CD Lo

DELHI PUBLIC SCHOOL
COURSE DESCRIPTION LEARNING OUTCOME MANUAL

CDLO
“Education is the knowledge of how to use the whole of oneself. Many men use but one or two faculties out of the score with which they are
endowed. A man is educated, who knows how to make a tool of every faculty-how to open it, how to keep it sharp and how to apply it to all
practical purposes.”
H. W. Beecher
Change is permanent. The key to our survival in this permanently changing world is adapting to newer circumstances. The fittest are the
ones who do so with required panache and ease. In accordance with this universal tradition of change, the system of education too is
constantly amending and altering itself. Varied perspectives, new theories, newer experimentations and methodologies are together
widening the scope of education to limits unheard and un-thought of before.
At Delhi Public School, it is our sincere effort to be concurrent with such changes and reforms in the field of education and simultaneously
apprise our partners for a noble cause that is the parents and guardians, of the same in the best possible way.
The CDLO Manual is such an endeavour, a hurried graze or a patient study of which, will provide them with the purpose, means and end
to the kind of holistic education that we envisage for our students.
CLASS-VII
STUDENT CURRICULUM MANUAL Academic Plan 2010-11
Purpose of CDLO
The document provides comprehensive information not only about syllabus to be covered and assessment details but also about projects, activities and also about the Continuous &
Comprehensive Evaluation. Besides it also sets targets regarding the outcome of learning effecting from a concerted teacher-student-parent partnership.
Navigating the CDLO
1. CD-stands for Course Description which covers topics and sub topics to be taught.
2. LO- stands for Learning Outcome. This denotes areas of students‘ understanding and consequently acquiring specific skills.
3. Activities - We do and we learn goes the saying. This emphasises on the importance given to ‗hands on learning ‗abilities.
Activities specified are of three types: (a) Class activity (b) Lab activity (c) Home/outside school or class activity.
4. No. of periods allotted—A pointer to the time period required for a particular topic, ensuring that learning is crisp and clear.
5. Weekly/Summative Assessment – The plan of a regular and systematic means to evaluate student learning
6. Formative Assessment --- An important aspect of CCE based on classroom interactions, projects and personality attributes.
7. SCM - Study Course Materials prepared after exhaustive research, provide additional information regarding the topic and also ease out the revision process.
Co –Scholastics: Igniting the young minds
1. L&TS – The importance of this field is utmost as these skills help prepare the young minds to cope with situations, adverse and favourable and enhance their ability to think and
judge critically and act accordingly.
2. H&PE – Health & Physical Education --An integral part of the CCE system which lays emphasis on sports ,games and physical culture as a stepping stone to building a healthy
mind in a healthy body apart from training young learners to be skilled professionals in the field.
3. PERFORMING ARTS – When the seeds of aesthetics are sown in the young hearts, who knows if the latent talent that we discover will not be a Jamini Roy, a Pandit Bhimsen
Joshi or perhaps a Habib Tanvir? DPS endeavours to provide some basic opportunities to students.
Cognitive Skills Development and Evaluation
The greatest strength of Bloom‘s Taxonomy is that it has taken the very important topic of thinking and placed a structure around it that is usable by practitioners. Those teachers who
keep a list of question prompts relating to the various levels of Bloom‘s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who
have no such tool.
Bloom’s Taxonomy of Educational Objectives (Traditional)
Skill Definition Key Words
Knowledge Recall information Identify, describe, name, label, recognize, reproduce, follow
Comprehension Understand the meaning, paraphrase a concept Summarize, convert, defend, paraphrase, interpret, give examples
Application Use the information or concept in a new situation Build, make, construct, model, predict, prepare
Analysis Break information or concepts into parts to understand it more fully Compare/contrast, break down, distinguish, select, separate
Synthesis Put ideas together to form something new Categorize, generalize, reconstruct
Evaluation Make judgments about value Appraise, critique, judge, justify, argue, support
The Skills that are tested and evaluated pertain to the classification based on Bloom‘s taxonomy and its revised version. Knowledge, comprehension and application are the main areas
of testing with specified weightage in different levels. However the higher order skills like analysis and synthesis are greatly encouraged.
Important Information to be noted
 All SCMs (Study Course Material) will be uploaded at the school website on the mentioned dates, which students have to access. No hardcopy of the same will be distributed in
school.
 The Continuous Comprehensive Evaluation pattern as prescribed by the CBSE has been introduced in classes IV to XII.
 We will try to adhere to the schedule of Assessments and Curriculum given in this document. However dates may change depending on exigencies that may arise in future.
2 Delhi Public School

Index
English : 04
Hindi : 22
Sanskrit : 26
Mathematics : 38
Science : 45
Social Science : 64
Information & Communication & Technology : 76
Life & Thinking Skill : 83
Resource Centre : 85
Performing Arts : 87
Health & Physical Education : 89

English
Section 1: How will you be tested?
The academic session is divided into two semesters wherein each Semester shall have Two Formative Assessments (FA) and One Summative Assessment (SA).
Formative Assessment (FA)

FA-1, Semester - 1
S. No Month Suggested Activity Mode of assessment Total Marks
1 April Spell check (spoken skills- Spell Check 5
group work) Memorization of correct spelling
Spelling Correct sentence formation
Meaning Right usage of word
Pronunciation Part of speech used
Sentence making
2 May/June Listening skills Worksheet to be filled while audio track is played 10
3 July Integrated Project 10

Brochure/Advertisement/other short writing skill
4 August The budding Poet - Assessment of integrated project. Originality 10

Creativity
Fluency
Imagination
5. Once in each semester after Note Books Punctuality and Work Done 10
monitoring for entire semester Content and Originality
Handwriting and Neatness
Corrections
WB
6. Once in each semester after Class Room Response Questions asked 5

monitoring for entire semester Answers Given
Conversation
Response
Behaviour
7 September Semester Assessment
Total 50 marks

FA-3, Semester - 2
S. No Month Suggested Activity Mode of assessment Total Marks
1 October Reading a book (group or individual activity) Book Review 5
• About the author • Knowledge of text
• Summary • Analytical ability to evaluate plot
• Characters character, writers style
• Extrapolation • Creativity / Imagination
• Book Jacket • Presentation
• Designing a Comic Book
• Simplify story for junior classes
1) Simplifying plot
2) Writing the script
3) Narrating
4) Enacting
5) Making a C.D.
2 November Poetry recitation/great speeches Confidence 5
Presentation Promptness
Fluency Expression
Voice Modulation
3 December Integrated Project • Imagination 10
Extempore • Creativity
• Connectivity / Fluency
4 January Listening Worksheet to be filled while audio track is played 5
5 February Poster – Integrated project assessment Format 10
Content
Creativity
slogan
Understanding the nuances of designing a poster
6 Once in each semester Class Room Response Questions asked 5
after monitoring for entire Answers Given
semester Conversation
Response
Behaviour
7. Once in each semester Note Books Punctuality and Work Done 10
after monitoring for entire Content and Originality
semester Handwriting and Neatness
Corrections
WB
Total 50 marks

Table 1: The Skills Domain Structure of the FA QP for Classes VI to VIII
Skills domains to be tested Classes VI to VIII Total marks: 50

Knowledge& Understanding (40%) Total Marks= 20
Application & Analysis (36%) Total Marks= 18
Synthesis & Evaluation (24%) Total Marks= 12
Table 2: The Marks Break-up in the FA QP for Classes VI and VIII

Question Paper Section Divisions Knowledge Understanding Application Analysis Synthesis Evaluation
Section A: Reading =10 marks 3 4 3 X X X
Section B: Writing =15 marks 5 10
Section C: Grammar =10 marks X 5 5 X X X
Section D: Literature =15 marks 3 9 3
Synthesis + Evaluation = 12
Total = 50 Marks Knowledge + Understanding = 20 marks Application + Analysis = 18 marks
marks
Table 3: The Marks Break-up the FA QP for Classes VI – VIII

The Nomenclature of Question Types, Skills Domain with Marks Allotment
Objective questions will be asked from 3 Sections: A, C and D only
Skills to be Tested Classes VI – VIII Total Marks: 50 Number of Questions, Question Type & Weighted Marks
Knowledge and Understanding (46.7 %) 5 MCQ x 1 = 5 marks in Section A MCQ = 5 marks; 5 Questions
3 MCQ x 1 = 3 marks in Section C -Do- = 3 marks; 3 Questions
1 Q x 3 = 3 marks in Section B Subjective = 3 marks; 1 Question
3 MCQ x 1 = 3 marks in Section D MCQ= 3 marks; 3 Questions
Total Marks= 14 Total Marks= 14
Application and Analysis (33.3%) 2 MCQ x ½ = 1 mark in Section A MCQ = 1 mark; 2 Questions
1 Q x 6 = 6 marks in Section B Subjective = 6 marks; 1 Question
6 MCQ x ½ = 3 marks in Section C MCQ = 3 marks; 6 Questions
Synthesis and Evaluation (20%) 1 Q x 6 = 6 marks in Section D Subjective = 6 marks; 1 Question
SECTIONWISE BREAK-UP OF THE Section A = 10 marks; Section B = 15 marks Percentage Weight for Objective Questions = 50
ENGLISH QUESTION PAPER FOR Section C = 10 marks; Section D = 15 marks Percentage Weight for Subjective Questions = 50
WEEKLY TESTS

Semester Assessment (SA)

 Maximum marks: 80
 Duration: 3 Hours
 The Semester question paper shall be 40% MCQ + 60% subjective.
 Objective Questions (comprising of questions from Sections A, C & D
 It will be divided into the following parts:
 Section A: Reading Skills – 20 marks(5o%Objective+50%subjective)
 Section B: Writing Skills - 20 marks – Subjective Type
 Section C: Grammar Usage & Application - 20 - Objective Type
 Section D: Literature – 20 (5o%Objective+50%subjective)
Table 1: The Skills Domain Structure of the SA QP for Classes VI – VIII
Skills domains to be tested Classes VI to VIII Total marks: 80

Knowledge & Understanding (46.6%) Total Marks = 38
Application & Analysis (33.3%) Total Marks= 30
Synthesis & Evaluation (20%) Total Marks= 12
Table 2: The Marks Break-up in the Semester QP for Classes VI to VIII
Question Paper Section Divisions Knowledge Understanding Application Analysis Synthesis Evaluation
Section A: Reading = 20 marks 6 4 4 X X 6
Section B: Writing = 20marks 6 14
Section C: Grammar = 20 marks X 6 8 X 6 X
Section D: Literature = 20 marks 12 8
Total = 80 Marks Knowledge + Understanding = 34marks Application + Analysis = 32 marks Synthesis + Evaluation = 14 marks

Section 2: What skills are the examiners testing?
1. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom
found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.
2. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract
mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.
 Knowledge: questions which can ask you to sequence, arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state
 Comprehension: questions which can ask you to classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
 Application: questions which can ask you to apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write
 Analysis: questions which can ask you to analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test
 Synthesis: questions which can ask you to arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose,
set up, write
 Evaluation: questions which can ask you to appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate
When examiners set the paper, they choose questions which will test certain skills. That is why there are different types of questions in the paper. It is very helpful for you to
know what the examiners are looking for. So, for example, if you are aware that Section D of the English paper questions and tests literary or textual knowledge along with
global awareness skills where you integrated textual knowledge with knowledge about the world around, then you know that all you have to do is to bring to mind the
different literary pieces that you have read and understood in the Literature Reader prescribed for your class and learn to apply those lessons to your life and your awareness
of the world around. The examiners divide the skills you need to have into six skills domains. These are called ‘Assessment Objectives’.
Assessment Objectives What do they mean? Where are they tested?

Questions in Sections A, B, C & D of the English paper
Knowledge and Understanding (46.7 %) Refer to the skills domains listed above.
Questions in Sections A, B, C of the English paper
Application and Analysis (33.3%) Refer to the skills domains listed above.
Section D of the English paper
Synthesis and Evaluation (20%) Refer to the skills domains listed above.

Semester–I (English) Class-VII

No. of Portion for FA/SA, Dates of
Month Course Description Learning Outcome Activity
Period Assessment & SCMs
April Student Book VII –  enrich vocabulary using a dictionary and  Paint a Picture: Ss 5
Literature Reader context clues individually try and FA- 2 (04.07.11)
 spell correctly examining prefixes to make create a piece of writing  Portion – Literature Reader –
 Unit 1.2 Classic fiction: antonyms in which they paint a Unit 1.2 & Unit 1.3
Dracula by Bram Stoker  examine subject verb agreement picture with words.  Literature Resource
 write in the first person using a story Material- * The Prince and
opening prompt the Peacock Fans
 Unit 1.3 Short Story  enrich vocabulary using a dictionary and  Nelson English Workbook 7
 Gabriel Earnest by Saki context clues – Grammar-1.2, 1.3
 spell correctly examining prefixes to make  Writing - Newspaper Article,
antonyms Message Writing, Story
 examine subject verb agreement Writing(with verbal and
 write in the first person using a story visual prompts )
opening prompt
Nelson English Workbook  know about syllables and vowel sounds 4
7 – Grammar  learn about prepositions and adverbs
 work on descriptive writing SA-1 (17.09.11)
 Unit 1.2  write recounts - develop narrative style  Portion – Literature Reader –
Nelson English Workbook  know about syllables and vowel sounds 4 Unit 2.2 Rebecca,
7 – Grammar  learn about prepositions and adverbs  Unit 3.1 The Bed and
 work on descriptive writing Breakfast Star, Unit - 3.3 -
 Unit 1.3  write recounts - develop narrative style Lord of the Flies
 Literature Resource
Nelson International  develop literal comprehension - MCQ 1
Comprehension Year 5– Material- Daffodils(Poem) ,
 examine definitions and plurals
Course Book The Medicine Man Comes
 develop inferential comprehension
 Indian Weavers (Poem)
 Fantastic Mr. Fox -  Nelson English Workbook 7
modern fiction – Grammar-
 Book covers  develop literal comprehension  Book Jacket Designing: 2  Units 2.2, 3.1, and 3.3
 frame sentences fluently Ss collaborate in groups  Writing – Bio Sketch,
 examine 'non' words of 6-7 to design a book Descriptive Writing,
jacket with a blurb and a Paragraph Writing.
book summary. The class  AND
displays its creations on  All portion of FA-2
the class display board.
 The Wind - poem  develop literal and inferential  1

comprehension
 frame sentences fluently
 learn to work with rhyme and verbs
Long Composition  To write personal experiences.  2
 To use an appropriate style and format to SCMs to be uploaded on
 Newspaper Article write 10 marks (long) writing tasks. school website
 To plan, organize and present ideas  Descriptive and Factual
coherently. writing (15.04.11)
 To write a clear account of cause –effect  The Prince and the Peacock
relation ship. Fans (21.04.11)
 To Trans code information from  SCM on short writing skill
diagrammatic to verbal form. (02.05.11)
 To enhance thinking and creative skills  Daffodils – Wordsworth
Formative Assessment   Spell Check (spoken (24.06.11)
skills-  Indian Weavers – Sarojni
 Group work) Naidu (24.06.11)
 Spelling  Reported Speech (11.07.11)
 Meaning  The Medicine Man comes –
 Pronunciation Anita Desai (02.08.11)
 Sentence making  Affixation (05.08.11)
 Active & Passive Voice
May Literature Resource  To increase awareness among the readers 4 (16.08.11)
Material regarding the role of environment in human
life.
 The Prince and the  The relationship between man and nature.
Peacock Fans Short Story  Integrate respect for nature‘s gift in human
life.
 Story endings  To write personal experiences. 3
 To use an appropriate style and format to
write 10 marks (long) writing tasks.
 To plan, organize and present ideas
coherently.
 To write a clear account of cause –effect
relation ship.
 To Trans code information from
diagrammatic to verbal form.
 To enhance thinking and creative skills
Formative Assessment   Listening Skills - 1

Worksheet to be filled
while audio track is
played/to be designed as
summer assignments
June Nelson International  develop literal comprehension  Story Endings & 1
Comprehension Year 5 –  frame sentences fluently Personal Response:
Course Book  develop inferential comprehension
 examine defining phrases
 The Big Match - modern
fiction
 Discovering Dinosaurs -  develop literal comprehension - multiple  Research and Factual 2
information choice Writing
 know about expressions and definitions
 Nowhere to play - poem  develop literal and inferential  Descriptive & Personal 3
comprehension Writing:
 frame sentences fluently
 examine definitions
July Student Book VII –  enrich vocabulary using a dictionary and  Word Wall – Prefixes and 3
Literature Reader context clues antonyms – Students will
 spell correctly examining prefixes to make make word- wall on A4
 Classic fiction: Rebecca by antonyms size paper in groups of
Daphne du Maurier  examine subject verb agreement twos and put it up on the
 write in the first person using a story class activity board.
opening prompt
Nelson English Workbook  learn prefixes 2
7 – Grammar  work on subject verb agreement
 learn to write statements and questions
 Unit 2.2  learn to write imaginatively - a dream
 Word Level  work on writing recounts
 Sentence Level
 Text Level
Literature Resource  To kindle the flight of imagination.  Composing a nature 3
Material  Understand the remarkable role of language. poem. Best three from
 Understand that simple and lucid language each section to be put up
 Daffodils – Wordsworth make a composition superb on the class board.
Literature Resource  To kindle the flight of imagination. 3

Material  Understand the remarkable role of language.
 Understand that simple and lucid language
 Indian Weavers – by make a composition superb
Sarojini Naidu
 Bio - Sketch  Write short writing tasks using the proper 3
form and style.
 Will be able to relate the content to the five
WH questions
 To complete a short writing task within the
word limit including the necessary details
 To plan, organize and present the ideas
coherently.
 Descriptive Writing-  To write personal experiences. 4
personal or imaginative  To use an appropriate style and format to
write 10 marks (long) writing tasks.
coherently.
relation ship.
Formative Assessment   Each child presents one
aspect of topic
 Debate, declamation,
speech-Activities or JAM
August Student Book VII –  enrich vocabulary using a dictionary and 4
Literature Reader 3.1 context clues
 spell correctly using suffixes ing/ed
 Modern fiction: The Bed  examine simple and compound sentences
and Breakfast Star  write in the first person to build crises in
stories
 3.3 Modern fiction: Lord  enrich vocabulary using a dictionary and  In group of four, students 3
of the Flies by William context clues will prepare a collage of
Golding  examine spelling patterns for soft and hard c suffixes.
 examine adjectival clauses
 work on building complications in a story
writing exercise
Nelson English Workbook  build words - adding ing and ed 2
7 – Grammar  examine homophones
 frame simple and compound sentences
 Unit 3.1  learn about nouns and adjectives
 Word Level  work on crisis in story writing
 Sentence Level  working on changing the viewpoint
 Text Level
 Unit 3.3  learn spellings - hard and soft c; hard and 2
 Word Level soft g
 Sentence Level  learn about adjectival clauses
 Text Level  learn about adverb clauses
 learn to write an anecdote - beginning
middle and end
 work on newspaper report writing
Nelson International  develop literal comprehension  Conversation: 2
Comprehension Year 5 –  frame sentences fluently
Course Book  look at verbs
 Hansel and Gretel - a
traditional tale
Literature Resource  To make the learner familiar with the village 4
Material life of India.
 The Medicine Man Comes  The role of superstition in society.
(Anita Desai)  To visualize a picture of village life in India.
 Extract Develop awareness about the helplessness of
villagers.
 Revision of all the short  Write short writing tasks using the proper 2
writing skills done form and style.
 Will be able to relate the content to the five
WH questions
coherently.
 Paragraph Writing – with  To write personal experiences. 2
verbal and visual  To use an appropriate style and format to
prompts write 10 marks (long) writing tasks.
coherently.
relation ship.
Formative Assessment   The budding Poet -
Assessment of integrated
project : Originality,
Creativity, Fluency
Imagination

Semester–II (English) Class-VII

September Student Book VII – 6
Literature Reader FA- 4 (05.12.11)
 Portion – Literature
Nelson English Workbook Reader – Unit 4.1
7 – Grammar  4.2 Owls
 Literature Resource
 Revision for 1st Semester Material- Stopping by
Nelson International  develop literal and inferential comprehension  Research and Factual 1 the Woods on a Snowy
Comprehension Year 5 –  work with cloze exercises Writing Evening(Poem), The
Course Book  examine definitions Leopard (Prose)
 Nelson English
 Snakes - factual writing Workbook 7 –
 Wagon Train to California  develop literal and inferential comprehension  Personal Response 1 Grammar-4.1, 4.2
- 1st person narrative  frame sentences fluently  Writing - Poster Making,
 examine defining phrases Story Writing and the
Short Composition  Write short writing tasks using the proper form 1 portion of SA-1.
 Revision of all the skills and style.
done  Will be able to relate the content to the five WH
questions SA- 2 (07.03.12)
 To complete a short writing task within the  Portion – Literature
word limit including the necessary details Reader – Unit 4.2 Owls,
 To plan, organize and present the ideas 5.3, 6.1, 4.3 My Mother
coherently. saw a Dancing Bear
Long Composition  To write personal experiences. 2  Literature Resource
 Paragraph Writing – with  To use an appropriate style and format to write Material- A Hero
verbal and visual prompts 10 marks (long) writing tasks. (Prose), The Leopard
 To plan, organize and present ideas coherently. (Prose)
 To write a clear account of cause –effect relation  Nelson English
ship. Workbook 7 –
 To Trans code information from diagrammatic Grammar-5.3 and 6.1
to verbal form.  Writing - Poster Making,
 To enhance thinking and creative skills Message Writing, Bio-
October Student Book VII–  enrich vocabulary using a dictionary and  Learning and reciting a 3 Sketch, Letter Writing,
Literature Reader 4.1 context clues poem of their choice on Descriptive (Paragraph
Writing) and All portion
 spell correctly with suffix ion their favourite animal.
 Narrative poetry: Reynard of FA-4 and SA-1.
the Fox by John Masefield  experiment with writing narrative poetry
Nelson English Workbook  learn spellings - suffixes with ion; suffixes 3
7 – Grammar  learn about usage of question words who and
which
 Unit 4.1  learn about adverbs and adverb clauses
 Word Level  learn to write narrative poetry SCMs to be uploaded on
 Sentence Level  work on writing letters to persuade school website
 Text Level  Clause (01.10.11)
Nelson International  develop literal and inferential comprehension  Write as a Fictional 2  Stopping by the woods
Comprehension Year 5–  frame sentences fluently Character on a snowy Evening – R
Course Book  examine 'qu' words Frost (01.11.11)
 The Leopard – R Bond
 Why Tigers have Stripes - (01.11.11)
traditional story  Poetry and genre and
 Person Power - poem  develop literal comprehension - MCQ  Personal Response 2 stylistic devices
 look at rhyming words and adjectives (10.11.11)
 develop inferential comprehension  The Leopard (01.11.11)
Short Composition  Write short writing tasks using the proper form 2  Newspaper Report &
 Poster Making and style. Poster (02.12.11)
 Will be able to relate the content to the five WH  Verbs (18.01.12)
questions  A Hero – R K Narayan
 To complete a short writing task within the (27.01.12)
coherently.
Long Composition  To write personal experiences. 3
 Story Writing  To use an appropriate style and format to write
10 marks (long) writing tasks.
 To plan, organize and present ideas coherently.
 To write a clear account of cause –effect relation
ship.
 To Trans code information from diagrammatic
to verbal form.
Formative Assessment   Reading a book (group or
 individual activity)- Book
Review
 About the author
 Summary
 Characters
 Extrapolation
 Book Jacket
 Designing a Comic Book
 Simplify story for junior
classes

November Nelson English Workbook  learn spellings - looking at spelling patterns for 2
7 – Grammar unstressed and silent letters
 learn to punctuate poetry
 Unit 4.2  review punctuation again
 Word Level  write narrative poetry
 Sentence Level  write to persuade
 Text Level
Student Book VII–  To kindle the flight of imagination. 3
Literature Reader  Understand the remarkable role of language.
 Unit 4.2 make a composition superb
 Owls by Leonard Clark
Nelson International  develop literal comprehension  Create a Pie Chart 1

Comprehension Year 5 –  frame sentences fluently
Course Book  look at plurals
 transcode data from visual to verbal form -
 Pie Charts - diagram read diagrams
Literature Resource  To kindle the flight of imagination. 4
Material  Understand the remarkable role of language.
 Stopping by the Woods on make a composition superb
a Snowy Evening –
R.Frost
 The Leopard  enrich vocabulary using a dictionary and  Designing the book cover 4
 Ruskin Bond context clues and writing the book blurb
 examine spelling patterns for soft and hard c for the same.
 work on building complications in a story
writing exercise
Short Composition  Write short writing tasks using the proper form 1
and style.
 Poster Making  Will be able to relate the content to the five WH
questions
coherently.
 To use an appropriate style and format to write
 Story Writing (with Direct 10 marks (long) writing tasks.
speech, punctuation  To plan, organize and present ideas coherently.
marks)  To write a clear account of cause –effect relation
ship.
to verbal form.
Formative Assessment   Poetry recitation/great 2
speeches
December Student Book VII–  enrich vocabulary using a dictionary and 4
 spell correctly with suffixes ible/able
 Modern fiction: Space  examine and understand conditional sentences
Weed by David Orme  write story endings which build tension
Nelson English Workbook  learn word building and spelling using suffixes 3
7 – Grammar able and ible
 .earn spellings correctly using analogy
 Unit 5.3  understand usage of conditional sentences
 Word Level  understand usage of punctuation
 Sentence Level  write a story choosing either a happy/unhappy
 Text Level ending
 write a newspaper report
Nelson International  develop literal and inferential comprehension  Write as a Fictional 1
Comprehension Year 5 –  examine definitions and adverbs Character
Course Book  frame sentences fluently
 Hills End - modern fiction

Student Book VII–  To kindle the flight of imagination. 4
Literature Reader  Understand the remarkable role of language.
 Poem – My Mother Saw a  Understand that simple and lucid language
Dancing Bear by C make a composition superb
Causley
and style.
 Message Writing  Will be able to relate the content to the five WH
questions
coherently.
 Poster Making  Write short writing tasks using the proper form 2
and style.
 Will be able to relate the content to the five WH
questions
coherently.
 Magazine 10 marks (long) writing tasks.
 Article  To plan, organize and present ideas coherently.
ship.
to verbal form.
Formative Assessment   Extempore
 Imagination
 Creativity
 Connectivity / Fluency
January Student Book Vi –  enrich vocabulary using a dictionary and 4

 spell correctly with suffixes ful
 Modern play: Animal  examine active and passive verbs
Rights by Miachael  write play scripts - working collaboratively
Church and Betty Tadman
Nelson English Workbook  learn correct spellings using suffixes - ful 4
7 – Grammar  learn correct usage of active and passive verbs
 know correct usage of parts of speech
 Unit 6.1  work on writing play scripts collaboratively
 Word Level  learn to write leaflets - communicate for a
 Sentence Level purpose
 Text Level
Nelson International  develop literal comprehension  Create a Time Table 2
Comprehension Year 5 –  know about compound words
Course Book  frame sentences fluently
 use a time-table effectively
 Timetables diagram
and style.
 Dialogue Writing  Will be able to relate the content to the five WH
questions
coherently.
 Play Script Writing 10 marks (long) writing tasks.
 To plan, organize and present ideas coherently.
ship.
to verbal form.
Formative Assessment   Listening - Worksheet to be 1
filled while audio track is
played
February Literature Resource  enrich vocabulary using a dictionary and 5
Material context clues
 A Hero - R. K. Narayan  spell correctly with suffixes ible/able
 examine and understand conditional sentences
 write story endings which build tension
and style.
 Message, Bio Sketch and  Will be able to relate the content to the five WH
Poster Making questions
coherently.
Long Composition  To write personal experiences.  Poster – Integrated project 5
 To use an appropriate style and format to write assessment
 Letter Writing (informal), 10 marks (long) writing tasks.
Play Script Writing,  To plan, organize and present ideas coherently.
Descriptive (Paragraph  To write a clear account of cause –effect relation
Writing) ship.
to verbal form.
Formative Assessment   Content
 Creativity
 slogan
 Understanding of nuances
of designing a poster

fganh
dkS’ky ftudh ij[k gksxh
vad ;kstuk (%)

Hkk"kk dkS’ky mn~ns’; dlkSVh
UT WT
vifBr vocks/ku 15 20 bl [kaM esa vifBr x|ka’k vkSj i|ka’k gksxk] muls tqM+s oSdfYid iz’u gksaxsA [akM&d
O;kdj.k nh?kkZ 30 30 blesa O;kdj.k ls iz’u gksaxs vkSj lkjs oSdfYid gksaxsA fodYi ds ek/;e ls gh ifjHkk"kk iwNh tk,xh vkSj nks ds [kaM&[k
chp varj&lekurk ‚hA lkof/kd ijh{kk esa lkfgR; ls ‚h oSdfYid iz’u bl [kaM esa gksaxsA
jpukdkfjrk 20 20 blesa jpukRed iz’u jgsaxs]tSls & vuqPNsn] laokn] i= ys[ku] dFkk ys[ku] vuqokn vkSj vuqÑfrA [kaM&x
lkfgR;t 35 30 bl [kaM esa vkidh ikB~; iqLrd ds ikBksa ls iz’u iwNs tk,¡xsA [kaM&?k
lkIrkfgd ewY;kadu ijh{kk

iw.kk±d & ‡… vad] vof/k & ƒ ?kaVk „… feuV
cgqoSdfYid ç’u ¾ …å vad@jpukRed ¾ „å vad
•…% -cgqoSdfYid (MCQ) + †…% jpukRed (Subjective)
izFke rkfydk & iz’u i= dk izk:i
Øekad dkS’ky ijh{k.k izfr iz’u vad iz'uksa dh la[;k dqy vad
ƒ- [akM&d vifBr vocks/ku ƒ ¼cgqoSdfYid½ ƒ† ƒ†
„- [kaM&[k O;kdj.k nh?kkZ ƒ ¼cgqoSdfYid½ ƒ• ƒ•
…- [kaM&x jpukdkfjrk vuqPNsn ;k i= ;k laokn&† † ƒå
¼jpuk fo/kk ls½
vuqokn&„
varj@ifjHkk"kk&…
vuqÑfr& ƒ
†- [kaM&?k lkfgR;t d- 'kCnkFkZ &ƒ@„x„¾ƒ „ ƒå
[k- orZuh & ƒ@„x„¾ƒ „
x- vFkZxzg.k & ƒx‡ ¾‡ … ;k † ;k ‡
ƒ
?k- y?kq mRrjh; & …xƒ ¾…
dqy ‡…
*foykse vkSj i;kZ; fdlh ‚h bdkbZ dh lkIrkfgd ;k lkof/kd ijh{kk esa iwNs tk ldrs gSa ]pkgs os ikB~;Øe esa gksa ;k u gksaA

Lkkof/kd ijh{kk
iw.kk±d& ƒ…… vad@ cgqoSdfYid ç’u ¾ ‡… vad@ jpukRed ¾ ‡… vad
vof/k& „ ?kaVk …… feuV@
cgqoSdfYidç’u ¾ ‡… vad@ jpukRed ¾ ‡…vad
‡…% & cgqoSdfYid (MCQ) + ‡…% jpukRed (Subjective)
izFke rkfydk & iz’u i= dk izk:i

[kaM dkS’ky ijh{k.k Ikzfr iz’u vad iz'uksa dh la[;k Dqy vad
ƒ- d vifBr vocks/ku cgqoSdfYid & d-x|ka’k [k- i|ka’k & ƒ ƒ„$ƒ… „„
„- [k O;kdj.k nh?kkZ cgqoSdfYid & d- O;kdj.k [k- lkfgR; & ƒ „„$• „․
…- x Jpukdkfjrk d- vuqPNsn ;k laokn ;k dFkk & ‡ ƒ
[k- [k] i= & ‡ ¼lkof/kd ijh{kk esa i= vfuok;Z gksxkA½ ƒ
x- O;kdj.k & ‡ „ ;k …
?k- vuqokn & … ƒ „å
³ vuqÑfr& „ ƒ
†- ?k lkfgR;t d- [kkyh LFkku ‚j dj ;k fQj iz’u ds n~okjk dfork iwjh djus ds fy, nsuk&… vad ƒ
[k- 'kCnkFkZ & ƒ x … ¾ … x- orZuh & ƒ x … ¾ … …$…
?k- vFkZxzg.k & x|&†@i|&† ¾ ․ †$†
p- ,d ’kCn& ƒ x † ¾ † ;k ,d okD;&„x„ ¾ † †;k„
N-y?kq mRrjh;&„-‡ x „ ¾ ‡ „ ……
ƒ
t- nh?kZ mRrjh;&†xƒ¾†
dqy vad ƒ……

izFke bdkbZ ikB~;Øe ¼fganh½ d{kk&lkroha

ijh{kk gsrq p;fur ikB~;Øe ,oa ikB~;
ekg ikB~;Øe fooj.k laHkkfor visf{kr vf/kxe fØ;kdyki dkyka'k
lkexzh fooj.k frfFk
vçSy lkfgR;% viwoZ vuqHko vuqHko dh voLFkk,¡] mudk ldkjkRed ƒ„
O;k-&Hkk"kk O;kdj.k]cÿh]ek=k] vlj ( viwoZ gS rks udkjkRed gks gh lkIrkfgd ijh{kk&„ ¼ƒ․-…‣-ƒƒ½
o.kZ fopkj] foyëA ugha ldrk  ge iaNh mUeqDr xxu ds] viwoZ
jpuk% i=&vukSipkfjd@ ;kdj.k ds i<+s x, ikB]jpuk ds va’k  vuqHko
vuqPNsn]vuqokn]vuqÑfr ‚k"kk dks l’kDr vk/kkj nsaxsA  Hkk"kk O;kdj.k]cÿh]ek=k] o.kZ
fopkj]
eÃ lkfg-& ge iaNh mUeqDr xxu ds vkt+knh ds vf/kdkj dk vFkZ tkusaxsA …․
 vFkZ]jpuk]mRifRr vk/kkfjr 'kCn
O;k-& JqfrlefHkUukFkZd ’kCn
‚sn]
twu ’kCn fopkj &vFkZ]jpuk]mRifRr ,oa ukuk vk/kkjksa ij fd, x, 'kCn& Hksn 'kCn ifjokj dks …†
iz;ksx ds vk/kkj ij ’kCn ‚sn] 'kCn Kku dks foLrkj nsaxsA oa’ko`{k ds n~okjk  foyëA
jpuk&vifBr x|ka’k@i|ka’k fn[kkukA  jpuk% i=&vukSipkfjd@vuqPNsn]
 vuqokn]vuqÑfr vifBr
tqykÃ Lkkfg-& feBkbZokyk Qsjh ds vFkZ]Qsjhokyksa ds thou esa ƒ• x|ka’k@i|ka’k
O;k-&laKk]fyax]opu]dkjd]vusdkFkhZ jkst+ ds la?k"kZ]vifjfpr ifjokj ds lkFk
jpuk&i=&vkSipkfjd mudk ‚kokRed laca/k
vxLr lkfg-&’kke ,d fdlku]vkJe dk fnu ds va’k dks ,d ekuo&pfj= vius ‚koh ifjokj „ƒ izFke l= ijh{kk&ƒ ¼ƒ…-…‥-ƒƒ½
vuqekfur O;; ds :i esa <kyus dh dyk vk,xh ds [kpZ dk laf{kIr dsoy  'kke ,d fdlku]vkJe dk
O;k-&loZuke]fo’ks"k.k]lekukFkhZ ekuohdj.k vyadkj %iwoZ ifjp; ys[kk&tks[kk rS;kj f’k{k.k vuqekfur O;;]feBkbZokyk
jpuk%laokn] djsAa dksbZ  iz;ksx vk/kkfjr 'kCn ‚sn] laKk]
xfrfof/k fyax] Okpu]dkjd]loZuke] fo’ks"k.k]
ugha vusdkFkhZA
 jpuk% laokn]i=] vuqokn] vuqÑfr]
flracj O;k-&fØ;k] dky]eqgkojs …‡ vifBr x|ka’k@i|ka’k
iqujko`fr
…† f’k{k.k
¾ …‥

n~forh; bdkbZ ikB~;Øe ¼fganh½ d{kk&lkroha

ijh{kk gsrq p;fur ikB~;Øe ,oa ikB~;
ekg ikB~;Øe fooj.k laHkkfor visf{kr vf/kxe fØ;kdyki dkyka'k
lkexzh fooj.k frfFk
vDrwcj Lkkfg-&la?k"kZ ds dkj.k eSa rqudfetkt ƒ„
Gks x;k % /kujkt lkIrk- ijh{kk&† ¼ƒ‥-ƒ„-ƒƒ½
O;k-& fØ;kfo’ks"k.k]laca/kcks/kd  [kku&iku dh cnyrh rLohj ] ,d
 frudk]
uoacj lkfgR;% [kku&iku dh cnyrh le; ds lkFk lcdqN cnyrk gS] ƒ‡  fdz;k]dky] eqgkojs]
rLohj ] ,d frudkA ijaijk,¡ vkSj ekU;rk,¡ ‚h ij tks
 jpuk% i=&vkSipkfjd]dFkk ys[ku
O;k-&leqPp;cks/kd]foLe;kfncks/kd cnyko gesa gekjh igpku ls nwj dj
jpuk% y?kq dFkk ys[ku ns] mlls nwj jguk Js;Ldj gSA ,d  vuqokn]vuqÑfr vifBr
fruds dk otwn &lgkjk cus tc x|ka’k@i|ka’k
mckjs ]’kwy gS tc ekjs
fnlacj lkfg-& jghe ds nksgs e/;dkyhu lkfgR; vkSj mlds fujarj milxZ rFkk izR;; ƒ‣
O;kdj.k% lekl] vyadkj] milxZ izR;; cus jgus dk dkj.k ls u,&u, 'kCn l= ijh{kk&„ ¼…„-……-ƒ„½
jpuk & vuqPNsn] i= ¼vkSipkfjd½ fuekZ.k dk vH;klA  la?k"kZ ds-----%/kujkt] jDr vkSj
gekjk 'kjhj ] jghe ds nksgs
 vfodkjh ’kCn]milxZ] izR;;]
lekl] vyadkj ]vusd ’kCnksa
tuojh lkfgR;% jDr v©j gekkjk 'kjhjA [kwu ds fdrus lekukFkhZ :i gksrs gSa] ƒ• dsoy ds ,d ’kCn
vusd 'kCnksa ds ,d 'kCn tkuuk vkSj mu le‚ko :iksa dh f’k{k.k  i=]vuqPNsn]vuqokn]vuqÑfr
jpuk%x|ka’k@i|ka’k dher le>ukA dksbZ  vifBr x|ka’k@i|ka’k
xfrfof/k
ugha fo’ks"k & bl l= esa gj lIrkg †
fnu f’k{k.k ds fy, j[ks x,
Qjojh iqujko`fRr ƒ• esa gSa] ’kqØokj dk fnu flQZ vkSj flQZ
•fnu xfrfof/k ds fy, gksxk @ blesa
f’k{k.k iBu]Jo.k]orZuh]mPpkj.k dks jkspd
]ƒ…fnu <ax ls djk;k tk,] bl ij /;ku
iqujko`fr nsuk gS rkfd Nk= lgh ‚k"kk lh[ksa]
mldk iz;ksx djuk tkusAa blesa ubZ
ekpZ l= ijh{kkA fdrkc *pded^ gksxh] mldh
jpuk,¡ vkSj xfrfof/k;k¡ 'kkfey gksaxh]
d{kk pkSFkh ls vkBoha rdA

laLd`r
fuEu [kaMksa ds fcUnq funsZ’k %
[k.M & d ¼vifBr vocks/kue~½

blesa ljy vuqPNsn fn, x, gaS ftlds vk/kkj ij dqN iz’uksa ds mÙkj visf{kr gaSA iz’uksa esa ml x|ka’k ij vk/kkfjr ,d in esa mRrj ] iw.kZ okD; esa mRrj ] cgqfodYih
iz’u rFkk funsZ’kkuqlkj mÙkj ¼fo’ks"k.k & fo’ks"; dÙkkZfØ;kfUofr] i;kZ; vkSj foykse 'kCn½gksrs gSaA vifBr x|ka’k dk 'kh"kZd iwNk tkrk gSA fp= ns[kdj laLd`r esa uke
fy[kuk ] /kkrq] iq#"k] ydkj] fyax] foHkfDr vFkok opu ij vk/kkfjr iz’u gksrs gSaA
[k.M & [k ¼jpukRed dk;Ze~½
ladsrk/kkfjr dk;ksZa esa fjDr LFkku gksrs gaaS ftudks leqfpr inksa ls iwjk fd;k tkrk gSA fp=k/kkfjr dqN 'kCnksa dh lgk;rk ls pkj laLd`r okD;ksa dh jpuk dk vH;kl
djok;k tkrk gSA
[k.M & x ¼vuqiz;qDr O;kdj.ke~½
bldk vfHkizk; gS fd O;kdj.k dks lEizs"k.kkRed fof/k }kjk ljy vkSj lqxzká cuk;k tk;A bl O;kdj.k esa orZuh ] mPpkj.k LFkku] o.kZ la;kstu] o.kZ& foU;kl] 'kCn:i]
/kkrq:i] vO;;]la[;kokph’kCn vkSj foHkfDr;ksa ds iz;ksx gksrs gaSaA Nk= mu okD;ksa dks iwjk djrs gq, laLd`r Hkk"kk esa iqu% fy[krs gaSaA
[k.M & ?k ¼ifBr vocks/kue~½
blesa lHkh ikBksa dh fofo/k iz’ukoyh ds vH;kl dk;Z fn, gksrs gaSa] ftlesa x|ka’k ij] vk/kkfjr fofo/k iz’u gksrs gaSa ftudk vH;kl dj Nk= ifBr vocks/ku dks djus esa
leFkZ gkasxsA blesa iz’u fuekZ.k] v’kqf)&’kks/ku] 'kCnkFkkZfnesyukH;kl fn;k tkrk gSA
lEiw.kZ l= nks [k.Mksa esa foHkDr gSA izR;sd [k.M esa nks jpukRed&ewY;kadu vkSj ,d ladyukRed&ewY;kadu gksxkA
jpukRed&ewY;kadu izFke ,oa r`rh; ds voyksdu&rÙoksa ds vUrxZr fuEu vf/kxe&xfrfof/k;k¡ gSa %&
 x`g&dk;Z @ d{kkdk;Z & 10 vad

 d{kkvksa esa laLd`r esa okrkZyki @ d{kkxr O;ogkj @’yksdksPpkj.k@x|ka’k&iBu & 10 vad
 fdz;kdyki & 10 vad
 ifj;kstuk&dk;Z & 20 vad

Formative Assessment
jpukRed&ewY;kadue~
iw.kk±d & 50 vad ¼cgqfodYih ç’u (MCQ)¾25 vad $ y?kwÙkjkRed ¾ 12 vad $ fuca/kkRed (Subjective) ¾ 13 vad½
vof/k & 1 ?kaVk 30 feuV
1 vifBr vocks/kue~ ¼[k.M & d½ 1 ¼cgqfodYih½ 10 10
2- jpukRed dk;Ze~ ¼[k.M & [k½ 1 ¼fuca/kkRed½ 10 10

3- vuqi;
z qDr O;kdj.ke~ ¼[k.M&x½ 1 ¼cgqfodYih½ 8 15
1 ¼y?kwÙkjkRed½ 7
4- ifBr vocks/kue~ ¼[k.M&?k½ 1 ¼cgqfodYih½ 7 15
1 ¼fuca/kkRed½ 3
dqy 50
ladyukRed & ewY;kadue~ ¼Summative Assessment)

iw.kk±d &80 vad ¼cgqfodYih ç’u (MCQ) ¾ 40 vad $ y?kwÙkjkRed ¾ 16 vad $ fuca/kkRed (Subjective) ¾ 24 vad½
vof/k & 3 ?k.Vs
1 vifBr vocks/kue~ ¼[k.M & d½ 1 ¼cgqfodYih½ 12 12
2- jpukRed dk;Ze~ ¼[k.M & [k½ 1 ¼fuca/kkRed½ 4 12

2 ¼fuca/kkRed½ 4
3- vuqi;
z qDr O;kdj.ke~ ¼[k.M&x½ 1 ¼cgqfodYih½ 16 28
4- ifBr vocks/kue~ ¼[k.M&?k½ 1 ¼cgqfodYih½ 12 28
2 ¼fuca/kkRed½ 6
dqy 80

izFke l= ¼laLd`r½ d{kk&lIreh

Nk=ksa }kjk visf{kr ,oa dkyka’k jpukRed@ ladyukRed
'kh"kZd fdz;kdyki
ekg laHkkfor Kku 99 ewY;kadu ikB~;Øe
vizSy lkfgR; ¼ifBr vocks/ku½  Nk= bl ikB dks 1-foHkfDr ds vuqlkj LkkfgR;&04 lkfgR;@O;kdj.k ij
 ouHkkst% i<+dj ¼çFkek ls lIreh foHkfDr½ O;kdj.k o vk/kkfjr fo|ky; ds osclkbV
O;kdj.k ¼vuqç;qDr½ O;kogkfjd :i nsus 'kCnksa dks Nk¡Vdj jpuk& 04 ij v/;;u lkexzh@
 mPpkj.kLFkku dk iz;kl djsx a As rkfydk esa fy[kukA dqy ¾ 08 vf/kd`rdk;Z dh
 laf/k & Loj laf/k & ¼nh?kZ½A  ikB esa dkSu&ls in miyC/k&lkfj.kh &
 'kCn :i & çdj.k &vdkjkUr iq¡fYayx&nso A fo’ks"; gSa rFkk dkSu
ls fo’ks"k.k bldh 05-04-11
vkdkjkUr L=hfyax &jekA
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; #iA {kerk c<+k,¡xAs
loZuke:i & rr~] ,rr~] ¼rhuksa fyaxksa es½a vLen~]  vH;klkUrxZr
;q"en~A vH;kl dks cukdj
/kkrq:i çdj.k & ik¡pksa ydkjksa esa &iB~] xe~A ys[ku {kerk dk
la[;kokph 'kCn & 1&15 fodkl djsx a As
dkjd ,oa miin foHkfDr;k¡ & dkjd ,oa ifjHkk"kk  Nk=x.k ikB dks
,oa mlds Hksn] çFkek foHkfDrA i<+dj okpu
çR;; & rqequ~ ] DRok] Y;i~A dkS’ky ,oa Jo.k
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr ¼1&3½ dkS’ky dk o)Zu
vifBr vocks/ku djsx a As
 ,d y?kq x|ka’k ¼40&50 'kCnksa esa½ ij vk/kkfjr
ç’uksÙkj & mnkgj.k ,oa 3-
 ,d nh?kZ x|ka’k ¼80&100 'kCnksa esa½ ij vk/kkfjr
ç’uksÙkj ¼1 ] 2-½
jpukRed dk;Z &
d- i= ys[ku& mnkgj.k ,oa 1-
[k- ladsrk/kkfjr okrkZyki&1-
 eatw"kk dh lgk;rk ls
x- fp=o.kZu & mnkgj.k ,oa 1-
ebZ& twu lkfgR; ¼ifBr vocks/ku½  Nk= Øeokj 2-ln~fopkj ls lacaf/kr 5 LkkfgR;&02 &
 'yksd & leqPp;% ‘’yksdksa dk xk;u ‘’yksdksa dk laxzgA O;kdj.k o
O;kdj.k ¼vuqç;qDr½ djsx
a s rFkk ;g jpuk& 03
 mPpkj.kLFkku tkuus esa lQy gksaxs dqy ¾ 05
'kh"kZd fdz;kdyki
 laf/k & Loj laf/k & ¼nh?kZ½A fd gekjs thou esa
 'kCn :i & çdj.k &vdkjkUr iq¡fYayx&nso A lqe/kqj ok.kh] mŸke
vkdkjkUr L=hfyax &jekA izKk] lTturk ]
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; #iA lk/kqvksa dh laxfr]
loZuke:i & rr~] ,rr~] ¼rhuksa fyaxksa es½a vLen~] rFkk vPNs yksxksa dk
;q"en~A D;k egRo gS\
/kkrq:i çdj.k & ik¡pksa ydkjksa esa &iB~] xe~A  ’yksd esa vk,
la[;kokph 'kCn & 1&15 O;kdj.k& lEcU/kh
dkjd ,oa miin foHkfDr;k¡ & dkjd ,oa ifjHkk"kk ‘’kCn&dks’kksa dk
,oa mlds Hksn] çFkek foHkfDrA p;u djsx a s rFkk mls
çR;; & rqequ~ ] DRok] Y;i~A iz;ksx&fof/k esa
 v’kqf)'kks/ku& drkZ ,oa fØ;k ij vk/kkfjr ¼1&3-½ yk,¡xAs
vifBr vocks/ku
ç’uksÙkj & mnkgj.k ,oa 3-
ç’uksÙkj ¼1 ] 2-½
jpukRed dk;Z &
d- i= ys[ku& mnkgj.k ,oa 1-
 eatw"kk dh lgk;rk ls
x- fp=o.kZu & mnkgj.k ,oa 1-
tqykbZ lkfgR; ¼ifBr vocks/ku½  bl ikB dks i<+dj 3- eatw"kk esa fn, x, LkkfgR;&04 &
 vH;kl% ije% xq#% Nk= ikf.kfu ds mÙkjksa esa ls ç’u ds O;kdj.ko
 tUefnol&lekjksg% izkjafHkd thou ls lkeus lgh mÙkj pqudj jpuk&04
izsj.kk xzg.k djsx
a s fy[kukA dqy ¾ 08
O;kdj.k ¼vuqç;qDr½ rFkk ;g Hkh fu’p;
 mPpkj.kLFkku djus esa lQy jgsaxs
 laf/k & Loj laf/k & xq.kA fd vH;kl Nk=
thou dh loZJs"B
 'kCn :i & çdj.k
vkS"kf/k gSA
vdkjkUruiqaldfyax&iqLrdA
bdkjkUr iq¡fYayx & dfoA  Nk=x.k fdlh ,d
'kh"kZd fdz;kdyki
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; #iA Nk= ds tUe&fnol
 loZuke:i & rr~] ,rr~] ¼rhuksa fyaxksa es½a lekjksg dk vfHku;
vLen~] ;q"en~A izLrqr djsxa s ftlls
 /kkrq:i çdj.k & ik¡pksa ydkjksa esa & Hkw] ue~ Jo.k ,oa okpu
A dkS’ky esa fuiq.krk
mRiUu gksxhA
 la[;kokph 'kCn & 16&32
 ikB esa vk, laf/k
 dkjd ,oa miin foHkfDr;k¡ & dkjd ,oa rFkk izd`fr&izR;;
ifjHkk"kk ,oa mlds Hksn] çFkek ,oa f}rh;k dh {kerk dk fodkl
foHkfDrA gksxkA
 çR;; & rqequ~ ] DRok] Y;i~A  vH;klkUrxZr
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr vH;kl dks cukdj
¼4]5-½ ys[ku&dkS’ky dk
vifBr vocks/ku fodkl laHko gSA
ç’uksÙkj & 4 ] 5-
ç’uksÙkj & 3
jpukRed dk;Z &
d- i= ys[ku& 2] 3-
[k- ladsrk/kkfjr okrkZyki&2 ]3-
eatw"kk dh lgk;rk ls
x- fp=o.kZu & 2 ] 3-
vxLr lkfgR; ¼ifBr vocks/ku½  vH;klkUrxZr 4- eatw"kk dh lgk;rk ls LkkfgR;&05 izFke jpukRed ewY;kadu
 ew[kkZ% jktdqekjk% vH;kl dks cukdj 8 & 10 okD;ksa esa fp= O;kdj.k o frfFk &
ys[ku&dkS’ky dk o.kZu djukA jpuk& 04 09-08-11
O;kdj.k ¼vuqç;qDr½ fodkl laHko gSA dqy ¾ 09
 mPpkj.kLFkku  Nk= ikfjokfjd f}rh; jpukRed ewY;kadu
 laf/k & Loj laf/k &o`f)A thou ls vfHkHkwr ikB~;dze & 1
'kCn :i & çdj.k gksdj O;kogkfjd 16- 08-11
vdkjkUruiqaldfyax&iqLrdA i{k dks lQy lkfgR;
bdkjkUr iq¡fYayx &]ifrA mdkjkUr iq¡fYayx & xq#A cuk,¡xAs ¼1½ 'yksd leqPp;%
_dkjkUr iq¡fYayx & fir` A ¼2½ vH;kl% ije% xq#%
'kh"kZd fdz;kdyki
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; #iA  Nk= fo".kq ‘’kekZ ¼mi;qZDr ikBksa ds vH;kl&
loZuke:i & rr~] ,rr~] fde~] ;r~ ¼rhuksa fyaxksa esa½ dh vU; dFkkvksa dks iqfLrdk dk;Z lfgr½
vLen~] ;q"en~A i<+dj Kku&vtZu O;kdj.k
 /kkrq:i çdj.k & ik¡pksa ydkjksa esa & [kkn~ ] ik ] djsx a As ¼1½ mPpkj.k LFkku
u`r~ ] vl~A  ikB esa vk, Y;i~ ¼2½'kCn:i&nso] yrk]
 la[;kokph 'kCn & 33&50 izR;; dk p;u dj iqLrd ] dfoA
izd`fr&izR;; djus ¼3½ laf/k & nh?kZ ] xq.k Loj
 dkjd ,oa miin foHkfDr;k¡ & dkjd ,oa ifjHkk"kk laf/kA
,oa mlds Hksn] r`rh;k ]prqFkhZ foHkfDr;k¡A dk dkS‛ky izkIr
djsx a As ¼4½loZuke:i&rr~],rr~
 çR;; & rqequ~ ] DRok] Y;i~A ¼rhuksfa yaxksa es½a ]vLen~ ];q"en~A
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr ¼6 &  Nk=x.k ikB dks ¼5½ /kkrq:i &ik¡pksa ydkjA
10½ i<+dj ¼6½ miin foHkfDr;k¡ &
vifBr vocks/ku fo’ks"k.k&fo’ks"; dh izFkek] f}rh;kA
igpku djsx a s rFkk
 ,d y?kq x|ka’k ¼40&50 'kCnksa esa½ ij vk/kkfjr vkRelkr~ djus dh
¼7½ izR;; & rqeuq ~ ] DRok ]
ç’uksÙkj & 6]7- Y;i~~A
dksf’k’k djsxa As ¼8½ v’kqf)'kks/kuA
ç’uksÙkj & 4 ]5 ]6- ¼9½ la[;kokph 'kCn 1&50
¼10½ vifBr vocks/ku
 jpukRed dk;Z & ¼11½ jpukRed dk;Z
d- i= ys[ku& 3 ]4-
[k- ladsrk/kkfjr okrkZyki& 4]]5- ¼d½ i=
eatw"kk dh lgk;rk ls ¼[k½ okrkZyki
x- fp=o.kZu & 4] 5- ¼x½ fp= o.kZu
flrEcj lkfgR; ¼ifBr vocks/ku½  Nk= lkfgR; ,oa 5- eatw"kk esa fn, x, lkfgR;&01 izFke ladyukRed ewY;kadu
iqujko`fÙkA O;kdj.k dk vH;kl 'kCnksa ls 'yksdksa dks iwjk O;kdj.k o ikB~;Øe &
O;kdj.k ¼vuqç;qDr½ djsx
a As djukA jpuk& 01 22-09-11
 mPpkj.kLFkku dqy¾ 02
laf/k & iqujko`fÙkA lkfgR; & çFke l= ds lkjs
'kCn :i & çdj.k& iqujko`fÙk ikBA
mi;ZqDr ‘’kCn ij vk/kkfjr vU; #iA O;kdj.k & çFke l= dk
loZuke:i & iqujko`fÙkA laiw.kZ ikB~;ØeA
/kkrq:i çdj.k & ik¡pksa ydkjksa esa & iqujko`fÙkA
la[;kokph 'kCn & iqujko`fÙkA
 dkjd ,oa miin foHkfDr;k¡ & dkjd ,oa ifjHkk"kk
'kh"kZd fdz;kdyki
,oa mlds Hksn & iqujko`fÙkA
 çR;; & iqujko`fÙkA A
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr &
iqujko`fÙkA
 vifBr vocks/ku
iqujko`fÙkA
ç’uksÙkj & iqujko`fÙkA -
 jpukRed dk;Z &
d- i= ys[ku& iqujko`fÙkA
[k- ladsrk/kkfjr okrkZyki& iqujko`fÙkA
eatw"kk dh lgk;rk ls
x- fp=o.kZu & iqujko`fÙkA

f}rh; l= ¼laLd`r½ d{kk&lIreh

ekg 'kh"kZd fdz;kdyki
laHkkfor Kku 99 ewY;kadu ikB~;Øe
vDrwcj lkfgR; ¼ifBr vocks/ku½  Nk=x.k ikB dks 1-?kfVdkys[kuA LkkfgR;&04 lkfgR;@O;kdj.k ij vk/kkfjr
 vLekda ns’k% Hkkjro"kZ% i<+dj fo”ks’k.k O;kdj.k o fo|ky; ds osclkbV ij
O;kdj.k ¼vuqç;qDr½ jpuk& 02 v/;;u lkexzh@ vf/kd`rdk;Z
fo”ks’; dh igpku
 mPpkj.k&LFkku djsxa s rFkk vkRelkr~ dqy¾ 06 dh miyC/k&lkfj.kh &
 laf/k & Loj laf/k &;.k~ A djus dh dksf”k”k
 'kCn:i çdj.k &bdkjkUr L=hfyax & efrA djsxa As 05-10-11
ÃdkjkUr L=hfyax & unh] ]  ikB dks i<+dj ;g
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; :iA Hkh tkuus dh
loZuke:i & fde~] ;r~ ¼rhuksa fyaxksa esa½ vLen~] dksf’k’k djsx a s
;q"en~A fd ,drk esa cy gS]
 /kkrq:i çdj.k & u`r~] vl~ ¼ik¡pksa ydkjksa esa½A vr% gesa laxfBr
 la[;kokph 'kCn & 51&65 jguk pkfg,A
 miin foHkfDr;k¡ & iapehA  ikB ds vUr esa fn,
x, ‘’yksd ls ;g
 çR;; & rO;r~] vuh;j~A
tkuus dk iz;kl
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr djsxa s fd gesa
¼11&13½ fo’ocU/kqRo dh
vifBr vocks/ku Hkkouk ij fopkj
 ,d y?kq x|ka’k ¼40&50 'kCnksa esa½ ij vk/kkfjr djuk pkfg,A
ç’uksÙkj ¼8½  Nk=x.k ‘’yksdksa
 ,d nh?kZ x|ka’k ¼80&100 'kCnksa esa½ ij vk/kkfjr dks i<+dj vius
ç’uksÙkj ¼7½ nSfud thou esa
 jpukRed dk;Z & cnyko ykus dk
d- i= ys[ku &5- iz;kl djsx a As
 eatw"kk dh lgk;rk ls A
x- fp=o.kZu & 6-
 eatw"kk dh lgk;rk ls okD;&fuekZ.k djukA
uoEcj lkfgR; ¼ifBr vocks/ku½  vPNs fe= dkSu 2-nSfud thou ls LkkfgR;&04 &
lqHkkf"krkfu gSa\ ikB dks i<+dj lacaf/kr oLrqvksa dh O;kdj.k o
O;kdj.k ¼vuqç;qDr½ lwphA jpuk& 02
fe= dh igpku
 mPpkj.k&LFkku djsxa s rFkk ,d dqy¾ 06
 laf/k & Loj laf/k &;.k~ A vkn’kZ fe= cuus dh
'kCn:i çdj.k &] dksf’k’k djsxa As
mdkjkUr L=hfyax & /ksuq A  Nk=x.k ikB dks
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; :iA i<+dj okpu
loZuke:i & fde~] ;r~ ¼rhuksa fyaxksa esa½ vLen~] dkS’ky ,oa Jo.k
;q"en~A dkS’ky dk o)Zu
 /kkrq:i çdj.k & gl~] py~ ¼ik¡pksa ydkjksa esa½A djsxa As
 miin foHkfDr;k¡ & iapeh] "k"BhA
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr ¼14
] 15½
vifBr vocks/ku
ç’uksÙkj ¼9½
ç’uksÙkj ¼8½
 jpukRed dk;Z &
d- i= ys[ku &6-
[k- ladsrk/kkfjr okrkZyki&7 ] 8-
x- fp=o.kZu & 7 ] 8-
fnlEcj lkfgR; ¼ifBr vocks/ku½  vPNs fe= dkSu 4-laLd`rHkk"kk esa O;ogkj LkkfgR;&05 &
lqHkkf"krkfu gSa\ ikB dks i<+dj & lac/a kh rF;ksa dk laxzg O;kdj.k o
O;kdj.k ¼vuqç;qDr½
fe= dh igpku djsx a s A jpuk& 03
 mPpkj.k&LFkku rFkk ,d vkn‛kZ fe= dqy¾ 08
 laf/k & Loj laf/k & v;kfnA cuus dh dksf‛k‛k
'kCn:i çdj.k &] djsxa As
ÅdkjkUr L=hfyax & o/kw A
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; :iA
loZuke:i & fde~] ;r~ ¼rhuksa fyaxksa esa½ vLen~]
;q"en~A
 /kkrq:i çdj.k & ir~ ¼ik¡pksa ydkjksa esa½A
 miin foHkfDr;k¡ & "k"Bh] lIrehA
 v’kqf)'kks/ku & drkZ
,oa fØ;k ij vk/kkfjr ¼16 &18½
vifBr vocks/ku
ç’uksÙkj ¼10½
ç’uksÙkj ¼9 ] 10½
 jpukRed dk;Z &
d- i= ys[ku &7-
[k- ladsrk/kkfjr okrkZyki& 9
x- fp=o.kZu & 9
tuojh lkfgR; ¼ifBr vocks/ku½  izd`fr ds euksje 3-laLd`rHkk"kk esa i;kZoj.k LkkfgR;&04
 _rqjkt% olUr% n`‛; dk voyksdu ls lacaf/kr oLrqvksa dh O;kdj.k o r`rh; jpukRed ewY;kadu frfFk
O;kdj.k ¼vuqç;qDr½ dj Nk= izd`fr dk lwphA jpuk& 02 30- 01-12-
 mPpkj.k&LFkku o.kZu djus esa lQy dqy¾ 06
 laf/k & Loj laf/k & v;kfnA gkax
s As
'kCn:i çdj.k &]
_dkjkUr L=hfyax & ekr` A  Û olUr _rq esa
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; :iA izeq[k R;ksgkj dkSu&
loZuke:i & fde~] ;r~ ¼rhuksa fyaxksa esa½ vLen~] dkSu ls gSa] bls tkuus
;q"en~A esa lQy gksaxsA
 /kkrq:i çdj.k & Le` ¼ik¡pksa ydkjksa esa½A
 la[;kokph 'kCn & 91&100-  vH;klkUrxZr vH;kl
 miin foHkfDr;k¡ & lIrehA dks cukdj
ys[ku&dkS‛ky dk
 çR;; & rO;r~] vuh;j~A fodkl laHko gSA
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr ¼19  Nk= lkfgR; ,oa
] 20½ O;kdj.k ds vH;kl
vifBr vocks/ku djsx
a As
ç’uksÙkj ¼11½
ç’uksÙkj ¼11½
 jpukRed dk;Z &
d- i= ys[ku &8-
[k- ladsrk/kkfjr okrkZyki& 10-
x- fp=o.kZu & 10
Qjojh lkfgR; ¼ifBr vocks/ku½ iqujko`fÙk LkkfgR;&04 prqFkZ jpukRed ewY;kadu
 iqujko`fÙk O;kdj.k o ikB~;dze &
O;kdj.k ¼vuqç;qDr½ jpuk& 02 06- 02-12
 mPpkj.k&LFkku dqy¾ 06 lkfgR;
 laf/k & Loj laf/k & iqujko`fÙk ¼1½ vLekda ns’k% Hkkjro"kZ%
¼2½ lqHkkf"krkfu
 'kCn:i çdj.k & iqujko`fÙk
O;kdj.k
mi;ZqDr ‘’kCnksa ij vk/kkfjr vU; :iA
¼1½ mPpkj.k&LFkkuA
loZuke:i & fde~] ;r~ ¼rhuksa fyaxksa esa½ vLen~]
¼2½ laf/k & v;kfn A
;q"en~A
¼3½'kCn:i & /ksuq ]o/kw ]ekrÀ
 /kkrq:i çdj.k & iqujko`fÙk ¼4½ /kkrq:i & ik¡pksa ydkjA
¼ik¡pksa ydkjksa esa½A ¼5½ loZuke:i & fde~ ] ;r~
 la[;kokph 'kCn & iqujko`fÙk ¼rhuksa fyaxksa es½a ] vLen~] ;q"en~
 miin foHkfDr;k¡ & iqujko`fÙkA A
 çR;; & rO;r~] vuh;j~A ¼6½ miin foHkfDr;k¡&iapeh]
"k"Bh] lIrehA
 v’kqf)'kks/ku & drkZ ,oa fØ;k ij vk/kkfjr & ¼7½ izR;; & rO;r~] vuh;jA
iqujko`fÙkA ¼8½ v’kqf)'kks/kuA
vifBr vocks/ku ¼9½ la[;kokph & 51&100
 ,d y?kq x|ka’k ¼40&50 'kCnksa esa½ ij vk/kkfjr ¼10½ vifBr vocks/ku
ç’uksÙkj & iqujko`fÙkA ¼11½ jpukRed dk;Z
 ,d nh?kZ x|ka’k ¼80&100 'kCnksa esa½ ij vk/kkfjr ¼d½ i=
ç’uksÙkj & iqujko`fÙkA ¼[k½ okrkZyki
 jpukRed dk;Z & ¼x½ fp= o.kZu
 d- i= ys[ku & iqujko`fÙkA
 [k- ladsrk/kkfjr okrkZyki& iqujko`fÙk
 x- fp=o.kZu & iqujko`fÙkA
eatw"kk dh lgk;rk ls okD;&fuekZ.k
djukA
ekpZ Û f}rh; ladyukRed ewY;kadu
ikB~;Øe&
14-03-12
lkfgR; & f}rh; l= ds lkjs

ikBA
O;kdj.k & f}rh; l= dk
laiw.kZ ikB~;ØeA

Mathematics
With the introduction of the concept of continuous evaluation spread over the performance of a student throughout the session, following plan could be followed in the
academic session (2011-12).
Semester Formative Assessment Summative Assessment

SEMESTER – I FA-1- CCE: - Weightage: 10 % Year End Assessment: 80 Marks.
Ist cycle from April to July. Weightage: 30%
IInd cycle from August to September.
FA-2- WEEKLY TEST: Weightage 10%

50 Marks for classes VI to VIII
SEMESTER - II FA-3- CCE :- Weightage 10% Year End Assessment: 80 Marks.

IIIrd cycle from October to December. Weightage : 30%
IV th cycle from January to February.
FA-4- WEEKLY TEST: - 10 %

50 Marks for classes VI to VIII.
STRUCTURE OF FORMATIVE ASSESSMENT 2 AND 4

Time: 1 Hour & 20 Minutes. Maximum Marks: 50
No. of Questions
Section-wise total no. of Section-wise
Skill to be tested
questions total marks
MCQ 2 marks 3 marks 4 marks
Knowledge (20%) 1 1 1 1 4 1+2+3+4=10 Marks
Understanding (30%) 2 1 1 2 6 2+2+3+8=15 Marks
Application (30%) 2 1 1 2 6 2+2+3+8=15 Marks
Drawing & Interpretation (20%) 1 1 1 1 4 1+2+3+4=10 Marks
Grand Total 6 5 5 6 20 50 marks

STRUCTURE OF SUMMATIVE ASSESSMENT 1 AND 2
Time: . Maximum Marks: 80
No. of Questions
Section-wise total Section-wise
Skill to be tested 2 marks 3 marks 4 marks no. of questions total marks
MCQ
SAQ-I SAQ-II LAQ
Knowledge (20%) 2 2 2 1 7 2+4+6+4=16 marks
Understanding (30%) 3 2 3 2 10 3+4+9+8=24 marks
Application (35) 4 2 4 2 12 4+4+12+8=28 marks
Drawing & Interpretation (15%) 1 2 1 1 5 1+4+3+4=12 marks
Grand Total 10 8 10 6 34 80 marks
PARAMETERS OF FORMATIVE ASSESSMENT:

100 marks will be converted into 20 marks scale.
Formative Assessment Evaluation criteria Points
CLASS WORK/ HOME WORK RECORD/ CLASS PARTICIPATION  Regularity & Punctuality: Student records the tasks carried out in class as taking 10
AND RESPONSE down running notes, drawing diagrams, note down dictated manner, slove
assignments given in the prescribed notebooks in every period.
 Completes the home assignment at home and brings into class on the day
instructed.
 Neatness: The note books are maintained well and the task in recorded neatly.
 Attentiveness.
 Taking up responsibility in class and doing the task assigned.
 Participation in class discussion and contribution.
 Response to peers during class room interaction.
INTEGRATED PROJECT  Originality 20
Student will be doing an integrated project, incorporating components  Creativity
from all subjects, in groups comprising of 5 members.  Application
 Self motivation and self-reflection
Students will frame their specific research question/ statement and work  Team work
on it.  Significance
Science teachers will guide the students and the draft of the project is to be  Conclusion
discussed with the subject teacher at various stages.
Work to include investigation in form of experimentation or data collection

followed by its evaluation.

Formative Assessment Evaluation criteria Points
Students will present their work in front of a chosen audience using aids
like multi-media, art, music, theatre etc.
Maths Application:  Performance of the Activity. 10

Students would be carrying out a variety of activities/experiments during  Record of the Activity.
the academic session to facilitate learning by doing.  Viva based on the activities.
Students to work on various aspects of the practical task as designing, data
collection, interpretation of results.
The skills used during these activities will be continuously evaluated
through out the academic session
ASSIGNMENT/WORKSHEET/  Approach: Appropriate approach of answering. 10
CLASS TEST:  Language: Proper way of answering the question.
Content based task to be assigned preferably beyond text book to promote  Presentation: Reflection of students understanding of the matter and its
extended reading. presentation in an innovative manner
 Punctuality: Submission of work on the assigned time
Resources: -  Chapter test.
Extra information given in the SCM, Relevant information that has been
discussed in the class.
Assignments could be done either at home or in class room.
Semester-I (Mathematics) Class-VII

Course No. of Portions For FA/SA & date of
Month Learning outcomes Activity
description Periods examination and SCMs
April Integers  The previous knowledge of fractions.  Cross table for multiplication, 11
 Students are expected to know addition of integers. FA-2 (25.07.11)
 The existence of additive inverse.  Integers
 Properties of addition and subtraction of integers.  Fractions and decimals.
 Existence of additive identity.  Data handling
 Process of multiplication of positive and negative  Simple equations
integers on a number line.  Lines and angels
 Process of multiplication of integers without using
number line. SA-1 (15.09.11)
 Properties of multiplication of integers.  Entire Portion of Semester
 Presence of multiplicative identity. One
 Word problems and real life problems.
 Process of division of integers as inverse of
multiplication.

 Process of division of integers.
 Properties of division of integers. SCMs to be uploaded on
 Word problems and practical problems. school website
Fraction and  The concept of fraction as a part of whole.  To represent the following 10  Integers (11.04.11)
decimals.  Difference between like and unlike and proper and products of decimal numbers on a  Fraction and decimals
improper fractions. square by drawing (25.04.11)
 Addition and subtraction of like and unlike fractions. horizontal/vertical lines and  Data handling (27.06.11)
 Concept of mixed fractions and their addition and shading. 1) 0.3x0.7 2) 0.5x0.5  Simple equations 11.07.11)
subtraction.  Lines and angels (18.07.11)
 Fraction as an operator ‗of‘  Triangle and its properties
 Multiplication of a fraction by a whole number and (08.8.11)
other fractions.  Congruent triangles
 Properties of multiplication of two proper, two (22.08.11)
improper and a proper and a improper fractions.  Comparing quantities
 The concept of reciprocals of fractional numbers. (29.08.11)
May/June Fraction and  Division of a whole number by fraction, a fraction by  7
decimals a fraction and a fraction by a whole number.
 Place value expansion, comparison and addition and
subtraction of decimal numbers.
 The multiplication of decimal numbers by a whole
number.
 Multiplication of decimal number by other decimal
number.
 Multiplication of decimal numbers by 10, 100, 1000
etc.
 Division of decimal numbers by 10, 100, 1000 etc.
 Division of decimal number by whole numbers and
other decimal numbers.
Data handling  Meaning and cause of collecting data.  To compare the marks obtained in 7
 To organize a data the concept of mean, median and all the subjects by a student in the
mode. first and second term examination
 How to make bar graphs, and double bar graphs. by drawing a bar graph using
 Drawings conclusions from bar graphs. paper cutting and pasting.
 The meaning of probability
 Real life situations of certain events, impossible
events and may or may not be events.
July Simple  How to form equations out of statements and  To form different types of simple 11
equations statements out of equations. equations and to find unknown

 Solving an equation by separating the variable on the on the basis of given condition by
LHS of the equation. the teacher.
 Solving an equation by transposing method
 Given a solution making an equation.
 Application of simple equations to word problems
and practical situations.
Lines and  The meaning of line, line segments and ray.  To verify that if two lines intersect 05
angles  How are angels formed. at a point then each pair of
 Complementary angels, supplementary angles, vertically opposite angels are
adjacent angels, linear pair of angels and vertically equal by paper cutting and
opposite angels. pasting.
 Intersecting lines, transversals, angels made by  To verify that if two parallel lines
transversals. are intersected by transversal 1)
 Angels made by a transversal when it intersects a pair then each pair of corresponding
of parallel lines. and alternate angels are equal.
 Checking for parallel lines.  each pair of interior angels on
same side of transversal are
supplementary
Triangle and  Three types of triangles based on sides and angles.  To get median and altitude of a 05
its properties  Medians and altitudes of triangles. triangle by paper folding and to
 Exterior angle property of a triangle. verify that they pass through a
common point.
August Triangle and  Angle sum property of a triangle.  To verify that the sum all interior 07
its properties  Sides and angles of isosceles triangle and equilateral angles of a triangle is 180* and to
triangle. verify that exterior angle of a
 Property of sum of lengths of two sides of a triangle. triangle is equal to sum of interior
 Hypotenuse and legs of a right triangle. opposite angles by paper cutting
 Pythagoras property of right triangle. method.
Congruent  Students will learn  To verify by paper cutting and 07
triangles  The concept of congruency. superimposing that the diagonal
 Congruency of plane figures, segments, angles etc. of a parallelogram divides it into
 Corresponding vertices, sides and angles of congruent two congruent triangles.
triangles.
 The SSS, SAS, ASA, and RHS criteria for congruency
of triangles.
Comparing  Students will learn:  To find the total surface area of 07
quantities  To use Unitary Method your maths notebook and maths
 To use the concept of ratio and proportion in text book and compare their areas
comparing and total length of all its edges
 To understand the percentage as a fraction with (ratio, percentage)
denominator 100.
 To find profit and loss and its percentage & will be
able to solve simple word problem.
 Calculation & Application of simple interest.
September Revision for SA-1 05
Semester-II (Mathematics) Class-VII

September Rational  The definition of Rational No., Equivalent rational  Card game based on addition and 5+4
/October number No., Positive and Negative Rational number, subtraction of rational numbers FA-4 (16.01.12)
Rational number on number line,  Rational number
 Rational number in standard form  Practical geometry
 Comparison of rational numbers, rational numbers  Perimeter and area
between two rational numbers.  Algebraic expression
 The addition, subtraction, multiplication and  Exponents and powers
division of rational numbers and its application.
October Practical Students will learn:  With the help of straw and thread 08
geometry  To construct a line, parallel to a given line, through a construct different triangles. SA-2 (05.03.12)
point not on the line.  All portion of Semester 2
 The Construction of a triangle under SSS,
 SAS, AAS conditions
 Construction of a triangle under ASA, RHS SCMs to be uploaded on
conditions school website
 Rational number (10.10.11)
Perimeter and Students will learn  To find the area of the floor of your 4  Practical geometry
area  To find the perimeter and area of parallelogram and class room. To find the area of one (17.10.11)
triangle tile of your class room. Hence, find  Perimeter and area
the number of tiles. Find the (07.11.11)
perimeter of floor of your class
 Algebraic expressions
room.
(28.11.11)
November Perimeter and  To find the circumference and area of circle  To find the area and perimeter of 08
 Exponents and powers
area  To find the application of perimeter and area basket ball or volley ball court of (12.12.11)
your school
 Symmetry (16.01.12)
Algebraic Students:  By paper cutting method show the 10
 Visualising solid shapes
expressions  Should be able to multiply monomials. Monomials different identities (30.01.12)
and binomials. e.g. (a+b)2=a2+b2+2ab, (a-b)2= a2+b2-

 Should be able to understand the geometric 2ab, (a+b)(a-b)= a2 - b2
interpretation of product of a monomial and a
binomial.
 Should be able to multiply binomials,
December Algebraic  binomials and trinomial. 07
expressions  student should know the value of expression
 Use standard identities when dealing with
multiplication of algebraic expression(monomials,
binomials, and trinomials)
Exponents  Students will learn:  Collect large numbers which are 10
and powers  exponent used in different subjects as some
 & understand the different laws of exponent. constants and express them in
 The scientific notation or standard form standard form and its usual form.
Symmetry  Students will learn  5
 the symmetry and line of symmetry

January Symmetry  To perform operations through different angles.  To make different symmetrical 10
 & be ale to get the idea of rotational symmetry, design with the help of ink or
observations of rotational symmetry of 2D objects. colours by folding the paper.
Visualizing  Students will learn:  To draw a cube with an edge 5 cm 07
solid  To draw 3D figures in 2D planes. long on an isometric dot
shapes  Matching pictures with objects. paper .Also draw its oblique sketch
 they can understand and draw the Oblique sketches,
isometric sketches on a flat surface
February Visualizing  They will be able to count and identity the different  To draw a cuboids of dimension 7 05
solid components e.g. faces, edges, vertices of a cm,4 cm, and 2 cm on an isometric
shapes geometrical shape. dot paper. Also draw its oblique
 To Use nets for building 3D shapes
 To view the different section of a solid.
Revision REVISION OF PORTION OF SEMESTER-2 12

Science
 The academic year is divided into two semesters comprising of two Formative Assessments (FA) and one Summative Assessment (SA) each.
 FA-I and FA-III will comprise of continuous assessment based on criteria like CW/HW, assignments, Class response, Practical skills, Projects and Seminars.
 FA-II, FA-IV, SA-I and SA-II will comprise of written assessment.
SEMESTER – I SEMESTER - II
FA-1 - 10 % (Continuous Assessment) FA-3 - 10 % (Continuous Assessment)
FA - 2 - 10% (Written Assessment) FA - 4 - 10% (Written Assessment)
SA - 1 - 30%(Written Assessment) SA - 2 - 30%(Written Assessment)
TOTAL - 50% TOTAL - 50%
FA-I and FA-III will comprise of continuous assessment based on the following criteria:
Sl.no. Formative Assessment Evaluation criteria Marks

I. CLASS WORK/ HOME WORK / ASSIGNMENT/ CLASS  Regularity & Punctuality: Student records the tasks carried out in class as taking 10
PARTICIPATION AND RESPONSE: down running notes, drawing diagrams, note down dictated manner and solve
assignments given in the prescribed notebooks in every period.
 Completes the home assignment at home and brings into class on the day
instructed.
 Neatness: The note books are maintained well and the task in recorded neatly
 . Attentiveness.
 Taking up responsibility in class and doing the task assigned.
 Participation in class discussion.
 Response to peers during class room interation.
II. PRACTICAL SKILL Manipulative skills of the student would be evaluated based on: 10
Students would be carrying out a variety of activities/  Following instructions
experiments during the academic session to facilitate learning by  Working safe: The student‘s approach to safety during investigations in the
doing. laboratory or in the field must be assessed.
Students to work on various aspects of the practical task as  Working with coherence and coordination in groups.
designing, data collection, interpretation of results.  Recording the activity, observations and interpretation in appropriate manner
The skills used during these activities will be continuously giving appropriate figures.
evaluated through out the academic session.
III. SEMINAR  Content 10
Each student to be assigned a topic either with in the scope of text  Communication (Language, Pronunciation, Voice Modulation, gesture and clarity)
book or a further extension of the topic exploring knowledge  Question session
beyond the scope of the text book.

Sl.no. Formative Assessment Evaluation criteria Marks
Each student will be given six minutes to speak; last one minute
would be an open session where the class can pose questions
related to the topic.
IV. INTEGRATED PROJECT  Originality 20
Student will be doing an integrated project in groups.  Creativity
 Self motivation and self-reflection
Students will frame their specific research question/ statement  Team work
and work on it.
Science teacher will guide the students and the draft of the
project is to be discussed with the subject teachers at various
stages.
Work to include investigation in form of experimentation or data

collection followed by its evaluation.
FA-II, FA-IV, SA-I and SA-II will comprise of written assessment, the details of which are given below.
What are the skills being evaluated?

This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition level and the commonly
used terminology for framing questions under each cognition level.
Cognition Level % What does it mean Where is it tested

Has the child assimilated the facts, figures and theories discussed in the class room? This includes questions like define, Section A & B
Knowledge 20
Stating Laws, Theories, Expansion of abbreviations etc.
It tests whether the child has comprehended the concepts. This includes questions like describe, differentiate, compare, Section A & C
Understanding 30
justify, reason, derive, classify, illustrate etc.
Can the child apply the concepts learned, in daily life situations? This includes questions like Problem solving, numerical Section A & D
Application/skill 50
interpretation of data, reasoning , predicting, analyzing, synthesis, drawing diagrams, application in daily life situation etc.

How will the students be evaluated?

This section includes the structure of question paper and the marks distribution pattern for various types of questions.
FORMATIVE ASSESSMENT
Total = 50 Marks
The question paper has four sections, the details of which are given below.
No of questions under each section Total
Section
1 mark 2 marks 3 marks Marks
Section A (MCQ) (Knowledge, understanding, application) 15 Nil Nil 15
Section B (Knowledge) 4 1 Nil 6
Section C (Understanding) 3 3 1 12
Section D (Application/skill) 1 5 2 17
TOTAL 50
SUMMATIVE ASSESSMENT
Total-80 marks, Duration of Theory Exam: 3 Hrs.
The question paper will have four sections, the details of which are given below:
No of questions under each section Total
Section
1 mark 2 marks 3 marks Marks
Section A (Knowledge) 5 3 NIL 11
Section B (Understanding) NIL 6 3 21
Section C (Application/skill) 3 6 6 33
Section D (MCQ) (Knowledge, understanding, application) 15 NIL NIL 15
TOTAL 80
What you need to know?

This section contains the semester wise details of the syllabus, portion for Formative assessment, Summative exams and the SCM schedule.It gives an overview of the specific
objectives topic wise. The expected outcome, i.e what the students must know after the subtopic is covered is mentioned in the form of learning outcomes.
Semester-I (Science) Class-VII

No. of Portion for FA/SA, dates of
Period Assessments & SCMs
April NUTRITION IN  Recall the term nutrients. HOME ACTIVITY 1
PLANTS  Name the major components of food  Collect food items and classify them
 List the major function of nutrients. based on major nutrient content. FA-1 ( Continuous
Nutrition  Understand cell is the unit of life. evaluation)
 Differentiate between autotrophic and THINK AND DISCUSS  Class work
heterotrophic mode of nutrition. What if we could convert CO2 to glucose  Home work
in laboratory  Assignment
 Practical skill
Photosynthesis  List down the raw materials required for LAB ACTIVITY 3  Project
photosynthesis.  Extraction of chlorophyll from leaf.  Seminar
 Explain the role of stomata, leaves and vessels  To test for presence of starch in leaf.
with reference to photosynthesis.  To observe stomata using permanent FA-2 (08.08.11)
 Explain the process of photosynthesis. or temporary slide.  Nutrition in Plants
 Predict the energy changes occurring during  Nutrition in animals
photosynthesis. OUT DOOR ACTIVITY
 Fibre to Fabric
 Write the equation of photosynthesis.  Collect non green leaves
 Justify the significance of photosynthesis.
SA-1 (24.09.11)
 Predict how plants synthesize proteins.
 Nutrition in Plants
 Draw diagrams of stomata, section of leaf,
 Nutrition in animals
schematic representation of photosynthesis,
 Fibre to fabric
pitcher plant, and cell.
 Heat
 Prove that light is essential for
 Acids ,Bases & Salts
photosynthesis.
 Physical & Chemical
 Predict the mode of nutrition in plants with
Changes
colourful leaves
 Weather, Climate &
Other modes of nutrition  Explain parasitic, saprophytic and symbiotic HOME ACTIVITY 2
in plants (parasitic, adaptations of animals
modes of nutrition.  Prepare a model of chloroplast.
saprophytic and to Climate
 Differentiate between parasitic and
symbiotic) LAB ACTIVITY  Wind, Storms and
saprophytic mode of nutrition
 Observe the specimens/slide of lichen, Cyclones
 cite examples of parasites, saprophytes and
mushroom, bread mold, cuscuta,  Soil
symbionts.
 Identify mushroom, mould, Cuscuta, lichen.  Draw diagrams and comment on their
 Correlate the symbiotic mode of nutrition to mode of nutrition.

soil fertility HOME ACTIVITY
 Grow fungus on bread and study
condition necessary for its growth. SCMs to be uploaded
on school website
Other modes of nutrition  Explain the mode of nutrition in insectivorous LAB ACTIVITY 2  Nutrition in Plants
in plants (insectivorous) plants.  Observe preserved specimens of (05.04.2011)
 Identify pitcher plant. insectivorous plants.  Nutrition in animals
(12.04.2011)
HOME ACTIVITY  Fibre to fabric
 Visit a green house if there is one near (22.04.2011)
your place/research on how plants are  Heat (02.05.2011)
raised. Find out how the light, water  Acids, Bases & Salts
and carbon dioxide is regulated. (09.05.2011)
 Collect pictures of insectivorous plants.  Physical & Chemical
Changes (07.07.2011)
Nutrient replenishment in  Correlate symbiotic mode of nutrition and CLASS ACTIVITY 1  Weather, Climate &
the soil. replenishment of nitrogen in soil by  Observe root nodules in leguminous adaptations of animals
Rhizobium. plants to Climate (19.07.2011)
 Interpret methods of replenishing soil fertility  Wind, Storms and
in environment friendly manner Cyclones (02.08.2011)
NUTRITION IN  Recall the terms autotroph and heterotroph. HOME ACTIVITY 1  Soil ( 18.08.2011)
ANIMALS  Cite examples of different ways of taking in  Students to watch specific programs
food. related to feeding in animals on
Modes of ingestion Discovery/National geographic
Digestion in humans  Enlist the organs of human digestive system. CLASS ACTIVITY 3
 Explain the role of mouth, teeth, tongue,  Study of Model /Chart of digestive
oesophagus, stomach and intestine in system
digestion.  Awareness on oral hygiene through
 Define ingestion, digestion absorption, discussion
assimilation & Egestion.  Prepare a model of teeth by using play
 Draw neat labeled diagram of human dough and study the function of each
digestive system, arrangement and types of tooth.
teeth in humans.
 Identify areas on the tongue for different HOME ACTIVITY
tastes.  Research on under what conditions
 Prove that saliva can digest starch. saline is given to a patient and how
 Apply the knowledge in preventing dental does it help to recover.
caries and prevent dehydration due to  Visit a dentist and take note of the
diarrhoea. posters displayed at the clinic on oral

health.
 Consult a dietician and prepare a diet
chart for your age.
 Prepare a model of digestive system.
LAB ACTIVITY
 To test the effect of saliva on starch.
 Identify the different regions on tongue
for tasting salt, sweet, sour and bitter
 Study the structure and arrangement of
human dentine
THINK AND DISCUSS

Living body- a chemical factory
Digestion in grass eating  Differentiate between steps of digestion in OUT DOOR ACTIVITY 2
animals humans and ruminants.  Observe various ruminating animals
 Explain the mode of nutrition in ruminants. while chewing cud
 Correlate the digestion of cellulose to CLASS ACTYIVITY
importance of roughage in human diet  Study Chart/model of ruminant
digestive system
Digestion in amoeba  Explain digestion in amoeba. HOME ACTIVITY 2

 Compare the steps of nutrition in humans and  Prepare model of process of feeding in
amoeba. amoeba.
 Draw steps of nutrition in amoeba
LAB ACTIVITY
 To study the structure of amoeba using
permanent slide
FIBRE TO FABRIC  List different fibre and their source. HOME ACTIVITY
Animal fibres- wool and  Collection of pictures of various wool
silk yielding animals. 1
Texture of different fabrics  Differentiate between different fibres on the LAB ACTIVITY 2
basis of their texture and burning  To demonstrate the texture of different
characteristics. fibres.
 To demonstrate the burning
characteristic of different fibre.
 To show the difference between
artificial (synthetic) silk thread and a
pure silk thread.

From fibre to wool –  Describe the steps in the processing of fibres CLASS ACTIVITY 2
shearing scouring, sorting, into wool.  To demonstrate the processing of wool
removal of burns, dyeing. fibres through various diagrams &
pictures.
 Class debate on the topic – ―Is shearing
fair on the part of humans?‖
Life history of silk moth  Comprehend the different stages in the life CLASS ACTIVITY 3
history of silk moth.  Pictorial demonstration of the various
 To know how silk thread is obtained from stages of the life history of silk moth.
cocoon.
May/June Occupational hazards  Be aware of the occupational hazards related 1

to the processing of wool etc.
HEAT  Develop concept of heat as a form of energy. CLASS ACTIVITY 2
 Understand the effect of heat.  To feel cold, hot and warm water by
Hot and cold  know that sense of touch is not a reliable using sense of touch
source to measure heat.
Measuring temperature  Learn to measure temperature of a body by  LAB ACTIVITY 1
using a thermometer.  Demonstrate laboratory and clinical
 Draw clinical thermometer. thermometer and explain the
differences in their construction
Reading a thermometer  Able to read the temperature correctly from LAB ACTIVITY 1
the thermometer.  Demonstration of reading
thermometers.
Laboratory thermometer  Able to differentiate between a clinical LAB ACTIVITY 1
thermometer and a laboratory thermometer.  Measuring melting and boiling point of
 Know the range of a laboratory thermometer. ice and water using lab thermometer.
Transfer of heat  Develop knowledge about different modes of LAB ACTIVITY 3
transfer of heat & their applications.  To show conduction. (wax – pin
experiment)
 Demonstration of convection current in
water.
Kinds of clothes we wear  Know the types of clothes which we feel OUTDOOR ACTIVITY 2
in summer and winter comfortable in different seasons  To show the difference between the
 Explain why we prefer light coloured clothes rate of heat absorption by a white and a
in summer & dark coloured in winter. black body.
Woollen clothes keep us  Describe why woolen clothes provide 1
warm in winter. warmth.

ACIDS, BASES AND  List the characteristics of acids and bases. CLASS ACTIVITY 3
SALTS  To identify acids and bases by tasting
of certain substances (eatables) under
Characteristics of acids strict supervision of teachers: Curd,
and bases Baking soda, Lemon Juice, Lime
(Chuna used with Betel leaves)
Tamarind, Sugar, Common salt
 To identify acids and bases by touch &
feel
July Indicators – Litmus  Comprehend the indicator and know the LAB ACTIVITY 2
papers, China rose, colour of certain indicators in acidic, basic  Preparation of natural indicators like
Phenolphthalein solution. turmeric paper, solution of China rose
flower etc.
 Use of indicators & Observe the change
in colour of various acids and bases.
Neutralization reaction  Comprehend neutralization reaction; LAB ACTIVITY 4

and its application in daily appreciate its application in daily life  Demonstration of neutralization
life. situation. reaction using an acid & a base.
 Formic acid & NaHCO3 (to get relief
from ant sting)
HOME ACTIVITY
 Writing and Revealing Secret message
(Using baking soda & beet root).
PHYSICAL AND  State the characteristic of physical and LAB ACIVITY
CHEMICAL CHANGE chemical change.  To show that physical changes are
generally:
Characteristics of (a) Temporary by stretching & 2
physical and chemical releasing a rubber band,
change. (b) Reversible by evaporation &
condensation of water.
(c) Are not accompanied by the
formation of a new substance by
preparing salt solution.
 To show that the chemical changes are
generally:
(a) Permanent by burning a candle.
(b) Irreversible by burning of leaves.

(c) Accompanied by the formation of a
new substance by burning of
magnesium ribbon.
Examples of Physical and  Cite examples of physical and chemical LAB ACTIVITY 3
Chemical Changes changes.  To demonstrate the following chemical
reactions:
(a) Baking Soda reacting with
vinegar
(b) Mg ribbon burning in air
(c) Displacement reaction of CuSO4
solution by iron nail.
 To demonstrate test for CO2 (Lime
water test).
Rusting of Iron  List the factors responsible for rusting of iron LAB ACTIVITY 2
Galvanization and its preventive measures.  To demonstrate the condition for
rusting of iron.
Crystallization  Comprehend the concept of crystallization. LAB ACTIVITY 2
 To show the crystallization of Salt
crystals and CuSO4 crystals.
WEATHER, CLIMATE  Recall weather and climate. HOME ACTIVITY 2
AND ADAPTATIONS  Explain the cause of variation in weather.  Cut the weather report from news
OF ANIMALS TO  Differentiate between weather and climate. paper and paste it in your notebook.
CLIMATE  List the instruments used to predict weather.  Collect information about the Indian
 Plotting graphs showing changes in weather meteorological department
over a period of time.  Collect the data of temperature of your
Weather and Climate city for three consecutive months and
 Record a week‘s daily weather from news
paper and analyze it. calculate its mean using spread sheets.
CLASS ACTIVITY
 Plot a graph showing the variation in
temperature during a week 2
 Detailed discussion on biodiversity
of polar regions and tropics and the
threats to the Biodiversity
THINK AND DISCUSS

Amongst more than a million of
organisms if a few become extinct, how
will it affect our life and life on earth?

Climate and adaptations  Explain the climate of polar region and HOME ACTIVITY 2
tropical rain forest.  Make a habitat album. Paste picture of
 Predict the adaptations that would help to plants and animals and write their
survive in these regions habitat with adaptations.
The polar regions  Cite examples of organism adapted to polar HOME ACTIVITY 2
region.  Visit internet and prepare a report
 Locate the Polar Regions on the World map. about the migration in fishes and birds.
The tropical rain forests  Cite examples of organisms adapted to HOME ACTIVITY 2
tropical rain forest. Collect information on biodiversity of
 Locate the tropical rain forests on world map tropical rain forests and the
and in India. endangered species
August WINDS, STORMS  Explain the cause for winds & storms CLASS ACTIVITY 3
AND CYCLONES  List examples to move that air exerts pressure
Air exerts pressure  Demonstrate air pressure using two
sheets of paper.
High speed winds are  understand that increased wind speed is LAB ACTIVITY 4
accompanied by reduced accompanied by a reduced air pressure.  Demonstrate atmospheric pressure
air pressure  know that air moves from high air pressure to using a syringe.
low air pressure  To show the movement of air from
high pressure to low pressure.
Air expands on heating  Describe the cause for cyclones. LAB ACTIVITY 3
 know that warm air is lighter than cold air.  Experiment to show that hot air rises
up
Wind currents are  Explain why wind current is generated due to  CLASS ACTIVITY 4
generated due to uneven uneven heating of earth .  To construct a wind vane.
heating on the earth  understand how a thunder storm becomes
cyclone.
 draw diagram of formation of cyclone
Destruction caused by  know the methods and technologies for 
cyclone monitoring cyclones.
 describe the effects of cyclone
 know effective safety measure to be taken by
the government
 list the action to be taken by us in case of a
cyclone.
SOIL
1
Soil teeming with life  List the living organisms whose habitat is soil.
 Soil  Know about the different layers of soil  LAB ACTIVITY 2
Profile  To demonstrate the presence of
different sized particles in soil.
 Types of  Classify the soil as sandy soil, clayey soil and LAB ACTIVITY 3
soil loamy soil and study the characteristics of  To demonstrate the extent of shaping
each type of soil. in different types of soil.
 To show the presence of air and
moisture in the soil.
Properties of soil-  Develop skill in calculating the rate of LAB ACTIVITY 1
Percolation rate of water percolation of water in soil.  To show percolation and retention of
in soil water in different types of soil.
Soil and Crops  State the types of soil required for the growth  2
of particular crop.
September REVISION FOR  Apply the concepts learnt in first semester  Oral /class test /diagram test/rapid 5
SUMMATIVE fire questions /quiz/teach a
ASSESSMENT - 1 concept/activity based test

Semester-II (Science) Class-VII
Periods Assessments & SCMs
September RESPIRATION IN  Recall, respiration as a life process. CLASS ACTIVITY 3
ORGANISMS  Differentiate between aerobic and anaerobic  Arrange the jumbled flash card to show
respiration. correct sequence of reaction of FA-3 ( continuous
Types of respiration  Cite examples of aerobic and anaerobic respiration. evaluation)
respiration.  Class work
 Give the equation for anaerobic and aerobic HOME ACTIVITY  Home work
respiration.  Prepare model of respiratory system of  Assignment
 Correlate nutrition and respiration. human.  Practical skill
 Explain the steps of respiration.  Prepare slogans, flash cards, collage  Project
 Draw neat labeled diagram of human highlighting ill effects of smoking  Seminar
respiratory system.
Mechanism of  Differentiate between mechanism of CLASS ACTIVITY 3
breathing inhalation and exhalation.  Study the effect of breathing on the chest FA-4 (30.01.12)
 Prove that CO2 is given out during size.  Respiration in
respiration.  Form groups and record the changes in Organisms
 Draw neat labeled diagram explaining breathing rate under different condition  Transportation in
mechanism of breathing  Model/chart of human respiratory animals & plants
 Demonstrate mechanism of breathing with system to study the structure of  Motion & Time
the help of a model respiratory system
LAB ACTIVITY
 To show that exhaled air contains CO2 SA-2 (16.03.12)
 Respiration in
THINK AND DISCUSS Organisms
Breathing exercises and fitness for all  Transportation in
October Breathing in  Explain the mechanism of breathing in LAB ACTIVITY 2 animals & plants
cockroach, earthworm, cockroach, earthworm, fishes and plants.  Observe and study preserved specimen  Reproduction in Plants
fish and plants  Compare respiration in plants and animals. of fish/earthworm  Motion & Time
 Draw diagram of breathing organ of fish  Electric Current & its
TRANSPORTATI  Enlist the components of human circulatory CLASS ACTIVITY 2 Effects
ON IN ANIMALS system.  Find out the blood group of your  Light
& PLANTS  Understand the components and function of classmates and record it in tabular  Water :A precious
blood. column. resource
Blood
 Forests: Our Lifeline
HOME ACTIVITY  Waste water story
 Research on favorable conditions for
storing blood in blood banks.
LAB ACTIVITY

 Observe the permanent slide of blood
smear and study structure of Blood cells.
Blood vessels  Differentiate between arteries, veins and 2
capillaries
 Correlate the role of arteries, veins and
capillaries
Heart  Explain the structure of heart. CLASS ACTIVITY 3
 Draw neat labeled diagram of human heart.  Teacher to carry model /chart of heart
 Schematic representation of circulation in and human circulatory system. Diagram SCMs to be uploaded
humans. of heart to be drawn on board on school website
 Game: Few students act as organs of  Respiration in
body as heart, lungs, arms, legs, head. Organisms
Others pretend to be blood. Organs (27.09.2011)
spread in the class room and the students  Transportation in
THINK AND DISCUSS acting as blood move from heart to animals & plants
If plants had circulatory system like mammals organs, back to heart, to lungs, heart (11.10.2011)
organs and so on. Every time they  Motion & Time
indicate deoxygenated blood could raise (03.11.2011)
their hand. This will help students  Reproduction in Plants
understand double circulation. (14.11.2011)
Heart beat  Explain the mechanism of heart beat. HOME ACTIVITY 1  Electric Current & its
 Record pulse rate.  Prepare a model of human heart Effects (01.12.2011)
 Construct a stethoscope. CLASSROOM ACTIVITY  Light (08.12.2011)
 Correlate heart beat to pulse rate  Find out the pulse rate of your friend.  Water: A precious
HOME ACTIVITY resource (16.12.2012)
 Making a stethoscope.  Forests: Our
 Collect information about ECG Lifeline(12.01.2012)
Circulation in lower  Explain transportation in Hydra. LAB ACTIVITY 1  Waste water story
organism  Appreciate William Harvey  Observe permanent slide of Hydra (20.01.2012)
Transportation of  Explain the mechanism of water absorption LAB ACTIVITY 2

substances in plants & nutrient uptake by plants.  Observe the permanent slide/model
 Differentiate between xylem and phloem. /chart of stem/root /leaf and locate
 Demonstrate water movement using potato. xylem and phloem.
 Draw neat labeled diagram showing  Demonstrate osmosis using potato
pathway of water movement in a root osmoscope.
Excretion in animals  Define excretion. CLASS ACTIVITY 2
 Justify the need to excrete. To make three columns and place animals
 Classify organisms based on major excretory into respective column based on

product. excretory product with the reasoning
behind it.
Human excretory  List the organs of human excretory system. CLASS ACTIVITY 2
system  Understand the importance and principle of  Model of excretory system to be used to
dialysis. explain the structure and function.
 Draw neat labeled diagram of human HOME ACTIVITY
excretory system  collect information about dialysis
November Transpiration  Define transpiration. OUTDOOR ACTIVITY 1

 Predict the role of transpiration in upward  To demonstrate the process of
movement of water. transpiration
MOTION AND  Develop the concept of motion and rest. CLASS ACTIVITY 1
TIME  Compare slow & fast motion.  Show the physical implications of the
 Cite example of slow and fast moving objects terms slow & fast.
Slow or Fast
Speed & average speed  Define speed & average speed. OUTDOOR ACTIVITY 2
 learn to calculate speed of a moving object.  Determine the speed and average speed
of the school bus with the help of
speedometer & odometer.
Simple pendulum  understand periodic motion 2
 know oscillation and time period
 learn to make a simple pendulum
 learn to calculate time period of a simple
pendulum.
Units of time and  Know the unit of time and speed. 1
speed
Measuring speed  Define speed 2
 learn to calculate speed, time or distance
covered by a moving object .
 know the function of Speedometer &
Odometer.
Distance - time graph  Develop skill for plotting distance – tine CLASS ACTIVITY 2
graph.  To plot a distance – time graph of a given
problem, calculate speed and discuss the
nature of graph.
REPRODUCTION  Recall the term reproduction. HOME ACTIVITY 3
IN PLANTS  Differentiate between sexual and asexual  Cut the branch of champa, rose, money

reproduction. plant, etc and grow new plants in pots.
Asexual reproduction  Explain different modes of vegetative  Grow money plant in a jar from stem
propagation. cutting and record the number of days
 Explain asexual reproduction by budding, taken for roots to grow.
fragmentation and spore formation.  Take a fresh potato observe scars on it
 Cite examples of asexual reproduction with help of magnifying glass. Cut few
 Draw neat labeled diagram of budding in pieces of potato, each with an eye and
yeast, vegetative propagation, bury them in soil. Water these pieces and
fragmentation, bread mold, to show sori in observe their progress.
fern.
LAB ACTIVITY
 Observe the specimens of Bryophyllum,
onion, ginger, potato, grass and study the
mode of reproduction
 Study budding in hydra and yeast using
permanent slide.
 Show the permanent slide of Rhizopus
and study spore formation.
 Observe spore in fern
Sexual reproduction  Identify the parts of a flower. LAB ACTIVITY 3
 Differentiate between unisexual and bisexual  Dissection of flower to study parts of a
flowers. typical flower
 Explain the steps of sexual reproduction in
flowering plants. HOME ACTIVITY
 Differentiate between self and cross  Collect different kinds of flowers and
pollination. record the characteristics of these flowers
 Draw neat labelled diagram of a typical in tabular form and compare them.
flower, stamen, and pistil depicting  Germinate seeds of different kind and
fertilization, seed showing adaptations for observe the young plant enclosed
dispersal. inside it grow.
 Dissect a flower and display the parts.
THINK AND DISCUSS
If plants reproduced only asexually
Fruits and seed  Predict the fate of floral parts after CLASS ACTIVITY 1
formation fertilization  Split the fruit and seeds to examine the
special characteristics. Record the
observation.
 Observe ovary of flowers in mustard/

chinarose to study arrangement of
ovules. The same ovules change to seeds
inside the fruit
HOME ACTIVITY
 Observe the fruits of the same plants.
Seed dispersal  Understand the importance of seed LAB ACTIVITY 1
dispersal. Collect seeds of , drumstick, Rajma, Maple,
 Cite examples of different modes of seed wheat, maize etc . Study their parts and
dispersal. mode of seed dispersal
December ELECTRIC  Develop concept of electric current & circuits LAB ACTIVITY 3
CURRENT AND  know the symbols of electrical components.  To prepare an electric circuit using a
ITS EFFECTS battery, switch and a bulb.
Symbols of electric
components
Heating effect of  Draw circuit diagrams using symbols. LAB ACTIVITY 2
electric current –  Know the heating effects of current and its  Demonstration of heating effect of electric
electric fuses. use in practical life current
 Understand the term ‗resistance‘
 understand the dependence of heat
produced on material length and thickness of
wire
 know about ‗elements‘
 know the use of fuse in electric circuit.
Magnetic effect of  Know the magnetic effects of current and its LAB ACTIVITY 3
electric current use in practical life.  To prepare an electromagnet.
 know about the construction of an CLASS ACTIVITY
electromagnet.  Demonstration and explanation of the
 differentiate between electromagnet and circuit of an electric bell.
natural magnet/ permanent magnets
LIGHT  Develop concept of light as a form of energy LAB ACTIVITY 3
 know properties of light  Demonstrate rectilinear propagation of
Rectilinear  explain how things become visible light using a rubber pipe.
propagation of light.
CLASS ACTIVITY
 Construction of a pin-hole camera.
Reflection of light  develop concept of reflection LAB ACTIVITY 3
 know the laws of reflection Demonstrate reflection of light from a
mirror.

Real and virtual  develop the concept of real and virtual LAB ACTIVITY 1
image. image.  Demonstrate real & virtual image with
the help of plane and spherical mirrors
and also with lens.
Image formed by  develop knowledge of refraction and HOME ACTIVITY 2
plane mirror and formation of images through lenses.  Construction of Periscope.
nature of image
formed – lateral
inversion.
Spherical mirrors-  To identify different mirrors by looking at LAB ACTIVITY 2
formation and nature the image.  Demonstration of image formation by
of image formed. spherical mirrors / spherical lenses.
Application and uses  Study practical applications and uses of 1
of mirrors – plane and plane and spherical mirrors.
spherical.
Image formed by  Some practical applications of lenses.  2
lenses -  differentiate between concave and convex
lens
 draw concave & convex lens
 understand the type of image formed by
lenses
Refraction-  Study the phenomenon of dispersion (seven LAB ACTIVITY 2
components of white light)  Demonstration of refraction through
glass slab/ prism.
WATER A  Be aware about the problems faced by 1
PRECIOUS people due to water shortage.
RESOURCE
Availability of water
Forms of water  State the various forms of water. HOME ACTIVITY 1
 To demonstrate the inter-conversion of
different states of water.
January Ground water  Realize ground water as an important source LAB ACTIVITY 2
of water.  To demonstrate seepage of water in the
ground (Infiltration).
Depletion of water  List the causes of depletion of water level. CLASS ACTIVITY 1
level  Discussion on the topic – ―Growing
agricultural and industrial activities are
responsible for the depletion of water
table.‖
Distribution of water  Be aware of the global distribution of water.  CLASS ACTIVITY 2
 To show the distribution of rainfall over
different regions of our country.(with the
help of a map)
Water Management  Know the various methods of water HOME ACTIVITY 2
conservation.  To prepare a report on the various
traditional ways of water harvesting.
 To carry out a campaign to conserve
water at home.
Effect of water  Know the role of water in sustenance of life. OUTDOOR ACTIVITY 2
scarcity on plants  To demonstrate wilting of plants without
water.
FORESTS OUR  Narrate the visit to forest, wild life HOME ACTIVITY 1
LIFE LINE sanctuary, biosphere reserves  Observe various articles at your home
 List down the products obtained from forest and make list of those made from
Visit to a forest material which may have been obtained
from the forests.
Significance of forests  Identify different types of canopy. HOME ACTIVITY 3
 Explain the role of forest.  Visit to a forest and observe the canopy.
 Realize the importance of forest.  Interview forest officials.
 Justify forest as a dynamic living entity. CLASS ACTIVITY
 Predict the consequences of deforestation.  Draw a landscape depicting forest life
and canopy
Decomposers  Cite, examples of food chain, decomposers. HOME ACTIVITY 1
 Correlate mode of nutrition to the process of  Dig a small pit. Put vegetable, fruit peels,
decomposition. leaves and other organic wastes. Cover
 Explain the formation of humus them with soil. Make observations to note
the changes occurring for two weeks.
Conservation of  Apply the policy of afforestation. CLASS ACTIVITY 2

forests  Spread awareness on environmental  Write slogans highlighting the
concerns. significance of forests and the need to
conserve them
THINK AND DISCUSS
If your school campus was a sprawling dense
forest as in the vedic times
WASTE WATER  Be aware of the importance of water in life. 2
STORY

Water – our lifeline.
Sewage  Know the types of sewage and their point of 2
origin.
February Treatment of polluted  List the various methods for treatment of 2
water polluted water.
Water Treatment  Know the working of a water treatment 2
Plant plant.
Better house keeping  Know the ways to minimize or eliminate OUTDOOR ACTIVITY 2
practices waste and pollutants at their source.  To carry out a campaign against release
of certain substances down the drain.
Importance of  Have awareness about the importance of CLASS ACTIVITY 2
sanitation sanitation and the ill effect caused by poor  Discussion on the topic – ‗Sanitation at
sanitation. Public places‘.
REVISION Apply the concepts learnt in second semester  Oral /class test /diagram test/rapid 7
fire /quiz/teach a concept/activity
based test

Social Science
 Each academic year consists of two Semesters/Terms.
 Each term will have two Formative Assessments (FAs) and one Summative Assessment (SA).
 FA-1 and FA-3 will comprise of Continuous Comprehensive Examination (CCE) based on specific criteria as CW, HW, Portfolio, Integrated Project, Seminar/ Presentation.
 FA-2, FA–4, SA-1 and SA–2 will comprise of written assessment.
FORMATIVE ASSESSMENT 1 and 3

Marks to be
Formative Assessment Evaluation criteria
Awarded
Class Work/Home Work Record  Regularity: Student records the tasks carried out in class as taking down running notes, drawing 10
Observation of Teacher/ Class Participation and maps/graphs/table, note down dictated matter, and solve assignments given in the prescribed
Response notebooks in every period.
 Punctuality: Completes the home assignment at home and brings it to class on the day instructed.
 Content: Recording of task is done appropriately with appropriate content in the expected format.
 Neatness: The note books are maintained well and the task is recorded neatly.
 Interest: Takes initiative and interest in assigned work
 Attentiveness
 Taking up responsibility in class and doing the task assigned
 Participation and contribution in class discussion.
 Response to peers during class room interaction.
 Positive attitude towards subject
Presentation / Seminar (Individual)  Content 10
 Each student to be assigned a topic either with  Communication(Language,Pronunciation Voice modulation, Clarity, Fluency)
in the scope of text book or a further extension  Question Session Handling
of the topic exploring knowledge beyond the  Aids
scope of the text book.  Topics
 Each student will be given six minutes to
speak; the last one minute would be an open
session where the class can pose questions
related to the topic to the speaker. The
assigned topics will be allotted on similar
pattern mentioned as under:
 Roll nos. 01-12- History/ Political Science
 Roll nos.13- 25-Economics
 Roll nos. 26-40 –Geography
Portfolio 10
 Students would be required to collect news The students will be judged on :

items, data articles on the topics being covered  Content: Quality of subject matter
in the class/ chapter. The student will analyze  Relevance: Connectivity of content with the present scenario/status
and relate the same to the content of the  Presentation: Neatness, creativity
chapter. This can be done in the CW notebook  Application and analysis of the concepts
or maintain a separate activity notebook.  Interest: Initiative and originality
Integrated Project  Content : Appropriate depth and width 20
Project covering aspects of all subjects  Presentation: Reflection of students understanding of the matter and its presentation in an innovative
manner
 Neatness
 Coverage
 Creativity
FORMATIVE ASSESSMENTS
(FA-2 and FA-4)
Max. Marks: History (18 marks) Political Science (14 marks) Geography (18 marks)
Duration: 1 Hour and 30 Minutes (History + Political Science +Geography)
The FA question paper shall be 40% MCQ + 60% Subjective
Table 1: The Structure of the Pape
Marks of each questions Number of questions Total
S.No. Skills to be tested
History Pol. Science Geography History Pol. Science Geography Marks
MCQ
1. (Knowledge, Understanding and Application) 1x8 1x6 1x8 8 6 8 22
(40%)
1x1
2 Knowledge (10%) 1x2 1x1 2 1 2 5
1x1
1x1
1x2 1x2 2 2
3 Understanding (30%) 1x1 3 14
3x1 3x1 1 1
1x2
4 Application (10%) 1x2 1x1 1x2 2 1 1 5
5 Skill (10%) ½ x2 ½ x2 ½x4 2 2 4 4
TOTAL 18 14 18 17 13 18 50

Maximum marks: 80 marks [His (30) + Pol. Sci. (20) + Geo (30)] , Duration: 2½ hours
Table 1: The Structure of the Paper

Marks of each questions Number of questions
S.
Skills to be tested Total
No. History Pol. Science Geography History Pol. Science Geography
Marks
MCQ (40%) (Knowledge, Understanding &
1. 1 x 12 1x 8 1 x 12 12 8 12 32
Application)
2. Knowledge (10%) 1x3 1x2 1x3 3 2 3 8
3. Understanding (30%) 3x3 3x2 3x3 3 2 3 24
4. Application (10%) 3x1 1x2 3x1 1 2 1 8
5. Skill (10%) 1x3 1x2 1x3 3 2 3 8
Total 30 20 30 22 16 22 80
Section 2: What skills are the examiners testing?

When examiners set the paper, they choose questions which will test certain skills. That is why there are different types of question on the paper.
It is very helpful to you to know what the examiners are looking for. So, for example, if you are aware that the parts (a) questions test factual recall, and then you know that
all you have to do is give facts in your answer, not explain them. The examiners divide the skills you need to have into four groups. These are called ‗Assessment Objectives‘.
Assessment Objectives What Does This Mean? Where Is It Tested?

Knowledge Do you know your facts? It tests your knowledge and memory. Questions based on all the
Understanding Can you use the facts to solve problems? Your analytical powers are tested cognition levels are distributed
Application Can you apply the knowledge in real life situations? It involves the ability to explore, think through an through out the paper
issue, and reason logically to solve non routine as well as no routine problems. Many current affairs according to the weight age
will be addressed based on the topics of content mentioned as per the board
Drawing and Interpretation Can you relate to things around you socially, politically and geographically? Can you depict through pattern.
maps and diagrams what you know?

SEMESTER – I
Presentation Guidelines Topic
History
To be presented in the month of Each student to be assigned a topic either with in the scope of  Temples & Bronze Sculpture of 7th – 12th century.
July text book or a further extension of the topic exploring  Rise of Cholas
knowledge beyond the scope of the text book.  Art & Architecture of Mughal period.
Each student to be given six minutes to speak , the last one Political Science
minute to be an open session where the class/teacher can  Role of government in Health of your state (along with current
pose questions related to the topic to the speaker. data).
Credit to be awarded to:  Women‘s role in changing the world (case study of any one
 Content woman).
 Communication(Language, Pronunciation, Voice  Problem of adolescence and suggested solution).
modulation, clarity) Geography
 Question Session handling  Interiors of the earth.
 Presentation/Aids  Different types of rocks and their uses (including rock cycle).
Relevance  People‘s Participation in Management of Forests (A case study).
Semester-I (Social Science) Class-VII

No. of Portions For FA/SA, date of
periods examination & SCM
April Tracing Changes through a  Various sources of information of history will be 6
Thousand Years understood e.g.; maps, Prashastis, coins, FA–2 (11.07.11)
manuscripts, tools, palaces, forts etc.  Tracing Changes through a
 Students will be acquainted to the map of ancient Thousand Years
India in comparison to later centuries.  On Equality
 Change in use of terminology at different times.  Environment
 Historians and their sources- manuscripts
 The nastaliq style and shikaste
 New social and political groups- Rajputs, SA–1 (20.09.11)
Marathas, Sikhs and jats. HISTORY
 Formation of jati panchayat.  The Delhi Sultans
 Time and historical periods- Hindu, Muslim and  The Mughal Empire
British GEOGRAPHY
 Advent of Islam in the Medieval society  Our Changing Earth
Environment:  Definition  Write a slogan on 5  Air
 Factors influencing environment ‗Save Environment‘ in  Water
 Nature and scope your portfolio file. POLITICAL SCIENCE
 How the State Government
On Equality  The critical role of equality in democracy, with  Find out about the 4 works
specific reference to India. Articles given in
 The Constitution of India guarantees equality to all Indian Constitution  Women Change the World
citizens. related to Equality
 Despite this, the daily lives of people in India are and write them in
far from equal. your file. SCMs schedule to be
 Concept of dignity.  Collect information uploaded on school website
 Issue of inequality in the United States of America about national  Tracing Changes through a
to highlight that this is a global phenomenon and a emergency and which  Thousand Years (08.4.11)
feature of many democratic countries. Fundamental Rights  Environment (16.04.11)
 Civil Rights Movement 1964 (USA) remains suspended  On Equality (21.04.11)
under that state?  New Kings and Kingdoms
New Kings and Kingdoms  Regions like Kaveri Delta became centres of large . 5 (28.04.11)
kingdoms.  Inside our Earth (07.05.11)
 New dynasties emerged and 400 types of taxes  Role of Government in
were levied. Health (12.05.11)
 Acquaint them to the concept of tripartite struggle.  The Delhi Sultans (26.06.11)
 Prashastis and land grants  Our Changing Earth
 How conquerors like Muhammad Ghazni targeted (04.07.11)
temples to loot.  The Mughal Empire
 Splendid temples and bronze sculpture (18.07.11)
 Agricultural irrigation during Cholas  How the State Government
 Administration of the empire- ur, nadu, nagram Works (12.07.11)
 Organization of Sabha  Air (25.07.11)
May- Inside our Earth:  Layers of Earth 4  Women Change the World
June  Features of Strata (30.07.11)
 Thickness  Rulers and Buildings
 Importance (05.08.11)
Role of Government in  What is Health?  Debate in class‖ Is the 4  Water (10.08.11)
Health  Healthcare in India- private and public healthcare State Government  Growing up as Boys and
in India taking necessary steps Girls (18.08.11)
 Healthcare and equality to improve the health
 Healthcare in India is not available to all. condition‖. Give
 The Constitution supports a view that the right to reference to your
health is an aspect of our fundamental rights; its respective state
provisioning is rather unequal. governments.
 The Kerala experience
 Costa Rican approach
The Delhi Sultans  The importance of Tarikh and Twarikh.  Paste some pictures of 5
 Many female rulers Like Razia Sultan (Delhi), the buildings built
Rudramani Devi (Warangal) Didda (Kashmir) during the Sultanate
ruled during the medieval times. period in your file
 How Delhi turned from a Garrison town to an and find out about the
Empire. rocks used in them.
 Administration and consolidation under the
Khaljis and Tughlaqs
 Bandagan, muqtis and types of taxes.
 Difference between policies of Alauddin Khalji and
Muhammad Tughlaq
 The Sultanate in the 15th and 16th century
July Our Changing Earth  The forces of change  Students to make a 5
 Earthquakes and Volcanoes. list of volcanoes in
 Major Landforms India; write the
location as well as the
year of the last
eruption.
How the State Government  Ideas of representation, accountability and public  Hold a mock state 4
Works welfare. election in class.
 Terms- MLA, constituency, majority, opposition  Collect information
 Formation of state government about the no. of
 Role of MLA and Minister Constitution in the
 Debate on various issues by ruling party and State Assembly and
opposition paste the picture of
 Working of the government the Chief Minister of
 Press conference the State
The Mughal Empire  The Mughals were descendents of the Dynasties  Draw a flow chart of 6
Genghis Khan (Mother's side) and Timur (Father's the rulers of Mughal
side) Empire and write the
 Babur introduced cannon in the Battle of Panipat period of rule.
 How the Mughals acquired their empire (From
Babur to Aurangzeb)
 Most Mughals rulers were sons of Rajput
mother(Jahangir‘s mother was princess of Jaipur
and Shah Jahan's mother was princess of Jodhpur)
 Mansabdars and jagirdars
 Akbar‘s revenue policy
 Akbar –Nama, a 3 volume history was written by
Akbar's courtier and friend Abul Fazl
 Division of empire into provinces called subas-
officials like subadar, bakshi, faujdar, kotwal, sadr
 Akbar‘s religious policies-sulh-i Kul
 Mughal empire in the 17th century and after
Air  Composition; Weather Climate; Air Pressure; Wind 6
 Moisture
August Women Change the World  Discussion on existing stereotypes regarding work 5
and career choices.  Collect information
 Fewer opportunities and rigid expectations about five (Indian)
 By reading about the lives of two Indian women, women who have
from the nineteenth and twentieth centuries, tried to change the
students learn how women struggled to change world and paste their
their lives by learning to read and write. pictures in the file.
 Change on a large scale usually takes place
through collective struggles.
Rulers and Buildings  Students will be divided in 5 groups. 3
(Activity based not to be  Each group will be allotted various topics
tested) given .Students will collect materials (text and
 Engineering skills and pictures) on the topic related to their respective
construction in the group. This will be followed by class presentation
Medieval times  The class presentation can also be through power
 How massive buildings point presentation.
were constructed
 Arches, corbelled
techniques to make huge
gateways
 Stepwells, temples,
Mosques, Tombs and
gardens (Chahar Bagh)
 Why places of worship
were made target of attack
during conquests
Water:  The importance  Write any 2 causes of 7
 Distribution acid rain and draw its
 Classification picture
 Tides  To locate
 Ocean currents Mediterranean Sea ,
Caspian Sea, Red Sea
Persian Gulf and
Caribbean Sea, Ocean

currents like
Labrador, Oyashio,
Gulf Stream and
kuroshio on the map
of the world.
Growing up as Boys and  Students will be made to discuss: 4
Girls  Various gender stereotypes they experience in day
(Activity based not to be to day life
tested)  Gender treatment depends on how societies assign
 Role play on the following different values to the roles men and women play
topics: and the work they do which becomes a basis for
 Role of boys and girls inequality and discrimination.
 Gender discrimination
 Value of house hold work
 Life of domestic workers
SEMESTER - II
Presentation Guidelines Topics
Geography
To be conducted in the month of Each student to be assigned a topic either with in the  Human Environment Settlement Transport And Communication
November scope of text book or a further extension of the topic  Life in Amazon Basin
exploring knowledge beyond the scope of the text  Life in Ganga Brahmaputra Basin
book. History
Each student to be given six minutes to speak , the  Tribes
last one minute to be an open session where the  Nomads
class/teacher can pose questions related to the topic  Settled Communities
to the speaker. Political Science
Credit to be awarded to:  Struggle for Equality
 Content  Gender
 Communication(Language, Pronunciation,  Castes
Voice modulation, clarity)  Class
 Question Session handling
 Presentation/Aids
 Relevance

Semester-II (Social Science) Class-VII
September Towns, Traders and  Some towns were multi specialty towns like  Find out the towns from the 5
Craftsperson administration centres, temple towns, commercial and state and write whether they FA-4 (12.12.11)
craft production towns are religious, industrial or  Towns, Traders and
 Growth of Temple towns and pilgrimage centres administrative towns in the Craftsperson
 A network of small town fie.  Understanding Media
 Taxes were collected on a variety of things in cash and  Natural vegetation and
kind wild life
 Growth of trading communities
October Towns, Traders and  Continued 5
Craftsperson  Lost wax technique and Bidri work in copper and SA-2 (12.03.12)
silver. HISTORY
 Surat and Khambhat were the gateway to the west  The making of Regional
 A system of banking called Hundi existed. Culture
 New port cities like Bombay, Madras and Calcutta  Eighteenth Century
emerged Political Formations
Natural vegetation  Definition Natural vegetation  Students will make a collage 5 GEOGRAPHY
and wild life:  Classification Natural vegetation of Rainforest Grasslands and  Human Environment:
 Factors influencing natural vegetation and wild life Deserts Tropical & Sub-tropical
 Nature and importance of wild life  On the outline map of the regions
world mark and name  Life in Temperate grass
regions of Mediterranean lands
vegetation, Taiga, Prairies  Life in the Deserts
and Savannah Grasslands. POLITICAL SCIENCE
Understanding  Media and technology 4  A Shirt in the Market
Media  Media and money  Struggle for Equality
 Media and democracy
 The Students will recognize the role of big business in
the media coverage of events – the way 'news' is
selected for coverage, and the explicit /implicit SCMs schedule to be
dimensions of that coverage. uploaded on school website
 Develops in student the skills required to critically  Towns, Traders and
analyze a newspaper report or a TV story through Craftsperson (26.09.11)
scrutinizing the information provided, as well as  Natural vegetation and
understanding the logic behind the exclusion of certain wild life (12.10.11)
perspectives.  Understanding Media
 Setting agendas by media (18.10.11)
Tribes, Nomads and  Though the societies were divided into varnas but 5  Tribes, Nomads and Settled
Settled some regions had people not following this division
Communities and were nomads or tribals e.g. Bhils, Kolis, Banjaras Communities (26.10.11)
etc. (gatherers & hunters)  Devotional Path to the
 How nomads and mobile people lived Divine (18.11.11)
 New castes and hierarchies  Understanding Advertising
November Tribes, Nomads and  Continued  5 (14.11.11)
Settled  The Gonds of Gondwana- The famous story of Rani  Market Around Us
Communities Durgawati of Gondwana (25.11.11)
 Ahoms in the North East were very strong tribal  Human Environment-
kingdoms. Settlement , Transport &
Human  Meaning and types.  Find the names of five major 5 Communication (23.11.11)
Environment-  Different types of Transport. Airports of India.  The making of Regional
Settlement ,  Different types of Communication.  To locate major sea ports like cultures (30.11.11)
Transport &  Role of environment in pattern of settlement Rio, San Francisco, London,  Eighteenth - century
Communication:  Role of Transport and communication Cape Town Perth Mumbai Political formations
and Hong Kong. (10.01.12)
Understanding  Building brands and brand values  Design an advertisement & 5  Human Environment
Advertising  How advertising strategies influence customers slogan focusing on Interaction – The Tropical
 The significance of a 'brand' and the need to promote importance of education of and Sub-Tropical Region
the uniqueness of a product is a key part of children. (20.12.11)
advertising.  A Shirt in the Market
 Students will understand the techniques of crafting (10.12.12)
advertisements that appeal to the consumer.  Life in Temperate grass
 Brand values and social values ands (05.12.12)
 How does an advertisement get made?  Struggles for Equality
 Advertising and democracy (02.02.12)
Devotional Path to  Each student will prepare a presentation on various  Find out whether in your 3  Life in the Deserts
the Divine Bhakti cult in different part of India on 1/4th chart neighbourhood there are any (15.01.12)
(Activity based not paper. gurudwaras, dargah or
to be tested)  Nayanars, Alvars in the South temples
 5 groups can be  Tukaram Namdev, Eknath in Maharashtra  Visit any one of these and
formed and each  Sufis of North India describe the experience.
group can choose a  Chaitanya Mahaprabhu in Bengal.
Bhakt and show a  Guru Nanak, Meera Bai,Kabir, Tulsidas,
presentation about Vallabhcharya, Nanak, Meera Bai were all Bhakti
his life for 5 saints
minutes
 The students
should be given at
least a week‘s time

to research and
prepare.
December Human  Definition of Tropical and sub - Tropical region  To locate on the outline map 7
Environment  The environment of the world Amazon Basin
Interaction – The  Nature of life and Ganga Brahmaputra
Tropical and Sub-  Culture and society Basin
Tropical Region  Economic activity
 Flora and fauna
Market Around Us  Role Play on different types of markets 3

(Activity based not  Students study different market sites: a weekly market,
to be tested) neighbourhood shops, a shopping complex, etc. At
 A visit to various another level, we explore the intricate question, 'how
market places can do goods reach these markets? They will examine how
be suggested, the a chain of markets operate
students must be
accompanied by a
parent.
 They should
record their
observations
 Observation sheet
will be provided
by the subject
teacher
The making of  Regional cults like Cheras in Kerala, Jagannath in  Describe the most important 7
Regional cultures Orissa emerged. features of the culture of the
 Rajputs in Rajasthan were famous for their acts of region- focusing on
bravery buildings, folk art, tales
 Classical dance forms like Kathak developed from music, paintings, dance etc.
Katha which mean story through pictures & writings.
 The tradition of miniatures
 The growth of regional language
 Peers and temples
 Temple building on Bengal
December Life in Temperate  Location; Climate; Flora & Fauna; People To mark on the outline map 5
grass lands: of North America
Rockies, Great Lakes,
River Mississippi and

Chicago
January A Shirt in the  Understanding each step of the manufacture and  Find out the role of Weavers‘ 4
Market circulation of a shirt. Cooperatives in improving
 Some people stand to gain in the market transaction the condition of the weavers
whereas others do not gain as much or none at all. and hold discussion in class.
 The opportunities are highly unequal.
 The putting-out systems
 A visit to a wholesale market would be of interest, and
would allow the learner to find out the profit margins
and details of daily earnings.
Eighteenth - century  During this time the political conditions changed quite  Stage a play on an 7
Political formations dramatically, gradually the power shifted from interesting incident
Mughals, to small kings and Europeans who came to involving Shivaji
India on pretext of trade
 The political & economic condition kept deteriorating;
taxes never reached the Emperor as Subedars &
Mansabdars controlled the flow of tax.
 Attack by Nadir Shah further worsened the situation
 Awadh, Bengal and Hyderabad consolidated their
power.
 Other small Subas of Jats, Sikhs, Marathas, also got the
opportunity to consolidate and segregate them.
Life in the Deserts:  Location; Climate; Flora & Fauna; People  Students will locate tropical 5
deserts on the world map.
February Life in the Deserts:  Continued  To locate on the outline map
of India, Karakoram, Zaskar ,
Ladakh and Natnula and
zojila pass.
Struggles for  Equality to all granted by constitution  Write a short poem on the 7
Equality  The term ‗power over the ballot box‘ importance of Equality
 Various factors responsible for discrimination-religion,
caste, gender, poverty etc.
 Various struggles for equality
 Formation of Tawa Matasya Sangh and its activities
 The Indian constitution as a ‗living document‘.
 Role the constitution plays in people‘s struggle for
equality

Information & Communication Technology

The academic year is divided into two semester comprising of two Formative Assessments (FA) and one Summative Assessment (SA) each.
FA-I and FA-III will comprise of continuous assessment based on criteria like maintaining CW/HW copy, Class response, Practical skills, Application based tasks,
Conducting Seminars etc.
FA-II and FA-IV will comprise of written assessment as well as practical assessment.
SA-I and SA-II will be based on real time reference project and practical assessment.
Semester I Semester II
FA -1 = 10 % FA3- 10 %
(Continuous Assessment) (Continuous Assessment)
FA-2 = 20% FA-4 = 20%

(Written Assessment) (Written Assessment)
SA-1 = 20% SA-2 = 20%

Total : 50% Total: - 50%
FA-I and FA-III will comprise of continuous assessment based on the following criteria:
Formative Assessment Evaluation criteria Marks
CLASS WORK/ HOME WORK RECORD/ ASSIGNMENT: Regularity & Punctuality: Student records the tasks carried out in class taking 10
Theme based task to be assigned preferably beyond text book to promote down notes, drawing diagrams, and solve assignments given in the prescribed
extended reading. Worksheets notebooks.
Resources: Extra information gives in the SCM, Relevant current scientific Completes the home assignment at home and brings into class on the day
information that has been discussed in the class. instructed.
Assignments could be done either at home or in the class room. Neatness: The note books are maintained well and the task in recorded neatly.
OBSERVATION OF TEACHER/ CLASS PARTICIPATION AND Attentiveness.
RESPONSE Taking up responsibility in class and doing the task assigned.
Participation in class discussion and contribution.
Response to peers during class room interaction.
Integrated Project Originality 20
Student will be doing Active, exploratory, inquiry-based learning Creativity
Problem based tasks Self motivation and self-reflection
Collaborative work Team work
Creativity, critical thinking and informed decision making
Involvement in authentic and problem based tasks
Transfer of skills and knowledge
Multi-path progression and
Proactive, planned action.

Formative Assessment Evaluation criteria Marks
PRACTICAL SKILL Manipulative skills of the student would be evaluated 10
Students would be carrying out a variety of programs during the academic Following instructions of the teacher:
session to facilitate learning by doing. Working safe: The student‘s approach to safety during investigations in the
Students to work on various aspects of the practical task as designing, data laboratory or in the field must be assessed.
collection, interpretation of results. Working with coherence and coordination in groups.
The skills used during these activities will be continuously evaluated through Recording the activity, observations and interpretation in appropriate manner
out the academic session giving appropriate figures.
SEMINAR/Real Life Task Content 10

It would be conducted in the second semester in place of the Real Life Task Communication (Language, Pronunciation, Voice Modulation, gesture and
work. Each student to be assigned a topic either with in the scope of text book clarity) Question session
or a further extension of the topic exploring knowledge beyond the scope of the
text book.
Each student will be given six minutes to speak; the last one minute would be
an open session where the class can pose questions related to the topic to the
speaker.
FA-II and FA-IV will comprise of written assessment as well as practical assessment.
SA-I and SA-II will be based on real time reference project and practical assessment.
What are the skills being evaluated?

This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition level and the commonly
used terminology for framing questions under each cognition level.
Cognition level % What does it mean Where is it tested

Knowledge 20 Has the child acquired information regarding the facts, figures and theories discussed in the class Questions based on all the
room? This includes questions like define, Stating laws, theories, expansion of abbreviations etc. cognition levels would be asked
in the question paper as per the
Logical/ Analytical 30 It tests whether child has comprehended the concepts. This includes, compare, justify, reason, percentage distribution dictated
derive, classify, illustrate etc. by the CBSE.
Application/ 50 Can the child apply the concepts he/ she learned in daily life situations? This includes questions
Efficiency like problem solving, numerical interpretation of data, reasoning, predicting, analyzing,
synthesis, drawing diagrams, application in daily life situation etc.

FORMATIVE ASSESSMENT
(Written: 30 marks)
The question paper consists of four sections, the details of which are given below.
The Formative Assessment Question Paper shall comprise of 20% MCQ and 80% subjective.
ICT evaluation will be divided into two parts, theory and Practical.
Format of the question paper

Sl.no Type of questions Marks for each question No. Of questions Total marks
1. MCQ 5 12 6
2. Long Answers 3 3 9
3. Short Answer (I) 2 4 8
4. Very Short Answer 1 7 7
Total 26 30
(Total-100 marks (Project: 50 marks + Practical assessment (50 marks)]
Practical assessment (duration: 1 hour, max. Marks: 50)

One project must be completed by a student. The project can be a group activity also. The teacher must provide the guidelines for the project.
PRACTICAL EVALUATION:
Students will be doing an integrated ICT project. These are undertaken over a period of time and involve collection and analysis of data . Projects will help the students to
learn in real time reference learning.
These projects will be done in-groups comprising of minimum three students and maximum five.
Students will frame their specific research question/statement and work on it.
The students will coordinate & work during school hour and after school hours on the chosen project Work to include exploration in the form of testing or data collection
followed by its evaluation. The students will incorporate components from all technology in their work.
S. No. Skills to be tested Marks for each questions
1. Real Life situation 2 marks
2. Originality 3 Marks
3. Creativity 8 Marks
4. Self motivation and self-reflection 3 Marks
5 Team work 6 marks
6 Visual effect 8 Marks
7 Content 10 Marks
8 Viva 10 marks
Total 50 MARKS

Semester-I (ICT) Class-VII

Period examination, SCMs
April An Introduction to Animation (SCM)  Understand the actual concept of  Animate an action Physically 2
animation FA-2 (01.08.11 )
 Know about the working process of  Introduction to flash
animation. interface
Introduction to flash interface  Get acquainted with the working  Get aware of the elements of 2  Drawing in flash
 Overview environment of Flash. MX-Flash on the screen  Working with
 Flash interface fundamentals  Learn to use the tools in toolbox. imported Art work and
 Toolbox options  Understand the use of frames in  Find the shortcut for different 2 video
 Timeline window creating animations. tools of Flash
 Use of frames and keyframes  Learn to manage the layers and  Create Frames & keyframes
frames in timeline window. SCMs to be uploaded on
Drawing in flash  Learn to draw and erase objects and  Create different mathematical 2 the school website:
 Strokes and files shapes. shapes using different tools of  An Introduction to
 Overlapping shapes in flash Flash-MX Animation (04.04.11)
May &  Drawing straight lines, ovals and  Differentiate between strokes and  Draw an animal using pencil 2  Network-Terminology
June rectangles fills. and group it to behave like a (8.08.11)
 To erase  Learn to format many objects by single object.  F C Kohli (24.08.11)
 Creation of group grouping.  Sheepdip (01.09.11)
Working with imported Art work and  Use pictures and videos from other  Write your name and convert 2
video applications in Flash. into a symbol
 Using imported bitmap and video IT Personality
July  Using symbol and instances  Create and use different types of  Create an empty symbol and 2  F C Kolhi (24.08.2011)
 Applying lasso selection tool symbols after saving create the content
of the symbol
August  Network-Terminology(SCM)  Understand the term network in  2 Trivia:
context of computer  Sheepdip (01.09.2011)
 Know the meaning and use of
different terms in networking.
Working with text and graphical objects  Format text in different ways.  Draw a flower on the screen 2
 Formatting text and rotate it.
 Selecting objects with various tools  Different ways of selection.  Select half portion of the 2
 Aligning objects  Aligning objects in different ways. follower and paste it with the
existing follower, so that it can
IT Personality: F C Kohli look like half follower visible
form the back of a flower
Trivia: Sheepdip

Period examination, SCMs
Project Submission: 22.08.11 to 4
27.08.2011
 Area of a surface ICT with Math: Create an animation to show the method of finding area
of different surface
 Animate binaryfission of amoeba ICT with Biology: Create an animation to show the process of
binaryfission in amoeba
 Active passive ICT with English: Create an animated presentation in flash to explain
active voice conversion into passive.
 Mithaiwala ICT with Hindi: Animate a story Mithaiwala in Flas.h
September Creating animation  Creating different  Create a frame by frame animation to show 2
 Frame by frame animation types of animations. the drawing of a shape
 Tweened animation  Create a tween-motion animation to show the
movement of an object
 Creating keyframes  Animating texts.  Write your name & animate it in flash. 2
 Animating texts

Semester-II (ICT) Class-VII
No. of Potion for FA/SA, dates of
periods examination, SCMs
October An introduction to Photoshop  Get acquainted with the working  Get aware of all the tools and 3
 Basics of powerful Photoshop environment of Photoshop. pallets of PhotoShop FA-4 (23.01.12)
 Examine the Photoshop window  Learn to use the tools.  An introduction to
 To open an existing file  Create and save files.  Find the shortcut for different 2 photoshop
 saving the file tools of PhotoShop.  Color management with
CPU-Technology & Architecture(SCM)  Understand the technology of CPU. 2 images
Color management with images  Understand the difference between  Take a picture and edit its 2  Painting with paint ,
 Bitmap with vector images bitmap and vector images color pixels and pen tools
 Editing photographs  Edit photographs and make color  Layering your image
adjustments
November  Making quick overall adjustments in  Categorization of memory  Change the background color 2
images  Use of memory of an image SCMs to be uploaded on
 Setting the foreground and school website
background colors  CPU-Technology &
December Painting with paint, pixels and pen  Use of different tools for painting.  Open an image from the 3 Architecture (10.10.11)
tools sample folder of adobe and  Formatting and
 Painting tool options change the background of the Installation (7.12.11)
image
 Changing the shape of the cursor  Modifying the shape of the cursor  Rotate the image in 900 CW 3
 editing toning and erasing tools IT Personality:
Formatting and Installation (SCM)  To be able to format a system. Install new software on a system 3  Dennis Ritchie (16.01.12)
January Layering your image  Learn to create layers and arrange  Open an image and create a 2
 Selecting the different parts of a picture custom brush by selecting an Trivia:
 Creating area of the image.  Memristor (21.01.12)
 Deleting
 Sorting
 Repositioning  Managing the layers Select two or more layer & 2
 Merging merge it into one.
 Linking
IT Personality: 2
Dennis Ritchie
Trivia: Memristor
February Techniques of types  Include text in the pictures.  Open an existing image and 2
 Type tool insert a layer to it.
 Link different layer of an

No. of Potion for FA/SA, dates of
periods examination, SCMs
image
Type setting Filters  Formatting the text.  Insert a picture and create 2
type tool.
IT Personality  Move the text from one point
Dennis Ritchie to other on the image.
Trivia: Memristor
Project submission: 01/02/12

Bird and Floral diversity ICT with Science: Collect different picture related to Birds and Floral
diversity and make a collage in phototshop.
Forest: Our lifeline ICT with Science: Take pictures showing interrelationship of plant, soil
and decomposers in a forest. Insert it in photoshop and label it.
Circulatory system ICT with Biology: Insert a picture of human circulatory system and label
it.
India’s Freedom Leaders ICT with Political life: Take black and white old picture of Indian
freedom fighter and color it.

Life & Thinking Skills

Semester-I (L & TS) Class-VII
No. of
Topic Learning Outcome Activity Life Skills Used
Periods
We can learn from 1. Story reading
Self–Awareness, Critical Thinking,
2. Brainstorming
a crow!  Understand the basics of Life Skills. Creative Thinking, Effective 2
3. Discussion
(YUVA & SC) Communication.
4. School Ciema Workbook
 Learning to understand news and the media. 1. A/V (Film viewing)
Wake Up Dev Self-Awareness, Decision Making,
 To equip oneself with the skills to differentiate 2. Discussion and Worksheets 3
(SC) Critical Thinking
between accurate and inaccurate information. 3. Suggested Activities
 To understanfd the importance of being content.
1. A/V (Film viewing)
All is Well  Understand that the key to happiness is appreciating
2. Discussion and Worksheets Self-Awareness, Coping with Stress 3
(SC) what you have rather than envying what others
3. Suggested Activities
have to do.
 To promote a sense of justice. 1. A/V (Film viewing)
Ghunghroo Empathy, Interpersonal
 Encourage adolescents to stand up for their right 2. Discussion and Worksheets 3
(SC) Relationships, Coping with stress
and learn to take the initiative in helping others. 3. Suggested Activities
 To equip adolescents to learn effective ways to
1. A/V (Film viewing) Self-awareness, Interpersonal
Jay V/s Jay control their anger and not let anger control them.
2. Discussion and Worksheets Relationships, Coping With 3
(SC)  To help adolescents deal with anger effectively and
3. Suggested Activities Emotions.
to express themselves in a healthy manner.
Semester-II (L & TS) Class-VII

No. of
Periods
Duel of Angels  To comprehend the importance of understanding, Empathy, Effective Communication,
2. Discussion and Worksheets 3
(SC) appreciating and respectigs one‘s siblings. Coping with Emotions
1. Activity Critical Thinking
Gandhian Thought  To comprehend and apply various aspests of
2. Worksheet Decision Making 3
and Philosophy Gandhian Philosophy and Thinking to life.
3. A/V Interpersonal relationship
 To develop respectful behaviour towards people
The Gift from different socio-economic backgrounds and age- Self-Awareness, Interpersonal
(SC) groups. Relationships, Empathy
 Understand that respecting others is an integral

No. of
Periods
aspect of maintaining healthy relationships.
 To encourage students to maintain open
communication with parents.
 Understand that communication is the foundation 1. A/V (Film viewing)
The Santoor Effective Communication, Coping
for trust and respect. 2. Discussion and Worksheets 3
(SC) with Emotions, Coping with Stress
 To understand the importance of not making 3. Suggested Activities
assumptions about one‘s parents as it would lead to
a variety of other issues cropping up.
 To create awareness about the damage being done to 1. A/V (Film viewing)
Dump it Not Decision Making, Critical Thinking,
the environment and the need to be proactive about 2. Discussion and Worksheets 3
(SC) Problem Solving
it. 3. Suggested Activities
 To understand the importance of working together
Ek Akaash despite differences. Interpersonal Skills, Critical Thinking,
(SC)  To develop an attitude of acceptance and tolerance Problem Solving, Coping with Stress.
towards people
Thinking Skills:
Month Topic
April Expansion
June Story ending
July The Road Less Travelled
Cognitive Map
August
FAME (Focusing, Acting, Monitoring and Evaluating)
September PMI
Use and practice of PMI
November Alternatives
Use and practice of alternatives
APC
January
Forecasting
February Perception

Activities at Resource Centre

The Resource centre (RC) aims at making students aware and confident about the use of resources in their search for information. This session will mainly have issue weeks
and activity weeks almost alternating each other.
Issue week: This period at the RC will be for reading as well as issue. This period will be enjoyed by reading by the author/(s) of the month or genre of the month. In this
way children will be able to understand the different flavours and styles of expression in this art. Books of choice will be issued for a week, after which it may be reissued if
needed or returned in the following week RC period. Students who desire to issue a certain book that is presently issued to someone else can request a reservation of that
book for their issue at the issue counter. Damages observed on resources being issued should be brought to the notice of the RC facilitator to take note of before carrying it off
from the RC to avoid any charges for the same when noticed on return. Resources issued should be treasured and returned or reissued promptly.
As RC goes through a book audit during the summer break, issue week will commence only after the break.
Activity week: Activities at the RC have been introduced with the purpose of introducing students to articles of value from resources and at the same time to encourage them
with an opportunity to learn to use other resources to gather more information required to understand the article better for presentation before the class. Presentations of
articles have therefore been introduced to allow students to learn to search resources for information and convert information into knowledge that they can share before their
class. Each article presentation will be worked out by a group of four students who will each work through the article individually and as a team. The articles selected
therefore are a grade above their own to confront difficult terms so that they learn to understand them using all possible resources. The simplest way to search for
information about one such new term can be to look for its literal meaning in the dictionary then try to understand it better by asking parents, seniors, friends, subject specific
teachers and RC facilitators. The RC facilitator will be able to direct them to books that can provide them with better and more elaborate information. Presentation of the
article will therefore end up as a talk about the theme where in there will be no need to memorize scientific names that they may come across in the article.Other RC activities
will ensure that our students understand subtle information about books -the most common resource, news papers, genres, encyclopedias, word origin and its relation to the
characteristics of the way they are spelt, timelines, concept maps and more.
Semester-I (Resource Centre) Class-VII

Week
Month Activity
(dates)
April 4th to 8th Introduction to RC rules; RC activities this session - understanding presentation of articles
11th to 15th Hidden pictures-makes you identify objects unusually placed hidden among the other more obvious pictures and thus helps inculcate the
concept of viewing things in more than one perspective.
18th to 22nd Introduction to use of encyclopedias for gathering selective information
25th to 29th Understanding resources
June 13th to 17th Article Presentation -Group 1-(Roll number 1-4 )-Vegetation to arrest soil erosion
20th to 24th* Issue and selective reading week
27th to 1st Article Presentation-Group 2 (Roll number 5-8)-Infamous influenza
July 4th to 8th Issue and selective reading week
11th to 15th Understanding resources
18th to 22nd Issue and selective reading week
25th to 29th Article Presentation-Group 3(Roll number 9-12)-Zinc: the inexpensive wonderdrug

Week
Month Activity
(dates)
August 1st to 5th Issue and selective reading week
8th to 12th Article Presentation-Group 4 (Roll number 13-16)-Ecosystem services
15th to 19th* Issue and selective reading week
22nd to 26th Understanding Genre
29th to 31st to Article Presentation-Group 5 (Roll number 17-20)-artificial blood-the future of blood
2nd*
September 5th to 8th* Reading week
26th to 30th Understanding words and their origin
Semester-II (Resource Centre) Class-VII

Week
Month Activity
(dates)
October 3rd to 7th * Issue and selective reading week
10th to 14th Article Presentation-Group 6 (Roll number 21-24)-Global warming- the deadly future impacts of climate change on human health
17th to 21st Issue and selective reading week
November 31st to 4th Article Presentation-Group 7 (Roll number 25-28)-WEEE
7th to 11th Issue and selective reading week
14th to 18th Concept mapping- field games we love
21st to 25th* Issue and selective reading week
December 28th to 2nd Article Presentation-Group 8-(Roll number 29-32)- In the name of God
5th to 9th Understanding book jackets
19th to 23rd Article Presentation-Group 9-(Roll number 33-36)-lethal reuse-saving or dispensing death?
January 2nd to 6th Issue and selective reading week
9th to 13th Using the Hindi dictionary
23rd to 27th* Article Presentation-Group 10-(Roll number 37-40)-The lethal bite
February 30th to 3rd Understanding the technique of writing Book reviews
6th to 10th Timelines
13th to 17th Reading aloud short stories
*indicates broken week

Performing Arts
STRAND SUBSTRAND
Sanskrit shloka Explain the importance of Dev-vani and co-relation to Indian culture
English songs Stress on correct accent
Patriotic song Insist to sing with pride and zest
Basics of Indian Classical Music Explain the scientific correlation with it.
National Anthem Insist to sing with pride and zest
Takshila Gan Insist to sing with pride and zest
Terminology Explain with practical use
General Knowledge Explain with practical use
Tal System Explain with practical use
Rag System Explain with practical use
Word pronunciation Stress on correct word, tone, phonetics and mood
Concentration and listening Insist on the importance of concentration as a performer and audience
Integrated development To convince about the scientific purpose of music in the making of a sound personality
Vitality and practicality To convince about the scientific purpose of music in the making of a sound personality
Hands on instruments The concept of familiarization with the instruments
Semester-I (Performing Arts) Class-VII

Topics Learning Outcome
Om Purnamadah Glorifying God's omnipresence
Alankar: sagaresa, remagare Gives strong foundation of Indian Classical Music. Control over the voice box.
Geet and its kind - swarmalika To impart knowledge about the basic component of Indian classical music
Dawn it is breaking Glorifying God's generosity
Rag Bhairavi To be able to sing/know the aroh, avaroh, pakad and bandish of the ragas.
Agyan ke andheron se Seeking God's guidance
Tal Teental Able to demonstrate the tal practically
Hindustani and Karnatik Music Acquaintance with types of Indian classical music
Terms :Rag, Pakad, Choir, Consonance, Falsetto Creating awareness with music terminology…….terms to be learnt and understood
Hands on instruments To be able to play national song /bol in Harmonium/Synthsizer /Tabla/Congo/Drums

Semester-II (Performing Arts) Class-VII

Lab pe ati hai dua Seeking values for being good human being. The poets name Iqubal to be memorized
Vishnu Digambar Paluskar and Bhatkhande Knowing about the contributions of legend in the field of Indian classical music.
Yauvan chalta sada garv se Glorifying the youthful spirit
To be able to sing/know the aroh, avaroh, pakad and bandish of the ragas.
Vaishnav jan to and raghupati raghav Creates a bond with the Father of the nation
To impart detailed information to the student about the kinds, names, shape, functions and
Sushir vadya(Wind instruments)
uses of Wind instruments.
Hands on instruments To be able to play national song /bol in Harmonium/Synthesizer /Tabla/Congo/Drums
Rag Bhairavi To be able to sing/know the aroh, avaroh, pakad and bandish of the ragas.
Tal Teental Able to demonstrate the tal practically

HEALTH & PHYSICAL EDUCATION

MONTH STRANDS &
UNIT SUB UNITS
Total classes
April Intro to HPE Concept of h.p.e Continents
1 period
Mass P T ,Mass drill, marching Mass PT calisthenics ,Attention
a)Mass education Dance & music , stand at ease, mark time March etc
6 periods Exercises on beats etc
b) Marching
4 periods
May, June Games & sports Modified games Recreational games

16 periods Fun games
Lead up games
July Gymnastics Balancing ,&coordination Beam walk, 90, 180, and 360, turn jumps, falls .Back
Turns &jumps roll, forward roll, cart wheel.
12 periods Floor exercises Obstacle races , fun races & relays
Aug A, b, c of athletics‘ Run, jump ,throw Obstacle races , fun races & relays
10 periods Jumps & throws level wise
Sept, Oct Adventure activity Trekking around the school, Obstacle races ,relay, commando races etc
Skating Learning basics of skating Different modified games
2 periods
Nov Yoga Seating ,standing posture, Omkar , Vajrasan,bujangasan, padmasan etc
8 periods surynamaskar Intro to health & hygiene awareness.
Dec Inter section competition (4) To inculcate competitive spirit
Jan First aid & safety Prevention Intro to health & hygiene awareness
Healthy lifestyle (4) Health ,hygiene
Feb Assessment Fitness components ,skills Responding in each Height, weight. Health related phy fitness tests.
(4) unit , growth & development
Can be checked. & monitored.

CLASS – VII
MONTH STRANDS UNIT SUB UNITS

April Introduction to HPE Health + Physical Education Physical Health, Olympic movement, stretching
Meaning Need And Importance
Warming up
May Health and fitness awareness Conditioning, health related components of fitness Strength, speed, endurance, flexibility, agility, reaction time
June Fitness Agility Shuttle run, zigzag run
July Athletics Fundamental skill of running a) bunch start
b) medium start
c) elongated start
Aug First Aid and safety Introduction to first aid and safety Definition need and importance, height, weight, health related
To check motor fitness component skill responding in physical fitness test.
Assessment
each unit Treatment of injury RICE
Sports injury Sprain, strain, dislocation
Sept Athletics Fundamental skill of long jump Hang style (tech.)
Oct Sports and games Badminton, history, rules and regulation, dimension of Fundamental skill of badminton
court Grip, foot work, fore hand return, service* short * long
Nov Sports and games Badminton, history, rules and regulation, dimension of Fundamental skill of badminton
court Grip, foot work, smash , drop
Dec Games Football Passing skills , goal keeping
Jan Games Hockey Hitting, stopping, Pushing
Feb Assessment To check motor fitness component skill responding in Height, weight, health related physical fitness test.
each unit

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DELHI PUBLIC SCHOOL

COURSE DESCRIPTION LEARNING OUTCOME MANUAL

2 Delhi Public School

3 Delhi Public School

Formative Assessment (FA)

3 July Integrated Project 10

4 August The budding Poet - Assessment of integrated project. Originality 10

6. Once in each semester after Class Room Response Questions asked 5

7 September Semester Assessment

4 Delhi Public School

5 Delhi Public School

Table 1: The Skills Domain Structure of the FA QP for Classes VI to VIII

Skills domains to be tested Classes VI to VIII Total marks: 50

Table 2: The Marks Break-up in the FA QP for Classes VI and VIII

Table 3: The Marks Break-up the FA QP for Classes VI – VIII

6 Delhi Public School

Semester Assessment (SA)

Table 1: The Skills Domain Structure of the SA QP for Classes VI – VIII

Skills domains to be tested Classes VI to VIII Total marks: 80

Table 2: The Marks Break-up in the Semester QP for Classes VI to VIII

7 Delhi Public School

Section 2: What skills are the examiners testing?

Assessment Objectives What do they mean? Where are they tested?

8 Delhi Public School

Semester–I (English) Class-VII

9 Delhi Public School

10 Delhi Public School

Literature Resource  To kindle the flight of imagination. 3

14 Delhi Public School

Semester–II (English) Class-VII

Nelson International  develop literal comprehension  Create a Pie Chart 1

 Hills End - modern fiction

January Student Book Vi –  enrich vocabulary using a dictionary and 4

21 Delhi Public School

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Semester Formative Assessment Summative Assessment

FA-2- WEEKLY TEST: Weightage 10%

SEMESTER - II FA-3- CCE :- Weightage 10% Year End Assessment: 80 Marks.

FA-4- WEEKLY TEST: - 10 %

STRUCTURE OF FORMATIVE ASSESSMENT 2 AND 4