Notification: University of Delhi

UNIVERSITY OF DELHI
CNC-ll/093/1(22)/2022-23/ l q-:,-
Dated: 14.09.2022
NOTIFICATION
Sub: Amendment to Ordinance V
[E.C Resolution No. 18-1-20 dated 18.08.2022]
Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the Ordinances of the
University;
Add the following:
VALUE ADDITION COURSES (VACs)

UNDER
UGCF-2022
LISTED UNDER APPENDIX-II-A TO THE ORDINANCE V (2-A) OF THE
ORDINANCES OF THE UNIVERSITY
(With effect from Academic Year 2022-23)
In pursuance of the objectives outlined in the National Education Policy 2020, the Value Addition
Courses (VACs) seek to fulfil the mandate of providing holistic education to the students. As the
NEP elucidates, "the purpose of the education system is to develop good human beings capable of
rational thought and action, possessing compassion and empathy, courage and resilience, scientific
temper and creative imagination, with sound ethical moorings and values." The Value Addition
Courses will introduce students to the rich heritage of the nation as well as to important social
concerns of the current times, helping them to make connections between what they learn and how
they live.
The courses have a sound theoretical base as well as appropriate hands-on components. At the same
time, they clearly set out measurable and attainable Learning Outcomes. Knowledge, in essence,
being integrated, these courses are essentially multidisciplinary in nature.
Designed to ignite the intellectual curiosity of the learners, the Value Addition courses will inspire
and guide them in their journey of personal and professional development making them thoughtful,
well-rounded, and creative individuals, with a sense of service and responsibility towards the
Nation.
1
A student who pursues any undergraduate programme in the University and its Colleges is offered a
pool of Value Addition Courses, from which he has to choose one to study in the first Semester. A
list of such courses as passed by the Executive Council in its meeting dated 18.08.2022 is as below:
SL.NO. COURSE TITLE TOTAL CREDITS: 2
1 Ayurveda and Nutrition

2 Constitutional Values and Fundamental Duties
3 Culture and Communication
4 Digital Empowerment
5 Emotional Intelligence
6 Ethics and Culture
7 Ethics and Values in Ancient Indian Traditions
8 Financial Literacy
9 Fit India
10 Gandhi and Education
11 Ecology and Literature
12 National Cadet Corps-I
13 Panchkosha: Holistic Development of Personality
14 Reading Indian Fiction in English
15 Science and Society
16 Social and Emotional Learning
17 Sports for Life-I
18 Swachh Bharat
19 The Art of Being Happy
20 Vedic Mathematics-I
21 Yoga: Philosophy and Practice
22 भारतीय भिक्त : परम्परा और मानव मल् ू य
23 सा�हत्य संस्कृ�त और �सनेमा
24 सज
ृ नात्मक लेख के आयाम
2
[ VAC 1: AVURVEDA AND NUTRITION ]
Credit distribution, Eligibility and Pre-requisites of the Course
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
Ayurveda 02 1 0 1 Pass in NIL
and Class lih
Nutrition
Learning Objectives
The Learning Objectives of the course are:
• To introduce the basic principles of nutrition in Ayurveda

• To link the Ayurvedic nutrition with modern dietary practices for health
• To analyse basic tenets of traditional diets and health recipes
• To understand the contemporary food habits in everyday life
Learning outcomes
The Learning outcomes of the Course are:
• Awareness of traditional food cultures of India·

• Evaluate changing food patterns and lifestyle over the years
• Understand Indian Knowledge Systems (IKS) and key Vedic principles with respect
to Food and Nutrition
• Apply basic tenets of traditional diets for health and disease
• Prepare selected healthy recipes based on Ayurvedic principles
SYLLABUS OF AVURVEDA AND NUTRITION
UNIT- I Introduction to Ayurvedic Nutrition (4 Weeks)
• Ayurveda and Indian food cultures

• Nutrition and lifestyle transition over the years
• Regional Food Traditions of India
✓
3
UNIT- II Basic principles of Food and Nutrition and Ayurveda (6 Weeks)
• Understanding rich sources of nutrients

• Concept of Doshas & assessment
• Ayurvedic Principles of food habits and factors determining quality of food (Ahara
vidhi visheshaayatana)
• FSSAI regulations on Ayurvedic Aahar
UNIT- Ill Ayurvedic Diets (5 Weeks)
• Principles of Diet: Aharavidhi vidhan, Sattvic, Rajasi, Tamasic foods

• Incompatible food (Viruddha Ahara), Pathya; Apathya; Viprita Ahaar
• Lifestyle Management with Dincharya and Ritucharya
• Application of Ayurvedic diets to stress linked food behaviour
Practical component (if any) - (15 Weeks)
• Visit your local market and classify the available food items according to Sattvic,
Rajasi, Tamasic foods
• Conduct a survey of 10-15 households in your locality:
i. to study food behaviour and analyse them in light of Ayurvedic dietary principles
of Sattvic, Rajasi, Tamasic
ii. to study the food consumption patterns and intake of incompatible food:
Viruddha Ahara, Pathya; Apathya; Viprita Ahaar
iii To know about their adopted lifestyle Dincharya and Ritucharya
• Students are required to visit available e-resources of University of Delhi, Ministry
of Ayush with regard to Ayurveda and Nutrition.
• If required, students can share their experiences in the form of a Project Report.
• The students may share their experiences in the form of audio-visual presentations
of 15-30 minutes.
• Any other Practical/Practice as decided from time to time
Essential Readings
• Rastogi S {2014) Ayurvedic Science of Food and Nutrition. ASIN: BOOHWMV094,
Springer: ISBN-13:978-1461496274
• Rastogi S (2010) Building bridges between Ayurveda and modern science. Int J
Ayurveda Res. 1(1):41-46.
• FSSAI regulations on Ayurveda Aahar Regulations 2022. Gazette of India
CG-DL-E-07052022-235642. New Delhi, Friday, May 6, 2022/ Vaisakha 16, 1944.
• Frawley D (2012) Ayurvedic healing: A comprehensive guide. Lotus Press, India .
• https://iksindia.org/: Indian Knowledge Systems
4
Suggested Readings
• Charaka Samhita, Charaka (1998) In: Tripathi BN (ed) Sutra Stahan Maharashitiya
Adhyay. Chaukhamba Orientelia, Varanasi.
• Kapoor Kapil & Singh AK Indian Knowledge Systems Volume - 1. Indian Institute
ofvAdvanced Study Shimla. Published by DK Printworld (P) Ltd, N.Delhi.
https://www.lkouniv.ac.in.
Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time
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VAC 1: CONSTITUTIONAL VALUES AND FUNDAMENTAL DUTIES
Course title & Credits Credit distribution of the Eligibility Pre-requisite

Code course criteria of the course
Lecture Tutorial Practical/
Practice
Constitutional 02 1 0 1 Pass in NIL
Values And Class lih
Fundamental
Duties
Learning Objectives
The Learning Objectives of this course are as follows:
• Enrich students with knowledge and relevance of the Constitution.

• Develop awareness about Duties and Values .
• Inculcate a sense of Constitutionalism in thought and action.
Learning outcomes
The Learning Outcomes of this course are as follows:
• Understand the Constitution and its relevance

• Appreciate the values and goals embedded in the Constitution.
• Recognise the importance of Fundamental Duties enshrined in the Constitution .
• Apply the spirit of fundamental values and duties in everyday national life.
SYLLABUS OF CONSTITUTIONAL VALUES AND FUNDAMENTAL DUTIES
UNIT- I The Constitution of India - An Introduction (5 Weeks)
• Federal Republ ic, Rule of Law, Separation of Powers

• Sovereignty, Socialism, Democracy
• Secularism and Sarva Dharma Sama Bhava
UNIT- II Constitutional Values {5 Weeks)
• Justice: Social, Political, Economic
✓ 6
• Liberty: Thought, Expression, Belief, Faith, Worship
• Equality: Equality before law & equal application of laws
• Fraternity: Dignity, Unity and Integrity
UNIT- Ill Fundamental Duties (5 Weeks)

• Reflecting on the ancient Indian notions of righteousness and
duty consciousness
• Fundamental Duties- Article 51A [(a)- (k)]
• Legal status of Fundamental Duties - Judicial approach

• Reflections on some of the constitutional values/ fundamental duties and its
contemporary relevance in day-to-day national life through group discussions and
projects.
• Conduct workshops to spread awareness on the Fundamental Duties and Values.
• Students are required to conduct a survey (minimum 25 respondents) on assessing
the awareness of the constitutional duties amongst the citizens.
• Students may share their experiences on Fundamental Duties and Values in the
form of a Project Report.
Essential/recommended readings
• Preamble to the Constitution of India, 1950.

• The Constitution of India, Articles - 14, 19, 21.
• The Constitution of India, Fundamental Duties [Ar. 51 A (a)- (k)].
Suggested readings
• Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th
edn, 2022) .
• Leila Seth, We, the Children of India: The Preamble to Our Constitution (New
Delhi, Puffin Books, Penguin Books India, 2010).
• Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company,
Lucknow, 13th revised edn. 2017)
• B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at :
https://prasarbharati.gov.in/whatsnew/whatsnew 653363.pdf.

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VAC: Culture and Communication
Course Title & Credits Credit Distribution of the Eligibility Prerequisite

Code Course Criteria of the
Lecture Tutorial Practical/ Course
Practice
Culture and 02 1 0 1 Pass in NIL
Communication Class 12th
Learning Objectives:
• To focus on traditional values disseminated from Indian cultural heritage.

• To understand the interconnections between the legacy of our past and needs of our
contemporary society.
• To learn to adapt, interact and celebrate our diversity and pluralistic culture.
• To develop communication skills in speaking, listening, reading and writing and apply
them in our quotidian life as young citizens of contemporary India.
• To integrate ethical values and life skills.
Course Outcomes
• Students will be able to appreciate the relevance of ancient Indian wisdom and core
ethical values in our contemporary life.
• Students will be able to engage in a dialogue between the past and the present and
inculcate the best principles towards a meaningful life.
• Students will be encouraged to involve themselves in team work and group activities to
address challenges faced in metropolitan cities.
• Students will be able to develop communication skills, that is, analytical reading,
empathetic listening, considerate speaking as well as informed writing.
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• Extension activities will equip the students, drawn from diverse backgrounds, with life
skills and confidence to integrate with a multicultural environment and work towards an
inclusive community.
• Students will be encouraged to envisage and work towards an ethically robust society and
thereby strengthen the nation.
UNIT - I Ethical Values from Indian Cultural Heritage 3 Classes

• Vasudhaiva Kutumbakam
• United We Stand, Divided We Fall
• Ek Bharat, Shresht Bharat
UNIT - II Developing Life Skills 4 Classes
• Empathy
• Adaptability
• Conserving our natural resources
• Sharing knowledge resources
UNIT - III Effective Communication in Everyday Life 8 Classes

• Empathetic listening
• Considerate speaking
• Analytical reading
• Informed writing
Practical/ Practice Component (15 Sessions of 2 hours each= 30 hours)

As hands-on experience is an essential component of the course, this section will focus on the
practical aspects to correlate with the fundamental principles and learnings of the theory portion.
Students will be encouraged to use the communication tools learnt through Unit 3 and
corroborate. the continuities of core principles studied in Unit 1 and 2.
• Students will be asked to conduct surveys/interviews in their neighbourhood or
commuting routes to assess the nature and quality of negotiating our cultural diversity
and pluralist traditions.
9
• Students would be assigned visits to old-age homes, hospitals, cancer wards, etc. to
interact and write about their experiences with old people, caregivers, patients, nursing
staff, helpers, etc.
• They will also be assigned visits to historically important places and monuments within
the city and also converse with the tourists in order to trace a comprehensive view of the
rich cultural history of India. They may create video documentaries, take and record
tourists' interviews and/or write a journal entry of the visit using the communication
skills learnt.
• Students shall make group presentations or individual reports on the activities
undertaken. Discussions with classmates and the teacher shall be undertaken to evolve
clarity of vision on the ethical values and effective communication skills learned
through this course.
• Any other related activity.
Essential Readings:
• Aurobindo, Sri. Introduction To The Gita. Sri Aurobindo Ashram Press, 2017. pp 23-40
• Dhanavel. S.P. English and Soft Skills. Orient Black Swan, 2010.
• Haksar, A. N. D. ‘Chanakya Niti Shastra’, Chanakya Niti. India, Penguin Random House
India Private Limited, 2020.
• Malik, Keshav. “A Dehumanized Environment”. Culture of Peace: Experience and
Experiment, edited by Baidyanath Saraswati. Indira Gandhi National Centre for the Arts,
New Delhi, 1999. pp 77-79
• Murthy, Sudha. ‘How to Beat the Boys’, Three Thousand Stitches: Ordinary People,
Extraordinary Lives. Penguin Books, 2017.
• Ramanujan, A.K. ‘A Flowering Tree’, Cultural Diversity, Linguistic Plurality & Literary
Traditions in India. Department of English, OUP, 2015. pp 125-138.
• Vande Mataram Song from Chatterji, Bankimcandra. Anandamath, or The Sacred
Brotherhood. Translated by Julius J. Lipner, Oxford University Press, 2005. pp 297-299.
• Vivekananda, Swami. “Response to the Welcome and Address at the Final Session.”
Swami Vivekananda: A Contemporary Reader, edited by Makarand R. Paranjape,
Routledge, New Delhi, 2015, pp. 3–4,18–19.
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[ VAC 1: DIGITAL EMPOWERMENT ]
Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice
Digital 02 1 0 1 Pass in NIL
th
Empowerment Class 12
Learning Objectives

• Understand the digital world and need for digital empowerment
• Create awareness about Digital India.
• Explore, communicate and collaborate in cyberspace.
• Building awareness on cyber safety and security.
Learning outcomes

• Use ICT and digital services in daily life.
• Develop skills to communicate and collaborate in cyberspace using social platforms,
teaching/learning tools .
• Understand the significance of security and privacy in the digital world.
• Evaluate ethical issues in the cyber world
SYLLABUS OF DIGITAL EMPOWERMENT
UNIT- I Digital inclusion and Digital Empowerment (5 Weeks)
• Needs and challenges

• Vision of Digital India: DigiLocker, E-Hospitals, e-Pathshala, BHIM, e-Kranti
(Electronic Delivery of Services}, e-Health Campaigns
• Public utility portals of Govt. of India such as RTI, Health, Finance, Income Tax
filing, Education
11
UNIT- II Communicat ion and Collahoration in the Cyberspace (4 Weeks)
• Electronic Communication: electronic mail, biogs, social media

• Collaborative Digital platforms
• Tools/platforms for online learning
• Collaboration using file sharing, messaging, video conferencing
UNIT- Ill Towards Safe and Secure Cyberspace (4 Weeks)
• Online security and privacy

• Threats in the digital world: Data breach and Cyber Attacks
• Blockchain Technology
• Security Initiatives by the Govt of India
UNIT- IV Ethical Issues in Digital World (2 Weeks)
• Netiquettes
• Ethics in digital communication
• Ethics in Cyberspace
Practical component (if any) (15 Weeks)
• The course should be conducted in an interactive mode through

demonstration, using appropriate tools.
• Conduct workshops one-services initiated under Digital India.
• Spread digital literacy/awareness amongst the vulnerable groups and
marginalised sections of the society like street vendors, domestic help,
security guards, senior citizens.
• Students will take up team activities/ projects exploring digital services in the
areas such as education, health, planning, farming, security, cyber security,
financial inclusion, and justice, e-Kranti.
• Any other Practical/Practice as decided from time to time.
Essential Readings /Online Resources

• Rodney Jones and Christoph Hafner. "Understanding digital literacies: A
practical
• Introduction". Routledge Books, 2nd edition, 2021.
✓ 12
• https://www.digitalindia.gov.in
• https://www.digilocker.gov.in
• https://www.cybercrime.gov.in
• https://www.cybersafeindia.in
• https://www.meity.gov. in/cyber-su ra ksh it-bha rat-program me
Suggested Readings
• David Sutton. "Cyber security: A practitioner's guide", BCS Learning &

• Development Limited, UK, 2017.
• https://www.mha.gov.in/document/downloads/cyber-safety-handbook

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[ VAC 1: EMOTIONAL INTELLIGENCE )
Course title Credits Credit distribution of the course Eligibility Pre-requisite

&Code Lecture Tutorial Practical/ criteria of the course
Practice
Emotional 02 1 0 1 Pass in NIL
th
Intelligence Class 12
Learning Objectives
• Introduce the concept of emotional intelligence, its models and components.

• Understand the significance of emotional intelligence in self-growth and building
effective relationships.
• Identify the measures of emotional intelligence.
Learning outcomes
The Learning Outcomes of the course are
• Self-Awareness, Self-Management, Social Awareness & Relationship Management.

• Discover personal competence and techniques of building emotional intelligence.
• Gain insights into establishing positive relationships.
SYLLABUS OF EMOTIONAL INTELLIGENCE
UNIT- I Fundamentals of Emotional Intelligence (4 Weeks)
• Nature and Significance

• Models of emotional intelligence: Ability, Trait and Mixed
• Building blocks of emotional intelligence: self-awareness, self-management, social
awareness, and relationship management
UNIT- II Personal Competence (5 Weeks)
• Self Awareness: Observing and recognizing one's own feelings, Knowing one's
strengths and areas of development.
• Self Management: Managing emotions, anxiety, fear, and anger.
14
UNIT- Ill Social Competence (3 Weeks)
• Social Awareness: Others' Perspectives, Empathy and Compassion

• Relationship Management: Effective communication, Collaboration, Teamwork,
and Conflict management
UNIT- IV Emotional Intelligence: Measurement and Development (3 Weeks)
• Measures of emotional intelligence

• Strategies to develop and enhance emotional intelligence
Students will practice self-management techniques to regulate emotions such as

• Mindfulness
• Conditioned relaxation response
• Boundary setting
• Any other
Students will practice various techniques of relationship management such as
engaging with:
• Display of empathy
• Effective communication
• Teamwork
• Conflict resolution
• Any other
• Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
• Goleman, D. (2005). Emotional Intelligence. New York: Bantam Book.
• Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. Cambridge University Press.
Suggested Readings
• HBR's 10 Must Reads on Emotional Intelligence (2015)
15
• HBR's 10 Must Reads on Managing Yourself (2011)
• Self Discipline: Life Management, Kindle Edition, Daniel Johnson.

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[ VAC 1: ETIDCS AND CULTURE ]

Code Practice
Ethics and 02 1 0 2 Pass in NIL
Culture Class lih
Learning Objectives

• To help students explore ethical and cultural dimensions of their lives.
• To provides a forum for students to pause, revisit their assumptions and beliefs, and
become mindful of their thoughts, emotions and actions.
• To give the students an opportunity to express themselves and inquire into their
decision making processes.
• To cultivate ethical values and participate in the creation of a society based on
acceptance, compassion, and j_ustice.
Learning outcomes

• Explore perspectives on ethics in thoughts, words and actions
• Evolve ethical decision making practises
• Understand the need for an ethical society and culture
• Introspect, become conscious of and assess one's stance in life
• Cultivate empathy, tolerance and compassion
• Apply the values learnt in the course to everyday life
SYLLABUS OF ETHICS AND CULTURE
UNIT- I Introduction - The Basis of Ethics (3 Weeks)
• Getting to Know Each Other

• What to Expect from the Course?
• Recognition of Our Common Humanity
• Empathy, Compassion and Justice
17
UNIT- II The Role of Intelligence, Reason and Emotions (4 Weeks)
• Discernment: What Is The Right Thing To Do?

• The Art of Conflict Resolution
• Destructive and Constructive Emotions
• The Need for Emotional Balance
UNIT- Ill Cultivating Inner Values- Ethics in the World of Work and Play
(4 Weeks)
• Training the Mind: Mindfulness and Kindness
• Meditation
• Discovering your Vocation and Interests
• Self-discipline, Integrity, Commitment, Creativity
• Work-Life Balance
UNIT- IV Striving for a Better World I Outreach Activities (4 Weeks)
• Means and Ends

• Debate and Dialogue
• Culture as Shared Values
• Creating and Sustaining Ethical Cultures: The Role of Philosophy,
Religion, Literature, Theatre, Cinema, Music, Media
• Outreach Activities
Unit 1
1. The teacher may ask students to introduce themselves, sharing their regional
and cultural roots . They may be asked to reflect on those aspects of their
identities that reflect their cultural roots .
2. After a round of initial introduction, the teacher may ask students to list down
a set of values that they think they have developed through their parents and
grandparents. Are these values unique to their families, regional and/or ethnic
backgrounds? Of these, which are the values they would like to sustain and
which are the ones they would wish to modify?
3. The teacher may draw upon the values discussed by students in the previous
lesson. Using these as the · base, the teacher may ask students to think of
ethical values that form the basis of their decisions.
18
4. The teacher may ask students to think of people who they think have lived an
'ethical life'. These may be people who they know from their personal lives or
people known for upholding ethical values in the face of adversity.
5. Students are encouraged to identify what common human values are
necessary are Realise shared common humanity- the feeling of
interconnectedness/interdependence.
6. Class to be divided in small groups to discuss how each would make an effort
to cultivate new morals/ethical values for betterment of their local
environment.
7. Celebrating 'Sharing and Caring' based on regional diversity can be
encouraged.
8. Engage students to do activities of 'being in the shoes of others' (peers,
parents, siblings, house help/support or in any local community grappling with
problems) to understand the problems empathetically.
9. The students can be asked to make bookmarks/cards to remind them about
virtues pertaining to empathy versus sympathy, need versus greed, just versus
unjust or compassion versus insensitivity.
10. Compassion is about cultivation of it as a daily value so students can in small
groups undertake compassion based activities of lookin~_.after animals, birds,
needy, elderly, differently abled, non-privileged etc. and share their thoughts
in the class.
Unit 2
1. Make the student think of a hard decision they have made. What made it
hard? How did you make the decision? How do you assess it retrospectively?
2. Encourage students to think of judgements and decisions based on the
dilemmas and challenges they faced? How do they go about making these
decisions?
3. The teacher may introduce any well known story and ask the students to
discuss the story from the point of view of the different characters.
4. Ask students how willing they are to deal with a conflict when it occurs. What
strategies do they adopt to resolve the conflict?
5. The teacher may ask students to prepare posters with captions like
"avoidance", "competition", "cooperation" and "adaptation" and then may
ask students to identify with one of these styles which according to them best
represents their style of dealing with conflict.
6. The students may be asked to discuss different such similar situations that
they may have encountered and a discussion may be initiated on how they
resolve those conflicts.
7. The students can be asked to write down certain destructive emotions that
they are experiencing presently. How would they work to make them
constructive? A classroom discussion could follow around this.
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8. Ask the students to note down a list of constructive emotions experienced by
them recently. Were the constructive emotions less powerful as compared to
the destructive ones experienced by them? Discussion in class can follow.
9. How do you (i) express, (ii) handle anger/ disgust/ distress/ fear ( any
destructive emotion can be taken up). A healthy discussion in the class can
take place around this.
10. Students may be asked to practice a simple breathing exercise. They can sit
straight with eyes opened or closed in a comfortable position to just observe
their breathing. They can repeat this exercise six to eight times and share (if
they like) their experience of silence.
11. To identify your interests and develop a meaningful hobby.
12. Have an open conversation in the class about happiness.
Unit 3
1. The students could observe various emotions that bottle-up in their minds
and be asked to watch the flow of emotions non-judgmentally.
2. Students may be asked to recall their journey to the college that morning. Do
they remember road signs, faces of people they crossed, the roads that they
took, the /people they interacted with, the sights and smells around them, or
anything else?
3. Students could be asked to cultivate the habit of simple greeting as practice of
gratitude and celebrate a day of joyful giving.
4. The students can close their eyes for 2-3 minutes and be asked to observe
their thoughts, list them and categorise them into 'to be kept' or 'to let go'.
5. The teacher may ask students to close their eyes and imagine a situation in
which they are truly happy. Students could wish for the well-being of two
students in the same classroom in their meditative state.
6. Students could meditate on who has been their inspiration and the qualities of
the person who has inspired them and then express gratitude to the person
concerned .
7. The teacher may ask the students to think retrospectively about what they
thought they would take up as a vocation when they were younger. How and
why their choices were influenced and changed, if at all.
8. The teacher may ask the students to imagine and chart a journey and
destination for themselves. They may also talk about the challenges they
foresee.
9. The teacher may encourage the students to maintain a daily diary of their
scheduling of time or a worklog and see how much time they effectively give
to their work. The teacher may help the students identify the distractors and
where one may be 'wasting' time and energy. The activity is designed to help
students understand the value of effective time utilisation.
20
10. In this lesson, the teacher may ask the students to draw up a list of team
ethics. They may build this based on their experiences of working with each
other in groups.
11. The teacher may ask the students to share an incident each where they felt
pressurised/ bored to complete some work. How did they deal with their
stress and monotony of work?
Unit4
1. Students will be asked to work in pairs and develop situations that pose
ethical dilemmas and how to resolve them.
2. Students may be asked to look at a film or at an advertisement and discuss
what they think about the question/s posed in them. The teacher may ask
them if they can think of an alternative ethical approach to the problem
posed.
3. Students will be asked to think of situations in which they lost their temper.
Have they ever felt that in a fit of emotion they said something that they
regretted later? If they had paused to listen and then respond, what would
the other person have said? How would the outcome of the situation have
been different?
4. A debate on any relevant topic may be conducted in the class. After the first
round the students may be asked to adopt and argue their opponents point of
view. At the end of this exercise the students can have an open discussion on
which position finally appealed to them.
5. The teacher may give a short story to the students and ask them to change the
ending. They may be asked to observe how characters and their views may
have undergone change in the process.
6. There can be a discussion around a topic such as, the idea of corporal
punishment, euthanasia etc. Students can be given a sheet of paper and can
be asked to write for or against the theme. The idea is to enable them to
understand that the positions they have taken vis-a-vis the theme are a result
of different value orientations .
7. Popular foods from many parts of India can be discussed. Their origins can be
traced to chart a kind of food history.
8. The teacher on the basis of discussions with students can draw from
Philosophy, Religion, Literature, Theatre, Cinema, and Media to highlight that
the choices people/characters make are grounded in their culture.
9. The students can discuss classical/folk dances that are performed in their
respective groups. Details can be drawn based on the number of dancers,
music (live or recorded) and costumes. 3. The role of oral traditions and
literature in indicating the importance of ethics in our everyday lives can be
discussed.
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Suggested Activities for Outreach: Social/ Community Engagement and Service
In the weeks that follow, students will be expected to engage in outreach activities
that shall enable them to put into practice some of the ethical considerations
deliberated upon and imbibed in the previous modules. A list of suggested outreach
activities is as follows:
• Adopt a village with the aim of cultural and ethical learning
• Discussing health and hygiene issues in a community
• Tutoring students
• Gender sensitisation
• Working on environmental issues
• Working with Child Care Centres such as Anganwadis and Balwadis
• Working with differently abled students
• Preserving cultural and heritage sites
• Spending time with senior citizens including in a Senior Citizens Home
• Extending care to animals in animal welfare shelters
• Addressing issues relating to Reproductive Health
• Spreading awareness about adolescent health
• Addressing issues relating to mental health
• Health and nutrition awareness
• Swacchata Abhiyaan
• Sensitisation towards disease awareness
• Vriksharopan
Suggested Readings:
• Aristotle. Nichomachean Ethics. London: Penguin Classics, 2004
• Swami Vivekananda. The Complete Works of Swami Vivekananda. Advaita
Ashrama,
2016.
---https://www.ramakrishnavivekananda.info/vivekananda/complete_works.html
• Panch Parmeshwar in English translation as The Holy Panchayat by Munshi
Premchand
• The Silas Marner by George Eliot
•Weare Seven by Wordsworth
• The Chimney Sweeper by William Blake

22
VAC 1: ETHICS AND VALUES IN ANCIENT INDIAN TRADITIONS

Code Practice
Ethics and 02 1 0 1 Pass in NIL
th
Values in Class 12
Ancient
Indian
Traditions
Learning Objectives

• To understand the rich cultural traditions relating to discourses on life and its purpose,
instilling of values relating to ethical and moral propriety.
• To make students more engaged with the past traditions of the country.
• To introduce students to early epics: Puranic, Buddhist and other traditions.
Learning outcomes

• Students will develop an overview of indigenous philosophies.
• Understanding the richness of Indian heritage leading to greater sensitivity.
• Inspiration from history to deal with contemporary issues.
• Appreciate the traditions of diversity, discussions, debates and knowledge
transmission .
SYLLABUS OF ETHICS AND VALUES IN ANCIENT INDIAN TRADITIONS
UNIT- I The idea of India and Bharat (5 Weeks)

• 'Jambudvipa'; 'Aryavrata'; 'Bharat'; India
• Early discourse on moral order- rta in Vedic traditions
• Debates in the Upanishads and the Shramanic traditions
23
UNIT- II State, Society and Dharma (5 Weeks)
• Kingship and Society: Dharma, Neeti and Dan<;ia
• Rashtra, Sanskar and making of socio-cultural milieu
UNIT- Ill The 'Purpose of Life' in Texts (5 Weeks)

• Right Conduct': Buddhist, Jaina and Shramanic Traditions
• Puru~artha Chatushtaya: Dharma, Artha, Kama and Mok~a
• Assimilation and Assertion: Ethical issues in Epics and Puranic traditions
• Discuss in your locality, in 10-15 households with regard to Ethics and Values in
Indian traditions :
i. Vedic traditions
ii. Puru~artha Chatushtaya
iii. Buddhist, Jaina and Shramanic Traditions
iv. Jambudvipa; Aryavrata; Bharat; India
• Students are required to explore e-resources available with University of Delhi and
academic institutions.
• Students are required to watch documentaries and films on the subject-related
topics.
• Students may share their experiences in the form of audio-visual presentations of
15-30 minutes .
• Buietenen, J.A.B. Van, The Bhagwadgita in the Mahabharata: Text and
Translation, Chicago: Chicago University Press, 1981. Bhagwadgita by Geeta Press
Gorakhpur.
• Bhasham, A.L, Wonder that was India: A Survey of the Culture of the Indian
Subcontinent Before the Coming of the Muslims. London, Sidgwick and Jackson,
1954'
• Dasgupta, S. N. History of Indian Philosophy. Cambridge University Press, 1923,
Vol. 1-11.
• Hiltebeital, Alf. Rethinking the Mahabharata: A Reader's Guide to the Education
of the Dharma King. Chicago: Chicago University Press, 2001.
• Kane, P.V. History of Dharmashastra (Ancient and Medieval Religious and Civil
Law), vol. II, parts 1-2; vol. Ill 3rd ed. Pune: Bhandarkar Oriental Research
Institute,[ 1941, 1946].
✓
24
• Olivelle, Patric. King, Governance, and Law in Ancient India: Kautilya's
Arthashastra, Oxford: Oxford University Press, 2013.
• Sharma, Arvind. 'On Hindu, Hindustan, Hinduism and Hindutva'. Numen, 49(1),
2002, p. 1-36.
Suggested readings
• Olivelle, Patric. (text and trans.) Manu's Code of Law: A Critical Edition and
Translation of the Manava-Dharmashastra. New Delhi: Oxford University Press,
2006.
• Rocher, Ludo. 'The Concept of Boundaries in Classical India', in Peter Gaefkke and
David Utz (eds.), The Countries of South Asia: Boundries, Extensions, and
Interrelations.
• Philadelphia: University of Pennsylvania, Department of South Asia Regional
Studies (Proceedings of The South Asia Seminar, Ill, 1982-1983), 1988, p. 3-10
• Sukthankar, V.S., S.K. Belvalkar, and P.L. Vaidya(ed .). The Mahabharata. Poona:
Bhandarkar Oriental Research Institute, 1933-66.
• Tripathi, Radhavallabh, ed. India's Intellectual Traditions: A Revealed Through
Sanskrit Sources. New Delhi: Sahitya Akademi, 2016.

25
[ VACI: FINANCIAL LITERACY ]

Code Practice
Financial 02 1 0 1 Pass in NIL
Literacy Class 1lh
Learning Objectives

• Familiarity with different aspects of financial literacy such as savings, investment,
taxation, and insurance
• Understand the relevance and process of financial planning
• Promote financial well-being
Learning outcomes

• Develop proficiency for personal and family financial planning
• Apply the concept of investment planning
• Ability to analyse banking and insurance products
• Personal tax planning
SYLLABUS OF FINANCIAL LITERACY
UNIT- I Financial Planning and Financial Products (3 Weeks)

• Introduction to Saving
• Time value of money
• Management of spending and financial discipline
UNIT- II Banking and Digital Payment (4 Weeks)
• Banking products and services
✓ 26
• Digitisation of financial transactions: Debit Cards {ATM Cards) and Credit Cards.,
Net banking and UPI, digital wallets
• Security and precautions against Ponzi schemes and online frauds
UNIT- Ill Investment Planning and Management (4 Weeks)

• Investment opportunity and financial products
• Insurance Planning: Life and non-life including medical insurance schemes
UNIT- IV Personal Tax (4 Weeks)

• Introduction to basic Tax Structure in India for personal taxation
• Aspects of Personal tax planning
• Exemptions and deductions for individuals
• e-filing
Note: Some of the theoretical concepts would be dealt with during practice hours.
• Regular class activities to enhance students' understanding of topics and the

application of concepts. The case study method may be followed as a teaching
pedagogy.
• Numerical questions pertaining to each .u nit wherever applicable should be
practiced.
• For the second unit, students may be assigned a project wherein they can log on to
the website of various banks and conduct an in-depth analysis and comparison of
various financial products offered.
• For Unit Ill, a Project related to building a dummy portfolio of stocks and tracking
their returns may be given.
• An investment budget may be given to the students to select investment options
that maximize the return and minimize the tax implications.
• For the last unit, students may also file a dummy IT return to get hands-on
experience with e-filing.
• Students may conduct a financial literacy survey among at least 25 respondents to
measure the level of financial literacy and share the findings in the awareness in
the form of a report.
y • Introduction to Financial Planning (4th Edition 2017)- Indian Institute of Banking
27
& Finance.
• Sinha, Madhu. Financial Planning: A Ready Reckoner July 2017, McGraw Hill.
Suggested readings
• Halan, Monika, Lets Talk Money: You've Worked Hard for It, Now Make It Work for
You, July 2018 Harper Business.
• Pandit, Amar The Only Financial Planning Book that You Will Ever Need, Network
18 Publications Ltd .

28
[ VAC 1: FIT INDIA )

Code Practice
Fit India 02 0 0 2 Pass in NIL
Class lih
Learning Objectives

• Encourage physical activity through engaging the students in sports and yoga.
• Understand the importance of a balanced diet.
• Build skills for self-discipline, self-confidence, cooperation and teamwork.
• Promote fitness as a joyful activity
Learning outcomes
The Learning Outcomes of th is course are as follows:

• Adopting a healthy lifestyle.
• Knowledge of nutrition, diet and psycho-physiological aspects of fitness.
• Develop Self-esteem, Self-confidence, Self-discipline and team spirit as indicators
of fitness.
SYLLABUS OF FIT INDIA
ONLY PRACTICAL
Note: Concepts are to be taken up during the practical/practice hours.
UNIT- I Participation in Physical Activity (4 Weeks)
• Fit India Protocol
29
• Physical Activity, Health and Fitness
• Indicators of Fitness
Practical/Practice
• Aerobic Work Out/ Physical Activity (Walking)
• Yoga -Asanas (Lying, Sitting and Standing positions) and Pranayama
• Cardiovascular Testing by 12min/9 min Cooper Run/Walk test
UNIT- II Health Related Fitness and their Components (4 Weeks)
• Muscular Strength and Endurance

• Body Composition and Flexibility
Practica I/Practice
• Flexibility Training: Back Saver Sit and Reach test
• Muscular Strength Training: Curl Ups / Standing Broad Jump/ Vertical Jump/
Plyometric
• Endurance Training: 1 Mile RockPort Test or 12 /9 minute Cooper run/walk test.
• Ideal Body Weight, Body Mass Index (BMI), Waist-Hip Ratio, Waist-Height Ratio
(Data of at least 10 persons to be collected)
UNIT- Ill Nutrition and Fitness (4 Weeks)
• Healthy Eating Plate

• Balanced Diet
• Caloric Content of Food
Practical/Practice
• Preparing Daily Diet and Calorie Chart
• Aerobic Work Out/ Physical Activity (Walking)
• Assessment of Physical Activity with the Calorie intake.
• Asanas for digestive system excretory system
UNIT- IV Sports Physiology and Psychology (3 Weeks)
• Depression, Anxiety and Stress Scale (DASS)

• Rosenberg Self Esteem Scale
Practical/Practice
• Skills learning and Participation in sports
• Group Games/ Relays/ Minor Games
• Meditative Asanas and Pranayama
• Fitness component testing (as per Fit India Protocol and Norms) and
Analysis of Results
• Data of at least 10 persons to be collected on DASS and self-esteem scale
✓ 30
• Fit India Website: https://fitindia.gov.in

• Wener W.K. Hoeger, Sharon
• A. Hoeger - Fitness and Wellness-Cengage Learning (2014) .
Suggested readings
• Charles B. Corbin, Gregory J Welk, William R Corbin, Karen A Welk - Concepts of

Fitness And Wellness_ A Comprehensive Lifestyle Approach-McGraw-Hill (2015)
• W.Larry Kenney, Jack H. Wilmore, Devid L.Costil(2015). Physiology of Sports and
Exercise, Second Edition . USA. Human Kinetics.
• Websites of International Sports Federations
• Website of Ministry of Youth Affairs and Sports
✓
31
[ VAC 1: GANDHI AND EDUCATION )

Code Practice
Gandhi 02 1 0 1 Pass in NIL
th
and Class 12
Education
Learning Objectives:
• Seek inspiration from Gandhi's thoughts on education.

• Analyse Gandhian education philosophy for moral and character
development.
• Understand Gandhi's Idea on Self-reliant education (Swavalambi Shiksha}
• Relate Gandhi's educational thoughts to NEP 2020
Learning Outcomes
The Learning Outcomes of the course are:
• Value Gandhian perspective on education

• Apprec iate the significance of education in Indian languages
• Evaluate the application of Gandh ian thoughts in NEP 2020
• Realise the principles of NEP 2020 in vocational and skill oriented education.
SYLLABUS OF GANDHI AND EDUCATION
UNIT- I : Gandhi's Philosophy and education (Weeks: 5)
• Gandhi's Philosophy on education

• Education for character building and moral development
• Education relating to health, hygiene, heritage, and handicraft
✓ 32
UNIT- II Gandhi's Experiment in Education (Weeks: 5)
• Gandhi's educational ideas on use of Indian Language as a medium of

Instruction, TextBook and Teacher.
• Gandhi's educational thought on Elementary and Adult Education.
• Gandhi's vision on Higher Education
UNIT- Ill : Gandhi's Educational Thought on Skill and (Weeks: 5)

Vocational Education
• Rural development through Skill and Local Need Based eaucation

• Skill education in NEP 2020 and Gandhi
• Gandhi's Idea on Self-reliance (Swavalambi Shiksha) and its reflection in
contemporary educational policy.
• Regular visits to Gandhi Museum and library to gain insight on Gandhi

• Excursion to Gandhi Ashrams located in different places like Sewagram,
Wardha, Sabarmati, Ahmedabad etc.
• Workshops/projects in collaboration with Gandhi Bhawan, Gandhi Smriti and
Darshan, Gandhi Peace Center. Ashrams based on innovation in village &
cottage industry, Khadi, handicrafts, organic farming etc.
• Adoption of one place for Swachhta Mission or Skill Education
• If required, students can share their experiences in the form of a Project
Report.
• J-li:,kJ--11 "Jlitfr. (2014). cslfa:1~1ei ~aTT. c:IFUDlftl: ~OO~l19il"~la,.

.:)
• "Jlitfr, J:TT. cfi. (2010). ~ ~ c f l f :ITT«,. 3-ii:,J-l~lcsll~: crlc:lv1~c:lcrl l19il"~Ta,~t.

crlc:lv1~c:lcrl l19il"~ra=r~t. (1960). ~RR"-~. 3-li:,J-l~lcsll~: J:TT. cfi. "Jlitfr. pp-196-231
• g~, 3ITT". cfl. cf "Uc:I", <f-: 3ITT". (1994). J-li:,kJ--11 aiitfrc),fct"'t:f"R. ~m: ;;:r~Tcrlc>r~?;R.
• Anand T. Hingorani, ed .] Gandhi, M.K. Our Language Problem (Bombay:
• Bharatiya Vidya Bhavan, ), pp. 53-55
• TOWARDS NEW EDUCATION written by M . K. Gandhi Edited by Bharatan
Kumarappa
33
Suggestive readings
• "J"TTtfr, m.cfl. (2012). ~ct-~ 3-T~ ~ m (~, cfi"T~TlaTT~,3-lai.:, cll~ch)

Ji e, J-1 ~ I ~ I~: ai cl ,l1 cl ai ~~Ta, J=ift t .
• "J"TTtfr, m.cfl. (2012). ~ fcl{l"1 (aiOllclc--t\ JIJ-1ac>11c>1 o,chh~m, 3-laicll~ch).
~ .:,
3i e, J-1 ~I~ I~ .ai cl ,l1 cl ai gcf,"f~]a=f ~

• Coomaraswamy, Anand K. (1910}. Art and Swadeshi. Munshi Ram Manoharalal.
Delhi
Examination scheme and mode : Subject to direct ions from the Examination
34
[ VAC 1: ECOLOGY AND LITERATURE
]

Code Practice
Ecology 02 1 0 1 Pass in NIL
and Class 1i th
Literature
Learning Objectives

• To raise awareness among students towards the urgent predicament of
Environmental and Ecological crisis and the need for reducing our carbon
footprint upon fast depleting, ravaged ecological reserves.
• To develop a heightened ecological consciousness among students, leading to
more responsible ecological behavior.
• To view environmental concerns as raised through plays, stories and poems ..
Learning outcomes

• The course will highlight the urgency of environmental crisis, making Students
conscious and aware of the role each one of us plays.
• Students will be trained into environmental sensitivity and responsible Ecological
behavior.
• Students will be encouraged to respond to incidents of habitat destruction
deforestation, etc. and realize the need for our urgent intervention
SYLLABUS OF ECOLOGY AND LITERATURE
UNIT- I Negotiating environmental issues creatively (5 Weeks)
• William Wordsworth: 'In April beneath the scented thorn'

• Rabindranath Tagore: 'The Waterfall'
• Gieve Patel: 'On Killing a Tree'
UNIT- II Ecocritical literary representations (5 Weeks)
✓ 35
• Mary Oliver: 'Sleeping in the Forest'
• 2.AK Ramanujan: 'A Flowering Tree'
• 3.Mamang Dai: 'Small Towns and the River'
UNIT- Ill Empathetic exploration and imaginative re-enactments (5 Weeks)
• Amitav Ghosh's 'Part I: Stories' from The Great Derangement: Climate Change
and the Unthinkable.
• Thangjamlbopishak: 'Volcano, You cannot erupt' from Dancing Earth: An
Anthology of Poetry from North-East India
• Thangjamlbopishak: 'Dali, Hussain, or Odour of Dream, <;:olour of Wind' from
Dancing Earth: An Anthology of Poetry from North-East India
Practical component (if any) - {15 Weeks)
• Students would undertake field visits to a school or a slum in the neighborhood or

the play area of residential complexes to share, narrate stories, poems and
articulate the ideas engaged with in the classroom lectures.
• They shall apply imaginative and creative ways of presenting socially responsible
ecological behavior through _re-tellings of the texts they have studied in the class.
• Creative re-enactment of key ideas studied by students in the form of a play, to be
done individually and/or in a group to create awareness regarding environmental
consciousness.
• They can also collectively organize a tree plantation drive in and around the college
campus and adopt a sapling each in the college premises and in their
neighborhood to take care of.
• Akhter, Tawhida, and Ahmad Bhat, Tariq. Literature and Nature. United
Kingdom, Cambridge Scholars Publishing, 2022.
• Shiva, Vandana. 'Development, Ecology and Women', Staying Alive: Women
Ecology and Development. India: Zed Books, 1988. pp 1-14
• Carl, Safina. Prologue & Chapter 1, Beyond Words : What animals think and
feel. Souvenir Press, 2015.
• Garrard, Greg. Ecocriticism . United Kingdom: Taylor & Francis, 2011.
• Wohlleben, Peter. The Hidden Life of Trees: What They Feel, How They
Communicate-Discoveries from a Secret World. India: Penguin Books
Limited, 2016.

36
[ VAC 1: NATIONAL CADET CORPS-I ]

Code Practice
National 02 1 0 1 Pass in Enrolled as
Cadet th NCC Cadet
Class 12
Corps -I
Learning Objectives

• Provide knowledge about the history of NCC, its organization, and
incentives of NCC for their career prospects.
• Inculcate spirit of duty and conduct in NCC cadets .
• Provide understanding about different NCC camps and their conducts .
• Provide understanding about the concept of national integration and its
importance.
• Provide understanding about the concept of self-awareness and emotional
intelligence.
• Provide understanding about the concept of critical & creative thinking.
• Provide understanding about the process of decision making & problem
solving.
• Provide understanding about the concept of team and its functioning .
• Provide understanding about the concept and importance of Social service .
Learning outcomes
• Critically think and analyse.

• Understand the basic concept of NCC.
• Respect the diversity of different Indian culture.
• Practice togetherness, teamwork and empathy in all walks of their life.
• Do their own self-analysis and will work out to overcome their weakness for Better
, performance in all aspects of life.
SYLLABUS OF NATIONAL CADET CORPS-I
37
UNIT- I NCC General (4 Weeks)
• Aims, Objectives and Organization of NCC
• Incentives for NCC Cadets
• Duties of NCC Cadets
• NCC Camps: Types and Conduct
UNIT- II National Integration (4 Weeks)

• National Integration: Importance and Necessity
• Factors affecting National Integration
• Unity in Diversity
• Threats to National Security
UNIT- Ill Personality Development (5 Weeks)

• Factors
• Self-Awareness
• Empathy
• Critical and Creative Thinking
• Decision Making and Problem Solving
UNIT - IV Social Service and Community Development (2 Weeks)

• Basics of Social Service
• Rural Development Programmes
• NGO's
• Contribution of Youth

• Drill
• Field Craft & Battle Craft
• Map Reading
• Weapon Training
• Social Service & Community Development
Suggested readings
• DGNCC Cadet's Hand Book - Common Subjects -All Wings (in English)
• DGNCC Cadet's Hand Book - Common Subjects -All Wings ( in Hindi)
• DGNCC Cadet's Hand Book- Specialised Subjects -Army, Navy and Air Wing

Branch/University of Delhi from time to time.
✓
38
VAC 1: PANCHKOSHA: HOLISTIC DEVELOPMENT OF PERSONALITY
Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice
Panchkosha: 02 1 0 1 Pass in NIL
Holistic Class lih
Development
of
Personality
Learning Objectives
• To introduce Five Koshas - five levels of mind-body complex-Annamaya,

Pranayama, Manomaya, Vigyanamaya and Anandamaya Kasha; for a holistic
development of personality.
• To generate awareness about physical and mental wellbeing through the Indian
concept of Panchkosha.
• To develop a positive attitude towards self, family and society amongst students.
• To guide students build personalities based on the understanding of Panchkosha.
Learning outcomes
• Enhanced physical and mental health.

• Coping with peer pressures and stress.
• Improved concentration leading to better overall performance.
• Manage life situations through a balanced and mature approach .
SYLLABUS OF HOLISTIC DEVELOPMENT OF PERSONALITY
UNIT- I Elements of Personality (4 Weeks}

• PanchaKosha: Introduction
• Five aspects of Human Personality: Annamaya Kasha (Physical
39
body), Pranamaya Kosha (Vital life force energy), Manomaya
Kosha (Psychological wellness), Vijnanamaya Kosha (Intellect),
Anandamaya Kosha (Happiness and Blissfulness)
• Health: Mental and Physical
UNIT- II Annamaya Kosha and Pranamaya Kosha (4 Weeks)

• Human Body and Pancha Karmendriyas
• Annamaya Kosha: Balanced diet and exercise for healthy body
• Pranamaya Kosha: Development of life force, Pranayam
• Charucharya: Social Etiquettes
UNIT- Ill Manomaya Kosha and Vijnanamaya Kosha (4 Weeks)

• Antahkarana and its functions
• Pancha Gyanendriyas
• Manomaya Kosha : Controlling the Mana (mind)
• Vijnanamaya Kasha: Ability of discretion and decision making
UNIT - IV Anandamaya Kosha and Beyond (3 Weeks)

• Anandamaya Kosha: Experience of happiness .and bliss
• Self-realisation, Nature of Consciousness: Sat-Chit-Ananda
• Recitation of select verses from Taitiriyopansid

• Asana
• Pranayama
• Meditation
• Visit to a Yog shivir or meditation centres
• Students are required to watch documentaries and films on the subject-related
topics.
Essential Readings
• ~~Tfctcfcfi,~ 9{J.l~fi ;ma1a-11~, https://ndl.iitkgp.ac.in/9""-{ 39c>J&~

• -Fct aci, ii$ IJ.l TU1 , ~ ~ ich{ 1ii Iii ~ fc;t mr c=r, .3Rfct a=c; ~ ~ ~ c=r,
" ' ' ..:>
40
~ f f l ~~Ta,, cll{IUl{n, 2015
• Vivek Chudamani, Adi Shankaracharya, Swami Turiyananda (Sanskrit and
English), Sri Ramakrishna Math, Mylapore, 2019
• ~~cFfi;tl!<TTJT,-a'l°.cF.W. 3-flJ.iJII{, ll~~~ra,, 2018
• Yoga The Path to Holistic Health: The Definitive Step-by-step Guide, B.K.S.
Iyengar, Dorling Kingsley, London, 2021
• The Sacred Science of Yoga & The Five Kosh as, Christopher Sartain, CreateSpace
Independent Pub, 2015
Suggested Readings
• PanchaKosha: The five sheaths of the human being, Swami Nishchalanand, Kindle
edition.
• Upanisadvakya Mahakosa. (An Upanishadic Concordance, taken from 239
Upanishads, G. S. Sadhale (Compiled by). Chowkhamba Vidyabhawan, Varanasi,
2014
• The Pentagon of Creation: As Expounded in the Upani

41
VAC 1: READING INDIAN FICTION IN ENGLISH

Code Practice
Reading 02 1 0 1 Pass in NIL
Indian Class lih
Fiction in
English
Learning Objectives

• Acquaint students with Indian Fiction in English.
• Familiarise students with Indian ethos and values through Indian fiction .
• Analyze novels critically and in the context of their own lived situations.
Learning outcomes
The Learning Outcomes of this course are as follows :

· • Understanding of Indian ethos and values through Indian fiction.
• Develop creative thinking through reading of fiction ..
• Realise the potential of fiction in bringing out social and cultural change
SYLLABUS OF READING INDIAN FICTION IN ENGLISH
UNIT-I (2 Weeks)
• How to Read a Novel

• Novel as Reflection of Society
42
UNIT- II (7 Weeks)
• Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and

Barindra K Ghosh)
Points of Discussion :
• Patriotism and Nationalism
• The song Bande Mataram
• Elements of History and Romance
• Issues of Gender
• Natural calamity
• Genre of Text and Feature Film
UNIT- Ill (6 Weeks)
• Chaman Nahal: Azadi. Houghton Mifflin publication, 1975.

Points of Discussion :
• The Story of Partition
• Violence and Trauma
• Autobiographical voices in the novel
• Elements of history, politics and art
• Personal and Political
• Students may be asked to do a dramatic recitation of selected parts of a novel.

• Students may be asked to organize the major events of the plot of a novel through
different methods: graphically, making a plot outline or sketching a storyboard.
• Students may be asked to classify each instance of figurative language (simile,
metaphor, etc.) and explain its effect on that section of the text.
• Students may share their understanding of any particular aspect of the novels
through a brief write up.
• Discuss the portrayal of any major characters of the novel with reference to the
central theme of the text.
• Think about and discuss Indian fiction in relation to cultural and critical contexts.
• Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo

and Barindra K. Ghosh)
43
• Chaman Nahal: Azadi. Houghton Mifflin publication, 1975
• E. M. Forster:Aspectsofthe Novel
Suggested Reading:
• Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers,

1987.
• 2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi,
1982.
• 3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique.
India, Taylor & Francis, 2016.
• 4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and
Narration. United Kingdom, Oxford University Press, 2009.

44
[ vAc 1: SCIENCE AND SOCIETY ]

Code Practice
Science 02 1 0 1 Pass in NIL
th
and Class 12
Society
Learning Objectives
The Learning Objectives of this course are:
• The primary objective of this course is to instil in students an appreciation for

science and a scientific outlook and temper.
• The course further aims to increase awareness about fundamental scientific
concepts that play an important role in our daily life using various examples and
case studies.
• Pedagogy in this course should largely rely on learning by enquiry, observations,
experimentation and group discussions using case studies/examples.
• Efforts should be made to instil an interest in students for science. Students
should be encouraged to understand and appreciate scientific concepts and their
applications rather than solely memorizing factual information .
Learning outcomes
The Learning Outcomes of this course are:
• This paper is interdisciplinary in nature and would provide students with basic
exposure to scientific methods, technologies and developments that have
played a significant role in the evolution of human society from ancient to
modern times.
• 2. Students would also be made aware of the scientific rationale of
technological developments that would enable them to make informed
decisions about their potential impact on society.
45
SYLLABUS OF SCIENCE AND SOCIETY
UNIT- I Science and Technology- from Ancient to Modern Times (10 Weeks)
In this section, students should also be made aware about the contributions of Indian
scientists since ancient times and the contributions of women in science.
Subtopics
• Philosophy of science, the scientific method, importance of observation,

questions and experimental design, rational thinking, myths vs. Facts
• Science, Technology and Traditional Practices: Suggestive areas include: Water

harvesting structures and Practices; Construction, architecture and design - use of
natural environment-friendly designs and materials; Agriculture including
domestication of plants and animals.
In this section, students should also be made aware about the contributions of Indian
scientists since ancient times and the contributions of women in science.
• Science and Technology in Modern Times: Suggestive areas include:

Pu blicH ea Ith: Nutrition, Hygiene,Physicala nd M enta IH ea Ith, Vaccinesa ndAntibiotics,Anti-
m icrobia I resistance; Food Security: Green Revolution, White Revolution; IT
Revolution, E-Governance; Clean Energy, Renewable Energy; Space Science and
Exploration; Evolution, Ecology and Environment
UNIT II: Scientific Principles, and Concepts in Daily Life (5 Weeks)
Unit Description:
This section aims to encourage appreciation of the scientific method through

observation, experimentation, analysis and discussions. Students are required to
participate in activities and experiments. A suggestive list is given below:
Subtopics:
Suggested Activities:
• Observing and documenting flora and fauna of College campus/city.

• Visits to science laboratories in the College or neighbouring College/Institute.
• Visits to science museums, planetarium.
• Visits to biodiversity parks and nature walks.
✓ • Participation in a citizen science project/initiative.
46
Suggested Experiments (minimum any four):
• Measuring the height of the college building using a stick.

• Measuring the curvature of earth, using distance and shadow length.
• Isolation of DNA (DNA Spooling)
• Observing transpiration and photosynthesis in plants
• The blood typing game (online)
• Are fruit juices, soap, carbonated drinks acidic or alkaline? (using pH strips or
developing your own Litmus Test)
• Do plants learn and remember?
• Experiments on how migratory birds find their way. (Online)
• How can a mosquito sit on a water surface or a blade float on water?
• How does a submarine dip or rise in the ocean?
• How and why does the path of the sun in the sky change with the seasons?
• Identification of celestial objects with the naked eye
• Types of clouds
• Science of musical sounds
• Science of splitting of colours from white light: rainbow, CD-ram, prism, oil films.
• Lenses, mirrors and the human eye
Practical/ Practice Component: Please Refer to Unit II.
• Basu and Khan (2001). Marching Ahead with Science. National Book Trust
• Gopalakrishnan (2006). Inventors who Revolutionised our Lives. National Book Trust
• Yash Pal and Rahul Pal (2013) Random Curiosity. National Book Trust
• Hakob Barseghyan, Nicholas Overgaard, and Gregory Rupik (****) Introduction to
History and Philosophy of Science
• John Avery {2005). Science and Society, 2nd Edition, H.C. 0rsted Institute,
Copenhagen.
• Dharampal (2000). Indian Science and Technology in the Eighteenth Century, OIP.
Suggested Readings:
Section 1. Science and Technology- from Ancient to Modern Times:

Philosophy of science:
https://blogs.scientificamerican.com/doing-good-science/what-is-philosophy-of-
scienceand- should-scientists-care/
http://abyss.uoregon .edu/~js/21st_century_science/lectures/lec01.html
https://wps.ablongman.com/wps/media/objects/1449/1483820/18 2.pdf
47
Myths vs . facts:
https://www .science lea rn.org. nz/resou rces/415-myths-of-the-natu re-of-science

History of technology:
https://www. vis ua lea pita list.com/history-of-tech no logy-ea rliest-tools-modernage/
Water harvesting:
https://worldwaterreserve.com/introduction-to-rainwater-harvesting/
Public Health:
https ://www .aj pmon Ii ne.org/a rticle/S07 49-3 797 (11)00514-9/fu lltext
https ://study.com/academy/lesson/pu blic-hea Ith-vs-med icinedifferences-
sim ila rities. htm I
https ://www .deepc.org. in/video-tutoria ls/pu blic-hea Ith
Food Security:
https://www.concern .net/news/what-food-security
Energy:
https://www.nrdc.org/stories/renewable-energy-clean-facts
Space Science:
https://www.isro.gov.in/spacecraft/space-science-exploration
https://www.isro.gov. in/pslv-c11-cha nd rayaa n-1
https://www.isro.gov. in/cha nd rayaa n 2-home-0
https://www. brita n n ica .com/science/space-exploration
Contribution of Indian Scientists & Women Scientists:
https://www. tifr. res. in/~outreach/biogra ph ies/scientists. pdf

https://india bioscience.erg/media/a rticles/lSTI. pdf
https://www.thebetterindia.com/63119/ancient-india-science technology/
https://ncsm.gov.in/indian-women-in-science-technology/
Evolution:
https://www.livescience.com/4 74-controversy-evolution-works. html

https://www.ibiology.org/evolution/origin-of-life/
Climate change and global warming
https ://letsta lkscience. ca/education a 1-resou rces/backgrou n ders/i ntrod uctioncl imate-
✓ ch a nge
48
Biodiversity
https://india.mongabay.com/2020/09/nature-in-peril-as-biodiversity-lossesmount-
ala rm ingly-states-th e-I iving-pla net-re po rt/
Genomics and Modern Medicine
https ://www. nation algeogra phic.com/science/a rticle/pa rtner-contentgenom ics-

hea Ith-ca re
https://www.mja.com.a u/jou rna 1/2014/201/1/impact-genomics-futu re-medicine-and-
hea Ith
https://www.nature.com/scitable/topicpage/pharmacogenomics-andpersonalized-
medicine-643/
Genetically modified engineered crops
https://www.nature.com/scitable/topicpage/genetically-modified-organismsgmos-
tra nsgen ic-crops-a nd-732/
https ://factly.in/explainer-what-is-the-status-of-gm-crops-in-ind ia/
https://www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impactour-
world
Artificial Intelligence and Robotics
. https://www .oh io.ed u/mecha nical-facu lty /wil lia ms/htm I/PDF/I ntroRob. pdf
https ://nptel.ac.in/content/storage2/courses/106105078/pdf/Lesson%2001.pdf
Big Data Analytics
https://www.researchgate.net/publication/328783489_Big_Data_and_Big_Data_Anal
ytics_Concepts_Types_and_Technologies
Section 2. Scientific Principles, and Concepts in Daily Life Measuring buildings, earth
curvature:
https://www.youtube.com/watch?v=hrwL3u2Z4Kg
https://www. you tu be.com/watch ?v=kh RM zxON plg
https://www.youtube.com/watch?v=YaPa4esJJx4
Isolation of DNA
49
https://melscience.com/US-en/articles/home-
dnaextraction/?irclickid=2hh2pqRY8xyLTbawUx0Mo3ENUkBwlX3pGQDJSc0&utm
_source=impact&irpid=2201352&irmpname=Science%20Journal%20for%20K
ids&irgwc=l
Transpiration & Photosynthesis
https://www.youtube.com/watch?v=JQvdXX7hGql
https://www.youtube.com/watch ?v=U4rzlhz4H Hk
https://www.youtube.com/watch?v=pFaBpVoQD4E
Online game on blood typing
https ://ed ucationa lga mes. nobel prize.erg/ ed ucatio na I/ med icine/b loodtypingga
me/gamev3/1.html
Determination of pH
https://www.youtube.com/watch?v=BEz6t e6gpc
Plant behaviour
https://youtu.be/KyoeCFTIXKk
https ://youtu .be/gBGtSOeAQFk
Migratory Birds
https ://www .scienceabc.com/nature/how-migrating-birds-geese-navigate-long-

dista nee-earth magnetic-
✓
field. htm 1
50
[ VAC 1: SOCIAL AND EMOTIONAL LEARNING ]

Code Practice
Social and 02 1 0 1 Pass in NIL
Emotional Class lih
Learning
Learning Objectives

• This course aims to develop social and emotional awareness in students and initiate
them towards better personal and social well-being.
• To create an awareness towards self, others, the environment and their harmonious
coexistence.
Learning outcomes

• Students will be able to become aware of oneself and the society.
• Make informed lifestyle choices and extend the self in the joy of giving.
• Develop empathy, compassion, connect with nature and evolve emotionally to create
a more harmonious society.
• Cultivate sensitivity towards discriminatory practices and explore possible solutions.
SYLLABUS OF SOCIAL AND EMOTIONAL LEARNING
UNIT- I Introduction - Self-Awareness and Happiness (3 Weeks)

• Getting to Know Each Other
• What to Expect f~om this Course?
• Getting to Know Oneself
• What Makes One Happy/ Unhappy? Outer vs Inner Sources of
Happiness, Joy of Giving
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UNIT- II Social Relationships I Mindfulness (4 Weeks)
• Sharing vs Power: Peers, Family and Society
• Going Beyond Power Relationships Through Open Conversation
• The Value of Silence and Reflection
• Practice of Mindfulness
UNIT- Ill Identity, Self-Image, Status, Self-Worth- Digital Identity (4 Weeks)

• Identity Construction and Expression: Individual and Collective
• Accepting and Valuing Oneself
• Understanding the Gendered World
• Identifying and transcending stereotypes
• Identity Formation and Validation in the Digital World
• Discrimination and its Forms
UNIT- IV Lifestyle Choices I Stress and Its Management (4 Weeks)

• What Choices Does One Get To Make?
• Is Choice influenced? Relationships, Career Choices
• Career Pressures, Examinations
• Dealing with Disappointment, Coping Skills, Health and Fitness
• Connect With Nature: Sensitivity Towards Other Sentient Beings
Unit 1
Getting to Know Each Other
In this lecture, the teacher will facilitate social engagement and personal reflection
through a round of introductions. This also provides an opportunity for the
teacher and students to recognise the deeper meanings that lie underneath
routine exercises of introduction. For example, the adjectives that people use
to describe themselves are indicative of the image that they wish others to
hold of them. But do they hold the same image about themselves?
52
Teachers may begin the class by introducing themselves. Any introductory exercise
that serves as an ice breaker and creates the classroom space as one of
vibrant and open discussions, may be used. Teachers should try and ensure
participation of all students in this exercise.
Activities
1. Who is in your circle?
Students may be asked to draw three concentric circles on their notebooks. The
central circle is for the topic, the second for 'Love', and third for 'Like'. The
space outside the circles is for 'Don't like'. The class decides on one topic, such
as food, movies, web series, books, music, interests, etc. Each topic is taken up
in turn and students are asked to write what they love, like, and don't like in
the circles and share it with others. The exercise helps students to identify
with their peers in commonalities and differences. The teacher may use
prompts such as 'Why do you like this show?', 'Why do you dislike this food?'
etc.
2. I am ...
Students are asked to complete the sentences. The teacher may take turns and ask
random students to answer it or the teacher may write these on the board
and ask every student to write the answer in their notebooks. Some suggested
prompt sentences are:
I am excited about ....... .
I wish I could ...... .
I am wondering ... ..
I am feeling anxious about ....
Students can choose to share some of the answers with the class. The purpose of the
exercise is to bring most students to speak in class and share their honest
feelings and thoughts.
3. Introduce Yourself. Know Yourself
In this exercise, the teacher asks all students to take turns to introduce themselves. It
is likely that most students will talk about their names, previous qualifications
and hobbies. At the end of the introductions, the teacher can identify
53
commonalities such as previous courses undertaken, regional identities, age,
or similar common factors. The teacher may then use the following prompts
to facilitate discussion:
Do these define you? Are you something more? Would you like to change any of
these qualifiers?
Is there something about you that you would like to share with us? Do you ever
wonder about your identity/ identities?
What to Expect from this Course?
In this class, the focus is on understanding the relevance of the course and providing
a course overview. Students will be able to explore the various dimensions of
their lives and develop insights about themselves and their relationships. By
discussing the outline of the course and the suggested activities, the teacher
shall bring to the fore the exploratory journey that the students will embark
upon. The students' questions relating to the course contents will also be
addressed in this lecture.
Activities
In this class, the teacher may undertake an overview of the course, discussing each
week's themes briefly. The nature of assignments and evaluation can also be
detailed out. The teacher may hold a discussion with students on the
following:
1. Why is social and emotional learning important?

2. What can the teacher do to make the classroom a more welcoming and open
space for you?
3. What would be some of the activities that you would like to undertake during
the course? Such
as watching movies, reading books, maintaining a reflective journal, engagement in
the field, mindfulness exercises, etc.
Self Awareness and Happiness
The aim of this module is to help students develop awareness about themselves -
who they are, what their strengths and limitations are, and how they can
develop themselves. This will help them to learn interlinkages and distinctions
between thoughts, emotions and behaviours. This module will make them
aware of the differences between happiness and pleasure and help them
ponder on sources of happiness.
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Self Awareness
Self-awareness is the experience and understanding of one's own personality - how

an individual understands his own feelings, motives, desires, and behaviour,
and the triggers for the same. Hence, self-awareness can be considered to be
vital for personal development. Students would thereby become more
· grounded and confident. This lesson will focus on the student's intrapersonal
and interpersonal awareness through discussions and activities.
Activities
1. Students are asked to make a timeline of important events in their life and
how each one affected them at that time . Do they see it differently today?
2. SWOT Analysis can be done by each student - Strengths, Weaknesses,
Opportunities and Threats.
3. How do they envision their ideal person - What does your ideal person look
like? What characteristics do they possess? Identify the gap. How do they plan
to fill/reduce the gap?
Happiness
The term 'happiness' includes pleasant and positive emotions which can range from
deep satisfaction and contentment to pleasure and excitement. The focus of
this session would be to discuss techniques to develop the long-lasting
feelings of contentment rather than momentary and short-lived emotions of
excitement and pleasure. This will encourage and foster feelings of wellbeing
and life satisfaction. The teacher will use activities in order to inculcate the
ways of developing and sustaining happiness.
Activities
Writing a gratitude Journal - include in it what you are grateful for. Mindfulness
exercises and developing a mindful way of doing things.
"As one door closes, another door opens". A discussion based on the three
opportunities that they think they lost and consider what it was they ga ined in
the process.
Unit 2
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Social Relationships
In this module, students will be asked to turn their gaze towards the society in which
they are located and where they form social relations. They will be asked to
introspect and understand the ways in which they connect with their
immediate and extended social surroundings. In this context, peers and family
exercise a significant influence on the identities of adolescents and young
adults. The students will be asked to assess the nature of their relationship
with friends and family and explore these negotiations in the context of
sharing versus power.
The teacher will help students broaden their understanding by extending the
discussion to include other social relationships, beyond peers and family. They
will be encouraged to think about how they are influenced and how they in
turn influence the people around them. The class shall explore the importance
of open conversation as a means to resolve conflicts and contradictions.
Sharing vs Power: Peers
Identity formation and development is significantly dependent on the peer group

with which the individual interacts. During this class, the students may pose
the following question to themselves and to each other- What is the nature of
the relationships that they share with their peers? Adolescents and young
adults like to conform to peer expectations. Students may explore whether
relationships between peers are equal. What forces mediate these
relationships? By posing examples from real life, the teacher will encourage
the students to closely examine their relationships with their friends and
family.
Activities
Ask the students to describe their close friends with fictitious names. They should
then be asked why they are close to them and what is the one quality about
their friends that they appreciate.
Divide students into groups of 5 each. This can vary depending on the class size. Each
group can discuss how they were influenced by their friends in decision
making processes.
The class/ group can share a story from their life about how they made a decision
based on peer pressure. They should also share the result. Were they happy or
unhappy about it? The findings can be discussed in the class.
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Sharing vs Power: Family
The family is often considered to be a given and stable construct in which one is born
or placed. As the relationships of adolescents with people outside the home
grow, their interactions with their families evolve and take on a new and
sometimes difficult character. Discussions and activities in the class should
help the students objectively analyse their family space and the way in which
they negotiate with it at different points of time. Through examples from day
to day life, the teacher will help.the students understand such spaces and the
role they play.
Activities
Describe the ideal family. The students can think about the nature of the ideal
created by them. What is the role played by siblings in your personal
development?
Role play can be used to perform the different roles in a family so as to understand
the different points of view within it.
Sharing vs Power: Society
The individuals generally extend the nature of their relationships with the family to
the larger social world. In their pursuit to seek autonomy and independence,
they may form new kinds of relationships in the larger social context. These
relationships may be characterised by imbalances in· power. This lecture will
try to help the students strike a balance between self and society and stress
the role of dialogue, sharing and cooperation.
Activities
The teacher can ask the students to describe any one constructive social role
performed by them. (Any way in which they helped people around them).
They can draw, speak, share a photograph or write a creative piece about it.
In the years to come what kind of role do you see yourself performing in society?
Share any one story about a person that has really influenced you? It can be about a
public figure or anyone around you.
Going Beyond Power Through Open Conversation
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In the previous lectures, the discussion has been around family, peer groups and
society. In this session, the focus will be on the ways to build a more
egalitarian society-one that is more collaborative, inclusive and takes into
account different points of view. Open Conversation is suggested as a way by
which acceptance, active listening and empathy can be encouraged.
Activities
The students can be asked to present a brief performance showing the way in which
open conversation can help in conflict resolution .
Movies in line with classroom discussions held in the past few weeks can be shown
to the students. Movie screening should be followed by a discussion .
A short story, poem or a play can be used to build on classroom discussions.
Mindfulness
This module focuses on the significance of silence, introspection and non-

judgmental awareness of the present moment. These mental practices are for
understanding and building humane connection with self and others. The
students - are sometimes unable to spare time for their inner growth.
Mindfulness practices aim at self-awareness and self- acceptance for overall
well being. Valuing and practicing silence helps in the process of deeper
reflection and builds inner strength to face conflicts with calmness. It hones
the ability to develop mental equanimity and equipoise.
The Value of Silence and Reflection
The students will learn to understand the value of silence in the noise around. The
practice of silence helps in self-reflection and connecting the inner and outer
worlds . It enables one to experience joy, contentment and peace. Silence is a
way of understanding how to enjoy one's own company and not to confuse
being alone with loneliness. The students will appreciate that silence and
solitude are positive and constructive.
Activities
The students can be asked to maintain silence and watch the flow of thoughts and
✓
emotions. In the process of silence the students can identify what gives them
happiness and what they can do to create happiness for others.
58
The students can visit natural spaces to understand how silence runs in the sounds of
nature which can help them realise peace.
Practice of Mindfulness
Through this lesson, the students will understand the significance of mindfulness as a
daily practice for understanding that happiness depends on the self-training of
mind. The joy of living in the moment with full awareness and steadiness of
mind are important for accepting and cherishing all experiences positively and
non-judgmentally.
Suggested Activities
Mindful walk/trek in the garden/forest/mountains or at a monument. Mindful eating

while enjoying all elements of tastes in different types of food can also be
done.
The students can be engaged in groups for non-judgmental listening
The class can be divided to discuss what activities of the day they engage with full
awareness and where the moments go unnoticed
Unit 3
Identity, Self-image, Status, Self-worth
The module is designed to help the learners revisit the constructs of identity, self and
personhood. It builds on questions such as 'who am I', 'how do others and I
see myself', 'does status and self-image affect my sense of self-worth'.
Specifically, it deals with how one's identity takes shape and thereon begins to
be an integral part of oneself. It encourages the students to think about what
factors influence their self-worth, such as achievements and accumulations,
wealth, career or popularity. The students learn to accept and appreciate self
and others.
Identity Construction and Expression: Individual and Collective
This lesson is aimed to help the learners deconstruct their sense of identity and
rechart the signifiers/ markers and processes which have played a pivotal role
in constructing their sense of identity and self.
ltunfoldshowprocessesofsocialisationwithinfamily,school,community and
society at large have played a role in making students who they are. How do
59
these processes shape our notions of self-concept, self-evaluation, and self-
esteem? The students will be able to become aware of their individual and
collective sense of identity and self.
Activities
The teacher may ask the students to imagine one's identity in different contexts that
are significant for identity construction. For instance, what does identity of
being someone's 'child' entail; likewise what kind of an identity does one
expect of oneself as a sibling, student and as a friend.
The teacher .may ask the students to read from biographies/autobiographies of

people from other cultures and discuss excerpts from the books. The teacher
may elaborate the qualities of these people.
The teacher may organise a field visit with the students to different places. Ask the
students to survey people from those locales about their experiences.
Accepting and Valuing Oneself
This lesson builds on the previous lesson by unpacking how concerns revolving
around self- image and status may affect one's sense of self. It aims to make
one aware why a challenge to
one's identity may lead to discomfort and conflict. Students will be encouraged to
accept their physical appearance and identity and to value self-worth . This
lesson invites them to undertake an inward journey.
Activities
The teacher may ask students to respond to different characters in a movie where
challenges to their identity lead to different kinds of responses.
What will change after 10 years in terms of your identity and what according to you
will not change?
The teacher may ask the students to identify an 'open space' and 'sit alone' and write
a reflective essay on the theme, 'remember what makes you, you'.
Gender Roles
The objective of this module is to enable the students to differentiate between
j biological and psychological context of gender in order to understand how
60
their gendered identities are socially constructed. Gender refers to the
characteristics of men and women and includes norms, behaviour and roles
associated with being man or woman, girl or boy. Further, this will enable the
students to become aware that their destiny need not be determined by
biology.
Understanding a Gendered World
The objective of this lecture is to enable the students to understand that gender
roles are taught by the process of socialization, beginning with the family.
Everyday things that we do like eating, speaking, walking, our gestures and
even the professions that we think we choose are all often influenced by
societal norms.
Activities
The teacher may ask the students to list things associated under the heading; men
and women. Once listed, the headings can be interchanged and a discussion
may follow.
Ask students· to bring an artefact from home, it can be a childhood picture.On the
basis of the picture students can share childhood experiences. Through the
narrative of their oral history students can share experiences of how they
acquired gender.
Identifying and Transcending Stereotypes
In the previous lecture, students have been made aware that gender stereotypes are
socially constructed, that the ways in which we interact with others and with
ourselves are shaped by gender. The objective of this lecture is to explain the
importance of thinking beyond the stereotypes and to reinforce that biological
differences between genders should not lead to social discrimination.
Activities
Movie viewing: Students and teachers can choose any movie for discussion.
Quiz cards: On the cards the following can be written and the student can be asked
to identify which is socially constructed and which refers to biology.
Men are Breadwinners, Women are homemakers.
✓
61
Males have XV chromosomes, Females have XX chromosomes. Women give birth to
babies, men don't.
Boys don't cry
Digital Identity
It may be constricting to identify exclusively with ideas like region, ethnicity,

language, gender, nationality. For, in this increasingly interconnected world,
students find themselves at the intersection of many ideas - evolving and
fixed, dominant and marginalised. This rainbow of ideas provides an
opportunity to appreciate the diversity in the constitution of an individual's
identity. But what happens when one is given a chance to construct a digital
identity for oneself? Digital platforms and social networking sites arguably
provide an individual the choice to portray oneself the way one Ukes. Do we
choose to present our authentic selves or do we prefer to present highly
curated versions of ourselves? Do social media posts reflect self- respect and
self-love?
Identity Formation and Validation in the Digital World
Through this session, students are expected to realise the ways in which they
construct themselves digitally and how that construction is a manifestation of
conformity, resistance and/or subversion, of the dominant ideologies.
Students should be encouraged to reflect on what exactly they are seeking
from engaging with social media. They need to think how the joy pf sharing
ideas may be different from the egoic need for compulsive validation.
Activities
Think of the digital filters that you use before sharing your photographs with others.
Why do you think you need to do that?
We · often feel happy about being validated in the form of 'likes' and positive
comments on our social media posts. However, do you feel sad when that
does not happen? What could be the possible reason for your mind to have
this line of thought?
Digital Identities: Impact on the Self
The students will carry forward the learnings from the previous session and continue
their inquiry in the realm of motivations for curating a digital self and its
relation to self-esteem. They would be encouraged to engage in a non-
judgemental conversation which would motivate them to inquire whether
62
their digital activities are a result of anxiety which may be emanating from
their self-image.
Activities
Do you think the use of digital filters is disrespectful to your self? Is not using them a
source of anxiety for you? Can this have anything to do with your self-esteem?
Think of situations that make you feel sad on social media. Note them down. Do you
think not exposing yourself to such a situation is a solution or do you think you
also need to locate the issue within yourself?
Try spending a day without doing any activity on social media like posting anything or
surfing other people's accounts for their activities. At the end of the day
observe how you feel.
Unit IV
Lifestyle Choices
How we choose to live and behave influences our social and emotional wellbeing. In
this module we analyse our lifestyle choices relating to material and cultural
consumption, relationships and career. Students will be encouraged to inquire
whether our everyday choices are based on a culture of passive consumption
and conformism. We will seek to explore possibilities of alternative forms of
living premised on ethical consumption, altruism, simple and sustainable
living.
What Choices Does One Get to Make?
In this session, the attempt will be to explore the extent to which consumerism
impacts our lifestyle choices and the repercussions of these on our natural and
social environment. Today we live in an era of mass consumption and
consumer culture fostered by advanced technologies and global production
systems. Overt materialism, wasteful and conspicuous consumption
unmindful of the larger implications are key aspects of this phenomenon. In
this lecture, we explore our lifestyle choices such as our physical image, attire,
dietary choices, desire for dream homes and destination weddings. This would
be the starting point for a re-imagination of a world based upon choices that
would lead to simple and sustainable living.
Suggested Activities
63
Students may be asked to work through their consumption history right from their
childhood. A discussion may then be initiated by asking the students to reflect
on their consumption choices and their motives behind the same.
The teacher may identify a few products like tea, coffee, coca-cola, jeans etc and ask
the students to trace product histories and geographies.
The students may be asked to discuss a strong desire to possess an object and then
deconstruct that desire. Discussion may emphasise upon why they wanted it?
Is Choice Influenced? Relationships, Career Choices
In this lecture, we examine the extent to which lifestyle choices, regarding

relationships and career, get influenced and by what factors. Do we really
have a choice as regards the career that we intend to pursue? Often factors
like family, gender, the need for security and stability influence our choices.
Recognizing and mapping the space of freedom and unfreedom with respect
to our choices is a necessary life skill that would enable a more self-aware and
harmonious living.
Activities
Reflect on an instance where you may have inflicted pain on someone and also think
of a moment when you felt someone was insensitive in their conduct of a
relationship.
The teacher may divide the class into small groups and hold a discussion on what
constitutes a successful career.
Reflect on the various career options available in your society and discuss what you
would prefer to pursue and why?
Discrimination
The module is designed to help the learners understand the origin and nature of
discrimination and the effects thereof. Discrimination can be on various
grounds such as ethnicity, religion, caste, race, gender, disability, or place of
birth. One's discriminatory actions can lead to social fragmentation. The
module encourages the learners to introspect their actions and seeks to
celebrate diversity.
Why and How? Forms of Discrimination
✓ 64
The objective of this lesson is to make learners aware of different forms of
discrimination. On the one hand, an individual can be a victim of
discrimination, and on the other, the same person
may harbour prejudice or discriminate against others. It is pertinent to understand

our own biases and introspect our actions.
Activities
The teacher can ask students to count their friends who belong to different
backgrounds. They can reflect on what they have learned by interacting with
these friends.
Ask students to learn about their neighbourhood and document what groups live
there, what has been the nature of their relationships.
An exercise on privilege using nothing but wadded up papers and a trash can.
Students Learn A Powerful Lesson About Privilege.
https://youtu. be/2KlmvmuxzYE
Stress and Its Management
This module is designed to give students an opportunity to articulate the pressures

and
challenges that one experiences in life. It gives students a chance to spell out how
pressure to perform well can become a source of stress. The module is aimed
to equip the learners with ways of dealing with disappointments with regard
to the choice of career path and with performance related stress. It brings to
fore skills of coping with stress and disappointments. It also highlights the role
of physical well-being in keeping oneself mentally healthy.
Career Pressures, Examinations
This lesson is designed to help students have a relock at the challenges and pressures
they have recently faced or are facing on account of career choices and
examinations . It gives them a space to articulate what they might have faced
while making these choices. This lesson also gives them an opportunity to
highlight the uncertainties and challenges they foresee in their future lives.
Activities
65
The teacher may ask the students to organise themselves in groups of 4-6. Each of
the groups have to do a role-play around the themes on career pressures.
Show images of different people and ask the students to quickly jot down
impressions . The collective answers serve as a springboard for discussions.
Students may learn about their own biases through this activity.
The teacher may ask the students to identify movies where struggles related to
career and performance pressure stand out.
The teacher may ask the students to share their experiences about the following:
• First few months into an academic programmes

• 2 months before examinations
• On the day of examination
• 15 days after examinations get over
Dealing with Disappointments, Coping Skills, Health and Fitness
This session aims to equip the learners with coping skills to manage stress and deal
with disappointments. Furthermore, it makes them aware of the importance
of health and fitness for maintaining mental health.
Activities
The teacher can ask the students to write how they come to know they are stressed
and what they do when they are stressed? The teacher may engage them in a
discussion on coping skills and channelize students' energies into positive
ways of resolutions of conflict and stress.
The teacher may ask the students to discuss the lives of high achievers and low
achievers and
how performance pressures drive their lives. Can they draw similarities and
differences in the sour~es of stresses and how they deal with these stresses?
Ask each of the students to share their dai"ly regime to keep themselves physically fit.
The students may also share how each one mentally 'feels/experiences' when
one is engaged in physical exercises.
Connect with Nature
This module is designed to strengthen bonds w ith nature while understanding its
✓ intrinsic value as opposed to its instrumental value . Issues of global warming
66
and environmental degradation are the consequences of a disconnect
between humans and nature. The aim is to cultivate environmental awareness
through virtues of altruistic responsibility, empathy, cohesiveness, and mutual
sustainability between nature, flora-fauna, animals and humans. The students
may be engaged in activities to build bridges between the inner environment
(one's self) and external environment (nature) . In this way, they can celebrate
oneness with nature and perceive nature not as a means but an end in itself.
Sensitivity Towards Other Sentient Beings
The students, in this session, would participate in group based environmental

activities as a way of building social responsibility towards all sentient beings.
Any action against even a part of nature impacts the whole. Thus, it is the
responsibility of all, to create a safe environment for all sentient beings to live
in harmony.
Activities
Students can be encouraged for Nature walks, nature drives, treks and hikes, nature
photography, adopting natural spaces in local areas, plantation drives, visiting
biodiversity parks, adopting spaces for greening etc.
Visits to animal shelters can be organised to sensitise the students.
Films can be screened on environmental sustainability, environmental consciousness

etc
Suggested Readings
• Black,Donna Lord(2022). Essentials of Social and Emotional Learning (SEL). NJ :

Wiley.
• Goleman,Damiel (2005). Emotional lntelligence.USA:Bantam.
• Swami Vivekanand. (2016).The complete works of Swami Vivekanand. Advaita

Ash ra ma. ( https ://www. ra ma krish naviveka na nd. info/viveka na nd/complete
works.html)

67
[ VAC 1: SPORTS FOR LIFE - I ]

Code Practice
Sports for 02 0 0 2 Pass in NIL
th
Life - I Class 12
Learning Objectives
The Learning Objectives of this course are
• To imbibe the significance of sports to promote health, fitness and wellness in

life.
• To understand the values of teamwork, tolerance, goal-setting and decision
making.
• To learn the strategies and tactical moves while playing a sport.
• To understand the importance of physical activity in reference to 3S: strength,
speed and suppleness.
Learning outcomes
The learning Outcomes of this course are
• Acquire values of cooperation, team spirit, determination, and endurance.

• Acquire good health and psychological well-being through sports
participation.
• Apply the decision making-ability and goal-setting skills acquired through
sports participation in everyday life.
• Acquire skills for engaging in moderate or vigorous physical activity and sports
participation.
• Reduce exposure to screen time on electronic gadgets and channelising
✓
energy through sports participation.
68
SYLLABUS OF SPORTS LIFE 1
ONLY PRACTICAL
UNIT- I: Rules and Techniques (4 Weeks)
Concept
• Rules of the Sport
• Techniques/ skills in the sport/ Aerobic Skills
Practical
• Marking of the court/ field
• Outdoor Adventure Activity
• Skills learning in sports
• Group Games/ Relays
• Participation in Intramural competitions
UNIT - II: Components of Fitness (4 Weeks)

Concepts
• Meaning and Development of Strength, Speed,
• Endurance, Flexibility and Coordinative Abilities.
Practical
• Group Games/ Relays/ Minor games
UNIT- Ill: Benefits of sports and physical activity (4 Weeks)

Concepts
• Effect of exercise on the body
• Organizing of a sports competition
• Balanced Diet
Practical
• Skills learning and participation in sports
• Group Games,/ Relays /Step Aerobics
UNIT - IV Sports in Contemporary Times (3 Weeks)

Concepts
• Honours and Awards associated with sports and sportspersons
Practical
69
Practical component : 30x2 (15 weeks)
The concepts are to be dealt with during the practical/practice classes: Aerobics and
Physical Activity, Athletics, Archery, Badminton, Basketball, Boxing, Chess,
Carrom, Cricket, Football, Handball, Hockey, Kabaddi, Kho-Kho, Swimming,
Shooting, Squash, Table-Tennis, Tennis, Taekwando, Volleyball, Wushu,
Wrestling etc.
Suggestive readings
• James R Morrow Jr., Dale P. Mood, James G. Disch, Minsoo Kang -

Measurement and Evaluation in Human Performance-Human Kinetics
Publishers (2015)
• W.Larry Kenney, Jack H. Wilmore, Devid L.Costil.(2015). Physiology of Sports

and Exercise, Second Edition. USA.Human Kinetics.
• Wener W.K. Hoeger, Sharon A. Hoeger - Fitness and Wellness-Cengage

Learning (2014)
• Kansai DK (2012).A practical approach to Measurement Evaluation in Physical

Education & Sports selection. Sports & Spiritual Science Publications, New
Delhi.
• Websites of International Sports Federations, Ministry of Youth Affairs and

Sports Govt. of India

70
[ VAC 1: SWACHHBHARAT ]

Code Practice
Swachh 02 1 0 1 Pass in NIL
th
Bharat Class 12
Learning Objectives
The Learning Objectives of the Course are:
• To understand the developmental challenges with reference to sanitation

infrastructure and practices.
• To build values of cleanliness, hygiene and waste management in diverse socio-
economic contexts.
• To understand planning of social policy and programmes.
• To use waste management techniques at community level.
• To instil a sense of service towards society and the Nation.
Learning Outcomes
• Understanding the significance of the Swachh Bharat Abhiyan.

• Ability to analyse and predict the sanitation challenges of India
• Determine the link between sanitation and development.
• Contribute to the Swachh Bharat Abhiyan through real time projects/fieldwork.
SYLLABUS OF SWACHH BHARAT
UNIT-I Introduction to Swachh Bharat Abhiyan (4 Weeks)
• Gandhian philosophy of Cleanliness

• Swachh Bharat Abhiyan {SBA}
• Hygiene, Sanitation & Sustainable Waste Management
• Agencies and nodal Ministries for SBA
71
• Different phases of the SBA and its evaluation
• Citizens' Responsibilities: Role of Swacchagrahi
UNIT- II Swachh Bharat: Rural and Urban Facets (8 Weeks)
• Indicators for Swachh Bharat

• Rural
i. Sanitation coverage across households (2014 vs. 2022)
ii. Open Defecation Free (ODF} Villages: Parameters
iii. ODF plus model: Key indicators
• Urban
i. Sustainable sanitation
ii. Waste/water and solid waste management
iii. Garbage Free Cities
UNIT- Ill Prospects and Challenges (3 Weeks)
• Attitudes and Perceptions

• Operational and Financial issues
• Monitoring & Supervision
• Community Mobilization
Practical component (if any) - {15 Weeks)
Suggested Activities: List of activities to be undertaken:

. • Identify plastic and e-waste in and around the institution and suggest innovative
technologies to minimize wastage.
• Identify events/fests that generate maximum waste and ways to minimize it.
• Visit canteen/shops and track the lifecycle of wet/dry waste in and around the
institution and document the findings in the form of a Project Report.
• Conduct interviews of stakeholders to understand the level of awareness.
• Conduct a Clean Audit of the Institution and identify areas for action.
• Conduct cleanliness drives.
• Organise Swachhata Pakhwada meetings, rallies, and mobilization camps within
the identified communities.
• Students may participate in the Swachh Bharat Internship programme.
• If required students can share their experiences in the form of a Project Report.
72
Essential Readings
• "Swachh Bharat Mission - Gramin, Department of Drinking Water and Sanitation,
Ministry of Jal Shakti"
• India 2021, Ministry of Information & Broadcasting
• http://swachhbharatmission.gov.in/SBMCMS/swachhta-pakhwada.htm
• https ://swachhbharatm ission.gov. in/SBMCMS/a bout-us. htm
• https://www .com mun ityledtota lsan itation.org/sites/commu n ityledtota !sanitation .
org/files/ODF _verification_checklist.pdf
• https ://sbm.gov. in/phase2dash boa rd/Phasel I/Nation Dash boa rd.aspx
•https://www.niti.gov. in/sites/ defa u lt/files/2019-08/Report%20of%20Su b-
Grou p%20of%20Ch ief%20M in isters%20on%20Swach h%20%20B ha rat%20An hi
yaan .pdf
Suggested Readings
• https://swachh bha ratm ission.gov. in/SBM CMS/writereaddata/Porta 1/1 mages/pd/br
ochure/Greywatermanagement.pdf '
•https://swachhbharatmission.gov.in/SBMCMS/writereaddata/Portal/lmages/pdf/br
ochure/PWMBS 28th June.pdf
• Gol {2020). Swachh Bharat Mission (Grameen) Phase 2: Operational guidelines.
Department of Drinking Water and Sanitation, Ministry of Jalshakti.
• MoHUA (2017). Guidelines for Swachh Bharat Mission - Urban (PDF). Ministry of
Housing and Urban Affairs, Government of India.

73
[ V AC 1: THE ART OF BEING HAPPY ]

Code Practice
The Art of 02 1 0 1 Pass in NIL
th
Being Class 12
Happy
Learning Objectives
• To synthesize the insights developed by Human Development experts,

Psychologists, Anthropologists on one hand, and the intellectual traditions of
Vedantic Philosophy and lndology on the other towards the experience of
happiness.
• To illustrate various factors that determine the subjective experience of
happiness in a cross cultural context.
Learning outcomes
• The students shall be able to evaluate the factors contributing to the

phenomenon of happiness in the personal, familial and community life of an
individual in different cultures in the Indian context.
• They will be able to develop healthy interpersonal relationships and wellbeing
cherishing the values of Indian culture and philosophy.
• They will be able to relate to the global phenomenon of sustainable
development and become sensitive to the needs of the planet.
• They will be able to apply the experience of Aananda at a personal level.
SYLLABUS OF THE ART OF BEING HAPPY
UNIT- I Human Ecology and Happiness Lectures (3 Weeks)
✓
• Definitions/Factors of Happiness : Environmental and Social
74
• Physical, emotional and psychological well-being for happiness
• Physiological and hormonal basis of happiness
• Coping with Stress: A life saving skill
UNIT- II lndological Theories of Happiness (4 Weeks)
• Panch Kosh Theory & Idea ofWell-Being

• Idea of Self and other
• Hierarchy and stages of happiness
UNIT- Ill Happiness: Cross-cultural Contexts (4 Weeks)
• Culture and Happiness

• Interpersonal Relationship: Comparative Perspective
• Towards Self-Actualization
UNIT- IV Local and Global Perspective of Happiness (4 Weeks)
• Measuring happiness : Key indicators

• Happiness Index
• India in Global Happiness Indices
The course will be based on students' identification and operationalization of the

concept of happiness and well-being. Students will explore the indicators and
actualization of these concepts in everyday life.
• Community surveys on the facilities promoting positive mental health

practices such as Yoga and Meditation Centres, Recreation clubs, and Parks for
youth and senior citizens shall be carried out by the students .
• Extending help and social service by visiting old age homes/ hospitals/slum
areas or any other disadvantaged groups.
• Students can undertake a field work/ project independently or work as an
Intern with NGOs working in the area of happiness and well-being.
• Critical appreciation of a documentary/ film based on Happiness and Well-
being can be undertaken by the students.
• Workshops/ Sessions for the actualization of innate creative potential- (
Music, Drawing, Calligraphy, Dramatics)
75
• Hands-on Happiness: Gardening, Cleaning, Washing, Cooking, etc.
• If required, students can share their experiences in the form of a Project
Report.
• Students may share their experiences in the form of Audio-video
presentations of 15-20 minutes.
• Banavathy, Vinayachandra & Choudry, Anuradha. (2013). Understanding

Happiness: A Vedantic Perspective. Psychological Studies. 59 . 141-152.
10.1007/s12646-013-0230-x .
• Leontiev, Dmitry. (2012). Anthropology of Happiness: the state of Well-Being
and the way of Joy,ln SocialScience,sVol43. No 2 P93-104.
• Snyder .C.R. S.J. Lopez & J.T. Pedrotti. (2015). Positive Psychology (The
Scientific and Practical Explorations of Human Strengths): Sage Publication.
(Chapter 5: Subjective Well-being: The Science of Happiness and Life
Satisfaction, Page 63 to 73)
• World Development Indicators 2016. (2016).United States: World Bank
Publications.
• Zelenski, John. (2019) Positive _Psychology: The Science of Well-Being, Carleton
University, Ottawa, Canada, Sage Publications Chapter 3:Happiness;page (77
to 110)
Suggestive readings
• Baumgardner,S&Crothers,M.(2014).Positive Psychology. New Delhi: Pearson

Education, India.
• Goleman,D.(2007).Social Intelligence: The new science of human
relationships, RHUK
• Mathews, Gordon and Carolina Izquierdo (eds) . (2010). Pursuits of Happiness:
Well being in Anthropological Perspective. Berghan Books
• Seligman,M.(2002). Authentic happiness: Using the new positive psychology
to realize your potential for lasting fulfilment. NewYork:Free Press.
• Sri Aurobindo, The Synthesis of Yoga, Part Three: The Yoga of Divine Love,
Chapter 7, The Ananda Brahman, pp. 569-570

✓
76
[ VAC 1: VEDIC MATHEMATICS - I ]
Course title Credits Credit distribution of the Eligibility Pre-requisite

&Code course criteria of the course
Lecture Tutorial Practical/
Practice
Vedic 02 1 0 1 12TH Pass NIL
Mathematics
- I
Learning Objectives
• Foster love for maths and remove its fear through Vedic Mathematics
• Enhance computation skills in students through Vedic Mathematics ·
• Develop logical and analytical thinking
• Promote joyful learning of mathematics
• Discuss the rich heritage of mathematical temper of Ancient India
Learning outcomes
The Learning Outcomes of the course are
• Overcome the fear of maths

• Improved critical thinking
• Familiarity with the mathematical underpinnings and techniques
• Ability to do basic maths faster and with ease.
• Appreciate the Mathematical advancements of Ancient India.
SYLLABUS OF VEDIC MATHEMATICS - I
UNIT- I Vedic Maths- High Speed Addition and Subtraction Sessions/Lectures

(5 Weeks)
• Vedic Maths : History of Vedic Maths and its Features

• Vedic Maths formulae: Sutras and Upsutras
• Addition in Vedic Maths: Without carrying, Dot Method
77
• Subtraction in Vedic Maths: Nikhilam Navatashcaramam Dashatah
(All from 9 last from 10)
• Fraction -Addition and Subtraction
UNIT- II Vedic Maths- Miracle Multiplication and Excellent Division (4 Weeks)
• Multiplication in Vedic Maths: Base Method (any two numbers upto

three digits)
• Multiplication by Urdhva Tiryak Sutra
• Miracle multiplication: Any three-digit number by series of l's and 9's
• Division by Urdhva Tiryak Sutra (Vinculum method)
UNIT- Ill Vedic Maths-Lightening Squares and Rapid Cubes (3 Weeks)
• Squares of any two-digit numbers: Base method

• Square of numbers ending in 5: Ekadhikena Purvena Sutra
• Easy square roots: Dwandwa Yoga (duplex) Sutra
• Square root of 2: Baudhayana Shulbasutra
• Cubing: Yavadunam Sutra
UNIT- IV Vedic Maths-Enlighten Algebra and Geometry (3 Weeks)
• Factoring Quadratic equation: Anurupyena, Adyamadyenantyamanty Sutra

• Concept of Baudhayana (Pythagoras) Theorem
• Circling a square: Baudhayana Shulbasutra
• Concept of pi: Baudhayana Shulbasutra
• Concept angle (8) 0o, 300, 450, 600 and 900: Baudhayana number
Practical component : (If any) (15 Weeks)
The students are expected to demonstrate the application of Vedic Maths: Sutra and
Upsutra
• Conduct workshops under the supervision of the course teacher to spread
awareness on the utility of Vedic Mathematics.
• Students are required to visit nearby retail shops/local vendors to purchase
stationery/vegetables/bread and butter and use tricks of Vedic maths of addition and
subtraction to calculate the amount to pay and receive the difference.
• Students may share their experience with the class teacher in the form of audio-
video presentations of 15 minutes.
✓
78
Essential Readings
• The Essential of Vedic Mathematics, Rajesh Kumar Thakur, Rupa Publications, New
Delhi 2019.
• Vedic Mathematics Made Easy, Dahaval Bathia, Jaico Publishing, New Delhi 2011
• Vedic Mathematics: Sixteen Simple Mathematical formulae from the Vedas,
Jagadguru Swami Sri Bharati Krishna Trithaji, Motilal Banarasidas, New Delhi 2015.
• Learn Vedic Speed Mathematics Systematically, Chaitnaya A. Patil 2018.
Suggested Readings
• A Modern Introduction to Ancient Indian Mathematics, T S Bhanumurthy, Wiley
Eastern Limited, New Delhi.
• Enjoy Vedic Mathematics, S M Chauthaiwale, R Kollaru, The Art of Living,
Bangalore.
• Magical World of Mathematics, VG Unkalkar, Vandana publishers, Bangalore.

79
[ VAC 1: Yoga: PHILOSOPHY AND PRACTICE ]

Code Practice
Yoga: 02 1 0 1 lih Pass NIL
Philosophy
and
Practice
Learning Objectives
• To learn the fundamentals of Yoga for harmonising the body, mind and emotions.
• To demonstrate the value and the practice of holistic living.
• To value the heritage of Yoga for self and society.
Learning outcomes

• Understanding ways to harmonise the body and mind through Yoga.
• Disciplining the mind through practicing Yoga.
• Understanding of consciousness through practical training.
SYLLABUS OF YOGA: PHILOSOPHY AND PRACTICE
UNIT- I Yoga: Asana, Pra,:iayama and Dhyana {5 Weeks)
• History of Yoga
• Significance of Asana
• Effect of Prar:iayama
• Importance of Dhyana
80
UNIT- II Patanjali's Yogasiitra and Chakra (6 Weeks)
• Patanjali's YogasOtra: a summary

• First sutra
• Second sutra
• Chakras (psychic centres)
UNIT- Ill Understanding Asano and Pranayama (4 Weeks)
• Asana: the basics

• SuryaNamaskara
• Nadishodhana Prar:iayama
• Surya Namaskar
• Selected Asana
• Prar:iayama
• Relaxation exercises for the eyes (7 steps) neck (4 steps)
• Concentration on Bhrumadhya
• Project Work (effect of everyday concentration on breath for 15 minutes:
reflections to be compiled in the form of a Project report.
Essential Readings
• Asanas, Prar:iayamaand Mudra Bandh, Swami SatyanandaSaraswati, Yoga

Publications Trust, Munger, Bihar, India, 2004.
• Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga
Suggested Reading
• Patanjal Yog Pradeep- Swami Omanand Saraswati, Gita Press, Gorakhpur, 2013.
• Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All
Rights Reserved.
• Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri,
Govindram Hasanand, Delhi 6.

Branch/University of Delhi from time to time.
81
]

Code Practice
~l{c114 02 1 0 1 Pass in NIL
Class 1ith
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• ~ I {c114 ~ qtq--u ~ J=flt.<n=f ~ u;m Jf ma:fq ~ }ITT dJU1T cn)- -,1 aI lcfi{ 3a,cfi1"
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Learning outcomes
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82
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(5 Weeks)
• ~ : Jr~ 3-fR 3-TcJURUlT

• ~c):;-fctfiier=a,fis.1~1<-13-fRfu~
• ~ ~ {-i ifchC. fc-l cfi VcfictT 3-fR ~
• ~ chT 3,ml" c>{" ~ I{ctl <-I ~
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83
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• 'ma=rcf~ 3if{ filf6,.!.l, i f ~ ~ , :Hl{c--t~.!.l .fllci-14')16, ci-1$~,1999
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Suggested readings
• '~~~',if. 'Cfr. -.Ji.!.l{IJ-lcrl, cITOlll;fq,f~Ja,, ci-1$~~

• '1%° c:-cfl" fi I~ ,.!.I c1,T $ fc-l e\ l ,8, 3-TTilTTl { IJ-1 :J ~ ~~, c>ncf) ~ 'C;fq,f~la,, $ C'l I e\ I~ I~
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84
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~ lftc-ll 02 1 0 1 Pass in NIL
Class lih
,8<(--ch~
(,
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Learning Objectives

• 3-th" Rl <A J-J I cf) J-JTt.<lJi ~ ~ cnT {-i c1'i an a I fa cf, m ~
{-i I f% ,ll , fl Fh fc-1
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• {-l If% ,ll , fl {--cf, fc-1
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N-t. R-1 cA J-l i ct" J-JTt.<lJi ~ ~ , {-l i{--cf, fc-1 cfi 3-iR
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(6 Weeks)
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fil ci-l J--1 I cA" 9 ~ ch e>-9 crl I
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C. "
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C. "
1963, ~ 3fR~a:r 1970, ~ 3-TT9cflgcnt=r 1994, c.1.qc>1c: "Qcfi~m 2017

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C. " .:> .:>
(8-10 fi:l" a=fc)
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"
• {l~?~J-t, <f~is!, ~fit:r, q-;q)°cRUT, ~-ma,ur, fcj-r.,(§,ctl,fJ:l::fril, fi,;qfcrl~61, chAfcrl~61,
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86
Essential/Recommended readings
~~lal,2008, ~ ~ 60-64.
• -l-ilfE;,<-1 cflf3°t~"lf(~) ,~J-Ji.ic; ,W. cfl.~~ffi,~~~,1988,9l\6ti&lll
C.
7-18.
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C.
cfl~,J-lc,l~e1"1 cfJ-lT, {fol91c>I "C!s"fm"~~lal 2017.
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C. C.
m1SIT ,-l-ilfE;,ll
31R -l-if<fila .@s 6,m. c>llc>li.ic; {l"a=f, 3-Ta=R"~~ffil!s ffifei~,q_c:8,2020
,-l-iJ-11'51
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C.
9{,l:Sl~ciJ-l c:fl•:s t (~.) -l-ilfE;,ll ~m,2014

• -l-ilfE;~c:fi {'7tfaTT3TT cflf fq,<>'J-lic=l{OI (cTTsr) ~ ~ 206-212,c>llc:fi~ll ~a=lJ--11 3fR
C.
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2019
Suggested readings
• ~ a=l J-l I 3-f)-{" ti fc:fila ,U6f ~ '{"1T, crrofr ~~lal, ~~la, cf'lt, 2018.
C. "
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3fR -l-iJ--11'51 9ftcl~ai ~ ~ m(fat ~)3rn'll",
~oc:fil\Olc;,aq1<>ilcllc>I, ~-l-ilfE;,<-1 ~,~~~, 2010, 9l\6ti&lll 25-41
C. ~~~ C.
• ~a=lJ--11 -l-iJ-lc:file>fla-t ~a=lJ--11 ,3wl<l ~c-J-lkJ-1'51,crrofr~~lal,2006
• c:fi<>''tH $crsfei ftc:fifir:H s]": '1_l\6fi,ts,<-II- 98-10& c:ficY'i:.1{$crSfei:~<-l~s~{Qs~crt1, {13c'.c>l'51
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• fa ii, {1 cfiT "C,;j'":mcfr si t-c1.:,kl cRUT ~
• t101a-11 ,J-J ch ~ 3-TR ~ m
C.
cfi1 fa cfi RI a ~
• ;i:frfgm~~~ facfiR-1c1 ~
Learning outcomes

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• fctc;"m~
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(5 Weeks)
88
(5 Weeks)
• :ITTcf 3ITT ~ cfiT ~ ~ ~q Icrc1 { o I

• {i(~~ cfl~cfi'r~~m
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(5 Weeks)
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• 3fTTaf ~ ~ ' ~ ~ ~
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UNIVERSITY OF DELHI

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VALUE ADDITION COURSES (VACs)

SL.NO. COURSE TITLE TOTAL CREDITS: 2

1 Ayurveda and Nutrition

Course Credits Credit distribution of the course Eligibility Pre-requisite

• To introduce the basic principles of nutrition in Ayurveda

• Awareness of traditional food cultures of India·

SYLLABUS OF AVURVEDA AND NUTRITION

UNIT- I Introduction to Ayurvedic Nutrition (4 Weeks)

• Ayurveda and Indian food cultures

• Understanding rich sources of nutrients

UNIT- Ill Ayurvedic Diets (5 Weeks)

• Principles of Diet: Aharavidhi vidhan, Sattvic, Rajasi, Tamasic foods

Practical component (if any) - (15 Weeks)

Examination scheme and mode: Subject to directions from the Examination

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-requisite

• Enrich students with knowledge and relevance of the Constitution.

• Understand the Constitution and its relevance

SYLLABUS OF CONSTITUTIONAL VALUES AND FUNDAMENTAL DUTIES

UNIT- I The Constitution of India - An Introduction (5 Weeks)

• Federal Republ ic, Rule of Law, Separation of Powers

UNIT- II Constitutional Values {5 Weeks)

• Justice: Social, Political, Economic

UNIT- Ill Fundamental Duties (5 Weeks)

Practical component (if any) - (15 Weeks)

• Preamble to the Constitution of India, 1950.

Examination scheme and mode: Subject to directions from the Examination

Course Title & Credits Credit Distribution of the Eligibility Prerequisite

• To focus on traditional values disseminated from Indian cultural heritage.

UNIT - I Ethical Values from Indian Cultural Heritage 3 Classes

UNIT - III Effective Communication in Everyday Life 8 Classes

Practical/ Practice Component (15 Sessions of 2 hours each= 30 hours)

Course title & Credits Credit distribution of the Eligibility Pre-

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

SYLLABUS OF DIGITAL EMPOWERMENT

UNIT- I Digital inclusion and Digital Empowerment (5 Weeks)

• Needs and challenges

• Electronic Communication: electronic mail, biogs, social media

UNIT- Ill Towards Safe and Secure Cyberspace (4 Weeks)

• Online security and privacy

UNIT- IV Ethical Issues in Digital World (2 Weeks)

Practical component (if any) (15 Weeks)

• The course should be conducted in an interactive mode through

Essential Readings /Online Resources

• David Sutton. "Cyber security: A practitioner's guide", BCS Learning &

Examination scheme and mode: Subject to directions from the Examination

Course title Credits Credit distribution of the course Eligibility Pre-requisite

• Introduce the concept of emotional intelligence, its models and components.

• Self-Awareness, Self-Management, Social Awareness & Relationship Management.

SYLLABUS OF EMOTIONAL INTELLIGENCE

UNIT- I Fundamentals of Emotional Intelligence (4 Weeks)

• Nature and Significance

UNIT- II Personal Competence (5 Weeks)

• Social Awareness: Others' Perspectives, Empathy and Compassion

UNIT- IV Emotional Intelligence: Measurement and Development (3 Weeks)

• Measures of emotional intelligence