different drill
commands
3. Explain the purpose
and characteristics of
good drill commands
(motivation, focalization,
maintenance of records,
etc.)
aspects of personal
grooming, including
uniform, health, hygiene, etc.
1. Demonstrate the ability

to follow drill commands
3. Identify vulnerable parts

of human body from selfdefense point of view

parts of human body
which are vulnerable
to attack and damage.
4. Demonstrate basic selfdefense techniques

and importance of
learning self-defense
techniques
2. Describe the techniques
used in
various forms of
unarmed combat ( e.g.
karate, kung fu, judo,
etc.)
1. Demonstrate personal
grooming practices
(wearing clean and
ironed uniform, keeping
nails clipped, brushing
teeth regularly, proper
combing, covering mouth
with handkerchief while
sneezing or coughing,
etc.)
1. Identify the various parts
of human body
vulnerable to damage
during attack or selfdefense.
armed and unarmed
combat.
the techniques used in
martial arts and Krava
Maga
1
8
Unit Title: 2 Disaster Management and Emergency

Response (Advanced)
1. Describe the
importance of
disaster
management and
emergency
response
aspects of disaster
management and
emergency response
3. Describe the role and

responsibilities of Emergency
Response team
4. Describe various types of

fire, their causes and
methods of extinguishing fire
1. Describe the
meaning of disaster
management
1. Differentiate
between hazard
and disaster.
1. Describe the goals of

disaster management
2. Explain the various
aspects of disaster
management cycle
phases in disaster
management
responsibilities of different
people involved in
Emergency Response
Team
2. Describe the different
types of rescue and
evacuation drills
functions of Fire
Suppression Team,
Search and Rescue
Team, Medical Triage
Team and Medical
Treatment Team
4. Describe the purpose
of Search and Rescue
Operations, Mountain
Rescue, Ground search and
rescue, Urban search and
rescue, Combat
search and rescue and
air-sea rescue
5. Describe the
importance of rescue
and evacuation drills
1. Describe various
types of fire.
2. Describe common
causes of fire
3. Describe the
precautions to be taken for
preventing occurrence of
fires
4. Describe the duties of
various officers and
2. Identify the various

phases in disaster
Management
188
1. Identify the role of

various teams in
responding to an
emergency
2. Identify the equipment
used by the ERT (Personal
Protective
Equipment) suits,
HAZMAT (Hazardous
Material) response
trucks, Vacuum
trailers, Excavators,
Bulldozers, Triaxle
Dump Trucks, Site
Restoration Equipment,
Roll-Off Container
Trucks).
1. Classify the various types

of fire
2. Identify the
various firefighting
equipment
staff in firefighting
5. Describe the
procedure for dealing
with fire emergencies
6. Describe the method
of extinguishing small
fires
7. State the use of
various firefighting
equipment
Unit Title: 3 Security Structure and Laws Governing Private

Security
1. Describe the security
structure in India
2. Describe the major role and

functions of army, Indian air
force and navy in
providing security from
external and internal threats

functions of Para Military
Forces

functions of Central Police
Forces
1. Describe the National

Security Structure in
India - Armed forces
(Indian Army, Indian Navy
and Indian Air Force, Indian
Coast Guard, Paramilitary
Forces).
2. Describe the Private
Security Structure in
India
3. Identify the forces
responsible to address
the external threats
4. Describe the Armed
Forces Act.
functions of service
branches of army (e.g.
Armoured Corps, Infantry,
Artillery, Army Air Defence,
Engineers, Signals).
functions of Indian air force
and navy.
functions of Para
Military Forces (Border
Security Force, Indo Tibetan
Border Police,
Sashatra Seva Bal,
Assam Rifles)
functions of Central
Police Force (Central
Reserve Police Force,
Rapid Action Force,
Central Industrial
Security Force, Railway
1. Differentiate
between internal and
external threats
2. Identify the forces
responsible to address the
internal
and external threats
3. Identify the conditions
under which the Armed
Forces (Special
Powers) Act may be
Applicable
3. Differentiate
between the role and
functions of Armoured
Corps, Infantry, Artillery,
Army Air Defence,
Engineers, Signals
1. Differentiate
functions of Border
Security Force, Indo
Tibetan Border
Police, Sashatra
Seva Bal, Assam
Rifles
1. Differentiate between the
role and functions of
Central Reserve Police
Force, Rapid Action
Force, Central Industrial
Security Force, Railway
Protection Force, National
1
8

functions of State Police Force
Protection Force, National

Security Guards)
1. Describe the major
role and functions of
State Police Force
(Metropolitan Police,
State Armed Police,
Special Armed Police
Force, State Reserve
Police Force.

functions of Private Security

functions of Private
Security Industry in
Industrial Security, Physical
Security, Material Security,
Personnel Security and
Information Security
7. Describe the various Acts

and Regulations governing
Security in India

Acts and Regulations
governing Security in
India such as Indian
Penal Code, Indian
Arms Act, Explosives
Act, Private Security
Agency Regulatory Act
2005
Security Guards
1. Differentiate
functions of Metropolitan
Police, State Armed Police,
Special Armed Police
Force, State Reserve Police
Force
2. Differentiate between the
ranks and insignia of
Gazetted and NonGazetted officers
1. Differentiate
functions of private
security personnel
working for Industrial
Security, Physical Security,
Material Security,
Personnel Security and
Information Security
1. Differentiate
between the
provisions and
applications of the
various acts
governing Security in
India
Unit Title: 4 Introduction to Information Technology

functions of the various parts
of computer system
1. Describe the parts

of a computer system
and role of different
types of Software

features of a computer system
used for creating
1. Describe the use of

the features such as
Desktop, My Computer,
190
primary and
secondary memory.
system software and
application software
3. Identify hardware
components of
computer
4. Distinguish between
common I/O ports
and connectors.
5. Connect various parts
and devices of
computer system.
6. Start and shut down a
computer system
1. Identify the desktop
icons and state their
use.
documents and pictures
Recycle Bin, My
Network Places, My
Documents, Help and
Support, Search, Settings,
Documents, Programs, etc.
3. Describe the procedure of

managing file and folders
1. Describe the purpose

of file and folders.
2. Describe the procedure
for locating files and
folders on the drive
3. Describe most
commonly uses file
and picture formats
2. Create and rename

folders
3. Restore files from
Recycle Bin
4. Create a text file in
Notepad and save it
in desired location.
5. Draw a picture in
Paint and save it in
desired location
1. Create a file and
folder.
2. Locate and rename a
folder and file
3. Delete a file or
folder.
4. COPY-PASTE file and
folder
5. CUT-PASTE file and
Folder
Unit Title: 5 Email Messaging

1. Describe the use and
features of email

and purpose of email
features of email and
their uses

sending forwarding and
searching emails

sending, forwarding and
searching emails
1. Open an email
account
2. Sign in
3. Open the Inbox to
read the emails
4. Compose mail
5. Attach file
6. Send mail
7. Open the Outbox
8. Open the Sent box
to see the emails
sent
9. Add signatures
10.Prepare a Draft
message and save
in drafts folder.
1. Send email
2. View emails and
attachments
3. Download attachments
4. Reply to emails
5. Forwarding email
6. Deleting emails
7. Archiving emails
8. Flagging email as
Spam
9. Recovering email
from Spam folder
10. Searching for email
11.Retrieve emails saved in
the Drafts box and edit
1
9
3. Organizing emails
and managing contacts

organizing and
managing emails
2. Describe the utility of
labels and filters in
managing emails

aspects of email etiquettes
1. Describe the importance

and benefits of email
etiquettes.
them before sending.

1. Create a label
2. Apply label to a
message
3. View labelled messages
4. Choose a label
colour
5. Customize colour
for labels
6. Remove a label
from a message
7. Create filters
8. Use filters for
organizing mails
9. Edit and delete filters
10.Specify search
criteria
11.Create a contact
12.Edit a contact
13.Create a contact group
14.Add contacts to
contact group
15.Remove contacts
from contact group
16.Edit contact group
name
17.Search contacts
1. Use appropriate
prefixes in Subject
Lines
2. Greet recipients
appropriately
3. Keep the messages
short
4. Watch the spelling
5. Demonstrate the
knowledge of being
careful when using
abbreviations and
emoticons
6. Use proper intonations
Unit Title:6 First Aid Practices (Advanced)

1. Describe the procedure for
performing basic First Aid

for performing basic First Aid
192
1. Evaluate the
situation
2. Perform Airway,
Breathing and Circulation
3. Demonstrate the
knowledge to call
emergency services
4. Determine
responsiveness
5. Look, listen and feel

methods of evacuation and
rescue operation

various types of knots in
rescue operation

functions of human body
systems
5. Administer cardio
pulmonary resuscitation
1. Describe the importance

and procedure of carrying a
survival
bag and stretcher for
lifting a person
for forming human crutch,
drag, and two and handed
seat and four handed seat
carry.
1. Describe the use and
procedure for preparing
different types of knots

functions human skeleton,
nervous system,
cardiovascular system,
respiratory system,
musculoskeletal system,
digestive system, endocrine
system, urinary
system, reproductive
system, integumentary
system and lymphatic
system
1. Describe the signs
and symptoms of angina or
heart attack
administering
Cardiopulmonary
Resuscitation (CPR),
artificial respiration
and mouth-to mouth
resuscitation
for signs of breathing

6. Check the victim's
circulation
7. Treat bleeding,
shock, and other
problems as needed
1. Perform two and four
handed seat carry.
1. Prepare reef knot,

sheet bend, figure of
eight, round turn and
two half-hitches, clove
hitch, timber hitch,
highwayman's hitch,
sheepshank, and bowline
using rope
1. Identify the human
body systems such as
parts of the skeleton,
nervous system,
cardiovascular system,
respiratory system,
musculoskeletal system,
digestive system, endocrine
system, urinary system,
reproductive system,
integumentary system and
lymphatic system
1. Administer
Cardiopulmonary
Resuscitation (CPR),
artificial respiration
and mouth-to-mouth
resuscitation
Unit Title: 7 Work Integrated Learning- Security Services

1. Describe the structure and
functions of private security

functions of security
2. Describe the scope of
private security cover in
India
1. Demonstrate the
knowledge of
methods and
techniques generally
adopted for
1
9

legislations and rules
governing private security
companies
3. Describe the utility of

various security equipment in
preventing and deterring crime

performing operations
related to searching and
documentation

functions of Private Security
Personnel

types of threats anticipated
from internal and external
forces
4. Describe the methods/
techniques generally
adopted to prevent theft and
losses
5. Describe the organization
structure of
a typical Private Security
Organization/Company
governing private security
companies

various communication
equipment, intruder
alarm systems closed
circuit television system
access control systems
fire detection systems
security lighting
of performing operations
related to searching and
documentation
1. Describe the duties and

responsibilities of Security
Manager, Security
Supervisor, Security Officer,
Assistant and Security
Officer
194
preventing and
detecting crime
1. Demonstrate the
knowledge of
governing license
selection of security
personnel, uniform,
identity cards, etc. for
Private Security
1. Demonstrate the use
of various communication
equipment, intruder
alarm systems, closed
circuit television system,
access control systems,
fire detection systems,
security lighting, etc.
1. Demonstrate the
procedure for issuance of
badge and visitor slips.
2. Demonstrate the
procedure of stopping
and searching vehicles
3. Demonstrate the
procedure of stopping
and searching personnel.
4. Demonstrate the
procedure of recording
incidents of search.
1. Demonstrate the
knowledge of the
duties and responsibilities
of
security personnel
No.
1
9

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SECONDARY SCHOOL CURRICULUM

UNDER NVEQF 2015

CENTRAL BOARD OF SECONDARY EDUCATION

PART II: ELIGIBILITY AND SCHEME OF STUDIES

PART III: COURSES OF STUDIES

*Hands on Practical Examination will be conducted through formative Assessments in every

Additional Subjects/ sixth compulsory subject

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Main Course Book

Long Reading Texts

read silently at varying speeds depending on the purpose of reading;*

recognize the organization of a text;

identify the main points of a text;

anticipate and predict what will come next in a text;*

deduce the meaning of unfamiliar lexical items in a given context:

analyze, interpret, infer (and evaluate*) the ideas in the text;

write in a sty le appropriate for communicative purposes;

write a cleat description (e.g. of a place, a person, an object or a system);

write a clear account of events (e.g. a process, a narrative, a trend or a cause-effect

compare and contrast ideas and arrive at conclusions;

present an argument, supporting it with appropriate examples;

monitor, check and revise written work;

10 expand notes into a piece of writing:

understand and interpret messages conveyed in person or by telephone;

understand and interpret spontaneous spoken discourse in familiar social situations.

narrate incidents and events, real or imaginary in a logical sequence;

present oral reports or summaries; make announcements clearly and confidently;

express and argue a point of view clearly and effectively;

express and respond to personal feelings, opinions and attitudes;

convey messages effectively in person or by telephone;

Character, as revealed through

Plot/Story/Theme, emerging through main events,

Assessment in class IX and X

Summative II - from October - March

is diagnostic and remedial

makes the provision for effective feedback

enables teachers to adjust teaching to take account of the results of assessment

builds on students' prior knowledge and experience in designing what is taught.

offers an opportunity to students to improve their work after feedback,

helps students to support their peers, and expect to be supported by them.

It will assess Quantitative Reasoning, Qualitative Reasoning and Language Conventions.

Critical evaluation of the plot, story line and characters

The writing section comprises of the following tasks.

Very short answer type questions: Notice, message or poster

Long answers-02 type questions: An article, speech, debate, newspaper or school

Important note on format and word limit:

MCQ's type questions:

Sentence or dialogue completion

Supply type questions:

Error correction/Omission type

Long answer - 01 type questions: based on poetry, prose and drama