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j
bghJ ghll
ulh gUt
Kj tF Kj vlh
vlh tF tiu
KDiu
j fj nehff
FHijf gF tUnghnj mtut thif NHYFgL Vuhskhd
brhfis mJ itJsd. jhbkh tyik, cr w,
brhbwhlf mik ga mljh FHijf gF tUwd.
bkhiaga mogiljY, ca lf mjid Kiwahf
gagLJ wik mtfSF csd. jifa bjhlfiy
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bghJ ghll - ulh gUt j
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bghJ ghll - ulh gUt j
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bghJ ghll - ulh gUt j
ghlbghU
j, jHth, jku, jgghL, jfPf, jehL
isahL uf, jehL btahsf, cyfj jHf, ehLw ghlf
it rhj fUJf; ehnjhW rF rKjha f, bg Kndw, a
ma fLof, kj rhgw fUJf, thaiy Ritf L
fijf Mait ghlbghUshf l bgWsd.
ghlbghUf gl, fij, ghl, br, ciuahl, brhngh, foj, ehlf,
fLiu Ma totf, FHijf Utif, FHijf kdij
bjhLtif cUthfgLsd.
ghll thyhf bjhlfiy tFid iwbr khzt
bkhia iH ngr, vGj, gof, Ms, vzfis aghf
btgLj mt. gjh tFig iwbr khzt bkh ikia
wig czJ, gilf, Ms, Ritf KG Mw bgWt.
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bghJ ghll - ulh gUt j
Kj tF
w gF / w ghlbghU fw fj braghLf
1. ghjj
2.1 Xir eaf FHij tz tz f (ghl), ahid va, x eaf FHij ghlfis
ghlfis nfl tUJ ahid tUJ (ghl) briffSl ghLj
3. ngRj
3.1 FHij jid Rsit kujoF thf FHij jid g, j L
g ngRj / ghLj NH kW jdF ojit g
ngRj / ghLj
3.2 fij TWj kujoF thf..?, ehD tuLkh? glfis ghJ fgidahf fij
TWj
4. goj
4.1 glij ghJ thL eh brhnt glfYs bgafis goj.
bga brhYj, mj vGJfis Ma xJfho
vGJfis FHijfis xf brj
milahsgLJj.
4.2 Ubrhfis izJ ehnd gong ehnd vGJnt bjhlfis ca xnghL xJ
goj fho FHijfis xf brj
5. vGJj
5.1 fis izJ vGJj tiuJ fhLnt, vG gHFnt fis izJ tbah
vGJj
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw fj braghLf
5.2 ghJ vGJj gl ghJ bga vGJnt brhfis ghJ vGJj
5.3 brhfis brhy nfL ehnd gong ehnd vGJnt brhfis ca xnghL Ma
vGJj brhYjY khzt vGJjY
6. gilghw
6.1 glfSF bghUjkhd fiy iftzK glfSF bghUjkhd tz
tz Lj l brj
6.2 gadw bghUfUJ fiy iftzK mRfis gagL Ugkhd
ifid bghUf brj cUtfis gJ fhLj
6.3 fij brhYj kujoF thf khzt jhf ghj ffis
fyhkh? TWj
7. eilKiw yfz
7.1 xj Xirila brhfis brh isahL xj Xir btgLkhW brhfis
dfhz xj- xf brj
7.2 Fiy beoyhf, beoiy brh isahL Fiy beoyhf, beoiy
Fyhf khWj Fyhf kh brh cUthFj
8. jhnd fw
8.1 bjj vGJfis izJ brnth va braghLf tahf
milahs flj bjj vGJfis milahs
fhz
8.2 Gkfis mj isahlyh thf va isahL_y
Gkfis fj
9. brhyh w
9.1 Wt f th... th... yfYs Wt fis goj
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bghJ ghll - ulh gUt j
ulh tF
w gF / w ghlbghU fw fj braghLf
1. nfl
1.1 jidia L a nfhL bga nfhL khztfis Lfij, fij Tw
fijfis nfl ril ahUF? brj
2. ngRj
4.1 glfis ghJ Wbjhl gl ghJ bjhl vGJ glij ghJ bjhl cUthFj
vGJj
4.2 va fijUJ fis gfyhkh? va fijUJ nffgL
dhfSF Vw dhfSF XU brhf il
il vGJj vGJj
4.3 brhy nfL brhfis gf brhy nfL brh bfhL
vGJj vGJj
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw fj braghLf
4.4 tUzid brhfis fnz kna (ghl) glfis ghJ tUzid
milahs fL vGJj brhfis vGJj
5. gilghw
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bghJ ghll - ulh gUt j
_wh tF
fw fj braghLf
w gF / w ghlbghU
1. nfl
nfl
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bghJ ghll - ulh gUt j
fw fj braghLf
w gF / w ghlbghU
3.1 bfhLfgLs jftf, fijfis kiH, kiy, fhLf ga fijf (fho yFf, gwitf, f
ca xl goj xU gaz nghw ghlgFf) Mait ga fijfis ca
xl goj, gl ghJ
dhfSF Vw il Tw
brj
3.2 Wt jfis goj WW fijf, JQFf, f, khztfSFa j
FWbfGJ nghof, ghlf bttJs Wfijf, ghlf,
nghwit mla Wt jf (Wt JQFf, f nghw
j nghw ghlgFf) brfis gof Lj
4. vGJj
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bghJ ghll - ulh gUt j
fw fj braghLf
w gF / w ghlbghU
5. gilghw
5.1 brhfis gagL fij khiy neu, nkf, kiH, bts nghw brhfis bfhLJ fij
cUth TWj fij cUthf jf brhf (fho xU cUthf brj
gaz, g brY t nghw ghl
gFf)
5.2 bral Wt j cUthFj khztfl jh kW
g tshfij ngQj milfis mJ braf
mj, brjh, Wt
yf brW jufis uLj
jfis bjhFf brJ
tFgiw goJ fhl brj,
Lfijf, gHbkhfis
bjhFf brj
6. eilKiw yfz
6.1 vGthnfw idKW vGJj vGthF bghUjkhd idKW vGthia bfhLJ bghUjkhd
bfhl bjhlf idKiw vGj brj (xUik,
(v.fh) Ky tjh giknfw idKWf)
fjh tjh
kf Tod
khL tjJ - khLf tjd
gwit tjJ - gwitf gwjd.
(ciueil gF gf)
7. jhnd fw
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bghJ ghll - ulh gUt j
fw fj braghLf
w gF / w ghlbghU
8. brhyh w
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bghJ ghll - ulh gUt j
ehfh tF
w gF / w ghlbghU fw
fw fj braghLf
1. nfl
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw
fw fj braghLf
ilaj, khztfis
cwdfSF foj vGj
brj.
3.2 gHbkhfis goj tHf cs gHbkhfis gHbkhfis bjhFbjG
gagLJj (fij, ehlf, ciuahl, goj, ku bjhlfis
ghl thyhf) ku mnth ghlgF gof gagLj ma
brj.
4. vGJj
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw
fw fj braghLf
m~iz ku, yF
ghlgF lbgW gf
7. jhnd fw
7.1 ku brhfis gagLj ku brhf mla bjhlf bga ku, id ku brhfis
(v.fh.) F T, e CisL, ma brj
ahid W. (ku mnth nghw cq tHF ku
ghlgFf) brhfis uo tu brj
8. brhyh w
8.1 brhfsa bgUFj a brhf, bjhF bgafis vGj vbrh vGJj, J
brj (ciueil, br nghw vGJj, nrJ vGJj,
ghlgFf) bghUsj, iz brhf
mikj
8.2 ku brhfis gagLJj bjhF bgaf (v.fh) bjdnjh, bjhF bgafis vGj
fU njhl, ML kij, gwit brj
Tl bfhLfgl br gFf
fhzgL mwbefis czJ
gw brj
isahL, bkh isahL
br - _Jiu 3
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bghJ ghll - ulh gUt j
Ijh tF
w gF / w ghlbghU fw fj braghLf
1. nfl
UFw (bgUik, idg), UFw gF kW ghlfYs
bgf, Fao bgnz bgf Fj z,
1.1 z ghlfis nfl Fao nghw jiy mikj z ghlfis nfL J
ghlf. bfhL, mjt gw brj.
2. ngRj
cz UHh vD jiy ghl mfgLs
mikj ghlgF lbgW ciuahl nghW NH mikJ,
ciuahl. khztfis aghf ciuahl
gWj.
2.1 aghf ciuahLj
khztfSF oj kutif
czfis mj
brKiwfis bgnwhl nfL
tJ tFgiw Twbrj.
3. goj
iu bghUfh vD bjhlto fhy mltiz,
ghlgF lbgW v tu bghUfh m, ngUJ fhy
Ff. mltiz, kf TL lf
cs v tu rhj mfis
v F bfhl tufis gof, J bfhs
3.1
goj gaj.
khztf jj CYs ngUJ
fhy mltiz, mfho nghw
gFf lbgW iy
goafis goJtJ tFgiw
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw fj braghLf
Twbrj.
4. vGJj
fiy cy fiythz, cz ghl bjhlghd fUJfis
UHh kW ghlgF bghU czF Vg ilbt
bghU cznfg
4.1 lbgW gf. L WjFfSl vGj
ilbtL vGJj
brj.
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw fj braghLf
5. gilghw
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw fj braghLf
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bghJ ghll - ulh gUt j
w gF / w ghlbghU fw fj braghLf
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bghJ ghll - ulh gUt j
Mwh tF
fw fj braghLf
w ghlbghU
glf fhzgL ff
FJ jjna tJ
vGJ gaj. (v-L) fht
bjt, fufhl, bghf.
xF brhfis
gagL brhbwhl vGJ
gaj.
xiwbfh, uilbfh
khwij brhf fho
bghUkhwij RL
gaj.
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bghJ ghll - ulh gUt j
fwgF ciueil cs
wbkh brhfis vLbjGJ
gaj. (v-L. KaJt,
eht. . . .)
xWiH F gaj.
kj cwf nkikia
sF ffis bjhFj.
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bghJ ghll - ulh gUt j
br Ritgl miktjfhd
brhyhfis
milahsgLJj.
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bghJ ghll - ulh gUt j
VHh tF
fw fj braghLf
w ghlbghU
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bghJ ghll - ulh gUt j
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bghJ ghll - ulh gUt j
vlh tF
w ghlbghU fw fj braghLf
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bghJ ghll - ulh gUt j
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COMMON SYLLABUS II TERM - ENGLISH
COMMON SYLLABUS
ENGLISH
II TERM
CLASSES I to VIII
A short preamble
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COMMON SYLLABUS II TERM - ENGLISH
Broad Objectives:
In evolving the syllabus, care has been given to establishing clear gradients
in content and learning activities. With this in mind, Class V has been included in
the reckoning, both in the envisioning of the syllabus for Primary classes, and also
in visualizing the flow for Upper primary and secondary classes. It is felt that this
*****
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COMMON SYLLABUS II TERM - ENGLISH
Class I
1. Listening
Listening to short, Simple short familiar Teacher narrates Do actions related to the story /
familiar stories or stories stories, or folktales. folktale
folktales Children listen and
respond Reproduce any environmental
Understanding the sounds (Eg. wind blowing, crow
main point of short cawing) occurring in the story.
stories told in
English
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COMMON SYLLABUS II TERM - ENGLISH
2. Speaking
3. Reading
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COMMON SYLLABUS II TERM - ENGLISH
Reading Words/Sentences Teacher provides Read words
words/sentences opportunities for
children to read using Read simple sentences
flash cards. Children
Choose the correct word
label things around the
for each picture.
class room.
Responding to Books, flash cards, Teacher makes available Browse/read the different
various types of labels, charts, etc different types of reading materials available
reading material. reading materials and in the class room.
encourages the children
to use them.
4. Writing
Spacing of words, Words /Sentences Children write leaving Copy words and sentences.
alignment of words space in between words
in a sentence and write on a line. Trace over dotted words.
(Mechanics of
writing)
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COMMON SYLLABUS II TERM - ENGLISH
spelling skills.
5. Vocabulary
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COMMON SYLLABUS II TERM - ENGLISH
Distinguish singular Singular and Plural 's' Teacher uses
from plural names. classroom objects,
pictures,
worksheets, charts,
children, etc for the
children to name one
and more than one.
Teacher uses songs, Can you hop like a frog? Yes, I can. (Children
Using Action words Common actions such as hop.)
pictures and other
read, jump, eat, walk, play Can you crawl like a snake?
activities for
etc Yes, I can. (Children crawl.)
children to identify
and name different Play games.
actions.
Speak using Simple and composite Teacher uses pictures that Talk about a simple sequence of
Pictures pictures, pictures in depict people in different events shown in the pictures:
sequence. roles and feelings. Germination of a seed.
Teacher gives worksheets
with activities Name the pictures.
like "Spot the difference," Who are these people? E.g., doctor,
pictures with missing parts carpenter, teacher.
to encourage children to talk.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on
functional grammar with suggested activities will be included wherever relevant in the textbook.
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COMMON SYLLABUS II TERM - ENGLISH
Class II
1. Listening
Listening to rhymes, Rhymes, jingles and Teacher sings or plays Listen to the tune and sing
jingles and songs songs the recorded cassettes. the rhyme
Children listen and sing Respond with the next word
along. or sentence, when the
teacher pauses while singing
the rhyme
Perform actions related to
rhyme
Listening to short short stories or Teacher narrates story Do actions related to the
stories or folktales folktales or folktale. Children story.
listen and respond. Reproduce any
environmental sounds (E.g.,
Teacher uses questions sound of a train choo-choo,
to test comprehension. lion roaring Grrrrr.)
Listen to the story and say
who or what they like in the
story.
Teacher: Who ate the
mango? (in the story)
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COMMON SYLLABUS II TERM - ENGLISH
Listening and Longer instructions Naturally occurring and Take out your notebook and
responding to and directions. suitable situations are write.
instructions and created in the
directions. Directions during classroom to follow Please bring your pencil and
indoor or outdoor directions. Gestural sharpener.
games. prompts may also be
used to help children
Directions involving
follow directions
two objects or people.
Directions involving
two actions.
Listening to questions Simple questions. Simple questions based Listen to questions and
What, Where, Who on classroom situations respond in full sentences.
Yes or No are asked.
Can you fly in the sky?
E.g., What are you
doing?
Listening to Words and sentences Teacher uses words Sing rhyme with correct
pronunciation highlighting correct pronunciations.
pronunciation.
Games with rhymes and
alliterations. E.g., Ponni plays
with a purple pot.
Listening carefully to Diagraphs ch, sh, Teacher plays sound Click your fingers every time
more sounds of the etc.), blends (bl, cr, games where the you hear a word ending
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COMMON SYLLABUS II TERM - ENGLISH
language through etc.), rhyming words, children listen to sounds with/sh/ - bath, dish, sleep,
chosen words, and blending sounds, in different positions. fish, watch, crush.
discriminating them. coining new words by
changing first, last or Children listen and Blend the sounds to make a
middle sounds. discriminate the sounds word.
that specific letters
make. /Po/./ta/./to/ - potato
Reciting more rhymes, Rhymes, jingles and Children sing along with the Teacher sings the first line
jingles, songs songs. teacher or cassettes, and and the children sing the
reproduce new and next line and the same
familiar nursery rhymes procedure is repeated
and songs alternatively.
Sing with appropriate
actions related to rhyme.
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COMMON SYLLABUS II TERM - ENGLISH
from home.
Making a request Please Teacher creates familiar Use the word, Please to
situations and encourages ask for something in
children to respond suitably appropriate situations.
Participating in simple Simple conversation Children take turns during Initiate and sustain
conversation in conversations with adults conversation in pairs and
English and peers in groups.
Teacher provides different
contexts for initiating and
sustaining conversations.
Speak using a combination Functional grammar: Noun, Teacher provides opportunities Name some things that
of grammatical forms verbs, singular and plural, through activities and informal you saw on the way to
construction of sentences. conversation for children to school. On the way to
speak using a combination of school, I saw a ..
grammatical forms. Look at the pictures and tell
what the children are doing.
E.g., The girl is climbing, The
old man is painting.
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COMMON SYLLABUS II TERM - ENGLISH
Recite known rhymes.
3. Reading
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COMMON SYLLABUS II TERM - ENGLISH
Browse/read the
Responding to different Books, storybooks, Different kinds of different reading
kinds of reading flashcards, pictures, self- reading materials are materials available in
materials made books. displayed in the the classroom.
classroom.
Reading for fun Reading graded readers, Teacher facilitates Look at the pictures
colourful picture stories children to look at and enjoy them.
pictures / read books. Read books for
pleasure.
4. Writing
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COMMON SYLLABUS II TERM - ENGLISH
Recall spelling. Words (high frequency words, Teacher presents a Make three new words
phonetic words and content variety of writing from the given word.
words) exercises and word balloon
building activities
such as word grids, Fill in the blanks with
jumbled letters, fill correct letter.
ups, dictation to Write the first/last
develop spelling letter for each
skills. picture.
Write the spelling for
simple dictated words.
Write using a Functional grammar: Noun, Teacher provides Match the words in column
combination of verbs, singular and plural, opportunities through A and column B and make
grammatical forms construction of sentences. written activities for sentences.
children to write using a Fill in the blanks with a,
combination of an ____ apple.
grammatical forms. ____ red apple.
Look at the picture and
fill in the blanks.
E.g., The boy _____ water
(drink/drinks).
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COMMON SYLLABUS II TERM - ENGLISH
5. Vocabulary
Name parts of the Elbow, neck, feet, Teacher uses action Draw yourself and a person
body stomach, fingers and songs, pictures and you like and talk about some
toes activities for children things you like to do
to point, name and together.
understand the
functions of body parts. Fill in the blanks:
I use my ____ to write.
(feet/fingers)
Express Feelings Shy, scared, kind Children express their Classroom discussion:
in words. feelings.
I am scared of
Identify School Places within the Children learn the Use different areas in the
spaces school. names of different school and perform errands.
places in the school and
their purpose by
actively using them.
Write Names of Birds, insects, Teacher uses songs, Watch the crows around your
birds, insects, vegetables, fruits, pictures, stories, real home. What were they doing?
vegetables, fruits, vehicles and other objects and activities Have you seen a crows nest?
vehicles and other things around us. for children to identify, Circle all the insects you see
things around us. name and learn about around your home.
them.
Say Action words Variety of actions Teacher uses songs, Name three activities that
pictures, stories and you do at home and three
other activities to activities that you do in
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COMMON SYLLABUS II TERM - ENGLISH
identify and name school.
different actions. Match the words to the
action shown in each picture.
Form Plurals Noun Singular and Plural es Teacher uses classroom Use correct singular or plural
number objects, pictures, forms in conversation
stories, worksheets,
charts, children, etc., Fill in the blanks with correct
for children to name word.
one and more than one. There are five______.
(mango/mangoes)
Say Numbers 1 to 50 Teacher guides the Make a picture by connecting
children in reading and the numbers.
writing numbers and
number names through Look at the number and fill
activities like tracing on in the missing letter for
dotted lines, matching number name.
number to number
names, etc.
Name Days of the Days of the week Teacher uses the Look at the calendar
week calendar in the everyday and find out what
classroom to talk about day it is today.
day, date and month. How many days are there in a
week?
Name the days of the week
Using Picture Picture Dictionary Teacher guides the Refer picture dictionary as
Dictionary children in using a and when needed.
picture dictionary to
understand the meaning Show & Point to body parts.
of words. Express anger, sympathy,
respect.
From the pictures point to
some birds and name them.
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COMMON SYLLABUS II TERM - ENGLISH
Showing and number naming
Which is the fifth day of a
week?
6. Language Functions
Introducing oneself Name, class, Teacher creates a context Introduce oneself to adults,
school such as interaction with peers and neighbours when
people, role play and required.
presentations for students to
talk about themselves.
Using a picture, talk Simple, Children look at the picture Picture of three little pigs
about it. composite and respond by observing, building a house How would
picture, pictures comparing, associating, you build your house?
in a sequence. inferring and relating to self.
Picture of outdoors What are
some of the things the birds
would use to make a nest?
Act simple role play Roles based on Children enact a variety of The scene is a market place.
small stories, simple roles and use songs, Children take up roles as
simple poems, sounds, movements, gestures, shopkeepers selling different
pictures, real life dialogues etc as a part of role things. Others go to the
situations,
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COMMON SYLLABUS II TERM - ENGLISH
feelings etc. playing. market and pretend to buy.
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COMMON SYLLABUS II TERM - ENGLISH
Class III
1. Listening
Listening and responding to Questions Teacher asks simple Can you think of another
questions When Why questions and children name for the story?
respond. Listen to incidents told
by a peer.
Listen to the story and
illustrate.
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COMMON SYLLABUS II TERM - ENGLISH
2. Speaking
Singing rhymes, poems, Rhymes, poems, Children sing or recite Listen to the tune and sing, or
songs songs along with the teacher listen to and recite the rhyme
or cassette and or poem.
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COMMON SYLLABUS II TERM - ENGLISH
reproduce the rhymes, Respond with the next word
poems or songs or sentence when the teacher
pauses while singing or
reciting the rhyme.
Perform actions related to
the rhyme were initiated.
Asking questions Wh questions Children ask a variety of Where is the black dog?
questions during the course
of the day. Who is your friend?
3. Reading
Reading sentences / longer Any passage from Teacher provides Underline the
text text or other books opportunities for unfamiliar words.
children to read Round Robin
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COMMON SYLLABUS II TERM - ENGLISH
individually, in pairs and reading reading
in small groups. one sentence each
from a given
Children read and passage.
answer simple questions. Read the sentence
and illustrate.
Reading different genres Road Signs / maps Road signs and simple List out the road
maps are introduced to signs you see while
children. coming to school.
Reading for fun Reading Graded Teacher facilitates Look at the pictures
readers, colourful children to look at and enjoy them
picture books pictures/read books. Read books for
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COMMON SYLLABUS II TERM - ENGLISH
pleasure
Convey a message to
a friend.
Express regret for
a mistaken act.
Narrate an incident.
Ask your friend
question.
Read a few
sentences.
4. Writing
Recall spelling Words (high Teacher presents a Fill in the blanks with
frequency words, variety of writing correct word:
phonetic words and exercises such as Monkeys climb______.
content words) jumbled letters, (stere/ reest/ trees)
sentences, fill ups and
dictation to develop
spelling skills.
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COMMON SYLLABUS II TERM - ENGLISH
following sentences. The
question words are given.
What __________
This is a train.
Write using a Functional grammar: Teacher provides Fill in the blanks with correct
combination of Possessive forms opportunities through word.
grammatical forms subject verb written activities for This is my shirt. ____
[Consolidation of agreement verb children to write using a (It/His) is red in colour.
functional learning forms, pronouns d combination of grammatical Make the sentences bigger
through usage] [Learnt and forms. choosing from the words
interpreted only as given. (tall, blue,
usage] two)
I have bottles.
A boy is running.
My bag is lost.
Copy a news item in your note
book.
Form two or three rhyming
sentences.
Use punctuations as directed
by the teacher.
5. Vocabulary
Competencies Content Mode of Transaction Evaluation
Words Words given in the Teacher explains the Fill in the blanks
text meaning and asks with words given
questions
6. Language Functions
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Make a Role play (pair Themes from text, Teacher initiates Take up roles as
work) story books, real discussion and guides butterfly, bee, tree,
life situations children to play peacock and speak
different roles one or two lines
about yourself
Making lists Shopping list, list of Teacher presents topics Make a list of things
items in the for lists or uses you bring to school.
classroom, list of naturally occurring
children opportunities to make
lists.
Talking about a theme Simple / Common/ Teacher enables Talk about:
familiar themes children to talk about a My school.
familiar theme. My pet cat.
Act like a doctor.
Prepare a list of
things you want
from your father.
Describe what you
made out of waste
paper / rags / clay /
plastic items.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on
functional grammar with suggested activities will be included wherever relevant in the textbook.
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Class IV
1. Listening
Listening to songs / poems Songs / Poems Teacher sings / plays the Listen to the tune
recorded cassettes. and sing the
Children sing part or the songs and poems.
whole song / poem.
Sings the whole
song or poem
after listening to
the title or the
first sentence.
Listening to stories/ prose content Short Teacher narrates stories Give a suitable
stories/prose / incidents / folk tales. title
content Children listen and
Think of a
respond
different
ending for the
story.
Listen and
respond to the
questions
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Words/ Teacher models Repeat after me
Listening to pronunciation, Sentences / pronunciation. Children She sells sea shells
stress and intonation Passages E.g., repeat after the teacher on the sea shore.
Words with
silent letters,
multi syllable
words,
homophone,
vowel clusters
etc.
Listening and responding to questions Questions: Children listen and Listen to question
How? respond to questions and respond in
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relevantly. full sentences.
Listen to a story
told in a TV
Channel.
Listen to a good
speaker as
recorded in a
Cassette
Listen to
questions asked
by your friends.
2. Speaking
Sings Songs and poems Poems / thematic Teacher sings and children sing Sing the song/
Songs part or the whole song / poem. poem suggested
by the teacher or
their favorite
one.
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versa.
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Responding to questions the story of the
Ant and the
Dove.
Sing your
favorite English
Asking questions song
Describe the
magic show you
saw.
Speaking using a combination of
Say a few
grammatical forms.
sentences about
your village /
[Consolidation of functional
town
learning through usage]
Ask a sportsman
how he won the
prize.
Speak for two
minute on a topic
of your liking.
3. Reading
Reading a longer and level Text/other reading Children read longer texts Read a passage and
appropriate text (familiar / materials. silently and aloud. illustrate.
unfamiliar text) Children read with a degree Read the passage and
of fluency. talk about two things
you liked about it.
Read the given
passage and answer
the questions based
on cause-effect,
inference.
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Recall answers based
on text
Read the passage and
find the author, the
title, the main idea
and the ending.
Read the question and
choose the best
answer (choice of
three answers)
Read the letter and
circle the address and
the place you sign.
Reading for fun Supplementary Teacher provides a variety of Read, enjoy and
Reading-Graded series reading materials. recommend the book
and a wide range of to a friend!
reading materials. Read a letter written
by your relative.
Read a news item.
Locate a place on the
given map.
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4. Writing
Choose a sentence
from Column A and a
sentence from Column
B and join them to
write a sentence using
and or but.
Teacher provides
opportunities through
written activities for
Writing using a combination Functional grammar : article, children to use a Order jumbled
of grammatical forms. adverbs. combination of sentences to make a
[Learnt and interpreted only as grammatical forms. story.
usage] Answer the
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[Consolidation of functional givequestions.
learning through usage] Read and answer
questions.
Complete the passage
in your own words.
Write a letter to a
friend inviting her
for Pongal/any other
festival (using the
clues given)
Fill in the blanks
choosing the correct
word. The child is
crying ______
(loudly/fast)
5. Vocabulary
Identifying synonyms, Glossary from Children play language Play in small groups.
antonyms Text games in groups, to (Word search , Boggle
Crosswords, learn pronunciation, and Scrabble may be
Puzzles, spelling and meaning of given. )
Vocabulary new words.
games
Using Picture Dictionary Picture Teacher guides the Make use of dictionary,
Dictionary children in grasping the to find out the meaning
meaning from the and spelling with your
picture dictionary peers.
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Play a word building
game.
Use a picture book for
developing a sequence of
events.
6. Language Functions
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Class V
1. Listening
Listening to stories / folk Children listen to the story What is the meaning
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tales Understand the meanings of of _______?
Finding meanings of the difficult words [may use Arrange the sentences
words heard dictionary] in order of sequence.
Following sequence Facilitated to discuss the Answer comprehension
Locating the Main and the narrative and evolve the questions using the
Supporting ideas sequence clues given.
Grasp the central theme of
the story/folk tale
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2. Speaking
Reciting / singing poems Poems Text Children are facilitated to Recite the poem
recite the poem through Sing the song with
various learning activities, the teacher.
which may include actions Pick out the rhyming
words in the poem.
Expressing one preferences Sharing/Interaction Children in groups make a Tell the class about
Time; day to day portfolio depicting their likes, your likes and
situations dislikes, preferences and other dislikes?
such personal explorations How would you like
your friend to
behave? Tell the
class.
Discuss and make a
list of what you like
doing alone or in
groups, etc
Exchanging ones ideas with Sharing/Interaction Children in groups discuss and
peers on a particular object Time; day to day exchange ideas around any
/ place / person /event / situations particular object / place /
situation Eg; Encounter with a person person /event /situation
one doesnt know well.
Speaking on common Sharing/Interaction Children in groups discuss and Practice rhymes and
experiences Time; day to day exchange ideas around any rhythms in a few
situations particular experience which they songs given.
Eg; Lost in a crowd discover to have been common Say what you like and
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what you dont like
in eating, drinking,
reading.
3. Reading
Reading text Text/ Supplementary Children read the text both Read and list out the
i) Understanding sequence materials silently and aloud unfamiliar words.
The teacher facilitates the Raise questions
following activities and skills Engage in
for each student: comprehension
ii) Understanding content
Underlines main facts activities
iii) Finding answers to Uses dictionary or vocabulary Choose the correct
questions on the given list (put up on board) to find answers.
passage meaning of unfamiliar words, [Objective
and understands in context Questions]
through individual and small
group activities
Uses the reading material to
answer questions
Teacher facilitates the
understanding of selected
Using simple spelling spelling rules through a range
conventions correctly of exercises and play
activities
Reading with attention to Spelling rules Children are facilitated to Play a spelling game.
pronunciation, stress and emphasized through a read words with correct Read a letter, an
intonation relevant passage pronunciation, stress and essay and a poem.
intonation Small or Large Read a story with
Text / Additional group. suitable difference
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material from a picture
sequence.
Reading for fun Reading Time Children read in large groups,
Supplementary Reading small groups and individually
Graded series V aloud or silently
Colourful picture
stories
4. Writing
Competencies Content Mode of transaction Evaluation
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link thoughts and ideas to
facts
They discuss their questions
in small groups
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5. Grammar
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State kinship terms and suffixes of any
write similes / five words.
metaphors State the English
equivalents for local
relationship words.
Compare any two
objects using simile /
metaphor.
Class VI
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Listening
Classroom
Competencies activities and Learning Outcomes Evaluation
processes
Speaking
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Classroom
Competencies activities and Learning Outcomes Evaluation
processes
Reading aloud from a Reading aloud from Reads clearly with pauses; Read the given passage fluently without erase and with correct
text their reader pronounces words accurately pauses.
Giving directions to
Instructing another
a place on campus
classmate
etc.
Asking and answering This learning Learns to frame appropriate Objective questions
Wh / Yes/No / activity may be questions and answers
Seeking Information undertaken around correctly in the Wh/ Yes/No Questions for different situations: Eg;
Questions a story or passage: model; also knows how to ask,
Ask questions to
Teacher guided to elicit relevant information
- find a place,
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- find the time of a trains arrival or departure
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Reading
Classroom
Competencies activities and Learning Outcomes Evaluation
processes
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(Simon says games)
Understanding The teacher Understands vocabulary; builds Uses the dictionary effectively;
sequence facilitates the vocabulary and uses words in
following activities context; answers questions Independently works at understanding a passage or poem
Understanding and skills: correctly
content Follows sequence correctly;
Underline main Begins to build cognitive skills
Finding answers to Answers questions appropriately
facts in reading and understanding
questions on the given
VSA, SA
passage Use dictionary or Takes the first steps in looking
vocabulary list (put at the literary qualities and
Understanding the up on board) to find merits of a piece of writing
authors intention meaning, and
understand in the
Recognizing and
context
learning vocabulary in
context Use reading
material to answer
Appreciating style:
questions
first steps
Enjoy reading
Picking out main facts
and supporting detail
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Referencing skills Reads to link and connect
and activities additional data
Writing
Classroom
Competencies activities and Learning Outcomes Evaluation
processes
Answers questions in Comprehension Write in sentences; writes Answer questions appropriately in complete sentences
complete sentences. passages complete answers; uses
punctuation
Uses relevant and level Exercises in Uses vocabulary to make Use vocabulary correctly; writes original sentences
appropriate vocabulary vocabulary sentences
to make sentences
Writes on a given Specific paragraph Paragraph unity, relevance, Write cogently, organise content; relevant to topic; spell and
topic: (to an topics; teaching appropriate vocabulary and use grammar correctly.
established word limit) writing a paragraph grammar conventions
Short Answers [5 lines]
[5 lines]
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Journal writing Short journal Self-expression Not assessed
prompts
Free writing Five minutes of class Just write without hesitation Not assessed; a freeing exercise
time to write
Forming stories Story writing tasks; Write cogently; Use Write a original story of a own on any theme of your choice.
from outlines or imagination; Apply grammar Write clearly and imaginatively.
story starters conventions
Mind/Concept mapping Use summary and Picking out and organisation of Frame sentences in sequence from the mind map given to you
graphic organisers in information and facts in an
Summarize content in all classroom imaginative manner
any framework, using transactions
graphic organisers Learning the value of Mind
mapping as a tool to understand
and associate
Spelling words Spelling activities Students know the spellings of Objective questions and fun games for spelling
correctly around familiar and selected words
unfamiliar words
Dictation
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Grammar
Classroom Evaluation
Competencies activities and Learning Outcomes
processes
Concept of a sentence: Through varying Learns the structure of Separate sentences into subject and predicate.
subject predicate; exercises on each sentences; recognise
types of sentences; concept, with differences between Use appropriate capital and end marks.
capital letters and explanation of sentences and fragments;
Write sentences with appropriate structure
punctuation; Difference logic behind each understands and corrects run
between sentences and on errors Objective questions
fragments; correcting
run-ons Learns four simple sentence
types
[Assertive,
Interrogative,
Imperative, Simple
Negative]
Verbs: being and doing Learns all doing Recognise verbs and their role Pick out verbs, simple predicates, use verbs in sentences
words: adds to and being verbs in as predicates correctly
understanding the required
predicates contexts, through Students use different tense Objective questions
sheets, forms in different situations
Simple Present explanations and
[Habitual Action, activities
universal truth], Simple
Past [Completed
actions].
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Learning the different Learns through Recognise adjectives and Uses and understands different describing and modifying words
kinds of Describing exercises and adverbs and their role in a and the rules of usage
words and Modifying explanations of sentence
words in a sentence describing words, Objective questions
their role and use; Students use different
[Adjectives and Learns about adjectives and adverbs in
Adverbs] modifying words different situations
and their required
contexts, through
sheets,
explanations and
activities
Rules of capital use: Worksheets, Learn all the uses of capital Applies rules in all written work
basic rules: beginning of explanations letters in sentences
sentences; types of learning the rules Objective questions
proper nouns; pronoun of capitalising
I.
End marks (connected Worksheets and Recognises the types of Uses end marks correctly
to types of sentences) rules sentences and uses end marks
correctly Objective questions
Vocabulary
Classroom
Competencies activities and Learning Outcomes Evaluation
processes
Grasping the meaning Uses dictionary; Understands meanings of Uses the words in sentences; understands context and meaning
of unfamiliar words checks with peers, words in context
from reading materials teacher helps with Objective questions
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meaning
Vocabulary exercises Activities, Students learn some Completes the related exercises correctly
in: homonyms, crosswords, word homonyms, synonyms and
synonyms, antonyms search antonyms
Language Functions
Classroom
Competencies activities and Learning Outcomes Evaluation
processes
Reading and interpreting Activities, tasks, Enrichment and application: Uses pictures and other visual media to complete the set task
pictorial information: and language Students develop the skill of
comic strip, pictures games describing pictures and cartoons
etc.
Reads a graphic Worksheets; or Understands and interprets Interprets the data accurately
organiser charts or black different kinds of data
Tabular data board drawings
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For the teacher
Template of the Active Learning Framework - Classroom Transactions for Prose & Poetry
Sl.
Learning Activities for the student By the student[s]
No.
Introduction Activities
Priming/Reading Preparation Activity Large Group
1. The teacher uses the activities given
Do you know? [related to content]
in the Chapter/Lesson Plan to
A short related/reinforcing word game/anecdote/discussion
introduce the topic
Teacher Reading and Explanation, Reading related Activities with paragraphs [Word Web,
2. Learning Engagement Activities
Mapping Activity] Individual/Pair
3. Understanding Activities Discussion and activity using graphic organisers provided in the textbook Small Groups
Students answer Questions and attempt the activities that consolidate their learning of
4. Consolidation Activities
the content in the textbook Mixed as appropriate
Students engage with the application related activities presented at the back of the
5. Functional Enrichment Activities
chapter. Separate materials are provided there using the chapter as base
6. Language Structure Activities The grammar to be taught is presented in the form of exercises.
Simple Formative Assessment and Criterion referenced evaluation based on the Lesson
7. Evaluation/Assessment Activities
may be facilitated by the teacher
9. Reinforcement Activities Worksheets that address the need for revision and reiteration in an imaginative manner
It is suggested that this format is taken forward across VI to VIII. Another template will be suggested for IX and X, incorporating the
blueprint of assessment and evaluation, when it is ready.
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List of possible classroom activities and transactions:
Role play
Dramatisation
Reading aloud
Recitation of rhymes, poems and making observations on a given topic/theme
Telling and retelling stories, anecdotes, and jokes
Discussion, debate
Simple projects
Interpreting pictures, sketches, cartoons
Activities, tasks, and language games
Pair work, group work, and short assignments both individual and group
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Class VII
Listening
Listening and Recorded songs, Listening to and Student understands oral Testing to find out whether the
responding to items poems, stories, following instructions; instructions; understands students follow instructions correctly,
dialogues, etc., listening to selected stories read out or played and respond appropriately
audio stories; listening follows a speech and
to a classmates responds to it. Oral Questions to check
speech comprehension
Speaking
Telling Jokes; Puzzles, Jokes, puzzles and Students share jokes, Shares jokes, puzzles and Use words like puns, homonyms etc., in
tongue twisters as play tongue twisters puzzles and riddles. riddles in a lively manner group conversation.
on words and meanings Build interactive skills
Narrating an experience Incidents in the Students share their Uses descriptive Recount your experiences on your way
class, playground experience in class vocabulary and connectors to school this morning.
etc.
Reciting poems from Poems from the Learning and reciting Appreciates, recognises Recite clearly; with correct inflexion
in groups, or rhyme, meter and meaning
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memory and from text text individually from the and brings it out through and pronunciation
selection of specified recitation
poems
Speaking formally Familiar topics The teacher Expresses thoughts using Speak with confidence on a topic of
facilitates formal the correct language, their choice.
conversation around a vocabulary and syntax
chosen topic; Eg;
groups converse
around Sports today,
or TV Programmes
Reading
Identifying the topic Simple passages on Read text, locate Independent reading and Summarise effectively through mind
sentence of a paragraph games, articles on meanings if necessary, comprehension of reading maps and other graphic organisers;
science, nature, underline main points matter answer questions accurately
moral values,
adventure,
biographies, jokes
etc.
Reading independently; Passages on topics Teacher guides the Identifies the topic Find the topic sentence of a given
picking out main facts of general interest students to find the sentence of a paragraph. paragraph.
and supporting details topic sentence of a
paragraph by eliciting
responses through
questions.
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Analyzing what is read Simple Apply their mind to Makes connections and What, How, Why questions / Wh
comprehension understand various interpret what they read questions
passages depicting aspects of a passage:
celebrations etc., eg; character, style,
plot, inference, other
interesting
information
Understanding and Pre reading and Reading written Follows written Read the instructions and respond
following written post reading instructions and instructions accordingly
instructions after or questions on simple following them
Following a trail of Re-arranging Exercises given after Follows a sequence and MCQs, Objective type questions, VSA
written instructions to jumbled sentences the lesson, aiding build on what is known and SA
arrive at a learning into a logical understanding,analysis,
outcome sequence evolve connections
Relating stories to ones Stories inculcating Answer open ended Responds to literature; eg; If you were the boy in this story,
own life and responding values like questions: What do understand life through how would you have
friendship, good you think? reading,
conduct, etc.,
Reads with pause,
stressing words
appropriately and with
proper intonation
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appropriately and with
proper intonation
Reading with rhythm and Newspapers, Supplementary Reads for interest Building interest
emotion-extensive Childrens reading, Use of the Reads to deepen
reading magazines, etc., Library, Referencing knowledge Small assignments and projects
skills and activities Reads to link and connect
additional data
Writing
Writing answers to Mind maps and Comprehension passages Explains clearly in Answer accurately in an organised,
Knowledge based graphic organizers with activities; or text writing, use complete and clear manner
questions based written exercises appropriate Normative
expressions; answer in MCQs, Objective type questions, VSA
own words and SA
Diffentiates between Poems Read, comprehend and Interprets and Questions - VSA and SA
the language used in respond clearly understands the poems
prose and poetry.
Identifies sentence
patterns
Paraphrasing poetic Poems Read, comprehend and Interprets and Rewrite the given line / lines of the
lines. respond clearly understands the poem in prose form.
poems, expresses
Use mind maps and graphic views with originality
organizers to aid and writes in prose
understanding form
Writing descriptive and Topics of general Introduction to essay Writes upto 10 cogent Write grammatically correct
narrative essays of interest writing; writing on given lines on a given topic sentences in an organised manner on a
topic with guidelines given topic
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COMMON SYLLABUS II TERM - ENGLISH
specified length provided
Long Answers [8 10 lines]
[8 10 lines]
Using discourse Linkers / Passages with the selected Identifies the Identify the discourse markers,
markers connectives discourse markers are specified discourse linkers, connectives in a given passage
provided to students; markers in connected Use discourse markers in appropriate
teacher facilitates sentences places in sentences
familiarity with them
through pre and post
reading questions.
Using direct speech in Situations for Using a short narrative Responds appropriately Fun activities in script writing
Dialogues dialogues passage, students are and builds a clear
encouraged to convert it to written dialogue Filling up the blanks in a dialogue
direct speech, through sequence for a Using the right format for
taking roles, evolving a story/narrative presentation of Direct Speech
script, etc.,
Journal writing Current affairs, Short journal prompts Self-expression Prepare articles for journals
general topics
Free writing Current affairs, Five minutes of class time Writing spontaneously Express your views on the chosen
general topics to write on topics of the without hesitation topic
pupils choice
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Grammar
Being and Doing Verbs: Be and Do as main Learn about verbs that Students deepen their Objective type questions
and auxiliary verbs take objects and those understanding of simple
Differentiating that take complements, sentence structures
Transitive and Verbs that take and their required [SVC, SVO and SVOO]
Intransitive Verbs objects and those contexts, through sheets, Have a clear, meaningful
that do not explanations and activities and focussed
understanding of the
SVO, SVC, SVOO,
Sentence pattern usage of selected
etc.,
Transitive and Intransitive
verbs in the specified
sentence structures
Framing Question Tags didnt, hasnt, isnt Through varying exercises Applies the rules Objective type questions
did, has, is and classroom activities - influencing Question Tags
on each concept, with in a meaningful manner
explanation of the logic
behind each: Clear in this concept in
their writing; recognise
Eg; He took the book, errors and correct them
didnt he?
Subject and verb Singular subject Through exercises and Knows and applies the Objective type questions
agreement singular verb substitution tables, verbal rules of singular and plural
situations etc., nouns and verbs
Plural subject
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verb in the plural
Identifying Phrases and Phrase- is a group Passages in the text, Understands the use of Differentiate Phrases and Clauses
Clauses of words without a additional exercises and Phrases and Clauses
finite verb in it verbal situations. Objective type questions
Clause- is a group
of words with a
finite verb in it
Vocabulary
Locating words in the Guided use of Activities; Learns more words, Find synonyms and antonyms
dictionary for their dictionary for 1. Exercises and word synonyms and antonyms of
meaning, synonyms, unfamiliar words words Split the word into smaller words
games;
antonyms and usage
2. Break up of kangaroo Objective type questions
words
3. Use of dictionary and
thesaurus
Language Functions
Talk about oneself Talks on likes, Conversation class; teacher Learns to speak in Speak confidently and attempt to
dislikes, friends, anchors and helps children sentences and speak in complete sentences
etc., speak authentically: communicate their
thoughts and feelings with
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Interaction questions ease and clarity Questionnaire type: completion
based on Favourites:
players, hobbies, friends,
books, leaders, movies, TV
programmes, etc
Participating in Word searches, Activities and games in Reinforces concepts learnt Solve puzzles and play word games
language games and crosswords, and class at various levels, to in grammar and vocabulary;
puzzles: Whats the good strengthen and reinforce develops the skill of
word? various competencies problem solving
Dramatizing a story Situations,plays, Presentation of skits in Visualises the story; role Enact the play
etc., small groups play, develop confidence
Reading a graphic Tabular data Worksheets, charts or Understands and Interpret the data accurately
organiser black board drawings interprets different kinds
of data
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Class VIII
Listening
Classroom
Competencies activities and Learning Outcomes Evaluation
Content processes
Listening to recorded Sports Listen as a large Understand the use of Understand what is happening and are able to
commentary of any commentaries; group, with language in commentary recall what they have heard
sport passage on a pointers and
familiar theme interventions from
the teacher, for
better
understanding
Listen to selected Words like Words & passage Students pronounce Identify the sounds heard
words, and their conduct & read out in class words accurately with
stress and inflections conduct; present focussing on proper intonation
& present stressed syllables
and words
Listening to Poems Listen to how Appreciate rhyme, meter, Identify the nuances of sounds & words in
poetry reading and poems could be and the special use of poetry
recitation read or recited words
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Speaking
Telling Jokes, Puzzles Jokes, puzzles and Students share jokes, puzzles Students share jokes, Jokes, puzzles or riddles cited by
and riddles. riddles and riddles. puzzles and riddles in a the learners
lively manner and use
language appropriately;
build interactive skills
Retelling stories they Stories Students listen to each other Rephrases and narrates in Rephrasing
have read as they narrate stories with originality
Telephonic Making telephonic In small groups, children enact Speaks over the Learn to speak and express oneself
conversation conversations telephonic conversation and telephone, using to others
apply telephonic etiquette appropriate vocabulary,
intonation and register of
language
Participating in Current news Large group activity with the Expresses thoughts and Group discussion on various topics
Discussions: teacher facilitating speaking views with clarity,
Sports and listening cogency and focus
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Reading
Reading poetry: Poems Activities related to the poem Enjoys reading given SA questions
appreciating, in content. poems, appreciates and
understanding, relating responds to chosen poems
and responding to Read and answer questions
various themes based on the poem
a) Reading for content Stories / passages Read stories and other Comprehends selected MCQ, Objective type Questions,
and style with moral values, passages, to understand and passages from literature VSA, SA, LA
b) Understanding witty and appreciate the plot,
sequence, humorous characters, style and intention Enjoys the reading
c) Scanning content to passages, process and learn from it,
find answers to historical, Understand and summarise the pronounce the words
questions in the given narrative, mystery story in various ways, creating correctly, stress
passage passages etc. organizers and using the ones appropriately, pausing at
d) Understanding the given; make connections with the right places with
authors intention life and learning proper intonation
e) Recognising or
Summarises the story,
learning vocabulary in
assesses its plot,
context
character and style
f) Appreciating style
Extensive reading Abridged novels, Supplementary reading, Use of Reads for interest Questions to build interest
fiction, books of the Library, Referencing skills Reads to deepen
pupils choice and activities knowledge Summative
Reads to link and connect Answers addressed questions
additional data appropriately with supporting
statements
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COMMON SYLLABUS II TERM - ENGLISH
Writing
Comprehension Answer questions Comprehension passage given Picks out relevant facts, VSA and SA questions, Make notes
in complete for written work writes correct and clear and write the summary in a
Using mind mapping sentences, using answers, to meet the paragraph
techniques proper punctuation Exercises and activities that requirement of the
elucidate the required questions specified
concepts are facilitated
through mind-mapping
Using both active and Words, phrases, Simple exercises prepared by Uses vocabulary Learn and use words correctly
passive vocabulary to phrasal verbs, the teacher appropriately
make sentences etc., Objective type questions
Writing Paragraphs: Simple topics, Worksheets to understand and Learn to use paragraphs a) Expand the given outline into a
Topic sentence; unity proverbs, etc., practise writing paragraphs and to write on different paragraph.
and structure Eg. 1.Cleanliness is topics
next to Godliness b) Write a paragraph on the given
[Linking small 2. The importance topic.
paragraphs] of good manners.
Writing on a given Simple topics, Specific essay topics; teaching Write at length on a given Complete essay with title,
topic: (150 200 proverbs, personal how to write an essay topic with organisation introduction, content and conclusion
words) experiences, etc., and clarity
Revision: Writing Topics for letter Revision of the format of Uses the correct format a) Write a letter to the forest
letters in a given writing formal and informal letter and and appropriate content authorities about the cutting of
format the register of language trees in that area.
b) Write a letter to your friend
expressing your disapproval on
cutting down the trees in his
compound.
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COMMON SYLLABUS II TERM - ENGLISH
Writing a summary Passages for Teacher explains the steps Write a summary Write a summary of the given
summarising involved in writing a summary. passage in about one third of its
Teacher provides a passage and length.
the students make use of the
steps and make a summary of
the given passage.
Creative Writing; Captions for Teacher facilitates Writes creatively, evoking Free articulation, imagination,
pictures, topics; understanding of fantasy powers of the imagination: expression of ideas
Exercising ones through reading a story, and Writes and illustrates
imagination in a Writing essays on having pre and post reading with cogency and fluency
creative manner given topics discussion
Collecting, recording General topics Teacher invites students to Collects, records and Summative
and collating collect and present information collates information on
information on various topics or happenings suggested topics Effectively collect, record and
around them My school, My collate information on a suggested
neighbours, the Library, topic
Hospital, Movies, Music /
Dance performances etc.
Grammar
Content Classroom activities
Competencies Learning Outcomes Evaluation
and processes
Identifying the three Simple, Complex Worksheets, peer Learns the rules and uses of Learn the differences between
kinds of sentences. and Compound review and exercises clauses and phrases, and apply clauses and phrases
sentences. them in writing Transformation of Simple sentences
into Compound and Compound
sentences into Simple.
Revision of tenses and Simple present, Worksheets, peer Meaningfully learns the rules and Use the tenses in the appropriate
more about tenses. past and future review and exercises uses of the Simple, Continuous places.
Transitive and Progressive and and Perfect tense in Present, Past
Intransitive verbs perfect forms of and Future time and applies them Objective type questions
tenses. in writing
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COMMON SYLLABUS II TERM - ENGLISH
Using Reported Statements & Worksheets, peer Uses reported speech correctly Use the correct tense form with
Speech Imperatives review and exercises proper punctuation in reported
speech
Identifying the Active Transformation of Worksheets, peer Understands the difference MCQ, VSA
and passive voices sentences with the review and exercises between active and passive voice
progressive and
perfect tenses, Uses the active and passive voice
from one voice into appropriately
the other
Using the degrees of Transformation of Various examples from Uses the three types of Become familiar with the structure,
comparison sentences from day-today-life, comparison appropriately in recognise errors and rectify them.
one degree into classroom situations sentences.
the other etc., Objective type questions.
Grasping the Tags attached to Various exercises and Knows and applies the rules Objective type questions.
structure and use of words with classroom activities; involved in framing question tags.
question tags negative meaning, practising through
such as, hardly, dialogues, role-play,
scarcely, rarely, etc.,
seldom, etc.,
Vocabulary
Synonyms and Glossary other Using dictionary and thesaurus, Learns synonyms of Use vocabulary appropriately
antonyms connected words exercises words, their uses and
parts of speech, etc.,
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Language Functions
Expressing ideas Debates Giving topics for debating; Learns to express a view- Speak on the given topic
clearly listing ideas for and against a point and supports it,
topic speaks with clarity and
logic
Describing / narrating Personal The teacher encourages all Collaborates to create a Build a credible story
events experience, any students to participate and story with peers
interesting express the ideas
situation
Reading and Graphic organisers, Read graphs, tables and Interpret data Interpret and summarise the ideas
interpreting data pictures and pictures and complete assigned you infer from the picture or data
Tabular data tasks provided
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COMMON SYLLABUS II Term - MATHEMATICS
COMMON SYLLABUS
MATHEMATICS
II TERM
CLASSES I to VIII
Introduction
Mathematics is a coherent, consistent, and growing body of science which makes use of a specific
language and skills to model, analyze, and interpret the world. Mathematics provides a means of
communication which is concise, and powerful.
This Curriculum Framework looks at mathematics as one of the essential areas of learning.
Mathematical understanding and skills contribute to people's sense of self-worth and ability to control
aspects of their lives. Everyone needs to develop mathematical concepts and skills to help them
understand and play a responsible role in our democratic society. Mathematics education aims to provide
students with those skills and understandings.
This Curriculum Framework also asserts the importance of eight essential sets of skills:
communication skills; numeracy skills; information skills; problem-solving skills; self- study skills; social
and co-operative skills; physical skills; work and study skills.
In an increasingly technological age, the need for innovation, and problem-solving and decision-
making skills, has been stressed in many reports on the necessary outcomes for education in India.
Mathematics education provides the opportunity for students to develop these skills, and encourages them
to become innovative and flexible problem solvers.
The ability to communicate findings and explanations, and the ability to work satisfactorily in
team projects, have also been highlighted as important outcomes for education. Mathematics education
provides many opportunities for students to develop communication skills and to participate in
collaborative problem-solving situations, thereby contributing to the development of many social and co-
operative skills.
Increasingly, information is communicated through the use of data graphics. The communication
of information through graphics is particularly common in the mass media. It is important that people can
draw sensible conclusions from charts, tables, and graphs of various kinds. At the same time, increasing
numbers of occupations demand the ability to collect data, to understand and use information technology
for the organization and interpretation of data, and to present reports and summaries. Mathematics
education gives young people the opportunity to develop information skills through learning and
practicing data handling and data interpretation.
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To help students to develop a belief in the value of mathematics and its usefulness to them, to
nurture confidence in their own mathematical ability, to foster a sense of personal achievement,
and to encourage a continuing and creative interest in mathematics;
To develop in students the skills, concepts, understandings, and attitudes which will enable them
to cope confidently with the mathematics of everyday life;
To help students to develop a variety of approaches to solving problems involving mathematics,
and to develop the ability to think and reason logically;
To help students to achieve the mathematical and statistical literacy needed in a society which is
technologically oriented and information rich;
To provide students mathematical tools, skills, understandings, and attitudes they will require in
the world of work;
To provide a foundation for those students who may continue studies in mathematics or other
learning areas where mathematical concepts are central;
To help to foster and develop mathematical talent.
Mathematical Processes
Numbers
Measurements
Geometry
Algebra
Statistics
Development of essential skills through mathematics
Mathematical Processes
The mathematics curriculum intended by this statement will provide opportunities for students to:
develop flexibility and creativity in applying mathematical ideas and techniques to unfamiliar
problems arising in everyday life, and develop the ability to reflect critically on the methods they
have chosen;
become effective participants in problem-solving teams, learning to express ideas, and to listen
and respond to the ideas of others;
develop the skills of presentation and critical appraisal of a mathematical argument or calculation,
use mathematics to explore and conjecture, and learn from mistakes as well as successes;
develop the characteristics of logical and systematic thinking, and apply these in mathematical
and other contexts, including other subjects of the curriculum;
become confident and competent users of information technology in mathematical contexts;
develop the skills and confidence to use their own language, and the language of mathematics, to
express mathematical ideas;
develop the knowledge and skills to interpret written presentations of mathematics.
Numbers
The mathematics curriculum intended by this statement will provide opportunities for students to:
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develop an understanding of numbers, ways they are represented, and the quantities for which
they stand;
develop accuracy, efficiency, and confidence in calculating-mentally, on paper, and with a
calculator;
develop the ability to estimate and to make approximations, and to be alert on the reasonableness
of results and measurements.
Measurements
The mathematics curriculum intended by this statement will provide opportunities for students to:
develop knowledge and understanding of systems of measurement and their use and
interpretation;
develop confidence and competence in using instruments and measuring devices;
predict and calculate the effects of changes in variables and rate of change of variables on
systems representable by simple mathematical models.
Geometry
The mathematics curriculum intended by this statement will provide opportunities for students to:
gain a knowledge of geometrical objects and relations in two and three dimensions, and recognize
and appreciate their occurrence in the environment;
develop spatial awareness and the ability to recognize and make use of the geometrical properties
and symmetries of objects in everyday use;
develop the ability to use geometrical models as aids to solving practical problems in time and
space.
Algebra
The mathematics curriculum intended by this statement will provide opportunities for students to:
recognize patterns and relationships in mathematics and the real world, and be able to generalize
from these;
develop the ability to think abstractly and to use symbols, notation, and graphs and diagrams to
represent and communicate mathematical relationships, concepts, and generalizations;
use algebraic expressions confidently to solve practical problems.
Statistics
The mathematics curriculum intended by this statement will provide opportunities for students to:
recognize appropriate statistical data for collection, and develop the skills of collecting,
organizing, and analyzing data, and presenting reports and summaries;
interpret data presented in charts, tables, and graphs of various kinds;
develop the ability to estimate probabilities and to use probabilities for prediction.
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Approaches to teaching and learning in mathematics
Problem-solving approach
Catering for individual needs
Use of resources
Problem-solving approach
Students learn mathematical thinking most effectively through applying concepts and skills in
interesting and realistic contexts which are personally meaningful to them. Thus, mathematics is best
taught by helping students to solve problems drawn from their own experience.
Real-life problems are not always closed, nor do they necessarily have only one solution.
Determining the best approximation to a solution, and finding the optimum way of solving a problem
when several approaches are possible, are skills frequently required in the workplace. Students need
frequent opportunities to work with open-ended problems. The solutions to problems which are worth
solving seldom involve only one item of mathematical understanding or only one skill. Rather than
remembering a single correct method, problem solving requires students to search the information for
clues and to make connections to the various pieces of mathematics and other knowledge and skills which
they have learned. Such problems encourage thinking rather than mere recall.
Closed problems, which follow a well-known pattern of solution, develop only a limited range of
skills. They encourage memorization of routine methods rather than consideration and experimentation.
While fluency with basic techniques is very important, such routines only become useful tools when
students can apply them to realistic problems.
The characteristics of good problem-solving techniques include both convergent and divergent
approaches. These include the systematic collection of data or evidence, experimentation (trial and error
followed by improvement), flexibility and creativity, and reflection that is, thinking about the process
that has been followed and evaluating it critically.
Teachers can create opportunities for students to develop these characteristics by encouraging
them to practice and learn such simple strategies as guessing and checking, drawing a diagram, making
lists, looking for patterns, classifying, substituting, re-arranging, putting observations into words, making
predictions, and developing proofs.
The chance to formulate problems as well as to solve them, to create and to produce rather than
reproduce what already exists, is important for all students. Creativity in problem solving is recognized as
one of the basic traits that must be developed if outstanding achievement is to result, and it plays a major
role in innovation, invention, and scientific discovery.
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COMMON SYLLABUS II Term - MATHEMATICS
Catering for individual needs
It is a principle of this proposed Curriculum Framework that all students should be enabled to
achieve personal standards of excellence and that all students have a right to the opportunity to achieve to
the maximum of their potential. It is axiomatic in this curriculum statement that mathematics is for all
students, regardless of ability, background, gender, or ethnicity.
Students of lower ability need to have the opportunity to experience a range of mathematics
which is appropriate to their age level, interests, and capabilities. Equally, students with exceptional
ability in mathematics must be extended and not simply expected to repeat different permutations of work
they have clearly mastered.
As new experiences cause students to refine their existing knowledge and ideas, so they construct
new knowledge. The extent to which teachers are able to facilitate this process significantly affects how
well students learn. It is important that students are given explicit opportunities to relate their new
learning to knowledge and skills which they have developed in the past. Factors such as out-of-school
experience and language have profound effects on the way students learn mathematics.
In many cases in the past, students have failed to reach their potential because they have not seen
the applicability of mathematics to their lives and because they were not encouraged to connect new
mathematical concepts and skills to experiences, knowledge, and skills which they already had. This has
been particularly true for many girls, and for many Tamil or other non-English medium students, for
whom the contexts in which mathematics was presented were irrelevant and inappropriate. These students
have developed deeply entrenched negative attitudes towards mathematics as a result.
An awareness of these issues has led to improved access for girls to mathematics, but the
participation rate of female students in mathematics continues to be lower than that of male students at
senior school level and beyond. This limits later opportunities for girls and women.
The suggested learning experiences in this document include strategies that utilize the strengths
and interests that girls bring to mathematics. Techniques that help to involve girls actively in the subject
include setting mathematics in relevant social contexts, assigning co-operative learning tasks, and
providing opportunities for extended investigations.
The suggestions also describe experiences which will help girls develop greater confidence in
their mathematical ability. Girls' early success in routine mathematical operations needs to be
accompanied by experiences which will help them develop confidence in the skills that are essential in
other areas of mathematics. Girls need to be encouraged to participate in mathematical activities
involving, for example, estimation, construction, and problem solving where there are any number of
methods and where there is no obvious "right answer".
It is particularly important that mathematical learning experiences for Tamil and first generation
students acknowledge the background experiences which have led to the formation of ideas and skills
which those students already have. Tamil, non-English medium students, and first generation learners will
be helped to achieve if teachers acknowledge and value those ideas and experiences.
Traditional time-constrained pencil and paper tests have proved unreliable indicators of
achievement in the past. Among the sample assessment activities, there are procedures suggested which
may be more appropriate for assessing a large spectrum of students. In selecting assessment procedures,
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teachers should endeavour to ensure that all of the desired objectives are evaluated and that the
procedures which are selected are culturally appropriate.
The development of more positive attitudes towards mathematics and a greater appreciation of its
usefulness is the key to improving participation rates for all students.
Use of Resources
Teachers are the prime resource. Much of what is recommended in these guidelines is existing
widespread practice and will be familiar to them. They may, however, have staff development needs
arising from:
Other people who can be a resource, for example as a source of data for information handling,
include the students, their relations and friends, adults in the school, visitors. The school premises and
local environment can be a resource - buying lunch, considering routes to school, looking for symmetrical
shapes, measuring, counting.....
Many everyday materials such as newspapers, magazines, advertising literature, brochures, packaging,
maps, plans and timetables can be used to good effect and increase relevance, as can discarded household
items.
Many schools already possess and use a wide range of resources, but others will require additions with
consequent expenditure. The scope for using those resources which are freely available should not,
however, be overlooked, and students can help by bringing useful items to school.
Apparatus
The importance of the use of apparatus to help students form mathematical concepts is well
established. Using apparatus provides a foundation of practical experience on which students can build
abstract ideas. It encourages them to be inventive, helps to develop their confidence, and encourages
independence.
Primary school teachers are used to, from the experience of Activity Based Learning Cards and
Self Learning Mathematics Kits, choosing an appropriate range of apparatus to focus students' thinking on
the concept to be developed and modifying the apparatus as the learner's understanding grows. Teachers
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know that students are capable of solving quite difficult problems when they are free to use concrete
apparatus to help them think the problems through. Such an approach is equally valid with older students
and should be used wherever possible.
At all levels, students should be introduced to new ideas by having their attention drawn to
examples occurring in their natural environment, and then by modeling them with apparatus. For
example, a child's concept of "four" could be enriched by discussing the number of wheels on a car, legs
on a table, or edges on a piece of paper. The child could then be encouraged to explore the idea further,
using materials with which to make their own models of "four". Similarly, secondary students could be
focused on the concept of "rate of change" by discussing, for example, that younger people grow faster
than older people, or by discussing the slope changes on nearby hills. Students could then model uniform
and non-uniform rate situations, using apparatus such as sand running through an egg-timer or a ball
rolling down a smooth slope.
Textbooks
Many textbooks in the library will be useful for the students to practice and get enrichment.
Increasing numbers of popular books contain excellent ideas for problem-solving situations which
develop mathematical skills and understandings. In any event, teachers should continually re-evaluate the
texts they are using in the light of the particular needs of their students.
Technology
This curriculum statement assumes that both calculators and computers may be available and
used in teaching and learning of mathematics at appropriate levels. Instruction in the correct and
appropriate use of calculators is particularly important.
Calculators, graphing calculators, and computers are learning tools which students can use to
discover and reinforce new ideas. Calculators are powerful tools for helping students to discover
numerical facts and patterns, and helping them to make generalizations about, for example, repeated
operations. Graphing calculators, and computer software such as graphing packages and spreadsheets, are
tools which enable students to concentrate on mathematical ideas rather than on routine mechanical
manipulation, which often intrudes on the real point of particular learning situations.
The ways in which primary and secondary schools assess their students' progress in mathematics
should be consistent with the priorities they set for the learning outcomes of students monitoring and
evaluation are necessary to assess students' readiness for new learning, to give teachers feedback on the
success of their methods and approaches, and to assist planning for new learning.
Assessment should focus both on what students know and can do, and on how they think about
mathematics. It should involve a broad range of mathematical tasks and problems and require the
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application of a number of mathematical ideas. Skills assessed should include the ability to communicate
findings, to present an argument, and to exploit an intuitive approach to a problem.
Assessment should, as far as possible, be an integral part of normal teaching and learning
programme. Continuing assessment as part of the teaching and learning programme increases the range
and quality of assessment which can be carried out for good diagnosis, and avoids the artificial intrusion
on learning and teaching time which is associated with separate assessment sessions. Assessment should
involve multiple techniques including written, oral, and demonstration formats. Group and team activities
should also be assessed.
Teachers should avoid carrying out only tests which focus on a narrow range of skills such as the
correct application of standard algorithms. While such skills are important, a consequence of a narrow
assessment regime which isolates discrete skills or knowledge is that students tend to learn in that way.
Mathematics becomes for them a set of separate skills and concepts with little obvious connection to other
aspects of learning or to their world.
Assessment should also be undertaken to provide students and their parents with an indication of
a student's progress. Assessment in mathematics, as in other aspects of the curriculum, involves obtaining
evidence about the extent and quality of students' attainments. Its prime purpose is to improve students'
learning. It does this by providing students, parents and teachers with feedback which can be used in
reviewing programmes of study and planning further learning. In summarizing the results of evaluations
of students' achievement, teachers should report what students have been working on, what they have
achieved, and how well they have achieved it. A grade, level, or mark alone is insufficient.
Themes
Achievement objectives by levels
Suggested learning experiences
Sample assessment activities
Development band activities
Themes
There are some main achievement aims of the mathematics curriculum. Accordingly, the
curriculum statement is presented in six "themes" each of which reflects a particular aim of the
curriculum. The themes are headed:
Mathematical Processes
Numbers
Measurements
Geometry
Algebra
Statistics
This division is a convenient way of categorizing the outcomes for mathematics education in
schools. It emphasizes that there are a number of aspects which are all equally important. The division
does not mean that mathematics is expected to be learned in discrete "packages". On the contrary, the
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mathematical processes strand is deliberately intended to encourage teachers and students to make
connections between the other themes wherever possible.
A number of achievement objectives are described in each theme, and at each level. The
objectives define what students should be able to achieve after appropriate learning experiences in
mathematics. They define the progression of learning outcomes which is the core of this curriculum
statement in mathematics.
At each level the objectives are quite broad. The division of the school mathematics curriculum
into different levels does not mean that there are well-identified stages, which learners pass through in the
development of mathematical understanding. However, it is accepted that some concepts are better
introduced to older students, and that the effective learning of some ideas depends on a prior
understanding of other ideas. The judgment of experienced teachers as to what students can do at various
ages has been combined with recent research into mathematical learning to place material into levels.
This scheme explicitly recognizes that each learner is an individual whose learning development
and rate of progress is different from others. Different students will be ready for particular mathematical
content and experiences at different times. It is not expected that all students of the same age will be
achieving at the same level at the same time, nor that an individual student will necessarily be achieving
at the same level in all strands of the mathematics curriculum.
The levels are not meant to be interpreted as the rungs of a ladder which is to be climbed as
quickly as possible. Nor are they meant to be interpreted as hurdles over which each student must pass
before moving to any new work. Rather, they are meant to focus the mathematics programmes of schools
in a consistent way. They provide a basis for reporting students' achievements to parents in a way that is
clear and demonstrates progression in learning.
In each strand, and at each level, a range of suggested learning experiences is suggested. The
activities and experiences which are included are drawn from the best of contemporary teaching practice,
and are intended to help students meet the aims and achievement objectives of the mathematics
curriculum.
There is not necessarily an exact match between the suggested learning experiences and the
achievement objectives at each level. in some cases, this is because the learning experiences described
contribute to concepts and skills which will take considerable time to develop, and appropriate
achievement objectives are not described until later levels. At the same time, all of the suggested learning
experiences contribute to the development of the broader aims of the curriculum and thus, for some, there
may not be specifically associated achievement objectives.
The suggested learning experiences are, nevertheless, pointers only. It is not intended that the
activities described in this document should limit the way teachers choose to teach mathematics. Indeed,
teachers are encouraged to use their own judgment in designing courses to provide their students with
mathematical experiences which will enable the students to achieve the broader aims and achievement
objectives of the curriculum. Teachers in, for example, bilingual schools may choose to offer mathematics
in contexts which provide quite different activities and experiences.
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The suggested learning experiences are carefully worded in active terms. This is to emphasize
that mathematics is most effectively learned through students' active participation in mathematical
situations, rather than through passive acceptance and repetition of knowledge.
This curriculum statement provides, at each level in each strand, examples of activities in which
teachers might engage students to assess their current level of achievement. An assessment programme
modeled on these examples will help teachers to plan the next stages of learning for their students.
The models illustrate tasks that can be used to assess a full range of accomplishments, including,
for example, the ability to collect and summaries data, the ability to communicate findings, the ability to
present an argument, and the ability to exploit an intuitive approach to a problem. The suggestions include
multiple assessment techniques including written, oral, and demonstration formats, which should be used
in addition to more traditional tests and assignments. Suggestions for group and team assessments are
included.
The activities illustrate assessment techniques which are not disruptive to normal classroom
activities they could be carried out as an integral part of the teaching programme rather than at times
specifically set aside for "tests". Assessment and evaluation strategies of this kind require teachers to
make systematic observations of students at work, and to record their observations carefully.
The few assessment activities suggested in the statement are exemplars which teachers could
imitate in developing their own assessment programme. They provide for teachers a selection of activities
which allow for observations of various manifestations of students' achievement. While it is suggested
that teachers will use the tasks described as models for developing their own assessment tasks and
procedures, they are free to use different assessment methods if they wish, and are encouraged to do so.
The examples do not cover all of the objectives of the curriculum. A comprehensive assessment
programme remains the responsibility of the teacher.*
Some students develop faster in all aspects of mathematics than most of their peer group. Other
students reach a particular achievement level in one strand or topic sooner or faster than most of their peer
group without necessarily being equally competent in all other strands at the same level. A levels
structure may be thought to imply that faster students should automatically be accelerated to the next
level. This is not necessarily so, nor is it the aim of this curriculum. Teachers should carefully appraise
the experience and needs of students before deciding to move them to the next level.
It is very important, however, that students do not have their mathematical development inhibited
by, for example, repeating work which they have clearly mastered.
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The mathematics contained in the suggested learning experiences at any level is only a subset of
the mathematics which students could possibly learn. Faster students can be extended in their
mathematical experience without necessarily accelerating them to a higher level, which for many students
may itself limit the extent of their learning.
The intention of the group activities is to encourage teachers to offer broader, richer, and more
challenging mathematical experiences to faster students. Work from the group activity should allow better
students to investigate whole new topics which would not otherwise be studied and to work at a higher
conceptual level. Talented students should have their interest in mathematical ideas further stimulated and
their understanding of the nature of mathematics deepened.
The development band must not be considered as an optional extra or simply a reward for good
work. Students have a right to the opportunity to extend their mathematical knowledge and power.
Accordingly, teachers have a responsibility to provide enrichment opportunities to students, and a
responsibility to report to parents in a way that acknowledges the students' accomplishments.
A valid group activity is a significant new piece of work, not merely an extra "extension
example" or set of examples.
*****
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COMMON SYLLABUS II Term - MATHEMATICS
Classes - I to V
Class I
Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods
I. Numbers Numbers from 10 In two similar collection of objects Singing songs 80 periods
to 20 To match object through one to one Counting, grouping,
Concept of Zero correspondence taking away
Numbers from 10 To make the group of objects according Comparing
to 20 to a given number. writing
Addition (of single To understand the concept of nothing Drawing
digit numbers give the symbol zero to represent it. Playing games
whose sum is less To learn addition using real objects up Relating to life
than 20) to a sum of 18 situation
Subtraction of To use the symbol + to represent Visualizing
numbers without addition.
conversion To understand subtraction as taking
Place value as away using real objects.
Tens and To understand subtracting as canceling
Ones using pictures.
To use vocabularies like difference, take
away, less etc., to denote subtraction.
To approach zero through the
subtraction pattern (such as 5 1 = 4,
5 2 = 3, 5 5 = 0).
To approach zero through real life
situation (such as there are 5 chocolates
all of them were eaten up, how many
remaining?).
To learn sense of numbers up to 20.
To read and write numbers from 10 to
20.
To make the group of objects according
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COMMON SYLLABUS II Term - MATHEMATICS
Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods
to a given number.
To group objects into a group of tens
and ones
To learn intuitively build a notion of
place value.
To count the number of tens and ones in
a given number.
To represent numbers tens and ones
through pictures.
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Class - II
Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods
I. Shapes and Identifying the Dimension 2-D Shapes Day to day life 25 periods
Figures of shapes in everyday situation examples.
object To identify 2-D shapes viz., Review exercises.
rectangle, square, triangle, circle by Practical examples.
Introduction to their names. Practical examples.
spatial orientation To describe intuitively the properties
Introduction to of these 2-D shapes.
shapes of objects To describe qualitatively the
in real life and its properties of these 2-D shapes.
attributes To observe objects in the
Introduction to environment and gets an intuitive
elementary shapes feel for their geometrical attributes.
To sort similar shapes of different
sizes.
To draw straight line shapes by
paper folding and other such simple
aids.
To make patterns and shapes with
straight and curved lines.
II. Numbers Subtractions up to To be able to form the greatest and Using self learning kit. 30 periods
99 the smallest two digit numbers with Review exercise.
and without repetition of given Using self learning kit
digits. and real life situations.
To learn ordinal and cardinal Using repeated additive
numbers. property with life
To understand subtraction oriented situations.
To subtract two digit numbers
beginning from concrete
representations to abstract
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COMMON SYLLABUS II Term - MATHEMATICS
Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods
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COMMON SYLLABUS II Term - MATHEMATICS
Class - III
Duration of
Topic Content Expected Learning Outcomes Mode of Transaction
periods
Division
To understand the concept of division
from the context of equal grouping
and sharing.
To understand division as repeated
subtraction
Able to relate division with inverse of
multiplication.
Able to solve simple division
problems involving multiplication
and division
- by grouping
- by using multiplication tables.
Mental Arithmetic
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COMMON SYLLABUS II Term - MATHEMATICS
Duration of
Topic Content Expected Learning Outcomes Mode of Transaction
periods
Volume
Able to measure and compare the
capacity of different containers in
terms of non-standard units.
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COMMON SYLLABUS II Term - MATHEMATICS
Class - IV
Duration of
Topic Content Expected Learning Outcomes Mode of Transaction periods
II. Measurements Volume (Using Able to measure volumes of Estimating capacity through Lab 32 Periods
standard units lt., given liquid using containers activity.
m.lt. addition marked with standard units. Lab activity is given as individual
subtraction) Able to estimate the volume of a activity o regulate daily habits.
Time (calendar, liquid contained in a vessel and picture cards are used to identify
clock) verifies by measuring. a.m. and p.m.
Able to compute the number of By reading calendar learning the
weeks in a year. relation between days and weeks,
Able to correlate the number of days and year
days in a year with the number of
days in each month.
To read clock time to the nearest
hours and minutes.
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COMMON SYLLABUS II Term - MATHEMATICS
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COMMON SYLLABUS II Term - MATHEMATICS
Class V
I. Shapes and Symmetry Able to explore intuitively Paper folding activity rotation, lines 10 Periods
Figures rotations and reflections of of symmetry.
Familiar 2-D shapes. Drawing line of symmetry.
Able to explore intuitively Rotation of 2D shapes for
symmetry in familiar 3-D understanding rotation.
shapes. Drawing 2D shapes through
reflection.
Tracing the path activity.
II. Numbers Factors and To understand the meaning of Using self learning materials for 10 Periods
multiples. factors and multiples Factors and multiples.
III. Fractional Types of fractions Revision of definition of Introducing fractions, addition, 43 Periods
Numbers Comparing of fraction as part of the whole subtraction, of fractions from life
fraction. and part of a collection. situations.
Addition and To learn terminologies like Using number line, life situations,
subtraction of like numerator and denominator. paper folding and drawing for
fraction. type of fractions : different types of fractions.
Introduction of Proper, Improper, mixed, Drawing paper folding and patterns
decimals. like, unlike and equivalent in drawing for addition, subtraction,
fractions. multiplication of fractions.
Able to compare like fractions
with denominators up to 20.
Able to do addition and
subtraction of like fraction
with denominator up to 20.
Able to do multiplication of
fractions by single digit
numbers and other fractions.
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COMMON SYLLABUS II Term - MATHEMATICS
Class - VI
I. Everyday Ratio and Proportion To understand the concept of Ratio Understating the
Mathematics Direct Variation To understand that Proportion is concept of ratios
Ratio, Proportion and same as the ratio of two. through real life
Direct Variation Able to calculate the needed situation
quantity using Unitary method (with Solving direct variation 15 Periods
only direct variation implied). problem through life
oriented examples
II. Algebra Introduction to Algebra Introduction to variable through Introducing variable
Constants, Variables Constants and Variables patterns and through appropriate and constants through
and Expressions word problems and generalizations. patterns 7 Periods
To generate such patterns with more Forming puzzles
examples. through group activities
III. Measurements Measure of Time from Able to find the duration between Observation method
Measure of Time seconds to minutes, hours, two time instances.
week, year & leap year Able to identify leap years.
Able to convert from one unit of
time to the other seconds to
minutes and hours and vice versa,
days to weeks, years, leap year and 15 Periods
vice versa.
IV. Geometry Kinds of angles To understand the concept of Demonstration method
Angles angles. Learning by doing
Able to identify angles, vertex, method
arms.
Able to measure angles and identify
kinds of angles right angle, acute
angle obtuse angle.
To understand complementary &
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COMMON SYLLABUS II Term - MATHEMATICS
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COMMON SYLLABUS II Term - MATHEMATICS
Class - VII
No. of
Topic Content Expected Learning Outcomes Mode of Transaction
Periods
Ratio and Proportion To recall the concept of ratio and proportion. Time and work, time and
Mathematics
Indirect and Direct Able to differentiate direct and indirect variation distance sharing problems
etc.
I. Life
Perimeter of the To recall the concepts of Perimeter and Area of Through paper cutting
rectangle,square and Square, Rectangle and Right triangle. methods derive the formula
II. Measurements
Triangle Able to find the area of plane figures made up of for different shapes.
Area : Triangle, squares, rectangles, and right triangles (any two
Quadrilateral, at a time). Through paper cutting
Parallelogram, To determine the area of Parallelogram and introduce methods to find 27 Periods
Rhombus Rhombus. area.
Parallel lines and Interior and Exterior angles. Through Paper folding
III. Geometry
transversal lines Properties of parallel lines cut by a transversal. method measure the angles
. and verify the properties of
parallel lines when cut by a 10 Periods
transversal
Construction of angle
Geometry
Practical
using Scale and To construct angle using scale and compasses- Identify the different types
IV.
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COMMON SYLLABUS II Term - MATHEMATICS
Class VIII
No. of
Topic Content Expected Learning Outcomes Mode of Transaction
Periods
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COMMON SYLLABUS II Term - MATHEMATICS
No. of
Topic Content Expected Learning Outcomes Mode of Transaction
Periods
(i) Introduction to Cartesian To understand the concept of Cartesian plane Graph sheets; To see linear
plane with axes with axes. relationship between side and
perimeter of square.
(ii) Plotting of points for Able to plot points for different kinds of 32 Periods
different kinds of situations (perimeter vs. length for squares, To understand linear relationship
situations area as a function of side of a square, plotting between time and work.
III. Graphs
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COMMON SYLLABUS II TERM SCIENCE
COMMON SYLLABUS
TERM II
CLASSES I to II ENVIRONMENTAL STUDIES
CLASSES III to VIII SCIENCE
Primary science education has to be a phase of joyful learning for the child The main
objectives at this stage are to arouse curiosity about the world (natural environment, artifacts
and people) and have the child engage in exploratory and hands-on activities that lead to the
development of basic cognitive and psychomotor skills language, observation, recording,
differentiation, classification, inference, drawing, illustrations, design and fabrication,
estimation and measurement.
This is the stage, ---- to emphasize language development through and for science learning.
The criteria for identifying the content at the primary stage are relevance, meaningfulness
and interest to the child. The content should provide opportunities to deal with the real and
concrete world of the children, rather than a formal abstract world.
The pedagogy should essentially be based on activities in and out of classroom, as well as
other methods such as stories, poems, plays and other kinds of group activities.
Concern for environment and inculcation of related values can be promoted through
activities (planting of seeds, protecting trees, not wasting water, etc.) and practices relating to
health, hygiene and social interactions are best taught by example rather than through
recitations from a text book. The atmosphere in the classroom should not stress the child to
perform, but allow learning to take place at individual pace and permit free interaction
among children and the teacher.
The assessment should aim at gaining greater insight into various aspects of the childs
learning: language comprehension, reading ability, articulation, ability to work with hands
and in groups, skills of observation, classification, drawing, and the other skills which
constitute learning at this stage.
Every primary school must have an activity room or an area where a class can assemble for
individual or small-group activities (Projects) to be carried out in the school.
Children may be encouraged to draw and write by converting three sides of the classroom
into a blackboard at eye-level.
While deciding content across grades we should steer away from the pipeline approach
whereby some concepts get introduced too early for any meaningful understanding, on the
grounds that they are required at a later stage. It must be realized that a difficult concept is
not simplified merely by presenting it briefly, without rigour. Rather, the pre-requisites in
terms of ideas, experiences and activities should be provided at the appropriate levels.
There should be proper articulation between the secondary and higher secondary stages.
Young children are actively engaged in making sense of their worlds. Young
children exhibit a strong desire to apply themselves in intentional learning situations.
They also learn in situations where there is no external pressure to improve and no
feedback or reward other than pure satisfactionsometimes called achievement or
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COMMON SYLLABUS II TERM SCIENCE
Between 5-10 years of age childrens understanding of the need to use strategic
effort in order to learn becomes increasingly sophisticated and their ability to talk
about and reflect on learning continues to grow throughout the school years. By
recognizing this dawning understanding in children one can begin to design learning
activities in the early school years that build on and strengthen their
understanding of what it means to learn and remember. The fact that children use
diverse strategies is not a mere idiosyncrasy of human cognition. Good reasons exist
for people to know and use multiple strategies. Strategies differ in their accuracy, in
the amount of time their execution requires, in their processing demands and in the
range of problems to which they apply. Strategic choices involve trade offs among
these properties. The broader the range of strategies that children know, and can
apply, the more precisely they can shape their approaches to the demands of
particular circumstances.
C. Guiding Principles:
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COMMON SYLLABUS II TERM SCIENCE
D. Outcomes
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COMMON SYLLABUS II TERM SCIENCE
E. Methodology
Every activity has to be meaningful in the present context and relevant for further learning.
Observation based
Exploratory
Multi sensorial
Integrated (with all the other learning in math & language)
Skill based (skills & content go together)
The methodology should scaffold for all the above listed outcomes
It should allow room for childrens questions and observations.
F. List of Skills
Color
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COMMON SYLLABUS II TERM SCIENCE
Cognitive Skill
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COMMON SYLLABUS II TERM SCIENCE
Comprehension
Investigative expression
Written/Spoken skills
Authentic noting down of data
Small summaries
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COMMON SYLLABUS II TERM SCIENCE
Tabulation
Making a timeline
My Natural Biological
Plants Animal Birds Insects
Environment
My Natural Physical
Day & Night, Air and Water
Environment
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COMMON SYLLABUS II TERM SCIENCE
How I help
Work Push & pull
Tools & energy to help us work
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COMMON SYLLABUS II TERM SCIENCE
CLASS I to V
10
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COMMON SYLLABUS II TERM SCIENCE
CLASS VI to VIII
11
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COMMON SYLLABUS II TERM SCIENCE
14
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
Common Syllabus
Social Science
II TERM
Classes III to VIII
Opening Note:
The aim of the Draft Curriculum for Classes III to V is to build consonance and continuity with
Classes VI to X, in the basic pedagogic principles of the learning of the Social Sciences, and in terms of
the gradient of evolution, keeping as basis, the growing mind of the child. As such, therefore, there is a
redrafting of governing considerations in the formation of the syllabus, to suit the requirements of a
younger age group. The attempt has been to evolve the content in growing concentric circles.
1. To help a child experience herself - as part of the history of her life, in the
geographical space she occupies, with a social implication to how she lives
it
Time line [Family Tree], My History in my Geography:My community and occupation; Landmarks
in My Neighbourhood, Drawing out the 4 directions, and my own orientation, extending to mapping the
area and then the state in the country
2. To help children understand that history is not just facts, but life as it was
lived
Structures of Governance
The life of the common person
Archaeology Monuments Heritage Religion
Movements
Public amenities
Literature
1. Geography- maps could be introduced through plotting and symbols could be introduced
through what needs to be explained/ common in maps, and diagrammatic representation.
Mapping could be done from my village, district, state and country in this order.
3. To help children understand that history may be changed / rewritten with
an understanding of impacts and implications
Modes of transport
Physical boundaries
Landscapes
Community frameworks, and Lifestyles
Governance
Civic rights and responsibilities
1
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
4. To help children connect to the physical world that makes their social and
psychological, and economical and political world possible
Culture
Seasons
Rainfall
Occupations
Community life
Changes in the environment; Human interaction with the environment.
Global and local governance systems; that affect the physical world, and the quantity and
quality of natural resources.
Different landmarks: landmarks for a traveller, landmarks for a period, landmarks for study.
7. Help children understand about the resources and functioning of local state
and national bodies
Administration
Services
Revenue
List would include things in a connected way so that it is easily relatable.
8. Help children understand about the role and impact of power to act
Changes caused to lifestyle, village, city, district, state, country, and world by human habitation
on this planet.
Community aspect of festivals and other contexts of celebration, would give scope to explore
togetherness, tradition and relationships in a larger social framework.
2
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
9. Helping children realize that individual initiatives, and larger changes in the
world have also come because of strong passions and a larger vision
Freedom struggle in India
The struggle to discover, to create, to invent
People who make a difference not necessarily famous
Systems that protect justice
*Caution: All overlapping areas are to be seen as Preparation and Introduction, and an aid to facilitating
a rich classroom atmosphere.
3
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
Class - III
Sl.
Competency Content Learning Outcomes
No.
Where food is cultivated; links between what we Various types of food available in different season,
Knowledge & source of festivals and geographical region.
eat, types of food grain and different land types;
2. food, types of land and food Method of cultivation of different edibles
relating between history, culture and food
grains that grow Our food habits and its linkage to culture and history.
basics of healthy food..
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
Class IV
Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History
Sl.
Competency Content Learning Outcomes
No.
My Country - physical and Physical features of India. Basic knowledge of India as a nation.
1.
political features - National The basic facts about India, its states and Union Able to identify India, and spot physical features and political
symbols. Territories. National symbols. divisions in a map/atlas. To recognise National symbols.
Stories told by a Toda girl, a farmer in Thanjavur , an To enumerate the linkage between History and geography. To
Individuals tell their story -
2. immigrant coolie story, a roadside fast food shop Understand the different lifestyles of peoples living in different
Lifestyles, events, anecdotes
owners story places.
My Rights and Duties: As a Listing a few important constitutional rights and duties: To identify and grow familiar with ones rights and duties, both
3.
citizen; as a child- also what a child is entitled to basic rights as a citizen and as a child.
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
Class V
Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History
Sl.
Competency Content Learning Outcomes
No
Minerals that are found in India and the Regions of To learn about the different minerals found in India,
2. Minerals of India their occurrence, the uses of minerals and their and the regions they are found in, uses of minerals
Conservation. and their conservation.
Space Research Ancient and Modern Space Research, History of 1. To learn briefly about Space Research &
3. - Kalpana Chawla Space Research in India. Indias place in Space Research.
- Sunitha Williams Achievements of Kalpana Chawla & Sunitha 2. To know about the achievements of Kalpana
Williams as Space Travelers Chawla and Sunitha Williams.
Structure of Government in India Brief account of Government structure in India To become aware of the formation of
Central Central Government Government and the different functions of
State (President, Prime Minister, Lok Sabha, Parliament and Legislature Judiciary
Union Territories Rajya Sabha)
4. State Government
Judiciary- An
introduction (Governor, Chief Minister, Legislature)
India, its neighbouring Union Territories, Judiciary- an
countries introduction
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
CLASS VI
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
Unit 2 Unit 2
Jainism and Buddhism Democracy
Rise of Janism and Buddhism. The causes Clarifying the concepts Salient
for the rise. The principles of Lord Buddha features of democracy. The
and Lord Mahavira distinction between monarchy and
Contribution of Jains toTamil Literature democracy.
Contribution of Jains to architecture Coming of Europeans - Freedom of
Historical monuments of Buddhism India Democracy Definition - Our
Government
Learning Outcomes Learning Outcomes
To understand the causes for the To know what is a
rise of the Buddhism and Jainism Government?
To know the life of Buddha and To understand the difference
Mahavira between monarchy and
To be aware of the contribution of republic
the two religions for art, To understand the philosophy
architecture etc of democracy
To know the historical monuments of Important aspects of Indian
Buddhism Democracy
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
CLASS VII
III Tughlaq
1. Ghiyas-ud-din Tughlug Domestic and
Foreign Policies
2. Muhammad-bin-Tughlag Domestic and
Foreign Polices
3. Firoz-Tughlug Administrative Reforms
and Foreign Policy.
4.
IV Later Tughlugs Timurs invasion
The sayyid and Lodi dynasty Administration
under the Sultanate, Contributions of the Delhi
Sultanate (Art and Architecture)
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COMMON SYLLABUS II TERM SOCIAL SCIENCE
CLASS VIII
Unit 2
Secondary Activity-Industries-
Classification of Industries-Factors
determining development of Industries.
10
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