CURRICULUM

SECONDARY

2015
MAIN SUBJECTS

VOLUME - 1

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

SECONDARY SCHOOL CURRICULUM

2015

Volume 1 Main Subjects

Effective from the academic session 2013-2014 of Class IX and for the Board/School based Examination (Class X) to be held in 2015

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2-Community Centre, Preet Vihar, Vikas Marg, DELHI-110 092

 CBSE, Delhi - 110092

March 2013

Copies :

Price : `

Note : The Board reserves the right to amend syllabi and courses as and when it deems necessary. The schools are required to strictly follow the syllabi and text books prescribed by the Board for the academic sessions and examinations concerned. No deviation is permissible.

Published by: Academics & Training Wing, "Shiksha Sadan", 17 Rouse Avenue, Opposite Bal Bhawan, Near ITO, New Delhi - 110002 Designed by: Multigraphics, 5745/81, Regharpura, Karol Bagh, New Delhi # 25783846 Printed at :

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THE CONSTITUTION OF INDIA

PREAMBLE
1

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the the Nation;

unity and integrity of

IN OUR CONSTITUENT ASSEMBL Y this twenty-sixth day of November, 1949, do HEREBY ASSEMBLY ADOPT , ENACT AND GIVE TO OURSEL VES THIS CONSTITUTION. ADOPT, OURSELVES
1. 2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977) Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)

THE CONSTITUTION OF INDIA

Chapter IV A Fundamental Duties ARTICLE 51A Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) (j) to safeguard public property and to abjure violence; to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.

Curriculum updation is a continuous process and hence the Board brings out revised curricula every year. It is obligatory for the Schools and the students of a particular year to follow the syllabi, courses and the books prescribed by it for that year. All concerned are, therefore, strongly advised to purchase the curriculum prescribed for the year concerned from the CBSE Headquarters or its Regional Offices for their information and use. Orders with the required price and postage can be placed with the Store Keeper (Publications) at the Headquarters or with the Regional Officer of the Zone as the case may be. Readers are also advised to refer to the details given at the end of this publication. The syllabi and courses in Regional and Foreign Languages have been provided in the Volume II printed separately which is also a priced publication.

CONTENTS
Page PART I : Principles of School Curriculum PART II : Eligibilty and Scheme of Studies 1. 2. 3. 4. Eligibility of Candidates Scheme of Studies How to Apply for Introducing New/Additional Subject/Course Minimum Qualification for Teachers 1 11 13 26 30 32 35 37 54 66 85 105 118 130 146 232 232 234 244 250 256 295 314 329

PART III : Courses of Studies 1.

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2.

English - Communicative English - Language and Literature

3. 4. 5. 6. 7. 8. 9.

Mathematics Science Social Science Additional Subjects Subjects of Internal Assessment Pre-Vocational Education Work Education

10. Art Education 11. Physical and Health Education 12. National Cadet Corps Training Policy in Central Board of Secondary Education Right to Edication Act (2009) Framework for Special Adult Literacy Drive

PART I
PRINCIPLES OF SCHOOL CURRICULUM

PRINCIPLES OF SCHOOL CURRICULUM

The CBSE School Curriculum gets its lead from National Curriculum Framework (NCF 2005) and also from Right to Free and Compulsory Education Act (RTE 2009).

National Curriculum Framework 2005

The paramount guiding principles as proposed by NCF-2005 are connecting knowledge to life outside the school, ensuring that learning is shifted away from rote methods, enriching the curriculum to provide for overall development of children rather than remain textbook centric, making examinations more flexible and integrated into classroom life and, nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.

According to NCF 2005 the greatest national challenge for education is to strengthen our participatory democracy and the values enshrined in the Constitution. Meeting this challenge implies that we make quality and social justice the central theme of curricular reform. Citizenship training has been an important aspect of formal education. Today, it needs to be boldly reconceptualised in terms of the discourse of universal human rights and the approaches associated with critical pedagogy. A clear orientation towards values associated with peace and harmonious coexistence is not only desirable but also essential. Quality in education includes a concern for quality of life in all its dimensions. This is why a concern for peace, protection of the environment and a predisposition towards social change must be viewed as core components of quality, not merely as value premises.

Aims of Education
The Aims of Education are landscaped in the guiding principles of constitution which reflect a commitment to democracy and the values of equality, justice, freedom, concern for others' well-being, secularism, respect for human dignity and human rights. Education should aim to build a commitment to these values, which are based on reason and understanding. The curriculum, therefore, should provide adequate experience and space for dialogue and discourse in the school to build such a commitment in children. Independence of thought and action points to a capacity of carefully considered, value-based decision-making, both independently and collectively. Sensitivity to others' well-being and feelings, together with knowledge and understanding of the world, should form the basis of a rational commitment to values. Learning to learn and the willingness to unlearn and relearn are important as means of responding to new situations in a flexible and creative manner. The curriculum needs to emphasise the processes of constructing knowledge. Choices in life and the ability to participate in democratic processes depend on the ability to contribute to society in various ways. This is why education must develop the ability to work and participate in economic processes and social change. This necessitates the integration of work with education. We must ensure that work-related experiences are sufficient and broad-based in terms of skills and attitudes, that they foster an understanding of socio-economic processes, and help inculcate a mental frame that encourages working with others in a spirit of cooperation. Work alone can create a social temper. Appreciation of beauty and art forms is an integral part of human life. Creativity in arts, literature and other domains of knowledge is closely linked. Education must provide the means and opportunities to enhance the child's creative expression and the capacity for aesthetic appreciation. Education for aesthetic appreciation and creativity is even more important today when aesthetic gullibility allows for opinion and taste to be manufactured and manipulated by market forces. The effort should be to enable the learner

to appreciate beauty in its several forms. However, we must ensure that we do not promote stereotypes of beauty and forms of entertainment that might constitute an affront to women and persons with disabilities. (adopted from NCF 2005)

Right to Free and Compulsory Education Act 2009

According to the Right to Free and Compulsory Education Act 2009 (RTE Act) free and compulsory education is a right to every child in the age group of six to fourteen years in a neighbourhood school till completion of elementary education (class I to VIII). No child shall be liable to pay any kind of fee or charges or expenses which may prevent her from pursuing and completing the elementary education. No child can be refused admission on any grounds and will be admitted to her age appropriate class and have a right to receive special training so that the child can cope with the current curriculum. Education will be inclusive and the schools are supposed to make appropriate arrangements for children with disabilities and with special needs. Right to Free and Compulsory Education Act 2009 (RTE Act) in its Chapter V delineates explicit terms related to Curriculum and the evaluation procedures thus ensuring a clear focus on the quality of elementary education. It states that an academic authority, to be specified by the appropriate Government, by notification, shall lay down the curriculum and the evaluation procedure for elementary education. The academic authority, while laying down the curriculum and the evaluation procedure shall take into consideration the following: (a) conformity with the values enshrined in the constitution; (b) all round development of the child; (c) building up child's knowledge, potentiality and talent; (d) development of physical and mental abilities to the fullest extent; (e) learning through activities, discovery and exploration in a child friendly and child centered manner; (f) medium of instructions shall, as far as practicable, be in child's mother tongue; (g) making the child free of fear, trauma and anxiety and helping the child to express views freely; (h) comprehensive and continuous evaluation of child's understanding of knowledge and her ability to apply the same. It also outlines that No child shall be required to pass any Board examination till completion of elementary education as well as every child completing her elementary education shall be awarded a certificate in such form and in such manner, as may be prescribed. Right to Free and Compulsory Education Act 2009 (RTE Act) also defines norms for the minimum number of working days/instructional hours in an academic year. It allocates1. 2. 3. 4. 200 (two hundred) working days for first to fifth class 220 (two hundred and twenty) working days for sixth to eighth class 800 (eight hundred) instructional hours per academic year for first to fifth class 1000 (one thousand) instructional hours per academic year for sixth to eighth class

The minimum number of working hours per week for the teacher should be 45 (forty-five). This includes both teaching and preparation time.

Formulation of CBSE School Curriculum

The National Curriculum Framework (NCF 2005) is the framework on the basis of which the Central Board of Secondary Education formulates its own curriculum and syllabus document by adopting and adapting the guidelines and syllabus provided. There are a number of underlying factors, which are evident in this document: values and underlying principles of the Constitution; general and specific teaching and assessment objectives; 4

learning outcomes of different levels Secondary and Senior Secondary; lesson distribution in terms of time; possible innovative pedagogies for curricular transaction transformative and beyond textbooks and classrooms; integration and cross-curricular themes for all subject areas; collaboration between home and school; collaboration between school and community; project based learning to build research capabilities; guidance and counselling activities through counsellors appointed by the schools; emphasis on inclusion strategies; provision of diagnostic and remedial teaching-learning; emphasis on multiple modes of assessment through descriptors of good performance; organisation of various club activities such as, 'Eco Club', 'Health and Wellness Club', 'Literary Clubs', 'Disaster Management Clubs', 'Consumer Clubs', etc.; provision of integrated activity based program on Environmental Education from classes I-XII; provision of NCC/NSS and other activities mentioned under physical education; provision of varied disciplines under sports but definitely the 16 disciplines which form a part of the CBSE Competitive Sports program.

Core Rationale of CBSE School Curriculum -the underlying values

"Education, as a planned endeavour, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive, and caring members of society. They are made familiar with the various practices of the community by imparting the relevant skills and ideas. Ideally, education is supposed to encourage the students to analyse and evaluate their experiences, to doubt, to question, to investigate-in other words, to be inquisitive and to think independently." -NCF 2005 (Position Paper- Aims of Education) The core values of CBSE School Curriculum draw its strength,by keeping pace with the 21st century and the global trends of educational transformations, as well as keeping in view that India is an independent nation with a rich variegated history, extraordinarily complex cultural diversity, and commitment to democratic values and general well-being. One of the basic aims of education is to nurture in the learner a sound mind and strong values driven character. Learners should be educated to uphold the democratic values, respect the Rules of Law, and support humanitarian ideals; they should engage in healthy practices to be able to develop robust and healthy physiques, learn how to think for themselves and be creative. We aim at nurturing responsible citizens with a sense of patriotism and a global perspective. In principle, education is a learning progression to help learners explore their innate capacity and talents as well as develop their potential to improve and enhance sustainability of their living environment. Keeping this in mind we need to have a rationale with core components as follows: "Nurturing Life-skills" includes developing an improved self-esteem, building empathy towards others and different cultures, etc. Improving on their critical and creative thinking and making them better at problem solving with a balanced approach towards decision-making. The core life-skills must be integral to the whole process of education. "Integration" includes creating harmony of sense with sensibility, a connection between knowledge and application, and integrating human sciences with technological innovations. "Upholding Constitutional values" safeguarding values expressed in the Constitution- sovereignty, socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation. 5

"A global perspective" keeping pace with the 21st century and the global trends, enhance learner's ability to understand her status and position in the community and the world. Develop understanding how we all are interconnected and how we can bring about transformations as well as the individual's responsibility in this change process. "Lifelong learning" to see education as a liberating process, leading to active exploration, problem solving, and the utilization of information and languages leading to socially transformative practices. "Appreciating Individual Differences" to promote and nourish wide range of capacities and skills in learners. As intelligence is diverse in its dimension, pedagogy and evaluation should aim at making it possible for this diversity to bloom. Excellence in diverse areas should be accepted and rewarded.

CBSE School Curriculum Mission and Goals

The curriculum will adopt the following principles: to create a connect between learners' spiritual, ethical, social, cognitive, mental and physical growth and development; to nurture individuality and thus enhance one's innate potentials; to foster constitutional literacy and tolerance for different cultures; to develop scientific outlook and transformative competences, in order to meet the demands of changing society.

The aim of education is not just to let learners obtain basic knowledge but to make them life-long learners. It is to nurture future citizens who are mentally and physically robust, assertive, confident, empathetic and helpful to the community, intellectually inquisitive and reflective, tolerant and with creative vision and global perspective. Schools will accomplish such standards through the promotion of values based learning activities which emphasize humanity, practicality, individuality, inclusiveness, and modernity. Such activities involve collaborations between oneself and others, individuals and the community, as well as humans and nature. To achieve this, we must guide our learners to achieve the following curriculum goals: To enhance self-awareness and explore innate potential; To develop creativity and the ability to appreciate art and showcase one's own talents; To promote capabilities related to goal setting, decision making and lifelong learning; To nurture assertive communication and interpersonal skills; To learn to be empathetic towards others, display dignity and respect to the opposite gender, to contribute for the community, and focus on preserving environment; To foster cultural learning and international understanding in an interdependent society; To strengthen knowledge and attitude related to livelihood skills; To acquire the ability to utilize technology and information for the betterment of humankind; To inspire the attitude of functional and participatory learning; and To develop abilities related to thinking skills and problem solving.

Core Competence and Outcomes

In order to achieve the above-mentioned goals, the curriculum shall focus on the requirements and capabilities of learners and aim at developing core competences which a global 21st century citizen should possess. Such core competences may be categorized as follows: 1. Self-awareness and exploration of innate potential, which involves thorough understanding of one's personality, competencies, emotions, requirements, and dispositions, respect and love for self, regular self-reflection, self-discipline, optimistic attitude, and ethics, showcasing one's individuality, and instituting values. Appreciation, representation, and vision, which include the ability to perceive and appreciate the beauty of things as well 6

2.

as using imagination and creativity, developing a dynamic and innovative attitude, and expressing one in order to promote the quality of living. 3. Goal setting, decision making and lifelong learning, which involves the development of individual abilities in order to bring forth one's talents, chart the path for future success, and develop the capability of lifelong learning in accordance with the transition of the current century. Effective Communication skills which involves making effective use of all kinds of symbols (such as languages in both verbal and non-verbal forms, sounds, motions, visual and written) and tools (such as media and technology) in order to better interpersonal relationships through skills of listening attentively to and communicating effectively with others, and sharing various perspectives and information assertively with others. Empathy, which involves being aware of other people's feelings and situations, respect for the opposite gender, tolerant of different opinions, and unbiased to humans and groups of different identities, with respect for life and thoughtful for the community, the environment, and nature, obeying and respecting the rules of the law, and holding an attitude which is conducive to collaborative work and leads to individual, societal as well as global transformation. Cultural learning and international understanding, which involves appreciating and respecting different groups and cultures, taking pride in the history and culture of one's own country as well as holding a positive outlook towards different cultures, developing a global perspective with conjoint interdependence, trust and cooperation. Knowledge and attitude related to livelihood skills, adopting approaches by which such considerations and practices are incorporated, equippingand enabling each member to contribute to the community as well as serve the public and one's country in a productive way. Utilization of technology and information, which involves the utilization of technology in a positive, safe and effective way for the welfare of mankind, for boosting learning efficacy and living quality. Functional and participatory learning, leading to the development of higher order thinking skills. Encouraging inquisitiveness and keen observation, actively exploring and discovering solutions, and applying knowledge, attitude and skills in daily life. Thinking skills and problem solving, which involves cultivating the ability and habit of thinking creatively and reflectively, making logical analyses and decisions, and effectively solving problems and resolving conflicts.

4.

5.

6.

7.

8. 9.

10.

Conception of Learning and Learning Environment

Learning occurs both at individual as well as peer group level and lies in the process of building knowledge and skills. Learning in a purposeful way takes place by a learner independently, in class with a teacher, out of class interaction with the peer group and the larger community. Learning is an active and goal oriented process. Learning environment must be physically, psychologically and socially safe and motivate learners to develop effective study skills and become lifelong learners.

Curriculum Areas at Secondary Level

For the purpose of fostering core competences in learners, the curriculum encompasses seven major learning areas, which are: Languages, Humanities, Mathematics, Science and Technology, Health and Physical Education, Visual arts, Performing arts and contemporary subjects. It refers to the content of learning, not the titles of subjects. Beyond the required core and elective courses, optional courses relevant to specific curriculum areas may also be made available in consideration of changing individual, societal and global requirements and demands.

Major Contents of Each Curriculum Learning Area in Secondary Classes

1. Languages include Hindi, English, and another 32 languages (detailed in Curriculum Volume II) and focuses on listening, speaking, reading and writing skills, along with developing effective communicating proficiencies. 7

2.

Humanities (Geography, History, Economics and Political Science) include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities, and the incorporation of the above-mentioned learning into one's life. Performing and Visual Arts (Dance, Drama, Music, Drawing, Painting, Crafts and Sculpture) include music, instruction in these arts, aiming to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities, thus promoting abilities such as imagination, creativity, value arts, and the cultural heritage. Science and Technology (Biology, Chemistry, Physics and Computer Sciences) include gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. It will focus on knowledge and skills to develop scientific attitude, use and applicationof such knowledge and skills to improve the quality of life and further use this learning to analyse, evaluate, synthesise, create, invent and discover. Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving. Health and Physical Education focuses on the learning for holistic development like mental and physical. Understandingthe importance of physical fitness, health, well-being and the factors that contribute to them. Focus of this curriculum is on helping learners develop a positive attitude and commitment to lifelong healthy active living and the capacity to live satisfying, productive lives with the help of proper health management, sports, fitness and lifestyle choices.

3.

4.

5.

6.

These six learning areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Learners should get opportunities to connect between different areas of knowledge and application. They should be encouraged to cognize and appreciate the interconnectedness of all knowledge and the enduring connection between knowledge and values. Their education should help them to connect the content of their learning areas and subjects with their own lives and the world around them. The holistic nature of human learning and knowledge should be brought forth throughout.

Main Pedagogical Outcomes for Curriculum Learning Areas

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Learners use language to comprehend, acquire and communicate ideas and information and to interact with others. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world. Learners understand and appreciate the physical,biological and technological world and have the knowledge, attitude, skills and values to make rational decisions in relation to it. Learners understand their cultural, geographical and historical milieus and have the knowledge, attitude, skills and values necessary to bring about transformation for a better India. Learners recognize the requirement of information, locate and resource it from a range of data available and evaluate, use and collaborate it with others. Learners identify, select, use technologies and are able to synthesize, innovate and discover newer technologies as required. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop more relevant patterns. Learners think laterally, critically,identify opportunity, challenge their potential and are open to challenges. They are aware ofconsequences and take ownership of their deeds. Learners interact harmoniously with people and cultures from across the globe and are tolerant and empathetic towards others. Learners involve themselves in cultural pursuits as well as appreciate, respect and acknowledge the artistic, cultural and intellectual work of others. 8

11. 12. 13. 14. 15.

Learners value and engage in practices that promote personal physical as well as mental and cognitive development and well being. Learners have positive self-esteem.They are confident and self-motivated learners who are able to work independently as well as collaboratively. Learners appreciate and value everyone's right to feel respected and safe, and, in this regard, also understand their constitutional rights as well as duties and behave responsibly. Learners are aware and participate responsibly in the social, political, economic and cultural transformations. Learners are equipped with the attitude and skills to be a lifelong learner.

Implementation of Curriculum
Formulating a comprehensive and all encompassing School Curriculum Plan (Syllabus) is an essential way forward to this Curriculum document. Schools will establish a School Curriculum Committee, which will have teachers representing each subject. This committee will be responsible to draft the school curriculum plan for the coming session, by the beginning of this session based on the Curriculum documents. This committee shall define the teaching periods for each subject for each grade, review textbooks, develop topics and activities for pedagogical practices, and evolve a plan for the teaching learning process evaluation and so as to be able to provide feedback for reflection. This committee should continue meeting, reviewing and assessing the pedagogical practices on a regular basis. Subject Experts, Scholars and professionals may also be invited to join the committee in advisory capacity, when necessary. Schools may join hands to establish an inter-school Committee within their 'Sahodaya' groups. These committees must ensure and record that the text books selected for classes I-VIII (other than NCERT books) do not contain any material which may hurt the sentiments of any community. The books should also reflect gender sensitivity and be in conformity with the underlying principles of the constitution of India. This Committee will consolidate the efforts of all school staff as well as resources provided, to develop a comprehensive school-based curriculum, giving due importance to both Scholastic as well as Co-Scholastic areas. The School Curriculum Plan (Syllabus) will include: Pedagogical goals of the school for the session Subject focused pedagogical objectives Mapping of units with pedagogical objectives Resources/activities to achieve the unit wise pedagogical objectives Pedagogical outcomes Assessment directives Feedback rubrics

This Plan will also contain specified descriptions on how to infuse the seven core areas (including Life Skills Education, Values Education, Gender Sensitivity, Environmental Education, Information Technology Education, Human Rights Education, Health and Wellness Education) into the teaching of each subject. It is a good idea to involve parents in formulating this plan. The plan is an effective tool to let parents connect and support the pedagogical practices of the school.

Lesson/ Unit Plans

Lesson plans for the topics will be prepared by the teachers within their faculty. This will be supported by School Curriculum Plan (Syllabus). Some important components of this plan can be: Specific learning outcomes Unit/topic learning contexts Pedagogical strategies Flow of lesson/unit (including activities/ experiments/hands-on-learning) 9

Formative assessment tasks Remedial teaching plan Interdisciplinary Linkages Infusion of Core (Life-skills, Values, etc.) Resources (including ICT)

The component of remedial teaching is to be drafted keeping in view differentiated instructional requirements of the individual learners. As the learning difficulties are observed the remedial teaching must be taken up. This should be planned with a mutual understanding with the parents and they should be informed about how the remedial instruction is being provided.

Creating Cross-Curricular Linkages

Cross-curricular linkages are vital to learning as it is important to be able to connect prior knowledge and experiences and new information and experiences. Such connections are essentially required for being able to make sense of our world and foster learning capacity. Making links between subjects also helps learner more effectively apply and embed skills and knowledge in meaningful and purposeful contexts. For example, mathematical data handling and interpretation effectively applied in geography and science; learners can write better-framed answers in history, geography and science when they have learnt how to write explanations/ short descriptions in English; Learning to make well-formed strokes can help learners illustrate their science diagrams with great perfection. Role-plays in language classrooms can act as effective tools once the learners have been exposed to dramatics. Strong links such as these can undoubtedly enhance learning in all subjects. They help learners connect, with a greater range, of the skills, attitude and knowledge they are acquiring in specific subjects. Creating cross-curricular linkages can help learners reflect on their learning. Aspects of learning - such as problem solving, reasoning, creative thinking -can be used across the curriculum. Teachers should involve learners in cross-curricular projects thus helping learners recognise these underpinning skills and how to use them in a variety of contexts.

10

PART II
ELIGIBILITY AND SCHEME OF STUDIES

11

12

1.
1.

ELIGIBILITY OF CANDIDATES

Admission of Students to a School, Transfer/Migration of Students

ADMISSION-GENERAL CONDITIONS
1.1 (a) A student seeking admission to any class in a 'School' will be eligible for admission to that class only if she: (i) has been studying in a school recognised by or affiliated to this Board or any other recognised Board of Secondary Education in India; (ii) has passed qualifying or equivalent qualifying examination making her eligible for admission to that class; (iii) satisfies the requirements of age limits (minimum and maximum) as determined by the State/ Union Territory Government and applicable to the place where the School is located; (iv) produces :(a) the School Leaving Certificate/Transfer Certificate signed by the Head of the School last attended and countersigned ; (b) document(s) in support of her having passed the qualifying or equivalent qualifying examination, and (c) For the purposes of admission to elementary education, the age of a child shall be determined on the basis of the birth certificate issued in accordance with the provisions of the Births, Deaths and Marriages Registration. Act, 1886 or on the basis of such other document, as may be prescribed, as stipulated in section 14(1) of The Right of Children to Free and Compulsory Education Act, 2009. (d) No child shall be denied admission in a school for lack of age proof, as stipulated in section 14(2) of The Right of Children to Free and Compulsory Education Act, 2009. Explanation: (a) A person who has been studying in a school, which is not recognised by this Board of Secondary Education or by the State/Union Territory Governments of the concerned place, shall not be admitted to any class of a 'school' on the basis of certificate(s) of such unrecognised institution(s) attended by her earlier. (b) 'Qualifying Examination' means an examination -the passing of which makes a student eligible for admission to a particular class and 'equivalent examination' means-an examination conducted by any recognised Board of Secondary Education/Indian University or an institution recognised by or affiliated to such Board/University and is recognised by this Board equivalent to the corresponding examination conducted by this Board or conducted by a "School" affiliated to/recognised by this Board. (b) A child suffering from disability, as defined in clause (i) of section 2 of the Persons with Disabilities (Equal Opportunities, Protection and Full Participation) Act, 1996, shall have the right to pursue free and compulsory elementary education in accordance with the provisions of chapter V of the said Act, as stipulated in Section 3(2) of The Right of Children to Free and Compulsory Education Act, 2009. (c) Where a child above six years of age has not been admitted in any school or though admitted could not complete her elementary education, then, she shall be admitted in a class appropriate to her age. Provided that where a child is directly admitted in a class appropriate to her age, then she shall, in order to be at par with others, have a right to receive special training in such manner, and within such time-limits, as may be prescribed. Provided further that a child so admitted to elementary education shall be entitled to free education till completion of elementary education even after fourteen years, as stipulated in section 3(4) of The Right of Children to Free and Compulsory Education Act, 2009. 13

(d) (i) For the purposes of this Act, a school specified in sub-clauses (iii) and (iv) of clause (n) of Section 2 shall admit in class I, to the extent of the strength specified in The Right of Children to Free and Compulsory Education Act, 2009, of that class, children belonging to weaker section and disadvantaged group in the neighbourhood and provide free and compulsory elementary education till its completion. Provided further that where a school specified in clause (n) of section 2 imparts pre-school education, the provisions of clause (c) shall apply for admission to such pre-school education, as stipulated in section 12(1) (c) of The Right of Children to Free and Compulsory Education Act, 2009. (ii) The school specified in sub-clause (iv) of clause (n) of section 2 providing free and compulsory elementary education as specified in clause (c) of sub-section (1) shall be reimbursed expenditure so incurred by it to the extent of per child-expenditure incurred by the state, or the actual amount charged from the child, whichever is less, in such manner as may be prescribed. Provided that such reimbursement shall not exceed per-child-expenditure incurred by a school specified in sub-clause (i) of clause (n) of section 2 Provided further that where such school is already under obligation to provide free education to a specified number of children on account of it having received any land, building, equipment or other facilities, either free of cost or at a concessional rate, such school shall not be entitled for reimbursement to the extent of such obligation as specified in section 12(2) of The Right of Children to Free and Compulsory Education Act, 2009. (e) No school or person shall while admitting a child collect any capitation fee and subject the child to any screening procedure, as stipulated in section 13(1) of The Right of Children to Free and Compulsory Education Act, 2009. Any school or person, if in contravention of the above provisions(a) Receives capitation fee, shall be punishable with fine which may extend to ten times the capitation fee charged. (b) Subjects a child to screening procedure, shall be punishable with fine which may extend to twenty five thousand rupees for the first contravention and fifty thousand rupees for each subsequent contravention or as may be decided from time to time, as stipulated in section 13(2) of The Right of Children to Free and Compulsory Education Act, 2009. 1.2 No student migrating from a school in a foreign country other than the school affiliated to this Board shall be eligible for admission unless an eligibility certificate in respect of such a student has been obtained from this Board. For obtaining eligibility certificate from the Board, the Head of the School to which admission is being sought will submit to the Board full details of the case and relevant documents with her own remarks/ recommendations. The Board will issue the eligibility certificate only after it is satisfied that the course of study undergone and examination passed is equivalent to the corresponding class of this Board. 1.3 No person who is under the sentence of rustication or is expelled from any Board/University/ School or is debarred from appearing in the examination for whatever reason by any Board/ University shall be admitted to any class in a School affiliated to this Board. 1.4 No student shall be admitted or promoted to any subsequent higher class in any school unless she has completed the regular course of study of the class to which she was admitted at the beginning of the academic session and has passed the examination at the end of the concerned academic session qualifying her for promotion to the next higher class. 1.5 (i) For admissions upto class VIII a child shall be admitted in a school at the commencement of the academic year or within such extended period as may be prescribed by the school(s) concerned. Provided that no child shall be denied admission if such admission is sought subsequent to the extended period. 14

Provided further that any child admitted after the extended period shall complete her studies in such manner as may be prescribed by the school concerned as stipulated in Section 15 of The Right of Children to Free and Compulsory Education Act, 2009. (ii) No student shall be admitted in class IX and above in a school affiliated with the Board after 31st August of the year except with prior permission of the Chairman, CBSE/Competent Authority as may have been defined in the State/Union Territory Education Acts. The application for permission to grant admission after 31st August shall be routed through the Head of the School specifying the reasons which are unavoidable. The candidate shall complete the required percentage of attendance (75%) for class IX and X as per Examination Byelaws of the Board to make her eligible for the examinations conducted by the Board/School. In such cases where the admission by the candidate could not be taken in a higher class by the stipulated date because of the late declaration of result by the Board in respect of the examinations conducted by the Board such permission would not be required, provided the candidate applied for admission within a fortnight of the declaration of the result. 1.6 No child shall be subjected to physical punishment or mental harassment. Whoever contravenes the provisions of sub section (1) shall be liable to disciplinary action under the service rules applicable to such person, as stipulated in sections 17(1) and (2) of The Right of Children to Free and Compulsory Education Act, 2009.

2.

ADMISSION: SPECIFIC REQUIREMENTS

2.1 (i) Admissions upto class VIII (i.e., class VIII and below) shall be regulated by the rules, regulations, and orders of the State/Union Territory Governments applicable to the place where the school is located. (ii) Every child completing her elementary education shall be awarded a certificate, in such form and in such manner, as may be prescribed by the respective school(s) as stipulated in Section 30(2) of The Right of Children to Free and Compulsory Education Act, 2009. 2.2 Admission to class IX in a school shall be open only to such a student who has passed class VIII examination from an institution affiliated to this Board or to any recognised Board or is recognised by the Education Department of the Government of the State/Union Territory in which such an institution is located. 2.3 ADMISSION TO CLASS X As the syllabus prescribed at Secondary level is of two years integrated course, no admission shall be taken in class X directly. Provided further that admission to class X in a school shall be open only to such a student who: (a) has completed a regular course of study for class IX from an institution affiliated to this Board; (b) has completed a regular course of study for class IX and has obtained minimum Grade D in the five subjects (excluding the 6th additional subject) under Scholastic Area A as well as grades in subjects under Scholastic Area B under the Continuous and Comprehensive Evaluation scheme in class IX examination conducted by an institution affiliated to this Board and migrating from/within one city/ State to another only on the transfer of the parent(s) or shifting of their families from one place to another, after procuring from the student the Report Book/Grade Sheet and the Transfer Certificate duly countersigned by the Board; and (c) has completed a regular course of study for class IX and has passed class IX examination from an institution recognized by/affiliated to any recognized Board in India can be admitted to a school affiliated to this Board only on the transfer of the parent(s) or shifting of their families from one place to another, after procuring from the student the Grade Sheet and the Transfer Certificate duly countersigned by the Educational Authorities of the Board concerned. Notwithstanding anything contained in the rules above, Chairman shall have the powers to allow change of school for better academic performance, medical reasons, etc., to avoid undue hardship to the candidate(s). In case of all such admissions the schools would obtain post facto approval of the Board within one month of admission of the student.

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3.

ADMISSION PROCEDURE
(a) Admission register in the form prescribed by the State Government concerned/Kendriya Vidyalaya Sangathan/ Navodaya Vidyalaya Samiti as the case may be, shall be maintained by the "School" where the name of every student joining "the School" shall be entered. (b) Successive numbers must be allotted to students on their admission and each student should retain this number throughout the whole of her career in the school. A student returning to the school after absence of any duration shall resume her original admission number. (c) If a student applying for admission to a school has attended any other school, an authenticated copy of the Transfer Certificate in the format given in Examination Byelaws from her last school must be produced before her name can be entered in the Admission register. (d) In no case shall a student be admitted into a class higher than that for which she is entitled according to the Transfer Certificate. (e) A student shall not be allowed to migrate from one "School" to another during the session after her name has been sent up for the Secondary School (class X) Examination conducted by the Board. This condition may be waived only in special circumstances by the Chairman, CBSE. (f) A student leaving her school at the end of a session or who is permitted to leave her school during the session on account of migration from one city/State to another on the transfer of the parent(s) or shifting of their families from one place to another or parents' request, especially in classes IX/X, as the case may be, shall on payment of all dues, receive an authenticated copy of the Transfer Certificate up to date. A Duplicate copy may be issued if the Head of the School is satisfied that the original is lost but it shall always be so marked. (g) In case a student from an institution not affiliated to the Board seeks admission in a school affiliated to the Board, such a student shall produce a transfer certificate duly countersigned by an authority as indicated in the format given in Examination Byelaws. (h) If the statement made by the parent or guardian of a student or by the student herself if she was major at the time of her admission to a school, is found to contain any wilful misrepresentation of facts regarding the student's career, the Head of the School may punish her as per provision of the Education Act of the State/Union Territory or Kendriya Vidyalaya Sangathan/Navodaya Vidyalaya Samiti rules, as the case may be respectively and report the matter to the Board.

4.

ADMISSION TO EXAMINATIONS
General Notwithstanding anything contained in these Byelaws, no candidate who has been expelled or is under the punishment of rustication or is debarred for appearing in or taking an examination for any reason whatsoever, shall be admitted to the All India/Delhi Secondary School Examination conducted by the Board.

5.

ACADEMIC QUALIFICATIONS FOR UNDERTAKING ALL INDIA/DELHI SECONDARY SCHOOL EXAMINATION

A candidate for All India/Delhi Secondary School Examination should have: (a) passed the Middle School Examination (class VIII) of a Board or of an affiliated/recognized school at least two years earlier than the year in which she would take Secondary(class X) examination conducted by the Board/ School affiliated to the Board; (b) secured grades in subjects under Scholastic Area B as given in the Scheme of Studies; (c) passed the third language as per requirement laid down in the Scheme of Studies; 16

(d) qualified class IX examination by obtaining minimum Grade D in all the five subjects (excluding 6th additional subject) of study under Scholastic Area A and grades in subjects under Scholastic Area B and Co-Scholastic Areas at least one year earlier than the year in which she would take the Secondary (class X) examination conducted by the Board/ School affiliated to the Board; and (e) passed class IX examination from a school recognized by/affiliated to any other recognized Board in India at least one year earlier than the year in which she would take the Secondary (class X) examination conducted by the Board/ School affiliated to the Board.

6.

ADMISSION TO EXAMINATIONS: REGULAR CANDIDATES

All India/Delhi Secondary School Examination will be open to such regular candidates who have submitted their duly completed application for admission to the concerned examination, and/or her name has been registered in the manner prescribed by the Board alongwith the prescribed fee forwarded to the Controller of Examinations by the Head of the School with the following duly certified by such Head: (a) that she possesses the academic qualifications as laid down in Examination Byelaws; (b) that she has not passed equivalent or higher examination from this Board or equivalent or higher examination of any other Board or University; (c) that she is on the active rolls of the School; (d) that she has completed a "regular course of study" as defined and detailed in Examination Byelaws in a school and in the subjects in which she would appear in the examination; (e) that she bears a good moral character and is of good conduct; and (f) that she satisfies all other provisions, applicable to her, of the Examination Byelaws and any other provision made by the Board governing admission to the examination concerned, if any. 6.1 (i) It is mandatory upon a school affiliated to Board to follow the Examination Byelaws of the Board. (ii) No affiliated school shall endeavour to present the candidates who are not on its roll nor will it present the candidates of its unaffiliated branch/school to any of the Board's examinations. (iii) If the Board has reasons to believe that an affiliated school is not following the subsection (i) and (ii) of this section, the Board will resort to penalties as deemed fit.

7.

A REGULAR COURSE OF STUDY

7.1 (i) The expression "a regular course of study" referred to in the Examination Byelaws means at least 75% of attendance in the classes held; counted from the day of commencement of teaching of class IX/X upto the 1st of the month preceding the month in which the examination of the School/Board commences. Candidates taking up subject(s) involving practical examinations shall also be required to have put in at least 75% of the total attendance for practical work in the subject in the laboratory. Head of Schools shall not allow a candidate who has offered subject(s) involving practical examinations to take the practical examination(s) unless the candidates fulfil the attendance requirements as given in this Rule. (a) The expression "a regular course of study" referred to in these Byelaws means at least 60% of attendance in respect of students participating in Sports at National level organized by recognized Federations/CBSE/ School Games Federation of India (SGFI), the classes held counted from the day of commencing teaching classes IX/X, as the case may be upto the 1st of the month preceding the month in which the examination of the School/Board commences. Candidates taking up a subject(s) involving practical examinations shall also be required to have put in at least 60% of the total attendance for practical work in the subject in the laboratory. Head of Schools shall not allow a candidate who has offered subject(s) involving practical examination(s)to take the practical examination(s) unless the candidate fulfills the attendance requirements as given in this Rule. 17

(ii) The candidates who had failed in the same examination in the preceding year and who re-joins classes IX/X shall be required to put in 75% of attendance calculated on the possible attendance from the 1st of the month following the publication of the results of that examination by the School/ Board upto the 1st of the month preceding the month in which the examination of the School/Board commences. (a) The candidate who had failed in the same examination in the preceding year and who rejoins classes IX/X shall be required to put in 60% of attendance in respect of students participating in Sports at National level organized by recognized Federations/CBSE/SGFI calculated on the possible attendance from the 1st of the month following the publication of the results of that examination by the School/ Board upto the 1st of the month preceding the month in which the examination of the School/Board commences. (iii) In the case of migration from other institution, attendance at the institution/school recognised by the Education Department of the State/Union Territory from which the candidate migrates will be taken into account in calculating the required percentage of attendance. 7.2 Requirement of Attendance in Subjects of Internal Assessment Exemption from study of subjects under Scholastic Area B/ Work Education /Art Education/Physical and Health Education may be granted to a candidate on medical grounds in respect of Secondary School candidates appearing for the Secondary School Certificate Examination conducted by the Board provided the application is supported by a certificate given by a registered medical officer of the rank not below that of Assistant Surgeon and forwarded by the Head of the School with her recommendations.

8.

RULES FOR CONDONATION OF SHORTAGE OF ATTENDANCE

(a) If a candidate's attendance falls short of the prescribed percentage in case of students appearing for the examination conducted by the Board, the Head of the School may submit her name to the Board provisionally. If the candidate is still short of the required percentage of attendance within three weeks of the commencement of the examination, the Head of the School shall report the case to the Regional Officer concerned immediately. If in the opinion of the Head of the School, the candidate deserves special consideration, she may submit her recommendation to the Regional Officer concerned not later than three weeks before the commencement of the examination for condonation of shortage in attendance by the Chairman, CBSE, who may issue orders, as he may deem proper. The Head of the School, in her letter requesting for condonation of shortage in attendance should give the maximum possible attendance by a student counted from the day of commencement of teaching of class X (beginning of the session) upto the 1st of the month preceding the month in which the examination of the Board commences, attendance by the candidate in question during the aforesaid period and the percentage of attendance by such candidate during the aforesaid period. (b) Shortage up to 15% only may be condoned by the Chairman in respect of those students appearing for the Secondary School Examinations conducted by the Board. Cases of candidates with attendance below 60% in class X, appearing for the Board's examinations, shall be considered for condonation of shortage of attendance by the Chairman only in exceptional circumstances created on medical grounds, such as candidate suffering from serious diseases like cancer, AIDS, Tuberculosis or similar serious diseases requiring long period of hospitalization. (c) The Head of the School shall refer a case of shortage within the above-prescribed limit of condonation to the Board, either with the recommendations or with valid reasons for not recommending the case. (d) The following may be considered valid reasons for recommending the case of the candidate with attendance less than the prescribed percentage: (i) prolonged illness; (ii) loss of father/mother or some other such incident leading to her absence from the school and meriting special consideration; and (iii) any other reason of similar serious nature; (iv) authorised participation in sponsored tournaments and Sports' meet of not less than interschool level and at NCC/NSS Camps including the days of journeys for such participation shall be counted as full attendance. (e) authorized participation in sports at National level organized by recognized Federations/CBSE/SGFI. 18

9.

DETAINING OF ELIGIBLE CANDIDATES

In no case the Heads of affiliated schools shall detain eligible candidates from appearing at the examination.

10.

PRIVATE CANDIDATES
Definition: Refer Examination Byelaws. 10.1 Persons eligible to appear as Private Candidates for Delhi Secondary School Examination: The following categories of candidates shall be eligible to appear as private candidates at the Delhi Secondary School Examination of the Board in the syllabi and courses as prescribed for the examination concerned on the conditions as laid down below: (a) candidates who had failed to qualify at the Delhi Secondary School Examination of the Board; (b) Teachers serving in educational institutions affiliated to the Board. Teacher candidates shall submit their application form along with a certificate by the Head of the School in which they are serving duly countersigned by the Director of Education, Government of National Capital Territory of Delhi to the Regional Officer, Delhi; and (c) (i) Women candidates who are bonafide residents of the National Capital Territory of Delhi and satisfy the following additional conditions: (a) that they have privately pursued the prescribed course of study under proper guidance; and (b) that they are unable to join a Secondary School affiliated to the Board or there are such other reasons compelling them to appear at the examinations as a private candidate. (ii) A girl student who has left an institution at a stage earlier than or in class IX shall not be permitted to appear at the examination as a private candidate in a year earlier than in which she would have appeared, had she continued her studies in a recognised institution upto Secondary Examination. (a) a girl candidate shall not be permitted to appear at the Delhi Secondary School Examination as a private candidate in a year earlier than in which she would have appeared, had she continued her studies in a recognized institution upto Secondary level. (d) Physically handicapped students on producing reasonable evidence of having difficulty to attend normal institutions in the subjects not involving practical training / examination. (e) Regular candidate (s) of the previous year who have completed regular course of studies and have been allotted roll number for appearing at the examination but could not appear at the Annual Examination due to medical reasons except shortage of attendance as laid down in the Examination Byelaws will also be eligible to reappear at a subsequent examination as a private candidate in the syllabus and text books as prescribed for the examination of the year in which she will reappear. 10.2 Persons eligible to appear as Private Candidates for All India Secondary School Examination: (a) A candidate who had failed to qualify at the All India Secondary School Examination of the Board. (b) Teachers serving in educational institutions affiliated to the Board. Teacher candidates shall submit their application form along with a certificate by the Head of the School in which they are serving duly countersigned by the Director of Education of the State/Union Territory concerned in which the teacher is serving to the Regional Office of the Board concerned in which the school is situated. (c) Regular candidate (s) of the previous year who have completed regular course of studies and have been allotted roll number for appearing at the examination but could not appear at the Annual Examination due to medical reasons except shortage of attendance as laid down in the Examination Byelaws will also be eligible to reappear at a subsequent examination as a private candidate in the syllabi and textbooks as prescribed for the examination of the year in which she will reappear.

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11.

PROCEDURE FOR SUBMISSION OF APPLICATIONS OF PRIVATE CANDIDATES AT ALL INDIA/DELHI SECONDARY SCHOOL EXAMINATION
(a) The application forms for private candidates shall be countersigned by a member of the Governing Body of the Board or by the Head of an institution affiliated to the Board. (b) A private candidate must submit within the prescribed date to the Regional Officer concerned, an application in the form prescribed, together with the prescribed fee for the examination and three copies of the passport size photograph duly signed by the candidate and countersigned by one of the authorities mentioned at subsection a above. (c) If the application of a private candidate is received after the prescribed date, she shall pay late fee as prescribed. (d) When a private candidate's application for admission to the examination is rejected, the examination fee including late fee, if any, paid by her less INR 10/- or the amount as decided by Chairman from time to time will be refunded to her provided that in the case of candidates whose applications have been rejected on account of the candidates producing a false certificate or making false statement in the application, the full amount of fees shall be forfeited. (e) Those regular candidates who have failed to obtain promotion to class X of the school affiliated to the Board or any other recognised Board shall not be admitted to the Secondary School Examination of the Board as private candidates. (f) Every year in the beginning of the session, the Head of Schools shall send to the Regional Officer, Delhi, a list of female and handicapped students who have been detained in class IX containing student's name, date of birth, name of her father or guardian and the place of residence. (g) (i) Women Private candidate under Rule 10 shall not be allowed to offer Science with practical work, unless she has put in a regular course of study in an institution affiliated to the Board and produces a certificate to that effect to the satisfaction of the Board. However, notwithstanding this condition they can offer Home Science with Practical without such a certificate. (ii) Women private candidate under Rule 10 can offer Mathematics and Social Science without producing a certificate of putting in a regular course of study for internal assessment from an institution affiliated to the Board. (h) Private candidates shall not be allowed to offer for their examination a subject (even if the subject is recognised for the examination) which is not being taught in an affiliated institution.

12.

SCHEME OF EXAMINATION
Scheme of the Continuous and Comprehensive Evaluation shall be as under: i) there shall be no Board Examination at Secondary (class X) level w.e.f. 2009 for students studying in the schools affiliated to the Board who do not wish to move out of the CBSE system after class X;

ii) students of Schools affiliated to the Board who wish to move out of the CBSE system after class X (Pre-University, Vocational course, Change of Board, etc.) shall be required to take the Board's External Examination at Secondary (class X) level.

13.

SCHEME OF EXAMINATIONS -GRADING

(a) At the Secondary School Examination, assessment of subjects under Scholastic Area A shall be in numerical scores to be converted to Grades on a nine-point scale which shall be indicated in the Statement of Subject wise Performance/ Grade Sheet cum Certificate of Performance. Assessment in subjects under Scholastic Area B shall also be in grades, as per Scheme of Studies. (b) The qualifying grade in each subject under Scholastic Area A shall be a minimum Grade D. (c) The students will be assessed in subjects under Scholastic Area A using the conventional numerical marking and later converted into the grades and the same shall be awarded as under: 20

MARKS RANGE 91-100 81-90 71-80 61-70 51-60 41-50 33-40 21-32 20 and Below

GRADE A1 A2 B1 B2 C1 C2 D E1 E2

GRADE POINT 10.0 9.0 8.0 7.0 6.0 5.0 4.0 -----

Cumulative Grade Point Average(CGPA) would also be reflected in the Statement of Subject wise Performance / Grade Sheet cum Certificate of Performance. Note: Cumulative Grade Point Average(CGPA) is the average of Grade Points obtained in all the subjects excluding 6th additional subject as per Scheme of Studies. Subject wise and overall indicative Percentage of Marks can be assessed as under: Subject wise indicative percentage of marks = 9.5 x GP of the subject Overall indicative percentage of marks = 9.5 x CGPA

14.

MERIT CERTIFICATES
The Board will award Merit Certificates to such candidates who have obtained Grade A1 in all the five subjects (excluding the 6th additional subject) under Scholastic Area A at the Secondary School Examination, as per the qualifying criteria.

15.

SCHEME OF EXAMINATIONS
(a) Assessment in the subjects under Scholastic Area A, Scholastic Area B and Co-Scholastic areas shall be undertaken by the schools in terms of grades as per the Scheme of Studies. (b) The evaluation for subjects under Scholastic Area B and Co-Scholastic areas shall be based on cumulative record of the candidate during her continuous assessment in the school. (c) Schools are expected to maintain regular records of student's achievement and progress. These records are subject to scrutiny by the Board when it deems fit. (d) Subjects of study under Scholastic Area A shall be assessed jointly by the School and Board in respect of students appearing for the examination conducted by the Board. However, in case of students appearing for the Summative Assessment II conducted by the schools, the School will do the assessment. Details of question papers, marks and duration will be as per the Scheme of Studies.

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Notes: The following points have to be noted by teachers and students (for class IX and X):

There are two Formative Assessments each in the first and second term. FA-II will be substituted with PSA in class IX.

Each Formative Assessment is again divided into smaller assessments (class assignment, quiz, project, written test) which can carry different marks.

Each Formative Assessment has a weightage of 10% which can be arrived at by taking an average of all tasks or the best three or four.

The total weightage of all the four Formative Assessments is 40%.

16.

QUALIFYING CRITERIA
(a) A candidate not covered under the scheme of Continuous and Comprehensive Evaluation will be eligible to get the Statement of Subject wise Performance/Qualifying Certificate if she gets minimum Grade 'D' in all the five subjects(excluding the 6th additional subject) under Scholastic Area A in the main or at the only attempt of Improvement of Performance. However, a candidate who has appeared at the Secondary School Examination under the Scheme of Continuous and Comprehensive Evaluation will be eligible to get the Grade Sheet cum Certificate of Performance indicating the grades obtained in the subjects under Scholastic Area A, Scholastic Area B and Co-Scholastic Areas. (b) No overall grade shall be awarded. However, Cumulative Grade Point Average (CGPA) shall be indicated. in the statements of Subject wise Performance/Grade Sheet cum Certificate of Performance. Subject wise and overall indicative percentage of marks could be derived based on Cumulative Grade Point Average. (c) In respect of a candidate offering an additional subject, the following norms shall be applied: (i) A language offered as an additional subject may replace a language in the event of a candidate failing in the same provided after replacement the candidate has English/Hindi as one of the languages; and (ii) The replacement shall satisfy the conditions as laid down in the Scheme of Studies. (d) Candidates exempted from one or more subjects under Scholastic Area B and Co-Scholastic Areas shall be eligible for appearing in the Formative and Summative Assessments and result shall be declared subject to fulfilment of other conditions laid down in the Qualifying Criteria. (e) A candidate obtaining minimum Grade D in all the five subjects(excluding the 6th additional subject) under Scholastic Area A as well as Grades in subjects under Scholastic Area B, as stipulated in the Scheme of Studies, at the main or the subsequent Improvement of Performance attempt shall be eligible to qualify class IX Examination.

17.

ELIGIBILITY FOR IMPROVEMENT OF PERFORMANCE

A candidate obtaining Grades E1 or E2 in any or all the five subjects(excluding 6th additional subject as per the scheme of studies) under Scholastic Area A at the examination jointly conducted by the Board and School shall be eligible for Improvement of Performance in any or all the five subjects.

18.

IMPROVEMENT OF PERFORMANCE
(i) (a) A candidate who has appeared for the Secondary School Examination and obtained Grades E1 or E2 in any or all the five subjects(excluding the 6th additional subject) under Scholastic Area A, as per the Scheme of Studies, shall be eligible for improving her performance in any or all the five subjects and may reappear at the only chance of Improvement of Performance to be conducted by the Board/School by July, as per the option exercised for the main examination held in March the same year. The candidate will be issued Statement of Subject wise Performance/Grade Sheet cum Certificate of Performance provided she obtains minimum Grade D in at least five subjects(excluding the 6th additional subject) under Scholastic Area A as per the Scheme of Studies and grades in the subjects under Scholastic Area B and Co-Scholastic Areas. (b) A candidate who has appeared for the Secondary School Examination conducted by a school affiliated to the Board and obtained Grades E1 or E2 in any or all the five subjects(excluding the 6th additional subject) under Scholastic Area A, as per the Scheme of Studies, shall be eligible for improving her performance in any or all the five subjects and may reappear at the only chance of Improvement of Performance examination to be conducted by the School by July the same year. (c) At the Secondary School Examination, a candidate who does not obtain minimum Grade D in the five subjects(excluding the 6th additional subject) under Scholastic Area A at the only chance of Improvement of Performance shall be treated to have not qualified the examination and shall be required to reappear in all the subjects at the examination to be held in March of the subsequent year, in order to qualify the examination. The syllabi and courses shall be as laid down for Summative Assessment II for the year of examination concerned. The candidates' grades obtained in all the Formative Assessments and Summative Assessments at the main examination shall be carried over for the only chance of Improvement of Performance. 24

(d) A candidate who fails to obtain minimum Grade D in the five subjects(excluding 6th additional subject) under Scholastic Area A at the Secondary School Examination conducted by the School/Board shall be provisionally admitted to class XI till she takes in the only chance Improvement of Performance to be held that year. Her admission shall be treated as cancelled if she fails to obtain minimum Grade D in the five subjects(excluding the 6th additional subject) under Scholastic Area A at the Improvement of Performance examination.

19.

ADDITIONAL SUBJECT (S)

(i) A candidate who has obtained minimum Grade D in at least five subjects (excluding the 6th additional subject) under Scholastic Area A as per the Scheme of Studies and a Qualifying Certificate/Certificate of Continuous and Comprehensive Evaluation at the Secondary School Examination/passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. No exemption from time limit will be given after six years. Facility to appear in additional subject will be available at the main examination only.

20.

UPGRADING OF PERFORMANCE - SECONDARY EXAMINATION

(i) A candidate who has obtained minimum Grade D in the five subjects under Scholastic Area A and a Qualifying Certificate/Certificate of Continuous and Comprehensive Evaluation at the Secondary School Examination may reappear at the examination for upgrading of performance in one or more subjects in the main examination in succeeding year only, provided she has not pursued higher studies in the mean time. She shall appear as a private candidate. Those reappearing in the whole examination may appear as regular candidates also. The candidates appearing for upgrading of performance in the examination can appear in the subject(s) in which they have appeared for the examination. (ii) A candidate appearing for upgrading of performance shall appear in the syllabus prescribed for Summative Assessment II only for the year of examination. (iii) Candidates who appear for upgrading of performance shall be issued only Statement of Subject wise Performance reflecting the grades obtained in the said examination. (iv) A candidate appearing for upgrading of performance in one or more subjects cannot appear for additional subject simultaneously.

21. PATRACHAR VIDYALAYA CANDIDATES

(i) Patrachar Vidyalaya Candidates for Secondary School Examination will be required to offer two languages as laid down in the Scheme of Examination but will be allowed to offer Home Science, Commerce in place of Mathematics and Science. (ii) Patrachar Vidyalaya Candidates for Secondary School Examination from outside Delhi shall not be allowed to offer subjects involving practical work.

22.

EXEMPTION TO SPASTIC, BLIND, DYSLEXIC AND PHYSICALLY HANDICAPPED CANDIDATES

Candidates with visual and hearing impairment, Spastic, Dyslexic, Autistic and those with disabilities as defined in the Persons with Disabilities Act, 1995 have the option of studying one compulsory language as against two. This language should be in consonance with the overall spirit of the three Languages formula prescribed by the Board. Besides one language any four of the following subjects be offered: Mathematics, Science, Social Science, another Language, Music, Painting, Home Science, Introductory Information Technology, Commerce (Elements of Business) and Commerce (Elements of Book Keeping and Accountancy).

23.

EXAMINATION BYELAWS
Rest of the conditions for appearing in the examination shall be as laid down in the Examination Byelaws of the Board from time to time. 25

2. SCHEME OF STUDIES
2.1 SUBJECT OF STUDIES
The learning areas will include: (1) and (2) Two Languages out of : Hindi, English, Assamese, Bengali, Gujarati, Kannada, Kashmiri, Marathi, Malayalam, Manipuri, Oriya, Punjabi, Sindhi, Tamil, Telugu, Urdu, Lepcha, Limbu, Bhutia, Sanskrit, Arabic, Persian, French, German, Portuguese, Russian, Spanish, Nepali, Tibetan, Mizo, Tangkhul and Bodo. (3) Mathematics (4) Science (5) Social Science (6) Work Education or Pre-Vocational Education (7) Art Education (8) Physical and Health Education

2.2

ADDITIONAL SUBJECTS
Students may offer any one of the following as an additional subject: Language other than the two compulsory languages (offered as subjects of study) OR Commerce, Painting, Music, Home Science or Foundation of Information Technology/Information and Communication Technology NOTES (i) It is expected that all the students would have studied three languages upto class VIII. Those students who could not clear the third language in class VIII, and have been promoted to class IX shall be examined by the schools concerned at the end of class IX in the same syllabus and textbooks as are prescribed for class VIII. Those who are still unable to clear the third language at the end of class IX may be given another opportunity in class X. No student shall be eligible to appear at the Secondary School Examination of the Board at the end of class X unless she has cleared the third language. (ii) Hindi and English must be two of the three languages to be offered as stated in the note (i) above. Hindi and English must have been studied at least upto class VIII. (iii) Hindi and English must be one of the two languages to be studied in class IX and X. Hindi and English can also be offered simultaneously. In Hindi and English, two courses have been provided for class IX and X keeping in view the varying background of the student. A student may either opt Communicative-English (Subject Code 101) or English Language and Literature (Subject Code 184). Similarly, in Hindi, a student may either opt for Hindi A or Hindi B.

2.3

INSTRUCTIONAL TIME
TIME TABLE AND WORKDISTRIBUTION NORMSAS PER RTE ACT CLASSES VI-VIII 1. 2. The teacher student ratio as per the affiliation Bye-Laws of the Board should be maintained 1:30 In order to complete the 45working hour per week as per the recommendation of RTE-Act 2009, a school needs to function for six day a week for 6 hrs. 10 minutes on each day. Teachers may be retained after school hours for an additional 1 hour 20 minutes which can be used for planning/ preparation/ checking/ follow up work. 26

3.

Every teacher shall devote in a year not less than 1200 hours to the actual teaching in classroom in classes I-VIII, out of which not more than 200 hours may be required to be devoted for remedial teaching and attention to weak and gifted students before or after the school hours. Provided that if any teacher is required to devote more than 1200 hours to the teaching and planning, extra remuneration shall be paid to her at such rate as may be determined ,by the managing committee, for every hour in excess of 1200 hours devoted by her to the teaching and planning. All teachers are required to teach for a minimum of 30 periods per week with remaining periods to be used for planning and preparation of the lessons and activities. 08 periods Time Table may be followed in schools with 45 minutes duration in the 1st and 5th periods and 40 minutes duration for the remaining periods. Sl 1 2 3 4 5 6 7 8 9 10 11 12 13 Hindi English Language-III Mathematics Science Social Science Work Education Art Education Physical and Health Education Co-Curricular Activities Life Skills* Values Education and Gender Sensitivity* Library Total Subject Number of periods for theory classes 5 5 5 6 5 5 -----------------------Number of periods for activity classes 01 01 01 01(Math's Lab) 01(Lab) 01 2 2 2 1 1 1 1 Total Number of periods 6 6 6 7 6 6 2 2 2 2 1 1 1 48

4. 5.

Schools are expected to give adequate time for Community Service outside the school hours, the minimum being equivalent of two periods a week. A minimum of 800hours of teaching time will be available in each academic session for actual instructional transaction in classes' I-V and 1000 hours in classes VI-VIII. The above distribution of periods over subjects is prescriptive in character. A school, keeping the overall number of periods in each subject/area the same, may assign more or less number of periods to individual sub-subjects according to their relative importance, if thought necessary. These guidelines may be read along with the guidelines issued from time to time by the Directorate of Education of the State Government where a school is situated.

* Life Skills, Values Education and Gender Sensitivity may be done as a part of reading learning across subjects as well through age- appropriate activities given in the Teachers' Manuals and Activity Cards brought out by the Board.

27

TIME TABLE AND WORK DISTRIBUTION NORMSCLASSES IX AND X 1. 2. The teacher student ratio as per the affiliation Bye-Laws of the Board should be maintained 1:30. Every teacher shall devote in a year not less than 1200 hours to the teaching and planning, out of which not more than 200 hours may be required to be devoted for remedial teaching and attention to weak and gifted students before or after the school hours. Provided that if any teacher is required to devote more than 1200 hours to the teaching and planning, extra remuneration shall be paid to her at such rate as may be determined ,by the managing committee, for every hour in excess of 1200 hours devoted by her to the teaching and planning. All teachers are required to teach for a minimum of 30 periods per week with remaining periods to be used for planning and preparation of the lessons and activities. 08 periods Time Table may be followed in schools with 45 minutes duration in the 1st and 5th periods and 40 minutes duration for the remaining periods. 10. Number of periods may be 07 allotted for the first language for classes IX to X. Second Language may be allotted 06 periods. Periods for developing proficiency in spoken language may be carved out from periods allotted for the respective languages. Revised instructional time for classes IX and X Sl 1 2 3 4 5 6 7 8 9 10 11 12 Language-I Language-II Mathematics Science Social Science Work Education Art Education Physical and Health Education Co-Curricular Activities Life Skills* Values Education and Gender Sensitivity* Library Total Subject Number of periods for theory classes 6 5 6 6 7 ---------------------------Number of periods for activity classes 01 01 01(Math's Lab) 02(Lab) 01 2 2 3 2 1 1 1 Total Number of periods 7 6 7 8 8 2 2 3 2 1 1 1 48

3. 4. 5.

Schools are expected to give adequate time for Community Service outside the school hours, the minimum being equivalent of two periods a week. A minimum of 30 weeks of teaching time will be available in each academic session for actual instructional transaction. The above distribution of periods over subjects is prescriptive in character. A school, keeping the overall number of periods in each subject/area the same, may assign more or less number of periods to individual sub-subjects according to their relative importance, if thought necessary.

* Life skills, Values Education and Gender Sensitivity may be done as a part of reading learning across subjects as well through age- appropriate activities given in the Teachers Manuals and Activity Cards brought out by the Board.
28

2.4

SPECIAL ADULT LITERACY DRIVE (SALD)

In pursuance of the objectives of National Literacy Mission, Goverment of India, Special Adult Literacy programme has been taken up by the Board from the academic session 1991-92 beginning with classes IX and XI as special measure to remove illiteracy through mass involvement of students. This has been termed as SALD. The SALD has been made an integral part of prescribed curriculum and incorporated in work-education as an essential component.

2.5

SPECIAL PROVISIONS
2.5.1 Provision for the Patrachar Vidyalaya Candidates (a) The Patrachar Vidyalaya Candidates are allowed to offer Home Science and Commerce in place of Mathematics and Science. (b) The Patrachar Vidyalaya Candidates from outside Delhi are, however, not allowed to offer subjects involving practical work. 2.5.2 Provision for Candidates with Visual and Hearing Impairment The candidates with visual and hearing impairment have the option of studying one compulsory language as against two. This language should be in correspondence with the overall spirit of the Language Teaching Scheme of the Board on the previous pages. Besides one language, any four of the following subjects may be offered: Maths, Science, Social Science, Other language Music, Painting and Home Science.

2.6

MEDIUM OF INSTRUCTION The medium of instruction in general in all the schools affiliated with the Board shall either be Hindi or English.

RULES FOR CHANGE IN SUBJECT

(i) (ii) (iii) No candidate shall be permitted to change her subject of study after passing class IX as the case may be. No candidate shall offer a subject in class X which she has not studied and passed in class IX. Notwithstanding anything contained in the rules above, Chairman shall have the powers to allow a change in subject(s) to avoid undue hardship to the candidate provided such a request for change is made before 30th September.

29

3. How to Apply for Introducing New/ Additional Subject/Course

A school affiliated with CBSE may introduce any subject/elective/course (vocational) offered by the CBSE if it fulfills the requirements to offer it as per the detailed criterion given in the curriculum of the elective/course to be introduced. Availability of well qualified staff as per qualifications detailed in the Senior Secondary Curriculum Volume- I or Chapter IX of the Affiliation Byelaws should be ensured by the school before introducing the concerned subject. The number of qualified teachers for the course/ subject should be sufficient to teach all the students expected to take the course/ subject to be started. Last date for submission of application is 30th June of the year preceding the year in which subject/course in classes IX or XI is proposed to be started. A subject/course should not be started without prior affiliation with the Board. The CBSE will not be responsible for any consequences if any subject/course is started without proper affiliation, etc., by the CBSE. How to apply: 1. 2. Read the instructions carefully given in the curriculum document and Affiliation Byelaws before you start filling the electronic form. There is an electronic application form available on www.cbse.nic.in eaffiliation a window will open, scroll to the end, click on the tab (click here to proceed) again scroll and click on the tab (click here to proceed) Form will open up. Take a printout of the electronic online form after submitting it and attach bank draft* of the requisite amount in favor of Secretary, Central Board of Secondary Education, Delhi, payable at Delhi and other relevant documents and send it to the Affiliation Branch with a copy of the same to the Director (Academic) for information. Schools are required to attach a copy of affiliation letter as scanned copy (jpg, gif and pdf files only and not more than 1MB in size) for applying to introduce new subjects. Schools are required to pursue with the Affiliation Branch of the Board after sending their application for their affiliation status regarding the particular subject to be introduced. After getting provisional affiliation, school must inform the Director (Academic) so as to ensure the dispatch of relevant academic material/information regarding training, etc., to school, if any.

3.

4. 5. 6.

*The details of the fee are as follows: 1 2 3 4 5 6 Independent schools within the country (Science Subject) Independent schools within the country (Other Subject) Overseas Independent Schools (Science Subject) Overseas Independent Schools (Other Subject) Govt./Aided/KVS/JNV Schools Overseas KVS Schools

` 5,000/- per subject ` 3,000/- per subject ` 15,000/- per subject ` 10,000/- per subject ` 1,000/-per subject ` 2,000/-per subject

EXAMPLE A new elective subject "Knowledge Traditions and Practices of India" has been introduced in the Senior Secondary classes w.e.f. 2012. All the modules of the textbook are available on the CBSE Academic website www.cbseacademic.in along with the circular no. 68 September, 2012. The print version will be available soon. This elective subject is multidisciplinary with 30

ample content on Language and Literature. The course gets well with the 'humanities stream' because it extensively deals the history and knowledge traditions of India in various branches of Science and Humanities like Chemistry Metallurgy, Astronomy, Life Sciences, History, Geography, Agriculture, Trade, Theatre and Dance, etc. This course "Knowledge Traditions and Practices of India" can be opted as an elective subject as one out of five or as an elective subject with any of the combination of subjects. Other elective subjects as mentioned in the scheme of studies point no. III to V can be opted. A student can opt for the sixth elective also. In the final examination, the best scores are counted for the admission in undergraduate courses. Similar way all additional subjects like Music, Dance, Painting, Fine Arts, Physical Education, etc., can be taken as an additional subject along with other five main subjects. In the final examination, the best scores are counted for the admission in undergraduate courses.

31

4. Minimum Qualifications for Teachers

Minimum Academic and Professional Qualifications for Recruitment of Teachers as per NCTE and in view of RTE 2009 are as follows: 1. For Classes Pre-School / Nursery (For children in the age group of 4-6 years) a. b. 2. Secondary School (Class ten) certificate or its equivalent; and Diploma/Certificate in Pre-school teacher education programme of duration of not less than one year.

For Classes Pre-School/ Nursery followed by first two years in a formal school (For children in the age-group of 4-6 and 6-8 years) a. b. Senior Secondary School (class twelve) Certificate or Intermediate or its equivalent with at least 45% marks; and Diploma/Certificate in Nursery teacher education programme of duration of not less than two years.

3.

For Classes I-V: Primary Stage a. Senior Secondary (or its equivalent) with at least 50% marks and 2- year Diploma in Elementary Education (by whatever name known) OR Senior Secondary (or its equivalent) with at least 45% marks and 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002. OR Senior Secondary (or its equivalent) with at least 50% marks and 4- year Bachelor of Elementary Education (B.El.Ed). OR Senior Secondary (or its equivalent) with at least 50% marks and 2- year Diploma in Education (Special Education)*. OR Graduation and two year Diploma in Elementary Education (by whatever name known). And b. Pass in the Central Teacher Eligibility Test (CTET)/ Teacher Eligibility Test (TET)- Paper-I, conducted by CBSE/ appropriate Government in accordance with the guidelines framed by the NCTE for the purpose.

4.

For Classes VI-VIII: Elementary Stage a. Graduation and 2-year Diploma in Elementary Education (by whatever name known). OR Graduation with at least 50% marks and 1-year Bachelor in Education (B.Ed). OR Graduation with at least 45% marks and 1- year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard. OR Senior Secondary (or its equivalent) with at least 50% marks and 4- year Bachelor in Elementary Education (B.El.Ed). OR Senior Secondary (or its equivalent) with at least 50% marks and 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed. OR Graduation with at least 50% marks and 1-year B.Ed. (Special Education)*. 32

And b. 5. Pass in the Central Teacher Eligibility Test (CTET)/ Teacher Eligibility Test (TET) Paper-II, conducted by CBSE/ appropriate Government in accordance with the guidelines framed by the NCTE for the purpose.

For Classes IX-X: Secondary Stage/ High School a. Graduate with Bachelor of Education (B.Ed.) or its equivalent. OR Four years integrated B.Sc., B.Ed. or an equivalent course.

6.

For Classes IX-X: Senior Secondary Stage/ PUC/ Intermediate a. b. Masters Degree in the relevant subject with Bachelor of Education (B.Ed.) or its equivalent. OR Two years integrated M.Sc.Ed. course or an equivalent course.

Note: i. ii. Reservation Policy: Relaxation upto 5% in qualifying marks shall be allowed to the candidates belonging to reserved categories such as SC/ST/OBC/PH. * Diploma/Degree Course in Teacher Education: For the purposes of this Notification, a diploma/degree course in teacher education recognized by the National Council for Teacher Education (NCTE) only shall be considered. However, in case of Diploma in Education (Special Education) and B.Ed. (Special Education), a course recognized by the Rehabilitation Council of India (RCI) only shall be considered. Training to be undergone: A person with D.Ed (Special Education) or B.Ed (Special Education) qualification shall undergo, after appointment an NCTE recognized 6-month Special Programme in Elementary Education. The minimum qualifications referred above apply to teachers of Languages, Social Studies/Social Science, Mathematics, Science etc. In respect of teachers for Physical Education, the minimum qualification norms for Physical Education teachers referred to in NCTE Regulation, dated 3rd November, 2001 (as amended from time to time) shall be applicable. For teachers of Art Education, Craft Education, Home Science, Work Education, etc. the existing eligibility norms prescribed by the State Governments and other school managements shall be applicable till such time the NCTE lays down the minimum qualifications in respect of such teachers.

iii. iv.

33

34

PART III
COURSES OF STUDIES

fganh ekr`Hkk"kk
d{kk IX-X
uoha d{kk esa nkf[ky gksus okys fon~;kFkhZ dh Hkk"kk 'kSyh vkSj fopkj cks/ dk ,slk vk/kj cu pqdk gksrk gS fd mls mlds Hkkf"kd nk;js ds foLrkj vkSj oSpkfjd le`f ds fy, T+k:jh lalk/u eqgS;k djk, tk,A ek;fed Lrj rd vkrs&vkrs fon~;kFkhZ fd'kksj gks x;k gksrk gS vkSj mlesa lquus] cksyus] i<+us] fy[kus ds lkFk&lkFk vkykspukRed n`f"V fodflr gksus yxrh gSA Hkk"kk ds lkSan;kZRed i{k] dFkkRedrk @ xhrkRedrk] v[kckjh le>] 'kCn dh nwljh 'kfDr;ksa ds chp varj] jktuSfrd ,oa lkekftd psruk dk fodkl Loa; dh vfLerk dk lanHkZ vkSj vko';drk ds vuqlkj mi;qDr Hkk"kk&iz;ksx] 'kCnksa ds lqfpafrr bLrseky] Hkk"kk dh fu;ec izfr vkfn ls fon~;kFkhZ ifjfpr gks tkrk gSA bruk gh ugha og fofHkUu fo/kvksa vkSj vfHkO;fDr dh vusd 'kSfy;ksa ls Hkh okfdi+Q gksrk gSA vc fon~;kFkhZ dh i<+kbZ vkl&iM+ksl] jkT;&ns'k dh lhek dks yk?krs gq, oSf'od f{kfrt rd iQSy tkrh gSA bu cPpksa dh nqfu;k esa lekpkj] [ksy] fi+QYe rFkk vU; dykvksa ds lkFk&lkFk i=k&if=kdk, vkSj vyx&vyx rjg dh fdrkcsa Hkh izos'k ik pqdh gksrh gSaA bl Lrj ij ekr`Hkk"kk fganh dk v;;u lkfgfR;d] lkaLfrd vkSj O;kogkfjd Hkk"kk ds :i esa dqN bl rjg ls gks fd mPprj ek;fed Lrj rd igqprs&igqprs ;g fon~;kfFkZ;ksa dh igpku] vkRefo'okl vkSj foe'kZ dh Hkk"kk cu ldsA iz;kl ;g Hkh gksxk fd fon~;kFkhZ Hkk"kk ds fyf[kr iz;ksx ds lkFk&lkFk lgt vkSj LokHkkfod ekSf[kd vfHkO;fDr esa Hkh l{ke gks losQA

bl ikB~;e ds v;;u ls
(d) fon~;kFkhZ vxys Lrjksa ij viuh #fp vkSj vko';drk ds vuq:i fganh dh i<+kbZ dj losaQxs rFkk fganh esa cksyus vkSj fy[kus esa l{ke gks losaQxsA ([k) viuh Hkk"kk n{krk ds pyrs mPprj ek;fed Lrj ij foKku] lekt foKku vkSj vU; ikB~;eksa ds lkFk lgt lacrk (varlca/) LFkkfir dj losaQxsA (x) nSfud O;ogkj] vkosnu&i=k fy[kus] vyx&vyx fdLe ds i=k fy[kus] rkj (Vsfyxzke) fy[kus] izkFkfedh nT+kZ djkus bR;kfn esa l{ke gks losaQxsA (?k) mPprj ek;fed Lrj ij igqpdj fofHkUu iz;qfDr;ksa dh Hkk"kk ds }kjk muesa orZeku var% laca/ dks le> losaQxsA (M) fganh esa n{krk dks os vU; Hkk"kk&lajpukvksa dh le> fodflr djus ds fy, bLrseky dj ldsaxs] LFkkukarfjr dj ldsaxsA

d{kk 9 o 10 esa ekr`Hkk"kk ds :i esa fganh&f'k{k.k ds ms'; %

d{kk vkB rd vftZr Hkkf"kd dkS'kyksa (lquuk] cksyuk] i<+uk] fy[kuk vkSj fparu) dk mkjkskj fodklA l`tukRed lkfgR; ds vkykspukRed vkLokn dh {kerk dk fodklA Lora=k vkSj ekSf[kd :i ls vius fopkjksa dh vfHkO;fDr dk fodklA Kku ds fofHkUu vuq'kkluksa ds foe'kZ dh Hkk"kk osQ :i esa fganh dh fof'k"V izfr ,oa {kerk dk cks/ djkukA lkfgR; dh izHkkodkjh {kerk dk mi;ksx djrs gq, lHkh izdkj dh fofo/rkvksa (jk"Vh;rkvksa] /eZ] fyax] Hkk"kk) ds izfr ldkjkRed vkSj laosnu'khy joS;s dk fodklA tkfr] /eZ] fyax] jk"Vh;rkvksa] {ks=k vkfn ls lacaf/r iwokZxzgksa ds pyrs cuh :f<+;ksa dh Hkkf"kd vfHkO;fDr;ksa ds izfr ltxrkA
37



fons'kh Hkk"kkvksa lesr xSj fganh Hkk"kkvksa dh laLfr dh fofo/rk ls ifjp;A O;kogkfjd vkSj nSfud thou esa fofo/ fdLe dh vfHkO;fDr;ksa dh ekSf[kd o fyf[kr {kerk dk fodklA lapkj ek;eksa (fizaV vkSj bysDVkWfud) esa iz;qDr fganh dh izfr ls voxr djkuk vkSj u,&u, rjhosQ ls iz;ksx djus dh {kerk ls ifjp;A l?ku fo'ys"k.k] Lora=k vfHkO;fDr vkSj rdZ {kerk dk fodklA vewrZu dh iwoZ vftZr {kerkvksa dk mkjkskj fodklA Hkk"kk esa ekStwn fgalk dh lajpukvksa dh le> dk fodklA erHksn] fojks/ vkSj Vdjko dh ifjfLFkfr;ksa esa Hkh Hkk"kk ds laosnu'khy vkSj roZQiw.kZ bLrseky ls 'kkafriw.kZ laokn dh {kerk dk fodklA Hkk"kk dh lekos'kh vkSj cgqHkkf"kd izfr osQ izfr ,sfrgkfld uT+kfj, dk fodklA 'kkjhfjd vkSj vU; lHkh izdkj dh pqukSfr;ksa dk lkeuk dj jgs cPpksa esa Hkkf"kd {kerkvksa osQ fodkl dh mudh viuh fof'k"V xfr vkSj izfrHkk dh igpkuA

f'k{k.k ;qfDr;k
ek;fed d{kkvksa esa v;kid dh Hkwfedk mfpr okrkoj.k ds fuekZ.k esa lgk;d dh gksuh pkfg,A Hkk"kk vkSj lkfgR; dh i<+kbZ esa bl ckr ij ;ku nsus dh T+k:jr gksxh fd fon~;kFkhZ }kjk dh tk jgh xyfr;ksa dks Hkk"kk osQ fodkl osQ vfuok;Z pj.k osQ :i esa Lohdkj fd;k tkuk pkfg, ftlls fon~;kFkhZ vck/ :i ls fcuk f>>d fyf[kr vkSj ekSf[kd vfHkO;fDr djus esa mRlkg dk vuqHko djsA fon~;kfFkZ;ksa ij 'kqf dk ,slk ncko ugha gksuk pkfg, fd os rukoxzLr ekgkSy esa iM+ tk,A mUgsa Hkk"kk osQ lgt] dkjxj vkSj jpukRed :iksa ls bl rjg ifjfpr djkuk mfpr gS fd os Lo;a lgt:i ls Hkk"kk dk l`tu dj losaQA xyr ls lgh fn'kk dh vksj igqpus dk iz;kl gksA fon~;kFkhZ Lora=k vkSj vckk :i ls fyf[kr vkSj ekSf[kd vfHkO;fDr djsA vxj dgha Hkwy gksrh gS rks v;kid dks viuh v;kiu&'kSyh esa ifjoZru dh vko';drk gksxhA ,sls f'k{k.k&fcanqvksa dh igpku dh tk, ftlls d{kk esa fon~;kFkhZ fujarj lf; Hkkxhnkjh djs vkSj v;kid Hkh bl izf;k esa mudk lkFkh cusA gj Hkk"kk dk viuk ,d fu;e vkSj O;kdj.k gksrk gSA Hkk"kk dh bl izfr dh igpku djkus esa ifjos'kxr vkSj ikBxr lanHkks dk gh iz;ksx djuk pkfg,A ;g iwjh izf;k ,slh gksuh pkfg, fd fon~;kFkhZ Lo;a dks 'kks/drkZ le>s rFkk v;kid blesa osQoy funsZ'ku djsaA fganh esa {ks=kh; iz;ksxksa] vU; Hkk"kkvksa ds iz;ksxksa osQ mnkgj.k ls ;g ckr Li"V dh tk ldrh gS fd Hkk"kk vyxko esa ugha curh vkSj mldk ifjos'k vfuok;Z :i ls cgqHkkf"kd gksrk gSA 'kkjhfjd ck/kxzLr fon~;kfFkZ;ksa ds fy, mi;qDr f'k{k.k&lkexzh dk bLrseky fd;k tk, rFkk fdlh Hkh izdkj ls mUgsa vU; fon~;kfFkZ;ksa ls derj ;k vyx u le>k tk,A d{kk esa v;kid dks gj izdkj dh fofHkUurkvksa (fyax] tkfr] oxZ] /eZ) ds izfr ldkjkRed vkSj laosnu'khy okrkoj.k fufeZr djuk pkfg,A ijaijk ls pys vk jgs eqgkojksa] dgkorksa (tSsls] jkuh :Bsaxh rks viuk lqgkx ysaxh) vkfn ds T+kfj, fofHkUu
38

izdkj ds iwokZxzgksa dh le> iSnk djuh pkfg, vkSj muds iz;ksx osQ izfr vkykspukRed n`f"V fodflr djuh pkfg,A e;dkyhu dkO; dh Hkk"kk osQ eeZ ls fon~;kFkhZ dk ifjp; djkus osQ fy, T+k:jh gksxk fd fdrkcksa eas vk, dkO;ka'kksa dh laxhrc izLrqfr;ksa osQ vkWfM;ks&ohfM;ks dSlsV rS;kj fd, tk,A vxj vklkuh ls dksbZ xk;d@xkf;dk feys rks d{kk esa e;dkyhu lkfgR; ds v;kiu&f'k{k.k esa mlls enn yh tkuh pkfg,A o`kfp=kksa vkSj iQ+hpj fiQ+Yeksa dks f'k{k.k&lkexzh osQ rkSj ij bLrseky djus dh T+k:jr gSA buosQ izn'kZu ds e esa bu ij yxkrkj ckrphr osQ T+kfj, flusek osQ ek;e ls Hkk"kk ds iz;ksx dh fof'k"Vrk dh igpku djkbZ tk ldrh gS vkSj fganh dh vyx&vyx NVk fn[kkbZ tk ldrh gSA d{kk esa fliQZ ,d ikB~;iqLrd dh HkkSfrd mifLFkfr ls csgrj ;g gS f'k{kd osQ gkFk esa rjg&rjg dh ikB~;lkexzh dks fon~;kFkhZ ns[k losaQ vkSj f'k{kd mudk d{kk esa vyx&vyx ekSdksa ij bLrseky dj losaQA Hkk"kk yxkrkj xzg.k djus dh f;k esa curh gS] bls iznf'kZr djus dk ,d rjhdk ;g Hkh gS fd f'k{kd [kqn ;g fl[kk losaQ fd os Hkh 'kCndks'k] lkfgR;dks'k] lanHkZxzaFk dh yxkrkj enn ys jgs gSaA blls fon~;kfFkZ;ksa esa buosQ bLrseky djus dks ysdj rRijrk c<+sxhA vuqeku osQ vkkkj ij fudVre vFkZ rd igqpdj larq"V gksus dh txg os vf/dre vFkZ dh [kkst djus dk vFkZ le> tk,xsA blls 'kCnksa dh vyx&vyx jaxr dk irk pysxk] os 'kCnksa osQ ckjhd varj osQ izfr vkSj ltx gks ik,axsA

O;kdj.k fcanq
fon~;kfFk;ksa dks ekr`Hkk"kk osQ lanHkZ esa O;kdj.k osQ fofHkUu i{kksa dk ifjp; d{kk 3 ls gh feyus yxrk gSA fganh Hkk"kk esa bu i{kksa vkSj fganh dh viuh Hkk"kkxr fof'k"Vrkvksa dh ppkZ ikB~;iqLrd vkSj vU; f'k{k.k&lkexzh ds le` lanHkZ esa dh tkuh pkfg,A uhps d{kk 6 o 10 osQ fy, dqN O;kdjf.kd fcanq fn, x, gSa ftUgsa d{kk ;k fofHkUu pj.kksa osQ e esa ugha j[kk x;k gSA lajpuk vkSj vFkZ osQ Lrj ij Hkk"kk dh fof'k"Vrkvksa dh ifjf/ bu O;kdjf.kd fcanqvksa ls dgha vfkd foLr`r gSA os fcanq bu fof'k"Vrkvksa dk ladsr Hkj gSa ftudh ppkZ ikB osQ lgt lanHkZ esa vkSj cPpksa osQ vklikl miyC/ Hkk"kk;h ifjos'k dks ;ku esa j[krs gq, dh tkuh pkfg,A

d{kk 6 ls 10 rd osQ fy, dqN O;kdj.k fcanq

laKk] loZuke] fo'ks"k.k] f;k fyax] opu] dkjd laf/] lekl okD; esa drkZ vkSj deZ osQ fyax vkSj opu dk] f;k ij izHkko vdeZd] ldeZd] f}deZd] izsj.kkFkZd f;k ljy] la;qDr] feJ okD; dr`ZokP;] deZokP;] HkkookP; leqPp;cks/d 'kCn vkSj vU; vfodkjh 'kCn jl] vyadkj i;kZ;okph] foykse] lekl] vusdkFkhZ] JqfrlefHkUukFkZd 'kCn] eqgkojs
39

iQkWjeSfVo Jo.k o okpu dh ;ksX;rk,

Jo.k (lquuk) dkS'ky

of.kZr ;k ifBr lkexzh] okrkZ] Hkk"k.k] ifjppkZ] okrkZyki] okn&fookn] dfork&ikB vkfn dk lqudj vFkZ xzg.k djuk] ewY;kadu djuk vkSj vfHkO;fDr osQ <ax dks tkuukA oDrO; osQ Hkko] fouksn] o mlesa fufgr lans'k] O;ax vkfn dks le>ukA oSpkfjd erHksn gksus ij Hkh oDrk dh ckr dks ;kuiwoZd] /S;ZiwoZd o f'k"Vkpkjkuqdy izdkj ls lquuk o oDrk osQ n`f"Vdks.k dks le>ukA KkukZtu] euksjatu o izsj.kk xzg.k djus gsrq lquukA oDrO; dk vkykspukRed fo'ys"k.k dj lqudj mldk lkj xzg.k djukA

Jo.k (lquuk) dk ewY;kadu

ijh{kd fdlh izklafxd fo"k; ij ,d vuqPNsn dk Li"V okpu djsxkA vuqPNsn rF;kRed ;k lq>kokRed gks ldrk gSA vuqPNsn yxHkx 150 'kCnksa dk gksuk pkfg,A ijh{kd dks lqurs&lqurs ijh{kkFkhZ vyx dkxT+k ij fn, gq, Jo.k cks/u ds vH;klksa dks gy dj ldsaxsA vH;kl fjDr LFkku iwfrZ] cgqfodYih vFkok lR; @vlR; dk pquko vkfn fokkvksa esa gks ldrs gSaA

okpu (cksyuk) dkS'ky

Ckksyrs le; Hkyh izdkj mPpkj.k djuk xfr] y;] vkjksg&vojksg mfpr cyk?kkr o vuqrku lfgr cksyuk] lLoj dfork&okpu] dFkk&dgkuh vFkok ?kVuk lqukukA vkRefo'okl] lgtrk o /kjkizokg cksyuk] dk;Ze&izLrqfrA Hkkoksa dk lfEeJ.k tSls g"kZ] fo"kkn] foLe;] vknj vkfn dks izHkko'kkyh :i ls O;Dr djuk] Hkkokuqdwy laokn&okpuA vkSipkfjd o vukSipkfjd Hkk"kk esa Hksn dj ldus esa oqQ'ky gksuk o izfrfozQ;kvksa dks fu;af=kr o f'k"V Hkk"kk esa izdV djukA ekSf[kd vfHkO;fDr dks ozQec] izdj.k dh ,drk lfgr o ;FkklaHko laf{kIr j[kukA Lokxr djuk] ifjp; djuk] /U;okn nsuk] Hkk"k.k] okn&fookn] rKrk Kkiu] laosnuk o c/kbZ bR;kfn ekSf[kd dkS'kyksa dk mi;ksxA eap Hk; ls eqDr gksdj izHkko'kkyh <ax ls 5&10 feuV rd Hkk"k.k nsukA

okpu (cksyuk) dk ijh{k.k

fp=kksa osQ e ij vk/kfjr o.kZu% bl Hkkx esa vis{kk dh tk,xh fd ijh{kkFkhZ fooj.kkkRed Hkk"kk dk iz;ksx djsaA fdlh fp=k dk o.kZu% (fp=k yksxksa ;k LFkkuksa osQ gks ldrs gSa)A fdlh fu/kZfjr fo"k; ij cksyuk] ftlls og vius O;fDrxr vuqHko dk izR;kLej.k dj ldsA dksbZ dgkuh lqukuk ;k fdlh ?kVuk dk o.kZu djukA
40

;gk bl rF; ij cy nsuk vko';d gS fd laiw.kZ l=k osQ nkSjku okpu dkS'kyksa dk ewY;kadu ,d fu;fer o lrr izfozQ;k gksuh pkfg,A okrkZyki dkS'kyksa osQ ewY;kadu osQ fy, ,d ekiozQe uhps fn;k x;k gSA blesa izR;sd dkS'ky osQ fy, Nk=kksa dks 'kwU; ls nl osQ e; vad iznku fd;s tkrs gSa ijarq 1] 3] 5] 7 rFkk 9 ifV~Vdkvksa gsrq gh fofufnZ"Vrk, Li"V dh xbZ gSa bl ekiozQe dk mi;ksx djrs gq, f'k{kd vius Nk=kksa dks fdlh fof'k"V ifV~Vdk esa j[k ldrk gS mnkgj.kkFkZ ;fn fdlh Nk=k osQ dkS'ky ifV~Vdk la[;k 3 o 5 osQ e; fLFkr gSa rks mls 4 vad iznku fd;s tk ldrs gSa fof'k"V ;ksX;rk okys Nk=kksa dks 10 vad Hkh iznku fd;s tk ldrs gSaA Nk=kksa dks o"kZ osQ izkjEHk esa gh ;g lwfpr dj fn;k tkuk pkfg, fd mudk d{kk esa lgHkkfxrk dk ewY;kadu bl izdkj fd;k tkuk gSA

dkS'kyksa ds varj.k dk ewY;kadu osQ fy, ekiozQe

Jo.k 1(lquuk) okpu (cksyuk) f'k{kkFkhZ dsoy vyx&vyx 'kCnksa vkSj inksa ds iz;ksx dh ;ksX;rk iznf'kZr djrk gS fdUrq ,d lqlac Lrj ij ugha cksy ldrkA ifjfpr lanHkksZ esa dsoy NksVs lqlac lhfer 'kqrk ls iz;ksx djrk gSA dFkuksa dk fon~;kFkhZ esa ifjfpr lanHkksZ esa iz;qDr 'kCnksa vkSj inksa 1dks le>us dh lkekU; ;ksX;rk gS] fdUrq lqlac vk'k; dks ugha le> ikrkA NksVs lqlac dFkuksa dks ifjfpr lanHkksZ esa le>us 2dh ;ksX;rk gSA ifjfpr ;k vifjfpr nksuksa lanHkksZ esa dfFkr lwpuk 3dks Li"V le>us dh ;ksX;rk gSA v'kqf;k djrk gS ftlls izs"k.k esa #dkoV vkrh gSA nh?kZ dFkuksa dh J`a[kyk dks i;kZIr 'kqrk ls le>rk 4gS vkSj fu"d"kZ fudky ldrk gSA

23-

visf{kr nh?kZ Hkk"k.k esa vf/d tfVy dFkuksa ds iz;ksx dh ;ksX;rk iznf'kZr djrk gS vHkh Hkh dqN v'kqf;k djrk gSA ftlls izs"k.k esa #dkoV vkrh gSA vifjfpr fLFkfr;ksa esa fopkjksa dks rkfdZd <ax ls laxfBr dj /kjk izokg :i esa izLrqr dj ldrk gSA ,slh xyfr;k djrk gS ftuls izs"k.k esa #dkoV ugha vkrhA

4-

tfVy dFkuksa ds fopkj&fcanqvksa dks le>us dh 5- mn~ns'; vkSj Jksrk ds fy, mi;qDr 'kSyh dks viuk ldrk gS] dsoy ekewyh xyfr;k djrk gSA ;ksX;rk iznf'kZr djrk gS] mn~ns'; ds vuqdwy lquus dh dq'kyrk iznf'kZr djrk gSA fVIi.kh % ijh{k.k ls iwoZ ijh{kkFkhZ dks rS;kjh ds fy, dqN le; fn;k tk,A fooj.kkRed Hkk"kk esa orZeku dky dk iz;ksx visf{kr gSA fu/kZfjr fo"k; ijh{kkFkhZ ds vuqHko lalkj ds gksa] tSls % dksbZ pqVdqyk ;k gkL;&izlax lqukuk] gky esa i<+h iqLrd ;k ns[ks x, flusek dh dgkuh lqukukA tc ijh{kkFkhZ cksyuk izkjaHk dj ns rks ijh{kd de ls de gLr{ksi djsaA 5-

iBu dkS'ky
iBu {kerk dk eq[; ms'; ,sls O;fDr;ksa dk fuekZ.k djus esa fufgr gS tks Lora=k :i ls fpUru dj losaQ rFkk ftuesa u osQoy vius Lo;a osQ Kku dk fuekZ.k dh {kerk gks vfirq os bldk vkRekoyksdu Hkh dj losaQA
41



ljljh n`f"V ls i<+ ikB dk osQanzh; fopkj xzg.k dj ysukA ,dkxz fpk gks ,d vHkh"V xfr osQ lkFk ekSu iBu djukA ifBr lkexzh ij viuh izfrfozQ;k izdV dj ldukA Hkk"kk] fopkj ,oa 'kSyh dh ljkguk dj ldukA lkfgR; osQ izfr vfHk#fp dk fodkl djukA lanHkZ osQ vuqlkj 'kCnksa osQ vFkZ&Hksnksa dks igpku ysukA fdlh fof'k"V mn~ns'; dks ;ku esa j[krs gq, rRlEcU/h fo'ks"k LFky dks igpku ysukA ifBr lkexzh osQ fofHkUu va'kksa dk ijLij laca/ le>ukA ifBr vuqPNsnksa osQ 'kh"kZd ,oa mi'kh"kZd nsukA dfork osQ izeq[k miknku rqd] y;] ;fr vkfn ls ifjfpr gksukA

fVIi.kh%& iBu osQ fy, lkekftd] lkaLfrd] izkfrd] dykRed] euksoSKkfud] oSKkfud rFkk [ksy&owQn vkSj euksjatu laca/h lkfgR; osQ ljy va'k pqus tk,A

fy[kus dh ;ksX;rk,

fyfi osQ ekud :i dk gh O;ogkj djukA fojke&fpUgksa dk lgh iz;ksx djukA ys[ku osQ fy, lfozQ; (O;ogkjksi;ksxh) 'kCn HkaMkj dh o`f djukA izHkkoiw.kZ Hkk"kk rFkk ys[ku&'kSyh dk LokHkkfod :i ls iz;ksx djukA mi;qDr vuqPNsnksa esa ckVdj fy[kukA izkFkZuk i=k] fuea=k.k i=k] c/kbZ i=k] laosnuk i=k] vkns'k i=k] ,l- ,e- ,l- vkfn fy[kuk] rkj fy[kuk vkSj fofo/ izi=kksa dks Hkjuk A fofo/ lzksrksa ls vko';d lkexzh ,d=k dj vHkh"V fo"k; ij fucU/ fy[kukA ns[kh gqbZ ?kVukvksa dk o.kZu djuk vkSj mu ij viuh izfrfozQ;k izdV djukA i<+h gqbZ dgkuh dks laokn esa ifjofrZr djuk vkSj laokn dks dgkuh esaA lekjksgksa vkSj xksf"B;ksa dh lwpuk vkSj izfrosnu rS;kj djukA lkj] la{ksihdj.k] HkkokFkZ fy[kukA xn~; ,oa in~; vorj.kksa dh O;k[;k fy[kukA LokuqHkwr fopkjksa vkSj Hkkoukvksa dk Li"V] lgt vkSj izHkko'kkyh <ax ls vfHkO;Dr djukA ozQecrk vkSj izdj.k dh ,drk cuk, j[kukA vfHkO;fDr esa lkS"Bo ,oa laf{kIrrk dk ;ku j[kukA fy[kus esa ekSfydrk vkSj ltZukRedrk ykukA

42

jpukRed vfHkO;fDr

okn&fookn fo"k; vk/kj fcanq dfo lEesyu

& f'k{kd fo"k; dk pquko Lo;a djsaA & rkfdZdrk] Hkk"k.k dyk] viuh ckr vf/dkjiwoZd dgukA ikB~;iqLrd esa ladfyr dforkvksa ds vk/kj ij dfork ikB ;k ekSfyd dforkvksa dh jpuk dj dfo lEesyu ;k vaR;k{kjh

vk/kj fcanq vfHkO;fDr xfr] y;] vkjksg&vojksg lfgr dfork okpu eap ij cksyus dk vH;kl @ ;k eap Hk; ls eqfDr

dgkuh lqukuk@dgkuh fy[kuk ;k ?kVuk dk o.kZu@ys[ku vk/kj fcanq laokn & Hkkokuqdwy] ik=kkuqdwy ?kVukvksa dk fed fooj.k izLrqrhdj.k mPpkj.k ifjp; nsuk vkSj ifjp; ysuk & ikB~; iqLrd ds ikBksa ls izsj.kk ysrs gq, vk/qfud rjhds ls fdlh u, fe=k ls laokn LFkkfir djrs gq, viuk ifjp; ljy 'kCnksa esa nsuk rFkk mlds fo"k; esa tkudkjh izkIr djukA vfHku; dyk & ikBksa ds vk/kj ij fon~;kFkhZ viuh vfHku; izfrHkk dk izn'kZu dj Hkk"kk esa laoknksa dh vnk;xh dk izHkko'kkyh iz;ksx dj ldrs gSa] ukVd ,d lkewfgd f;k gS A vr% ukVd ds ys[ku] funsZ'ku laokn] vfHku;] Hkk"kk o mn~ns'; bR;kfn dks ns[krs gq, f'k{kd Lo;a vadksa dk fu/kZj.k dj ldrk gS A vk'kqHkk"k.k& Nk=kksa dh vuqHko ifjf/ ls lacaf/r fo"k;A lkewfgd ppkZ& Nk=kksa dh vuqHko ifjf/ ls lacaf/r fo"k;A

ewY;kadu ds ladsr fcanqvksa dk fooj.k

izLrqrhdj.k vkRefo'okl gko&Hkko ds lkFk izHkko'kkyh rkfdZdrk Li"Vrk
43

fo"k; oLrq fo"k; dh lgh vo/kj.kk rdZ lEer Hkk"kk

'kCn p;u o Li"Vrk] Lrj vkSj volj ds vuqdwy gksa A

mPpkj.k Li"V mPpkj.k] lgh vuqrku] vkjksg&vojksg ij vf/d cy nsuk pkfg, A bl voLFkk ij cy fn, tkus ;ksX; oqQN thou ewY; lPpkbZ] vkRe&vuq'kklu lgdkfjrk] lgkuqHkwfr U;k;] lekurk igy] usr`Ro bZekunkjh] fu"Bk turkaf=kdrk] ns'kHkfDr mkjnkf;Ro dh Hkkouk

44

fgUnh ikB~;ozQe&v dksM la[;k (002) d{kk ukSoha rFkk nloha fgUnh ^v*& ladfyr ijh{kkvksa gsrq ikB~;ozQe fofunsZ'ku 20132015
ladfyr ijh{kk 1 (Hkkj 30) (vizSy&flrEcj) rFkk ladfyr ijh{kk 2 (Hkkj 30) (vDVwcj ls ekpZ) gsrq Hkkj foHkktu fo"k;oLrq
1

mi Hkkj

dqy Hkkj
20

iBu dkS'ky xn~;ka'k o dkO;ka'k ij 'kh"kZd dk pquko] fo"k;&oLrq dk cks/] Hkkf"kd fcanq@lajpuk vkfn ij cgqfodYih Ikz'u nks vifBr xn~;ka'k (100 ls 150 'kCnksa ds) nks vifBr dkO;ka'k (100 ls 150 'kCnksa ds) O;kdj.k osQ fy, fu/kZfjr fo"k;ksa ij fo"k;&oLrq dk cks/] Hkkf"kd fcanq@lajpuk vkfn ij iz'u ikB~;iqLrd f{kfrt Hkkx&1 o iwjdikB~;iqLrd d`frdk Hkkx&1 xn~; [k.M f{kfrt ls fu/kZfjr IkkBksa esa ls xn~;ka'k ds vk/kj Ikj fo"k;&oLrq dk cks/] Hkkf"kd fcanq@lajpuk vkfn ij iz'u A f{kfrt ls fu/kZfjr xn~; ikBksa ds vk/kj ij fon~;kfFkZ;ksa dh mPp fparu o euu {kerkvksa dk vkadyu djus gsrq iz'uA dkO; [k.M dkO;cks/ o dkO; ij Lo;a dh lksp dh ij[k djus gsrq f{kfrt ls fu/kZfjr dforkvksa esa ls dkO;ka'k ds vk/kj Ikj Ikz'uA f{kfrt ls fu/kZfjr dforkvksa ds vk/kj Ikj fon~;kfFkZ;ksa dk dkO;cks/ ij[kus gsrq Ikz'uA iwjd ikB~;IkqLrd d`frdk Hkkx&1 iwjd iqfLrdk ^d`frdk* ds fu/kZfjr IkkBksa ij vk/kfjr ,d ewY; ijd iz'u iwNk tk,xkA bl iz'u dk dqy Hkkj ikp vad gksxkA ;s iz'u fon~;kfFkZ;ksa ds IkkB ij vk/kfjr ewY;ksa ds izfr mudh laosnu'khyrk dks Ikj[kus ds fy, gksxkA 15 05 10
15

(v) (c)
2 3

10 10
15 15 35

(v) 1 2 (c) 1 2 (l)

05 10
05

ys[ku fofHkUu fo"k;ksa vkSj lanHkksaZ ij fon~;kfFkZ;ksa ds rdZlaxr fopkj izdV djus dh {kerk dks ij[kus ds fy, ladsr fcUnqvksa Ikj vk/kfjr lelkef;d ,oa O;kogkfjd thou ls tqM+s gq, fo"k;ksa Ikj 200 ls 250 'kCnksa esa fdlh ,d fo"k; Ikj fuca/A
45

20

(v)

10

(c) (l)

vfHkO;fDr dh {kerk ij dsfUnzr vkSipkfjd vFkok vukSipkfjd fo"k;ksa esa ls fdlh ,d fo"k; ij i=kA fdlh ,d fo"k; ij ^Ikzfrosnu*A (dsoy d{kk ukSaoh gsrq) fn, x, xn~;ka'k dk ^lkj ys[ku*A (dsoy d{kk nloha gsrq) dqy

05 05
90

ladfyr ijh{kk 1 ladfyr ijh{kk 2 iQkWjeSfVo ijh{kk ,iQ-,-1(Hkkj 10)] leL;k lek/ku vkdyu (Hkkj 10) ,iQ-,-3(Hkkj 10)] ,iQ-,-4(Hkkj 10) dqy Hkkj (ewY;ijd iz'u iwjdikB~;iqLrd ij vk/kfjr gksxkA blds fy, 5 vad fu/kZfjr gSaA) fVIi.kh%
1.

30 30 40 100

ladfyr ijh{kkvksa dk oqQy Hkkj 60 izfr'kr rFkk iQkWjeSfVo ijh{kkvksa dk oqQy Hkkj 40 izfr'kr gksxkA iQkWjeSfVo ijh{kkvksa osQ 40 izfr'kr esa ls izR;sd l=k esa 5 izfr'kr Hkkx (laiw.kZ o"kZ esa 10 izfr'kr) Jo.k o okpu dkS'kyksa osQ ijh{k.k gsrq vkjf{kr gksxkA 'ks"k 30 izfr'kr iQkWjeSfVo ewY;kadu] ikB~;p;kZ osQ vU; vaxksa tSls iBu] ys[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~;iqLrd] ij vk/kfjr gksxk A blesa cksyus] lquus] fy[kus o cks/ ij vk/kfjr ekSf[kd] fyf[kr vFkok dk;Zdykiksa ij vk/kfjr ijh{k.k fd;k tk ldrk gSA ladfyr ijh{kk ,d (,l&1) 90 vadksa dh gksxhA 90 vadksa dks ewY;kadu osQ i'pkr 30 vadksa esa ls ifjofrZr dj fy;k tk,xk rnqijakr xzsM dk fu/kZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks (,l&2) 90 vadksa dh gksxh o 90 vadksa dks ewY;kadu osQ i'pkr 30 vadksa esa ls 40 ifjofrZr djus osQ mijkar xzsM dk fu/kZj.k fd;k tk,xkA

2.

46

d{kk ukSoha fgUnh ^v*& ladfyr ,oa iQkWjeSfVo ijh{kkvksa gsrq ikB~;ozQe dk foHkktu ( 20132014 )
ozQe ikB~; iqLrd l izFke l=k (vizSy ls flrEcj)
FA 1 10 FA 2 10 SA I 30 FA3 10

fno~rh; l=k (vDrwcj ls ekpZ)

PSA 10 SA II 30

f{kfrt Hkkx&1 xn~; [k.M

1 2 3 izsepan&nks cSyksa dh dFkk jkgqy lkaR;k;u &Ygklk dh vksj ';kepj.k nqcs&miHkksDrkokn dh laLfr tkfcj gqlSu&lkoys liuksa dh ;kn piyk nsoh&ukuk lkgc dh iq=kh nsoh eSuk dks HkLe dj fn;k x;k gfj'kadj ijlkbZ& izsepan osQ iQVs twrs egknsoh oekZ&esjs cpiu osQ fnu gt+kjhizlkn f}osnh&,d oqQRrk vkSj ,d eSuk

4 5

6 7 8

dkO; [kaM
9 10 11 dchj&lkf[k;k ,oa lcn yy|n&Okk[k jl[kku&loS;s

FA 1 10

FA2 10

SA I 30

FA3 10

PSA 10

SA II 30

47

FA 1 10

FA2 10

SA I 30

FA3 10

PSA 10

SA II 30

12

ek[kuyky prqosZnh&oSQnh vkSj dksfdyk lqfe=kkuanu iar&xzke Jh osQnkjukFk vxzoky&panz xguk ls ykSVrh csj losZ'oj n;ky lDlsuk&es?k vk, panzdkar nsorkys& ;ejkt dh fn'kk jkts'k tks'kh&cPps dke ij tk jgs gSa

13 14

15 16 17

frdk
1 2 3 4 5 iQ.kh'ojukFk js.kq& bl ty izy; esa e`nqyk xxZ& esjs lax dh vkSjrsa txnh'k pUnz ekFkqj& jh<+ dh gM~Mh ekVh okyh&fo|klkxj ukSfV;ky 'ke'ksj cgknqj flag& fdl rjg vkf[kjdkj eSa fgUnh esa vk;k

FA 1 10

FA2 10

SA I 30

FA3 10

PSA 10

SA II 30

48

ozQe ikB~; iqLrd l O;kdj.k 1 'kCn fuekZ.k& milxZ & 2 vad izR;; & 2 vad lekl & 3 vad vFkZ dh n`f"V ls okD; Hksn & 4 vad vyadkj & 4vad ('kCnkyadkj vuqizkl] ;ed] 'ys"k) (vFkkZyadkj miek] :id] mRizs{kk] vfr'k;ksfDr] ekuohdj.k) vifBr x|ka'k (5$510 vad) vifBr dkO;ka'k (5$510 vad) Ik=k ys[ku (5 vad) fuca/ ys[ku (10 vad) Ikzfrosnu (5 vad)

izFke l=k (vizSy ls flrEcj)

FA 1 10 FA2 10 SA I 30 FA3 10

fno~rh; l=k (vDrwcj ls ekpZ)

FA4 10 SA II 30

2 3

4 5 6 7 8

49

d{kk nloha fgUnh ^v*& ladfyr ,oa iQkWjeSfVo ijh{kkvksa gsrq ikB~;ozQe dk foHkktu ( 201415)
ozQe ikB~; iqLrd l f{kfrt Hkkx&2 xn~; [k.M 10 11 12 13 Lo;a izdk'k& usrkth dk p'ek jkeo`{k csuhiqjh & ckyxksfcu Hkxr ;'kiky& y[kuoh vankT+k losZ'oj n;ky lDlsuk& ekuoh; d:.kk dh fnO; ped eUuw HkaMkjh& ,d dgkuh ;g Hkh egkohjizlkn f}osnh& L=kh&f'k{kk osQ fojks/h] oqQrdks dk [kaMu ;rhanz feJ& ukScr[kkus esa bcknr Hknar vkuan dkSlY;k;u&laLfr dkO; [kaM 1 2 lwjnkl& mQ/kS] rqe gkS vfr cM+Hkkxh---rqylh nkl& jke&y{e.k& ij'kqjke laokn
FA 1 10 FA2 10 SA I 30 FA3 10 PSA 10

izFke l=k (vizSy ls flrEcj)

FA 1 10 FA2 10 SA I 30 FA3 10

fno~rh; l=k (vDrwcj ls ekpZ)

PSA 10 SA II 30

14 15

16 17

SA II 30

50

3 4 5

nso& ik;fu uwiqj eatq ctSa--t;'kadj izlkn& vkRedF; lw;Zdkar f=kikBh ^fujkyk* &mRlkg] vV ugha jgh gS ukxktZqu&;g narqfjr eqldku] iQly fxfjtkoqQekj ekFkqj& Nk;k er Nwuk rqjkt & dU;knku eaxys'k Mcjky& laxrdkj d`frdk

6 7 8 9

FA 1 10

FA2 10

SA I 30

FA3 10

PSA 10

SA II 30

1 2 3 4

f'koiwtu lgk;& ekrk dk vpy deys'oj&tkWtZ iape dh ukd e/q dkadfj;k& lkuk&lkuk gkFk tksfM+--f'ko izlkn feJ ^#nz*& ,gh BS;k >qyuh gsjkuh gks jkek vKs;&eSa D;ksa fy[krk gw\

51

ozQe ikB~; iqLrd l O;kdj.k 1 2 3 4 5 6 7 8 9 jpuk ds vk/kj ij okD; Hksn (3 vad) okP; (4 vad) in&ifjp; (4 vad) jl (4 vad) vifBr xn~;k'ka (5$510 vad) vifBr dkO;ka'k (5$510 vad) Ik=k ys[ku (5 vad) fuca/ ys[ku (10 vad) lkj ys[ku (5 vad)

izFke l=k (vizSy ls flrEcj)

FA 1 10 FA2 10 SA I 30 FA3 10

fno~rh; l=k (vDrwcj ls ekpZ)

FA4 10 SA II 30

fu/kZfjr iqLrosaQ% 1- ikB~; iqLrd f{kfrt Hkkx&1 2- ikB~; iqLrd f{kfrt Hkkx&2 3- iwjd iqLrd d`frdk&Hkkx&1 4- iwjd iqLrd d`frdk&Hkkx&2

(d{kk& (d{kk& (d{kk& (d{kk&

ukSoha gsrq) nloha gsrq) ukSoha gsrq) nloha gsrq)

fVIi.kh% 1- iQkWjeSfVo ewY;kadu dk vfHkizk; vf/xe osQ ewY;kadu ls gSA blfy, fo|ky; mi;qZDr foHkktu dk viuh lqfo/kuqlkj mi;ksx dj ldrs gSaA 2- iQkWjeSfVo ewY;kadu ls lacf/r lHkh dk;Zdyki tSls fofHkUu izdkj osQ 'kSf{kd [ksy] igsyh] izfr;ksfxrk] ifj;kstuk (Project)] Hkwfedk fuoZgu (Roleplay)] dgkuh ys[ku] ukV~; jpukarj.k (Dramatisation)] vkfn d{kk esa vFkok fo|ky; esa djok;s tkus okys dk;Zdyki gSaA ;fn dksbZ ,slk dk;Zdyki gS ftlesa fo|ky; ls ckgj tkdj dk;Z djus dh vko';drk iM+rh gS rks ,slh fLFkfr esa ;g dk;Z f'kf{kdk] osQ i;Zos{k.k o ekxZn'kZu esa gksus pkfg,A

52

iz'u i=k rS;kj djus gsrq vk/kjHkwr&izk:i (vf/dre vad& 90)

e la[;k iz'uksa dk izdkj vf/xe ds ifj.kke rFkk ijh{k.k dkS'ky y?kwmRrjkRed@ y?kwmRrjkRed nh?kZmRrjkRed cgqfodYikRed (3 vad) (5 vad) (1 vad) dqy vad izfr'kr@ yxHkx

Le`fr (Kkuk/kfjr& Le`fr ds iz;ksx ij ljy iz'u cks/ (vFkZiw.kZ ifjfpr cks/ ij vk/kfjr iz'u)

Jo.k] Hkk"k.k] iBu rFkk ys[ku dkS'ky rdZ&forZd fo'ys"k.kkRed dkS'ky

&&&&&

10

10

2*

2*

20

22-5

vuqiz;ksx (uohu jpukRed dkS'ky] fLFkfr;ksa esa Kku ds lkj ys[ku] vuqiz;ksx ij vk/kfjr O;k[;k djuk vkuqekfud izdkj ds ewY;kadu iz'u Li"Vhdj.k] mPp Lrjh; fpUru dkS'ky (fo'ys"k.k ,oa ewY;kadu ij vk/kfjr iz'u) jpukRed (fu.kZ; vFkok fLFkfr ds ewY;kadu dh {kerk ,oa cgqfo"k;kRed rqyuk djuk] Hksn djuk] mfpr@vuqfpr fl djuk ewY;ijd fopkjksa dks vfHkO;Dr djuk dqy

3*

2*

20

22-5

1*

2*

15

17

&&&&

&&&&

25

28

14

11

90

100

*vafdr iz'uksa ds mi Hkkx Hkh fy;s tk ldrs gSaA

fVIi.kh% iz'u i=k esa eqDr fo"k; oLrq ds vkdyu gsrq ,d [kaM lfEefyr fd;k tk;sxk (ikB~;e ls lkr vadks okys iz'u&dqy&14 vad)A fon~;kfFkZ;ksa dks ekeykas ds v;;u (dsl LVMhT+k) igys gh ls miyC/ djok,s tk,sxsaA dsl LVMhT+k fon~;kfFkZ;ksa dh fo'ys"k.kkRed o mPp Lrjh; fparu dkS'kyksa ds ijh{k.k gsrq cukbZ tk,saxhA

53

f}rh; Hkk"kk ds :i esa fganh (dksM la[;k &085)

d{kk IX-X
Hkkjr ,d cgqHkk"kh ns'k gS ftlesa cgqr&lh {ks=kh; Hkk"kk, jph&clh gSaA Hkkf"kd vkSj lkaLfrd n`f"V ls fHkUu gksus ds ckotwn Hkkjrh; ijaijk esa cgqr dqN ,slk gS tks ,d nwljs dks tksM+rk gSA ;gh dkj.k gS fd ekr`Hkk"kk osQ :i esa vyx Hkk"kk dks i<+us okyk fon~;kFkhZ tc nwljh Hkk"kk ds :i esa fganh dk pquko djrk gS rks mlds ikl vfHkO;fDr dk ,d n`<+ vk/kj igyh Hkk"kk osQ :i esa igys ls gh ekStwn gksrk gSA blhfy, NBh ls vkBoha d{kk esa lh[kh gqbZ fganh dk fodkl Hkh og rst+h ls djus yxrk gSA vkBoha d{kk rd og fganh Hkk"kk esa lquus] i<+us] fy[kus vkSj dqN&dqN cksyus dk vH;kl dj pqdk gksrk gSA fganh dh cky if=kdk, vkSj fNViqV jpuk, i<+uk Hkh vc mls vk x;k gSA blhfy, tc og uoha] nloha d{kk esa fganh i<+sxk rks tgk ,d vksj fganh Hkk"kk ds ek;e ls lkjs ns'k ls tqM+sxk ogha nwljh vksj vius {ks=k vkSj ifjos'k dks fganh Hkk"kk ds ek;e ls tkuus dh dksf'k'k Hkh djsxk D;ksafd fd'kksjo; ds bu cPpksa ds ekufld /jkry dk fodkl fo'o&Lrj rd igqp pqdk gksrk gSA

f'k{k.k ms';
l l

l l l

l l

nSfud thou esa fganh esa le>us&cksyus osQ lkFk&lkFk fy[kus dh {kerk dk fodkl djukA fganh ds fd'kksj&lkfgR;] v[kckj o if=kdkvksa dks i<+dj le> ikuk vkSj mldk vkuan mBkus dh {kerk dk fodkl djukA vkSipkfjd fo"k;ksa vkSj lanHkks esa ckrphr esa Hkkx ys ikus dh {kerk dk fodkl djukA fganh ds T+kfj;s vius vuqHko lalkj dks fy[kdj lgt vfHkO;fDr dj ikus esa l{ke cukukA lapkj ds fofHkUu ek;eksa (fizaV vkSj bysDVkWfud) esa iz;qDr fganh ds fofHkUu :iksa dks le>us dh ;ksX;rk dk fodkl djukA d{kk esa cgqHkkf"kd] cgqlkaLfrd lanHkks ds izfr laosnu'khy ldkjkRed lksp cukukA viuh ekr`Hkk"kk vkSj ifjos'kxr Hkk"kk dks lkFk j[kdj fganh dh lajpukvksa dh le> cukukA

f'k{k.k ;qfDr;k %
l

fno~rh; Hkk"kk osQ :i esa i<+kbZ tk jgh fganh Hkk"kk dk Lrj i<+us vkSj i<+kus nksuksa gh n`f"V;ksa ls ekr`Hkk"kk lh[kus dh rqyuk esa dqN eaFkj xfr ls pysxkA ;g xfr /hjs&/hjs c<+ lds] blds fy, fganh v;kidksa dks cM+s /hjt ls vius v;kiu dk;Zeksa dks fu;ksftr djuk gksxkA fdlh Hkh fno~rh; Hkk"kk esa fuiq.krk izkIr djus&djkus dk ,d gh mik; gS& ml Hkk"kk dk yxkrkj jkspd vH;kl djuk&djkukA ;s vH;kl ftrus vfkd jkspd] lf; ,oa izklafxd gksaxs fo|kfFkZ;ksa dh Hkkf"kd miyfC/ Hkh mruh gh rst+h ls gks ldsxhA eq[kj Hkkf"kd vH;kl osQ fy, okrkZyki] jkspd dgkuh lquuk&lqukuk] ?kVuk o.kZu] fp=k&o.kZu] laokn] okn&fookn] vfHku;] Hkk"k.k izfr;ksfxrk,] dfork ikB vkSj vaR;k{kjh tSlh xfrfof/;ksa dk lgkjk fy;k tk ldrk gSA e;dkyhu dkO; dh Hkk"kk ds eeZ ls fon~;kFkhZ dk ifjp; djkus ds fy, T+k:jh gksxk fd fdrkcksa esa vk, dkO;ka'kksa dh laxhrc izLrqfr;ksa ds vkWfM;ks&ohfM;ks dSlsV rS;kj fd, tk,A vxj vklkuh ls dksbZ xk;d@xkf;dk feys rks d{kk esa e;dkyhu lkfgR; osQ v;kiu&f'k{k.k esa mlls enn yh tkuh pkfg,A o`kfp=kksa vkSj i+Qhpj fi+QYeksa dks f'k{k.k&lkexzh osQ rkSj ij bLrseky djus dh T+k:jr gSA buosQ izn'kZu osQ e esa bu ij yxkrkj ckrphr osQ T+kfj, flusek osQ ek;e ls Hkk"kk ds iz;ksx dh fof'k"Vrk dh igpku djkbZ tk ldrh gS vkSj fganh dh vyx&vyx NVk fn[kkbZ tk ldrh gSA
54

d{kk esa fliQZ ,d ikB~;iqLrd dh HkkSfrd mifLFkfr ls csgrj ;g gS f'k{kd ds gkFk esa rjg&rjg dh ikB~;lkexzh dks fon~;kFkhZ ns[k losaQ vkSj f'k{kd mudk d{kk esa vyx&vyx ekSdksa ij bLrseky dj ldsaA Hkk"kk yxkrkj xzg.k djus dh f;k esa curh gS] bls iznf'kZr djus dk ,d rjhdk ;g Hkh gS fd f'k{kd [kqn ;g fl[kk losaQ fd os Hkh 'kCndks'k] lkfgR;dks'k] lanHkZxzaFk dh yxkrkj enn ys jgs gSaA blls fon~;kfFkZ;ksa esa buosQ bLrseky djus dks ysdj rRijrk c<+sxhA vuqeku osQ vk/kj ij fudVre vFkZ rd igqpdj larq"V gksus dh txg os vf/dre vFkZ dh [kkst djus dk vFkZ le> tk,xsA blls 'kCnksa dh vyx&vyx jaxr dk irk pysxk vkSj muesa laosnu'khyrk Hkh c<+sxhA os 'kCnksa osQ ckjhd varj osQ izfr vkSj ltx gks ik,xsA

O;kdj.k ds fcanq
d{kk IX
l l l l

o.kZ&foPNsn] orZuh % j~ osQ fofHkUu :i] fcanq&panzfcanq] v/Zpanzkdkj] uqDrkA rjg&rjg osQ ikBksa osQ lanHkZ esa 'kCnksa osQ voyksdu }kjk milxZ] izR;; vkSj lekl 'kCnksa dh igpkuA okD; osQ Lrj ij i;kZ;okph] foykse vkSj vusdkFkhZ 'kCnksa dk lqfpafrr iz;ksxA eqgkojksa dk okD;ksa esa iz;ksx vkSj muds fy, mfpr lanHkZ fLFkfr;ksa dk o.kZuA 'kCn] in vkSj inca/ esa varjA feJ vkSj la;qDr okD;ksa dh lajpuk vkSj vFkZ] okD; :ikarj.kA 'kCnksa osQ voyksdu }kjk laf/ dh igpku] dqN vkSj milxks] izR;;ksa vkSj lekl 'kCnksa dh igpku vkSj muosQ vFkZ dk vuqekuA eqgkojksa vkSj yksdksfDr;ksa dk varj vkSj mudk iz;ksxA okD; osQ Lrj ij i;kZ;okph] foykse vkSj vusdkFkhZ 'kCnksa dk lqfpafrr iz;ksxA

d{kk X
l l l

l l

iQkWjeSfVo ewY;kadu Jo.k (lquus) vkSj okpu (cksyus) dh ;ksX;rk,

l l l l l l l

izokg osQ lkFk cksyh tkrh gqbZ fgUnh dks vFkZcks/ osQ lkFk le>ukA okrkZvksas ;k laoknksa dks le> ldukA fgUnh 'kCnksa dk Bhd mPpkj.k dj lduk rFkk fgUnh osQ LokHkkfod vuqrku dk iz;ksx djukA lkekU; fo"k;ksa ij ckrphr dj lduk vkSj ifjppkZ esa Hkkx ys ldukA fgUnh dforkvksa dks mfpr y;] vkjksg&vojksg vkSj Hkko osQ lkFk i<+ ldukA ljy fo"k;ksa ij oqQN rS;kjh osQ lkFk nks&pkj feuV dk Hkk"k.k ns ldukA fgUnh esa Lokxr dj lduk] ifjp; vkSj /U;okn ns ldukA fgUnh vfHku; esa Hkkx ys ldukA

Jo.k (lquuk) dk ewY;kadu%& ijh{kd fdlh izklafxd fo"k; ij ,d vuqPNsn dk Li"V okpu djsxkA vuqPNsn rF;kRed ;k lq>kokRed gks ldrk gSA vuqPNsn yxHkx 150 'kCnksa dk gksuk pkfg,A ijh{kd dks lqurs&lqurs ijh{kkFkhZ vyx dkxT+k ij fn, gq, Jo.k cks/u ds vH;klksa dks gy dj ldsaxsA vH;kl fjDr LFkku iwfrZ] cgqfodYih vFkok lR; @vlR; dk pquko vkfn fokkvksa esa gks ldrs gSaA
55

okpu (cksyuk) dk ijh{k.k

l

l l l

fp=kksa osQ ozQe ij vk/kfjr o.kZu% bl Hkkx esa vis{kk dh tk,xh fd ijh{kkFkhZ fooj.kkkRed Hkk"kk dk iz;ksx djsaA fdlh fp=k dk o.kZu% (fp=k yksxksa ;k LFkkuksa osQ gks ldrs gSa)A fdlh fu/kZfjr fo"k; ij cksyuk] ftlls og vius O;fDrxr vuqHko dk izR;kLej.k dj ldasA dksbZ dgkuh lqukuk ;k fdlh ?kVuk dk o.kZu djukA ;gk bl rF; ij cy nsuk vko';d gS fd laiw.kZ l=k osQ nkSjku okpu dkS'kyksa dk ewY;kadu ,d fu;fer o lrr izfozQ;k gksuh pkfg,A okrkZyki dkS'kyksa osQ ewY;kadu osQ fy, ,d ekiozQe uhps fn;k x;k gSA blesa izR;sd dkS'ky osQ fy, Nk=kksa dks 'kwU; ls nl osQ e; vad iznku fd;s tkrs gSa ijarq 1] 3] 5] 7 rFkk 9 ifV~Vdkvksa gsrq gh fofufnZ"Vrk, Li"V dh xbZ gSA bl ekiozQe dk mi;ksx djrs gq, f'k{kd vius Nk=kksa dks fdlh fof'k"V ifV~Vdk esa j[k ldrk gS mnkgj.kkFkZ ;fn fdlh Nk=k osQ dkS'ky ifV~Vdk la[;k 3 o 5 osQ e; fLFkr gSa rks mls 4 vad iznku fd;s tk ldrs gSaA fof'k"V ;ksX;rk okys Nk=kksa dks 10 vad Hkh iznku fd;s tk ldrs gSaA Nk=kksa dks o"kZ osQ izkjEHk esa gh ;g lwfpr dj fn;k tkuk pkfg, fd mudk d{kk esa lgHkkfxrk dk ewY;kadu bl izdkj fd;k tkuk gSA

dkS'kyksa ds varj.k ds ewY;kadu osQ fy, ekiozQe

1Jo.k (lquuk) fon~;kFkhZ esa ifjfpr lanHkksZ esa iz;qDr 'kCnksa vkSj inksa dks le>us dh lkekU; ;ksX;rk gS] fdUrq lqlac vk'k; dks ugha le> ikrkA NksVs lqlac dFkuksa dks ifjfpr lanHkksZ esa le>us dh ;ksX;rk gSA ifjfpr ;k vifjfpr nksuksa lanHkksZ esa dfFkr lwpuk dks Li"V le>us dh ;ksX;rk gSA v'kqf;k djrk gS ftlls izs"k.k esa #dkoV vkrh gSA nh?kZ dFkuksa dh J`a[kyk dks i;kZIr 'kqrk ls le>rk gS vkSj fu"d"kZ fudky ldrk gSA 1okpu (cksyuk) f'k{kkFkhZ dsoy vyx&vyx 'kCnksa vkSj inksa ds iz;ksx dh ;ksX;rk iznf'kZr djrk gS fdUrq ,d lqlac Lrj ij ugha cksy ldrkA ifjfpr lanHkksZ esa dsoy NksVs lqlac dFkuksa dk lhfer 'kqrk ls iz;ksx djrk gSA visf{kr nh?kZ Hkk"k.k esa vf/d tfVy dFkuksa ds iz;ksx dh ;ksX;rk iznf'kZr djrk gS vHkh Hkh dqN v'kqf;k djrk gSA ftlls izs"k.k esa #dkoV vkrh gSA vifjfpr fLFkfr;ksa esa fopkjksa dks rkfdZd <ax ls laxfBr dj /kjk izokg :i esa izLrqr dj ldrk gSA ,slh xyfr;k djrk gS ftuls izs"k.k esa #dkoV ugha vkrhA mn~ns'; vkSj Jksrk ds fy, mi;qDr 'kSyh dks viuk ldrk gS] dsoy ekewyh xyfr;k djrk gSA

23-

23-

4-

4-

5- tfVy dFkuksa ds fopkj&fcanqvksa dks le>us dh ;ksX;rk iznf'kZr djrk gS] mn~ns'; ds vuqdwy lquus dh 5dq'kyrk iznf'kZr djrk gSA

fVIi.kh %
l l l

ijh{k.k ls iwoZ ijh{kkFkhZ dks rS;kjh ds fy, dqN le; fn;k tk,A fooj.kkRed Hkk"kk esa orZeku dky dk iz;ksx visf{kr gSA fu/kZfjr fo"k; ijh{kkFkhZ ds vuqHko lalkj ds gksa] tSls % dksbZ pqVdqyk ;k gkL;&izlax lqukuk] gky esa i<+h iqLrd ;k ns[ks x, flusek dh dgkuh lqukukA tc ijh{kkFkhZ cksyuk izkjaHk dj ns rks ijh{kd de ls de gLr{ksi djsaA
56

iBu dkS'ky
iBu {kerk dk eq[; ms'; ,sls O;fDr;ksa dk fuekZ.k djus esa fufgr gS tks Lora=k :i ls fpUru dj losaQ rFkk ftuesa u osQoy vius Lo;a osQ Kku dk fuekZ.k dh {kerk gks vfirq os bldk vkRekoyksdu Hkh dj losaQA

i<+us dh ;ksX;rk,
l l l l

fgUnh esa dgkuh] fuca/] ;k=kk&o.kZu] thouh] i=k] Mk;jh vkfn dks vFkZcks/ osQ lkFk i<+ ldukA ikB~;oLrq osQ laca/ esa fopkj dj lduk vkSj viuk er O;Dr dj ldukA lanHkZ lkfgR; dks i<+dj vius dke osQ yk;d lwpuk ,d=k dj ldukA ifBr oLrq dk lkjka'k rS;kj dj ldukA

fy[kus dh ;ksX;rk, l fgUnh osQ ifjfpr vkSj vifjfpr 'kCnksa dh lgh orZuh fy[kukA l fojke fpg~uksa dk leqfpr iz;ksx dj ldukA l fy[krs gq, O;kdj.k& lEer Hkk"kk dk iz;ksx djukA l fgUnh esa i=k] fuca/] laosQrksa osQ vk/kj ij dgkfu;k] o.kZu] lkjka'k vkfn fy[kukA l fgUnh ls ekr`Hkk"kk esa vkSj ekr`Hkk"kk ls fgUnh esa vuqokn dj ldukA jpukRed vfHkO;fDr
l

okn&fookn fo"k; & vk/kj fcanq & dfo lEesyu &

f'k{kd fo"k; dk pquko Lo;a djsa rkfdZdrk] Hkk"k.k dyk] viuh ckr vf/dkjiwoZd dguk ikB~;iqLrd esa ladfyr dforkvksa ds vk/kj ij dfork ikB ;k ekSfyd dforkvksa dh jpuk dj dfo lEesyu ;k vaR;k{kjh

vk/kj fcanq& u vfHkO;fDr u xfr] y;] vkjksg&vojksg lfgr dfork okpu u eap ij cksyus dk vH;kl @ ;k eap&Hk; ls eqfDr
l

dgkuh lqukuk@dgkuh fy[kuk ;k ?kVuk dk o.kZu@ys[ku u laokn & Hkkokuqdwy] ik=kkuqdwy u ?kVukvksa dk fed fooj.k u izLrqrhdj.k u mPpkj.k
57

ifjp; nsuk vkSj ifjp; ysuk & ikB~; iqLrd ds ikBksa ls izsj.kk ysrs gq, vk/qfud rjhds ls fdlh u, fe=k ls laokn LFkkfir djrs gq, viuk ifjp; ljy 'kCnksa esa nsuk rFkk mlds fo"k; esa tkudkjh izkIr djuk A vfHku; dyk & ikBksa ds vk/kj ij fon~;kFkhZ viuh vfHku; izfrHkk dk izn'kZu dj Hkk"kk esa laoknksa dh vnk;xh dk izHkko'kkyh iz;ksx dj ldrs gSa] ukVd ,d lkewfgd f;k gS A vr% ukVd ds ys[ku] funsZ'ku laokn] vfHku;] Hkk"kk o mn~ns'; bR;kfn dks ns[krs gq, f'k{kd Lo;a vadksa dk fu/kZj.k dj ldrk gS A vk'kqHkk"k.k & Nk=kksa dh vuqHko ifjf/ ls lacaf/r fo"k;A lkewfgd ppkZ& Nk=kksa dh vuqHko ifjf/ ls lacaf/r fo"k;A ewY;kadu ds ladsr fcanqvksa dk fooj.k izLrqrhdj.k u vkRefo'okl u gko&Hkko ds lkFk u izHkko'kkyh u rkfdZdrk u Li"Vrk fo"k; oLrq u fo"k; dh lgh vo/kj.kk u rdZ lEer Hkk"kk
u

volj ds vuqdwy 'kCn p;u o Li"Vrk A Li"V mPpkj.k] lgh vuqrku] vkjksg vojksg A

mPpkj.k
u

58

d{kk ukSoha rFkk nloha fgUnh ^c*& ladfyr ijh{kkvksa gsrq ikB~;ozQe fofunsZ'ku 20132015
ladfyr ijh{kk 1 (Hkkj 30) (vizSy&flrEcj) rFkk ladfyr ijh{kk 2 (Hkkj 30) (vDVwcj ls ekpZ) gsrq Hkkj foHkktu fo"k;oLrq
1

mi Hkkj

dqy Hkkj
20

iBu dkS'ky xn~;ka'k o dkO;ka'k ij 'kh"kZd dk pquko] fo"k;&oLrq dk cks/] Hkkf"kd fcanq@lajpuk vkfn ij y?kq iz'u Ikz'u vifBr xn~;kaa'k (200 ls 250 'kCnksa dk) vifBr dkO;ka'k (150 ls 200 'kCnksa dk) O;kdj.k osQ fy, fu/kZfjr fo"k;ksa ij fo"k;&oLrq dk cks/] Hkkf"kd fcanq@lajpuk vkfn ij iz'u iwNs tk,axsA ikB~;iqLrd Li'kZ Hkkx&1 o iwjdikB~;iqLrd lap;u Hkkx&1 xn~; [k.M fon~;kfFkZ;ksa dh lkfgR; dks i<+dj le> ikus dh {kerk ds vkdyu ij vk/kfjr ikB~;iqLrd Li'kZ ds xn~; ikBksa ds vk/kj ij y?kq iz'u fgUnh ds ek;e ls vius vuqHkoksa dks fy[kdj lgt vfHkO;fDr dj ikus dh {kerk dk vkdyu djus ij vk/kfjr ikB~; iqLrd Li'kZ ds fu/kZfjr ikBksa (xn~;) ij ,d fuca/kRed iz'u fgUnh xn~; ds lanHkZ esa fo"k; rFkk vFkZcks/ dh {kerk dk vkdyu djus ij dsfUnzr Li'kZ ds fu/kZfjr ikBksa (xn~;) esa lss xn~;ka'k ij vk/kfjr y?kqiz'u dkO; [k.M dforkvksa ds fo"k;] dkO; cks/] vFkZ] cks/ o ljkguk dks ljy 'kCnksa esa vfHkO;fDr djus dh {kerk ij vk/kfjr ikB~;iqLrd Li'kZ ds dkO; [kaM ds vk/kj ij y?kq iz'u dforkvksa ds vius vuqHkoksa dks fy[kdj lgt vfHkO;fDr dj ikus dh {kerk dk vkdyu djus ij ,d fuca/kRed iz'u iwjd ikB~;IkqLrd d`frdk Hkkx&1 IkkBksa ij vk/kfjr ewY;ksa ds izfr laosnu'khyrk ij vk/kfjr iwjd iqfLdk ^lap;u* ds fu/kZfjr IkkBksa lss ,d ewY; ijd iz'u
15

(v) (c)
2 3

12 08
15 15 30

(v) 1 2

05 05

3 (c) 4

05
10

05

5 (l) 6

05
05

05

59

ys[ku ladsr fcanqvksa ij vk/kfjr fo"k;ksa ,oa O;kogkfjd thou ls tqM+s gq, fo"k;ksa ij 80 ls 100 'kCnksa esa vuqPNsn d{kk uoeha esa vfHkO;fDr dh {kerk ij dsfUnzr ,d vukSipkfjd fo"k; ij i=k d{kk nloha esa vfHkO;fDr dh {kerk ij dsfUnzr ,d vkSipkfjd fo"k; ij i=k d{kk uoeha esa fp=k o.kZu(20&30 'kCnksa) d{kk nloha esa ,d fo"k; 20&30 'kCnksa esa lwpuk ys[ku dbZ ,d fLFkfr ij 50 'kCnksa ds vUrxZr laokn ys[ku fo"k; esa lacf/r 20&25 'kCnksa ds vUrZxr foKkiu ys[ku dqy 05 05 05 05 05

25

(v) (c) (l) (n) (b)

90

ladfyr ijh{kk 1 ladfyr ijh{kk 2 iQkWjeSfVo ijh{kk ,iQ-,-1(Hkkj 10)] ,iQ-,-2(Hkkj 10)] ,iQ-,-3(Hkkj 10) leL;k lek/ku vkdyu (Hkkj 10) dqy Hkkj (ewY;ijd iz'u iwjdikB~;iqLrd ij vk/kfjr gksxkA blds fy, 5 vad fu/kZfjr gSaA) fVIi.kh%
1.

30 30 40

100

ladfyr ijh{kkvksa dk oqQy Hkkj 60 izfr'kr rFkk iQkWjeSfVo ijh{kkvksa dk oqQy Hkkj 40 izfr'kr gksxkA iQkWjeSfVo ijh{kkvksa osQ 40 izfr'kr esa ls izR;sd l=k esa 5 izfr'kr Hkkx (laiw.kZ o"kZ esa 10 izfr'kr) Jo.k o okpu dkS'kyksa osQ ijh{k.k gsrq vkjf{kr gksxkA 'ks"k 30 izfr'kr iQkWjeSfVo ewY;kadu] ikB~;p;kZ osQ vU; vaxksa tSls iBu] ys[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~;iqLrd] ij vk/kfjr gksxkA blesa cksyus] lquus] fy[kus o cks/ ij vk/kfjr ekSf[kd] fyf[kr vFkok dk;Zdykiksa ij vk/kfjr ijh{k.k fd;k tk ldrk gSA ladfyr ijh{kk ,d (,l&1) 90 vadksa dh gksxhA 90 vadksa dks ewY;kadu osQ i'pkr 30 vadksa esa ls ifjofrZr dj fy;k tk,xk rnqijakr xzsM dk fu/kZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks (,l&2) 90 vadksa dh gksxh o 90 vadksa dks ewY;kadu osQ i'pkr 30 vadksa esa ls ifjofrZr djus osQ mijkar xzsM dk fu/kZj.k fd;k tk,xkA

2.

60

d{kk ukSoha fgUnh ^c*& ladfyr ,oa iWQkjeSfVo ijh{kkvksa gsrq ikB~;ozQe foHkktu ( 20132014 )
ikB~; iqLrd ozQe ikB~; iqLrd l 1 2 3 4 5 6 7 8 /wy nq[k dk vf/dkj ,ojsLV esjh f'k[kj ;k=kk rqe dc tkvksxs vfrfFk oSKkfud psruk ds okgd dhpM+ dk dkO; /eZ dh vkM+ 'kqrkjs ds leku ikB~; iqLrd 1 2 3 4 5 6 7 jSnkl ds in jghe ds in vkneh ukek ,d iQwy dh pkg xhr&laxhr vfXuiFk un bykds esa] [kq'kcw jprs gS lkFk ikB~; iqLrd 1 2 3 4 fxYyw Le`fr dYyw dqEgkj dh mukdksVh esjk NksVk lk futh iqLrdky;
61

izFke l=k (vizSy ls flrEcj)

FA 1 FA2 SA I

fno~rh; l=k (vDrwcj ls ekpZ)

FA3 PSA SA II

10

10

30

10

10

30

FA 1

FA2

SA I

FA3

PSA

SA II

10

10

30

10

10

30

FA 1

FA2

SA I

FA3

PSA

SA II

10

10

30

10

10

30

5 6

gkfen [kka fn, ty mBs izFke l=k (vizSy ls flrEcj)

FA 1 FA2 SA I

ozQe ikB~; iqLrd l O;kdj.k 1 2 3 4 5 6 ys[ku 1 2 3 4 5 i=k (vukSipkfjd) (5 vad) vuqPNsn (5 vad) fp=k o.kZu (5 vad) laokn ys[ku (5 vad) foKkiu ys[ku (5 vad)

fno~rh; l=k (vDrwcj ls ekpZ)

FA3 PSA SA II

10 o.kZ foPNsn (2 vad) vuqLokj (1 vad) vuqukfld (1 vad) uqDrk (1vad) milxZ&izR;; (3 vad) laf/ (4 vad) fojke fpg~u (3 vad)

10

30

10

10

30

(uksV%& O;kdj.k ikB~; iqLrd ij vk/kfjr gksuh pkfg,A)

62

d{kk nloha fgUnh ^c*& ladfyr ,oa iQkWjeSfVo ijh{kkvksa gsrq ikB~;ozQe dk foHkktu
201415 ikB~; iqLrd ozQe iqLrd Li'kZ (xn~;) l 1 2 3 4 5 6 7 8 cM+s HkkbZ lkgc Mk;jh dk ,d iUuk rrkjk okehjks dFkk rhljh dle osQ f'kYidkj fxjfxV vc dgk nwljksa osQ nq[k esa nq[kh gksus okys ir>M+ esa VwVh ifk;k dkjrwl Li'kZ (xn~;) 1 2 3 4 5 6 7 8 9 dchj (lk[kh) ehjk osQ in ioZr izns'k esa ikol rksi fcgkjh osQ nksgs euq";rk e/qj&e/qj esjs nhid ty dj pys ge fiQnk vkRe=k.k lap;u 1 2 3 gfjgj dkdk liuksa osQ ls fnu Vksih 'kqDyk
63

izFke l=k (vizSy ls flrEcj)

FA 1 FA2 SA I

fno~rh; l=k (vDrwcj ls ekpZ)

FA3 PSA SA II

10

10

30

10

10

30

FA 1

FA2

SA I

FA3

PSA

SA II

10

10

30

10

10

30

FA 1

FA2

SA I

FA3

PSA

SA II

10

10

30

10

10

30

ozQe ikB~; iqLrd l O;kdj.k 1 2 3 4 5 ys[ku 1 2 3 4 5 i=k (vukSipkfjd) (5 vad) vuqPNsn (5 vad) fp=k o.kZu (5 vad) laokn ys[ku (5 vad) foKkiu ys[ku (5 vad)
FA 1 10

izFke l=k (vizSy ls flrEcj)

FA2 10 10 SA I 30 30 FA 1 10 FA2 10 10 SA I 30 30

fno~rh; l=k (vDrwcj ls ekpZ)

FA3 10 10 PSA 10 SA II 30 30 PSA 10 SA II 30 30

'kCn o in esa varj (2 vad) jpuk ds vk/kj ij okD; :ikarj (3 vad) lekl (4 vad) v'kqf 'kks/u (4 vad) eqgkojs (2 vad)

(uksV%& O;kdj.k ikB~; iqLrd ds vk/kj ij gksuh pkfg,A)

FA3 10 10

fu/kZfjr iqLrosaQ%
1. 2. 3. 4.

ikB~; iqLrd ikB~; iqLrd iwjd iqLrd iwjd iqLrd

Li'kZ Hkkx&1 (d{kk& ukSoha gsrq) Li'kZ Hkkx&2 (d{kk& nloha gsrq) lap;u&Hkkx&1 (d{kk& ukSoha gsrq) lap;u&Hkkx&2 (d{kk& nloha gsrq)

fVIi.kh% 1- iQkWjeSfVo ewY;kadu dk vfHkizk; vf/xe osQ ewY;kadu ls gSA blfy, fo|ky; mi;qZDr foHkktu dk viuh lqfo/kuqlkj mi;ksx dj ldrs gSaA 2- iQkWjeSfVo ewY;kadu ls lacf/r lHkh dk;Zdyki tSls fofHkUu izdkj osQ 'kSf{kd [ksy] igsyh] izfr;ksfxrk] ifj;kstuk (Project)] Hkwfedk fuoZgu (Roleplay)] dgkuh ys[ku] ukV~; jpukarj.k (Dramatisation)] vkfn d{kk esa vFkok fo|ky; esa djok, tkus okys dk;Zdyki gSaA ;fn dksbZ ,slk dk;Zdyki gS ftlesa fo|ky; ls ckgj tkdj dk;Z djus dh vko';drk iM+rh gS rks ,slh fLFkfr esa ;g dk;Z f'k{kd osQ i;Zos{k.k o ekxZn'kZu esa gksus pkfg,A
64

iz'u i=k rS;kj djus gsrq vk/kjHkwr&izk:i (vf/dre vad& 90)

e la[;k iz'uksa dk izdkj vf/xe ds ifj.kke rFkk ijh{k.k dkS'ky y?kwmRrjkRed@ y?kwmRrjkRed nh?kZmRrjkRed cgqfodYikRed (3 vad) (5 vad) (1 vad) dqy vad izfr'kr@ yxHkx

Le`fr (Kkuk/kfjr& Le`fr ds iz;ksx ij ljy iz'u cks/ (vFkZiw.kZ ifjfpr cks/ ij vk/kfjr iz'u)

Jo.k] Hkk"k.k] iBu rFkk ys[ku dkS'ky rdZ&forZd fo'ys"k.kkRed dkS'ky

&&&&&

10

10

2*

2*

20

22-5

vuqiz;ksx (uohu jpukRed dkS'ky] fLFkfr;ksa esa Kku ds lkj ys[ku] vuqiz;ksx ij vk/kfjr O;k[;k djuk vkuqekfud izdkj ds ewY;kadu iz'u Li"Vhdj.k] mPp Lrjh; fpUru dkS'ky (fo'ys"k.k ,oa ewY;kadu ij vk/kfjr iz'u) jpukRed (fu.kZ; vFkok fLFkfr ds ewY;kadu dh {kerk ,oa cgqfo"k;kRed rqyuk djuk] Hksn djuk] mfpr@vuqfpr fl djuk ewY;ijd fopkjksa dks vfHkO;Dr djuk dqy

3*

2*

20

22-5

1*

2*

15

17

&&&&

&&&&

25

28

14

11

90

100

*vafdr iz'uksa ds mi Hkkx Hkh fy;s tk ldrs gSaA

fVIi.kh% iz'u i=k esa eqDr fo"k; oLrq ds vkdyu gsrq ,d [kaM lfEefyr fd;k tk;sxk (ikB~;e ls lkr vadks okys iz'u&dqy&14 vad)A fon~;kfFkZ;ksa dks ekeykas ds v;;u (dsl LVMhT+k) igys gh ls miyC/ djok,s tk,sxsaA dsl LVMhT+k fon~;kfFkZ;ksa dh fo'ys"k.kkRed o mPp Lrjh; fparu dkS'kyksa ds ijh{k.k gsrq cukbZ tk,saxhA

65

3. MATHEMATICS
(CODE NO. 041)
The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of students. Motivating the topics from real life problems and other subject areas, greater emphasis has been laid on applications of various concepts. The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics in solving dayto-day life problems and studying the subject as a separate discipline. It is expected that students should acquire the ability to solve problems using algebraic methods and apply the knowledge of simple trigonometry to solve problems of height and distances. Carrying out experiments with numbers and forms of geometry, framing hypothesis and verifying these with further observations form inherent part of Mathematics learning at this stage. The proposed curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration, statistics, graphs and coordinate geometry, etc. The teaching of Mathematics should be imparted through activities which may involve the use of concrete materials, models, patterns, charts, pictures, posters, games, puzzles and experiments.

OBJECTIVES
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to: consolidate the Mathematical knowledge and skills acquired at the upper primary stage; acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills; develop mastery of basic algebraic skills; develop drawing skills; feel the flow of reason while proving a result or solving a problem; apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method; to develop positive ability to think, analyze and articulate logically; to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of gender biases; to develop necessary skills to work with modern technological devices such as calculators, computers, etc. to develop interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc. to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics; to develop interest in the subject by participating in related competitions; to acquaint students with different aspects of mathematics used in daily life; to develop an interest in students to study mathematics as a discipline. 105

General Instructions:
As per CCE guidelines, the syllabus of Mathematics for classes IX and X has been divided termwise. The units specified for each term shall be assessed through both Formative and Summative Assessments. In each term, there will be two Formative Assessments, each carrying 10% weightage out of these four FA one with amount to words problem solving assessment(PSA). The Summative Assessment in term I will carry 30% weightage and the Summative Asssessment in the II term will carry 30% weightage. Listed laboratory activities and projects will necessarily be assessed through formative assessments.

Course Structure CLASS-IX

First Term UNITS I. II. III. IV. V. NUMBER SYSTEMS ALGEBRA GEOMETRY COORDINATE GEOMETRY MENSURATION Marks : 90 MARKS 17 25 37 06 05 90

TOTAL (THEORY)

Course Structure (First Term) UNIT I : NUMBER SYSTEMS 1. REAL NUMBERS

1.

(18 Periods)

Review of representation of natural numbers, integers, rational numbers on the number line. Representation of terminating / non-terminating recurring decimals, on the number line through successive magnification. Rational numbers as recurring/terminating decimals.

2.

Examples of non-recurring / non-terminating decimals such as 2, 3, 5 , etc. Existence of non-rational numbers (irrational numbers) such as

2, 3 and their representation on the number line. Explaining that every real

number is represented by a unique point on the number line and conversely, every point on the number line represents a unique real number. 3. 4. 5. 6. 7. Rational numbers as recurring/terminating decimals. Existence of x for a given positive real number x (visual proof to be emphasized). Definition of nth root of a real number. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.) Rationalization (with precise meaning) of real numbers of the type (and their combinations)

106

1 a + b x

&

x + y

, where x and y are natural number and a and b are integers.

UNIT II : ALGEBRA 1. POLYNOMIALS (23) Periods

Definition of a polynomial in one variable, its coefficients, with examples and counter examples, its terms, zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials; monomials, binomials, trinomials. Factors and multiples. Zeros/roots of a polynomial / equation. State and motivate the Remainder Theorem with examples and analogy to integers. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a 0 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem. Recall of algebraic expressions and identities. Further verification of identities of the type (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx, (x y)3 = x3 y3 3xy (x y), x y = (x y) (x xy + y), x3 + y3 + z3 3xyz = (x + y + z) (x2 + y2 + z2 xy yz zx) and their use in factorization of polymonials. Simple expressions reducible to these polynomials.

UNIT III : GEOMETRY 1. INTRODUCTION TO EUCLID'S GEOMETRY (6) Periods

History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed phenomenon into rigorous mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth postulate. Showing the relationship between axiom and theorem, for example: (Axiom) (Theorem) 2. 1. Given two distinct points, there exists one and only one line through them. (Prove) Two distinct lines cannot have more than one point in common.

2.

LINES AND ANGLES

1. 2. 3. 4. 5. 6.

(10) Periods

(Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180o and the converse. (Prove) If two lines intersect, the vertically opposite angles are equal. (Motivate) Results on corresponding angles, alternate angles, interior angles when a transversal intersects two parallel lines. (Motivate) Lines which are parallel to a given line are parallel. (Prove) The sum of the angles of a triangle is 180o. (Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to the sum of the two interior opposite angles.

3.

TRIANGLES
1. 2.

(20) Periods

(Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence). (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence). 107

3. 4. 5. 6. 7.

(Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruene). (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (Prove) The angles opposite to equal sides of a triangle are equal. (Motivate) The sides opposite to equal angles of a triangle are equal. (Motivate) Triangle inequalities and relation between 'angle and facing side' inequalities in triangles.

UNIT IV : COORDINATE GEOMETRY 1. COORDINATE GEOMETRY (9) Periods

The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane, graph of linear equations as examples; focus on linear equations of the type Ax + By + C = 0 by writing it as y = mx + c .

UNIT V : MENSURATION 1. AREAS (4) Periods

Area of a triangle using Hero's formula (without proof) and its application in finding the area of a quadrilateral.

Course Structure CLASS-IX

Second Term UNITS II. III. V. VI. ALGEBRA (Contd.) GEOMETRY (Contd.) MENSURATION (Contd.) STATISTICS AND PROBABILITY Marks : 90 MARKS 16 38 18 18 90

TOTAL (THEORY)

UNIT II : ALGEBRA (Contd.) 2. LINEAR EQUATIONS IN TWO VARIABLES (14) Periods

Recall of linear equations in one variable. Introduction to the equation in two variables. Prove that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they seem to lie on a line. Examples, problems from real life, including problems on Ratio and Proportion and with algebraic and graphical solutions being done simultaneously.

108

UNIT III : GEOMETRY (Contd.) 4. QUADRILATERALS

1. 2. 3. 4. 5. 6. (Prove) The diagonal divides a parallelogram into two congruent triangles. (Motivate) In a parallelogram opposite sides are equal, and conversely. (Motivate) In a parallelogram opposite angles are equal, and conversely. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal. (Motivate) In a parallelogram, the diagonals bisect each other and conversely. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and (motivate) its converse.

(10) Periods

5.

AREA
Review concept of area, recall area of a rectangle. 1. 2. (Prove) Parallelograms on the same base and between the same parallels have the same area.

(4) Periods

(Motivate) Triangles on the same base and between the same parallels are equal in area and its converse.

6.

CIRCLES

(15) Periods

Through examples, arrive at definitions of circle related concepts, radius, circumference, diameter, chord, arc, subtended angle. 1. 2. 3. 4. 5. 6. 7. 8. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to the chord. (Motivate) There is one and only one circle passing through three given non-collinear points. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center(s) and conversely. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle. (Motivate) Angles in the same segment of a circle are equal. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle. (Motivate) The sum of the either pair of the opposite angles of a cyclic quadrilateral is 180o and its converse.

7.

CONSTRUCTIONS
1. 2. 3.

(10) Periods

Construction of bisectors of line segments and angles, 60o, 90o, 45o angles, etc., equilateral triangles. Construction of a triangle given its base, sum/difference of the other two sides and one base angle. Construction of a triangle of given perimeter and base angles.

UNIT V : MENSURATION (Contd.) 2. SURFACE AREAS AND VOLUMES (12) Periods

Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right circular cylinders/cones.

109

UNIT VI : STATISTICS AND PROBABILITY 1. STATISTICS (13) Periods

Introduction to Statistics : Collection of data, presentation of data tabular form, ungrouped / grouped, bar graphs, histograms (with varying base lengths), frequency polygons, qualitative analysis of data to choose the correct form of presentation for the collected data. Mean, median, mode of ungrouped data.

2.

PROBABILITY

(12) Periods

History, Repeated experiments and observed frequency approach to probability. Focus is on empirical probability. (A large amount of time to be devoted to group and to individual activities to motivate the concept; the experiments to be drawn from real - life situations, and from examples used in the chapter on statistics).

110

QUESTIONS PAPER DESIGNS 201314 CLASSIX

Time3 Hours Very Short Answer (VSA) (1 Mark) Short Answer - I (VSA) (2 Marks) 2 2 3 23 Short Answer - II (VSA) (3 Marks) Long Answer (LA) (4 Marks) Total Marks Marks90 % Weightage

MATHEMATICS CODE NO. 041

S. No.

Typology of Questions

Remembering - (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information) 1 1 1 2

26%

Understanding- (Comprehension -to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 1 2 3

14

16%

22

24%

111
1 1 TOTAL 4x1=4 6x2=12

Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem) 4

High Order Thinking Skills (Analysis & Synthesis - Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)

19

21%

Creating, Evaluation and Multi- Disciplinary(Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

3*

12

13%

10x3=30

11x4=44

90

100%

Note:

The question paper will include a section on Open Text based assessment (questions of 7 marks each from the syllabus-a total of 14 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

*One of the LSA (4 marks) will to assess the values in herent in the texts.

COURSE STRUCTURE CLASS X

First Term UNITS I. II. III. IV V NUMBER SYSTEMS ALGEBRA GEOMETRY TRIGONOMETRY STATISTICS TOTAL Marks : 90 MARKS 11 23 17 22 17 90

UNIT I : NUMBER SYSTEMS 1. REAL NUMBERS (15) Periods

Euclid's division lemma, Fundamental Theorem of Arithmetic - statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of results - irrationality of 2, 3, 5, decimal expansions of rational numbers in terms of terminating/non-terminating recurring decimals.

UNIT II : ALGEBRA 1. POLYNOMIALS (7) Periods

Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.

2.

PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

(15) Periods

Pair of linear equations in two variables and their graphical solution. Geometric representation of different possibilities of solutions/inconsistency. Algebraic conditions for number of solutions. Solution of a pair of linear equations in two variables algebraically - by substitution, by elimination and by cross multiplication method. Simple situational problems must be included. Simple problems on equations reducible to linear equations may be included.

UNIT III : GEOMETRY 1. TRIANGLES

Definitions, examples, counter examples of similar triangles. 1. 2. 3. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.

(15) Periods

112

4. 5. 6. 7. 8. 9.

(Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right traingle.

UNIT IV : TRIGONOMETRY 1. INTRODUCTION TO TRIGONOMETRY (10) Periods

Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 0o and 90o. Values (with proofs) of the trigonometric ratios of 30o, 45o and 60o. Relationships between the ratios.

2.

TRIGONOMETRIC IDENTITIES

(15) Periods

Proof and applications of the identity sin2 A + cos2 A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.

UNIT V : STATISTICS AND PROBABILITY 1. STATISTICS (18) Periods

Mean, median and mode of grouped data (bimodal situation to be avoided). Cumulative frequency graph.

COURSE STRUCTURE CLASS X

Second Term UNITS II. III. IV. V VI VII. ALGEBRA (Contd.) GEOMETRY (Contd. TRIGONOMETRY (Contd.) PROBABILITY COORDINATE GEOMETRY MENSURATION TOTAL Marks : 90 MARKS 23 17 08 08 11 23 90

113

Course Structure (First Term) UNIT II : ALGEBRA (Contd.) 3. QUADRATIC EQUATIONS (15) Periods
Standard form of a quadratic equation ax 2 + bx + c = 0, (a 0). Solution of the quadratic equations (only real roots) by factorization, by completing the square and by using quadratic formula. Relationship between discriminant and nature of roots. Problems related to day to day activities to be incorporated.

4.

ARITHMETIC PROGRESSIONS

(8) Periods

Motivation for studying Arithmetic Progression Derivation of standard results of finding the nth term and sum of first n terms and their application in solving daily life problems.

UNIT III : GEOMETRY (Contd.) 2. CIRCLES

Tangents to a circle motivated by chords drawn from points coming closer and closer to the point. 1. 2. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact. (Prove) The lengths of tangents drawn from an external point to circle are equal.

(8) Periods

3.

CONSTRUCTIONS
1. 2. 3. Division of a line segment in a given ratio (internally). Tangent to a circle from a point outside it. Construction of a triangle similar to a given triangle.

(8) Periods

UNIT IV : TRIGONOMETRY 3. HEIGHTS AND DISTANCES (8) Periods

Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30o, 45o, 60o.

UNIT V : STATISTICS AND PROBABILITY 2. PROBABILITY (10) Periods

Classical definition of probability. Connection with probability as given in Class IX. Simple problems on single events, not using set notation.

UNIT VI : COORDINATE GEOMETRY 1. LINES (In two-dimensions) (14) Periods

Review the concepts of coordinate geometry done earlier including graphs of linear equations. Awareness of geometrical representation of quadratic polynomials. Distance between two points and section formula (internal). Area of a triangle.

114

UNIT VII : MENSURATION 1. AREAS RELATED TO CIRCLES (12) Periods

Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60o, 90o and 120o only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)

2.

SURFACE AREAS AND VOLUMES

(i) (ii)

(12) Periods

Problems on finding surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones. Frustum of a cone. Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken.)

115

QUESTIONS PAPER DESIGNS 201415 CLASSX

Time3 Hours Very Short Answer (VSA) (1 Mark) Short Answer - I (VSA) (2 Marks) 2 2 3 23 Short Answer - II (VSA) (3 Marks) Long Answer (LA) (4 Marks) Total Marks Marks90 % Weightage

MATHEMATICS CODE NO. 041

S. No.

Typology of Questions

Remembering - (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information) 1 1 1 2

26%

Understanding- (Comprehension -to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 1 2 3

14

16%

22

24%

116
1 1 TOTAL 4x1=4 6x2=12

Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem) 4

High Order Thinking Skills (Analysis & Synthesis - Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)

19

21%

Creating, Evaluation and Multi- Disciplinary(Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

3*

12

13%

10x3=30

11x4=44

90

100%

Note:

The question paper will include a section on Open Text based assessment (questions of 7 marks each from the syllabus-a total of 14 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

*One of the LSA (4 marks) will to assess the values in herent in the texts.

PRESCRIBED BOOKS: 1. 2. 3. 4. 5. 6. Mathematics - Textbook for class IX - NCERT Publication Mathematics - Textbook for class X - NCERT Publication Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication Guidelines for Mathematics Laboratory in Schools, class X - CBSE Publication A Handbook for Designing Mathematics Laboratory in Schools - NCERT Publication Laboratory Manual - Mathematics, secondary stage - NCERT Publication

117

4. SCIENCE
(Code No. 086 / 090)
The subject of science plays an important role in developing well-defined abilities in cognitive, affective and psychomotor domains in children. It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility. Whereas the upper primary stage demands that a number of opportunities should be provided to the students to engage them with the processes of science like observing, recording observations, drawing, tabulation, plotting graphs, etc., the secondary stage expects abstraction and quantitative reasoning to occupy a more central place in the teaching and learning of science. Thus, the idea of atoms and molecules being the building blocks of matter makes its appearance, as does Newton's law of gravitation. The present syllabus has been designed around six broad themes viz. Food, Materials, The World of The Living, How Things Work, Moving Things, People and Ideas, Natural Phenomenon and Natural Resources. Special care has been taken to avoid temptation of adding too many concepts than can be comfortably learnt in the given time frame. No attempt has been made to be comprehensive. At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin to emerge. The students should be exposed to experiences as well as modes of reasoning that are typical of the subject. General Instructions : 1. 2. 3. 4. 5. The units specified for each term shall be assessed through both Formative and Summative Assessments. In each term, there will be two Formative Assessments each carrying 10% weightage. The Summative Assessment in each term will carry 30% weightage. One Formative Assessment carrying 10% weightage in each term should include hands on practicals. Assessment of Practical Skills through MCQ will carry 15% weightage of term marks in each Summative Assessment.

COURSE STRUCTURE CLASS IX

First Term S. No 1. 2. 3. 4. Units I. Matter - Its Nature and Behaviour Marks : 90 Marks 29 18 30 13 Total 90

II. Organisation in the Living World III. Motion, Force and Work V. Food; Food Production

Theme : Materials Unit I: Matter-Nature and Behaviour

(22 Periods)

Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation, sublimation. Nature of matter : Elements, compounds and mixtures. Heterogenous and homogenous mixtures, colloids and suspensions. 118

Theme: The World of The Living Unit II: Organization in the Living World

(22 Periods)

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

Theme : Moving Things, People and Ideas Unit III: Motion, Force and Work

(36 Periods)

Motion : Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration, distancetime and velocity-time graphs for uniform motion and uniformly accelerated motion, equations of motion by graphical method; elementary idea of uniform circular motion. Force and Newton's laws: Force and motion, Newton's laws of motion, inertia of a body, inertia and mass, momentum, force and acceleration. Elementary idea of conservation of momentum, action and reaction forces. Gravitation : Gravitation; universal law of gravitation, force of gravitation of the earth (gravity), acceleration due to gravity; mass and weight; free fall.

Theme: Food Unit V: Food Production

(10 Periods)

Plant and animal breeding and selection for quality improvement and management; use of fertilizers, manures; protection from pests and diseases; organic farming.

PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.

List of Experiments
1. 2. To test (a) the presence of starch in the given food sample, (b) the presence of the adulterant metanil yellow in dal. To prepare: a) c) a true solution of common salt, sugar and alum a colloidal solution of starch in water and egg albumin/milk in water and distinguish between these on the basis of 3. To prepare a) b) a mixture a compound transparency filtration criterion stability b) a suspension of soil, chalk powder and fine sand in water

119

using iron filings and sulphur powder and distinguish between these on the basis of: i. ii. iii. iv. 4. appearance, i.e., homogeneity and heterogeneity behaviour towards a magnet behaviour towards carbon disulphide as a solvent effect of heat

To carry out the following reactions and classify them as physical or chemical changes: a. b. c. d. e. Iron with copper sulphate solution in water Burning of magnesium in air Zinc with dilute sulphuric acid Heating of copper sulphate Sodium sulphate with barium chloride in the form of their solutions in water

5. 6. 7. 8. 9. 10.

To prepare stained temporary mounts of (a) onion peel and (b) human cheek cells and to record observations and draw their labeled diagrams. To identify parenchyma and sclerenchyma tissues in plants, striped muscle fibers and nerve cells in animals, from prepared slides and to draw their labeled diagrams. To separate the components of a mixture of sand, common salt and ammonium chloride (or camphor) by sublimation. To determine the melting point of ice and the boiling point of water. To establish relationship between weight of a rectangular wooden block lying on a horizontal table and the minimum force required to just move it using a spring balance. To determine the mass percentage of water imbibed by raisins.

COURSE STRUCTURE CLASS IX

Second Term S. No. 1. 2. 3. 4. Units I. II. III. IV Matter - Its Nature and Behaviour Organisation in the Living World Motion, Force and Work Our Environment Total Marks : 90 Marks 17 25 36 12 90

Theme : Materials Unit I: Matter-Its Nature and Behaviour

(28 Periods)

Particle nature, basic units : Atoms and molecules. Law of constant proportions. Atomic and molecular masses. Mole Concept : Relationship of mole to mass of the particles and numbers. Valency. Chemical formula of common compounds. Structure of atom : Electrons, protons and neutrons; Isotopes and isobars. 120

Theme : The World of The Living Unit II: Organization in the Living World

(23 Periods)

Biological Diversity : Diversity of plants and animals - basic issues in scientific naming, basis of classification. Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thallophyta, Bryophyta, Pteridophyta, Gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes). Health and Diseases : Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation. Diseases caused by microbes (Virus, Bacteria and Protozoans) and their prevention, Principles of treatment and prevention. Pulse polio programmes.

Theme : Moving Things, People and Ideas Unit III: Motion, Force and Work
Floatation : Thrust and pressure. Archimedes' principle, buoyancy, elementary idea of relative density.

(24 Periods)

Work, energy and power : Work done by a force, energy, power; kinetic and potential energy; law of conservation of energy. Sound : Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound; reflection of sound; echo and SONAR. Structure of the human ear (auditory aspect only).

Theme : Natural Resources Unit IV: Our Environment

Physical resources : Air, Water, Soil.

(15 Periods)

Air for respiration, for combustion, for moderating temperatures; movements of air and its role in bringing rains across India. Air, water and soil pollution ( brief introduction). Holes in ozone layer and the probable damages. Bio-geo chemical cycles in nature : Water, oxygen, carbon and nitrogen.

PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.

SECOND TERM
1. 2. 3. To verify laws of reflection of sound. To determine the density of solid (denser than water) by using a spring balance and a measuring cylinder. To establish the relation between the loss in weight of a solid when fully immersed in a. b. 4. 5. 6. tap water strongly salty water, with the weight of water displaced by it by taking at least two different solids.

To observe and compare the pressure exerted by a solid iron cuboid on fine sand/ wheat flour while resting on its three different faces and to calculate the pressure exerted in the three different cases. To determine the velocity of a pulse propagated through a stretched string/slinky. To study the characteristic of Spirogyra/Agaricus, Moss/Fern, Pinus ( either with male or female cone) and an Angiospermic plant. Draw and give two identifying features of groups they belong to. 121

7.

To observe and draw the given pictures/charts/models-earthworm, cockroach, bony fish and bird. For each organism record: a. b. one specific feature of its phylum. one adaptive feature with reference to its habitat.

8. 9. 10.

To verify the law of conservation of mass in a chemical reaction. To study the external features of root, stem, leaf and flower of monocot and dicot plants. To study the life cycle of mosquito.

122

123

Note:

The question paper will include a section on Open Text based assessment (questions of 7 marks each from the syllabus-a total of 14 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

COURSE STRUCTURE CLASS X

First Term S. No. 1. 2. 3. 4. Units I. II. IV. V Chemical Substances-Nature and Behaviour World of Living Effects of Current Natural Resources Total Marks : 90 Marks 33 21 29 07 90

Theme : Materials Unit I: Chemical Substances - Nature and Behaviour

(30 Periods)

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

Theme : The World of The Living Unit II: World of Living

(20 Periods)

Life processes : "Living Being". Basic concept of nutrition, respiration, transport and excretion in plants and animals. Control and co-ordination in animals and plants : Tropic movements in plants; Introduction to plant hormones; control and co-ordination in animals : nervous system; voluntary, involuntary and reflex action, chemical co-ordination: animal hormones.

Theme : How Things Work Unit IV: Effects of Current

(32 Periods)

Electric current, potential difference and electric current. Ohm's law; Resistance, Resistivity, Factors on which the resistance of a conductor depends. Series combination of resistors, parallel combination of resistors and its applications in daily life. Heating effect of electric current and its applications in daily life. Electric power, Interrelation between P, V, I and R. Magnetic effects of current : Magnetic field, field lines, field due to a current carrying conductor, field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming's Left Hand Rule. Electromagnetic induction. Induced potential difference, Induced current. Fleming's Right Hand Rule, Direct current. Alternating current : frequency of AC. Advantage of AC over DC. Domestic electric circuits.

124

Theme : Natural Resources Unit V: Natural Resources

(08 Periods)

Sources of energy : Different forms of energy, conventional and non-conventional sources of energy: fossil fuels, solar energy; biogas; wind, water and tidal energy; nuclear energy. Renewable versus non-renewable sources.

PRACTICALS
Practical should be conducted alongside the concepts taught in theory classes.

FIRST TERM
1. To find the pH of the following samples by using pH paper/universal indicator: a. b. c. d. e. f. 2. Dilute Hydrochloric Acid Dilute NaOH solution Dilute Ethanoic Acid solution Lemon juice Water Dilute Sodium Bicarbonate solution

To study the properties of acids and bases (HCl & NaOH) by their reaction with: a. b. c. Litmus solution (Blue/Red) Zinc metal Solid sodium carbonate

3.

To perform and observe the following reactions and classify them into: i. ii. iii. iv. Combination reaction Decomposition reaction Displacement reaction Double displacement reaction 1) 2) 3) 4) Action of water on quick lime Action of heat on ferrous sulphate crystals Iron nails kept in copper sulphate solution Reaction between sodium sulphate and barium chloride solutions

4. i)

To observe the action of Zn, Fe, Cu and Al metals on the following salt solutions: a. b. c. d. ZnSO4 (aq) FeSO4 (aq) CuSO 4(aq) Al2 (SO4)3(aq)

125

ii) Arrange Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity based on the above result. 5. 6. 7 8 9 10 To study the dependence of potential difference (V) across a resistor on the current (I) passing through it and determine its resistance. Also plot a graph between V and I. To determine the equivalent resistance of two resistors when connected in series. To determine the equivalent resistance of two resistors when connected in parallel. To prepare a temporary mount of a leaf peel to show stomata. To show experimentally that light is necessary for photosynthesis. To show experimentally that carbon dioxide is given out during respiration.

COURSE STRUCTURE CLASS X

Second Term S.No 1. 2. 3. 4. Units I. II. III. IV Chemical Substances -Nature and Behaviour World of Living Natural Phenomena Natural Resources Total Marks : 90 Marks 23 30 29 08 90

Theme : Materials Unit I: Chemical Substances - Nature and Behaviour

(25 Periods)

Carbon compounds : Covalent bonding in carbon compounds. Versatile nature of carbon. Homologous series. Nomenclature of carbon compounds containing functional groups (halogens, alcohol, ketones, aldehydes, alkanes and alkynes), difference between saturated hydrocarbons and unsaturated hydrocarbons. Chemical properties of carbon compounds (combustion, oxidation, addition and substitution reaction). Ethanol and Ethanoic acid (only properties and uses), soaps and detergents. Periodic classification of elements : Need for classification, Modern periodic table, gradation in properties, valency, atomic number, metallic and non-metallic properties.

Theme : The World of The Living Unit II: World of Living

(30 Periods)

Reproduction : Reproduction in animals and plants (asexual and sexual) reproductive health-need for and methods of family planning. Safe sex vs HIV/AIDS. Child bearing and women's health. Heredity and Evolution : Heredity; Mendel's contribution- Laws for inheritance of traits: Sex determination: brief introduction; Basic concepts of evolution.

126

Theme : Natural Phenomena Unit III: Natural Phenomena

(23 Periods)

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

Theme : Natural Resources Unit IV: Natural Resources

Conservation of natural resources.

(12 Periods)

Management of natural resources. Conservation and judicious use of natural resources. Forest and wild life, coal and petroleum conservation. Examples of people's participation for conservation of natural resources. Regional environment : Big dams : advantages and limitations; alternatives, if any. Water harvesting. Sustainability of natural resources. Our environment : Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable substances.

PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.

SECOND TERM
1. To study the following properties of acetic acid (ethanoic acid) : i) ii) iii) iv) 2. 3. 4. odour solubility in water effect on litmus reaction with sodium bicarbonate

To study saponification reaction for preparation of soap. To study the comparative cleaning capacity of a sample of soap in soft and hard water. To determine the focal length of: i. ii. Concave mirror, Convex lens,

by obtaining the image of a distant object.

127

5. 6. 7. 8. 9. 10.

To trace the path of a ray of light passing through a rectangular glass slab for different angles of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result. To study (a) binary fission in Amoeba, and (b) budding in yeast with the help of prepared slides. To trace the path of the rays of light through a glass prism. To find the image distance for varying object distances in case of a convex lens and draw corresponding ray diagrams to show the nature of image formed. To study homology and analogy with the help of models/charts of animals and models/charts/specimens of plants. To identify the different parts of an embryo of a dicot seed ( Pea, gram or red kidney bean).

PRESCRIBED BOOKS: Science - Textbook for class IX - NCERT Publication Science - Textbook for class X - NCERT Publication Assessment of Practical Skills in Science - Class IX - CBSE Publication Assessment of Practical Skills in Science - Class X - CBSE Publication Laboratory Manual - Science - Class IX , NCERT Publication Laboratory Manual - Science - Class X, NCERT Publication

128

129

Note:

The question paper will include a section on Open Text based assessment (questions of 7 marks each from the syllabus-a total of 14 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

5. SOCIAL SCIENCE
CODE NO. 087
RATIONALE
Social Science is a compulsory subject upto secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building. The social science curriculum draws its content mainly from Geography, History, Political Science and Economics. Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of society-over space and time, and in relation to each other. Each subjects distinct methods of enquiry help the learners understand society from different angles and form a holistic view. OBJECTIVES The main objectives of this syllabus are : to develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved. to make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space. to develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development. to deepen knowledge about and understanding of Indias freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country. to help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society. to deepen the knowledge and understanding of Indias environment in its totality, their interactive processes and effects on the future quality of people's lives. to facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity. to develop an appreciation of the richness and variety of Indias heritage-both natural and cultural and the need for its preservation. to promote an understanding of the issues and challenges of contemporary India-environmental, economic and social, as part of the development process. to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community. to develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations. to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms- cooperating with others, taking initiatives and providing leadership in solving others' problems. to develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

130

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the schools. The Summative Assessment will comprise of Theory paper as per the prescribed design of the Question Paper.

Course Structure Class IX

Time : 3 Hrs. UNIT 1 2 3 4 5 India and the Contemporary World - I India -Land and the People Democratic Politics I Understanding Economic Development-I Disaster Management (Through Project & Assignments) TOTAL TERM 1 23 23 22 22 90 Marks : 90 TERM 2 23 23 22 22 90

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the schools. The Summative Assessment will comprise of Theory paper as per the prescribed design of the Question Paper.

Unit 1 : India and the Contemporary World - I Themes

Term I Two themes from the first sub-unit and one each from the second and third sub-units could be studied. Sub-unit 1.1 : Events and processes. In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.

40 Periods Objectives
In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences. Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it. Show how written, oral and visual material can be used to recover the history of revolutions. Explore the history of socialism through a study of the Russian revolution.

131

Themes
Two themes of the following: 1. French Revolution. (a) The Ancient Regime and its crises. (b) The social forces that led to the revolution. (c) The different revolutionary groups and ideas of the time. (d) The legacy. Compulsory (Chapter 1)

Objectives
Familiarize students with the names of people involved, the different types of ideas that inspired the revolution. Discuss the critical significance of Nazism in shaping the politics of modern world. Familiarize students with the speeches and writings of Nazi leaders.

2.

Russian Revolution. (a) The crises of Tzarism. (b) The nature of social movements between 1905 and 1917. (c) The First World War and foundation of Soviet state. (d) The legacy. (Chapter 2)

(any one)

{
3. 4.

Rise of Nazism. (a) The growth of social democracy (b) The crises in Germany. (b) The basis of Hitler's rise to power. (c) The ideology of Nazism. (d) The impact of Nazism. (Chapter 3)

Map Work - Theme one only

Term II Sub-unit 1.2 : Economies and Livelihoods The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives. Any one theme of the following: 4. Pastoralists in the modern world: (a) Pastoralism as a way of life. (b) Different forms of pastoralism. (c) What happens to pastoralism under colonialism and modern states? Case studies : focus on two pastoral groups, one from Africa and one from India. (Chapter 5) 5. Forest society and colonialism : (a) Relationship between forests and livelihoods. (b) Changes in forest societies under colonialism. Case studies : focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4) 6. Farmers and peasants : (a) Histories of the emergence of different forms of farming and peasant societies. (b) Changes within rural economies in the modern world. 132

Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets. Point to the varying patterns of developments within pastoral societies in different places. Look at the impact of colonialism on forest societies, and the implication of scientific forestry. Discuss the social and cultural world of forest communities through the study of specific revolts. Understand how oral traditions can be used to explore tribal revolts. Show the different processes through which agrarian transformation may occur in the modern world. Understand how agricultural systems in India are different from that in other countries. Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.

Themes
Case studies : focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) (Chapter 6) 7. Map Work Based on theme 4/5/6. (Internal choice will be provided) Term II Sub-unit 1.3 : Culture, Identity and Society The themes in this unit will consider how issues of culture are linked up to the making of contemporary world. Any one of the following : 7. Sports and politics : The story of cricket (a) The emergence of cricket as an English sport. (b) Cricket and colonialism. (c) Cricket nationalism and de-colonialization. (Chapter 7) 8. Clothes and cultures. (a) A short history of changes in clothing. (b) Debates over clothing in colonial India. (c) Swadeshi and the movement for Khadi. (Chapter 8)

Objectives

Suggest how sports also have a history and that it is linked up with the politics of power and domination. Introduce students to some of the stories in cricket that have historical significance. Show how clothing has a history, and how it is linked to questions of cultural identity. Discuss how clothing has been the focus of intense social battles.

Unit 2 : India - Land and the People Themes

Term I 1. India : location, relief, structure, major physiographic units. (Chapter 1&2) Drainage : major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution. (Chapter 3) Term II 3. Climate : factors influencing the climate; monsoon- its characteristics, rainfall and temperature distribution; seasons; climate and human life. (Chapter 4) Natural Vegetation : vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. (Chapter 5) Wildlife : major species, their distribution, need for conservation and various measures. (Chapter 5) To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types. To identify the various factors influencing the climate and explain the climatic variaton of our country and its impact on the life of the people. To understand the river systems of the country and explain the role of rivers in the evolution of human society. Tor explain the importance and unifying role of monsoons.

Objectives

2.

4.

To find out the nature of diverse flora and fauna as well as their distribution. To develop concern about the need to protect the biodiversity of our country.

5.

133

Themes
6. Population : size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy : adolescents as under-served population group with special needs. (Chapter 6) Map Work (3 marks).

Objectives
To analyse the uneven nature of population distribution and show concern about the large size of our population; To understand the various occupations of people and explain various factors of population change; To explain various dimension of national policy and understand the needs of adolescents as under served group.

7.

Project/Activity
Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India. Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.

Posters
River pollution Depletion of forests and ecological imbalance.

Unit - 3 : Democratic Politics I Themes

Term I 1. What is democracy? Why democracy? What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? (Chapter 1&2) (Part 1.3 and 1.4 (pages 10-18 of prescribed NCERT Textbook) will be assessed through formative assessment only) 2. Designing of Democracy in India How and why did India become a democracy? How was the Indian constitution framed? What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India?(Chapter 3) Term II 3. Electoral politics in democracy Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens participation in electoral politics 134

40 Periods

Learning Objectives
Develop conceptual skills of defining democracy Understand how different historical processes and forces have promoted democracy. Developing a sophisticated defence of democracy against common prejudices Develop a historical sense of the choice and nature of democracy in India. Introduction to the process of Constitution making Develop respect for the Constitution and appreciation for Constitutional values Recognise that constitution is a living document that undergoes changes. Introduce the idea of representative democracy via competitive party politics Familiarise with our electoral system and reasons for choosing this Develop an appreciation of citizens increased participation in electoral politics Recognise the significance of the Election Commission

Themes
changed? What are the ways to ensure free and fair elections? (Chapter 4) 4. Institutions of parliamentary democracy How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5) 5. Citizens rights in democracy Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)

Learning Objectives
Provide an overview of central governmental structures Sensitise to the key role of the Parliament and its procedures Distinguish between nominal and real executive authorities and functions Understand the parliamentary system of executives accountability to the legislature Develop citizens awareness of their rights Introduction to and appreciation of the Fundamental Rights Recognition of the ways in which these rights are exercised and denied in real life situations. Introduction to judicial system and key institutions like the Supreme Court, High Courts and National Human Rights Commission.

Unit - 4 : Understanding Economic Development - I Themes

Term I 1. The economic story of Palampore: Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. (Chapter 1) People as Resource : Introduction of how people become resource / asset; economic activities done by men and women; unpaid work done by women; quality of human resource ; role of health and education; unemployment as a form of nonutilisation of human resource; socio-political implication in simple form. (Chapter 2)

40 Periods

Objectives
Familiarising the children with some basic economic concepts through an imaginary story of a village.

2.

Familiarisation of a few population related concepts and sensitization of child that people as asset can participate and contribute in nation building.

Term II 3. Poverty as a challenge facing India : Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples) - why people are poor ; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation. (Chapter 3) Food Security : Source of foodgrains- variety across the nation - famines in the past - the need for 135 Understanding of poverty as a challenge and sensitization of the learner; Appreciation of the government initiative to alleviate poverty;

4.

Exposing the child to an economic issue which is basic necessities of life;

Themes
self sufficiency - role of government in food security procurement of foodgrains - overflowing of granaries and people without food - public distribution system role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) (Chapter 4) Suggested Activities / Instructions : Theme 1 : Give more examples of activities done by different workers and farmers. Numerical problems can also be included.

Objectives
Appreciate and critically look at the role of government in ensuring food supply.

Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred. Theme II : Discuss the impact of unemployment. Debate on whether all the activities done by women should be included or not. Is begging an economic activity? Discuss. Is it necessary to reduce population growth or family size? Discuss. Theme IV : Visit a few farms in a village and collect the details of foodgrains cultivated. Visit a nearby ration shop and collect the details of goods available. Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

Unit - 5 : Disaster Management

Term I 1. 2. 3. 4. Introduction to Disaster Management Common Hazards - Prevention and Mitigation Man made disasters - Nuclear, Biological and Chemical. Community Based Disaster Management (Chapter 1) (Chapter 2) (Chapter 3) (Chapter 4)

25 Periods

Term II

Note: Projects, activities and other exercises in Unit 5 should encourage students to place 'disasters' and "disaster management" in: (i) (ii) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class IX/X. Other problems faced by our country and the world from time to time.

PRESCRIBED BOOKS: 1. 2. 3. 4. 5. India and the Contemporary World History - Published by NCERT Contemporary India - Geography - Published by NCERT Democratic Politics - Published by NCERT Economics - Published by NCERT Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by CBSE 136

QUESTIONS PAPER DESIGNS 201314 CLASSIX

Time3 Hours Very Short Answer (VSA) Short Answer - II Long Answer Total Marks (LA) (5 Marks) 2 18 20% (SA) (3 Marks) 2 (1 Mark) 2 Marks90 % Weightage Typology of Questions

SOCIAL SCIENCE CODE NO. 087

S. No.

Remembering - (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information) 2 1 2

Understanding- (Comprehension -to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 2 4 2

15

17%

24

26%

137
2 2 3 TOTAL 8x1=8 2

Application (Use abstract information in concrete situation, to apply knowledge to new situations, Use given content to interpret a situation, provide an example, or solve a problem)

High Order Thinking Skills (Analysis & SynthesisClassify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)

18

20%

Creating, Evaluation and Multi-Creating, Evaluation and Multi-Disciplinary(Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

10%

MAP

14x3=42 8x5=40

6 90

7% 100%

Note:

The question paper will include a section on Open Text based assessment (questions of 7 marks each from the syllabus-a total of 14 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

Course Structure Class X

Time : 3 Hours UNIT 1 2 3 4 5 India and the Contemporary World - II India - Resources and their Development Democratic Politics II Understanding Economic Development - II Disaster Management-only through project work and assignments. TOTAL TERM 1 23 23 22 22 90 Marks : 90 TERM 2 23 23 22 22 90

The formative assessment will comprise of Projects, assignments, activities and Class Tests/periodic tests for which Board has already issued guidelines to the schools. The Summative assessment will comprise of Theory paper as per the prescribed design of the Question Paper.

Unit 1 : India and the Contemporary World - II Themes

In Sub-unit 1.1 students are required to choose any two themes. In that sub-unit, theme 3 is compulsory and for second theme students are required to choose any one from the first two themes. In Sub-units 1.2 and 1.3 students are required to choose any one theme from each. Thus all students are required to study four themes in all. Term I Sub-unit 1.1 : Events and processes : Any two of the following themes : 1. Nationalism in Europe : (a) The growth of nationalism in Europe after the 1830s. (b) The ideas of Giuseppe Mazzini, etc. (c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)

45 Periods Objectives
The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. Discuss the relationship/difference between European nationalism and anti-colonial nationalisms. Point to the way the idea of the nation states became generalized in Europe and elsewhere. Discuss the difference between French colonialism in Indo-China and British colonialism in India. Outline the different stages of the anti-imperialist struggle in Indo-China. Familiarize the students with the differences between nationalist movements in Indo China and India.

138

Themes
2. Nationalist Movement in Indo China : Factors leading to growth of nationalism in India (a) French colonialism in Indo-China. (b) Phases of struggle against the French. (c) The ideas of Phan Dinh Phung, Phan Boi Chau, Nguyen Ac Quoc (d) The second world war and the liberation struggle. (e) America and the second Indo-China war.(Chapter 2)

Objectives
Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience Movement. Analyze the nature of the diverse social movements of the time. Familiarize students with the writings and ideals of different political groups and individuals, notably Mahatama Gandhi.

3.

Nationalism in India : Civil Disobedience Movement (a) First world war, Khilafat and Non-Cooperation. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals. (d) Activities of different political groups. (Chapter 3) Mapwork based on theme 3 only. (3 marks)

4.

Term II Sub-unit 1.2 : Economies and Livelihoods : Any one of the following themes : 5. Industrialization 1850s - 1950s : (a) Contrast between the form of industrialization in Britain and India. (b) Relationship between handicrafts and industrial production, formal and informal sectors. (c) Livelihood of workers. Case studies : Britain and India.( C h a p t e r 4) Urbanization and Urban Lives : (a) Patterns of urbanization (b) Migration and the growth of towns. (c) Social change and urban life. (d) Merchants, middle classes, workers and urban poor. (Chapter 5) Case studies : London and Bombay in the nineteenth and twentieth century. 7. Trade and Globalization : (a) Expansion and integration of the world market in the nineteenth and early twentieth century. (b) Trade and economy between the two Wars. (c) Shifts after the 1950s. (d) Implications of globalization for livelihood patterns. Case study : The post War International Economic order, 1945 to 1960s. (Chapter 6) Sub-unit 1.3 : Culture, Identity and Society Any one of the following themes : 8. Print culture and nationalism. (a) The history of print in Europe. (b) The growth of press in nineteenth century 139

Discuss two different patterns of industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production. Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other. Show that globalizaton has a long history and point to the shifts within the process. Analyze the implication of globalization for local economies. Discuss how globalization is experienced differently by different social groups.

6.

Discuss the link between print culture and the circulation of ideas.

Themes
India. (c) Relationship between print culture, public debate and politics. (Chapter 7) 9. History of the novel: (a) Emergence of the novel as a genre in the west. (b) The relationship between the novel and changes in modern society. (c) Early novels in nineteenth century India. (d) A study of two or three major writers. (Chapter 8)

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

10.

Map for all chapters - 3 marks

Unit 2 : India - Resources and their Development Themes

Term I 1. 2. Resources : Types - natural and human; Need for resource planning. (Chapter 1) Natural Resources : Land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures.(Chapter 1) Forest and Wild Life Resources : Types and distribution ,depletion of flora and fauna; conservation and protection of forest and wild life. (Chapter 2) Water Resources : Sources, distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced) (Chapter 3) Agriculture : Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy - employment and output. (Chapter 4)

45 Periods Objectives
Understand the value of resources and the need for their judicious utilisation and conservation. Identify various types of farming and discuss the various farming methods; Describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern. Explain various government policies for institutional as well as technological reforms since independence. Understand the importance of forest and wild life in our environment as well as develop concept towards depletion of resources. Understand the importance of agriculture in national economy. Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation. Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation. Discuss various types of conventional and nonconventional resources and their utilization. Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas. Discuss the need for a planned industrial development

3.

4.

5.

Term II 6. Mineral Resources : Types of minerals, distribution, use and economic importance of minerals, conservation. (Chapter 5) Power Resources : Types of power resources : conventional and non-conventional, distribution and utilization, and conservation. (Chapter 6) Manufacturing Industrie : Types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, 140

7.

8.

Themes
measures to control degradation. (One case study to be introduced) (Chapter 7) 9. 10. Transport, Communication and Trade (Chapter 8) Map Work (3 marks)

Objectives
and debate over the role of government towards sustainable development. To explain the importance of transport and communication in the ever shrinking world. To understand the role of trade in the economic development of a country.

Project / Activity
Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area. Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.

Posters
Pollution of water in the locality. Depletion of forests and the greenhouse effect.

Note : Any similar activities may be taken up.

Unit 3 : Democratic Politics II Themes

Term I 1. Power sharing mechanisms in democracy Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved this objective? How does democracy accommodate different social groups? (Chapter 1&2) 2. Working of Democracy Are divisions inherent to the working of democracy? What has been the effect of caste on politics and of politics on caste? How has the gender division shaped politics? How do communal divisions affect democracy? (Chapter 3&4) Term II 3. Competition and contestations in democracy How do struggles shape democracy in favour of ordinary people? What role do political parties play in competition and contestation? Which are the major national and regional parties in India? Why have social 141

45 Periods Objectives
Analyse the relationship between social cleavages and political competition with reference to Indian situation. Understand and analyse the challenges posed by communalism to Indian democracy. Understand the enabling and disabling effects of caste and ethnicity in politics. Develop a gender perspective on politics. Introduce students to the centrality of power sharing in a democracy. Understand the working of spatial and social power sharing mechanisms. Analyse federal provisions and institutions. Understand the new Panchayati Raj institutions in rural and urban areas. Understand the vital role of struggle in the expansion of democracy. Analyse party systems in democracies.

Themes
movements come to occupy large role in politics? (Chapter 5&6) 4. Outcomes of Democracy Can or should democracy be judged by its outcomes? What outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India? (Chapter 7) 5. Challenges to Democracy Is the idea of democracy shrinking? What are the major challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy? (Chapter 8)

Objectives
Introduction to major political parties in the country. Analyse the role of social movements and non-party political formations. Introduction to the difficult question of evaluating the functioning of democracies. Develop the skills of evaluating Indian democracy on some key dimensions : development, security and dignity for the people. Understand the causes for continuation of democracy in India. Distinguish between sources of strength and weaknesses of Indian democracy. Reflect on the different kinds of measures possible to deepen democracy. Promote an active and participatory citizenship.

Unit 4 : Understanding Economic Development-II Themes

Term I 1. The Story of Development : The traditional notion of development; National Income and Per-capita Income. Growth of NI - critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators) The need for health and educational development; Human Development Indicators (in simple and brief as a holistic measure of development. The approach to this theme : Use case study of three states (Kerala, Punjab and Bihar) or take a few countries (India, China, Sri Lanka and one developed country) (Chapter 1) 2. Sectors of the Indian Economy : *Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of Sectors-Organised and Unorganised; Protective measures for unorganised sector workers. (Chapter 2)

45 Periods Learning Objectives

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

Term II 3. Money and Credit: Role of money in an economy : Historical origin; Formal and Informal financial 142

Themes
institutions for Savings and Credit - General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, self help groups, chit funds and private finance companies. (Chapter 3) 4. Globalisation : **What is Globalisation (through some simple examples); How India is being globalised and why ; Development Strategy prior to 1991. State Control of Industries : Textile goods as an example for elaboration; Economic Reforms 1991; Strategies adopted in Reform measures (easing of capital flows; migration, investment flows); Different perspectives on globalisation and its impact on different sectors; Political Impact of globalisation. (Chapter 4) Consumer Awareness : ***How consumer is exploited (one or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection. (Chapter 5)

Learning Objectives
To make aware of a major employment generating sector. Sensitise the learner of how and why governments invest in such an important sector. Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.

Making the child aware of her rights and duties as a consumer; Familiarizing the legal measures available to protect from being exploited in markets.

5.

Suggested Activities
Theme 2*: Visit to banks and money lenders / pawnbrokers and discuss various activities that you have observed in banks in the classroom. Participate in the meetings of self help groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed. Theme 4**: Provide many examples of service sector activities. Use numerical examples, charts and photographs. Theme 5***: Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.

Unit 5 : Disaster Management (Through Formative Assessment only)

Tsunami Safer Construction Practices Survival Skills Alternate Communication systems during disasters Sharing Responsibility

10 Periods

143

Note: Project, activities and other exercises in Unit 5 should encourage students to place 'disasters' and 'disaster management in: (i) (ii) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class IX/X. Other problems faced by our country and the world from time to time.

PRESCRIBED BOOKS : 1. 2. 3. 4. 5. India and the Contemporary World-II (History) - Published by NCERT Contemporary India II (Geography) - Published by NCERT Democratic Politics II (Political Science) - Published by NCERT Understanding Economic Development II - Published by NCERT Together Towards a Safer India - Part III, a textbook on Disaster Management - Published by CBSE

144

QUESTIONS PAPER DESIGNS 201415 CLASSX

Time3 Hours Very Short Answer (VSA) Short Answer - II Long Answer Total Marks (LA) (5 Marks) 2 18 20% (VSA) (3 Marks) 2 (1 Mark) 2 Marks90 % Weightage Typology of Questions

SOCIAL SCIENCE CODE NO. 087

S. No.

Remembering - (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information) 2 1 2

Understanding- (Comprehension -to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 2 4

15

17%

24

26%

145
2 2 3 TOTAL 8x1=8 2

Application (Use abstract information in concrete situation, to apply knowledge to new situations, Use given content to interpret a situation, provide an example, or solve a problem)

High Order Thinking Skills (Analysis & SynthesisClassify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)

18

20%

Creating, Evaluation and Multi-Creating, Evaluation and Multi-Disciplinary(Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

10%

MAP

14x3=42 8x5=40

6 90

7% 100%

Note:

The question paper will include a section on Open Text based assessment (questions of 7 marks each from the syllabus-a total of 14 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.

6. ADDITIONAL SUBJECTS
(A) MUSIC
Any one of the following can be offered: (Hindustani or Carnatic) 1. Hindustani Music-Vocal or 2. Hindustani Music Melodic Instruments or 3. Hindustani Music Percussion Instruments 6. 5. 4. Carnatic Music-Vocal or Carnatic Music-Melodic Instruments or Carnatic Music-Percussion Instruments

THE WEIGHTAGE FOR FORMATIVE ASSESSMENT (F.A.) AND SUMMATIVE ASSESSMENT (S.A.) FOR TERM I & II SHALL BE AS FOLLOWS MUSIC (VOCAL) TERM TYPE OF ASSESSMENT PERCENTAGE OF WEIGHTAGE IN ACADEMIC SESSION FOR BOTH TERMS FIRST TERM (April - Sept.) Summative 1 Theory Paper Practicals SECOND TERM (Oct.-March) Summative Assessment 2 Theory Paper Practicals 15% 35% TOTAL 100% 15+35 50% 15% 35% 15+35 50% TERMWISE WEIGHTAGE TOTAL

I Term Theory Practical 15% 35% + +

II Term 15% 35% Total = =

Total 30% 70% 100%

146

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013) HINDUSTANI MUSIC VOCAL(CODE 034) CLASS:IX
Theory 2hours Total Marks : 50 15 Marks Definition of the following: Sangeet, Nada, Shruti, Swara (Shuddha -Vikrit), Saptak (Sthan), That, Raga, Aaroha, Avaroha,Tala 2. Description of the following Ragas : Raga Bilawal, Raga Kafi 3. 4. Description and ability to do Tala-Notation of the following Tala: Keharwa, Teentala, Dadra. Six Tala-baddha alankaras set to prescribed Ragas and Talas. 35 marks

1.

Practical 1. 2. Aaroha, Avaroha, Pakad, Swarmalika, Lakshan geet and drut Khayal with few alaps tanas in Raga Bilawal and Raga Kafi. (i) (ii) (iii) (iv) (v) 3. 4. National Anthem One Folk or Tribal Song One Patriotic song One devotional song One community song

Recitation of the thekas of Keharwa, Dadra, Teentala, with dugun, keeping Tala with hand beats. Six Tala-baddha Alankaras set to prescribed Ragas and Talas. Total = 50 marks

147

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 1. HINDUSTANI MUSIC VOCAL(CODE 034): CLASS: IX
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Definition of the following: Sangeet, Nada, Shurti Swara (Shuddha Vikrit), Saptak (Sthan), That, Raga, Tala, Aroha Avaroha 2. Description of Ragas Bilawal, Kafi 3. Description and Notation of Tala Keharwa, Dadra, Teentala 4. Six Tala-baddha Alankaras set to prescribed Ragas and Talas. 5. Objective type questions based on topics 1-4 Practical 1. Identification of Shuddha Swaras 2. Aaroha, Avroha, Pakad Swarmalika Lakshangeet and Drut Khayal with few tanas in Raga Bilawal and Raga Kati 3. (i) National Anthem (ii) One Folk or Tribal song (iii) One devotional song (iv) One Patriotic song (v) One Community song 4. Recitation of Thekas of Teentala, Keharwa and Dadra with dugun, keepingTala with hand beats. 5. Six Tala-baddha Alankaras set to prescribed Ragas and Talas. 01 08 TYPES OF QUESTIONS SA NO. OF QUESTIONS 01 MARKS 5x3 = 15 Total Marks - 50 Time: 2 hrs.

LA SA LA MCQ

01 01 01 03 Total 15 01 01 03 12

01

06

01

06 Total 35

148

SYLLABUS FOR SUMMATIVE ASSESSMENT: SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 HINDUSTANI MUSIC VOCAL (CODE 034) CLASS : IX
TOPIC THEORY 1. 2. 3. 4. 5. An outline history of modern Indian Music (Hindustani Music) with special reference to the works of Pt. Vishnu Narayan Bhatkhande and Pt. Vishnu Digambar Paluskar. Definition of the following: Raga,Vadi, Samvadi, Anuvadi, Vivadi, Bandish, Sthai, Antara, Khayal, Laya, Matra, Vibhag, Sam ,Tali, Khali, Avartan. Introduction of Raga: Yaman. Description and ability to do Tala-notation of the following Talas: Keharwa, Dadra, Teentala, Jhaptala. Eight Tala-baddha Alankars set to prescribed Ragas and Talas. 35 Marks 15 Marks 2hours

PRACTICAL 1. 2. 3. Aaroha, Avroha,Pakad, Swarmalika, Lakshan Geet and Drut Khayal with few Tanasin RagaYaman. Identification of prescribed Ragas from the passages of swaras rendered by the examiner. (a) (b) (c) (d) 4. 5. One folk or tribal song One devotional song One patriotic song One community song

Recitation of Thekas of Teentala, Dadra, Keharwa and Jhaptala with dugun keeping tala with hand beats. EightTala-baddha Alankaras set to prescribed Ragas and Talas.

149

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: SECOND TERM (OCTOBER 2013- MARCH 2014) MARCH 2014 HINDUSTANI MUSIC VOCAL (Code 034) CLASS: IX
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) History - Pt. V. N. Bhatkhande and Pt. V. D. Paluskar. 2) Definitions - Raga, Vadi, Samvadi, Anuvadi, Vivadi, Bandish, Sthai, Antara, Khayal, Tala, Laya, Matra, Vibhag, Sam, Tali, Khali, Avartan. 3) Description of Raga Yaman, 4) Description and Tala-notation of Dadra, Keharwa, Teentala and Jhaptala. 5) Eight Tala - baddha Alankaras set to prescribed Ragas and Talas. TYPES OF QUESTIONS MCQ SA NO. OF QUESTIONS 03 01 3x1=3 Total Marks - 50 MARKS Time:2 hrs.

LA LA SA

01 01 01 Total = 15 4x3=12

Practical

1. Aaroha, Avroha, Pakad, Swarmalika, Lakshan Geet and Drut Khayal with few Tanas in Raga Yaman. 2. (a) One folk or tribal song (b) One devotional song (c) One patriotic song (d) One community song 3. Recitation of thekas of Teentala, Dadra, Keharwa and Jhaptala with dugun, keeping Tala with hand beats. 4. Eight Tala-baddha Alankaras set to prescribed Ragas and Talas. 5. Identification of prescribed Ragas from the passages of Swaras.

01

12

01

06

01

08

01 05

04

Total = 35

150

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 HINDUSTANI MUSIC (VOCAL) (CODE 034) CLASS: X
Theory 1. Definition of the following: Aalap. Tana, Swarmalika, Lakshan Geet, Drut Khayal, Vilambit Khayal, Lokgeet, Jati. 2. 3. Description of Raga Bhairav and Khamaj. Basic knowledge of the structure and tuning of Tanpura. 35 Marks 15 Marks

Practical 1. 2.

Aaroha, Avaroha, Pakad and Drut Khayal in Raga Bhairav and Khamaj with simple elaborations and few tanas. a. Vande Matram

b. One regional language song c. One folk song

d. One patriotic song 3. Recitation of the Thekas of Ektala and Rupak with Dugan, keeping Tala with hand beats.

151

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 Hindustani Music (Vocal) (CODE 034) CLASS: X
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Definition: Aalap,Tana, Swarmalika, Lakshan Geet, Drut Khayal, Vilambit Khayal, Lokgeet, Jati. Knowledge of structure and tuning of Tanpura Brief description of Raga Bhairav and Khamaj Writing of Drut Khayal with notation in Raga Bhairav and Khamaj. Objective type questions based on topics 1 to 4 TYPES OF QUESTIONS SA NO. OF QUESTIONS 01 5x3=15 Total Marks - 50 MARKS Time:2 hrs.

2. 3. 4. 5.

LA SA LA MCQ

01 01 01 03 Total = 15

Practical

1.

Aaroha, Avroha, Pakad and Drut Khayal in Raga Bhairav with simple elaborations and few tanas. Aaroha, Avroha, Pakad and Drut Khayal in Raga Khamaj with simple elaborations and few tanas. a. b. c. d. One regional language song Vande Matram One folk song One patriotic song

01

10

2.

01

10

3.

01

08

4.

Recitation of Thekas of Ektala and Rupak with Dugun, keeping Tala with hand beats.

01

07 Total = 35 Total = 50

152

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 HINDUSTANI MUSIC (VOCAL) (CODE 034) CLASS: X
Theory 1. 2. 3. 4. Knowledge of the notation systems laid down by Pt. Vishnu Digambar Paluskar and Pt. V. N. Bhatkhande. Brief life sketch of Tansen. Ability to do the Tala -notation of Chautala with Dugun. Description of Raga Des. 35 Marks 15 Marks

Practical 1. 2. Aaroha, Avroha, Pakad, Swarmalika, lakshan Geet and Drut Khayal with simple elaborations and few Tanas in Raga Des. (i) One regional language song (ii) One folk song (iii) One patriotic song 4. 5. Recitation of the Theka of Chautala with Dugan, keeping Tala with hand beats. Ability to recognise the prescribed Ragas from the passages of Swaras rendered by the examiner.

153

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 HINDUSTANI MUSIC VOCAL (CODE 034) CLASS: X
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. 2. 3. 4. 5. Knowledge of notation systems laid down by Pt.V.D. Paluskar and Pt.V.N. Bhatkhande Brief life sketch of Tansen Brief description of Raga Des Writing of Theka of Chautala with dugun Objective type questions based on topics 1 to 4 LA SA SA MCQ 01 01 01 01 Total = 15 Practical 1. Aaroha, Avroha, Pakad , Swarmalika lakshan Geet and Drut Khayal with simple elaborations and few tanas in Raga Des. a) b) c) 3. One regional language song One folk song One patriotic song 01 01 04 03 01 10+12=22 TYPES OF QUESTIONS LA NO. OF QUESTIONS 01 5x3=15 Total Marks - 50 MARKS Time:2 hrs.

2.

01

06

Recitation of the Theka of Chautala with Dugun, keeping Tala with hand beats.

4 . Ability to recognise the prescribed Ragas from the passages of swaras rendered by the examiner.

Total = 35 Total = 50

154

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS: IX
2 hours Total Marks: 50 Theory 1. Definition of the following: Sangeet, Nada, Shruti, Swara, (Shuddha-Vikrit), Saptak (Sthan),That, Raga, Aaroha, Avaroha, Tala. 2. Description of the following Ragas: Raga Bilawal, Raga Kafi 3. Description and ability to do Tala-notation of the following Talas: Keharwa, Teentala, Dadra 4. Six Tala-baddha alankar as set to prescribed Ragas and Talas. 35 Marks 15 Marks

Practical 1. 2. 3. 4. Aaroha, Avaroha, Pakad and Drut Gat with few Todas in Raga Bilawal and Raga Kafi. Five chalans in each prescribed Raga. Recitation of the Thekas of Keharwa, Dadra Teentala with dugun, keeping Tala with hand beats. Six Tala-baddha Alankaras set to prescribed Ragas and Talas.

Total= 50 marks

155

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS: IX
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Definition of the following: Sangeet, Nada, Shruti, Swara (Shuddha-Vikrit), Saptak (Sthan), That, Raga, Aaroha, Avaroha, Tala. Description of Raga Bilawal, Kafi Description and Notation of Tala Keharwa, Dadra, Teentala Six Tala-baddha Alankaras set to prescribed Ragas and Talas. Objective type questions based on topics 1-4 TYPES OF QUESTIONS SA NO. OF QUESTIONS 01 5x3=15 Total Marks - 50 MARKS Time:2 hrs.

2. 3. 4. 5.

LA SA LA MCQ

01 01 01 03 Total = 15

Practical

1. 2. 3.

Aaroha, Avroha, Pakad and Drut Gat with Todasin Raga Bilawal and Raga Kafi. Five chalans in each prescribed Raga. Recitation of Thekas of Keharwa, Dadra and Teentala with dugun, keeping Tala with hand beats Six Tala-baddha Alankaras.

01 01 01

15 08 06

4.

01

06 Total = 35 Total = 50

156

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS: IX
Theory 1. 2. 15 Marks

An outline history of modern Indian Music (Hindustani Music) with special reference to the works of Pt. Vishnu Narayan Bhatkhande and Pt. Vishnu Digambar Paluskar. Definition of the following: Raga, Vadi, Samvadi, Anuvadi, Vivadi, Gat, Sthai, Antara, Khayal. Laya, Matra, Vibhag, Sam, Tali, Khali, Avartan.

3. 4. 5.

Introduction of Raga Yaman. Description and ability to do Tala-notation of the following Talas : Teentala, Keharwa, Dadra and Jhaptala. Eight Tala-baddha Alankaras set to prescribed Ragas and Talas. 35 Marks

Practical 1. 2. 3. Aaroha, Avroha, Pakad, and Drut Gat with few Todas in Raga Yaman. Identification of prescribed Ragas from the passages of swaras rendered by the examiner. a. b. 4. 5. Two dhuns. Two folk dhuns.

Recitation of the Thekas of Teentala, Dadra, Keharwa and Jhaptala with dugun, keeping Tala with hand beats. Eight Tala-baddha Alankaras set to prescribed Ragas and Talas.

157

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS IX
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) 2) History - Pt. V.N. Bhatkhande and Pt. V. D. Paluskar Definitions - Raga, Vadi Samvadi, Anuvadi, Vivadi, Gat, Sthai, Antara, Khayal. Tala, Laya, Matra Vibhag, Sam, Tali, Khali, Avartan. Description of RagaYaman, Description and Tala-notation of Dadra, Keharwa, Teentala and Jhaptala. Eight Tala-baddha Alankaras set to prescribed Ragas and Talas. TYPES OF QUESTIONS NO. OF QUESTIONS 03 01 3x1=3 Total Marks - 50 MARKS Time:2 hrs.

3) 4) 5)

01 01 01 4x3=12 Total = 15

Practical

1. 2)

Aaroha, Avroha, Pakad and Drut Gat with few Todas in RagaYaman. a. b. Two dhuns Two folk dhuns

01 01

12 08

3) 4) 5)

Recite Thekas of Dadra, Keharwa, Teentala and Jhaptala, keeping Tala with hand beats. Identification of prescribed Ragas from the passages of swaras rendered by the examiner. Eight Tala-baddha Alankaras set to prescribed Ragas and Talas.

01 01 01

06 05 04 Total = 35 Total = 50

158

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS: X
Theory 1. Definition of the following : Aalap, Tana, Swarmalika, Lakshan Geet, Masitkhani Gat, Razakhani Gat, Lok Dhun, Jati. 2. 3. Description of Raga Bhairav and Khamaj. Basic Knowledge of the structure and tuning of any one the following instruments: (i) Sitar (ii) Sarod (iii) Violin (iv) Dilruba or Esraj Practical 1. 2. For Tala-baddha Alankars set to prescribed Ragas and Talas. Aaroha, Avroha, Pakad and Drut gat with simple elaborations and few todas in Raga Bhairav and Raga Khamaj. (a) One Dhun (b) One Folk Dhun 3. Recitation of the Thekas of Ektala and Rupak with Dugan, keepingTala with hand beats. 35 Marks (v) Flute (vi) Mandolin (vii) Guitar 15 Marks

159

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS:X
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION Theory DETAILS OF TOPICS/ SECTIONS 1. Definition of Aalap, Tana, Swarmalika, Lakshan Geet, Masitkhani Gat, Razakhani Gat, Lok Dhun, Jati. Knowledge of structure and tuning of the instrument opted for. Brief description of Raga Bhairav and Raga Khamaj Writing of Drut Gat with notation in Raga Bhairav and Raga Khamaj. Objective type questions based on topics 1 to 4 Four Tala-baddha Alankaras set to different Talas Aaroha, Avroha, Pakad and Drut Gat with simple elaborations and few Todasin Raga Bhairav. Aaroha, Avroha, Pakad and Drut Gat with simple elaborations and few Todasin Raga Khamaj. Recitation of Thekas of Ektala and Rupak with dugun, keeping Tala with hand beats. TYPES OF QUESTIONS SA NO. OF QUESTIONS 01 5x3=15 Total Marks - 50 MARKS Time:2 hrs.

2. 3. 4. 5.

LA SA LA MCQ

01 01 01 01 Total = 15 01 01 08 10

Practical

1. 2.

3.

01

10

4.

01

7 Total = 35 Total = 50

160

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 HINDUSTANI MUSIC (MELODIC INSTRUMENTS) (CODE 035) CLASS: X
Theory 1. 2. 3. 4. Knowledge of the notation systems laid down by Pt. Vishnu Digambar Paluskar and Pt. V.N. Bhatkhande. Brief life sketch of Tansen. Writing of Chautala with dugun. Description of Raga Des. 35 Marks 15 Marks

Practical 1. 2. 3. 4. Four Tala-baddha Alankaras set to prescribed Ragas and Talas. Aaroha, Avroha, Pakad and Drut gat with simple elaborations and fewTodas in Raga Des. Recitation of the Theka of Chautala with dugan, keepingTala with hand beats. a) b) 5. National Anthem Two Dhuns and two Folk Dhuns Ability to recognise prescribed Raga from the passages of swaras renderded by the examiner.

161

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 HINDUSTANI MUSIC (MELODIC INSTRUMENT) (CODE 035) CLASS: X
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION Theory DETAILS OF TOPICS/ SECTIONS 1. Knowledge of notation systems laid down by Pt. Vishnu Digambar Paluskar and Pt. V.N. Bhatkhande Brief life sketch of Tansen. Brief description of Raga Des Writing of Chautala with dugun. Objective type questions based on topics 1 to 4. TYPES OF QUESTIONS LA NO. OF QUESTIONS 01 5x3=15 Total Marks - 50 MARKS Time: 2 hrs.

2. 3. 4. 5.

LA SA SA MCQ

01 01 01 01 Total = 15

Practical

1. 2.

Four Tala-baddha Alankaras set to prescribed Ragas and Talas. Aaroha, Avroha, Pakad and Drut Gat with simple elaborations and few Todas in Raga Des. (a) National Anthem (b) Two dhuns and two folk dhuns

01 01

08 14

3.

01

06

4. 5.

Recitation of theka of Chautala with dugun, keeping Tala with hand beats. Ability to recognise prescribed Ragas from the passages of swaras rendered by the examiner.

01 01

04 03

Total = 35 Total = 50

162

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE 036) CLASS: IX
Theory 1. Short notes on the following terms: Tala, laya, Matra, Sam, Tali, Khali and Theka. 2. 3. 4. Basic knowledge of your Instruments (Tabla or Pakhawaj). Write notation of two Kaydas in Teentala with four Paltas and Tihai. Write Teentala and Keharwa in notation with Thah and DugunLaya. 35 Marks 15 Marks

Practical 1. 2. 3. 4. Knowledge of basic techniques and bols of Tabla or Pakhawaj and practice of combinations of syllables.

Ability to play Thekas of Teentala, Keharwa and Dadra with two simple variation with Thah and Dugun laya. Ability to recite Theka of Teentala, Keharwa and Dadra with hand beats. Solo performance at least five minutes.

163

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE 036) CLASS: IX
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION Theory DETAILS OF TOPICS/ SECTIONS 1. 2. 3. 4. Basic knowledge of your Instrument structure and its various parts. Basic knowledge of syllables of dayan and bayan then conjoint. Knowledge of the notation system of Pt. V. N. Bhatkhande. Short notes on Tala, Laya, Tali, Khali, Matra. TYPES OF QUESTIONS SA LA SA MCQ NO. OF QUESTIONS 01 01 01 04 03 05 03 04 Total = 15 Practical 1. 2. 3. Knowledge of basic techniques and bols of Tabla or Pakhawaj. Ability to play two Kaydas in Teentala with four paltas and one Tihai. Ability to play two simple Tukras and Theka of Teentala, Keharwa with simple elaborations in Thah, Dugun. Ability to recite Theka of Teentala, Keharwa, Dadra keeping tala with hand beats. 01 01 01 10 10 07 Total Marks - 50 MARKS Time:2 hrs.

4.

01

08 Total = 35 Total = 50

164

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS)( CODE 036) CLASS: IX
Theory 1. 2. Origin of Tabla. Definition of the following: Kayda, Tukra, Rela, Tihai, Mukhara and Paran. 3. 4. Ability to write the above mention terms in notation system. Elementary knowledge of Gharana . 35 Marks 15 Marks

Practical 1. 2. 3. 4. Ability to play one Kayda in Jhaptala with four Paltas, one Tihai and one simple Tukra. Ability to play four advance Kaydas, two Chakrdar Tukras, One Bedam Tihai in Teentala. Ability to recite thekas of Depchandi and Ektala with Thah, Dugun and Chaugum in hand beats. Solo performance at least 5-10 minutes and knowledge of accompaniment.

165

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE036) CLASS: IX
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION Theory DETAILS OF TOPICS/ SECTIONS 1. 2) 3) History- Pt. Bhatkhande and Pt. Paluskar Definitions of the following - Kayda, Tukra, Rela, Tihai, Mukhara and Paran. Ability to write the Thekas of Jhaptala, Depchandi, Ektala, in Thah, Dugun and Chaugun Laya. Detailed knowledge of various parts and tuning process of the instrument opted for. TYPES OF QUESTIONS LA SA LA NO. OF QUESTIONS 01 01 01 05 03 03 Total Marks - 50 MARKS Time:2 hrs.

4)

SA

01

04 Total = 15

Practical

1.

Four basic Kayda in Teentala with four Paltas and one Tihai, Two Chakradar Tukras and Two DamdarTihai. Ability to play Thekas of Jhaptala, Ektala and Rupak in Thah, Dugun and Chaugun laya with some variations. Ability to recite Kayda, Thekas and Tukras with hand beats. Solo performance and accompaniment.

01

10

2)

01

10

3) 4)

01 01

05 10 Total = 35 Total = 50

166

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE 036) CLASS: X
Theory 1. 2. 3 4. Write short note on Delhi and Ajrada Gharanas of Tabla. Short note on Tripushkar vadya special reference to Natyashastra. Ability to write about: Kayda,Tukra Chakradar in Jhaptala and Teentala with notation. Ability to write the Kayda in Ektala with notation. 35 Marks 15 Marks

Practical 1. a) Two Kaydas in Ektala with four Paltas and Tihai. b) Two ChakradarTukras and one Simple Tihai in Ektala. c) Two laggi in Keharwas and one in Dadra Tala. 2. 3.

Ability to play two Kaydas, One Chakradar Tukra in Jhaptala One Adalaya Kayda in Teentala ,Two advane Kaydas, One Farmaici Chakradar and one Gat in Teentala. Solo performance with Lehara at least 10-15 Minutes and accompaniment with Bhajan and Geet.

167

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE 036) CLASS: X
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION Theory DETAILS OF TOPICS/ SECTIONS 1. 2. 3. 4. Short note on Tripushkar vadya special reference to Natyashastra. Brief Knowledge of Delhi and Ajrada Gharanas of Tabla. Ability to write the Kayda and Tukra in Jhaptala with notation. MCQ(Objective type questions based on above mentioned topics) TYPES OF QUESTIONS SA LA SA MCQ NO. OF QUESTIONS 01 01 01 04 03 05 03 04 Total = 15 Practical 1. Two Kaydas, One Chakradar Tukra in Jhaptala, One Adalaya Kayda, two advance Kaydas, one Farmaichi Chakradar and one Gat in Teentala. Ability to play Farmaici Chakradar and Gat. Solo performance at least 10-15 minutes and accompaniment with vocal. 01 12 Total Marks - 50 MARKS Time:2 hrs.

2. 3.

01 01

06 17 Total = 35 Total = 50

168

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE 036) CLASS: X
Theory 1. 2. 3. Write a short note on Farukhabad and Lucknow Gharanas of Tabla. Development of Tabla. Recognition of Talas from given portion of Thekas. 35 Marks 15 Marks

Practical 1. 2. Ability to recognize the tala of the composition being sung or played on a melodic Instruments. a). Six Kaydas in Teentala. b). One Adralaya Kayda in Teentala. c). One Chakradar, Farmaici Chakradar and Gat. d). Kayda in Jhaptala, Rupak and Ektala. e). Verities of Theka. 3. Solo performance in Teentala with Lehara at least 10-15 Minutes.

169

HINDUSTANI MUSIC (PERCUSSION INSTRUMENTS) (CODE 036) EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CLASS: X
The Question Paper will be divided into two sections: Theory - 15 marks Practical - 35 marks SECTION Theory DETAILS OF TOPICS/ SECTIONS 1. 2. 3. 4. 5. Development of Tabla. Brief description of Natyashastra. Awandha vadhaya special reference to Natyashastra. MCQ based on above mentioned three topics. Ability to write the Tabla compositions in notation system. TYPES OF QUESTIONS LA LA LA MCQ SA NO. OF QUESTIONS 01 01 01 02 01 05 03 03 02 02 Total = 15 Practical 1. Ability to recognize the tala of the composition being sung or played on a melodic instrument. Ability to play Jhaptal and Ektala with compositional forms. a) b) Ability to play two Kaydas in Ektala with three Palta and one Tihai. Ability to Play Two Kaydas in Rupak with four palta and one Tihai. Total = 35 Total = 50 01 05 Total Marks - 50 MARKS Time:2 hrs.

2. 3.

01 01

5+5=10 10+10=20

170

SUGGESTED GUIDELINES/ACTIVITIES FOR CONDUCTING PRACTICALS

Class IX
Class work : 1. 2. 3. 4. 5. Identification of basics wars. Teaching of Alankaras set to different Talas. (1to6) Teaching of Raga Bilawal and Raga Kafi with Aaroha, Avroha, Pakad, Swarmalika, lakshan geet Drut Khayal with few tanas. Teaching of Tala Keharwa, Dadra, Teentala (i) (ii) National Anthem One folk or Tribal songs

- First Term

1. Hindustani Music Vocal

(Code 034)

(iii) One Devotional song (iv) One Patriotic song (v) One Community song

Homework - Regular practice of syllabus covered in the class and ability to reproduce it the next day. Project work - Preparation of a File for Project work which should include the following: 1. Noting down of: (a) (b) (c) (d) (e) 2. 3. 4. National Anthem One folk or Tribal song One Devotional song One Patriotic song One Community song.

Aaroha, Avroha, Pakad Swarmalika Lakshan geet and Drut Khayal in Raga Bilawal and Raga Kafi with few tanas. Noting down of Tala Keharwa, Dadra, Teentala Pasting Prominent Vocal Artists' photographs.

Class IX - Second Term

Class work: 1. 2. 3. Teaching of Raga Yaman with Aaroha, Avroha, Pakad, Swarmalika, Lakshangeet and Drut Khayal with few tanas. Teaching of Teentala, Dadra, Keharwa and Jhaptala with hand beats with Dugun. (i) (ii) One Folk or Tribal song. One devotional song

(iii) One Patriotic and one Community song. 4. Teaching of eight Alankaras set to prescribed Ragas and Talas.

171

Homework: Regular practice of syllabus covered in the class and ability to produce it the next day. Project work: 1. 2. 3. Noting down of Aaroha, Avroha, Pakad, Swarmalika, Lakshangeet and Drut Khayalin Raga Yaman with few tanas. Noting down of Teentala, Dadra, Keharwa and Jhaptala. Noting down of Folk or Tribal songs, devotional songs, patriotic songs and community songs that are taught in the class.

Class X - First Term

Class work: 1. 2. 3. 4. 5. Recitation of Alankaras Aaroha, Avroha and Pakad of Ragas being taught. Drut Khayal with simple elaborations and few tanas in Raga Bhairav and Khamaj. Noting down of Notation of DrutKhayal of Raga Bhairav and Khamaj. Encouraging individual performance.

Home work: Regular practice of syllabus covered in the class and ability to reproduce it the next day. Project work: Preparing a file which should include the following: 1. 2. 3. 4. One regional song Pasting the pictures of prominent musicians and vocalists. Sketching of Tanpura and labeling its different parts. Writing of notation of Drut Khayalin Raga Bhairav and Khamaj.

Class X - Second Term

Class work: 1. 2. 3. 4. 5. Recitation of Alankars Aaroha, Avroha Pakad, Swarmalika, Lakshangeet of Ragas being taught. Drut Khayal with simple elaborations and few tanas in Raga Des. Writing of Notation of Drut Khayal of Raga Des. Encouraging individual performance.

Homework: Regular practice of syllabus covered in the class and ability to reproduce it the next day. Project work: Preparation of a file which should include the following: 1. 2. 3. 4. 5. One regional song Pasting the pictures of prominent musicians and vocalists. Sketchs of Tanpura and labeling its different parts. Write of notation of Drut Khayal of Raga Des. One folk song

172

SUGGESTED GUIDELINES/ACTIVITIES FOR CONDUCTING PRACTICALS

Class IX - First Term

2. Hindustani Music
(Melodic Instruments)

(Code 034)

Class work : 1. 2. 3. 4. 5. 6. Teaching six Tala-baddha Alankaras set to prescribed Ragas and Talas. Teaching of Raga Bilawal and Raga Kafi with Aaroha, Avroha, Pakad, Drut Gat with few Todas. Teaching of five chalans in each prescribed Ragas. Teaching of technical terms with illustrations wherever possible. Noting down of Gat and Talas in notation system. Teaching of Tala Keharwa, Dadra and Teentala.

Homework - Regular practice of syllabus covered in the class and ability to reproduce it the next day. Project work - Preparation of a file for Project work which should include the following: 1. 2. 3. 4. Noting down of six Tala-baddha Alankaras. Noting down Aaroha, Avroha, Pakad and Drut Gat in Raga Bilawal and Raga Kafi with few Todas. Noting down of Tala Keharwa,Dadra and Teentala. Pasting pictures of prominent Instrumental artists.

Class IX - Second Term Class work: 1. 2. 3. 4. 5. 6. Teaching of Raga Yaman with Aaroha, Avroha, Pakad and Drut Gat with few Todas. Teaching of eight Tala-baddha Alankaras set to prescribed Ragas and Talas. Teaching of two dhuns and two folk dhuns. Teaching of Teentala, Keharwa, Dadra and Jhaptala with hand beats. Encouraging individual performance. Teaching of technical terms with illustrations wherever possible.

Homework - Regular practice of the syllabus covered in the class and ability to reproduce it the next day. Project work - Preparation of a file for Project work which should include the following: 1. 2. 3. 4. Noting down of two Dhuns and two Folk Dhuns. Noting down Aaroha, Avroha, Pakad and Drut Gatin Raga Yaman with few Todas. Noting down of Teentala, Keharwa, Dadra and Jhaptala. Noting down of eight Tala-baddha Alankaras.

173

Class X - First term Class work: 1. 2. 3. 4. 5. 6. Recitation of Alankaras. Aaroha, Avroha and Pakad of Ragas being taught. Drut Gat with simple elaborations and few Todasin Raga Bhairav and Khamaj. Noting down of Drut Gats of Raga Bhairav and Raga Khamaj. Encouraging individual performance. Teaching of technical terms with illustrations wherever possible.

Homework - Regular practice of the syllabus covered in the class and ability to reproduce it the next day. Project work - Preparation of a file for Project work which should include the writing of: 1. 2. 3. Four Tala-baddha Alankars. Writing of Aaroha, Avroha, Pakad and Drut Gatin Raga Bhairav and Raga Khamaj with few Todas. Pasting the pictures of various string instruments.

Class X - Second term Class work: 1. 2. 3. 4. 5. Recitation of Alankaras. Aaroha, Avroha and Pakad of Raga being taught. Drut Gatin Raga Khamaj and Des. Noting down of Drut Gat of Raga Des. Encouraging individual performance.

Homework - Regular practice of the syllabus covered in the class and ability to reproduce it the next day. Project work - Preparation of a file for Project work which should include the writing of: 1. 2. 3. 4. Four Tala baddha Alankaras. Aaroha, Avroha, Pakadand Drut Gat in Raga Khamaj and Desh with few tanas. Theka of Chautala with dugun. Sketching and labelling the various parts of the instrument opted for.

174

SUGGESTED GUIDELINES/ACTIVITIES FOR CONDUCTING PRACTICALS

Class IX - First Term

3. Hindustani Music
(Percussion Instruments)

(Code 036)

Classwork: 1. 2. 3. 4. 5. Teaching the basic techniques of playing basic Bols on Tabla or Pakhawaj. Teaching the technique of tuning the Instrument. Teaching all Kayda, Tukra, Chakradar and Theka of mention subject. Recite theThekas, Chakradar, Paran, with hand beats. Encouraging individual performance.

Homework - Regular practice of syllabus covered in the class and ability to reproduce it the next day. Project work - Preparation of a file for Project work which should include the following: 1. 2. 3. 4. 5. 6. Sketching your own Instrument in details . Pasting the pictures of various percussion Instruments. Sketching of various parts of Tabla or Pakhawaj with singal (dayan bayan) and conjoint syllables. Noting down of Kayda, Tukra, Chakradar, Tihai and various Talas in syllabus. Pasting the photographs of prominent artists of Percussion Instruments. Listening classical, semi classical music and describe in details.

Class IX - Second term Classwork: 1. 2. 3. Play all Thekas of syllabus with simple elaborations. Recite the all Kayda, Tukra, Tihai and The ka with hand beats. Encouraging individual performance.

Homework: Regular practice of syllabus covered in the class and ability to produce it the next day. Projectwork: Project work to continue with the following additions: Generation tree of Tabla Gharanas. Class X - First Term Class work: 1. 2. 3. 4. 5. Teaching the techniques of playing basic Bols on Tabla or Pakhawaj. Tuning of the Instrument opted for. Theka of Jhaptala and Kayda with simple elaborations on Tabla or Pakhawaj. Recitation of Theka and Kayda of Jhaptala with hand beats. Encouraging individual performance.

175

Home work - Regular practice of syllabus covered in the class and ability to reproduce it the next day. Projectwork: Preparation of a project File which should include the following: 1. 2. 3. 4. Noting down of Jhaptala Kayda. Basic Bols of Tabla or Pakhawaj . Paste the pictures of prominent percussion artists. Sketeching of the parts of Tabla and Pakhawaj.

Class X - Second Term Classwork: 1. 2. 3. 4. 5. Teaching the techniques of produce good sound own instrument. Tuning of the instrument opted for. Theka and Kayda of Ektala with simple elaborationson the instrument opted for. Recitation of Kayda, Tukra and Thekas of Ektala with hand beats. Encouraging individual performance.

Homework - Regular practice of syllabus covered in the class and ability to reproduce it the next day. Project work: Preparing a project File which should include the following: 1. 2. 3. 4. Noting of Teentala Rupak, Jhaptala, Ektala, Keharwa and Dadra. Noting of Kayda in mention syllabus . Paste the pictures of prominent artists. Sketching of TripushkarVadya (According to Natyashastra)

176

(B) MUSIC Carnatic Music

Any one of the following can be offered : (Hindustani or Carnatic) 1. Hindustani Music-Vocal or 2. Hindustani Music Melodic Instruments or 3. Hindustani Music Percussion Instruments 6. 5. 4. Carnatic Music-Vocal or Carnatic Music-Melodic Instruments or Carnatic Music-Percussion Instruments

THE WEIGHTAGE FOR FORMATIVE ASSESSMENT (F.A.) AND SUMMATIVE ASSESSMENT (S.A.) FOR TERM I & II SHALL BE AS FOLLOWS MUSIC (VOCAL) TERM TYPE OF ASSESSMENT PERCENTAGE OF WEIGHTAGE IN ACADEMIC SESSION FOR BOTH TERMS FIRST TERM (April - Sept.) Summative Assessment 1 Theory Paper Practicals SECOND TERM (Oct.-March) Summative Assessment 2 Theory Paper Practicals 15% 35% TOTAL 100% 15+35 50% 15% 35% 15+35 50% TERMWISE WEIGHTAGE TOTAL

I Term Theory Practical 15% 35% + +

II Term 15% 35% Total = =

Total 30% 70% 100%

177

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 CARNATIC MUSIC (VOCAL) (CODE 031) CLASS IX
TOPIC (A) Theory 1. 2. 3. 4. 5. (B) Brief history of Carnatic Music with special reference to Saint Purandara Dasa. Definition of the following terms - Sangeetam, Arohana, Avarohana, Dhatu, Matu, Sruti, Sthayi, Alankara, Uttaranga, Poorvanga, Svara. Brief raga lakshana of (a) Mohanam(b) Malahari. Brief knowledge about the theory of a) Geetam b) Svarajati Description about Talas - Adi, Roopaka. 25 marks 15 Marks

Practical 1. 2. 3. 4. Singing of National Anthem and any song pertaining to community singing, a folk song. Singing alankara in one Speed. Singing one Pillari Gita, One Sadharana Gita and Bilahari Swarajathi. Rendition of Arohana and Avarohana of Mayamalavagoula, Malahari and Mohanam.

(C)

Project Work - Two Reports Project Work-Guidelines - Term I

10 Marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes) Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible)

Minimum two reports and maximum six (best two will be valued) have to be submitted by the students during the practical examination. Total = 50 marks

178

(IV) CARNATIC MUSIC (VOCAL) (CODE NO. 031) EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 CLASS - IX
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Total : 50 Marks Time: 2 hrs.

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Definitions of the following terms: Sangeetam, Arohana, Avarohana, Dhatu, Matu, Sruti, Svara, Sthayi, Alankara, Uttaranga, Poorvanga 2. Brief knowledge about the following ragas: a) Mohanam b) Malahari c) Bilahari 3. Description of the following Talas Adi, Roopaka 4. Introduction to the following musical forms Geetam, Svarajati 5. An outline Biography of Purandara Dasa Practical 1. Identification of 12 Svarasthanas 2. Singing of Sapthatala Alankaras in one speed 3. Singing Pillari Geetam and Sadharana Geetaam and Bilahari Swarajathi 4. Arohana and Avarohana of the following Raga: Mayamalavagoula and Malahari, Mohanam and Bilahari Project work Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare resports on the same. Minimum Two reports and Maximum six reports 02 10 S.A. S.A. S.A. 01 01 01 01 02 02 01 03 03 03 Total=15 05 08 08 4 TYPES OF QUESTIONS M.C.Q. NO. OF QUESTIONS 01 (four parts A, B, C, D) 01 MARKS 02

L.A.

04

Total=35 Total=50

179

C)

Project Work-Guidelines - Term I Minimum two reports and maximum six (best two will be valued) have to be submitted by the students during the practical examination. Watch Classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014) MARCH 2014 CARNATIC MUSIC (VOCAL) (CODE 031) CLASS : IX
(A) Theory 1. 2. 3. Brief history of Carnatic Music with special reference to Tyagaraja Swamy Definition of the following Nada, Svara, Raga, Tala, Laya, Graha (Sama, Atita, Anagata), Vadi, Samvadi Brief Raga Lakshana of: 4. Sankarabhranam, Kalyani, Khamas 15 Marks

Notation of the following Talas: Adi, Rupaka Chapu 25 marks

(B)

Practical 1. 2. 3. 4. Singing of Sapta Tala Alankaras in two degree of speed. Singing Geetam, Svarajati and simple Devarnamas.

Rendering the Arohana and Avarohana with correct Svarasthana and Gamaka of Sankarabharanam, Kalyani and Khamas. National Anthem, Folk Song, Devotional, Patriotic. 180

C)

Project Work-Two Reports Project Work-Guidelines - Term II

10 Marks

Watch Classical Carnatic Music programmes over different T.V. channels or on live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum two reports and Maximum six (best two will be valued) have to be submitted by the students during the practical examination.

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 CARNATIC MUSIC (VOCAL) (CODE 031) CLASS - IX
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Total : 50 Marks Time: 2 hrs.

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) Svara (Sudha, Vikrita), Raga, Tala, Laya (Vilamba, Madhya, Druta), Graha (Sama, Atita, Anagata), Vadi, Samvadi, Anuvadi, Vivadi, Nada. 2) Brief history with special reference to Tyagaraja 3) Brief raga Lakshana shankarabharaman, Kalyani, Khamas 4) Basic knowledge of Notation of Adi, Rupaka. Practical 1. Singing of Sapta Tala Alankaras in two degree of speed 2. Singing Geetam, Svarajati, simple Devarnamas 181 TYPES OF QUESTIONS MCQ NO. OF QUESTIONS 01 MARKS 02

SA LA SA -

01 01 01 01 01

04 05 04 Total=15 08 08

3. Arohana-Avarohana of Sankarabharanam, Kalyani, Khamas 4. (a) National Anthem (b) Folk song (c) Devotional (d) Patriotic Project Work Watch Carnatic classical music programmes in differentT.V. channels or live concerts and prepare reports on the same.

01 01

04 05

Minimum Two reports and Maximum six reports

02

10 Total = 35 Total = 50

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014-SEPTEMBER 2014) SEPTEMBER 2014 CARNATIC MUSIC (VOCAL) (CODE CLASS : X
TOPIC (A) Theory 1. 2. 3. 4. 5. B) Brief knowledge about the Raga classification. Rudiments of Notation system. Notation of geetam/svarajati. Brief knowledge about Raga lakshana of Kharaharapriya Abhogi, and Hamsadhwani Basic knowledge about the musical form Varnam. Understanding the structure of Tambura. 25 Marks 15 marks

031)

Practical 1. 2. 3. 4. 5. Rendition of simple composition like Namavalis or Divyanama Sankeertanams. Outline knowledge of Raga Kalyani: or Sankarabharanam. Singing alankaras in ragas other than Mayamalavagoula. Singing one Jatisvaram, one Kriti. One Adi tala varna in two degree of speed.

(C)

Project Work Project Work-Guidelines - Term I

10 Marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. Date of Telecast:Name of the T.V. Channel:182

3. 4. 5. 6.

Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL2014-SEPTEMBER 2014) SEPTEMBER 2014 Carnatic Music (Vocal) (CODE 031) CLASS: X
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Time : 2 hrs. Total Marks : 50

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Raga classification in general. 2. Basic principle of notation. Notation of Geetam and Svarajati. 3. Brief raga lakshana about- Kharaharapriya Abhogi, and Hamsadhwani 4. An outline knowledge about Varnam 5. Understanding the structure of Tambura TYPES OF QUESTIONS M.C.Q. S.A. L.A. S.A. S.A. NO. OF QUESTIONS 1 1 1 1 1 MARKS 02 03 04 03 03 Total=15 Practical 1. Singing of simple Namavali/Keertanas 2. Outline knowledge in singing Kharaharapriya Abhogi, and Hamsadhwani 3. Rendition of one Jatisvaram or one Keertana 4. Alankara in a raga other than Mayamalavagoula 5. Adi Tala Varna in two degree speed 1 1 1 1 1 04 06 04 04 07 Total=25

183

Project Work

Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same.

Minimum four reports and Maximum ten reports

02

10 Total = 15 Total = 50

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014-MARCH 2014) MARCH - 2015 CARNATIC MUSIC (VOCAL) (CODE 031) CLASS : X
Total - 50 Marks TOPICS (A) Theory 1. 2. 3. 4. (B ) Brief knowledge about the scheme of 72 Melakartha. Advanced knowledge of notation of Carnatic Music, Notation of a Varnam. Raga lakshana of the following ragas: Hamsadhwani, Kambhoji and Hindolam Understanding the musical form Jatiswaram and Kriti. 25 marks 15 marks

Practical 1. 2. 3. 4. 5. Community singing of Bhajans or Namavalis. Knowledge about the raga Kamboji, Hindolam and Abhogi. Singing alankara in a raga other than Mayamalavagoula. Rendition of any two kritis from prescribed ragas. Singing one Adi tala varna in two degree of speed.

(C)

Project Work Project Work-Guidelines - Term II

10 Marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination. 184

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CARNATIC MUSIC (VOCAL) (CODE 031) CLASS: X
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Time : 2 hrs. Total Marks : 50

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Brief knowledge about 72 Melakartha scheme. 2. Basic principles of notation system, Notation of varnam. 3. Raga lakshana in brief for Keeravani, Kambhoji and Hindolam 4. Brief Lakshanas of Jati Swaram. Kriti TYPES OF QUESTIONS L.A. L.A. L.A. L.A. NO. OF QUESTIONS 1 1 1 1 MARKS 04 04 04 03 Total - 15 Practical 1. Singing Bhajans or devotional hymns. 2. An outline knowledge of Kambhoji, Hindolan and Keeravani. 3. Singing alankara in raga other than Mayamalavagoula 4. Rendition of two kritis 5. One Adi tala varna in two degree of speed. 1 1 1 1 1 04 07 03 05 06 Total = 25 Project Work Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same Minimum four reports and Maximum ten reports 02 10 Total = 35 Total=50

185

MELODIC INSTRUMENTS SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTEMBER 2013) SEPTEMBER 2013 (V) CARNATIC MUSIC (MELODIC INSTRUMENTS) (CODE CLASS : IX
TOPICS (A) Theory 1. 2. 15 marks

032)

Definition of the following terms Sangeetam, Nada, Arohana, Avarohana, Dhatu, Matu, Sruti, Sthayi, Alankara, Uttaranga, Poorvanga, Vilamba, Madhya, Druta laya. Knowledge about the following ragas: i) Sankarabharanam ii) Hamsadhwani

3. 4. 5. (B )

Ability to describe the following talas : Adi; Roopkam Knowledge of the musical forms : Geetam, Svarajati A short biography of Sh. Purandara Dasa. 25 Marks

Practical 1. Knowledge about basic techniques of any one of the following instruments: a) Veena 2. 3. 4. b) Flute c) Violin d) Mandolin

An introduction of Alankaras : Eka, Roopaka and Triputa. Lakshana of the musical forms Pillari Geeta and Sadharana Geeta. An outline knowledge of Raga Lakshanas of : Sankarabharanam, Hamsadhwani. 10 Marks

(C)

Project Work Project Work-Guidelines - Term I

Watch Classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible) :-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

186

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013) SEPTEMBER 2013 (V) CARNATIC MUSIC (MELODIC INSTRUMENTS) (CODE CLASS :IX
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Total Marks : 50 Time: 2 hrs.

032)

Scheme of Section and weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Definition of the following terms: Sangeetam, Arohana, Avarohana, Dhatu, Matu, Sruti, Sthayi, Nada, Alankara, Poorvanga, Uttaranga 2. Brief knowledge about the following ragas: a. Sankarabharanam b. Hamsadhwani 3. Description of the following Talas Adi, Rupakam 4. Brief lakshanas of musical form Geetam, Svara Jati 5. An outline Biography of Purandara Dasa S.A. S.A. S.A. 01 01 01 03 03 03 Total=15 Practical 1. Basic techniques of Instrument playing. 2. Playing technique of Alankaras Eka, Roopakam, Triputa 3. Playing Pillari Geeta and Sadharana Geeta 4. Playing Arohana and Avarohana of the following Ragas: a) Sankarabharanam b) Hamsadhwani Project Work Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same Minimum four reports and Maximum ten reports 02 Total = 25 10 02 01 08 06 01 02 05 06 L.A. TYPES OF QUESTIONS M.C.Q. NO. OF QUESTIONS 01 (four parts a, b, c, d) MARKS 02

01

04

Total = 35 Total=50 187

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH - 2014 CARNATIC MUSIC (MELODIC INSTRUMENTS) (CODE CLASS : IX
(A) Theory 1. 2. Brief history of Carnatic Music with special reference to Purandara Dasa and Tyagaraja . Definition of the following Svara (Sudha, Vikrita), Raga, Tala, Laya (Vilamba, Madhya, Druta), Graha (Sama, Atita, Anagata) Anya Swara 3. 4. (B) Brief Raga Lakshana of the following: Mayamalavagaula, Kalyani. Notation of following Talas: Adi, Rupaka and Chapu. 25 marks 15 marks

032)

Practical 1. 2. 3. Rendering of Sapta Tala Alankaras.

Arohana and Avarohana and brief outline of Ragas: Mayamalavagaula, Kalyani,Hamsadhvani, Shankarabharana. Rendering of the following musical forms: a) Two Geatams b) one Svarajati c) one Adi Tala Varnam in two-degree speed

4.

Rendering of National Anthem Folk Song Devotional song 10 Marks

(C)

Project Work Project Work-Guidelines - Term II

Watch Classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

188

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 CARNATIC MUSIC (MELODIC INSTRUMENTS) (CODE CLASS: IX
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Total Marks : 50 Time: 2 hrs.

032)

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) Svara (Sudha, Vikrita), Raga, Tala, Laya (Vilamba, Madhya, Druta), Graha (Sama, Atita, Anagata), Vadi, Samvadi, Anuvadi, Vivadi 2) Brief history with special reference to Purandara Dasa and Tyagaraja 3) Brief raga Lakshana of Mayamalavagaula, Kalyani 4) Notation of Adi, Rupakam, TYPES OF QUESTIONS MCQ NO. OF QUESTIONS 01 MARKS 02

SA LA SA

01 01 01

04 05 04 Total=15

Practical

1. Rendering of Sapta Tala Alankaras 2. Arohana-Avarohana and brief outline of Mayamalavagaula, Kalyani, Hamsadhvani, Shankarabharanam 3. Rendering of two Geatams, One Svarajati, Adi Tala Varnam in two degree speed 4. Rendering of National Anthem a) Folk song b) Devotional

01 01

06 05

01 01

08 06

Total=25 Minimum four Maximum ten reports Total = 35 Total=50 02 10

Project Work

Watch Carnatic classical music in different T.V. channels or live concerts and prepare reports on the same

189

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 CARNATIC MUSIC (MELODIC INSTRUMENT) (CODE 032) CLASS : X
TOPIC (A) Theory 1. 2. 3. 4. 5. (B) Raga classification in general. Raga lakshana of Mohanam, Kamboj. Basic principal of Notations, Notation of Adi Tala Varna. Basic knowledge of the structure and tuning of the instrument opted for. Outline knowledge of Kriti and Jatisvarams. 25 marks 15 marks

Practical 1. 2. 3. 4. Musical Form - Adi tala Varnam in two degrees of speed. Practical knowledge about the Raga Mohana and Kambhoji. Tuning of the instrument opted for. Rendering simple Keertanams and Jatisvaram.

(C)

Project Work Project Work-Guidelines - Term I

10 Marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes:Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

190

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 CARNATIC MUSIC (MELODIC INSTRUMENT) (CODE CLASS : X
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Time : 2 hrs. Total Marks : 50

032)

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) Raga classification in general. 2) Brief Raga Lakshana of Mohanam and Kamboji. 3) Knowledge of structure and tuning of the instrument opted for. 4) Basic principle of Notation. Notation of simple Adi Tala Varna. 5) MCQ for above topics. TYPES OF QUESTIONS SA SA LA SA MCQ NO. OF QUESTIONS 1 1 1 1 1 MARKS 03 03 04 03 02 Total=15 Practical 1) Rendering simple Keertanam/ Jatisvaram. 2) Playing Adi tala Varna in two degree speed. 3) Practical knowledge of about the Raga Mohana and Kamboji. 4) Knowledge of tuning instrument opted for. 5) Alankara in a raga other than Mayamalavagoula 1 1 1 1 1 06 05 05 05 04 Total=25 Project Work Watch Carnatic classical music in different T.V. channels or live concerts and prepare reports on the same Minimum four Maximum ten reports Total = 35 Total=50 02 10

191

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CARNATIC MUSIC (MELODIC INSTRUMENTS) (CODE 032) CLASS: X
TOPICS (A) Theory 1. 2. 3. (B) Brief knowledge lakshana of musical forms Kriti and Keertana. Principles of writing notation of simple Kritis in Adi and Rupaka talas. Practical knowledge of ragas: Abhogi, Nata, Hindolam. 25 marks 15 marks

Practical 1. 2. 3. 4. Brief lakshana of the musical forms Kriti and Keertana. Basic knowledge of the tuning the instrument opted for. Knowledge of practical ability to play the ragas : Abhogi, Nata, Hindolam. Giving solo performance of students choice.

(C)

Project Work Project Work-Guidelines - Term II

10 marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):during the

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students practical examination.

192

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CARNATIC MUSIC (MELODIC INSTRUMENTS) (CODE 032) CLASS : X
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Time : 2 hrs. Total Marks : 50

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Brief lakshana of musical forms Kriti and Keertana. 2. Knowledge of writing notation of simple Kriti in Adi and Rupaka talas. 3. Practical knowledge of following ragas in brief: a) Abhogi b) Nata, Hindolam 4. Objective type questions based on topics 1 to 3. 5. An outline knowledge of 72 melakarta scheme. MCQ (a, b, c, d, e) 1 1 02 03 Total=15 Practical 1. Ability to play the musical forms Kriti and Keertana. 2. Tuning the instrument opted for. 3. Practical ability to play the ragas Abhogi, Nata, Hindolam. 4. Solo performance of students choice 04 04 07 10 Total=25 Project Work Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same. Minimum four reports and Maximum ten reports 02 10 TYPES OF QUESTIONS NO. OF QUESTIONS 1 1 1 MARKS 03 04 03

Total = 35 Total=50

193

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTEMBER 2013) SEPTEMBER 2013 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE CLASS: IX
TOPICS A) Theory 1. Definition of the following terms:Tala, Laya, Avartana, Kala and Graha, Nada, Sangeetam, Graha (Sama, Atita, Anagata) 2. 3. (B ) Basic knowledge of opted instrument. Description and writing of Tala notation of Adi and Rupaka talas. 25 marks 15 marks

033)

Practical 1. 2. 3. Knowledge of basic techniques of Sollukattus of Mridangam (OR) Ghatam. Ability to play the talas of Adi and Rupaka. Ability to recite Sollukattus for different talas.

(C)

Project Work Project Work-Guidelines - Term I

10 Marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast Name of the T.V. Channel Details of the artistes (Both main and accompanying artistes) Details of items presented Whether regular concert or thematic concert Photographs of the concert can be given if possible

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

194

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL2013-SEPTEMBER 2013) SEPTEMBER 2013 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE CLASS: IX
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Total Marks : 50 Time: 2 hrs.

033)

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) Definition of the following terms: Nada, Tala, Sruti, Avartanam, Kala, Graha, Nada, Sangeetam, Laya (Vilamba, Madhya, Druta) 2) Basic knowledge of instrument opted for. 3) Description and ability to write notations of Adi Tala and Rupaka. 4) Objective type questions based on above mentioned topics. L.A. S.A. S.A. 1 1 1 07 03 03 Total=15 Practical 1) Knowledge of basic techniques and Sollukattus of Mridangam (OR) Ghatam 2) Ability to play the talas of Adi and Rupaka 3) Ability to recite sollukattus for different talas. 1 1 1 08 10 07 Total=25 Project Work Watch Carnatic classical music in different T.V. channels or live concerts and prepare reports on the same. Minimum four reports and Maximum ten reports 02 10 TYPES OF QUESTIONS M.C.Q. NO. OF QUESTIONS 1 MARKS 02

Total = 35 Total=50

195

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014) MARCH 2014 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE 033) CLASS : IX
(A) Theory 1. 2. Brief history of Carnatic Music with special reference to Purandara Dasa and Tyagaraja . Definition of the following terms: Nada, Svara, Sthayi, Raga, Tala, Laya, Graha, Alankara, Arohana, Avarohana, Uttaranga, Poorvanga. 3. 4. (B) Notation of the following Talas: Adi, Rupaka and Chapu Talas Brief Lakshana of Geetam, Svarajati, Varnam 25 marks 15 marks

Practical 1. 2. 3. 4. Recitation of Sapta Tala Alankaras. Recitation of sollukettus in Adi, Rupaka, Chapu. Playing on instrument simple sollus in Adi, Rupaka, Chapu. Simple playing technique of Ghatam, Kanjira.

(C)

Project Work Project Work - Guidelines - Term II

10 marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

196

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014) MARCH 2014 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE 033) CLASS : IX
The Question Paper will be divided into two sections: Theory Practical - 15 marks - 35 marks

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1) Svara (Sudha, Vikrita), Sthayi, Raga, Tala, Laya, Alankara, Arohana, Avarohana, Uttaranga, Poorvanga 2) Brief history of Carnatic Music with special reference to Purandara Dasa, Tyagaraja 3) Notation of Adi, Rupaka, Chapu Talas 4) Brief lakshanas of Geetam, Svarajati, Varnam TYPES OF QUESTIONS MCQ NO. OF QUESTIONS 01 MARKS 02

SA

01

04

LA SA

01 01

05 04 Total=15

Practical

1. Recitation of Sapta Talas Alankaras 2. Recitation of Sollukettu in Adi, Rupaka, Chapu Talas 3. Playing on instrument Adi, Rupaka, Chapu (Simple Sollus) 4. Simple playing technique of Ghatam, Kanjira

01 01 01 01

07 08 07 03 Total = 25

Project Work

Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same.

Minimum four reports and Maximum ten reports

02

10

Total = 35 Total=50

197

SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE 033) CLASS : X
(A) Theory 1. 2. 3. 4. 5. (B ) Knowledge of the structure and parts of the Instrument opted for. An outline knowledge of playing technique of Mridangam. Brief idea about Sapta tala Alankara. Theory of Tala-Angas-Shadanga, Korvai, Koraipu. Basic knowledge of Jaati and Gati variations (bhedas). 25 marks 15 marks

Practical 1. 2. 3. 4. Practical knowledge about the tuning of instrument -Mridangam. To prepare Sollukattu's and Tathakaram in Talas like Adi and Roopaka. Ability to play along with rendering of - varnam, kriti, Jatisvaram. Practical knowledge in preparing Mohra and Koruvai in Adi and Roopaka talas.

(C)

Project Work Project Work-Guidelines - Term I

10 marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

198

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTERMBER 2014 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE 033) CLASS : X
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Time : 2 hrs. Max. Marks : 50

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Knowledge of the structure of Mridangam, tunning. 2. Knowledge of Saptatala Alankaras. 3. Knowledge of Anga, Shadanga. Korvai, Korrupu 4. MCQ based on above metioned topics. TYPES OF QUESTIONS L.A. S.A. S.A. NO. OF QUESTIONS 01 01 01 0 4 Total=15 Practical 1. Knowledge of tuning Mridangam 2. To play Sollukattu's and Tathakaram in Talas like Adi and Roopaka. 3. Ability to play four varnam, kriti, Jatisvaram. 4. Ability to prepare simple Mohra and Koruvai in Adi and Roopaka talas Project Work Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same. Minimum four reports and Maximum ten reports 01 01 01 01 02 08 09 09 09 10 MARKS 07 03 03 02

Total = 35 Total=50

199

SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE 033) CLASS : X
TOPICS (A) Theory 1. 2. 3. Basic principles of Notation in Carnatic Music. Outline knowledge of different schools of playing of Mridangam. Brief life sketch of any one of the following: a) Palani Subrahmania Pillavi 4. (B ) b) Palghat Manilyer 15 marks

An outline knowledge of principles of practical performance. 25 Marks

Practical 1. 2. 3. 4. Ability to prepare Sollukettu for Chapu talas. Practical ability to accompany for Padam and Tillana. Practical knowledge to play "Tani Avartanam" in simple Talas. Ability to prepare Mohra and Korvai Chapu and Triputa Tala.

(C)

Project Work Project Work-Guidelines - Term II

10 marks

Watch classical Carnatic Music programmes over different T.V. channels or live concerts and report the following: 1. 2. 3. 4. 5. 6. Date of Telecast:Name of the T.V. Channel:Details of the artistes (Both main and accompanying artistes):Details of items presented:Whether regular concert or thematic concert:Photographs of the concert can be given (if possible):-

Minimum four reports and maximum ten (best four will be valued) have to be submitted by the students during the practical examination.

200

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CARNATIC MUSIC (PERCUSSION INSTRUMENTS) (CODE 033) CLASS : X
The Question Paper will be divided into four sections: Theory Practical - 15 marks - 35 marks Time : 2 hrs. Max. Marks : 50

Scheme of Section and Weightage to content: SECTION DETAILS OF TOPICS/ SECTIONS Theory 1. Rudiments of notation of Carnatic Music. 2. Knowledge of different schools of playing in Mridangam 3. Life sketch of any one famous Mridangam player. 4. Brief knowledge of principles of performance. 5. MCQ on topics given above. TYPES OF QUESTIONS L.A. S.A. L.A. S.A. M.C.Q. NO. OF QUESTIONS 01 01 01 01 MARKS 04 03 04 02 02 Total=15 Practical 1. To prepare and play Sollukattu for Misra Chapu and Khanta Chapu. 2. Ability to play with Padam and Tillana. 3. Ability to play four Avartana in Mridangam in simple Talas. 4. Ability to prepare Mohra and Korvai. 01 01 01 01 06 06 05 08 Total=25 Project Work Watch Carnatic classical music programmes in different T.V. channels or live concerts and prepare reports on the same. Minimum four reports and Maximum ten reports 02 10

Total = 35 Total=50

201

(C) PAINTING
(CODE NO. 049)
THE WEIGHTAGE FOR FORMATIVE ASSESSMENT (F.A.) AND SUMMATIVE ASSESSMENT (S.A.) SHALL BE AS FOLLOWS FOR CLASSES IX & X FOR I & II TERMS (APRIL TO MARCH)
No Theory Paper TERM TYPE OF ASSESSMENT PERCENTAGE OF WEIGHTAGE IN ACADEMIC SESSION FOR BOTH TERMS FIRST TERM (April - Sept.) Formative Assessment Formative Assessment Summative Assessment SECOND TERM (Oct.-March) Formative Assessment Formative Assessment Summative Assessment I 10% II 10% 1 30% Summative Assessment I = 30% Formative Assessment III+IV=20% Summative Assessment II = 30% Formative Assessment I+II=20% TERMWISE WEIGHTAGE TOTAL

30+20=50%

III IV II

10% 10% 30%

30+20=50% Total = 100%

Formative Assessment I(10) + II(10) + III(10) + IV(10) = 40 marks Summative Assessment I(30) + II(30) = 60 marks

= 100 marks

202

SYLLABUS FOR SUMMATIVE ASSESSMENT-I FIRST TERM (APRIL 2013- SEPTEMBER 2013) SEPTEMBER 2013 (No theory paper) CLASS - IX
Time: 3hrs. Marks: 60 LEARNING OUTCOMES/OBJECTIVES Students who take painting and drawing as an additional subject are able to : communicate ideas and thoughts. understand of basic principles of design and color, concepts, media and formats, and the ability to apply them to a specific aesthetic intent. get functional knowledge of the traditions, conventions, and evolutions of the discipline as related to issues of representation, illusion, and meaning. get the knowledge and skills in the use of basic tools and techniques sufficient to work from concept to finished product. learn to use real materials inactive ways, asking and answering questions, figuring things out (using scientific inquiry), and solving problems about position and motion. prepare for future course in painting.

1.

Free hand sketching from memory and objects Birds, Animals, Human figure, Flowers, Trees, Cities, Monuments, etc.

2.

Paintings Composition: any four topics. Knowledge of colours/medium, techniques, tools and its applications through topics like: Any Indian festival, Culture, landscapes, Regional specific features, for example : Bus Stop, Tea Stall, Library, School, Holiday; using Water Colour Poster Colour Pastel Colour

Project Work (Any two) Knowledge of Earth colours and Indian Tradition/occasions (Folk Art) Rangoli making Paper Collage (Newspaper/magazine) Paper Sculpture/ Paper Massey Clay Modelling Print making Outdoor landscape 203

Marking Scheme (a) (b) (c) d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total 30 marks 10 marks 10 marks 10 marks 60 marks

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT I FIRST TERM (APRIL 2013-SEPTEMBER 2013) SEPTEMBER 2013 (No theory paper) CLASS - IX
Time : 3hrs. Marks : 60 Project Work (Any two) Knowledge of Earth colours and Indian Tradition/occasions (Folk Art) Rangoli making Paper Collage (Newspaper/magazine) Paper Sculpture/ Paper Massey Clay Modelling Print making Outdoor landscape.

Marking Scheme (a) (b) (c) (d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total (Since no theory paper, 30% weightage will be taken for final.) FIRST TERM (April - Sept.) Formative Assessment 1 Formative Assessment 2 Summative Assessment 1 10% 10% 30% 30 marks 10 marks 10 marks 10 marks 60 marks =30+10+10=50 marks Formative Assessment I+II=20% Summative Assessment-I =30% 30+20=50%

204

SYLLABUS FOR SUMMATIVE ASSESSMENT-II SECOND TERM (OCTOBER 2013-MARCH 2014) SEPTEMBER 2014 (No theory paper) CLASS -IX
Time: 3 hrs. Marks : 60 1. Still life (Object Drawing) (Study of objects, shapes, fruits, vegetables or nature) pencil shading, colours: Pastel, Water and Poster Colour (use any colour). 2. Composition (Painting) Knowledge of colours/medium, techniques, tools and its applications. Topics like: Any Indian festival, culture, landscapes, Regional surrounding: (Through this practice giving knowledge of perspective dimension and composition). For example, Make a composition "Village scene" use only one medium (colours) 3. Water Colour, Pastel Colour, Poster Colour Oil Colours Acrylic Colours (May be elaborate in theoretical manner)

Knowledge of Contemporary Art Eminent Artist, Art Galleries, Art Museums happening in the Art World. Project Work (Any two) Individual/ Group Activities (i) Mural on paper (Colour) (ii) Poster Design (iii) Greeting Card (iv) Outdoor Sketches with Pencil/Colour Marking Scheme (a) Drawing (Composition) (b) Treatment of Media (colours) (c) Originality, creativity and overall impression d) Project work Total 30 marks 10 marks 10 marks 10 marks 60 marks

205

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT II SECOND TERM (OCTOBER 2013-MARCH 2014) MARCH 2014 (No theory paper) CLASS - IX
Time : 3hrs. Marks : 60 Project Work (Any two)

Individual/ Group Activities (i) (ii) (iii) (iv) Mural on paper (Colour) Poster Design Greeting Card Outdoor Sketches with Pencil/Colour

Marking Scheme (a) (b) (c) d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total (Since no theory paper, 30% weight age will be taken for final.) SECOND TERM (Oct. - March) Formative Assessment 3 Formative Assessment 4 Summative Assessment 2 10% 10% 30% 30 marks 10 marks 10 marks 10 marks 60 marks =30+10+10=50 marks Formative Assessment III+IV=20% Summative Assessment-I =30% 30+20=50%

206

SYLLABUS FOR SUMMATIVE ASSESSMENT-I FIRST TERM (APRIL 2014-MARCH 2014) SEPTEMBER 2014 CLASS -X
Time: 3 hrs. Marks : 60 LEARNING OUTCOMES/OBJECTIVES Students who take painting and drawing as an additional subject are able to : 1. communicate ideas and thoughts understand of basic principles of design and color, concepts, media and formats, and the ability to apply them to a specific aesthetic intent. get functional knowledge of the traditions, conventions, and evolutions of the discipline as related to issues of representation, illusion, and meaning. get the knowledge and skills in the use of basic tools and techniques sufficient to work from concept to finished product. learn to use real materials inactive ways, asking and answering questions, figuring things out (using scientific inquiry), and solving problems about position and motion. prepare for future course of study in painting

Still life (Object Drawing) - Two exercise (Study of objects, shapes, Fruits, Vegetables, etc. ) in colour.

2.

Composition (Painting) - any four topics Knowledge of Colours/Medium, Techniques, tools and its applications, topics (Practical),on Any Indian Festival, Culture, landscape, Regionals specific features, Example: Make a composition, city scape, canteen, Railway Station, Dhaba, Chaupal, etc. (Note-Teacher should explain the theoretical process of making the above composition.)

3.

Knowledge of Contemporary eminent artists, Art Galleries, Art Museums, happening in the World of art.

Project Work (Any two of these) Individual/Group Activities 1. 2. 3. 4. 5. Folk Art (Rangoli, Alpna) Textile Designing Miniature Painting Five sketches (in a week) Outdoor landscape

207

Marking Scheme (a) (b) (c) d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total 30 marks 10 marks 10 marks 10 marks 60 marks

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT II FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SEPTEMBER 2014 (No theory paper) CLASS : X
Time: 3 hrs. Marks: 60 Project Work (Any two of these) Individual/Group Activities 1. 2. 3. 4. 5. Folk Art (Rangoli, Alpna) Textile Designing Miniature Painting Five sketches in a week Outdoor landscape

Marking Scheme (a) (b) (c) d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total (Since no theory paper, 30% weightage will be taken for final) FIRST TERM (April - Sept.) Formative Assessment 1 Formative Assessment 2 Summative Assessment 1 10% 10% 30% 30 marks 10 marks 10 marks 10 marks 60 marks =30+10+10=50 marks Formative Assessment I+II=20% Summative Assessment-I =30% 30+20=50%

208

SYLLABUS FOR SUMMATIVE ASSESSMENT-II SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CLASS -X
Time : 3 hrs. Marks : 60 1. Still life (Object drawing) - any two exercises Using different objects, shapes fruits, vegetables with colour drapery. 2. Composition (Make any four) Knowledge of colours/Medium, techniques, tools and its applications (Practical) Topics: - Fair, Street Vendors, Balloons, Sellers, Ice cream stall, Zoo ,Restaurant 3. Knowledge of Contemporary eminent artists, Art Galleries, Art Museums, happening in the world of art .

Project Work (Any one of the below) Group Activities (1) (2) (3) (4) (5) Folk Art (Rangoli, Alpna) Textile Designing Miniature Painting Five Sketches in a week Outdoor landscape

Marking Scheme (a) (b) (c) (d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total 30 marks 10 marks 10 marks 10 marks 60 marks

209

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT II SECOND TERM (OCTOBER 2014 - MARCH 2015) MARCH 2015 CLASS : X
Time: 3 hrs. Marks: 60 Project Work (Any one of the below) Group Activities (1) (2) (3) (4) (5) Folk Art (Rangoli, Alpna) Textile Designing Miniature Painting Five Sketches in a week Outdoor landscape

Marking Scheme (a) (b) (c) d) Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Project work Total (Since no theory paper, 30% weightage will be taken for final.) 30 marks 10 marks 10 marks 10 marks 60 marks =30+10+10=50 marks

SECOND TERM (Oct. - March)

Formative Assessment 3 Formative Assessment 4 Summative Assessment 4

10% 10% 30%

Formative Assessment III+IV=20% Summative Assessment-II =30% 30+20=50%

210

Guidelines for Summative and Formative Assessment In Painting (Code No. 049) for Class IX & X April to March Time: 3 hrs. Marks: 60
(a) For Summative Assessment : Painting composition Study of forms from life and nature such as human figures, birds, animals, rivers, mountains and scenes of day-to-day common life in colours with lights and shade. (b) For Formative Assessment: 1 . Project Work Compositional arrangement of forms from life and nature covering day-to-day life in colours (water/pastel/poster). a) Compositional arrangement with emphasis on the subject matter. b) Treatment of Media (colours) c) Originality, creativity and overall impression 2. Home Work 3. Class Work

GUIDELINES FOR CLASS IX and X

(C) PAINTING

(CODE NO. 049)

This section provides some basic guidelines for the teachers and students to take up the projects in Painting . It is very necessary to interact, support, guide, facilitate and encourage students while assigning projects to them. The teachers must ensure that the project work assigned to the students whether individually or in-group are discussed at different stages right from assigning topic to drafts review to finalization. Students should be facilitated in terms of selection of relevant materials, suggesting websites, obtaining of required permission for archives, Art gallaries, etc. The teachers must ensure that the students should submit original work. Project report may be a hand written /original painting work of a student. (Eco-friendly materials can be used by students.) The following steps might be followed: 1. 2. 3. 4. Teacher should design/prepare a list of 10-15 projects and should give an option to students to choose their project as per the convenience of the student. The project can be done in a group or individually. The topic should be assigned after discussion with the students in the class to avoid repetition and should then be discussed at every stage of submission of the draft/final project work. The teacher should play the role of a facilitator and should closely supervise the process of project completion and should guide the children by providing necessary inputs, resources, etc. and should enrich the subject content. 211

5. 6.

The project work for each term can culminate in the form of Powerpoint Presentation/ART Exhibition/ paper presentation and so on. Students can use appropriate sources available within neighbouhood.

Suggested topics in class IX Rangoli making Paper Collage (Newspaper/magazine) Paper Sculpture/ Paper Massey Clay Modelling Print making Outdoor landscape

Suggested topics in class X Individual/ Group Activities i) ii) Mural on paper (Colour) Poster Design

iii) Greeting Card iv) Outdoor Sketches with Pencil/Colour

ASSESSMENT RUBRICS The marks will be allocated under the following heads: 1. 2. 3. Drawing (Composition) Treatment of Media (colours) Originality, creativity and overall impression Total 5 marks 3 Marks 2 Marks 10 Marks

212

(D) HOME SCIENCE (IX and X)

(CODE NO. 064)
General Instructions 1. 2. 3. 4. The units specified for each term shall be assessed through both Formative and Summative Assessments. In each term, there will be two Formative Assessments, each carrying 10% weightage. The Summative Assessment in the I term will carry 30% weightage and the Summative Assessment in the II term will carry 30% weightage. (equal distribution) Hands-on practical skills and projects may necessarily be assessed through formative assessments. (10 marks are allotted in each term for practical included in 90 marks to total.

COURSE STRUCTURE CLASS IX (2013-2014)

3 Hours First Term Theory 80 Practical 10 Formative 10 100 Units I. II. III. IV. V. VI. Topics Concept and Scope of Home Science Education and recent trends Human Growth and Development Family - a Unit of Society Food, Nutrition and Health Fabrics Resource Management Practical Grand Total Unit I: Concept and Scope of Home Science Education and Recent Trends a. b. c. Unit II: Introduction to five streams of Home Science. Relevance of study of Home Science and career options. Recent trends 20 periods No. of Periods 10 20 20 20 20 5 15 110 10 90 10 periods 36 28 Marks 16 Marks Marks Marks Marks

Human Growth and Development a. Concept of growth and development b. Principles of growth and development 213

Unit III: Family - A Unit of Society a. Concept and types of family b. Role of family in: c. Holistic development of an individual Development of value based society Importance of girl child

20 periods

Influence of various factors on a family: Globalisation, urbanisation,migration,technology and media. 20 periods

Unit IV: Food, Nutrition and Health a. b. c. d. Unit V: Definition of food and health (WHO) Relationship of food and health Food and its functions (physiological, social and psychological)

Eating disorders: Special emphasis on lifestyle problems- Anorexia,bulimia,obesity and their consequences. 20periods

Fabrics a. b. c. d. Definition of fibre and yarn. Classification of fibre on the basis of origin and length.

Characteristics of fibres- feel, appearance, colour fastness, length, strength, absorbency, wrinkle resistance, shrinkage, elasticity, effect of heat and sunlight. Methods of construction of fabrics -brief description of weaving, knitting and felting. 5 periods

Unit VI: Resource Management a. b. c. Waste management - need to refuse, reduce, reuse, repair and recycle wastes. Proper disposal of kitchen wastes. Optimum use of resources; water and electricity.

II . PRACTICAL
Observe your family for type and size to conduct specific practical. 1. 2. 3. 4. 5. 6. 7. 8. 9.

15 periods

Record the daily expenses of your family for a week. Identify expenses which are incurred because of family size. Suggest ways to reduce unnecessary expenditures. Identification of kitchen tools and appliances. Weights and Measures: Equivalents/conversions of Ounce, cup, Gram, teaspoon, tablespoon. How to use a weighing scale. Identification of fruits, vegetables, spices, oils, sugars, cereals and lentils. Cookery terms and their demonstration (various cuts of vegetables and fruits- slicing, chopping, julienne, mince, cubing). Prepare sandwiches (at least 2 varieties). Identification of fabrics- physical and burning tests. Take a case study of a house for disposal of kitchen wastes and encourage segregating biodegradable and non degradable wastes. File work

10. Viva Voce 214

CLASS IX SECOND TERM(2013-14)

Second Term 3 Hours Theory 80 marks Practical 10 marks Formative 10 marks 100 marks

Units VII VIII IX X XI XII

Topics Food Groups and Nutrients Scientific Methods of Food Preparation Elements of Art and their Application Consumer Education Selection of Fabric and Apparel Measures of Safety and Management of Emergencies Practical Total

Periods 16 16 16 16

Marks 25

25

(April - Sept.)16 30 15 15 110 10 90

Unit VII:

Food Groups and Nutrients

a. b. c. Definition of nutrition, nutrients and balanced food Basic food groups and their functions

16 Periods

Sources and functions of nutrients- Proteins, Carbohydrates , Fats, Vitamins (A,B,C,D,E) and Minerals (Calcium, Iron and Iodine ).

Unit VIII: Scientific Methods of Food Preparation

a. b. Conserve nutrients while preparation and cooking food.

16 Periods

Brief description of methods of cooking, their advantages and disadvantages, their suitability for foods (boiling, direct steaming,pressure-cooking, roasting, baking, shallow and deep-frying, solar cooking, microwave cooking).

Unit IX:

Elements of Art and their Application

a. b. Elements of art- line, colour, texture and shape Elements of art application in your home decor

16 Periods

Unit X:

Consumer Education
a. b. c. Definition of a consumer. Problems of consumers. Consumer rights and responsibilities

16 Periods

215

Unit XI:

Selection of Fabric and Apparel

a. b.

16 Periods

Factors affecting selection of fabrics: age, occupation, occasion, fashion, figure, climate, comfort and cost. Characteristics of fibres (Cotton, Wool, Silk, Nylon, Rayon, Blended fibres, Spandex)

Unit XII:

Measures of Safety and Management of Emergencies

a. b.

15 Periods

Prevention of accidents at homecuts, accidents, falls, burns, electric shock, and food poisoning. Management of emergencies first aid for cuts, fractures, burns, electric shock, poisoning and bites (snake, dog)

PRACTICAL
1. 2. 3. 4. 5. 6. 7. Identification of flatware and their use. Table setting and three napkin folding. Practice giving first aid for cuts, burns, bites, fractures and electric shocks. Practice dressings for wounds on hand, elbow, finger, wrist and ankle.

15 Periods

Prepare snacks /dishes using different methods of cooking. Evaluate and record taste, texture and colour of prepared dishes/snacks. File work Viva Voce

216

(D) HOME SCIENCE (CODE NO. 064)

CLASS X (2014 - 2015) COURSE STRUCTURE
First Term 3 Hours Theory 80 marks Practical 10 marks Formative 10 marks 100 marks Units I. II. III. IV. V. Growth and Development II Resources Availability Food Hygiene Therapeutic Adaptation of Normal Diet Apparel and Fabric Selection Practical Grand Total Topics Periods 25 20 22 18 10 15 110 Marks 25 15 12 13 15 10 90

Unit 1:

Growth and Development in Humans

a) b) c)

25 Periods

Growth and development of children(0-3years): Important milestones in physical, motor, social ,emotional and language development. Physical, social and emotional needs of children. Play (0-5 years); role of play in growth and development of children, Types of play- active, passive, natural, serious and exploratory, selection of play material for children.

Unit II:

Resources Availability
a) b) c)

20 Periods

Types of resources- Human (energy, time, knowledge and skill) and Non -Human (money, material goods and community resources) General characteristics of resources, Optimum use of resources: personal and shared.

Unit III: Food Hygiene

a) b) c) d) Rules of hygienic handling of food, including serving of food. Hygiene in kitchen Personal hygiene Hygiene during food storage

22 Periods

Unit IV: Therapeutic Adaptation of Normal Diet

a) Concept, adaptation based on consistency and cooking methods. 217

18 Periods

b)

Preferring and avoiding certain food stuffs in specific physiological conditions: Obesity, fever, diarrhoea, constipation, diabetes, and hypertension.

Unit V:

Apparel and Fabric Selection

a) b) Fabric and apparel selection according to cost, purpose, season, occasion, size and figure.

10 Periods

Workmanship of readymade garments, checking labels for assessing quality and need for its care.

PRACTICAL
1. 2. 3. 4. 5. 6. 7. Observe and record play activities of children between 1-3 years of age. Make suitable play material for a children between 0-3 years. Prepare nutritious dishes for a family and make a project report. Examine positive and negative qualities of a readymade and tailor made garments. Prepare a care label for a readymade garment. File work Viva Voce

15 Periods

Second Term (2014-15)

3 Hours

Theory 80 marks Practical 10 marks Formative 10 marks 100 marks

Units VI. VII. VIII. IX. X. Meal Planning

Topics Time, Energy and Money Management Consumer Education Care and Maintenance of Fabrics Childhood Adolescence and Adulthood Practical Grand Total

Periods 25 25 20 15 10 15 110

Marks 20 20 15 15 10 10 90

Unit VI: Meal Planning

a) b) c) d) Concept

25 Periods

Need and factors affecting meal planning age, sex, climate, occupation, cost of food items, number of family members, occasion, availability of food, family traditions, likes and dislikes. Basic food groups ,use of food groups in planning balanced diet RDA as suggested by ICMR. 218

UNIT VII: Time, Energy and Money Management

a) b) c) d) e) f) Need of managing resources. Time plans- factors affecting time plan Fatigue, ways to reduce fatigue Work simplification methods at home. Family income and types Expenditure and importance of saving and investment.

25 Periods

Unit VIII:Consumer Education

a) b)

20 Periods

Malpractices of traders price variation, poor quality, adulteration, faulty weights and measures, nonavailability of goods, misleading information, lack of standardized products. Aids to help consumers standardization marks, labels, advertisements, pamphlets.

Unit IX: Care and Maintenance of Fabrics and Apparel

a) b) c) Cleaning and finishing agents used in routine care of clothes. Stain removal Storage of cotton, silk, wool and synthetics.

15 Periods

Unit X:

Childhood Adolescence and Adulthood

a) b) Special features of childhood adolescence and adulthood Old age: needs and care

10 Periods

PRACTICAL
1. 2. 3. 4. 5. 6. 7. 8. Prepare useful household items from recycled waste material. Prepare a report on any five malpractices you have observed in the market. Design a tablecloth by using basic stitches tacking, running, hemming and backstitch. Remove common stains of -curry, paint, ball pen ink, grease, lipstick, tea and coffee. Collect labels of Ag mark, ISI, FPO, Eco logo. Mark and prepare one Collage.

15 Periods

List five areas of agreement and disagreement each with parents, siblings and friends and present the solutions to class. Practical file. Viva Voce

219

HOME SCIENCE (IX and X) (CODE 064)

DESIGN OF THE QUESTION PAPER CLASS IX (2013-2014), CLASS X (2014-15)
Time: 3 hours Maximum Marks: 100

The weightage of the distribution of marks over different dimensions of the question paper shall be as follows:

A.

Weightage of Content Unit Class - IX (2013-14)

TERM -I Units I. Topics Concept and scope of Home Science Education and recent trends Human growth and development Family - a unit of society Food, Nutrition and Health Fabrics Resource Management Practical Grand Total Marks 06 Units VII. TERM -II Topics Food groups and nutrients Marks 15

II. III. IV. V. VI.

10 10 18 18 18 10 90

VIII. IX. X. XI. XII.

Scientific methods of food preparation Elements of art and their application Consumer education Selection of fabric and apparel Measures of safety and management of emergencies Practical Grand Total

10 15 10 15 15 10 90

B.

Weightage of content units Class - X (2014-15)

TERM -I Units I. II. III. IV. V. Topics Growth and Development II Resources Availability Food Hygiene Therapeutic adaptation of normal diet Apparel and fabric selection Practical Grand Total Marks 25 15 12 13 15 10 90 Units VI. VII. VIII. IX. X. Meal planning Time, energy and money management Consumer education Care and maintenance of fabrics Childhood adolescence and adulthood Practical Grand Total TERM -II Topics Marks 20 20 15 15 10 10 90

220

Weightage to different forms of Questions

S. No. Forms of Questions Marks for each question 1 2 3 4 5 Total No of Questions 6 8 2 8 4 28 Total marks

1. 2. 3. 4. 5.

Very short answer (VSA) Short answer (SA I) Short answer (SA II) Long Answer -I Long Answer-II

6 16 06 32 20 80

Weightage to Typology of Questions

S. No. Forms of Questions No of Questions 7 5 Total marks 20 14 %

1. 2.

Remembering (Knowledge based Simple recall questions) Understanding (Comprehension -Familiar with meaning and understands) Application & Inferential Type Higher Order Thinking Skills (HOTS) (Critical Analysis & evaluation ) Creating & Multi-Disciplinary (Formation & Evaluation of a Judgment or Situation) Total

26% 17%

3. 4. 5.

7 6 3 28

21 18 7 80

30% 17% 10% 100%

Scheme of options
1. There will be no choice in the question paper.

Weightage to difficulty level of questions.

S. No. 1 2 3 Estimated difficulty Easy Average Difficult Percentage 20 60 20

221

QUESTION PAPER DESIGNS CLASSIX (2013-14), CLASS-X (2014-15)

Learning Outcomes & Testing Skills Answer (1 Mark) (2 Marks) (4 Marks) and (LA) Picture (5 Marks) based (3 Marks) 1 1 20 25% Very Short Short Short Answer - I Answer-II Case Study Long Answer Marks %

HOME SCIENCE CODE NO. 064

S. No.

Typology of Questions

1 Reasoning Analytical Skills Critical Thinking 1 2 1 1

Remembering- (Knowledge based Simple recall questions, to know specific facts, terms concepts, principles, or theories, Identify, define, or recite, information)

Understanding- (Comprehension - to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information) 1 2 2 1

14

18%

21

26%

222
1 2 TOTAL 6(1)=6 10 min. 2(8)=16 35 min.

Application (Use abstract information in concrete situation, to apply knowledge to new situations. Use given content to interpret a situation, provide an example, or solve a problem. 2

Higher Order Thinking Skills (Analysis & Synthesis - Classify, compare, contrast, or differentiate between different pieces of information, Organize and/or integrate unique pieces of information from a variety of sources)

18

22%

Creating, Evaluation and Multi-Creating, Evaluation and Multi-Disciplinary(Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

20

26%

4(8)=32 50 min.

3(2)=6 20 min

5(4)=20 50 min.

80

100 165min.+15 min. For revision

ESTIMATED TIME

Note: No Chapter wise weightage, care should be taken to cover all chapters.

(E) FOUNDATION OF INFORMATION TECHNOLOGY

(CODE No. 165)
General Instructions 1. 2. 3. The units specified for each term shall be assessed through Formative Assessments and Summative Assessments. Each of the Summative Assessments, SA1 in the first term and SA2 in the second term will carry 30% weightage. Formative Assessment is based on hands-on skills and projects. In each term, there will be two Formative Assessments (FA1, FA2 in first term and FA3, FA4 in the second term). Each Formative Assessment carries 10% weightage that sum up to 40% weightage (FA1+FA2+FA3+FA4) in the annual evaluation.

WEIGHTAGE DISTRIBUTION
TERM I TERM I (50%) FA1 10% FA2 10% SA1 30% FA3 10% 3 Hours TERM II (50%) FA4 10% SA2 30% 90 Marks

COURSE STRUCTURE CLASS IX

CLASS IX TERM I DURATION 3 Hours MARKS 90

S.No 1 2 3

Description Basics of Information Technology Information Processing Tools IT Applications

Note: Assessment of Practical Skills through MCQ will carry 18 marks, i.e., 20% weightage of the Summative Assessment.

TERM - I (THEORY) Unit I: Basics of Information Technology

Convergence of Technologies - Computer, Communication and Content Technologies. Computer System: Characteristics of a computer, components of a computer system - CPU (CU & ALU), Memory, Storage Devices and I/O Devices Memory - Primary (RAM & ROM) and Secondary Memory.

223

Units of Memory - Byte, Kilobyte, Megabyte, Gigabyte, Terabyte, I/O Devices - Keyboard, Mouse, Printer, Joystick, Scanner, Microphone, OCR, MICR, Light Pen, Barcode Reader, Digital Camera, Web Camera Speaker, Plotter Storage Devices - Hard Disk, CD ROM, DVD, Blu Ray, Pen/Flash Drive, Memory Stick Types of Software: System Software (Operating System), Application Software (General purpose application software - Word Processing, Spreadsheet, Presentation, Database Management; Specific purpose application software - Accounting Management, Reservation System, HR Management, Attendance System, Payroll System, Inventory Control System, Billing System) and Utility Software (Disk/Folder/Files Management, Virus Scanner/Cleaner, Encryption/Decryption Tools)

Unit II: Information Processing Tools

Operating System - Basic concepts of Operating System, Operating System: Need for operating system, Functions of Operating System (Processor Management, Memory Management, File Management and Device Management), Types of operating system - Interactive (GUI based), Real Time and Distributed; Commonly used operating systems: UNIX, LINUX, Windows, Solaris, BOSS (Bharat Operating System Solutions); Mobile OS - Android, Symbian. Introduction to Windows: Basic components of a GUI Window: Desktop, Frame, Title Bar, Menu Bar, Status Bar, Scroll Bars (Horizontal and Vertical), Basic operations of left and right buttons of mouse, Creating Shortcut, Basic Tools: Text Editor, Painting Tool, Calculator, using Mouse and moving icons on the screen, Task Bar, Different types of menu and menu selection, running an application, setting system date and time; viewing files, concept of folders and directories, creating/moving/ renaming/deleting files and folders, opening and closing Windows, Minimise, Restore and Maximise forms of windows. Office Tools Word Processing Tool: Introduction to a Word Processor. Creating and Saving a document. Editing and Formatting a Document: Text Style (B, I, U), Font Type, Size, changing color, alignment of text. Formatting paragraphs with line and/or paragraph spacing. Adding headers and footers, numbering pages, using grammar and spell check utilities, using subscript and superscript, inserting symbols, Print Preview, Printing a document. Inserting Pictures, Page Setting, Bullets and Numbering, Borders and Shading, Format Painter/Paintbrush, Find and Replace, Inserting Tables: inserting, deleting rows and columns, merging cells, splitting cells.

Unit III: IT Applications

Students are suggested to work on the following areas using Word Processing. Domains: Multi Lingual Documentation: Letter Writing - content, context, addressee Report Writing - content, presentation, context Greeting Card - design, context, recipient Poster Making - design, context, target group

TERM - I (PRACTICAL)
(A) HANDS ON EXPERIENCE
1. Working on Operating System: To test some of the following basic system operations on file / folder(s): Create Rename 224

 2.

Copy / Cut / Paste Delete Commands related to Text Editor / Drawing Tool

Word Processing* A document is required to be created for testing the following areas: Editing and formatting text and paragraph Page and paragraph setup Inserting symbols and pictures

*Printouts of the document(s) should be attached with the answer sheet. (B) IT APPLICATION REPORT FILE Students are supposed to make an IT Application Report File containing real life assignments using Word Processing Tool on 4 topics (Report Making, Poster Making, Invitation Cards, Letter/Application writing). (C) VIVA VOCE The questions can be asked from any portion of the syllabus covered during Term I of Class IX. TERM-II(Theory) CLASS IX S.No 1 2 3 4 Description Basics of Information Technology Information Processing Tools IT Applications Societal impacts of IT TERM II DURATION 3 Hours MARKS 90

Note: Assessment of Practical Skills through MCQ will carry 18 marks, i.e., 20% weightage of the Summative Assessment.

Unit I: Basics of Information Technology

Communication Technology Computer Networking - LAN, MAN, WAN, Internet, Interspace Wired Networking Technology; examples Co-axial Cable, Ethernet Cable, Optical Fiber Wireless Networking Technology, examples, Bluetooth, Infrared and WiFi Content Technology Data, Information and Multimedia (Picture/Image, Audio, Video, Animation) 225

Unit II: Information Processing Tools

Office Tools Presentation Tool: Introduction to Presentation Graphics, Understanding the concept of Slide Shows, Basic elements of a slide, Different types of Slide Layouts, Creating and saving a Presentation, Different views of a slide: Normal view, Slide Sorter view and Slide Show, Editing and Formatting a slide: Adding Titles, Subtitles, Text, Background, Watermark; Headers and Footers, Numbering Slides; Printing Slides Handouts, Inserting pictures from files, Animating pictures and Text with Sound Effects, Timing Text box, Pictures and Slides, Rehearse Timings, Ungrouping and Grouping Objects (like text, picture). Spreadsheet Tool: Introduction to Spreadsheets, Concept of Worksheets and Workbooks, Creating and Saving a worksheet. Working with a spreadsheet: entering numbers, text, date/time, series using AutoFill, Editing and formatting a worksheet including changing colour, size, font, alignment of text, Inserting or Deleting cells, rows and columns, Formula-Entering a formula in a cell, using operators(+,-,*,/) in formulae, Relative referencing, Absolute referencing and mixed referencing, Printing a worksheet. Use simple Statistical functions: SUM(), AVERAGE(), MAX(), MIN(), IF()(without compound statements); Inserting tables in worksheet, Embedding Charts of various types: Line, Pie, Scatter, Bar and Area in a worksheet. Word Processing Tool: Using auto-format, mail merge, track changes, review comments, insertion of drawing tools, shapes and mathematical symbols.

Unit III: IT Applications

Students are suggested to work on the following areas using Word Processing, Presentation and Spreadsheet Tools. Domains: Documentation: Mail-Merge Formal/Informal letter

Presentation: School Presentation Environment (Save Energy) and Pollution (Global Warming) Product Advertisement Science and Social Science topic from the course Trends in Wireless Computing

Analysis Reporting: School/Class Result with student-wise and subject-wise marks Cricket Score Record Weather Forecasting Report

Unit IV: Societal Impacts of IT

Benefits of ICT in Education, Healthcare, Governance, Business, Design and Manufacturing Plagiarism, Privacy, Security and Integrity of Information; Intellectual Property Rights, Careers in IT

226

TERM-II (PRACTICAL)
(A) HANDS ON EXPERIENCE
1. Presentation A presentation is required to be created with 4 slides for testing the following areas: 2. Editing and formatting slides Inserting pictures and sounds Animating pictures and text with sound effects

Spreadsheet* A spreadsheet is required to be created for testing the following areas: Formatting cells and data Functions & formulae (Relative, absolute and Mixed reference) Charts

*Printouts of the Handouts/Spreadsheet(s) should be attached with the answer sheet. (B) IT APPLICATION REPORT FILE Students are supposed to make an IT Application Report File containing real life assignments/presentations using Presentation and Spreadsheet Tools. (C) 4 presentations 4 spreadsheets with charts 1 word processing document along with mail merge feature.

VIVA VOCE The questions can be asked from any portion of the syllabus covered during Term II. COURSE STRUCTURE CLASS - X CLASS X S.No 1 2 3 Description Basics of Information Technology Information Processing Tools IT Applications TERM I DURATION 3 Hours MARKS 90

Note: Assessment of Practical Skills through MCQ will carry 18 marks, i.e., 20% weightage of the Summative Assessment.

227

TERM-I (THEORY)
Unit I: Basics of Information Technology
Internet: World Wide Web, Web servers, Web sites, Web Pages, Web Browsers, Blogs, Newsgroups, HTML, Web address, Email address, URL, HTTP; Services available on Internet: Information Retrieval, Locating sites using search engines and finding people on the net, FTP, Downloading and Uploading files from or two remote site; Web Services: Chat, email, Video Conferencing, e-Learning, e-Banking, e-Shopping, e-Reservation, e-Groups, Social Networking.

Unit II: Information Processing Tools

Office Tools Database Management Tool: Basic Concepts and need for a database, Creating a database, Data Types : Text, Number, data, Time, Setting the Primary Key, Entering data into a database, Inserting and deleting Fields, Inserting and deleting Records, Field Size, Default Value, Creating Query using design view only single Tab. Information Representation Methods Hyper Text Markup Language Introduction to Web Page Designing using HTML, Creating and saving an HTML document, accessing a web page using a web browser (Internet Explorer, Mozilla Firefox, Opera, Apple Safari, Netscape Navigator, Google Chrome); Elements in HTML: Container and Empty elements, Designing web pages using the following elements: HTML, HEAD, TITLE, BODY (Attributes: BACKGROUND, BGCOLOR, TEXT, LINK, ALINK, VLINK, LEFT MARGIN, TOP MARGIN), FONT(Attributes: COLOR, SIZE, FACE), BASEFONT(Attributes: COLOR, SIZE, FACE), CENTER, BR (Break), HR(Horizontal Rule, Attributes: SIZE, WIDTH, ALIGN, NO SHADE, COLOR), COMMENT, ! for comments, H1..H6 (Heading), P (Paragraph), B (Bold), I (Italics), U (Underline), UL & OL (Unordered List & Ordered List Attributes: TYPE, START), LI (List Item)

Unit III: IT Applications

Students are suggested to work on the following areas using Database Management Tool on topics implementing the tools covered in the course. Domains: Business Computing Personal Data Record File School/Class Result Record Employee Payroll Stock Inventory Vehicle Parking Record File My Home Page My School My Family 228

Webpage Design

TERM - I (PRACTICAL)
(A) HANDS ON EXPERIENCE 1. Business Computing Problem:* A business-computing problem is required to be solved using Database Management Tool (Open Office) for testing the following aspects of database. Creating and entering data into a database 2. Setting the primary key Inserting meaningful data and organising Creating Query with the same design view of the table.

Web Page Designing * A Web Page designing for testing in the following: Adding a title to webpage Formatting Text Adding Ordered/Unordered Lists Writing Text in Paragraphs

The students are supposed to know the tools and style for designing domain specific web pages from real life applications and the topics mentioned in the syllabus. * Printouts of the Table Content / Web Pages should be attached with the answer sheet. (B) IT Application Report File Students are supposed to make an IT Application Report File containing real life assignments using a Database Management Tool and HTML on topics from the domain: Must have print outs of the following: (C) 4 Database Solutions from Business Computing 4 HTML source code along with browser view

VIVA VOCE Oral questions can be asked from any portion of the syllabus covered during Term I. CLASS X S.No 1 2 3 Description Information Processing Tools IT Applications Societal impacts of IT TERM II DURATION 3 Hours MARKS 90

Note: Assessment of Practical Skills through MCQ will carry 18 marks, i.e., 20% weightage of the Summative Assessment.

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TERM-II (THEORY)
Unit II: Information Processing Tools
Information Representation Methods Hyper Text Markup Language Insertion of images using the element IMG (Attributes: SRC, WIDTH, HEIGHT, ALT, ALIGN), Super Script SUP, Subscript SUB, Creating Table TABLE (BACKGROUND, BGCOLOR, WIDTH, CELLSPACING, CELLPADDING, BORDER), TR, TD, ROWSPAN, COLSPAN Internal and External Linking between Web Pages: Significance of linking, A - Anchor Element (Attributes: NAME, HREF, TITLE, ALT MAILTO) XML Introduction to XML, Difference between XML and HTML with respect to the following: Data separation, data sharing, document structure, tags, nesting of elements, attributes, values. XML Elements - Defining own tags in XML, root elements, child elements and their attributes; Comments in XML, White space and new line in XML, well formed XML documents, validating XML documents, XML Parser, Viewing XML documents in a web browser. Unit III: IT Applications Students are suggested to work on the following areas using HTML on topics implementing the elements covered in the course. Domains: Website Designing Personal Blog with Name, Photo, Areas of Interest, School, State, Country School Website - Infrastructure, Facilities, Uniform, Motto, School Pictures, Extra-Curricular Activities, Subject and Language Options Travel and Tourism Statistics on Indian - State wise Area, Population, Literacy (Enrolment in Primary, Middle, Secondary, Senior Secondary), Gender Ratio Environment (Save Energy) and Pollution (Global Warming)

Unit IV: Societal Impacts of IT

Virus, Worms, Trojans and Anti-Virus Software, Spyware, Malware, Spams, Data Backup and recovery tools and methods, Online Backups, Hacker and Cracker with regard to Computer Data and Applications, Social Networking Information security provisions in e-commerce, Benefits of ICT in Education, Healthcare, Governance, Virtual, School, emergence of Knowledge economy, Impact of ICT on Society: Knowledge based society, Infomania, Digital Unity and Digital Divide.

TERM - II (PRACTICAL)
(A) HANDS ON EXPERIENCE 1. Web Page Designing * Web Page designing for testing in the following: Adding a title to webpage 230

Formatting Text Inserting Image Adding Ordered/Unordered Lists Writing Text in Paragraphs Adding content in Tabular Form Adding Internal / External links.

Adding Internal/External links. The students are supposed to know the tools and style for designing domain specific web pages from real life applications and the topics mentioned in the syllabus. 2. XML Assignment * Students to be asked to create an XML document on the lines of XML concepts covered in theory syllabus. * Printouts of the document(s) should be attached with the answer sheet. (B) IT Application Report File Students are supposed to make a IT Application Report File containing real life assignments on HTML and XML on Domains mentioned in UNIT III (C) 4 HTML source code along with browser view 2 XML Documents Source Code and View.

VIVA VOCE The questions can be asked from any portion of the syllabus covered during Term II.

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7. SUBJECTS OF INTERNAL ASSESSMENT

Evaluation of Work Education/Pre-vocational Education, Art Education, and Physical and Health Education will be done by the schools. CBSE has developed guidelines for internal assessment in these subjects which the schools are expected to keep in view while organizing teaching and evaluation of these subjects. Following publications of the Boards are recommended for their use and reference which give outlines of syllabi and hints for evaluation: (i) (ii) Work Experience in Schools : Guidelines and Syllabus-Revised edition 1991 Art Education in Schools.

(iii) Physical and Health Education in Schools. (iv) Guidelines for School Based Evaluation. Book : Health Published by Frank Brothers & Company Publishers Ltd., Darya Ganj, New Delhi

8. PRE-VOCATIONAL EDUCATION
1. In pursuance of the provisions in the National Policy of Education 1986 and recommendations of various committees, the CBSE has made provision of Pre-Vocational Education in its scheme of studies with effect from the acdemic session 199596 of class IX. The objectives of Pre-Vocational Education are : 2. To impart training in simple marketable skills to students in classes IX and X. To develop vocational interests and aptitudes in enhancing productivity and to allow for self exploration of vocational preferences. To facilitate the students in making choice of vocational courses at the higher secondary level. To prepare students for participation in work-experience as a desired dimension of academic education, and; To inculcate healthy values related to work culture.

The main features of the scheme of Pre-Vocational Education are as follows: i. ii. iii. iv. v. vi. Pre-Vocational Education may be offered in lieu of Work Education. Minimum six periods per week will be allotted for Pre-Vocational Education. Pre-Vocational Education will be introduced only in the schools where vocational courses at +2 level are being offered and the regular infrastructure facilities are available for the chosen Pre-Vocational Course. After completion of Pre-Vocational at lower secondary stage the pass outs should attain marketable skills in the course concerned. Pre-Vocational Education is being offered only in selected schools on an experimental basis. Hence prior approval from the Board is essential before starting a Pre-Vocational Course. The scheme of assessment is similar to that of Work Education. The evaluation in classes IX and X will be done by the schools. However the grades awarded by the schools in class X will be reflected in the Boards Certificate with the title of the course concerned.

3.

The NCT of Delhi and Chandigarh Administration have expressed their willingness to introduce the following PreVocational Trades in some of their selected schools from the academic session 1995-96.

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Trade Basic Office Procedures Basic Computer Practices Basic Accountancy Procedures Fruit and Vegetable Preservation Basic Bakery Basic Confectionery Basic Electronics Airconditioning and Refrigeration Repair of Electrical Domestic Appliances Textile Printing Technology Textile Silk Screen Printing Technology Cutting and Tailoring Skin Care and Beauty Culture Automobile Food Preparation and Services

Code No. 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521

These courses being experimental in nature have been started only in selected schools run by Directorates of Education, Delhi and Chandigarh Administration. Any school administered by these Directorates desirous of starting any of these courses should seek permission from their concerned Directorates and possess necessary infrastructure as recommended for each PreVocational Course.

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9. WORK EDUCATION
RATIONALE
In the new curriculum framework (2005) Work Experience has been termed as Work Education and thus makes it an integral component of education. As such it would provide both knowledge and skills through well-structured and graded programmes, which would help them on their entry into the world of work. Work Education is a distinct curricular area for providing children with opportunities for participation of social and economic activities inside and outside the classroom, which would enable them to understand scientific principles and procedures involved in different tyeps of work. The productive manual work situations were to be drawn from the area of health and hygiene, food, shelter, clothing, recreation and community service. The competencies to be developed in this field should include knowldege, understanding, practical skills and values through need based life activities. Pre-vocational courses should get a prominent place at this stage. Work Edcucation aims at restoring dignity and respect to all types of manual work, promoting self-reliance in meeting one's daily needs and those of one's family and community, increasing productivity through the development of proper work skills and values, and promoting commitment to the welfare of the society through suitable programme of social work or community service.

Objectives
The major objectives of Work Education at the Secondary stage are: To help the pupils to develop essential knowledge and understanding in terms of : identifying needs of the self, family and community in respect of food, health and hygiene, clothing, shelter, recreation and social service; acquainting themselves with productive activities in the community; understanding facts and scientific principles involved in various forms of work; knowing the sources of raw materials and understand the use of tools and equipment in the production of goods and services; understanding the utility of productive work and services to the community; understanding the needs of a technologically advancing society in terms of productive processes and skills; understanding the processes of planning and organization of productive work; conceptualizing their role in productive situations; developing abilities for self-evaluation of performance and for entrepreneurship.

To help the pupils to develop skills: for the selection, procurement, arrangement and use of tools and materials for different forms of productive work; to observe, manipulate and participate in work practice; for the application of problem-solving methods in productive work and social service situations; for greater productive efficiency; to enhance their working competence sufficiently so as to enable them to earn while they learn; to use their creative faculties for devising innovative methods and materials.

To help the pupils to develop proper attitude and values in terms of: respect for manual work and regard for manual workers; socially desirable values such as self-reliance, helpfulness, cooperativeness, teamwork, perseverance, tolerance, etc. 234

proper work ethics such as regularity, punctuality, honesty, dedication, discipline, etc. self-esteem through achievement in productive work and services; a deeper concern for the environment and a sense of belonging, responsibility and commitment for the society; strive for excellence.

Course Content
The content of Work Education comprises two parts, i.e., 'Essential Activities' for the satisfaction of day-to-day needs of the pupils, their families and communities and an Elective Programme of productive work and services, which would result in some remuneration in cash or kind. The component of productive work practice through 'Elective Activities' is most important at this stage and is, therefore, to be assigned a weightage of 70 per cent of the school time-table. However, the actual selection of activities/projects/pre-vocational courses by school would depend upon the availability of natural, physical and human resources in the locality, the socio-economic background of the community and the needs and interests of the pupils.

Essential Activities
List of activities for the Secondary School stage is given below : Use of bus, railway, air time-table, etc. Milking of dairy animals and managing allied activities. Help in preparation and distribution of mid-day meal/snacks in composite schools. Preparation of toys and other play materials for self and primary classes. Helping school authorities in organizing exhibitions, picnics, tours and excursions, school functions, etc., and then presenting report on that. First aid activities like counting of pulse, taking of temperature and bandaging of wounds after cleaning them. Helping traffic police in the regulation of traffic. Plantation of shady/fuel/ornamental/avenue trees. Preparation of family budget and maintenance of daily household accounts. Acquaintance with common fertilizers and pesticides and their application with apppropriate equipment. To be able to make efforts to know and procure transport facilities from one point to another in cooperation with Panchayat. Acquaintance with common pests and plant diseases and use of simple chemical and plant protection equipment. Handling farm animals for feeding, washing or general examination. Studying the nutrition and health status of people in a village/city/slum/tribal area. Helping in community health programmes for enhancing the nutrition, health and environmental status of the community through door-to-door contact programmes. Participation in adult literacy programme. Helping in child-care in creches. Volunteer work in hospitals and fairs, during natural disasters and accident, etc.

Elective Activities
Work practice at this stage is to take the form of projects with sequential activities in respect of vocations in the production or 235

service sectors. Intensive projects/pre-vocational courses in diverse need and occupational areas, to be pursued over a span of time ranging from a few months to the entire two-years duration of the Secondary stage, are clearly the answer for this requirement. Such projects/pre-vocational courses are intended to lead to intensive skill formation and proficiency in work which would be conducive to increased productivity and capacity on the part of pupils to engage in work which enables them to earn while they learn. This emphasis on intensive skill formation is meant to provide a pre-vocational base to the work education programme at this stage and also to serve as ground preparation for the world for those pupils who terminate their studies after Class X. For those who continue their education at the Senior School Stage, these pre-vocational courses will serve as preparation for vocational couses at the +2 stage. A tentative list of such projects/ pre-vocational courses is given below: Raising of flowers, vegetables, plants and their seedlings in nurseries. Repair and maintenance of equipment for plant protection. Prefabrication of irrigation channels. Development of plants by vegetative propagation budding, grafting, cutting, layering, etc. Raising poultry birds (1) for eggs, (2) for table purposes. Making bakery and confectionery products. Food preservation making of jam, jelly, tomato ketchup, pickles. Projects relating to non-conventional sources of energy sun, wind, tides, biogas, etc. Bee-keeping, bottling and marketing of honey. Silk worm rearing for sale or yarn-making. Mushroom cultivation for consumption, preservation or sale. Cookery skills. Fish rearing in small ponds. Post-harvest technology and safe storage of food grains. Use of bacterial fertilizers. Preparation of milk products. Plant protection against pest and diseases. Soil testing and reclamation measures. Preparation of stationery items such as files, file boards, registers, writing pads, stamping ink, etc. Tieing and dyeing and screen printing as commercial ventures. Garment making. Repair and maintenance of domestic electrical gadgets. Preparing electric extension boards for use in home/school or for sale. Photography-commerical. Plumbing. Preparing paper out of waste paper. Preparation of decoration pieces of a more sophisticated nature out of plaster of paris. Mat and carpet weaving. Doll making. Hand embroidery. Typewriting with adequate proficiency. 236

Stenography. Running a cooperative store. Running a students bank. Running a book bank. Caning, carpentry and handling the job of a mason. Cycle, scooter repairing. Computer operation and maintenance (DTP packages, e-mail) Photocopying. Screen-printing. PCO (fax). Maintenance of farm equipment and machines. NCC, NSS, Scouting and Guiding.

Out of the list of Elective Activities suggested above, each pupil is to select one or two activities/projects from different areas of human needs such as food, health and hygience, clothing, shelter, recreation and community service. The number of elective courses to be selected would depend upon the total number of periods required for their performance which should not exceed 120.

Syllabus Outlines of Some Activities

In order to enable the translation of the above activities and projects into concrete action and to ensure proper utilization of the allotted time as also optimum attainment of the intended objectives, some of the Essential and Elective Activities have been specified further. For Essential Activities, the number of periods needed for their performance, the class for which they are suitable and tools and materials required, are indicated. In case of Elective Activities, class wise pre-vocational courses are presented with details content/ major activities, learning outcomes/specific actvities, teaching/learning methods, tools and materials, time required for performance and linkage with other curricular areas. Specific activities for the remaining activities/ projects/pre-vocational courses can be worked out in similar manner. Syllabus outlines of some activities are given below.

Essential Activities
Activity 1 : Studying the nutrition and health status of people in a village/city slum/tribal area. Classes IX or X Period 30

The nutrition and health status of the people reflects the present status and future prospects of a country. Enhancement of the nutrition and health status of the people should, therefore, be the first priority of the national planning for development. Study of the factors responsible for the present status of nutrition and health will lead to acquisition of facts on the basis of which proper planning for the enhancement of their status can be made. Specific Activities Adoption of a village/city slum/tribal area. Preliminary identification of nutritional and health problems of the community. Preparation of questionnaire/interview schedule to elicit background and information from family such as: General information: head of the family, type of family 237

Composition of the family Meal pattern of the family Monthly expenditure pattern on food, clothing, housing, education, medicine, fuel, transport, saving, remittance of debt, recreation, other items. Details of monthly food expenditure. Food produced at home. Food given under special condition Methods of cooking. Food items stored in the home Food items which are considered "good" and "not-good". Commonly occurring health problems: deficiency disease of children other common ailments of children commonly occurring ailments in the family

Measures taken to get rid of the ailments Environmental sanitation problem: procedure of disposal of wastes (soild or liquid) source of water supply and mode of water storage at home

Hygienic habits followed Health services available

Conduct of Survey. Analysis of data and preparation of reports on main findings in respect of : socio-economic conditions; environmental sanitation problems; commonly prevalent health problems; malnutrition problems of children, mothers and the community; undesirable nutrition, health and sanitation practices in the community; practicable intervention measures to enhance the nutrition and health status.

Helping in community health programmes and enhancing the nutrition, health and environmental status of the community through door-to-door contact programmes. Activity 2 : Participating in the community health programme through door-to-door contact programmes. Classes IX or X Period 30

Malnutrition and infection are the major causes of the precarious status of health in the developing world. Malnutrition is not only due to poverty or non-availability of food resulting from social and distributive injustice, but also due to ignorance of nutritional facts and undesirable practices. Malnutrition problems can be resolved to a great extent if judicious selection of food is made possible within economic means and the available foods are better utilized. Infectious diseases are caused mainly by the 238

lingering existence of two fundamental problems of environmental sanitation, mainly unsafe water supply and unhygienic disposal of waste, specially human excreta. The application of modern scientific knowledge to environmental sanitation can lead to 80 per cent of the diseases being effectively controlled. Thus, by developing desirable nutrition, health and environmental sanitation practices in the communities, health problems can be considerably resolved. This can be achieved through environment based education for all age groups of population. A door to door contact programme is the most effective way of environment based education. Without any nutrition, health and sanitation intervention, the status of nutrition, health and sanitation in the community can be enhanced through functional education by door to door contact. Specific Activities Organizing a conference, inviting the sarpanch of the village, community health worker, personnel from the Primary Health Centre, Public Health Engineer and Block Development Officer and discussing about the community health programmes being implemented in the adopted community and exploring the possibility of their participation and cooperation in the contact programme. Correlating the nutrition, health and sanitation problems in the adopted community identified from previous survey (Activity 1) with the community health programmes being implemented and preparing a check-list of specific practices desirable in the community such as : Gives supplementary foods to the child from the age of four months. Gives milk to the child in bowl and not in a bottle. Feeds the child several times a day. Feeds the child even when sick. Immunizes the child. Washes vegetables before cutting. Makes use of surplus cooking water. Uses green leafy vegetables regularly. Uses raw vegetables/fruits/sprouted grains regularly. Keeps the home surroundings clean. Uses waste water for growing plants. Throws garbage in a pit Keeps teeth clean. Keeps nails trimmed and clean Keeps hair clean and combed. Keeps clothes clean. Defecates away from pathways, sources of water and houses. Washes after defecation outside and not in pond/tank/stream.

Distributing families among members of the project team for door-to-door contact and preparing a time schedule for door-to-door contact programmes, explaining the importance of desirable practices for better nutrition, health and sanitation and recording the practices present in the family in the checklist of desirable practices. Discussing the problems encountered by the team members after every 3 contacts, analyzing why a particular desirable practice is not achieved, finding out possible solution to reinforce the programme. 239

Consolidation the records of desirable practices on the first and last contact programme for the entire community and seeing the impact of the programme on the basis of improvement in practice percentage. Assessing individual performance of the project team members on the basis of their integrity and honesty and improvement in practice percentage in the families assigned to them.

Activity 3 : First Aid First aid is the immediate and temporary care given to the victim of an accident or sudden illness. The main purpose of first aid is to preserve life, assist recovery and prevent aggravation of the condition until the availability of a doctor, or during transport to casualty home or hospital. Specific Activities Preparation and use of First Aid Kit. Dressing of wounds and bandaging. Management of simple injuries and emergencies : bleeding shock drowning burns snake bites fractures poisoning

Activity 4: Plantation of Shade/Fuel/Ornamental/Avenue trees. Importance of trees for ecological balance of the environment. Local and exotic trees for various purposes. Factors affecting normal growth of the plants. Specific problems pertaining to certain tree species and their solution. Raising seedlings in the nursery, nursery management. Vegetative propagation of ornamental trees. Planning layout. Planting and after care. Specific Activities Identification of shade/fuel/ornamental/avenue trees. Preparation of herbaria of various trees. Phenological observations on vegetative growth, emergence of new shoots/leaves, flowering, fruiting, etc. Identification of seeds, seed treatment before sowing in the nursery. Preparation of nursery beds for sowing the seeds. Raising seedlings in the nursery and nursery management. Vegetative propagation by cutting, layerage. Layout for planting. Digging pits for planting. Preparation of soil-manure mixture for filling the pits. Transfer of seedlings for plantation. Planting with the help of planting board or rope. 240

Providing tree-guards/fencing for protection (made of iron bars/empty old drums/throny twigs/bricks/ barbed wire/ live fence, etc.) After care of the plants; watering, weeding, mulching, hoeing, protection against disease, pests, animals, adverse weather conditions, etc.

Activity 5 : Acquaintance with common fertilizers and pesticides and their application with appropriate equipment. Elements of plant nutrition, common fertilizers: nitrogenous, phosphatic. Concept of biofertilizers, micronutrients, common insecticides, fungicides, weedicides. Calculation of doses. Plant protection equipment; various types of sprayers and dusters. Use and maintenance of PP equipment. Methods of fertilizers, application soil and foliar application. Specific Activities: Identification of various fertilizers, fungicides, insecticides, weedicides, bio-fertilizers. Identification of various parts of sprayers and dusters. Calibration of PP equipment. Calculation of doses of fertilizers, pesticides, etc., for specific purpose. Preparation of working solution of PP chemicals. Use of PP equipment. Fertilizer application through basal dressing, top dressing and foliar spraying. Use of bio-fertilizers for legume crops. Band placement of fertilizers in horticultural crops. General observation of crops/plants/after application of fertilizers/pesticides and their comparison with the untreated ones.

Activity 6 : Acquaintance with Common Pests and Diseases of Plants and Use of Simple Chemicals and Plant Protection Equipment. Significance of pests and diseases in agriculture. Their control measures. General idea about biological and integrated control measures. Common insecticides, fungicides, weedicides. Common plant protection equipment, their construction details, simple repairs and maintenance. Precautions while using PP chemicals. Common pests of important field crops, vegetable and fruit crops. Common diseases of important field crops, vegetable and fruit crops. Specific Activities Collection and preservation of insects, their larvae, pupae, eggs. Collection and preservation of diseases affected plant parts. Identification and description of pests and diseases of crops. Identification of plant protection chemicals. Estimation of crop's damage due to pests and diseases. Cleaning, maintenance and simple repairs of PP equipment. Operation of PP equipment. Preparation of working solutions of PP chemicals. Observation of plant after application of PP chemicals. Comparison between the treated and untreated plants. Seed treatment with fungicides. 241

Activity 7: Preparation of Family Budget and Maintenance of Daily Household Accounts. Specific Activities Identifying importance of household accounts. Learning the procedure of recording transactions. Keeping records of expenses, vouchers, receipts, bills, etc. Preparing simple receipts and payment account in the register systematically and neatly. Comparing past receipts and payments with present receipts and payments.

Specific Activities Discriminating between necessities, comforts and luxuries of different families. Preparing a list of consumble articles of the family. Collecting comparative prices for the required consumable articles. Allocating the family income on various heads. Preparing family budget. Making a comparative study of the budget of families from lower class, lower middle and middle class.

Activity 8: Use of Bus and Railway Time Table and Other Information Sources. Specific Activities Appreciating the importance of bus, railway and other time-tables. Collecting bus time-table from bus stand and railway time-table from railway station. Studying various parts of time-tables. Learning procedures of consulting bus and railway time-table. Planning bus and railway journey for different purposes and different destinations and routes.

Activity 9: Helping school authorities in oragnizing: (a) (b) picnics, tours, excursions, functions. exhibitions.

Specific Activities Helping school authorities in the organization of picnics, tours, excursions and school functions: planning the programme; forming groups for different functions such as conveyance, food, games and entertainment, collection of funds and maintenance of accounts; making arrangements/preparation of each activity; organizing/performing activities on the day of the picnic, tour/excursion, function; evaluation of the success of the programme/effectiveness of the activity undertaken.

Helping school authorities in organizing exhibitions: planning the programme; 242

collecting/making exhibits and keeping them safely; collecting suitable tables, boards, etc., for display; cleaning and decorating the exhibition hall or ground; displaying the exhibits on proper spots according to plan; doing reception duty on the day of the exhibition; explaining exhibits to the visitors; collecting the exhibits after the exhibition and restoring them to their owners/the school authorities; putting back the furniture, etc., in its proper place.

Activity 10 : Participation in Adult-Literacy Programmes. Specific Activities Survey of the neighbourhood and identification of adult illiterates. Making door-to-door visits and persuading them to join literacy classes. Grouping the illiterates according to their age, occupation and interests. Grouping students on the basis of their known capabilities and interests. Selecting literacy materials with the guidance and help of the teacher. Making spatial and physical arrangements for conducting the programme. Making adequate preparation for teaching, including the selection of teaching aids. Teaching adults in groups. Getting together in class and reviewing the progress of work and problems, if any. Correcting the teaching methods and procedures in the light of experience. Evaluting the progress of adult literacy and maintaining records.

Materials, Tools and Equipment Required : Charts, maps, register, almirah, etc. Activity 11 : Material for Classroom Use. Specific Activities Identification of the concept/topic/lesson for which teaching aids are to be prepared. Identification of the teaching aids to be prepared flashcards, chart, model, scrapbook, flannel-board, improvised apparatus, etc. Making a plan/working drawing of the teaching aid as also a list of tools and materials required. Collecting materials needed for making it. Preparing the teaching aid under the guidance of the teacher. Using the teaching aid on a sample of students to find out its effectiveness and defects. Correcting the defects. Submitting it to the school authorities for use.

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10. ART EDUCATION

RATIONALE Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulfilment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various means of communication (verbal and non-verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture, movement, sound, etc., learners develop a sense of organization and design which inculcates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aesthetic sensibilities and respect for social values and cultural heritage. The idea of creative art involves all the elements of commonly known art forms visual, performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and ceramic work, poetry and creative writing and other connected craft forms. OBJECTIVES The objectives of art education are to : help learners to consolidate past experiences and knowledge; introduce learners to different media and techniques and their use for creative and productive expression for common use; provide opportunities for development of awareness about folk arts, local specific arts and other cultural components leading to an appreciation of national heritage; assist learners to use artistic and aesthetic sensibility in day-to-day life situation; enable learners to achieve a balanced growth as a social being in tune with our culture through project work. get acquinted with the life and work of the local artists/artistes; use resourcefully locally available material to make different products (objects) with the help of the community; refine the sense of appreciation of the beauty of nature through the basic elements of art forms.

APPROACH TO ART ACTIVITIES At the secondary stage, art education is closer to the local folk art and craft and folk theatre. Art is not only to always blindly copy the old masters or copying the teacher's work in a rigid manner but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a substitute of Work Education under which a few artistic activities may be conducted but the approach and product would be different. In the interest of the learner, as far as possible, all the media of creative arts may be placed before them to facilitate selection of one form or a combination of art forms. These are : VISUAL ARTS l Two-dimensional or Pictorial 244

2.

Drawing and Painting Collage Making Printing Photography Computer graphics (wherever possible)

Three-dimensional Clay modelling and pottery Carving and sculpture Construction

Art is about creative expression of the learners, uniquely contributed by each one. Studying the works of famous artists of the past or present is undertaken to orient the learners to varied expressions. Replicating or copying either the Master or the teacher's work will check the imagination of the students and therfore must be avoided in all cases. PERFORMING AND LANGUAGE ARTS Music (Vocal, Instrumental) Movement and Dance Creative Drama and Puppetry Creative Writing and Poetry

SOURCES FOR ART TEACHING The arts programme in schools must reflect the ethos of the region. Artistic expression in music, poetry, dance threatre and in the creation of forms have been part of human life from the very beginning. It is an integral part of human existence. Exposure to the local environment and arts must be treated as an essential activity of the school art programme. Besides individual expression, the arts provide an opportunity to the learners to study and appreciate the contributions made in the past and present. By learning to appreciate music, painting, dance and theatre, students develop aesthetic sensibility and sensitivity to understand people from other cultures. To build a harmonious society, a productive nation or a world, requires to make learners familiar with the tradition of arts of the local region. From the strength and confidence gained from the familiar, it will be possible for her to respect and appreciate the culture and contribution made by others. A creative expression essentially depends on the approach to create opportunities for learners to explore, imagine and communicate the same in an art form they feel confident to use. Availability of material and experts closer to the school or community can be accented.

SYLLABUS
A. VISUAL ARTS When the school(s) can provide art teachers in different media the following syllabus may be adopted. Activities in terms of Materials/Media and Techniques. Two-dimensional or Pictorial Activities Study of visual resources and means of creative expression. 245

Study of lines, strokes, colours, shades, tones, textures, etc. while organizing two dimensional space with two dimensional and three dimensional shapes and forms. Sketching from nature and surrounding. Creative use of colours to show space, atmosphere, subjective moods. Creative use of perspective in spatial relationship. Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts). Use of contrast as an expressive element of art. Study and use of various media and techniques to the extent of their availability. Pencil, charcoal, water colour, crayon, oil colours, poster colour and gouache, acrylic colour and other unconventional sources of colours such as vermillion, yellow and red earth, rice flour, and tools like painting brushes for water colours and oil colours, Painting surfaces such as papers of various kinds and quality, like smooth, rough, thick, thin, etc., canvas, hardboard, simple marking cloth pasted on paper, etc. Collage and mosaic work with a variety of coloured papers and coloured printed pictures/photographs from magazines and newspapers. Printing : Mono printing, Printing with wood-cut blocks, lino-cut and metal foil : serigraphy (silk screen), selfmade stencil, etc. Basic knowledge of computer graphics (wherever possible).

Three-dimensional or sculptural activities

Study of basic forms in clay Study of various materials such as clay, plaster of paris, soft-stone, wood (blocks, twigs and branches, roots, etc.), metal scraps, plastic sheets, wire thread, papers and cardboards, vegetables and other throw-away available materials. Study of natural and man-made forms, human figures, birds, animals, vegetation and other objects like household items, buildings or as desired by the students. Objects of day-to-day use in groups and in different settings and arrangements.

Assignments
Assignments in two and three-dimensional subjective forms and utility and functional art and craft forms in different media and techniques. Painting, murals, graphics, clay modelling, wood-carving, soft-stone, plaster of paris, block of brick constructions, collage mobiles, applique, pottery and ceramics, masks, and puppets, textile designing (including tie-dye and batik, and block printing) poster designing, lay-out illustrations and photography, etc.

Correlating Art Activities with Other School Activities

Construction of puppets and their costumes and improvised puppet stage or theatre, correlation with Home Science and Arts (Drama) subjects. Aesthetic organization of the physical environment by enhancing the surrounding area, i.e., landscaping including plantation of trees and other flowering plants and vegetables, etc., correlating with Agriculture, Home Science and Environment Studies activities. Constructing stage setting props such as curtain, backdrops, stage lighting, improvised furniture sets, etc., designing utility (crafts) items; correlating with Work Education activities. 246

Designing the school magazine and bulletin boards, making posters for school functions, and greeting/invitation cards, stage scenes for music, dance, drama performances, etc., correlating with applied Art activities.

Note : These activities and other group activities may emerge in project form at individual levels also.

Group Activities
Organization, display and exhibitions of students' periodical and sessional work. Organizing inter school art exhibitions to widen their interaction and horizon. Planning and organizing festivals and celebrations of the community, cultural evenings, musical concerts, film shows and other performances including regional and folk (traditional art forms). Participating in study visits to museums, botanical gardens, zoological garden, art galleries and art institutions, etc., for greater awareness of the environment and cultural variations.

Theoretical Understanding of Art and Culture

Short notes on important aspects of Indian art and culture based on Social Studies. Such writing may be based on reproduction of art work printed in Textbooks. Contribution made by any one contemporary artist. Knowledge of terms : Contour, texture, graphic, form, volume, space, tone, printmaking, collage, amature, modelling in relief, mobil construction, applique, calligraphy, layout, poster and composition.

B.

PERFORMING ARTS

Music (Vocal)
Theory Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal, Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam Tal. Knowledge of notations systems as laid down by Pt. Vishnu Digamber Paluskar, Pt. Vishnu Narain Bhatkhande and Purandar Dasa. Outline history of music. National Anthem Fifteen songs for community singing Five folk or tribal songs of different regions, indicating time of the year, occasion and the function with which they are related. Writing down the same with its meaning and knowledge of its rhythm. Five devotional songs, Bhajans from the saint-poets of India. Three songs in regional languages other than mother tongue, including one Tagore song. Three patriotic songs on the theme of universal love and amity.

Practical Activities

To create proper sense of swara and laya through Talabadh and Alankaras. Introduction to the structure of any four of the following ragas with details : Yaman, Kafi, Khamaj, Bhopali, Nattai, Kalyani, Saveri, Todi (accompaniment of Tanpura and Tabla or Mrudang). The Teacher should communicate the characteristic features of the raga and its swaras patterned in such a way that the students will be able to recognize the qualities of the raga and the part played by different swaras. The following tals and their thekas-Kaharva, Dadra, Trital, Jhaptal, Choutal, Alankar Talas. 247

Project Work
To collect photographs of great musicians, with a write-up on their introduction, and all types of musical instruments (photographs/illustrations) and the artists who play them. (To be pasted in the scrap-book). To listen to music programme on Radio or T.V. and to write short description of the performances (To be written in the scrap-book).

Music (Melodic Instrument) Theory Knowledge of the terms : Sangeet, Dhwani, Nad, Swar (Shudha, Komal, Teevra) Saptak (Mandra, Madhya, Tar) Aroha, Avaroha, Raga, Gat, Laya Matra, Tal, Avartan, Sam Tal, Khali, Laghu Dhrutham, Anu Dhrutham. Knowledge of notations system as laid down by Pt. Vishnu Narain Bhatkhande, Pt. Vishnu Digambar Paluskar and Purandar Dasa. Short notes on at least four musical instruments, their main components and the characteritics of the sound (music) they produce. Tuning and playing of any one of the following instruments: Sitar, Sarod, Violin, Dilruba or Esraj, Flute, Jaltarang, Mandolin, Guitar (accompaniment of Tabla).

Practical Activities -

The candidates playing musical instruments may be allowed to opt for community singing or for instrumental assemble based either on the ragas from the syllabus or light and folk dhun (Melodies). To create proper sense of swaras and layas through Talabadh Alankaras. The following ragas with descriptive details : Yaman, Khamaj, Kafi, Bhopali, Nattai, Kalyani, Todi, Saveri (acompaniment of Tanpura and Tabla). The following five talas and their thekas : Kaharva, Dadra, Trital, Jhaptal, Choutal.

Creative Drama This is the stage at which young people are to be introduced to theatre and related crafts to broaden their understanding of drama through literature. Their previous experience of creative drama will help in exploring the area as under: Theory Knowledge of the terms: Mime, playscript, movement, characterization, stage, stage props, stage costumes, stage movements, stage lighting, one-act play, etc. Warming-up freeing activity in rhythmic movement and pantomime. Exercises in characterization. Exercises in speech dialogue delivery. Exercises in creation of plot and conflict based on: (i) episodes and happenings in day-to-day life situations: (ii) episodes from stories from textbooks or story books; (iii) short scenes from classical dramas. Stage Craft : Planning a stage with props and lighting placement, movement of character of a given play in drawing form or model form : designing of costumes for the characters of the play. Play-writing: unscripted play to be written down in the form of a script to be acted.

Practical Activities -

Note : Formal performance before an audience can be an incentive to good work at this stage.

248

Hints for the Teachers

Students should be encouraged to work individually as well as in small groups, girls and boys working together. Learners should be encouraged to enquire about the technique, procedures and the work of master artists/artistes. Students should be encouraged and helped in handling new media and tools and meeting the new challenges in various problem-solving situations encountered by them. Students should be encouraged to take the initiative and to critically evaluate their work. Since the adolescents are prone to adult influence, adult activities and methods working, she starts imitating and idealizing the adult approach and attitude to her work. The teacher, at this stage should try to make the adolescent child aware of the originality and uniqueness of her own work and encourage her to develop her own methods and style of working as there exists a large variety and divergence in adults' work. The teacher should develop friendly and empathetic relations with the students and should encourage them to know about the artistic activities of the local community. The teacher should organize studio/art room/theatre/stage with the help of students. The teacher should organize visits of museums, historical places, exhibitions, botanical and zoological gardens, theatre and local drama activities, music and dance concerts, film shows, etc. The teacher should help children in the planning and organization of display and exhibitions, musical and other performances of master artists/artistes. The teacher should develop projects correlating art activities with other subjects with the cooperation of other subject teachers. The teacher should encourage the use of improvised instruments and tools by the students locally available. The teaching approach should be inductive and students should be encouraged to mobilize their own resources to solve their problems. Direct instructions in the techniques should be avoided. They should be encouraged to develop techniques and styles of their own through exploration of discovery of materials, media, tools and techniques.

249

11. PHYSICAL AND HEALTH EDUCATION

RATIONALE Health and Physical education is concerned with total health of the learner and the community. Besides physical health, it includes mental and emotional health of the learners. WHO defines health as a state of physical, mental and social well-being and not merely the absence of disease or infirmity. The aim of Health and Physical Education is to enable the students to attain such a state of health that, it becomes an education for the total human being. In this respect, it is a truism to say that the practice of healthy living will serve as the foundation for physical education. It is envisaged that any effort to promote aesthetic values at the school level will include a natural esteem for physical well-being. The mastery of the body, its powers and qualities, requires knowledge, methodical training and exercise. The skills and capacities developed, the muscles and nerves trained, the senses cultivated and hygienic and proper dietary habits inculcated. Therefore, provision has to be made much more systematically than before, in the school curriculum for Health and Physical Education. At the Secondary level acquisition of the habits of healthy living and participation in games and sports and athletics for the neuro muscular coordination and physical fitness are the aims which should be taken care of while developing any syllabus of Health and Physical Education. The objectives of Physical and Health Education are: to bring the overall awareness of values and to inculcate among students the desired habits and attitudes towards health and to raise their health status; to make the pupils physically, mentally and emotionally fit and to develop their personal and social qualites that will help them to be good human beings; to develop a scientific point of view regarding health and physical education; to identify personal, family and community health problems and acquire relevant scientific knowledge and information to prevent and control these problems to stay healthy; to take action individually and collectively to protect and promote (i) their own health (ii) health of their family members, and (iii) health of those around them in the community, seeking help when required from available community resources; to promote improved preventive and promotive self-care behaviour in the families and in the community; to develop awareness of HIV, AIDS and drug abuse in the community; to develop an awareness regarding the importance of physical fitness and organic efficiency in individual and social life; to develop awareness regarding transfer of fundamental processes to physical activities of one's choice; to develop interest in exercise, sports and games for self-satisfaction and making it a part of life; to enable an individual to enhance inner qualities - as self-mastery, discipline, courage, confidence and efficiency; to enable an individual to display a sense of responsibility, patriotism, self-sacrifice and service to the community in a better way; to develop awareness of the importance of self-defense and self-dependence; to develop awareness of good posture so that one may strive to maintain a good posture; to enable an individual to lead an enthusiatic and active life; to enable an individual to practice socially acceptable behavior patterns in an impressive manner.

250

Learning Outcomes
The syllabus in Physical and Health Education at this stage aims at realising the following : (I) Learning Outcomes in Physical Education : The learners develop organic fitness, formal sense organs and efficient organic systems. They cultivate habits of engaging in appropriate exercises so that immediate and future health needs will be met. They develop neuro-muscular skills that promote the ability to perform work with ease and grace. They develop attitudes of cooperation, good sportsmanship and fair-play. They cultivate such traits of character as self-mastery, discipline, courage and confidence. They develop a sense of patriotism, self-sacrifice, self-reliance and a desire to serve. They prepare themselves for making a worthy use of leisure time by acquiring knowledge of sports for the purpose of participation or observing, appreciating and enjoying them.

Suggestive Activities : (II) Dance Sports and Games (including training/coaching) Yoga Athletics Gymnastics Swimming Combative / Martial Arts

Learning Outcomes in Health Education The learners develop a scientific point of view of health and physical education. They identify personal, family and community health problems and are able to prevent and control these problems to stay healthy. They take action individually and collectively to protect and promote their own health, health of family and of the people around them in the community. They are always ready to promote improved preventive and promotive self-care behaviour in the family and in the community.

Suggestive Areas : Meaning and Nature of Health Environment and Health Major accidents, which can be fatal in rural and urban areas. First Aid. Nutrition. Health hazards of modernization:drug abuse, HIV and AIDS. Communicable and non-communicable diseases. Approved systems of medicine being practiced in our country. Importance of International Health.

Physical Education activities are depedent upon the facilities available in and around the school. Therefore, the teacher should develop programmes taking into consideration the facilities available in the school and in the community. 251

PHYSICAL EDUCATION
CLASSES - IX and X
1. Athletics (a) (b) (c) (d) Running Events-Sprints (including hurdles) and middle and long distance events. Emphasis is to be laid on correct starting and finishing techniques, running action including foot plantation and body carriage. Jumping Events-Consolidation of long jump and high jump techniques and introduction of basic fundamentals of triple jump and polevault. Throwing Events- Consolidation of shot put and discus throw techniques and introduction of baisc fundamentals of javelin and hammer throws. Participation in exercise schedules for improving different motor components namely speed, strength, endurance, flexibility and coordinative abilities.

Note : (i) (ii) 2. A. At this stage the student has to aim for her performance attainment and hence she should select one event for specialization. More than one event be chosen only if logical relation exists between them. Introduction of basic rules related to the events.

Gymnastics Boys (a) (b) Repetition of previously learnt skills Skills (Floor Exercises) (c) Head Spring Round off

Vaulting Horse Straddle vault on broad horse Hand spring on broad horse Take off and sitting on the long horse Straddle from the standing position on long horse

(d)

Parallel Bars Different kinds of mounts and dismounts One bar roll Shoulder stand 'L' position hold

(e)

Horizontal Bar Different types of grips Back turn over One leg circle forward Simple swing 252

B.

Girls (a) (b) Repetition of skills learnt in the previous class Skills (Floor Exercises) (c) One hand cartwheel Round off

Balancing Beam Dancing movements Turning movements Front roll and back roll Different balances

(d)

Vaulting Horse Straddle vault on broad horse Wolf vault (side vault) Cat spring and jump on long horse

C. 3.

Conditioning exercises of different types for developing motor components essential for gymanastics. Yoga Dhanurasana Kukutasana Mayurasana Suptavajrasana Vakasana Gaumukhasana Supt - pawan Muktasana Halasana Shalabhasana Naukasana Shirshasana Surya Namaskar

4.

Major Games (Any two to be chosen from the following) (a) (b) (c) (d) (e) (f) Cricket Football Hockey Basketball Volleyball Handball 253

(g) (h) (i) (j) (k) (l)

Kho-Kho Kabaddi Table Tennis Badminton Wrestling Judo

Emphasis is to be laid on consolidation of technique and learning of basic tactical patterns. These games should be played in full size fields, if available. In case only small play area is available, these games bye played in modified form. Participation in exercise schedules for improving different motor components namely speed, strength, endurance, flexibility and coordinative abilities. Introduction of basic rules related to the games. 5. Swimming (a) (b) (c) (d) Emphasis is to be laid on the consolidation of techniques of all strokes and learning of basic tactical patterns, using competitive distances. Participation in exercise schedules for improving different motor components related to swimming. Consolidation of water polo skills and dives. Introduction to basic rules of swimming, water polo and diving.

Note : At this stage the student has to aim for high performance attainment and hence she should select one event for specialization. More than one event be chosen only if logical relation exists between them.

HEALTH EDUCATION
CLASS IX
Meaning and nature of health, ecological concept of health, interdependence of physical, mental, emotional and social dimensions of health, factors and conditions influencing health, importance of health, meaning, purpose, principles and methods of health education; role of media in Health Education. Environmental conditions in villages, towns and slums in relation to the health status of people, waste disposal practices, measures to prevent pollution, compost pits, soakage pits, sanitary latrines, sources of safe drinking water, municipal water supply system, housing. Relationship of personal and environmental health practices with prevention of diseases and health promotion, cultural practices and health. Major accidents which cause deaths in rural and urban areas, factors responsible for accidents, general principles for prevention of common accidents, safety rules related to making fires, using stoves/cooking gas, using electricity, climbing stairs, crossing roads, boarding means of transport, cycling, swimming, playing, storing medicines and poisonous chemicals, practicing crafts, working in laboratories and using electrical and mechanical gadgets and machines, measures to remove accident hazards. First-aid measures for cuts, wounds, sprains, strains, continuous bleeding, fractures, bites and stings, drowning, fainting, shock, burns. Principles of first-aid, home nursing and skills in dealing with specific situations.

254

Factors and conditions affecting nutritional status of an individual, nutritional needs of the body in terms of calories and nutrients, low-cost, locally available sources of food rich in these nutrients, nutritive values of commonly used food stuff, balanced diet-its importance and requirements accroding to age, sex, occupation, pregnancy and geographical location; principles of diet planning, deficiency diseases and their prevention.

CLASS X
Health hazards of modernization-pollution, effect of population explosion on health hazards, family and community life. Communicable and non-communicable diseases, role of host agent and environment in the spread and control of communicable diseases, body defenses, immunity natural and acquired, importance of regular medical check-up in preventing the diseases, immunization schedule and importance of booster doses. Morbidity and mortality, in India. National Health Programmes, Importance of pupil and people's participation in the implementation of these programmes, Primary health care, meaning and scope. Health care set-up in rural and urban areas. Importance of international health, international health measures to check spread of communicable diseases from one country to another, quarantine measures, World Health Organization-its functions and activities, UNICEF functions and activities, significance of World Health Day. Approved systems of medicine being practiced in India, specialization available, prescription and non-prescription drugs, habit-forming drugs, dangers of self medication and going to a quack-harmful effects of alcohol and tobacco. Health set-up at the village, town, district, state and country levels, voluntary agencies working in the field of health and health education. Awareness of HIV and AIDS. Students may also be acquainted with evils associated with promiscuity and child and drug abuse. Adolescence education and sex-education may also be provided in a suitable manner.

255

12. TRAINING SYLLABUS: NATIONAL CADET CORPS AS AN ADDITIONAL SUBJECT IN SCHOOLS

It is Easy to Train and Mould the Youth than to Repair and Recast the Adult

INTRODUCTION
1. The training curriculum of the NCC is primarily focused towards character building, inculcating leadership qualities and skill enhancement through structured academic syllabi, practical training and opportunity of exposure/interaction beyond a cadets immediate environment and thereby enabling them for a brighter and progressive future. The AIM of NCC is as listed below: (a) To develop character, comradeship, discipline, secular outlook, spirit of adventure and the ideals of selfless service amongst the youth of the country. To create a human resource of organized, trained and motivated youth, to provide leadership in all walks of life and always available for the service of the nation. To provide a suitable environment to motivate the youth to take up a career in the Armed Forces.

2.

(b)

(c) 3.

Conduct of Training: The NCC training curriculum is conducted as under: (a) Institutional Training. Conducted in respective schools/ colleges by Associate NCC Officers (ANO), Permanent Instructional (PI) staff as part of the school curriculum. Annual Training Camps( ATC ). To provide practical outdoor training, each NCC cadet attends one 10 days camp in the second year of Junior and Senior division. Respective NCC units conduct these camps. Centrally Organized Camps (COC). These camps are conducted at all India level, as National Integration Camps, attended by cadets from all states. Adventure Training. To inculcate a spirit of adventure and teamwork, NCC cadets undergo various adventure activities such as Para jumps, Para Sailing, Trekking, Mountaineering and Sailing Expeditions. Attachment Camps. To give the cadets exposure to interact with Regular Army, Navy and Air Force units, attachment camps are conducted, where cadets are attached with these units .To motivate cadets to join the Armed Forces attachment of cadets with Indian Military Academies is also conducted. Youth Exchange Programme (YEP). Select cadets also get an opportunity to visit various foreign countries as part of YEP. In one year approximately 100 cadets visit 10 -11 countries. Social Service Activities. The cadets also under take various social service activities, by conduct of rallies to bring awareness and participate in various relief programme / activities whenever called for.

(b)

(c)

(d)

(e)

(f)

(g)

256

4.

Trainers. To conduct and implement the NCC training curriculum, there are three tiers of trainers. (a) First Tier. It comprises of Regular Defence officers of the rank of Colour equitant rank in Air Force and Navy, Whole Time Lady Officers (WTLO) and Civilian Gliding Instructors (CGI). They are responsible for coordination and supervision of training and conduct of camps. Second Tier. Professors and Teacher nominated by respective schools and colleges and trained by NCC at its NCC Officers Training Academy and on completion of Pre- Commission Course, commissioned as Associated NCC Officer (ANO) form the most important link between the cadets and NCC. They conduct most of the theory classes of non-specialized subjects. Besides the Pre Commission training they attend refresher courses. Third Tier The Junior Commissioned officers (JCO) and Non Commissioned officers (NCO) from the three services and Girl Cadet Instructors (GCI) and Ship Model Instructors (SMI) conduct the specialized training of the cadets.

(b)

(c)

5.

Eligibility for Enrolments as Cadet. (a) (b) (c) Should be a citizen of India or a subject of Nepal. Should be on the roll of the school or college which has a NCC Unit or part thereof. The cadet should be within the age as mentioned below:(i) Junior Div. Not less than 13 years and below 18 years and6 months. (ii) Senior Div. - Should be below the age of 26 years.

6.

NCC Syllabus. The syllabus includes Common subjects for all three wings and specialized subjects with respect to Army, Air Force and Navy. The Common subjects comprise of approximately 70% and Specialized Service is 30 % of the curriculum. Detailed Syllabus is as follows: -

S. No Senior Division Wing (i) (ii)

Subject First Year

No of Periods Second Year Third Year Total

Common Subjects Specialised Subjects Total

66 24 90

72 33 105

72 33 105

210 90 300

Junior Division/Wing (a) (b) Common Subjects Specialised Subject Total 7. 85 35 120 85 35 120 --NA-170 70 240

In addition to this syllabus, cadets attend one Annual Training Camp in the second year of junior and senior division to be eligible to appear in Part A and Part B certificate examination.

257

8.

Cadets wanting to pursue for Part C Certificate will have to attend third year senior division in the college.

Evaluation System. 9. NCC presently conducts three certificate examinations; these evaluations are conducted as a written paper for theory and practicals in the second year of junior division for Part A and in the second and third year of senior division for Part B and C. The setting of papers and evaluations for Part A and B examinations are done by a board of officers at NCC Group Head Quarters headed by an officer of the rank of Brigadier and Part C Examination at NCC state Directorate level headed by an officer of the rank of Major General. Recommended evaluation pattern for NCC as an additional / elective subject in the schools affiliated with CBSE is as follows: (a) Internal Examinations for class IX (JD) and class XI (SD) be conducted by respective ANOs and PI staff under the supervision of respective Commanding Officers of NCC unit. Marks included in the cadets report card by concerned school. Part A examination paper be set at state Directorate level and evaluated by Board of Officers at Group Headquarters. Copy of the result in respect of CBSE schools be forwarded to CBSE Board as performance evaluation of class X cadet. Part B examination paper be set at HQ DG NCC level and evaluated by Board of Officers at Group Headquarters. Copy of the result in respect of CBSE schools be forwarded to CBSE Board as performance evaluation of class XII cadet. The result sheet in addition to the NCC cadet number will also have CBSE roll number. The marks obtained be included in the CBSE Board certificate and C Certificate be issued by concerned State Directorate. Part A and B exams to be conducted in the month of February, before the commencement of the main exams of the students. Respective exam to be conducted on same date all India. The schedule of examination to be approved by HQ, DG, NCC and forwarded to CBSE for inclusion in examination schedule.

10.

(b)

(c)

(d)

11.

Study Material (a) Reference Books (i) (ii) (iii) (iv) Grooming Tomorrows Leaders, Published by DG, NCC. Youth in Action, Published by DG, NCC. The Cadet, Annual Journal of the NCC. Prcis Issued by respective Service Headquarters on specialized Subject available to PI Staff as reference material.

(b)

Syllabus Books (i) (ii) Cadet Hand Book (Common Subjects), Published by DG NCC. Cadet Hand Book (Specialized Subjects), Published by DG NCC.

258

(iii) 12.

ANO Prcis

Detailed syllabus with respect to Junior Division for class 9 and 10, Senior Division class 11 and 12 listed in Part One to Part Three of the document. (a) (b) (c) Part One Part Two Part Three Junior Division Syllabus for class IX and X. Senior Division Syllabus for class XI and XII. Annual Training Camp Syllabus for class X (JD) and class XII ( SD).

259

PART-I JUNIOR DIVISION SYLLABUS FOR CLASS IX AND X

Rationale
1. NCC training curriculum is structured in a manner to instil in the cadets qualities like nationalism, patriotism, discipline, team spirit, spirit-de-corps, leadership, self confidence, national integration and improve their personality. The training is conducted with the following specific purpose:(a) To expose young cadets to a regimental way of life, which is essential to inculcate in them the values of discipline, duty, punctuality, orderliness, smartness, and respect for authorities, correct work ethos and self-confidence. To generate interest in cadets by including and laying emphasis on those aspects of institutional training which attract the youth and provide them an element of thrill and excitement. To inculcate Defence Services work ethos, which is characterized by hard work, sincerity of purpose, honesty, ideals of selfless service, dignity of labour, secular outlook, comradeship, spirit of adventure and sportsmanship.

(b)

(c)

Objectives Motivate young dynamic youth to serve the nation. Inculcate unity and discipline amongst citizens. Teach leadership and make self-reliant citizens. Prepare a volunteer force to participate during national disasters. Create awareness to live with principles and values. Provide glimpse and overview of armed forces. Inculcate national integration. Create awareness about social causes and community development. Inculcate sportsmanship and spirit of adventure. Imbibe road safety and traffic control Teach life saving and first aid.

CLASS IX Block Syllabus

260

S. No Part 1: Common Subjects 1 2 3 4 5 6 7 8 9 10 11 The NCC

Unit

Marks

Periods

02 03 15 15 05 03 08 04 07 03 05 Total 70

03 07 19 16 10 04 08 06 08 02 02 85

National Integration and Awareness Drill Weapon Training Personality Development and Leadership Civil Affairs Social Awareness and Community Development Health and Hygiene Adventure Training Environment Awareness and Conservation Obstacle Training

Part 2 A: Special Subjects (Army) 1 2 3 4 5 Armed Forces Map reading Field Craft and Battle Craft Military History Communication Total Part 2 B: Special Subjects (Navy) S. No. 1. 2. 3. 4. Naval Orientation Seamanship Naval Communication Ship and Boat Modelling Total Part 2 C: Special Subjects (Air Force) S. No. 1 2 3 General Service Knowledge Air Campaigns Principle of Flight Unit Marks 05 02 03 Periods 05 02 09 Unit Marks 15 10 03 02 30 Periods 17 12 04 02 35 03 15 07 02 03 30 04 13 09 06 03 35

261

4 5 6 7 8

Parts of Aircraft Aircraft Particulars Air Field layout RT Procedure Aero modelling Total

02 01 01 02 19 35

02 01 01 02 08 30

262

PART-II COMMON SUBJECTS (Detailed Syllabus)

Total Marks: 70 Unit 1: The NCC Aim: To acquaint cadets with the aims and objectives of NCC Scope: Introduction, aims, organization and general information about NCC. Aims and Objectives of NCC. Organisation and Training and NCC Song Incentives of Joining NCC Unit 2: National Integration and Awareness 03 Marks 07 Periods Total Periods: 85 02 Marks 03 Periods

Aim: To inculcate sense of patriotism, secular values and motivate cadets to contribute towards nation building through national unity and social cohesion. Scope: The concepts of National Interests, Objectives and Integration, Unity in diversity and cultural heritage of India. Religions, Culture, Traditions and Customs of India National Integration: Importance and Necessity Freedom Struggle and Nationalist Movement in India. Problems/ Challenges of National Integration. Unity in Diversity. Famous Leaders of India Images/ Slogans for National Integration Contribution of Youth in Nation Building Unit 3: Drill 15 Marks 19 Periods

Aim: To inculcate a sense of discipline, improve bearing, smartness, and turnout and to develop the quality of immediate and implicit obedience of orders. Scope: All-important basic aspects of drill including ceremonial drill, drill with arms and words of command. Drill Without Arms General and Words of Command Attention, Stand at Ease and Stand Easy, turning and inclining at the halt Sizing, forming up in three ranks and numbering, open and close order march and dressing

263

Saluting at the halt, Getting on parade, dismissing and falling out Marching, Length of Pace and time of marching in quick time and halt, slow march and halt Turning on the march and wheeling Saluting on the March Individual word of command Unit 4: Weapon Training Aim: To give elementary knowledge about rifles. Scope: Basic Knowledge about rifle and firing. Characteristics of a rifle/ rifle ammunition and its fire power Stripping, assembling, care and cleaning and sight setting Loading, cocking and unloading The lying position and Holding Aiming, range and figure target Trigger control and firing a shot Range precautions and safety precautions Short range firing Unit 5: Personality Development and Leadership 05 Marks 05 Periods 05 Marks 16 Periods

Aim: To develop an all-round dynamic personality with adequate leadership traits to deal / contribute effectively in all walks of life. Scope: Basic subjects of leadership with emphasis on self-awareness, life/soft skills, time management and character building. Introduction to Personality development Factors influencing/shaping personality: Physical, Social, Psychological and philosophical Self Awareness know yourself Critical and creative thinking Communication skills: group discussions/lectures Self confidence, courage &self conviction Effects of leadership with historical examples Problem solving skills Interview skills Importance of group and team work

264

Effective use of time Coping with stress / emotions Sociability: social skills Characteristics of healthy personalities ethics/values Unit 6: Civil Affairs 03 Marks 04 Periods

Aim: To train Cadets to assist Civil Administration in performance of selective duties during disasters. Scope: Basic information about civil defence organization and its duties, maintenance of essential services and providing assistance to civil administration in various types of emergencies during national disasters. Civil Defence Organization and its duties/ NDMA Types of emergencies/ Natural Hazards Role of NCC during Natural Hazards/ Calamities Civil Administrative Set up at District/Taluk/Village Fire service and fire Fighting Essential services and their maintenance Unit 7: Social Awareness Community Development 08Marks 08Periods

Aim: To teach cadets the values and skills involved in providing voluntary Social Service. Scope: Understanding of social service and its needs, knowledge about the weaker sections of our society and their requirements, about NGOs and contribution of youth towards social welfare. Basics of Social service, and its needs Social/ Rural Development Projects: MNREGA, SGSY, NSAPetc Literacy enhancement and poverty alleviation Contribution of youth towards social welfare Civic responsibilities Drug abuse and trafficking Causes and prevention of HIV/AIDS, Role of Youth Corruption Social evils viz dowry/female foeticide/child abuse and trafficking etc Traffic control organization and anti drunken driving Provisions of child Act Unit 8: Health and Hygiene Aim: To instil respect and responsibility towards personal health and hygiene. 04 Marks 06 Periods

265

Scope: Basic information of the human body, maintenance of health, hygiene, sanitation, disease and an elementary knowledge of First Aid and Nursing. Structure and functioning of the human body Hygiene and sanitation (Personal and Food Hygiene) Physical and mental health Infectious and contagious diseases and its prevention Basics of first aid in common medical emergencies Wounds and fractures Introduction to yoga and exercise 2 Unit 9: Adventure Training 07 Marks 08 Periods

Aim: To inculcate a sense of adventure and develop confidence, courage and determination. Scope: To expose cadets to various adventure activities. Trekking including selection of route and administration planning Cycle expedition including selection of route and administration planning Rock climbing Unit 10: Environment Awareness and Conservation 03 Marks 02 Periods

Aim: To sensitise the cadets on natural resource conservation and protection of environment. Scope: Basic understanding of environment in general and waste management in particular, energy conservation, pollution control and wildlife conservation in particular. Natural resources conservation and management Water conservation and rain water harvesting Waste management Pollution control, water, air, noise, soil Wildlife conservation: projects in India Unit 11: Obstacle training 05 Marks 02 Periods

Aim: To make cadets capable of crossing a standard obstacle course so as to inculcate team spirit and selfconfidence. Scope: Training on a standard obstacle course. Obstacle course

SPECIALISED SUBJECTS (ARMY)

Total Marks: 30 Total Periods: 35

266

Unit 1:

Armed Forces Aim: To acquaint cadets with the Armed Forces Scope: Introductory and general information about the Armed Forces Basic organization of Armed Forces Organisation of the Army Badges and Ranks Honours and Awards Modes of entry into Army Fighting Arms Supporting Arms and Services

03 Marks

04 Periods

Unit 2:

Map Reading Aim: To teach cadets elementary map reading

15 Marks

13 Periods

Scope: Basic understanding of map sheets and map reading instruments and development of capability to use them to carry out simple Map Reading Introduction to types of Maps and conventional signs. Scales and grid system Topographical forms and technical terms Relief, contours and gradients Cardinal points and Types of North Types of bearings and use of service protractor Prismatic compass and its use and GPS Setting of map, finding north and own position Unit 3: Field Craft and Battle Craft Aim: To teach cadets elementary field craft and battle craft Scope: Basic field craft and battle craft Introduction Judging distance Description of ground Recognition, description and indication of land marks and targets Observation, camouflage and concealment Field signals Use of ground and movement 07 Marks 09 Periods

267

Selection of formations Knots and Lashing Unit 4: Military History 02 Marks 06 Periods

Aim: To provide knowledge of renowned Military Generals, PVCs and Indo-Pak Wars Scope: Introduction to biographies, famous Indian battles and gallantry awards Biographies of renowned generals (Carriappa/ Manekshaw) Indian Army War Heroes Study of battles of Indo-Pak war 1965, 1971 and Kargil War movies Unit 5: Communication Aim: To introduce cadets to latest trends in the field of communications Scope: Types of communications and future trends Importance of communication Means of communication Modern methods of communication 03 Marks 03 Periods

SPECIALIZED SUBJECTS (NAVY)

Total Marks: 30 Unit 1: Naval Orientation Aim: To impart training on Naval Organization. Scope: History of Indian Naval Organizations, Rank structure, Indo Pak War- 1971 etc. History of the Indian Navy (Gallantry Award Winners) Organization of IN - NHQ, Commands and Ships Main Parts of a Ship Types of Warships and Role - A/C Carriers, Submarines, Destroyers, and Frigates Organization on Board a Ship Survival and Rescue - Life Safety Items on board Ship, Life Raft, Life Boats and Distress Signals Total Periods: 35 15 Marks 17 Periods

268

Unit 2:

Seamanship Aim: To impart basic knowledge about Seamanship.

10 Marks

12 Periods

Scope: Introduction to rigging, anchor work, parts of boats and accessories etc. Rigging Bends and Hitches: Reef Knot, Half Hitch, Clove Hitch, Rolling Hitch, Timber Hitch, Bow line, Round Turn and Two Half Hitches and Bow Line on the Bight and its basic element Anchor and Anchor Cable- Types of anchors and cable its use Unit 3: Naval Communication Aim: To impart basic knowledge to Naval Communication. Scope: Introduction to visual communication. Introduction to Naval Communication Semaphore, Use of semaphore, introduction of various letter position, Reading of semaphore message, Transmission of semaphore message Phonetic Alphabets - Introduction and use Unit 4: Ship and Boat Modelling Aim: To provide knowledge about Ship Modelling Scope: Materials used in different types of models Principles of Ship Modelling Reading of a Ship Drawing of a Model Views in blue print Measurement of superstructure and hull 02 Marks 02 Periods 03 Marks 04 Periods

SPECIALIZED SUBJECTS (AIR FORCE)

Total Marks: 30 Unit 1: General Service Knowledge Aim: To impart basic knowledge of IAF Scope: History and Organization of IAF Development of Aviation. History of IAF Unit 2: Air Campaigns Aim: To impart basic knowledge of Air Campaigns 02 Marks 02 Periods Total Periods: 35 05 Marks 05 Periods

269

Scope: History and Motivation. Indo-Pak War-1971 Operation SafedSagar Motivational Movies Unit 3: Principles of Flight Aim: To introduce principles of flight Scope: To impart knowledge about basic principles on which aviation is based Introduction Laws of Motion Glossary of Terms Unit 4: Parts of Aircraft Aim: To provide knowledge of Aircraft Parts Scope: Knowledge about the parts of aircraft to be flown Parts of Aircraft Unit 5: Aircraft Particulars Aim: To provide knowledge of Aircraft Instruments Scope: Knowledge about the aircraft to be flown including checks and procedures Aircraft Particular Type, Specific Unit 6: Airfield Layout Aim: To provide knowledge of Airfields Scope: Knowledge about the airfields to be flown including checks and procedures Airfield Layout Unit 7: RT Procedure Aim: To provide knowledge of wireless communication. Scope: Knowledge about the communication is required for flying aircraft RT Procedure Unit 8: Aero-modelling Aim: To provide knowledge about Aero Modelling Scope: History of aero modelling, materials used in different types of models History of Aero-modelling Materials used in Aero-modelling Types of Aero-models 19 Marks 08 Periods 02 Marks 02 Periods 01 Marks 01 Periods 01 Marks 01 Periods 02 Marks 02 Periods 03 Marks 09 Periods

270

Building /Flying of Aero-models

CLASS X (Block Syllabus) S. No. Part 1: Common Subjects 1 2 3 4 5 6 7 8 9 10 11 The NCC National Integration and Awareness Drill Weapon Training Personality Development and Leadership Disaster Management Social Awareness and Community Development Health and Hygiene Adventure Training Environment Awareness and Conservation Obstacle Training Total Part 2 A: Special Subjects (Army) 1 2 3 4 5 Armed Forces Map reading Field Craft and Battle Craft Military History Communication Total Part 2 B: Special Subjects (Navy) S. No. 1. 2. 3. 4. 5. Naval Orientation Seamanship Naval Communication Navigation Ship and Boat Modelling Total Part 2 C: Special Subjects (Air Force) S. No. Unit Marks Periods Unit Marks 06 10 05 04 05 30 Periods 07 12 04 06 06 35 02 03 15 15 08 02 05 03 03 02 02 70 Marks 03 12 10 04 02 30 01 08 21 14 14 04 07 07 04 03 02 85 Periods 05 11 11 05 03 35 Unit Marks Periods

271

1 2 3 4 5

Air Campaigns Aircraft Recognition Atmosphere Maps Aeromodeling Total

05 05 05 05 10 30

06 03 01 01 24 35

COMMON SUBJECTS (Detailed Syllabus)

Total Marks: 70 Unit 1: The NCC Aim: To acquaint cadets with the aims and objectives of NCC Scope: Introduction, aims, organization and general information about NCC. Aims and Objectives of NCC. Organization and Training and NCC Song Incentives of Joining NCC Unit 2: National Integration and Awareness 03 Marks 08 Periods Total Periods: 85 02 Marks 01 Periods

Aim: To inculcate sense of patriotism, secular values and motivate cadets to contribute towards nation building through national unity and social cohesion. Scope: The concepts of National Interests, Objectives and Integration, Unity in diversity and cultural heritage of India. Religions, Culture, Traditions and Customs of India National Integration: Importance and Necessity Freedom Struggle and Nationalist Movement in India. Problems/ Challenges of National Integration. Unity in Diversity. Famous Leaders of India Images/ Slogans for National Integration Contribution of Youth in Nation Building

272

Unit 3:

Drill

15 Marks

21 Periods

Aim: To inculcate a sense of discipline, improve bearing, smartness, and turnout and to develop the quality of immediate and implicit obedience of orders. Scope: All important basic aspects of drill including ceremonial drill, drill with arms and words of command. Drill without Arms General and Words of Command Attention, Stand at Ease and Stand Easy, turning and inclining at the halt Sizing, forming up in three ranks and numbering, open and Saluting at the halt, Getting on parade, dismissing and falling out Marching, Length of Pace and time of marching in quick time and halt, slow march and halt Turning on the march and wheeling Saluting on the March Individual word of command Unit 4: Weapon Training Aim: To give elementary knowledge about rifles. Scope: Basic Knowledge about rifle and firing. Characteristics of a rifle/ rifle ammunition and its fire power Stripping, assembling, care and cleaning and sight setting Loading, cocking and unloading The lying position and Holding Aiming, range and figure target Trigger control and firing a shot Range precautions and safety precautions Short range firing Unit 5: Personality Development and Leadership 08 Marks 14 Periods 15 Marks 14 Periods close order march and dressing

Aim: To develop an all-round dynamic personality with adequate leadership traits to deal / contribute effectively in all walks of life. Scope: Basic subjects of leadership with emphasis on self-awareness, life/soft skills, time management and character building. Introduction to Personality development

273

Factors influencing/shaping personality: Physical, Social, Psychological and philosophical Self Awareness know yourself Critical and creative thinking Communication skills: group discussions/lectures Self confidence, courage &self conviction Effects of leadership with historical examples Problem solving skills Interview skills Importance of group and team work Effective use of time Coping with stress / emotions Sociability: social skills Characteristics of healthy personalities ethics/values Unit 6: Disaster Management /Civil Affairs 02 Marks 04 Periods

Aim: To train Cadets to assist Civil Administration in performance of selective duties during disasters. Scope: Basic information about civil defence organization and its duties, maintenance of essential services and providing assistance to civil administration in various types of emergencies during national disasters Civil Defence Organisation and its duties/ NDMA Types of emergencies/ Natural Hazards Role of NCC during Natural Hazards/ Calamities Civil Administrative Set up at District/Taluk/Village Fire service and fire fighting Essential services and their maintenance Unit 7: Social Awareness Community Development 5 Marks 7 Periods

Aim: To teach cadets the values and skills involved in providing voluntary Social Service. Scope: Understanding of social service and its needs, knowledge about the weaker sections of our society and their requirements, about NGOs and contribution of youth towards social welfare. Basics of Social service, and its needs Social/ Rural Development Projects: MNREGA, SGSY, NSAPetc Literacy enhancement and poverty alleviation Contribution of youth towards social welfare Civic responsibilities

274

Drug abuse and trafficking Causes and prevention of HIV/AIDS, Role of Youth Corruption Social evils viz. dowry/female foeticide/child abuse and trafficking etc. Traffic control organization and anti drunken driving Provisions of child act Unit 8: Health and Hygiene Aim: To instil respect and responsibility towards personal health and hygiene. Scope: Basic information of the human body, maintenance of health, hygiene, sanitation, disease and an elementary knowledge of First Aid and Nursing. Structure and functioning of the human body Hygiene and sanitation (Personal and Food Hygiene) Physical and mental health Infectious and contagious diseases and its prevention Basics of first aid in common medical emergencies Wounds and fractures Introduction to yoga and exercise Unit 9: Adventure Training 03 Marks 04Periods 03 Marks 07 Periods

Aim: To inculcate a sense of adventure and develop confidence, courage and determination. Scope: To expose cadets to various adventure activities. Trekking including selection of route and administration planning Cycle expedition including selection of route and administration planning Rock climbing Unit 10: Environment Awareness and Conservation 02 Marks 03Periods

Aim: To sensitise the cadets on natural resource conservation and protection of environment. Scope: Basic understanding of environment in general and waste management in particular, energy conservation, pollution control and wildlife conservation in particular. Natural resources conservation and management Water conservation and rain water harvesting Waste management Pollution control, water, air, noise, soil Wildlife conservation: projects in India

275

Unit 11:

Obstacle training

02 Marks

02 Periods

Aim: To make cadets capable of crossing a standard obstacle course so as to inculcate team spirit and selfconfidence. Scope: Training on a standard obstacle course. Obstacle course

SPECIALISED SUBJECTS (ARMY)

Total Marks: 30 Unit 1: Armed Forces Aim: To acquaint cadets with the Armed Forces Scope: Introductory and general information about the Armed Forces Basic organization of Armed Forces Organization of the Army Badges and Ranks Honours and Awards Modes of entry into Army Fighting Arms Supporting Arms and Services Unit 2: Map Reading Aim: To teach cadets elementary map reading Scope: Basic understanding of map sheets and map reading instruments and development of capability to use them to carry out simple Map Reading Introduction to types of Maps and conventional signs. Scales and grid system Topographical forms and technical terms Relief, contours and gradients Cardinal points and Types of North Types of bearings and use of service protractor Prismatic compass and its use and GPS Setting of map, finding north and own position Unit 3: Field Craft and Battle Craft Aim: To teach cadets elementary field craft and battle craft 10 Marks 11 Periods 12 Marks 11 Periods Total Periods: 35 03 Marks 05 Periods

276

Scope: Basic field craft and battle craft Introduction Judging distance Description of ground Recognition, description and indication of land marks and targets Observation, camouflage and concealment Field signals Use of ground and movement Selection of formations Knots and Lashing Unit 4: Military History 04 Marks 05 Periods

Aim: To provide knowledge of renowned Military Generals, PVCs and Indo-Pak Wars Scope: Introduction to biographies, famous Indian battles and gallantry awards Biographies of renowned generals (Carriappa/ Manekshaw) Indian Army War Heroes Study of battles of indo Pak war 1965, 1971 and Kargil War movies Unit 5: Communication Aim: To introduce cadets to latest trends in the field of communications Scope: Types of communications and future trends Importance of communication Means of communication 02 Marks 03 Periods

SPECIALIZED SUBJECTS (NAVY)

Total Marks: 30 Unit 1: Naval Orientation Total Periods: 35 Marks 06 Periods07

277

Aim: To impart training on Naval Organisation. Scope: History of Indian Naval Organizations, Rank structure, Indo Pak War- 1971 etc. Indo Pak War -1971 Rank Structure and Badges - PBOR to MCPO and Equivalent Rank Structure and Badges - Officers and Equivalent Mode of entry into IN Unit 2: Seamanship Aim: To impart basic knowledge about Seamanship. Scope: Introduction to rigging, anchor work, parts of boats and accessories etc. Fundamentals of Steering - Steering orders, reports and alteration of course Parts of a Sail- types of sails Parts of Whaler and Oar- Pulling orders Parts of a Cadet Class Dingy- sailing terms Throwing a Heaving Line- Use of Heaving line on board Use of Boatswain Call (Piping)- Parts of Pipe Unit 3: Naval Communication Aim: To impart basic knowledge to Naval Communication. Scope: Introduction to visual communication. Semaphore, Use of semaphore, introduction of various letter position, Reading of semaphore message, Transmission of semaphore message Introduction to radio telephony procedure Unit 4: Navigation Aim: To impart basic knowledge to Naval Communication. Scope: Introduction to visual communication. Uses of Maps and Charts and its purpose Instruments required for chart work Markings on Chart, Light houses, buoys Introduction to Map reading and Navigation Aids to include GPS Unit 5: Ship and Boat Modelling Aim: To impart basic knowledge about Ship Modelling to cadets. Scope: Basic knowledge about reading of Diagrams and constriction of Ship Models. Practical Training on Static Models Marks 05 Periods 06 Marks 05 Periods 06 Marks 04 Periods 04 Marks 10 Period 12

278

Preparation of hull construction Preparation of super structure Chemical work and finishing of model Stability and Operation of model

SPECIALIZED SUBJECTS (AIR FORCE)

Total Marks: 30 Unit 1: Air Campaigns Aim: To introduce Air Campaigns of Air Force Scope: An overview of important campaigns Indo-Pak War-1971 Operation SafedSagar Motivational Movies Unit 2: Aircraft Recognition Aim: To introduce various aircrafts of the Air Force Scope: Types, roles, variants of aircraft of the IAF Fighters Transport Helicopters. Unit 3: Atmosphere Aim: To give basic knowledge of Atmosphere Scope: Use of basic knowledge of Atmosphere Atmosphere Subject 4: Maps Aim: To give basic knowledge of Air Navigation Scope: Use of Maps and fundamentals of Map Reading from the air Maps Subject 5: Aero-modelling Aim: To provide knowledge about Aero Modelling Scope: Materials used in different types of models History of Aero-modelling 10 Marks 24 Periods 05 Marks 01 Periods 05 Marks 01 Periods 05 Marks 03 Periods Total Periods: 35 05 Marks 06 Periods

279

Materials used in Aero-modelling Types of Aero-modelling Flying/Building of Aero-models

PART-III ANNUAL TRAINING CAMP: JUNIOR and SENIOR DIVISION

Rationale
The Annual Training Camp is an exciting and essential element of NCC. Activities at the camp will help students develop qualities like social service, team spirit, challenge, leadership, discipline, self confidence, widen horizon, develop ambition to do creative work, enhance personal and social development, learn how to overcome adversity, civil defence &self defence, other new and exciting experiences. Camp will make the students become more aware that they are part of a greater ecosystem and are not as bound by social customs and norms. In essence students will be true to themselves and more able to see others as people regardless of class, colour and creed. Camp activities will lead students to self-reliance, self-confidence, national spirit and leadership, and will enhance the NCC aims of developing character, comradeship, discipline, secular outlook, spirit of adventure and the ideals of selfless service amongst the youth of the country. Camp will let students live in the camp with a social environment and help teachers observe and understand their students' development in terms of personal aspirations, psychological behaviours and social skills. It will also allow students to appreciate their environment and natural surroundings and provide opportunities for students to be independent and exercise self-discipline. Annual Training Camp is the culmination of NCC training instils and stimulate youths urge for excellence and inculcate spirit of adventure and outdoor activities. Objectives Attendance of ATC is a mandatory requirement before the cadet is eligible for A and B Certificate in case JD/JW and SD/SW respectively. ATC is conducted for duration of 10 days in the second year of JD/JW and SD/SW to provide outdoor practical trg. General activities covered during the ATC are as under :o o o o o Physical fitness to include PT, Yoga, Games, Obstacle trg. Drill Weapon training and firing. Map Reading Field Craft and Battle Craft.

280

o o o o

Personality development. National Integration and Social awareness. Cultural activities. Lectures on Civil Affairs, Social Awareness and Community Development, Health and Hygiene and environment issues.

Cadets will be tested for practical training during the camp as under: o o o o o o Drill. Weapon Training. Firing. Obstacle Training. Map Reading. Field Craft and Battle Craft.

ATC will be conducted under the aegis of the unit affiliated to the School/College. ATC will be conducted during the period from August to February by the ANO and Cadets keeping in view the availability of cadets as per their academic /curricular schedule

CLASS X ANNUAL TRAINING CAMP: JUNIOR DIVISION (ARMY) (Block Syllabus)

S. No. 1 2 3 4 5 6 7 8 UNITS Physical Training, Games and Obstacle Training Drill WT and Firing Map Reading FC and BC Military History Personality Development National Integration, Civil Affairs, Environment, social Awareness and Community development, health and hygiene MARKS 4 8 8 6 4 0 0 0 PERIODS 12 16 16 12 10 12 18 16

281

TOTAL

30

112

ANNUAL TRAINING CAMP

Total Marks 30 Units 1: Physical Training and Games Unit 2: Drill Words of Command Drill Without Arms Individual Drill Squad Drill Physical Training Yoga Games Obstacle Training 08 Marks 16 Periods 04 Marks Periods 112 12 Periods

Unit 3:

Weapon Training Characteristics of .22 Rifle, Stripping, Assembling Loading/Unloading And Bolt Manipulation Lying position and Holding Aiming, Range and Figure Target Trigger Control and Firing a Shot Range Procedure and Safety Precautions Firing .22 Rifle

08 Marks

16 Periods

Unit 4:

Map Reading Introduction to Map and Conservational Signs Prismatic Compass, Its use and Introduction to GPS

06 Marks

12 Periods

Unit 5:

Field Craft and Battle Craft Description of Ground Judging Distance Field Signal Section Formation Knots and Lashing

04 Marks

10 Periods

282

 Unit 6:

Observation, Camouflage and Concealment 00 Marks 12 Periods

Military History Biographies of Military Leaders Indian Battles Indian Army War Heroes War Movies

Unit 7:

Personality Development Factors Influencing/Shaping Personality-Physical, Social, Psychological and Philosophical Self Awareness and Critical and Creative Thinking Importance of Team Work Communication Skills-Group Discussion Character Building Leadership Traits Interview Skills Time Management

00 Marks

18 Periods

Unit 8:

National Integration and Social Awareness National Integration Unity in Diversity National Integration and its Importance Contribution of Youth in Nation Building

00 Marks

16 Periods

CIVIL AFFAIRS Disaster Management Fire Services and Fire Fighting Vigilance awareness

Civil Defence Organization and Its Duties Types of Emergencies / Natural Disaster Role of NCC During Natural Hazards Civil Administrative setup at District/Tehsil/Village

ENVIRONEMENT AWARNESS

Conservation of Environment and Ecology Pollution and its Control Wildlife Conservation

SOCIAL AWARNESS AND COMMUNITY DEVELOPMENT

Drug Abuse and Trafficking HIV and Aids-Causes and Prevention Cancer awareness

283

Adult Education Traffic Control Organization Rural Development Programmes Civic Responsibilities Corruption Social Evils Child Abuse and Trafficking Female Feticide

HEALTH AND HYGINE

First Aid In Common Medical Emergencies Hygiene And Sanitation-Personal and Food Hygiene Preventable Diseases Physical and Mental Health

CLASS X ANNUAL TRAING CAMP: JUNIOR DIVISION (NAVY) (Block Syllabus)

S. NO. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. UNIT Physical Training, Games and Obstacle Training Drill Wt and Firing Naval Orientation Naval Communication Navigation Seamanship Ship and Boat Modelling Military History Personality Development National Integration, Civil Affairs, Environment, Social Awareness and Community Development, Health and Hygiene MARKS 4 9 4 2 2 1 6 2 0 0 0 PERIODS 16 20 8 4 4 1 11 4 8 10 16

284

12.

TEST TOTAL

30 30

10 112

285

ANNUAL TRAINING CAMP (Detailed Syllabus)

Total Marks 30 Unit 1: Physical Training and Games Unit 2: Drill Unit 3: Words Of Command Drill With Arms Individual Drill Squad Drill Ceremonial Drill 04 Marks 08 Periods Physical Training Yoga Games 09 Marks 20 Periods 04 Marks Periods 112 16 Periods

Weapon Trg Characteristics Of .22 Rifle, Loading/Unloading and Bolt Manipulation Lying Posn and Hold Aiming , Range and Figure Targets Trigger Control and Firing a Shot Range Procedure and Safety Precautions Firing .22 Rifle

Unit 4:

Naval Orientation Main Parts of a Ship Survival and Rescue- Life Safety Items on Board Ship, Life Raft, Life Boats and Distress signals

02 Marks

04 Periods

Unit 5:

Seamanship Rigging, Cordage and Wire Ropes, Rope Work Terms, Preparation of Ropes for use, Bends and Hitches, Anchor and Anchor cable

06 Marks

11 Periods

286

Unit 6:

Naval Communication Semaphore,, Use of Semaphore, Introduction of Various Letter Position, Reading of Semaphore Message, Transmission of Semaphore

02 Marks

04 Periods

Unit 7:

Navigation Uses of Maps and Charts and Its Purpose, Introduction to Map Reading and Navigation Aids to Include GPS

01 Marks

01 Periods

Unit 8:

Ship and Boat Modeling Reading Of A Ship Drawing of a Model, Practical Training on Static Models Viz Preparation of Hull Construction of Super Structure, Chemical Work and Finishing of a Model and Stability and Operation of a Model

02 Marks

04 Periods

Unit 9:

Miltary History Biographies of Military Leaders Famous Battles

00 Marks

08 Periods

Unit 10:

Personality Devp Factors Influencing/Shaping PersonalityPhysical, Social, Psychological and Philosophical Self Awareness and Critical and Creative Thinking Communication Skills-Group Discussion Importance Of Team Work, Character Building, Leadership Traits, Interview Skills Time Management

00 Marks

10 Periods

Unit 11:

National Integration, Civil Affairs Envoirment, Social Awarness & Community Development, health and Hygiene Civil Affairs Disaster Management Unity In Diversity National Integration and Its Importance Contribution of Youth In Nation Building

00 Marks

16 Periods

287

Fire Fighting Vigilance Awareness Civil Defence Organization and Its Duties Types Of Emergencies / Natural Disaster Role Of NCC During Natural Hazards

Envoirment Awarness Conservation of Environment and Ecology Pollution and Its Control Wildlife Conservation

Social Awarness and Community Development Drug Abuse and Trafficking, HIV and AIDS Cancer Awareness, Adult Education Traffic Control Evils - Female Feticide, Abuse, Dowry

Health and Hygine First Aid In Common Medical Emergencies Hygiene and Sanitation Preventable Diseases Dressing of Wounds Physical and Mental Health

ELIGIBILITY CONDITIONS FOR CERTIFICATE EXAMINATIONS A CERTIFICATE

1. All NCC cadets in Junior Division on successful completion of their two years training and having passed Part `A examination conducted by respective NCC units are issued NCC `A Certificate. The certificate examination comprises a written and practical test. Cadets to be eligible to appear in the certificate examination must fulfill the under mentioned conditions. (a) The cadet should be on the roll of NCC unit/ sub unit. (b) The cadet should have attended a minimum of 75% of total training periods laid down in the syllabus for the first and second years of Junior Division/ Wing, NCC (All Wings). (c) Attended one Annual Training Camp of JD/JW.

288

(d) Break in the NCC training of the cadet prior to his appearing in the examination should not exceed more than 12 months at one time, to count his previous training period. In case the break exceeds 12 months and the cadet has been on the unit rolls for a minimum of two years before his discharge and had attended 75% of the total period during his NCC service; he will need another 45 periods in the year he is appearing for the examination.
<

B CERTIFICATE
2. All NCC cadets in Senior Division on successful completion of their two years training and having passed Part `B examination conducted by respective NCC units are issued NCC `B Certificate. The certificate examination comprises a written and practical test. Cadets eligible to appear in the certificate examination must fulfill the under mentioned conditions:(a) The cadet must have attended a minimum of 75% of total training period laid down in the syllabus for the first and second years for Senior Division/ Wing NCC (All Wings). (b) Break in the NCC service of the cadet SD/SW prior to appearing in the3rd exam should not exceed more than 18 months at one time, after his discharge to count his service for certificate `B examination. (c) Must have attended one Annual Training Camp of Senior Division. (d) Cadets possessing `A certificate are awarded 10 bonus marks. NOTICE 1. 2. NCC as an Elective Subject will be available to those schools where NCC already exists. It will be available as per existing strength. Schools wishful of applying for allotment of NCC must apply to the nearest NCC Unit and not to CBSE. NCC will be allotted as per seniority as per provisions of NCC Act and Rules, 1948.

PROCEDURE FOR ALLOTMENT OF NCC TO SCHOOL/ COLLEGE

1. Any school or college which is desirous of having a NCC unit/ sub unit in their institution has to apply for the same through the nearest NCC unit covering the given geographical area. The application format is as per appendix `A att. 2. The terms and conditions for raising a senior division coy/ junior division troop are listed at paragraph 9 to 12 of the application form. 3. Since the numbers of vacancies authorized to each NCC unit are fixed, the allotment will depend on availability of vacancies. Otherwise the institution will be placed on waiting list of the given NCC unit and allotted as per waiting list seniority.

289

4.

The approval for allotment of NCC to institutions is approved at state NCC Directorate for intern allotments. Out of turn allotment is approved only by Director General NCC, only in exceptional cases.

APPLICATION FORM FOR RAISING OF SENIOR DIVISION NCC SUB UNIT/ JUNIOR DIVISION TROOP (ARMY WING)
1. (a) (b) Name of Institution Funded by : : Central Government/State Govt. aided/ Self financing 2. Department of Education under whom functioning . 3. Number of NCC unit/ CaysTroop (if any) Already functioning in the institution 4. Name of NCC unit to which affiliated (if applicable) 5. 6. Nearest NCC unit/ sub unit (if known) Number of NCC units/Coys/Troops Desired to be raised/ allocated (and its Cadet Strength) 7. Total number of student in the college/ School. For Senior Division 11th/1st Year (CBSE) 12th/ 2nd Year (CBSE) 3rd Year (Under Graduate Courses Total For Junior Division 9th Class (Optional Subject) 10th Class (Optional Subject) Boys Girls Total : : : : : :

290

Total 8. Names(s) of Lecturer(s)/Teachers(s) Recommended for pre-commissioned Training in case NCC unit/Coy/Troop Is raised/ allocated. State educational Qualifications and Appointment. :

Conditions for raising a Senior Division NCC Unit/ Coy or Junior Division Troop NCC:9. A Unit/Coy/Troop or part thereof of the Senior/ Junior Division is raised in a College/ School subject to the following conditions:(a) The college/ school shall provide from among the members of its staff NCC officers for the unit/ coy/ troops at the scales prescribed in Peace Establishment. (b) The college/ school shall give an undertaking that it can enroll and maintain up to strength of unit/ coy/ troop or part thereof, which may be allotted to it. (c) The college/ school shall provide for the unit/ coy/ troop or part thereof, which may be allotted to it, a storeroom for the storage of clothing and equipment and an office room for the unit/ coy/ troop office. (d) The college school shall provide a suitable miniature rifle range or arrange to obtain the use of such a miniature rifle range. (e) The college/ school shall be in a position to supplement from its own funds the financial grants made by the State Government for the unit/ coy / troop or part thereof which may be allotted to it. (f) The college/ school shall be in a position to provide the services of a lascar as per authorization of Peace Establishment for smooth conduct of NCC activities (For Selffinancing institutions). 10. Provided that the State Government may, in any case, relax wholly or in part the provision of clause (e) or if it is satisfied that the requisite facilities are provided by schools located in the same place the provisions of clause (c) and (d). 11. Declaration by Head of Institution (a) I hereby declare that the raising of a troop in my College/ School will be subject to the conditions stipulated in Rule 3 (in respect of Senior Division) and in Rule 4 (in respect o

291

Junior Division) of the NCC Act and Rules (Boys) and Rule 3 of NCC Act and Rules (Girls Division) and I will not request for withdrawal of NCC before ten years. (b) I further declare that the College/ School will ensure the following:1. Enrolment of cadets to the maximum required strength and to maintain the same consistently during the training session. 2. 3. Regular attendance of cadets on parade up to the required percentage lay down. Regular attendance in camps of NCC Cadets and NCC Officer(s) of the College/ School. 4. 5. Maintenance of proper discipline of NCC Officers and NCC Cadets. Safeguards to ensure NCC cadets of my Institution return all NCC stores, equipment and clothing issued to them for training before they withdraw/ leave the institution or give up NCC. 6. 7. 12. Accommodation as required will be provided for office storeroom and strong room. Arrangement for medical examination of cadets will be made. In the events of any unsatisfactory performance as regards the points referred to in Para 11 above the NCC unit/ coy/ troop will be liable to be disbanded or re-allotted/ transferred to another College/ School at the discretion and decision of the Deputy Director General of NCC. Place: Date: 13. Signature of the Head of Institution (Name in Block Letters)

Recommendation of the OC Unit to which the proposed Unit/ Coy/ Troop is to be affiliated. Confirming that the financial commitments vide SNCCO 1/S/65 has been accepted by the Institution and Sponsor. Place: Date: Signature (Name in Block Letters)

14.

Recommendation of the NCC Group Commander. Place: Date: Signature (Name in Block Letters)

15.

Specific recommendation of the Deputy Director General of NCC.

292

Covering prospects of response to cadet to take training facilities radius of action/ distances, availability of official and domestic accommodation, administrative feasibility. Place: Date: 16. Recommendations of State Government/ Sponsor. The financial commitment as laid down in the Model Budget in respect of the State Government/ Sponsors responsibility is accepted as amended from time to time. Place: Date: Signature (Competent State Govt Official/ Concerned Ministry Official/ Sponsor) NOTE: In the event of a private Institution this commitment will be accepted by the Head of the Private Institution. Signature (Name in Block Letters)

293

The Training Policy in Central Board of Secondary Education

It is generally acknowledged that promoting teacher quality is a key element in improving school education in any country. It is a proven fact, now, that systematic in-service teacher training improves the quality of school education programs and promotes students development. So systematic in-service training, over and above teachers formal education and experience, is a predictor of educational program quality. Without a doubt, one of the primary goals of the training policy of the CBSE is to have a highly qualified teacher work force in every classroom. The CBSE has been engaged in in-service training of teachers and principals as a part of its mandate for the last decade. These are conducted throughout the country to support continuous professional development of the teachers and the principals. CBSE has decided to set up the National Institute for Continuous Professional Development at Gurgaon with centres at Kochi, Chandigarh/Panchkula/Mohali, Shahjahanpur, Kolkata, Pune and Kakinanda to impart effective and continual training to the Principals, teachers, parents and other stakeholders in a planned and systematic manner, to acquire and sharpen capabilities required to perform various functions associated with their present and expected future roles.

CBSE: A Policy Perspective in Teacher Training

1. Preamble: The quality of education plays a pivotal role in the process of development of nations. Hence quality concerns in school education are the priorities of CBSE. It is committed to make provisions for in-service training programmes with selection and training of mentors for training of teachers, principals and other stakeholders of education system especially the parents. Vision Statement: Teacher Education must become more sensitive to the emerging demands from the school system. CBSE capacity building of teachers enables a teacher to play varied and distinctive role as a curriculum designer, developer of instructional materials, organiser of learning centric activities drafting good test items and assessing learners holistically. Mission Statement: CBSE teacher development aims at creating situations where all teachers are able to get the best possible professional preparation and support for updating their pedagogical skills which result in good quality and motivated teachers for all levels of education. They in turn will assist all students and peers in the country with relevant and effective learning. Target Groups: All teachers will be provided training to equip them with the competencies required for their current job. Such trainings will be imparted at regular intervals in the course of their career i.e. Continuous Professional Development programmes. In-service training will also be given to the principals of the schools affiliated with the Board. Parent Advocates will reach out to parents as a voluntary group who can share the reforms initiated by CBSE with other parents. 5. Training Concerns: Teachers constitute a very important part of any education system, all efforts for enhancing the quality of education should focus on teachers and head teachers or principals. The in-service training programmes for teachers would therefore, focus on developing the following. Acquainting them with emerging issues in school education such as Continuous and Comprehensive Evaluation; Formative Assessment and School Based Assessment in the wake of examination reforms; Readiness to use technology tools effectively in the classroom; Effective pedagogic techniques to make the teaching learning process more effective and joyful;

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Life Skills; Active communication skills; Leadership capacities; Competencies to deal with the needs of the learners and the society effectively; Sensitizing teachers towards the needs of special children. 6. Training of Master Trainers: The success of any training programme not only depends upon proper planning but also on the quality of the trainers. So the trainers need to be identified with care as they need to be highly motivated and committed. The trainers must be familiar with the content of the curriculum and the pedagogy. They should be capable of using new technology because there are new developments in the field of training techniques and particularly in the use of technology in enabling and facilitating training for large number of people. There is an urgency to identify the current international best practices in training skills and techniques and develop a cadre of trainers in such skills / techniques. In addition to its in-house trainers and resource persons, the Board taken up the responsibility of training the Master Trainers to give training to the teachers of CBSE schools. The Master trainers from all over India will be selected after proper scrutiny and will be given training. As far as possible, the Master Trainers will be selected from each and every region so that whenever there is a training programme, the Master Trainers belonging to that particular region will be taken up for the empowerment programmes. This will be a cost effective measure. 7. The Conceptual Framework: Teacher Professional Development refers to the wide range of learning activities which teachers engage in to improve their professional practice and to enhance student learning. This definition includes In-service Training, Continuing Professional Development and Teacher Learning. In-service Training typically refers to the training engaged in by teachers in response to curriculum change. It is generally of short term duration with the emphasis on knowledge content and methodologies specific to areas of the curriculum. The CBSE with its focus on School based reforms in the areas of assessment, evaluation and ICT needs to have these programmes in large numbers. Continuing Professional Development includes the vocational training implicit in in-service training but the focus is on supporting the personal, professional and social dimensions of t he teachers role as it changes during the lifetime of a teachers career. It is the process by which teachers (like other professionals) reflect upon their competencies, maintain them up to date, and develop them further. The Board needs to build on this with more certification to help it to move from one level to another Teacher Learning is the concept underpinning Continuing Professional Development which emphasises the teacher as a lifelong learner whose capacity to engage in critical reflection and to improve ones own knowledge base is at the centre of teacher professionalism. 8. The Rationale: Levin (1962) mentioned that retraining of in-service teachers works like a toxin that helps to protect the body from different diseases. Therefore, in-service education of the teachers is undoubtedly the most crucial and critical component of any school improvement programme. The need for continual in-service education of teachers is based on well founded rationale. The need for the professional development of the teachers in India is particularly significant for a number of reasons:

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The education sector in India has expanded and changed a lot. Every other day something new comes up in the field of education because of researches and new experiences in content and pedagogy. So the teachers need to be exposed to these new trends through in-service training programmes. The schools exist in the community and the role of the community in school system has increased manifold. The teachers have to learn to live in harmony with the community for their mutual benefit. They need to own a responsibility towards society and work along with community members to make this world a better place to live in and produce good citizens in the country. New developments in informatics have necessitated the need of new thinking in the field of education because it has given new points for training and learning. Teachers need to be equipped with competence to use ICT for their own professional development through training programmes. India is a land of diversity. The CBSE reflects this diversity in spirit and form. So students belong to different social, cultural, linguistic, ethnic and racial groups. The teachers need to be sensitized towards the needs of children belonging to different groups and also for fostering national integration and instilling constitutional values. Today teachers do encounter many paradoxes: globalization vs. individualization; school asticvs. non scholastic subjects; autocratic teaching strategies vs. education for vocation; values education vs. values in practice etc. These paradoxes lead to indecisiveness and confusion. Teachers need mentoring and empowerment on a continual basis. Prof. D.S. Kothari, Chairman of Indian Education Commission (1964-66) rightly observed that by the time the students graduate and get degrees, the knowledge obtained by them would have become obsolete. This has become a stark reality. Mostly there is a gap between the completion of the course and actual employment of the teachers. By the time, teachers get into actual curriculum transacting situation, their knowledge becomes obsolete. In-service programmes have to be formulated in such a way that the teachers are able to refresh their knowledge and get access to new knowledge and information in the field of education. CBSE endeavours to work on INSET and CPD on a continuous basis. There is a growing feeling that teacher education is not effective in turning out efficient teachers. The inservice training programmes have to be effective so as to have quality teachers as both equity access and quality are essential. An initial course of teacher education can no longer be sufficient to prepare a teacher for a career spaning 30-40 years as the global world is changing extremely fast with ICT driving the change. The way out of this problem is the Continuous Professional Development of teachers. There is a thrust on integrated multidisciplinary curriculum which CBSE has been encouraging. The teachers are unable to cope up with the demands of this new paradigm shift. There is an urgent need to remove this content deficiency on the part of the teachers and CBSE training cell has been actively considering this to form a part of the training in this decade. The National Curriculum Framework (NCF 2005) places the crucial responsibility of implementing the perspective of enhancing the ability of learners to learn from their activities and experiences in day to day life on the teachers and recommends in-service training programmes for teachers. The CBSE in 2011-2012 initiated empanelment of agencies for training of teachers and head teachers through proper process. After the pilot phase the agencies have now started to carry out training in different areas (2013-14) across the schools in schools affiliated to CBSE.

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The objectives of training are stage specific i.e. they are different for primary class, middle and secondary class teachers, from one level to the other s/he needs proper orientation to cope up with the changed perspectives across these levels. There is increasing violence and polarisation within children, which is being caused by increasing stress in society. Education has a crucial role to play in promoting values of peace based on equal respect of self and others. The NCF 2005 and subsequent syllabi and materials are attempting to do this as well. Teachers need to understand the issues and incorporate them in their teaching. Continuing with its efforts in the area of Values Education and in light of the NCERT Values Framework, CBSE has developed a Value s Education Kit and introduced Values Based Questions that can help bring Education for Values in schools. CBSE is also in the process of developing Gender Sensitivity Manual and Cards to sensitize students towards gender related issues. These Manual and Cards aim at creating a gender receptive society which in due course should become more and more responsive towards gender issues. There has been much research and innovation in the field of education. These research insights and innovations need to be incorporated in curriculum practices but has not materialized so for due to nonavailability of appropriate dissemination mechanism and lack of access to these findings. Teachers need to be oriented regarding these researches and innovations. Education aims at the all-round development of the children. This includes even the physical development of the child. The NCF 2005 stressed that the special efforts are needed to ensure that girls receive as much attention as boys in health and physical education programmes from the pre-school stage upwards. The RTE Act (2009) has also emphasized the all-round development of the child. So it is necessary for the teachers to take care of the physical development of the children and the teachers need training in delivering physical education in schools. The Board has developed the Physical Education Card (PEC) across various levels in age appropriate ways. The CBSE as well as empanelled agencies are conducting these trainings. Concepts like Constructivism, Comprehensive and Continuous Evaluation, competency based teaching, team teaching, grades in place of marks are being introduced in school education. Teachers need orientation regarding all these concepts. Many new concerns have emerged in education like Population Education, Environmental Education, AIDs Education, Consumer Education, Computer Literacy, Legal Literacy, and Life Skills Education. Teachers require orientation in these areas also so as to enrich their classes. Right to Education Act 2009 has come into force with effect from 1 st April 2010. Various provisions of the Act directly affect the life of a teacher within the curriculum as well as outside the curriculum. Teachers need to be aware of the various provisions of the Act to discharge their duties in consonance with the spirit of the Act. The child with disabilities is excluded from the schools as the teachers are not well versed with the needs of such a child and also does not know how to make learning possible for them. According to Right to Education Act 2009, children with disabilities will also be educated in the mainstream schools. So the teachers need to be sensitized towards the needs of such children.

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The draft documentation of NCFTE 2009 emphasises that the training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers is extremely inadequate.

9.

Dynamics of In-service Education: Need analysis of in-service education has revealed three basic approaches to in-service education which are sufficiently distinctive to merit characterization as paradigms. A brief description of each paradigm will help us to understand in-service education.

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The growth paradigm: Growth paradigm begins with the postulates that teaching is a complex and multifaceted activity about which there is more to know than can ever be known by one person. Learning to teach is a lifelong process. Special efforts on the part of school authorities are needed to encourage teachers for professional growth. Change paradigm: Education system keeps on changing as it is a sub system of society which is ever changing. The core assumption of the change paradigm is that the education system needs redirection from time to time in accordance with economic, cultural, social and technological change. INSET activities should be geared to study and incorporate changes in the school system. The problem solving paradigm: Teaching and learning is a difficult and complex process and circumstances are constantly changing, so the problem solving paradigm assumes that problems will invariably arise in individual schools and classrooms. Since teachers are most closely connected with the content in which these problems arise, only they can diagnose these problems. INSET programmes should be organized to study solutions to these problems. Problem solving paradigm acts as a framework to encourage the teachers to think creatively. INSET offers opportunities to share their experiences and learn as they experiment.

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Assumptions of Training Programme The Training Programme will be based on the following assumptions that are believed to be true and from which conclusions will be drawn in formulating the training policy. Teacher education is not effective in turning out efficient teachers and has not been able to keep pace with the changes taking place in other spheres of our national life. Teaching, today, has become complex and challenging. These challenges emerge from the explosion of knowledge; advances in pedagogical science; changes in basic concepts in psychology, sociology, economics and political ideologies; changes in school curricula; changing learning behaviours of pupils, etc. To meet these emerging challenges, teachers need to update their knowledge and skills on a continuing basis and learn to adjust to changing conditions of schools. This in turn accentuates the need for in-service training of teachers. Today ICT and e-learning have become important concepts i n school education. It has become a trend to have computers or multimedia in schools. So the teachers need to equip themselves with the competence to use ICT for their own professional growth. NCF 2005 places different demands and expectations on the teachers i.e. it requires a teacher to be facilitator of childrens learning; curriculum designer; developer of instructional materials; organizer of

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learning activities and an evaluator. All these demands need to be addressed by both pre-service initial and continuing teacher education. (in-service) To achieve the quality concerns in education, in-service training programme need to be strengthened. As per NCF 2005, in-service education can play a significant role in the professional growth of teachers and function as an agent for change in school related practices. It helps teachers gain confidence by engaging with their practices and reaffirming their experiences. 11. Training Needs of Teachers: The training needs of teachers refer to the gap between the current status and required level of knowledge, skill and competencies in a particular area or discipline. The training needs emerge from growth in knowledge; innovative researches; enabling information technology; acts and policies and innovations in education philosophy and psychology. Identification of Training Needs Before planning and organising a training programme for teachers, the Needs Assessment Survey should be conducted so as to identify the training needs of the teachers. Needs analysis should be a decentralized exercise. The Regional Offices with their academic staff may identify the needs of the teachers in their particular regions. The data regarding the training needs of the teachers will be obtained using variety of tools such as: Questionnaires Case studies Field surveys Observation of classroom teaching Appraisal reports Discussions Interview Questionnaires Survey Maintaining school records, etc.

The needs identified at the Regional Offices will be collated and prioritised at Academic Unit of CBSE currently at Shiksha Sadan,, 17 Rouse Avenue, Institutional Area, New Delhi - 110002. Common needs of all teachers Content enrichment Pedagogical development Contextual strategies Assessment competencies Awareness of emerging issues in education: Life Skills education

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Use of technology in classroom Human rights with a focus on child rights Population education Values education AIDS education Disaster management Gender awareness and sensitization Emotional and stress management Citizenship education Peace education Child inspired education Inclusive education Guidance and counselling Twenty first century skills Educational journalism

Research needs: Keeping observational records Action research Analysis of school textbooks

As education system is an ever evolving area, this list of needs is neither complete nor exhaustive. 12. Guiding Principles of an Effective In-service Training Programme The in-service training programme should aim at comprehensive training design for different categories of teachers such as in-service teachers, pre-service teachers, co-ordinators, paper setters, head examiners and principals. The training programme should aim at the empowerment of regular teachers and also professional development so as to help them move up vertically. The training programme should be different for different categories of teachers as their needs are different. In-service training programme should aim at renewing and updating the knowledge of the teachers about teaching methodologies and the subject content. The training programme should aim at developing the managerial and leadership skills of the principals.

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The in-service training programmes must be based on the felt needs of the target groups because one size cannot fit all. In-service training programmes need to create spaces for teachers so that they can share their ideas and experiences which is of utmost importance in their professional development. The content of the training programme should be such so that the teachers are able to relate it with their own experiences and find opportunities to reflect on these experiences. In-service training programme should be designed keeping in view the aims and objectives of the programme. This is a must for the successful completion of the training programme and achieving its objectives. The in-service training programme needs to keep the community in loop for achieving its aims. The training programmes must find acceptance of their aims with the concerned target groups. Latest technology and techniques should be adopted for the in-service training programmes. Interaction should form the basis of the training programme even if electronic media is being used. Various routes towards the teachers continuous professional development need to be sought. Teachers, for whom the in-service training learning programme are meant, already possess a working professional identity and have varied experiences related to learners and over all training process. So it is a must to acknowledge and respect their knowledge and professional identity while attempting to alter practice or simply providing knowledge. Proper planning based on extensive interactions with the teachers and principals over a period of time needs to be done before starting any training programme. Quick fix strategies are not enough to bring about changes in the practice of teaching but that should be accompanied with proper framework / theory on the process of learning and aims of education. In-service training programme should be based on research inputs. It should aim at bringing about qualitative improvement in the school education system.

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Objectives of In-service Training Programme To produce effective and motivated teachers to deliver quality education. To provide continuous professional growth opportunities to keep teachers abreast of ongoing changes in their field and provide vertical mobility in a structured manner. To organize in-service training programmes periodically for teachers and principals.

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To train teachers to carry out action research to improve school practices. This in turn will encourage the teachers to be reflective and thoughtful about school practices. To enable teachers to work in close collaboration with parents and community and to mobilise community support for the school. To make teachers responsive to the demands of inclusive education. To build capacities of teachers to evolve knowledge, understanding and professional skills to deal with diverse learning contents. To give orientation in child centred pedagogies so as to address the needs and interests of the children. To prepare teachers for their roles as facilitators of learning; and also as curriculum designers; instructional material developers; organizer of learning activities and an evaluator. To develop counselling skills amongst teachers so that they can address the socio-emotional, personal and physical problems of students. To sensitize teachers to the various strands of Health and Physical Education, Life Skills Education and Values Education. To give training to teachers in citizenship education in terms of human rights and gender awareness. To prepare modules for training of teachers and principals. To orient and sensitize teachers to distinguish between enabling ICT softwares and to equip them with competence to use ICT for their professional growth. To help teachers to create a balance between work and home through stress management and time management workshops. To orient teachers to different strategies of classroom management so that they refrain completely from inflicting corporal punishment. To encourage teachers to develop self study skills and critical inquiry skills. To encourage teachers to work in teams and groups to ensure collaborative learning. To sensitize teachers towards the problems of learners. To develop sensitivity amongst teachers towards commitment to justice and zeal for social reconstruction. To foster the ability amongst teachers to work with children creatively to generate innovative ideas, theories, products and thereby add to the frontiers of knowledge. To orient teachers with the different tools of assessment to carry out continuous and comprehensive evaluation effectively.

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To enable the teachers to understand the assumptions underlying existing educational policy curricula and syllabi. To enable teachers to integrate values in all subjects and activities. To enable teachers to be sensitive to environment related issues and concerns. To collaborate with different public and private agencies to carry out in-service training programmes effectively and on large scale. To organize parent advocacy programs to implement the educational reforms. 14. In-Service Teacher Education Models: Some of the models which can be of help in carrying out in-service training programme are: Face to Face Model: It is an extensively used model where a resource institution offers in-service programme using direct face-to-face approach. This model can work well when the number of participants is around 30-40. The strategies which can be adopted in this model to impart training are: lecturecumdiscussion; project related case studies; library work; peer sessions; workshop and other small group techniques. It has the advantage of having direct and sustained interaction between participants and the resource persons. However this model cannot be used when the number of trainees is large. Cascade Model: This model is useful when the number of trainees is large. It is cost effective and flexible model of training. This model uses two or three tier system. As far as training of teachers of CBSE schools is concerned, we can have three tier system of this model i.e.

Head Office

(National Level) (by the Academic Unit at Shiksha Sadan)

Regional Office

(Regional Level) (by the Academic Cadre Officers at Regional Offices)

Sahodaya School Clusters

(School Level) (by trained Master Trainers)

Transfer of learning will take place from one level to the other level. In the three tier system, the first tier i.e. cadre of trainers are trained who, in turn, train master trainers in their regions. These master trainers will then train the school teachers. Large number of teachers can be trained in a relatively short period of time. But this model is vulnerable to the limitations that dilution of knowledge and information takes place as it passes on from first tier to the third tier. So its success depends upon the quality of the trainers. Media Supported Distance Education Model:

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The advantage of this model is that the objectives of the training can be achieved without teachers being dislodged from their place of work. It has been possible with the advances in the field of ICT. The programmes are conducted using electronic media. The CBSE is planning to bring in self-learning Training Modules through the Center for Assessment Evaluation and Research (CAER). Reflective Teacher Observations Model: Classroom observation of in-service teacher trainees is a part of this model. To avoid anxiety on the part of the teachers, collaborative classroom observation with constructive feedback is the benchmark of this model. Observation can encourage teacher trainees to reflect upon their training and make such reflection a permanent part of their training regimen. The work of observation can be effectively carried out by the trained mentors or the principals. More models of training can be generated keeping in view the local needs as well as the needs of the teachers. 15. Collaboration with Other Agencies: CBSE will be open to collaborate with other agencies such as NUEPA, NCERT, NCTE, CTEs, IASEs, IITs, IIMs, IISCs, DOPT, NGOs, CIE, SCERT; Teacher Education Organisations like AIAER, CTE; international organisations like AERO, IDEA;IOE; Alternative Schools and empanelled agencies. The Services of retired professionals will also be sought.

16.

Trainee Selection and Duration of Training Programme It will be mandatory for every teacher to undergo training if we actually want to bring a change in the attitude of the teachers. The in-service training programmes will not be carried out at a stretch or for a long duration. These training programmes will be conducted at frequent intervals for 1-2 days. This will not affect the regular working of the schools.

17.

Training Division The Training Division at Delhi office of CBSE (Shiksha Sadan, 17, Rouse Avenue, Institutional Area, New Delhi02) will act as a nodal agency of training. It will be responsible for: Implementation of the training policy and other reforms being brought in from time to time. Issuing appropriate guidelines to facilitate the implementation of the training policy and other changes brought out by CBSE. Strengthening Trainer Development Programme to provide wider coverage. Creation of a Resource Pool of empowered head teachers and teachers. Coordinating with the Regional offices and the faculty of the faculty of the academic cadre posted for conducting Training Programmes. Preparing training modules on various aspects of training.

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Preparing a calendar of training programmes for every session. Monitoring the training programme through Mentors and Observers. Keeping a track of latest as well as international trends in the in-service training of teachers and assimilating those in its training programme keeping in view the Indian context; Constantly upgrading the skills of the Master Trainers in the new emerging techniques and methodologies of training as well as in emerging trends in education; Constantly reviewing the training modules and modifying it according to the needs of the teachers and the community; Carrying out evaluation studies to assess the impact of training programmes on the overall personality of teachers and largely on the school education system. 18. Role of Regional Offices-Academic Faculty There are eight Regional Offices of CBSE at Ajmer, Allahabad, Bhubaneswar, Chennai, Delhi, Guwahati, Panchkula and Patna. The Regional Offices will be responsible for: Updating the database of schools and teachers and maintaining it accurately; Maintaining database of trainings state wise/district wise/school wise; Conducting training programmes; Coordinating with the schools regarding the training programmes as well as attempting a need analysis in every term; Coordinating with the nodal agency for carrying out the training programmes smoothly and their followup; Assessing the needs of the teachers in their own regions; Assessing the training programmes and preparing a report of the same to be sent to the Training Division at Rouse Avenue; Setting up of a Resource Centre for the teachers at the regional level; Assisting schools in the appointment of counsellors who in turn can empower all teachers in counselling skills; Bring out publication for the professional growth of teachers; Collaborating with SIEs, CTEs, other educational bodies as well as private organisations for conducting the training programmes; Collaborating with agencies empanelled with the Board from time to time. 19. Development of Training Material / Modules Training material will be developed by the CBSE after reviewing already prepared material by the Board. The training modules/materials developed by other organisations will also be reviewed. These will be made available

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to the team members responsible for the development of training materials/modules. Quality study material for self learning will be developed too. It will be difficult to standardise the training modules/material as the needs of the teachers are different at different levels and because of geographic constraints. Training material/modules will be developed for: Core Competencies Professional/specialised competencies Continuous and Comprehensive Evaluation(CCE) 20. Venue Venue for the training of teachers will be a good school with adequate physical facilities in terms of auditorium, availability of rooms; drinking water, furniture; electricity, projector etc. The Academic Unit at Rouse Avenue already has a list of prospective venues prepared after receiving online inputs from schools. 21. Modes of Organising In-service Training Programmes and Training Techniques In-service training programmes may be organised through three modes: I. Face to Face Interaction Mode Diagnostic testing and remedial teaching Mentoring and Monitoring Assessment

II. Online / Distance Mode III. Online / Distance-cum-contact Mode I. Face to Face Interaction Mode: In this mode, the resource persons and the participants sit face to face. Strong advantage is two way communication thus providing opportunities for social interaction between resource persons and the participants. Techniques to be utilised are: Seminar Workshop Symposium Panel Discussion Conference Lecture-cum-discussions II. Distance Mode / Online: Howsoever effective the in-service education programmes may be, the fact remains that the students suffer a loss when teachers attend these programmes during working days. Besides, it is inconvenient to go to a far Demonstration Group Work/Pair Work Field Trip Teacher Networking Groups/Discussion Forums Interactive lectures supported by multimedia Brainstorming

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off place to attend the programme. Such limitations may be overcome if distance online mode is used for organising the training programme. Techniques to be utilised are: Self learning modules/materials Podcasting Online interactions through webinars Tele-learning Radio Lessons Lessons through EDUSAT

III. DistancecumContact Mode: This mode has the features of face-toface interaction mode and distance mode. It is made possible with advances in the field of ICT. The objectives of the training can be achieved without teachers being dislodged from their place of work. Techniques to be utilised are: Audio Conferencing Tele-Conferencing Webinars 22. Evaluation of In-service Training Programme The training programme will be incomplete without the post conduct phase i.e. feedback and follow up. Feedback of the teachers could be obtained at the end of the training programme about various aspects of training transaction. But this is not effective to assess the real outcomes of the training programmes. So follow up programmes is must to ensure the transfer of learning on the part of the teachers. The impact of the training programme can be assessed by observing changes in classroom and learning outcomes of the students. The gaps can be addressed in the subsequent programmes. 23. Policy for Training the Teachers CBSE will establish a training division in all its Regional Offices to cater to the needs of the teachers in the schools affiliated with the Board. The training programmes will not be carried out at a stretch but flexibility will be followed. In-service training programmes will be organised for the teachers serving in schools affiliated to CBSE and located outside the country. Teachers will be trained in guidance and counselling course at regular intervals so that they are able to fulfil the needs of the special children. Online Discussion Forums e Twinning Peer Network

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Training in Continuous and Comprehensive Evaluation, Physical and Health Education, Life Skills Education, Inclusive Education will be given to the teachers. Modern techniques along with the traditional ones will be harnessed for providing in-service training. Given the size of clientele and vastness of geographical area to be covered distance-cum-contact mode of giving in-service training will be preferred. Comprehensive need based training programmes will be organised. All training initiatives will be planned, programmed and recorded. The results will be reviewed to determine how training methods can be improved and how maximum benefits can be obtained from resources devoted to in-service training. The nodal agency of training programme will provide advice and assistance on training activities and it will be responsible for administrative and operative coordination of the training programme. The training programmes will be evaluated to assess the results of the programme. The results will be measured against pre-determined objectives. CBSE will start online discussion forums for the teachers and principals as well as encourage face-to-face teacher networking groups. Opportunities will be provided to the teachers to gain exposure on latest innovations and trends in education through transactional mobility. Field studies and research will be conducted for assessing the needs of the teachers. CBSE will try to assimilate technology in its training programmes to enable learning anywhere anytime for the teachers/principals (e.g. through podcasts, webinars, online discussion forums). A cadre of trainers in different skills as well as a cadre of domain specific trainers will be developed. CBSE will try to rope in NGOs, retired professionals and other private agencies to give in-service training to the teachers. Teachers will be given training in emotional and spiritual well being by roping in organisations like Art of Living and Living Treasure. Proper time will be given to the teachers to implement the ideas gained from the training programme. Proper coordination will be maintained with NCERT, SCERT and other organisations, so that there is no overlapping of training programmes. CBSE will try to move towards a system of permanent opportunities for the professional development of teachers. Major emphasis will be given to the training of Secondary and Senior Secondary class teachers. Post training seminars will also be conducted to get proper feedback from the teachers. 24. In-Service Training of Principals Principals play a key role in making a school succeed. CBSE will serve as an anchor for such heads of institutions. Principals abilities are central to the task of building schools that promote powerful teaching and learning for all students.

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Today the role of principal has grown to include a staggering array of professional tasks and competencies. Principals are expected to be educational visionaries, instructional and curriculum leaders, assessment experts, disciplinarians, community builders, public relations and communication experts, budget analysts, facility managers, administrators as well as guardians of various legal contractual and policy mandates and initiatives. Therefore, in-service training of the principals is undoubtedly the most crucial and critical component of any school improvement programme. It has to be viewed as central to the success of the entire schooling process. The heads of schools need to be oriented in: The legal and professional framework of school management and key management tasks such as strategic planning including overall policy and aims and the schools development plan; Communication and decision making structures and roles, including team building and development; The curriculum teaching methods, testing and examinations; The management of financial and material resources; External relations, including working with parents, the State and Central Government Education authority; Monitoring and evaluation of effectiveness; The management of change and development; Self development as a leader; Leadership skills and competencies. 25. Policy for Training of Principals A continuous programme of training of principals will be planned and implemented whenever it is deemed expedient. Training programmes will be organised for all principals at regular intervals. Principals will be deputed for programmes conducted by Institutes of National and International importance in educational management. Need based courses will be organised for principals in Academics, Administration and financial matters. Principals will be encouraged to participate in the workshops/conferences/seminars etc. organized by institutes like IIMs, NUEPA, NCERT and other Government agencies. Principals will be trained in disciplinary preceding either in-house or in collaboration with ISTM, New Delhi. Principals Annual Conference will be conducted every year where the principals from different schools will participate and voice their feelings and concerns and share their success stories of Training programmes. Moreover, the future plans will also be discussed. They will be encouraged to undergo overseas study trips. The services of the retired principals will be sought to train the present principals. Workshops will be organized to train the Principals for Mentoring and Monitoring; Accreditation, Continuous and Comprehensive Evaluation and Strategic Leaderships and many more areas.

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Honorarium The payment of honorarium to the venue directors, resource persons, support staff and guest speakers will be regulated as per the norms of CBSE. Conclusion Society demands more schools and teachers than ever before. It expects them to provide broader access to high quality teaching, for an increasingly diverse student body with specific needs. In a rapidly changing world, demands on teachers change. To stay ahead, in-service training and professional development must take place on a regular basis so that teachers are reflective practitioners in their classrooms and schools become learning organisations. If we are concerned about the professional development of the nations growing number of teachers and the quality of the services they deliver to our young children, then we must invest our resources in training. The Board believes in interesting, practical and flexible training programs and will offer opportunities for the professional development of the teachers and the parents that will have a long term impact on the school education system in our country.

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Annexure Application for Introduction of Additional Subject(s)

The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2- Community Centre, Preet Vihar, Delhi-110092. Sub:- Request for introduction of additional subject(s) from............................................................................... Session in class................................................................ Sir, Approval for teaching of the following additional subject(s) with effect from is requested: Subjects: (i)........................................... (iii)......................................... (ii)......................................... (iv).........................................

Information in respect of facilities available/proposed to be made available for the teaching of additional subject is attached on following points: (a) (b) Additional accommodation for teaching the subject (if the subject needs a separate room). Particulars of teacher(s) to teach the subject(s) (Give details of academic qualifications etc. on the prescribed proforma). Apparatus and equipment provided for teaching the subject(s) and amount spent (Attach separate lists of articles and apparatus, etc. with cost for each subject, if applicable). Amount proposed to be spent on the equipment and accessories required for introduction of the new subject(s) in the next year .......................................................................................................................... Particulars of library book added/proposed to be added on the subjects) in the current financial year. Dimensions of the laboratory if the subject involves practical work. Any other relevant information ........................................................................................

(c)

(d)

(e) (f) (g)

Countersigned: Yours faithfully, Education Officer/President/ Manager/Secretary/Chairman of Trust/Scoiety,

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Name...........................

Principal

Name........................

Notes: 1. Every application must be accompanied with the prescribed fee for each additional subject proposed to be introduced. The amount be remitted through acrossed demand draft payable to the Secretary, Central Board of Secondary Education, New Delhi or in cash. The details of fees are as under. Introduction of additional subject 1 2 3 4 5 6 2. Independent schools within the country (Science Subject) Independent schools within the country (Other Subject) Overseas Independent Schools (Science Subject) Overseas Independent Schools (Other Subject) Govt./Aided/KVS/JNV Schools Overseas KVS Schools ` 5,000/- per subject ` 3,000/- per subject ` 15,000/- per subject ` 10,000/- per subject ` 1,000/-per subject ` 2,000/-per subject

Application for introduction of additional subject(s) should reach the Board's office not later than 30th June of the year preceding in which the subject is proposed to be introduced.

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Frame Work for Special Adult Literacy Drive

1. 2. It seeks involvement of students on a mass scale, as also of the schools, as committed and supportive systems, in the national cause of eradication of illiteracy among adults. SALD will form an essential component of Work-Experience. Accordingly, the area of Work-Experience has been restructured and assigned weightages looking to their relative significance in the curriculum, both at the Secondary & Senior Secondary stages, as under: a) Essential Area: Which may include health, hygiene, food shelter, recreation etc. as outlined in the 20% 20% 60%

b) Special Adult Literacy Drive: as a separate and essential component c) 3. Optional Activities: Any one to be chosen out of the many provided in guidelines issued by the Board

In the areas where 100% literacy has been achieved, the 20% weightage earmarked for SALD shall be merged with the component designated as Essential Area. Concomitantly, in such situations/areas the component of Essential Area will acquire 40% weightage (including 20% that of SALD) and the optional area with 60% weightage. In recognition of the useful work done by students under SALD, in consonance with 20% weightage assigned to it as part of Work-experience, the award of marks will be as under: 4.1 4.2 Marking one adult literate (15-35 years) = 15 marks Marking two adults literate (15-30 years) = 20 marks

4.

5.

The students, who make, more than two adults literate may be awarded extra credit in the same ratio, as suggested under para 4 above, i.e.: 5.1 5.2 for 3 adults = Additional 15 marks for 4 adults = Additional 20 marks

6.

These additional 20 marks be drawn from the Essential Area of Work Experience which has been assigned 20% weightage in the scheme. For such students the maximum marks allocated for the Essential Area (2) and the SALD (20) will be clubbed together for assessment on this activity. These students will be awarded marks out of 40 instead of 20 as it would be in the normal cases under 4 above. The students making three or more adults literate in that case will not be required to offer any other activity under the Essential Area. They will be deemed to have utilised maximum 40 marks (20 under essential Area + 20 under SALD). In order to arrive at the overall grade in Work Experience it would be advisable that initially the assessment in done in terms in marks according to the weightages assigned to difference three components i.e. Essential Area, (SALD) and Optional Activities. Then the overall scores (total of three components) obtained by individual candidates be arranged in rank order (i.e. from highest to the lowest for the entire class. Those getting less than 33% will be treated as failed highest to the lowest for the entire class. Those getting less than 33% will be treated as failed and be given grade E of the remainder pass candidates i.e., those getting 33% marks or above in accordance with the criterion laid-down by the Board, the top one-eight (1/8) candidates be awarded A1 grade and the next one-eight (1/8) A2 grade and so on.

7.

In those schools or in case of such students who are not familiar with the language of the region concerned where in the literacy programme has to be undertaken, the candidates may either be. 7.1 7.2 exempted from this activity (in that case they will be assessed under the Essential Area for 40% weightage instead of 20% weightage in normal circumstances). or such candidates may engaged in other related activities of the SALD rather than direct teaching of adults and may be awarded marks suitable for the work done by them.

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8.

In order to give due recognition to the work done by students, indication will also be made on the certificates issued by the Board, at the end of Secondary and Senior Secondary stages regarding participation of SALD and number of adults made literate during the block period. The good work done by the institutions will also be encouraged. It is expected that under the special drive, the schools would be able to make two persons literate for each student they send every year to Board's examination at the Secondary and Senior stages. Each student's volunteer who wants to make use of incentive marks would be required to devote at least 100 hours in each academic session. The activity may have flexible schedule to be organised during regular school hours or after school hours of during holidays or summer vacation since the entire programme is learner based. This schedule may differ from individual also. Adult literate will have to be certified by the School on the basis of resting done under the norms laid down by NLM and Board. The special driver (SALD) being a part of the national movement, should not be treated as an activity to be taken up by the student alone at their individual levels but the entire school, as a system, under the leadership of the Head of the Institution should involve itself wholly so as to include all the teachers playing their roles effectively in planning, supporting and extending this activity. Involvement of parents is also necessary for the success of the drive. Suitable incentives may also be worked out by the schools and PTA. The school should make this activity time-bound and also area specific. They may adopt nearby villages or communities as the case may be and declare them literate within a specific period of time i.e. two or three years. Thus the target is obligatory not only for the students but also for the schools to be attained within a specific period of time. In metropolitan cities if such localities cannot be identified in the nearby areas, the students and teacher may adopt families and declare within the specified period. The SALD shall be monitored by the board regularly. For the purpose, it may set up State - Wise/Region - Wise Monitoring Committees to review the progress of the Programme in their designated States/Regions with reference to supply of materials, academic inputs, general coordination and overall effectiveness of the programme in the state/ region concerned. These Monitoring Committees will also pay surprise visits to the affiliated institutions any time during the months of February to April every year to examine the activities and all the related aspects of the programme and to into records of the adult learners maintained by the schools, from the standpoint of: 14.1 14.2 ascertaining that proper evaluation procedures have been followed by the school while awarding the certificated to the adult learners; verify that the students volunteers have made literate the number of adults as has been claimed in the Performance Reports submitted to the Board by Schools for that year.

9.

10.

11.

12.

13.

14.

15.

The monitoring in respect of Kendriya Vidyalays, Navodaya Vidyalayas, Govt. and Govt. aided institution will be done by the respective organisations controlling them. The Board may, however direct its Monitoring Committees to inspect these institutions also, as and when necessary for required verification. For purpose of monitoring, the schools are expected to do the following: 16.1 16.2 16.3 To maintain student volunteers Achievement Record as per Appendix - 1, given for purpose of award of incentive marks to student volunteers. To keep record of adult learners in readiness which may include the test administered by the schools, of exercise books of the adults and the diaries maintained by the student volunteers. To have complete addresses and particulars of the adults made literate for verification by the Monitoring Committee. The Monitoring Committee may also like to meet the adults, the sessions with whom could be arranged on the following days or visits could be organised to their desired by the Committee. To send Annual Performance Reports to the Board in proforma SALD-2 given at Appendix-B every year by the end of February. 330

16.

16.4

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APPENDIX-B SALD-2

CENTRAL BOARD OF SECONDARY EDUCATION, DELHI SPECIAL ADULT LITERACY DRIVE

Proforma for the Annual Performance Report (To be sent in Duplicate to the Regional office lastest by the last week of February every year along with Student Volunteers Achievement record-SALD-1 )

School : _______________________ No. of Examinees :

Exam year _______________________ No. of Adults Made Literate by the school

Secondary ___________________________________

Sr. Secondary _________________________________

1.

A descriptive account of the programme with reference to the area/community selected, total population, part of the population covered, duration of the drive, quantum of achievement, reasons for shortfall, if any, tasks yet to be achieved, approach and strategies followed, problems faced, their solutions, resources generated, unique aspects of the programme. The narration may be done pointwise to facilitate analysis. Observations and Suggestions : 2.1 For the school 2.2 For the Board 2.3 Other Liaising Agencies Signature School's Stamp (with address) NB : More sheets may be added if the space is not adequate.

2.

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FOR BOARD'S PUBLICATIONS

Orders for text books and other publications brought out by the Board can be placed with any of the following offices : 1. Head Assistant (Publication Stores) Central Board of Secondary Education, PS 1-2, Institutional Area, I.P. Extension, Patpar Ganj, Delhi - 110092 Regional Officer, Central Board of Secondary Education, Rajgarh Road, Rajgarh Tinali, Guwahati-781003. Regional Officer, Central Board of Secondary Education, Todarmal Marg, Ajmer (Raj.)-305001 Regional Officer, Central Board of Secondary Education, 35-B, Civil Station, MG Marg, Civil Lines, Allahabad-211001 Regional Officer, Central Board of Secondary Education, Sector - 5, Panchkula- 133152 Regional Officer, Central Board of Secondary Education, Plot No. 1630 A, 16th Main Road, Anna Nagar (West), Chennai-600040 Regional officer, Central Board of Secondary Education, 8th floor, BSFC Building, Fraser Road, Patna 800001. Regional officer, Central Board of Secondary Education, 6th floor, Alok Bharati Complex, Shaheed Nagar, Bhubaneshwar-751007.

2.

3.

4.

5.

6.

7.

8.

Mode of Payment (i) (ii) (iii) Payments are accepted either through Bank Draft/Money Order drawn in favour of Secretary Central Board of Secondary Education, or in cash which may be sent to the CBSE regional officer, alongwith the order. Mailing charges are additional to the price indicated against each publication. Packing charges will be @3% extra.

Discount : For 10 copies or more of each publication discount @15% is admissible. No discount for less copies.

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CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India