secondary school curriculum under nveqf 2015 - volume 2

SECONDARY SCHOOL CURRICULUM

UNDER NVEQF 2015

Volume 2 All Subjects

Effective from the academic session 2013-2014 of Class IX and for the Board

Examination (Class X) to be held in 2015

CENTRAL BOARD OF SECONDARY EDUCATION Shiksha kendra, 2-Community Centre, Preet Vihar, Vikas Marg, DELHI-110092

CONTENTS

Page PART I: Leading Principles of CBSE Secondary School Curriculum 1 PART II: ELIGIBILITY AND SCHEME OF STUDIES

1. Eligibility of Candidates 13 2. Scheme of Studies 26

3. PART III: COURSES OF STUDIES

1. 31

48 2. English - Communicative 60

English - Language and Literature 75 3. Mathematics 91

4. Science 104

5. Social Science 116

6. Additional Subjects 132

1

3

S.No

Subject

Term I Term II

Formative Assessment I

Formative Assessment II

Summative Assessment I Problem Solving Assessment /Formative Assessment

Formative Assessment IV

Summative Assessment I

Weightage Marks Weightage

Duration

Weightage Marks

Weightage %

Duration

1 Language I

10% 10% 90 30% 3 hrs 10% 10%** 90 30% 3 hrs

2 Language II

10% 10% 90 30% 3hrs 10% 10%** 90 30% 3hrs

3 Mathematics

10% 10% 90 30% 3hrs 10% 10% 90 30% 3 hrs

4 *Science

10% 10% 90 30% 3 hrs 10% 10% 90 30% 3 hrs

*Hands on Practical Examination will be conducted through formative Assessments in every term with 20% weightage of total term Marks, Assessment of practical skills through MCQ will carry 20% weightage in every term end Summative Assessment. 5 Social

Science 10% 10% 90 30% 3 hrs 10% 10% 90 30% 3 hrs.

Additional Subjects/ sixth compulsory subject

6 Automobile

10% 10% 90 30% 3 hrs 10% 10% 90 30% 3 hrs.

7 Security

10% 10% 90 30% 3 hrs 10% 10% 90 30% 3 hrs.

8 I T 10% 10% 90 30% 3 hrs 10% 10% 90 30% 3 hrs. 9 Retail 10% 10% 90 30% 3 hrs 10% 10% 90 30% 3 hrs.

4

Notes: The following points have to be noted by teachers and students (for class IX and X): · There are two formative assessments each in the first and second term one of the

formative assessments will be substituted with PSA in class IX.

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

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

· The total weightage of all the four formative assessments is 40%.

14

fgaUnh ikB~;dze&v dksM la[;k ¼002½

d{kk uksSoha rFkk nloha fgUnh ^v*& ladfyr ijh{kkvkas gsrq ikB~;dze fofunsZ’k

2013&2015

ladfyr ijh{kk 1 30 izfr’kr


QkWjeSfVo ijh{kk ,Q-,-&1¼Hkkj 10 izfr’kr½],Q-,-&2¼Hkkj 10 izfr’kr½],Q-,-&3¼Hkkj 10

izfr’kr½ leL;k lek/kku vkdyu ¼Hkkj 10 izfr’kr½

40 izfr’kr

dqy Hkkj 100 izfr’kr

¼ewY;ijd iz’u iwjdikB~;iqLrd ij vk/kkfjr gksxkA blds fy, 5 vad fu/kkZfjr gSaA½

ladfyr ijh{kk 1 ¼Hkkj 30 izfr’kr½ ¼vizSy&flrEcj½ rFkk ladfyr ijh{kk 2 ¼Hkkj

30 izfr’kr½ ¼vDrqcj&ekpZ½ gsrq Hkkj foHkktu

fo"k;oLrq mi Hkkj dqy Hkkj

1 iBu dkS’ky xn~;k’ka o dkO;ka’k ij ‘kh”kZd dk pquko- fo”k;&oLrq dk

cks/k- Hkkf”kd fcanq@lajpuk vkfn ij cgqfodYih iz’u 20

¼v½ nks vifBr xn~;ka’k ¼100 ls 150 ‘kCnksa ds½ 10

¼c½ nks vifBr dkO;ka’k ¼100 ls 150 ‘kCnksa ds½ 10

2 O;kdj.k ds fy, fu/kkZfjr fo”k;ksa ij fo”k;&oLrq dk cks/k] Hkkf”kd

fcanq@lajpuk vkfn ij iz’u 15 15

3 ikB~;iqLrd f{kfrt Hkkx&1 o iqjdikB~;iqLrd dfrdk Hkkx&1

35

v xn~; [k.M 15

1 f{kfrt ls fu/kkZfjr ikBksa esa ls xn~;ka’k ds vk/kkj ij fo”k;&oLrq dk

cks/k] Hkkf”kd fcanq@lajpuk vkfn ij iz’u

05

2 f{kfrt ls fu/kkZfjr xn~; ikBksa ds vk/kkj ij fo|kfFkZ;ksa dh mPp fparu

o euu {kerkvksa dk vkadyu djus gsrq iz’u

10

¼c½ dkO; [kaM 15

1 dkO;cks/k o dkO; ij Lo;a dh lksp dh ij[k djus gsrq f{kfrt ls

fu/kkZfjr dforkvksa esa ls dkO;ka’k ds vk/kkj ij iz’u 05

2 f{kfrt ls fu/kkZfjr dforkvkas ds vk/kkj ij fo|kfFkZ;ksa dk dkO;cks/k

ij[kus gsrq iz’u 10

l iwjd ikB~;iqLrd dfrdk Hkkx&1 05

iwjd iqfLrdk ^d~frdk* ds fu/kkZfjr ikBksa ij vk/kkfjr ,d ewY; iwjd

iz’u iwNk tk,xkA bl iz’u dk dqy Hkkj ikWp vad gksxkA ;s iz’u

fo|kfFkZ;ksa ds ikB ij vk?kkfjr ewY;ksa ds izfr mudh laosnu’khyrk dks

ij[kus ds fy, gksxkA

4 ys[ku 20

v fofHkUu fo”k;ksa vkSj lanHkksaaZ ij fo|kfFkZ;ksa ds rdZlaxr fopkj izdV

djus dh {kerk dks ij[kus ds fy, ladsr fcUnqvksa ij vk/kkfjr

lelkef;d ,oa O;kogkfjd thou ls tqM+s gq, fo”k;ksa ij 200 ls 250

‘kCnksa esa fdlh ,d fo”k; ij fuca/kA

10

c vfHkO;fDr dh {kerk ij dsfUnzr vkSipkfjd vFkok vukSipkfjd fo”k;ksa

esa ls fdlh ,d fo”k; ij i=A

05

l fdlh ,d fo”k; ij ^izfrosnu*A ¼dsoy d{kk ukSoha gsrq½

fn, x, x|ka’k dk ^lkj ys[ku*A ¼dsoy d{kk nloha gsrq½

05

dqy 90

15

fVIi.kh%

1 ladfyr ijh{kkvksa dk dqy Hkkj 60 izfr’kr rFkk QkWjeSfVo ijh{kkvksa dk dqy Hkkj 40 izfr’kr

gksxkA QkWjeSfVo ijh{kkvksa ds 40 izfr’kr esa ls izR;sd l= esa 5 izfr’kr Hkkx¼laiw.kZ o”kZ esa 10

izfr’kr½ Jo.k o okpu dkS’kyksa ds ijh{k.k gsrq vkjf{kr gksxkA ‘ks”k 30 izfr’kr QkWjeSfVo ewY;kadu]

ikB~;p;kZ ds vU; vaxksa tSls iBu] ys[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~; iqLrd ij

vk/kkfjr gksxkA blesa cksyus] lquus] fy[kus o cks/k ij vk/kkfjr ekSf[kd] fyf[kr] vFkok

dk;Zdykiksa ij ijh{k.k fd;k tk ldrk gSA

2 ladfyr ijh{kk ,d¼,l&1½ 90 vadksa dh gksxhA 90 vadksa dks ewY;kadu ds i'pkr 30 vadksa esa ls

ifjofrZr dj fy;k tk,xk rnqijkar xzsM dk fu/kkZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks ¼,l&2½

90 vadksa dh gksxh o 90 vadkas dks ewY;kdau ds i'pkr 30 vadksa esa ls ifjofrZr djus ds mijkar xzsM

dk fu/kkZj.k fd;k tk,xkA

16

d{kk uksSoha fgUnh ^v*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu

¼2013&2014½

dze0

la0

ikB~; iqLrd izFke l=

¼vizSy ls flrEcj½

f}rh; l=

¼vDrwcj ls ekpZ½

f{kfrt Hkkx&1

x| [k.M FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

1

izsepan&nks cSyksa dh dFkk

2 jkgqy lkadR;k;u&Ygklk

3 ‘;kepj.k

nqcs&miHkksDrkokn dh

laLdfr

4 Tkkfcj gqlSu&lkWoys

liuksa dh ;kn

5 piyk nsoh&ukuk lkgc

dh iq=h nsoh eSuk dks

HkLe dj fn;k x;k

6 gfj'kadj ijlkbZ& izsepan

ds QVs twrs

7 egknsoh oekZ&esjs cpiu

ds fnu

8 gtkjhizlkn f}osnh&,d

dqRrk vkSj ,d eSuk

dkO; [kaM FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

9 dchj&lkf[k;kW ,oa lcn

10 yy|n&ok[k

11 jl[kku&loS;s

FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

12 Ekk[kuyky prqosZnh&dSnh

vkSj dksfdyk

13 lqfe=kuanu ia=&xzke Jh 14 dsnkjukFk vxzoky&panz

xguk ls ykSVrh csj

15 losZ’oj n;ky

lDlsuk&es?k vk,

16 panzdkar nsorkys&;ejkt

dh fn’kk

17 jkts'k tks’kh&cPps dke

ij tk jgs gSa

d`frdk FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

1 Q.kh’ojukFk js.kq&bl

17

ty izy; esa

2 enqyk xxZ& esjs lax dh

vkSjrsa

3 txnh’k pUnz ekFkqj& jh<+

dh gM~Mh

4 ekVh okyh&fo|klkxj

ukSfV;ky

5 ‘ke’ksj cgknqj flag &

fdl rjg vkf[kjdkj

eSa fganh esa vk;k

18

dze0 ikB~; iqLrd

la0

izFke l=

¼vizSy ls flrEcj½

f}rh; l=

¼vDrwcj ls ekpZ½

O;kdj.k FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

1

‘kCn fuekZ.k&

milxZ & 2 vad

izR;; &2 vad

lekl & 3 vad

2 vFkZ dh nf”V ls

okD; Hksn & 4 vad

3 vyadkj & 4vad

¼’kCnkyadkj vuqizkl]

;ed] ’ys”k½

¼vFkkZyadkj miek]

:id] mRizs{kk]

vfr’;ksfDr]

ekuohdj.k½

4 vifBr x|ka’k

¼5$5 10 vad½

5 vifBr dkO;ka’k

¼5$5 10 vad½

6 i= ys[ku ¼5 vad½

7 fuca/k ys[ku ¼10 vad½

8 izfrosnu ¼5 vad½

19

d{kk nloha fgUnh ^v*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu ¼2014&2015½

dze0

la0


¼vizSy ls flrEcj½

f}rh; l=

¼vDrwcj ls ekpZ½

f{kfrt Hkkx&2

x| [k.M FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

10

Lo;a izdk’k& usrkth dk

p’ek

11 jkeo{k csuhiqjh&

ckyxksfcu Hkxr

12 ;’kiky& y[kuoh

vankt+

13 losZ’oj n;ky lDlsuk&

ekuoh; d:.kk dh fnO;

ped

14 eUuq HkaMkjh& ,d dgkuh

;g Hkh

15 egkohj izlkn f}osnh&

L=h&f’k{kk ds fojks/k]

dqrdksaZ dk [kaMu

16 ;rhanz feJ& ukScr[kkus

esa bcknr

17 Hknar vkuan

dkSlY;k;u&laLdfr

dkO; [kaM FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

1 lqjnkl& Å/kkS rqe gkS

vfr cM+Hkkxh----

2 rqylhnkl&

jke&y{e.k&ij’kqjke

laokn

3 nso& ikW;fu uqiwj eatq

ctSa---

4 t;’kadj izlkn &

vkRedF;

5 lw;Zdkar f=ikBh

^fujkyk*& mRlkg] vV

ugha jgh gS

6 ukxktqZu&;g narqfjr

eqldku] Qly

7 fxfjtkdqekj ekFkqj&

Nk;k er Nwuk

8 _rqjkt & dU;knku

9 eaxys’k Mcjky&

laxrdkj

d`frdk FA 1 10

FA 2 10

SA 1 30

FA 3 30

PSA 10

SA II 30

20

1 f'koiwtu lgk;&ekrk

dk vkWpy

2 deys'oj& tkWtZ iape

dh ukd

3 e/kq

dkadfj;k&lkuk&lkuk

gkFk tksfM+-----

4 f'ko izlkn feJ ^#nz*&

,gh BS;kW >qyuh gsjkuh

gks jkek

5 vKs;&eSa D;ksa fy[krk

gwWa\

21

dze0 la0

ikB~; iqLrd

izFke l=

¼vizSy ls flrEcj½

f}rh; l=

¼vDrwcj ls ekpZ½

O;kdj.k FA 1 10

FA 2 10

SA 1 30

FA 3 10

FA4 10

SA II 30

1

jpuk ds vk/kkj ij

okD; Hksn ¼3 vad½

2 okP; ¼4 vad½ 3 in&ifjp; ¼4 vad½ 4 jl ¼4 vad½ 5 vifBr x|ka’k

¼5$5 10 vad½

6 vifBr dkO;ka’k

¼5$5 10 vad½

7 i= ys[ku ¼5 vad½

8 fuca/k ys[ku ¼10 vad½

9 Lkkj ys[ku ¼5 vad½

iqLrdsa

1 ikB~; iqLrd f{kfrt Hkkx&1 ¼d{kk ukSoha gsrq½

2 ikB~; iqLrd f{kfrt Hkkx& 2 ¼d{kk nloha gsrq½

3 iwjd iqLrd dfrdk Hkkx&1 ¼d{kk ukSoha gsrq½ 4 iwjd iqLrd dfrdk Hkkx&2 ¼d{kk nloha gsrq½

fVIi.kh%

1 QkWjesSfVo ewY;kadu dk vfHkizk; vf/kxe ds ewY;kadu ls gSA blfy, fo|ky; mi;qZDr foHkktu dk

viuh lqfo/kkuqlkj mi;ksx dj ldrs gSaA

2 QkWjeSfVo ewY;kadu ls lacaf/kr lHkh dk;Zdyki tSls fofHkUu izdkj ds ‘kSf{kd [ksy]

igsyh]izfr;ksfxrk] ifj;kstuk (Project)] Hkwfedk fuogZu (Roleplay), dgkuh ys[ku] ukV~; jpukarj.k (Dramatisation), vkfn d{kk esa vFkok fo|ky; esa djok;s tkus okys dk;Zdyki gSaA ;fn dksbZ ,slk

dk;Zdyki gS ftlesa fo|ky; ls ckgj tkdj dk;Z djus dh vko’;drk iM+rh gS rks ,slh fLFkfr esa

;g dk;Z f’kf{kdk] ds i;Zos{k.k o ekxZn’kZu esa gksuk pkfg,A

22

*iz’u i= rS;kj djus gsrq vk/kkjHkwr&izk:i ¼vf/kdre vad&90½

* vafdr iz’uksa ds mi Hkkx Hkh fy;s tk ldrs gSaaA

dze

la[;k

iz’uksa dk

izdkj vf/kxe ds

ifj.kke rFkk

ijh{k.k

dkS’ky

y?kqmRrjkRed @

cgqfodYikRed

¼1 vad½

y?kqmRrjkRed

¼3 vad½

nh?kZmRrjkRed

¼5 vad½

dqy

vad

izfr'kr@

yxHkx

1 Le`fr

¼Kkuk/kkfjr&

Lefr ds iz;ksx

ij ljy iz’u

•Jo.k]

Hkk”k.k] iBu

rFkk ys[ku

dkS’ky

7 1 ------ 10 10

2 cks/k ¼vFkZiw.kZ

ifjfpr cks/k

ij vk/kkfjr

iz’u½

•rdZ&fordZ

•foz’ys”k.kkRd

dkS’ky •jpukRed

dkS’ky]

lkj ys[ku]

O;k[;k djuk

•ewY;kadu

Li”Vhdj.k]

•rqyuk

djuk] Hksn

djuk] mfpr@

vuqfpr fl)

djuk

•ewY;ijd

fopkjksa dks

vfHkO;Dr

djuk

4 2* 2* 20 22-5

3 vuqiz;ksx

¼uohu

fLFkfr;ksa esa

Kku ds

vuqiz;ksx ij

vk/kkfjr

vkuqekfud

izdkj ds

iz’u ½

1 3* 2* 20 22-5

4 mPp Lrjh;

fpUru dkS’ky

¼fo’ys”k.k ,oa

ewY;kadu ij

vk/kkfjr

iz’u½

2 1* 2* 15 17

5 jpukRed

¼fu.kZ; vFkok

fLFkfr ds

ewY;kadu dh

{kerk ,oa

cgqfo”k;kRed

----- ---- 5 25 28

dqy 14 7 11 90 100

28

d{kk uksSoha rFkk nloha fgUnh ^c*& ladfyr ijh{kkvkas gsrq ikB~;dze fofunsZ’ku 2013&2015



QkWjeSfVo ijh{kk ,Q-,-&1¼Hkkj 10 izfr’kr½],Q-,-&2¼Hkkj 10 izfr’kr½],Q-,-&3¼Hkkj

10 izfr’kr½ leL;k lek/kku vkdyu ¼Hkkj 10 izfr’kr½

40 izfr’kr

dqy Hkkj 100 izfr’kr

¼ewY;ijd iz’u iwjdikB~;iqLrd ij vk/kkfjr gksxkA blds fy, 5 vad fu/kkZfjr gSaA½

ladfyr ijh{kk 1 ¼Hkkj 30 izfr’kr½ ¼vizSy&flrEcj½ rFkk ladfyr ijh{kk 2 ¼Hkkj 30 izfr’kr½ ¼vDrqcj ls

ekpZ½ gsrq Hkkj foHkktu

fo"k;oLrq mi

Hkkj

dqy Hkkj

1 iBu dkS’ky xn~;k’ka o dkO;ka’k ij ‘kh”kZd dk pquko- fo”k;&oLrq dk cks/k-

Hkkf”kd fcanq@lajpuk vkfn ij cgqfodYih iz’u 20

¼v½ nks vifBr xn~;ka’k ¼200 ls 250 ‘kCnksa ds½ 12

¼c½ nks vifBr dkO;ka’k ¼150 ls 200 ‘kCnksa ds½ 08

2 O;kdj.k ds fy, fu/kkZfjr fo”k;ksa ij fo”k;&oLrq dk cks/k] Hkkf”kd fcanq@lajpuk

vkfn ij iz’u iwNs tk,axsA 15 15

3 ikB~;iqLrd Li’kZ Hkkx&1 o iqjdikB~;iqLrd lap;u Hkkx&1

30

¼v½ xn~; [k.M 15

1 fo|kfFkZ;ksa dh lkfgR; dks i<+dj le> ikus dh {kerk ds vkdyu ij

vk/kkfjr ikB~;iqLrd Li’kZ ds xn~; ikBksa ds vk/kkj ij y?kq iz’u 05

2 fgUnh ds ek/;e ls vius vuqHkoksa dks fy[kdj lgt vfHkO;fDr dj ikus dh

{kerk dk vkdyu djus ij vk/kkfjr ikB~; iqLrd Li’kZ ds fu/kkZfjr ikBksa

¼xn~;½ ij ,d fuca/kkRed iz’u

05

¼c½ dkO; [kaM 10

4 dforkvksa ds fo”k;] dkO; cks/k] vFkZ] cks/k o ljkguk dks ljy ‘kCnksa esa

vfHkO;fDr djus dh {kerk ij vk/kkfjr ikB~;iqLrd Li’kZ ds dkO; [kaM ds

vk/kkj ij y?kq iz’u

05

5 dforkvkas ds vius vuqHkoksa dks fy[kdj lgt vfHkO;fDr dj ikus dh {kerk

dk vkdyu djus ij ,d fuca/kkRed iz’u 05

l iwjd ikB~;iqLrd dfrdk Hkkx&1 05

6 ikBksa ij vk/kkfjr ewY;ksa ds izfr laosnuk’khyrk ij vk/kkfjr iwjd iqfLrdk

^lap;u^ ds fu/kkZfjr ikBksa ls ,d ewY; ijd iz’u A 05

4 ys[ku 25

¼v½ ladsr fcUnqvksa ij vk/kkfjr fo”k;ksa ,oa O;kogkfjd thou ls tqM+s gq, fo”k;ksa ij

80 ls 100 ‘kCnksa esa vuqPNsn

05

¼c½ d{kk uoeha esa vfHkO;fDr dh {kerk ij dsfUnzr ,d vukSipkfjd fo”k; ij i=

d{kk nloha esa vfHkO;fDr dh {kerk ij dsfUnzr ,d vkSipkfjd fo”k; ij i=

05

¼l½ d{kk uoeh esa fp= o.kZu¼20&30 ‘kCnksa½

d{kk nloh esa fp= o.kZu 20&30 ‘kCnksa esa lwpuk ys[ku

05

¼n½ dbZ ,d fLFkfr ij 50 ‘kCnksa ds vUrZxr laokn ys[ku 05

¼b½ fo"k; esa lacaf/kr 20&25 ‘kCnksa ds vUrZxr foKkiu ys[ku 05

dqy 90

29

fVIi.kh%

1 ladfyr ijh{kkvksa dk dqy Hkkj 60 izfr’kr rFkk QkWjeSfVo ijh{kkvksa dk dqy Hkkj 40 izfr’kr

gksxkA QkWjeSfVo ijh{kkvksa ds 40 izfr’kr esa ls izR;sd l= esa 5 izfr’kr Hkkx¼laiw.kZ o”kZ esa 10 izfr’kr½

Jo.k o okpu dkS’kyksa ds ijh{k.k gsrq vkjf{kr gksxkA ‘ks”k 30 izfr’kr QkWjeSfVo ewY;kadu] ikB~;p;kZ

ds vU; vaxksa tSls iBu] ys[ku] O;kdj.k] ikB~;iqLrd o iwjd ikB~; iqLrd ij vk/kkfjr gksxkA

blesa cksyus] lquus] fy[kus o cks/k ij vk/kkfjr ekSf[kd] fyf[kr] vFkok dk;Zdykiksa ij ijh{k.k fd;k

tk ldrk gSA

2 ladfyr ijh{kk ,d¼,l&1½ 90 vadksa dh gksxhA 90 vadksa dks ewY;kadu ds i'pkr 30 vadksa esa ls

ifjofrZr dj fy;k tk,xk rnqijkar xzsM dk fu/kkZj.k fd;k tk,xk rFkk ladfyr ijh{kk nks ¼,l&2½ 90

vadksa dh gksxh o 90 vadkas dks ewY;kdau ds i'pkr 30 vadksa esa ls ifjofrZr djus ds mijkar xzsM dk

fu/kkZj.k fd;k tk,xkA

30

d{kk uksSoha fgUnh ^c*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu

¼2013&2014½


¼vizSy ls flrEcj½

f}rh; l=

¼vDrwcj ls ekpZ½

dze0

la0

ikB~; iqLrd FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

1

/kwy

2 nq[k dk vf/kdkj

3 ,ojsLV esjh f’k[kj ;k=k

4 rqe dc tkvksxs vfrfFk

5 oSKkfud psruk ds okgd 6 dhpM+ dk dkO;

7 /keZ dh vkM+ 8 ‘kqdzrkjs ds leku ikB~; iqLrd FA 1

10

FA2 10

SA1 10

FA 3 10

PSA 10

SA 11 10

1 jSnkl ds in 2 jghe ds in 3 vkneh ukek 4 ,d Qwy dh pkg 5 xhr&laxhr 6 vfXuiFk 7 un bykds esa] [kq’kcw

jprs gS lkFk

ikB~; iqLrd FA 1 10

FA 2 10

SA 1 10

FA 3 10

PSA 10

SA 11 10

1 fxYyw 2 Lefr 3 dYyw dqEgkj dh mudksVh 4 esjk NksVk lk futh

iqLrdky;

5 gkfen [kk 6 fn, ty mBs dze0

la0


¼vizSy ls flrEcj½ f}rh; l=

¼vDrwcj ls ekpZ½

O;kdj.k FA 1 10

FA 2 10

SA 1 10

FA 3 10

PSA 10

SA 11 10

1 o.kZ foPNsn ¼3 vad½ 2 vuqLokj ¼11 vad½

vuqukfld ¼1 vad½

31

3 uqDrk ¼1 vad½ 4 milxZ&izR;; ¼3 vad½ 5 laf/k ¼4 vad½ 6 fojke fpg~u ¼3 vad½

¼uksV%& O;kdj.k ikB~; iqLrd ij vk/kkfjr gksuh pkfg,A ½ ys[ku 1 i= ¼vukSipkfjd½

¼5 vad½

2 vuqPNsn ¼5 vad½ 3 fp= o.kZu ¼5 vad½ 4 Laokn ys[ku ¼5 vad½ 5 foKkiu ys[ku ¼5 vad½

32

d{kk nloha fgUnh ^c*& ladfyr ,oa QkWjeSfVo ijh{kkvkas gsrq ikB~;dze dk foHkktu

2014&2015


¼vizSy ls flrEcj½

f}rh; l=

¼vDrwcj ls ekpZ½

dze0

la0

iqLrd Li’kZ ¼xn~;½ FA 1 10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA II 30

1

cM+s HkkbZ lkgc

2 Mk;jh dk ,d iUuk

3 rrkWjk okehjksa dFkk

4 rhljh dle ds

f’kYidkj

5 fxjfxV 6 vc dgkW nwljksa ds nq[k

esa nq[kh gksus okys

7 ir>M+ esas VwVh ifRr;kW 8 dkjrwl Li’kZ ¼xn~;½ FA 1

10

FA2 10

SA1 10

FA 3 10

PSA 10

SA 11 30

1 dchj ¼lk[kh½ 2 ehjk ds in 3 ioZr izns’k esa ikol 4 rksi 5 fcgkjh ds nksgs 6 euq";rk 7 e/kqj&e/kqj esjs nhid

ty

8 dj pys ge fQnk 9 vkRe=.k lap;u FA 1

10

FA 2 10

SA 1 30

FA 3 10

PSA 10

SA 11 30

1 gfjgj dkdk 2 liuksa ds ls fnu 3 Vksih ‘kqDyk dze0

la0


¼vizSy ls flrEcj½ f}rh; l=

¼vDrwcj ls ekpZ½

O;kdj.k FA 1 10

FA 2 10

SA ½ 30

FA 3 10

PSA 10

SA 11 30

1 ‘kCn o in esa varj

¼2 vad½

2 jpuk ds vk/kkj ij

33

okD; :ikarj ¼3 vad½

3 lekl ¼4 vad½ 4 v'kqf) ‘kks/ku ¼4 vad½ 5 eqgkojs ¼2 vad½

¼uksV%& O;kdj.k ikB~; iqLrd ij vk/kkfjr gksuh pkfg,A ½ ys[ku FA 1

10

FA 2 10

FA 1 30 30

FA 3 10 10

PSA II 10

SA II 30 30

1 i= ¼vukSipkfjd½

¼5 vad½

2 vuqPNsn ¼5 vad½ 3 fp= o.kZu ¼5 vad½ 4 laokn ys[ku ¼5 vad½ 5 foKkiu ys[ku ¼5 vad½ iqLrdsa

1 ikB~; iqLrd Li’kZ Hkkx&1 ¼d{kk ukSoha gsrq½

2 ikB~; iqLrd Li’kZ Hkkx& 2 ¼d{kk nloha gsrq½

3 iqjd iqLrd lap;u Hkkx&1 ¼d{kk ukSoha gsrq½ 4 iwjd iqLrd lap;u Hkkx&2 ¼d{kk nloha gsrq½

fVIi.kh%

1 QkWjesSfVo ewY;kadu dk vfHkizk; vf/kxe ds ewY;kadu ls gSA blfy, fo|ky; mi;qZDr foHkktu dk

viuh lqfo/kkuqlkj mi;ksx dj ldrs gSaA

2 QkWjeSfVo ewY;kadu ls lacaf/kr lHkh dk;Zdyki tSls fofHkUu izdkj ds ‘kSf{kd [ksy]

igsyh]izfr;ksfxrk] ifj;kstuk (Project)] Hkwfedk fuogZu (Roleplay), dgkuh ys[ku] ukV~; jpukarj.k

(Dramatisation), vkfn d{kk esa vFkok fo|ky; esa djok;s tkus okys dk;Zdyki gSaA ;fn dksbZ ,slk

dk;Zdyki gS ftlesa fo|ky; ls ckgj tkdj dk;Z djus dh vko’;drk iM+rh gS rks ,slh fLFkfr esa

;g dk;Z f’kf{kd ds i;Zos{k.k o ekxZn’kZu esa gksus pkfg,A

34

iz’u i= rS;kj djus gsrq vk/kkjHkwr&izk:i ¼vf/kdre vad&90½

*vafdr iz’uksa ds mi Hkkx Hkh fy;s tk ldrs gSaaA

dze

la[;k

iz’uksa dk

izdkj vf/kxe ds

ifj.kke rFkk

ijh{k.k dkS’ky

y?kqmRrjkRed

@

cgqfodYikRe

d

¼1 vad½

y?kqmRrjkRed

¼3 vad½

nh?kZmRrjkRed

¼5 vad½

dqy

vad

izfr'kr@

yxHkx

1 Le`fr

¼Kkuk/kkfjr&

Lefr ds iz;ksx

ij ljy iz’u

•Jo.k] Hkk”k.k]

iBu rFkk

ys[ku dkS’ky

•rdZ&fordZ

•foz’ys”k.kkRed

dkS’ky] •jpukRed

dkS’ky] lkj

ys[ku] O;k[;k

djuk

•ewY;kadu

Li”Vhdj.k]

•rqyuk djuk]

Hksn djuk]

mfpr@ vuqfpr

fl) djuk

•ewY;ijd

fopkjksa dks

vfHkO;Dr

djuk

7 1 ------ 10 10

2 cks/k ¼vFkZiw.kZ

ifjfpr cks/k

ij vk/kkfjr

iz’u½

4 2* 2* 20 22-5

3 vuqiz;ksx

¼uohu

fLFkfr;ksa esa

Kku ds

vuqiz;ksx ij

vk/kkfjr

vkuqekfud

izdkj ds

iz’u ½

1 3* 2* 20 22-5

4 mPp Lrjh;

fpUru dkS’ky

¼fo’ys”k.k ,oa

ewY;kadu ij

vk/kkfjr

iz’u½

2 1* 2* 15 17

5 jpukRed

¼fu.kZ; vFkok

fLFkfr ds

ewY;kadu dh

{kerk ,oa

cgqfo”k;kRed

----- ---- 5 25 28

dqy 14 7 11 90 100

35

2. ENGLISH-COMMUNICATIVE CODE NO. 101

Total no. of Period: 180 This is a two-year syllabus for classes IX and X. The CBSE has prepared a package for this syllabus called Interact in English. It includes the following: For Students

1 Main Course Book

2 Literature Reader 3 Work Book

4 Long Reading Texts

Interact in English has been designed to develop the student's communicative competence in English. Therefore, content selection is determined by the student's present and future academic, social and professional needs. The overall aims of the course are:

(a)to enable the learner to communicate effectively and appropriately in real-life situations.

(b)to use English effectively for stud)- purposes across the curriculum.

(c) to develop and integrate the use of the four language skills, i.e. listening, speaking, reading and writing.

(d)to develop interest in and appreciation of literature.

(e)to revise and reinforce structures already learnt.

Teachers may kindly keep the following in mind to develop these competencies;

Creativity: Students should be encouraged to think on their own and express their ideas using their experience, knowledge and imagination, rather than being text or teacher dependent.

Self-monitoring: Students should be encouraged to monitor their progress, space out their learning, so they should be encouraged to see language not just as a functional tool, but .is an important pan of personal development and inculcation of values.

Teaching/Testing Objectives

READING By the end of the course, students should be able to:

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

2 adopt different strategies for different types of text, both literary and non-literary;

3 recognize the organization of a text;

4 identify the main points of a text;

36

5 Understand relations between different parts of a text through lexical and grammatical cohesion devices.

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

7 deduce the meaning of unfamiliar lexical items in a given context: 8 consult a dictionary to obtain information on the meaning and use of lexical items;*

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

10 select and extract from a text information required for a specific purpose (and record it in

note form)

11 transcode information from verbal to diagrammatic form; *Objectives which will not be tested in formal examination

12 retrieve and synthesize information from a range of reference material using study skills such as skimming and scanning;

13 interpret texts by relating them to other material on the same theme (and to their own experience and knowledge); and

14 read extensively on their Own.

WRITING By the end of the course, students should be able to:

1 express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices;

2 write in a sty le appropriate for communicative purposes;

3 plan, organize and present ideas coherently by introducing, developing and concluding a topic;

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

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

6 compare and contrast ideas and arrive at conclusions;

7 present an argument, supporting it with appropriate examples;

8 use an appropriate style and format to write letters (formal and informal), biographical sketches, dialogues, speeches, reports, articles, e-mails and diary entries;

9 monitor, check and revise written work;

10 expand notes into a piece of writing:

11 summarize or make notes from a given text; and

* f Mijeaivtf which will not be rested iu a formal cxitwiuation

37

12 recode information from one text type to another (e.g. diary entry to letter, advertisement to report, diagram to verbal form)

38

LISTENING By the end of the course, the students should be able to:

1 adopt different strategies according to the purpose of listening (e.g. for pleasure, for general interest, for specific information);

2 use linguistic and non-linguistic features of the context as clues to understanding and interpreting what is heard (e.g. cohesion devices, key words, intonation, gesture, background noises);

3 listen to a talk or conversation and understand the topic and main points;

4 listen for information required for a specific purpose, e.g. in radio broadcast, commentaries, airport and railway station announcements;

5 distinguish main points from supporting details, and relevant from irrelevant information;

6 understand and interpret messages conveyed in person or by telephone;

7 understand and respond appropriately to directive language, e.g. instruction, advice, requests and warning; and

8 understand and interpret spontaneous spoken discourse in familiar social situations.

SPEAKING By the end of the course, students should be able to:

1 speak intelligibly using appropriate word stress, sentence stress and intonation patterns;

2 adopt different strategies to convey ideas effectively according to purpose, topic and audience (including the appropriate use of polite expressions);

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

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

5 express and argue a point of view clearly and effectively;

6 take active part in group discussions, showing ability to express agreement or disagreement, to summarize ideas, to elicit the views of others, and to present own ideas;

7 express and respond to personal feelings, opinions and attitudes;

8 convey messages effectively in person or by telephone;

9 frame questions so as to elicit the desired response, and respond appropriate to questions; and

10 participate in spontaneous spoken discourse in familiar social situations

39

GRAMMAR By the end of the course, students should be able to use the following accurately and appropriately in context 1. Verbs Tenses:

• present/past forms

• simple/continuous forms

• perfect forms

• future time reference

• modals

• active and Passive voice

• subject-verb concord

• non-finite verb forms (infinitives and participles)

2. Sentence Structure • connectors

• types of sentences:

• affirmative/interrogative sentences negation

• exclamations

• types of phrases and clauses

- finite and non-finite subordinate clauses

- noun clauses and phrases

- adjective clauses and phrases

- adverb clauses and phrases

• indirect speech

• comparison

• nominalization

3. Other Areas

• determiners

• pronouns

• prepositions

40

LITERATURE

By the end of the course, students should be able to understand, interpret, evaluate and respond to the following features in a literary text:

1 Character, as revealed through

• appearance and distinguishing features,

• socio-economic background

• action/events,

• expression of feelings,

• speech and dialogues

2 Plot/Story/Theme, emerging through main events,

• progression of events and links between them;

• sequence of events denoting theme.

3 Setting, as seen through time and place, socio-economic and cultural background, people, beliefs and attitudes.

4 Form

· Rhyme

· Rhythm

· Simile

· metaphor,

· alliteration

· pun

· repetition

Assessment in class IX and X The English curriculum aims at the harmonious development of the four language skills, and thus of the learners' communicative capacity. Teaching/ testing objectives have been set for each of these skills, indicating the level of achievement expected of the learners. However, although it is possible to assess these skills and sub-skills, it is not possible to test all of them through a formal, time-bound examination. It is, therefore, essential to measure the level of attainment in these skills through Formative assessment, in addition to the Summative assessment. The overall pattern of the two modes of assessment at Class IX and X is as follows:

The academic year will be divided into two assessment periods: Summative 1- from April - September 30% weightage

Formative I- 10% Formative II- 10%

Summative II - from October - March 30 % weightage

41

Formative III- 10%

Formative IV- 10% Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students being an essential part of assessment from designing criteria to assessing self or peers. If used effectively it can improve student performance tremendously while raising the self-esteem of the child and reducing the work load of the teacher.

Features of Formative Assessment • is diagnostic and remedial

• makes the provision for effective feedback

• provides the platform for the active involvement of students in their own learning.

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

• recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning

• recognizes the need for students to be able to assess themselves and understand how to improve

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

• incorporates varied learning styles into deciding how and what to teach.

• encourages students to understand the criteria that will be used to judge their work

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

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

Formative Assessment is thus carried out during a course of instruction for providing continuous feedback to both the teachers and the learners to take decisions regarding appropriate modifications in the transactional procedures and learning activities.

Problem Solving Assessment: Along with the use of modified strategies in the teaching learning process, it also becomes imperative that students are given training in all skills so that during the II semester they are able to perform well in the PSA. It is widely acknowledged fact that research and analytical skills, the ability to apply basic concepts of different subjects, solve application based problems in Mathematics and Science, comprehend and analyze written texts and effective communication are the skills which ensure success in Higher Studies and Professional areas: The features:

• Compulsory for all students of Classes IX and earn 90 minutes. There will be 60 items of MCQ type.

• No specific syllabus for 'Problem Solving Assessment'(CBSE-PSA)

42

• It will assess Quantitative Reasoning, Qualitative Reasoning and Language Conventions. They would be assessing student's ability to process, interpret and use information rather than assessing student's prior subject matter knowledge.

• The Assessment in language will contain items that will assess grammar, usage, vocabulary in context and passage-completion, designed to improve the generic and higher order thinking skills.

• The CBSE-PSA will be conducted in January-February and counted towards FA-4 which is 10% of total assessments of class IX. This assessment will also be carried forward towards the FA-4 in class X. This score will be reflected in one Language (English or Hindi), Mathematics, Science and Social Science. The same score will be reflected in FA-4 for class IX and X.

• The students will have the option to improve their PSA score in class X, as they can take the test with class IX students of that Session in January-February. The best scores will be reflected in the final certificate in case of those applying for improvement.

• Needless to say that there will be no separate time tables/periods tor teaching or practice of PSA, because the skills are incorporated in the course of teaching.

Note:

1. All activities related to Formative Assessment such as Language games, quizzes, projects, role plays, dramatization, script writing etc. must be done as 'in class' and 'in school' activities, supervised by the teacher.

Continuous Assessment refers to the assessment of student's achievement throughout the year, through a variety of activities field trips and visits outside the schools are also carried out within the school. Such activities may be formal or informal, but in order to assess listening and speaking skills, it is important that a large proportion of the marks allotted should be derived from informal procedures.

Conversation skills Listening and Speaking Assessment (AS) in this area relates to the teaching/testing objectives for these two skills or language learning, the importance of conversation skills cannot be underestimated.

Assessment of Speaking and Listening Skills in Secondary Classes The CBSE had introduced the formal assessment of speaking and listening skills in classes IX and X w.e.f. the session 2012-13. As a part of the CCE, it is believed that assessment should be used to control and regulate the quality and also to maintain the desired standards of performance in specific areas of learning. As good communication skills raise the self-esteem of a student and gives him/ her confidence to face the challenges of life, it is desired that the student acquires proficiency in it by the time he or she complete secondary education. In the present time, speaking and listening are considered to be the essential skills of learning a language which are extensively used in one's life. Hence, the formal assessment of speaking and listening skills has been added in the overall assessment scheme with a view to bring in a 'wash back' effect in the teaching process. While the focus of listening skills is to assess a student's competency in listening for understanding the main points for identifying general and specific information for a purpose distinguishing the main points from the supporting details, interpreting messages understanding and following instructions, advice,

43

requests etc. the linguistic and non-linguistic features of a language etc. and appropriate activities may be used or assessing the above mentioned objectives. The assessment of speaking skills is based on four aspects of a language which include language functions, grammar, lexis or range of vocabulary and phonology. Students will be assessed on a scale of 1-5 wherein is the lowest and 5 is the highest. If a student performs very well but doesn't completely fall in the highest category he or she can be marked in between 3 and 5. This will give a student a wider range where the performance can be pitched.

The descriptors for three bands are given below for all the four areas:

Language descriptors – Bl and B2

47

The overall assessment policy for class IX and X seeks to measure the four skills. Listening and reading, however, can be assessed in this way, through activities which lead to a written product such as notes, a table or a summary. This type of assessment however should not be a test of writing skills. Students should be awarded marks as objectively as possible according to the extent to which they have understood, whether through reading or through listening. They should not be penalized in such assignments for errors in punctuation, spelling or grammar.

Other assignments, however, will focus on writing skills and involve extended writing. This takes place through writing skills activities in the Main Course Book, and via certain activities in the Literature Reader. Assessment of written work forms an important and integral part of the overall assessment of the student's ability in the use of the English language. It is in this area very often that subjectivity creeps in and mars the judgment in evaluation because of a lack of clear - cut guidelines for the teachers.

In the new curriculum for English, each student's written work has to be assessed throughout the year in an informal manner. For this, it becomes essential to provide a rating scale to help teachers to make formative assessment objective and uniform. The assignments should vary each year. Throughout the year, the teacher should keep a record of marks awarded for assignments and activities carried out as part of formative assessment.

Reading Project Inculcating good reading habits in children has always been a concern for all stakeholders in education. The purpose is to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyze and evaluate it with objectivity and fairness. This will also help students in learning and acquiring better language skills.

Creating learners for the 21st century involves making them independent learners who can learn, unlearn and relearn' if our children are in the habit of leading the;" will learn to reinvent themselves and deal with the man)- challenges that lie ahead of them. Reading is not merely decoding information or pronouncing words correctly, it is an interactive dialogue between the author and the reader in which the reader and author share their experiences and knowledge with each other. Good readers are critical readers with an ability to arrive at a deeper understanding of not only the world presented in the book but also of the real world around them.

Consequently, they become independent thinker capable of taking his/her own decisions in life rationally. Hence, a few activities are suggested below which teachers may use as part of the reading project.

• Short review

• Dramatization of the story

• Commentary on the characters

48

• Critical evaluation of the plot, story line and characters

• Comparing and contrasting the characters within the story and with other characters in stories by the same author or by the other authors

• Extrapolating about the story's ending or life of characters after the story ends

• Identifying characters' actions in the story

• Making an audio story- out of the novel/text to be read out to younger children

• Interacting with the author

• Holding a literature test where various characters interact with each other

• Acting like authors/poets/dramatists, to defend their work and characters

• Symposiums and seminars for introducing a book, an author, or a theme

• Finding similar text in other languages, native or otherwise and looking at differences and similarities.

• Creating graphic novels out of novels/short stories read

• Dramatizing incidents from a novel or a story

• Creating their own stories

Teachers may opt for:-

• One book;

• Books of one genre; to be read by the whole class. Teacher may select books suitable to the age and level of the learners. Care ought to be taken to choose books that are appropriate in terms of language, theme and content and which do not hurt the sensibilities of any child.

Teachers may later suggest books from other languages but dealing with the same themes as an extended activity.

The Project should lead to independent learning/reading skills and hence the chosen book/selection should not be taught in class, but may be introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a child's progress or success in reading the book by asking for a verbaler or written progress reports, looking at the diary entries of students, engaging in Gina discussion about the book, giving a short quiz or a worksheet about the book/ short story The mode of assessment may be decided by the teacher as seen fit. These may be used for Formative Assessments only. It may be noted that this reading project is a part from the long reading texts which have been prescribed for the Summative Assessment I and II as well as for Formative Assessments.

49

SECTION A: READING 20 Periods The reading passages will be three unseen texts with a total length between 700-800 words. There will be assessment of vocabulary as MCQ's Apart from a poem, prose literary texts may include excerpts from authentic literature such as short story, autobiography, biography .travelogue .novel etc. Whenever a poem or a prose/literary text is used, the other two texts should be discursive. If a poem is selected then, the length of the poem may be between 14 to 20 lines.

SECTION B: WRITING 40 Periods The writing section comprises of the following tasks.

• Very short answer type questions: Notice, message or poster

• Short Answer type questions: Biographical sketch, data interpretation, dialogue writing or description (people, objects or events), diary entry

• Long answer-01 type questions: A formal/informal letter [including letter to the editor].

• Long answers-02 type questions: An article, speech, debate, newspaper or school magazine report or story to be thematically based on the MCB with verbal/visual cues.

Important note on format and word limit:

• Format may not carry any separate marks and may sometimes be given in the question paper.

• The word limit is the suggestive of the minimum. No candidate may be penalized for writing more or less than the suggested word limit, provided the topic is covered adequately.

SECTION C: GRAMMAR 25 Periods MCQ's type questions:

• Gap filling

• Sentence or dialogue completion Supply type questions:

• Sentence reordering

• Error correction/Omission type

• Sentence transformation The grammar items which have been dealt with in class IX, namely, forms, sentence structure, connectors, determiners, pronouns, prepositions, clauses, phrases etc. through formative assessment.

Test types used may include gap-filling, cloze (gap filling exercise with blanks at regular intervals), sentence completion, recording word groups into sentences, editing, dialogue-

50

completion and sentence-transformation; supply type questions may be based on verbal or visual cue/s.

51

SECTION D: LITERATURE 95 Periods

• Very short answer type questions: Based on extracts from poetry, a short story and a play ( MCQ's)

• Very short answer type questions: Based on prose, poetry and play

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

Long Reading Texts (Either one out of two prescribed)

• Long answer - 01 type questions: To assess global understanding interpretation , inference and a character sketch

Note: Short answer questions or long answer questions based on values can be given in the writing section or in bold the literature section.

Course Books:

Assessment of Skills in FA and SA Reading: In terms I and II as formative and Summative assessment. The Interact in English Main Course Book will be read in two terms i.e. Term I (April - September) and Term II (October - March).

Writing: Formally purpose of assessment all themes dealt within the Main Course Book and other age appropriate themes may be used.

Note: The following guidelines may be followed while awarding marks during FA and SA

Content : 40% Expression: 60%

• A maximum of two marks may be deducted for spelling, punctuation and grammatical errors in a long answer.

• A maximum of one mark may be deducted for spelling, punctuation of grammatical errors in a short answer.

52

Though marks have been allotted specifically for the value points (content) as per the marking scheme, the examiner should assess whether the content has been expressed in a coherent and cohesive manner, because content and expression are perceived as being interlinked.

Similarly in all the writing tasks credit should be given to creativity in the realm of ideas and language use. A proper balance of content, expression (accuracy, fluency, cohesion and coherence) and creativity would encourage students to aim for higher standards in written communication. Errors in spelling, punctuation and grammar should be penalized to the extent of marks allotted for accuracy.

Grammar: Grammatical structures prescribed in the syllabus will be assessed formatively as well as summatively. There will be no division of syllabus for grammar in the summative or formative assessments for the 2 terms. However, a suggested split - up of the Work Book for the 2 terms is given.

CLASS IX-COMMUNICATIVE Syllabus for Class IX English Communicative

Term -1 (April-Sept) Term - II (Oct-March)

Literature Reader Literature Reader

Prose How I Taught My Grandmother Read

A Dog Named Duke

Prose The Man Who Knew too Much

Keeping it from Harold Best Seller

Poetry The Brook

The Road not Taken The Solitary Reaper

Lord Ullin's Daughter

Poetry The Seven Ages

Oh, I Wish I'd Looked After Me Teeth

Song of the Rain

Drama Villa for Sale

Drama The Bishop's Candlestick

Main Course Book People

Adventure Environment

The class IX Radio and Video Show

Main Course Book Mystery

Children Sports and Games

53

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

OR Three Men in a Boat (Chapters 1-10)

Long Reading Text Gulliver's Travels (Part III and IV) OR Three Men in a Boat (Chapter 11-19)

Summative Assessment -1

FA 1 and FA2

Summative Assessment -II

FA 3 and PSA

54

SECTION B: WRITING The writing section comprises of the following tasks.

• Short answer type questions: Notice, message or poster

• Long answer - 01 type questions: Biographical sketch, data interpretation, dialogue writing or description (people, objects or events), diary entry

• Long answer-01 type questions: A formal/informal letter [including letter to the editor].

• Long answers-C2 type questions: An article, speech, debate, newspaper or school magazine report or story to be thematically based on the MCB with verbal/visual cues.

Important note on format and word limit:

• Format may not carry any separate marks and may sometimes be given in the question paper.

• The word limit is the suggestive of the minimum. No candidate may be penalized for writing more or less than the suggested word limit, provided the topic is covered adequately.

SECTION C: GRAMMAR This section will assess Grammar items - in context based on response supplied by students MCQ's and Supply Type Questions:

• Gap filling

• Sentence or dialogue completion


• Error correction/Omission type

• Sentence transformation

The grammar items which have been dealt with in class IX. Namely, forms, sentence structure, connectors, determiners, pronouns, prepositions, clauses, phrases etc. through formative assessment. Tests types used may include gap-filling, cloze (gap filling exercise with blanks at regular intervals), sentence completion, recording word groups into sentences, editing, dialogue-completion and sentence-transformation Supply type questions may be based on verbal or visual cue/s.

SECTION D: LITERATURE • Very short answer type questions / MCQ's: Based on extracts from poetry, a short

story and a play(MCQ's)

• Short answer type questions: Based on prose, poetry and play

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

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Long Reading Texts (Any one out of two prescribed) • Long answer- 01 type questions: To assess global understanding interpretation,

inference and a character sketch

Note: Short answer questions or long answer questions based on values can be given in the writing section or in bold the literature section.

Assessment of Skills in FA and SA Reading:

In terms I and II as formative & Summative assessment. The Interaction English Main Course Book will be read in two terms i.e. Term I (April-September) and Term II (October-March).

Writing: For purpose of assessment all themes dealt within the Main Course Book and other age appropriate themes may be used. Note: The following guidelines may be followed while awarding marks during FA and SA

Content : 40% Expression: 60%

A maximum of two marks may be deducted for spelling, punctuation and grammatical errors in a long answer.

A maximum of one mark may be deducted for spelling, punctuation of grammatical errors in a short answer.

Though marks have been allotted specifically for the value points (content) as per the marking scheme, the examiner should assess whether the content has been expressed in a coherent and cohesive manner, because content and expression are perceived as being interlinked. Similarly in all the writing tasks credit should be given to creativity in the realm of ideas and language use. A proper balance of content, expression (accuracy, fluency, cohesion and coherence) and creativity would encourage students to aim for higher standards in written communication. Errors in spelling, punctuation and grammar should be penalized to the extent of marks allotted tor accuracy.

Grammar: Grammatical structures prescribed in the syllabus will be assessed formatively as well as summatively. There will be no division of syllabus for grammar in the summative or formative assessments for the 2 terms. However, a suggested split-up of the Work Book for the 2 terms is given.

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CLASS X - COMMUNICATIVE

Syllabus for Class X English Communicative

Total No. of Periods: 180



Prose Prose

Two Gentlemen of Verona A Shady Plot

Mrs. Packletide's Tiger Patol Babu, Film Star

The Letter VirtuallyTrue

Poetry Poetry

The Frog and the Nightingale Ozymandias

Mirror The Rime of the Ancient Mariner

Not Marble, nor the Gilded Monuments Snake

Drama Drama

The Dear Departed Julius Casear

Main Course Book Main Course Book

Health and Medicine Environment

Education Travel and Tourism

Science National Integration

Long Reading Text Long Reading Text

Diary of Young Girl -1947 (unabridged edition) Diary of Young Girl -1947 (unabridged edition)

OR OR

The Story of My Life - 1903 (unabridged edition)

The Story of My Life-1903 (unabridged edition)

Summative Assessment -1 Summative Assessment -II

FA 1 and FA2 FA 3 and PSA

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WORKBOOK - Suggested break - up of units for the purpose of teaching only

Term1

1. Determiners

2. Tenses

3. Subject-Verb Agreement

4. Non-Finites

5. Relatives

6. Connectors 7. Conditional

Term II 8. Comparison

9. Avoiding Repetition 10. Nominalization

11. Modals

12. Active and Passive 13. Reported Speech

14. Prepositions *NOTE

Similarly, Formative Assessment of grammar may also be carried out in an integrated manner along with the skills of Reading, Writing, Speaking and Listening

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ENGLISH - LANGUAGE AND LITERATURE Code No. 101

Background Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learner's imagination as a major aim of language study, and to equip the learner with communicative skills to perform various Language functions through speech and writing.

Objectives The general objectives at this stage are:

• to build greater confidence and proficiency in oral and written communication

• to develop the ability and knowledge required in order to engage in independent reflection and inquiry

• to use appropriate English to communicate in various social settings

• equip learners with essential language skills to question and to articulate their point of view

• to build competence in the different registers of English

• to develop sensitivity to and appreciation of. other varieties of English, Indian English, and the culture they reflect

• to enable the learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus, library, internet etc.)

• to develop curiosity and creativity through extensive reading

• to facilitate self-learning to enable them to become independent learners

• to review, organize and edit their own work and work done by peers

At the end of this stage learners will be able to do the following:

• give a brief oral description of events/ incidents of topical interest

• Retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.)

• participate in conversations, discussions, etc. on topics of mutual interest in non-classroom situations

• narrate the story depicted pictorially or in any other non-verbal mode

• respond in writing to business letters, official communications

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• Read and identify the main points / significant details of texts like scripts of audio-video interviews, discussions, debates etc.

• write without prior preparation on a given topic and be able to defend or explain the position taken / views expressed in the form of article, speech, or a debate

• write a summary of short lectures on familiar topics by making / taking notes

• write an assessment of different points of view expressed in a discussion / debate

• read poems effectively (with proper rhythm and intonation)

• to transcode information from a graph / chart to a description / report and Write* dialogue, short story or report

Language Items In addition to consolidating the grammatical items practiced earlier, the courses at secondary level seek to reinforce the following explicitly:

• sequence of tenses

• reported speech in extended texts

• modal auxiliaries (those not covered at upper primary)

• non-finites (infinitives, gerunds, participles)

• conditional clauses

• complex and compound sentences

• phrasal verbs and prepositional phrases

• cohesive devices

• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark)

Methods and Techniques The methodology is based on a multi-skill, activity based, learner centered approach. Care is taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the learner. In this situation the teacher is the facilitator of learning, s(he) presents language items, contrives situations which motivates the child to use English for the purposes of communication and expression. Aural-oral teaching and testing is an integral feature of the teaching-learning process. The electronic and print media could be used extensively. The evaluation procedure should be continuous and comprehensive. A few suggested activities are:

• Role playing

• Simulating real-to-life situations

• Dramatizing and miming

• Problem solving and decision making

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• Interpreting information given in tabular form and schedule

• Using newspaper clippings

• Borrowing situations from the world around the learners, from books and from other disciplines

• Using language games, riddles, puzzles and jokes

• Interpreting pictures / sketches / cartoons

• Debating and discussing

• Narrating and discussing stories, anecdotes, etc.

• Reciting poems

• Working in pairs and groups

• Using media inputs - computer, television, video cassettes, tapes, software packages.

Assessment in class IX and X The English curriculum aims at the harmonious development of the four language skills, and thus of the learners' communicative capacity. Teaching/testing objectives have been set for each of these skills, indicating the level of achievement expected of the learners. However, although it is possible to assess these skills and sub-skills, it is not possible to test all of them through a formal, time-bound examination. It is. Therefore, essential to measure the level of attainment in these skills through Formative assessment, in addition to the Summative assessment. The overall pattern of the two modes of assessment at class IX and X is as follows:

The academic year will be divided into two assessment periods: Summative 1 - from April-September - 30% weightage Formative I - 10% Formative II - 10%

Summative II - from October-March - 30% weightage Formative III - 10% Formative IV- 10%

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students being an essential part of assessment from designing criteria to assessing self or peers. If used effectively it can improve student performance tremendously while raising the self-esteem of the child and reducing the work load of the teacher.

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Features of Formative Assessment • is diagnostic and remedial

• makes the provision for effective feedback

• provides the platform for the active involvement of students in their own learning.

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

• recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning

• recognizes the need for students to be able to assess themselves and understand how to improve

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

• incorporates varied learning styles into deciding how and what to teach.

• encourages students to understand the criteria that will be used to judge their work

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

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

Formative Assessment is thus carried out during a course ot instruction for providing continuous feedback to both the teachers and the learners for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

Problem Solving Assessment: Along with the use of modified strategies in the teaching learning process, it also becomes imperative that students are given training in all skills so that during the II semester they are able to perform well in the PSA. It is widely acknowledged fact that research and analytical skills, ability to apply basic concept of different subjects, solve application based problems in Math-ematics and Science, comprehend and analyze written text and effective communication are the skills which ensure success in Higher Studies and Professional areas:

The features:

• Compulsory for all students of Classes IX and carry 90 minutes. There will be 60 items of MCQ type.

• No specific syllabus for 'Problem Solving Assessment'(CBSE-PSA)

• It will assess Quantitative Reasoning, Qualitative Reasoning and Language Conventions. They would be assessing student's ability to process, interpret and use information rather than assessing student's prior subject matter knowledge.

• The Assessment in language will contain items that will assess grammar usage, vocabulary in context and passage-completion, designed to improve the generic and higher order thinking skills.

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• The CBSE-PSA will be conducted in January-February and counted towards FA-4 which is 10% of total assessments of class IX. This assessment will also be carried forward towards the FA-4 in class X. This score will be reflected in one Language (English or Hindi), Mathematics, Science and Social Science. The same score will be reflected in FA-4 for class IX and class X.

• The students will have the option to improve their PSA Score in class X, as they can take the test with class IX students of that Session in January - February. The best scores will be reflected in the final certificate in case of those applying for improvement.

• Needless to say that there will be no separate time tables/periods for teaching or practice of PSA, because the skills are incorporated in the course of teaching.

Note: 1. All activities related to Formative Assessment such as Language games, quizzes, projects, role

plays, dramatization, script writing etc. must be done as 'in class' and 'in school' activities, supervised by the teacher.

Continuous Assessment refers to the assessment of student's achievement throughout the year, through a variety of activities field trips and visits outside the schools are also carried out within the school. Such activities may be formal or informal, but in order to assess listening and speaking skills, it is important that a large proportion of the marks allotted should be derived from informal procedures. Conversation Skills (Listening and Speaking)-Assessment in this area relates to the teaching/testing objectives for these two skills. In the skill-based approach to language learning, the importance of conversation skills cannot be underestimated.

Assessment of Speaking and Listening Skills in Secondary Classes The CBSE had introduced the formal assessment of speaking and listening skills in classes IX and X w.e.f. the session 2012-13. As a part of the CCE, it is believed that assessment should be used to control and regulate the quality and also to maintain the desired standards of performance in specific areas of learning. As good communication skills raise the self-esteem of a student and gives her confidence to face the challenges of life, it is desired that the student acquires proficiency in it by the time she complete the secondary education. In the present time speaking and listening are considered to be the essential skills of learning a language which are extensively used in one's life. Hence, the formal assessment of speaking and listening skills has been added in the overall assessment scheme with a view to bring in a 'wash back' effect in the teaching process. While the focus of listening skills is to assess a student's competency in listening for understanding the main points for identifying general and specific information for a purpose distinguishing the main points from the supporting details, interpreting messages understanding and toll owing instruction, advice, requests etc. the linguistic and non-linguistic features of a language- appropriate activities may be used or assessing the above mentioned objectives.

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The assessment of speaking skills is based on four aspects of a language which include language functions, grammar, lexis or range of vocabulary and phonology. Students will be assessed on a scale of 1-5 wherein I is the lowest and 5 is the highest. If a student performs very well but doesn't completely fall in the highest category she can be marked in between 3 and 5. This will give a student wider range where the performance can be pitched. The descriptors for three bands are given below for all the four areas:

Language descriptors - Bl and B2

5

Explains the main points in an idea or problem, develops arguments and gives clear descriptions on most general subjects with spontaneity

Uses an expressive and appropriate range of words and phrases on familiar and general topics Uses a range of grammatical patterns with accuracy, including some complex forms

Speaks with a clear sense of purpose and audience in both formal and informal situations

3

Makes a good attempt to explain, describe, and argue within his or her field of interest. Uses a basic range of words and phrases on familiar and routine content. There is, though, a search for words usually with the risk of the message becoming weaker Uses grammatical patterns that are repetitive. There may be some mistakes which affect meaning but there is an attempt to correct most of these mistakes. Speaks with an awareness of purpose and audience but is not sure about register (formal and informal usage).

1

Makes an attempt to explain, describe, etc., but often restates what was already said Uses a very basic range of simple words and phrases on familiar content. There is an obvious effort to find suitable words, which may hamper the message. Communicates with fragments of words and structures but does not manage to bridge the gaps or correct his/her mistakes. Moves away from sense of purpose frequently and there are notably frequent slips in register.

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Pronunciation descriptors Bl and B2

The overall assessment policy for class IX and X seeks to measure the four skills. Listening and leading, however, can be assessed in this way, through activities which lead to a written product such as notes, a table or a summary .This type of assessment however should not be a test of writing skills. Students should be awarded marks as objectively as possible according to the extent to which they have understood, whether through reading or through listening. They should not be penalized in such assignments for errors in punctuation, spelling or grammar.

Other assignments, however, will focus on writing skills and involve extended writing. This takes place through writing skills activities in the Main Course Book, and via certain activities in the Literature Reader. Assessment of written work forms an important and integral part of the overall assessment of the student's ability in the use of the English language. It is in this are a very often that subjectivity creeps in and mars the judgment in evaluation because of a lack of clear-cut guidelines for the teachers.

In the new curriculum for English, each student's written work has to be assessed throughout the year in an informal manner. For this, it becomes essential to provide a rating scale to help teachers to make formative assessment objective and uniform. The assignments should vary each year. Throughout the year, the teacher should keep a record of marks awarded for assignments and activities carried out as part of formative assessment.

Reading Project Inculcating good reading habits in children has always been a concern for all stakeholder sin education. The purpose is to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyze and evaluate it with objectivity and fairness. This will also help students in learning and acquiring better language skills.

5 Has clear, natural pronunciation that can be understood by the listener Varies stress and intonation in keeping with the task and content

3 Is intelligible though there are examples of some mispronunciation

Tries to speak expressively, varying stress and intonation

1 Is intelligible but the listener may have to ask for repetition from time to time

Does not vary intonation or stress in line with the task or content (OR) tries to vary Stress and intonation but sense tends to gets hampered

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Creating learners for the 21st century involves making them independent learners who can learn, un learn and relearn' and if our children are in the habit of reading they will learn to reinvent themselves and deal with the many challenges that lie ahead of them. Reading is not merely decoding information or pronouncing words correctly, it is an interactive dialogue between the author and the reader in which the reader and author share their experiences and knowledge with each other. Good readers are critical readers with an ability to arrive at a deeper understanding of not only the world presented in the book but also of the real world around them.

Consequently they become independent thinker capable of taking his/her own decisions in life rationally. Hence, a few activities are suggested below which teachers may use as part of the reading project,

• Short review

• Dramatization of the story

• Commentary on the characters

• Critical evaluation of the plot, storyline and characters

• Comparing and contrasting the characters with in the story and with other characters in stories by the same author or by the other authors

• Extrapolating about the story's ending or life of characters after the story ends

• defending characters' actions in the story

• Making an audio story out of the novel/text to be read out to younger children

• Interacting with the author

• Holding a Literature Fest where various characters interact with each other

• Role playing as authors/poets/dramatists, to defend their works and characters

• Symposiums and seminars for introducing a book, an author, or a theme

• Finding similar text and looking at differences and similarities.

• Creating graphic novels out of novels/short stories read

• Dramatizing incidents from a novel or a story

• Creating their own stories

Teachers mas- opt for:- • One book;

• Books of one genre; to be read by the whole class.

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Teacher may select books suitable to the age and level of the learners. Care ought to be taken to choose books that are appropriate in terms of language, theme and content and which do not hurt the sensibilities of any child.

Teachers may later suggest books from other languages but dealing with the same themes as an extended activity,

The Project should lead to independent learning/reading skills and hence the chosen book/selection should not be taught in class, but may be introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a child's progress or success in reading the book by asking for verbaler or written progress reports, looking at the diary entries of students, engaging in a discussion about the book, giving a short quiz or a worksheet about the book/short story The mode of assessment may be decided by the teacher seen fit. These may be used for Formative Assessments only. It may be noted that this reading project is apart from the long reading texts which have been prescribed for the Summative Assessment I and as well as for Formative Assessments.

SECTION A: READING 20 Periods

• This section will have three unseen passages of a total length of 750- 800 words.

• Multiple Choice Questions based on each passage and Vocabulary will be assessed as MCQ's / supply -type questions:

• One passage will be an extract from a poem. Length of the poem will be 14-28 lines,

SECTION B: WRITING 40 Periods Long answer -CI type questions: Formal / informal letter/e-mail [formal only] in not more than I based on verbal stimulus.

Types of letter:

• Informal-personal. Such as to Family and friends etc.

• Formal-letters to the editor/the principal of a school etc.

• Email-formal

Long answer-C I type questions: An article, speech or debate based on a visual/verbal stimulus, a story or report for a school magazine

SECTION C: GRAMMAR 25 Periods MCQ's type questions:

• Gap filling

• Sentences or dialogue completion

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Supply type questions:


• Editing omission

• Sentence transformation (including combining sentences) may be based on verbal/visual clues

The Grammar syllabus

1. Tenses

2. Modals (have to/had to, must, should, need, ought to and their negative tonus)

3. Use of passive voice

4. Subject-verb concord

5. Reporting

(i) Commands and requests

(ii) Statements

(iii) Questions

6. Clauses

(i) Noun clauses

(ii) Adverb clauses of condition and time

(iii) Relative clauses

7. Determiners, and 8. Prepositions

Note: No separate marks are allotted for the grammar items listed above.

SECTION D: TEXT BOOKS 95 Periods

• Beehive

• Moments (NCERT) • Very short answers type/MCQ's: Extracts for reference to context based on prose and play

to test local and global .comprehension and interpretation. Vocabulary may be tested.

• Short answer type questions/ MCQ's: Reference to context stanza as based on poetry

• Short answer type questions: Based on Beehive and Moments

• Long answer-01 type questions: Extrapolative, based on Beehive and Moments

Note to teachers: i. Encourage classroom interaction among peers, students and teachers through activities such

as role play, group work etc.,

ii. Reduce Teacher-talking time may be kept to the minimum.

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iii. Take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views, and

iv. Use the scale of assessment for conversation skills, for Continuous Assessment.

Besides measuring attainment, assessment and tests serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners' attainment, each language skill is to be assessed through a judicious mixture of different types of questions. In addition to the summative tests, formative assessment is essential to measure the level of attainment in the four language skills and the learners' communicative competence. Formative assessment should be done through' in class' activities throughout the year.

Long Reading Texts Long answer-01 type questions: Global questions on theme and plot involving interpretation and inference and character sketch

Note: Values-based questions for 4 marks will be based on literature: Section - D

Prescribed Books (either one) 1. Beehive - Text book for Class IX Published by NCERT 2 Moments - Supplementary Reader for Class IX Sri Aurobindo Marg, New Delhi

Long Reading Texts [either one]: 3. Gulliver's Travels - 2005 (unabridged edition) Jonathan Swift

4. Three Men in a Boat - 1889 (unabridged edition) Jerome K. Jerome

Note to teachers:

i. Encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc.,

ii. Reduce Teacher • talking time may be kept to the minimum.


iv. List the scale of assessment for conversation skills, to test the students for Continuous Assessment.

Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners' attainment, each language skill is to be assessed through a judicious mixture of different types of questions. In addition to the summative tests, formative assessment is essential to measure the level of attainment in the four language skills and the learners' communicative competence. Formative assessment should be done through' in class' activities throughout the year.

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Reading Assessment of Reading Skills:

Reading for comprehension, critical evaluation, inference and analysis is a skill to be tested formatively as well as summatively.

Writing: All types of short and extended writing tasks will be dealt with in both I and II Term Summative as well as in Formative Assessment.

Grammar: Grammar items mentioned in the syllabus will be taught and assessed formatively over a period of time. There will be no division of syllabus for Grammar in the summative assessments for the two terms.

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Syllabus for Class X English Language & Literature

Total No. of Periods: 180

Term - I (April-Sept) Term - II (Oct-March)


Prose Prose The fun they had Packing

The Sound of Music Reach for the Top The Little Girl The Bond of Love

A Truly Beautiful Mind Kathmandu The Snake and the Mirror If 1 were You

My Childhood

Poetry Poetry The Road not Taken No Men are Foreign Wind The Duck and the Kangaroo

Rain on the Roof On Killing a Tree The Lake Isle of lnnisfree The Snake Trying

A Legend of the Northland A Slumber did My Spirit Seal

Supplementary Reader (Moments) Supplementary Reader (Moments) The Lost Child Weathering the Storm in Ersama

The Adventure of Toto The Last Leaf Ishwaran the Story Teller A House is Not a Home

In the Kingdom of Fools The Accidental Tourist The Happy Prince The Beggar

Long Reading Text Long Reading Text Gulliver's Travels Gulliver's Travels

OR OR Three Men in a Boat Three Men in a Boat

Summative Assessment -1 Summative Assessment -II FA 1 and FA2 FA 3 and PSA

Note: 1. Formative Assessment is assessment for learning. Thus schools may adapt the suggested break-

up.

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2. All activities related to Formative Assessment such as language games, quizzes, projects, role plays, dramatization, script writing etc. which are done as 'in school' activities and, including,! Field survey or visits, is taken must be done under the direct supervision of the teacher.

SECTION A: READING

• This section will have three unseen passages of a total length of 750-850 words.

• Multiple Choice Questions/Very short answer type questions based on each passage and Vocabulary will be assessed as MCQ’s.

• One passage to be an extract from a poem a complete poem.

SECTION B: WRITING Q4 Long answer - 01 type question: Formal / informal letter/e-mail [formal] based on

verbal stimulus. Types of letter:

• Informal-personal, such as to family and friends etc.

• Formal-letters to the editor/the principal of a school etc.

• Email-formal

• Longanswer-01 type: An article, speech or debate based on a visual or verbal stimulus, a guided story or report for a school magazine

SECTION C: GRAMMAR This section to assess Grammar in context.

MCQ type questions: • Gap filling

• Sentences or dialogue completion

Supply types questions: • Sentence reordering

• Editing or Omission

• Sentence transformation supply type questions may be based on visual cue /s.

The Grammar syllabus: 1. Tenses

2. Modals (have to/had to. must, should, need, ought to and their negative forms)

3. Use of passive voice

4. Subject-verb concord

5. Reporting

(i). Commands and requests

(ii). Statements

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(iii). Questions

6. Clauses:

(i) Noun clauses

(ii) Adverb clauses of condition and time

(iii) Relative clauses

7. Determiners, and 8, Prepositions

Note: No separate marks are allotted for any of the grammar items listed above.

SECTION D: TEXT BOOKS

Beehive and Moments (NCERT) • Very short answer type questions/MCQ's: Reference to context based on prose and play

to assess literary appreciation and understanding, local and global comprehension and interpretation

• Short answer type questions: First Flight and Footprints without Feet

• Long answer -01 type questions: Extrapolative from First Flight and Foot prints without Feet

Prescribed Books 1. First Flight - Text book for Class X Published by NCERT

2. Foot Prints without Feet-Supplementary Reader for Class X Sri Aurobindo Marg, New Delhi

Novel/Long Reading Text

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

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

Long Reading Texts: Note to teachers:

i. Encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc.,

ii. Reduce Teacher - talking time maybe kept to the minimum.


iv. Use the scale of assessment for conversation skills, to test the students for Continuous Assessment.

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Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners' attainment, each language skill is to be assessed through a judicious mixture of different types of questions. In addition to the summative tests, formative assessment is essential to measure the level of attainment in the four language skills and the learners' communicative competence. Formative assessment should be done through' in class' activities throughout the year.

Types of Questions: Long answer - 01 type: Global questions on theme and plot involving interpretation and inference and a character sketches Assessment of Reading Skills:

Reading for comprehension, critical evaluation, inference and an analysis a skill to be tested formatively as well summatively.

Writing: Al) types of short and long answer type writing tasks will be dealt with in both 1 and II term Summative as well as in Formative Assessment.

Grammar: Grammar items mentioned in the syllabus will be taught and assessed formatively over a period of time. There will be no division of syllabus for Grammar in the summative assessments for the two terms.

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Syllabus for Class X

English Language and Literature



Prose Prose A Letter to God A Baker from Goa

Nelson Mandela: Long Walk to Freedom

Coorg

His First Flight Tea from Assam Black Aeroplane Mijbil the otter

From the Diary of Anne Frank Madam Rides the Bus The Hundred Dresses -1 The Sermon at Benares

The Hundred Dresses - II The Proposal

Poetry Poetry Dust of Snow Animals Fire and Ice The Trees

A Tiger in the zoo Fog How to tell Wild Animals The Tale of Custard the Dragon

The Ball Poem For Anne Gregory Amanda

Supplementary Reader (Moments) Supplementary Reader (Moments)

A Triumph of Surgery The Making of a Scientist

The Thief's Story The Necklace The Midnight Visitor The Hack Driver

A Question of Trust Bholi Footprints without Feet The Book that Saved the Earth

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Long Reading Text Diary of a Young Girl – 1947 (unabridged edition) OR The Story of My Life -1903 (unabridged edition)

Long Reading Text Diary of a YoungGirl-1947 (unabridged edition) OR The Story of My Life • 1903 (unabridged edition)

Summative Assessment I FA1 and FA2

Summative Assessment -II

FA 3 and PSA

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Note:

1. Formative Assessment is assessment for learning. Thus schools may adapt the suggested break-up.

2. All activities related to Formative Assessment such as language games, quizzes, projects, role plays, dramatization, script writing etc. which are done as 'in school' activities and, including a field survey or visits, is taken must be done under the direct supervision of the teacher.

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SAMPLE QUESTIONS PAPER DESIGN 2014-15 CLASS-IX

English Communicative IX Code-____ Time- 3 Hours Marks-90 Typology Testing

Competence/learning Outcomes

MCQ 1 Mark

VSA 2 Mark

Short Answer I 50-60 words 3 Marks

Short Answer II 50-60 words 4 Marks

Long Answer I 80-100 words 5 Marks

Long Answer 2 120-200 words (HOTS) 6 Marks

Long Answer 3 120-200 10 Marks

Total Marks

Overall %

Reading Skill

Conceptual understanding, decoding, analysing, inferring, interpreting and vocabulary

12 4 -- -- -- -- -- 20 22

Creative Writing Skills

Expressing an opinion, reasoning, justifying, illustrating, appropriacy of style and tone, using appropriate format and fluency

-- -- -- -- 2 -- 1 20 22

Grammar Applying conventions using structure integrative, accuracy and fluency

10 -- -- -- -- -- -- 10 11

Literary Texts

Recalling, reasoning, appreciating literary conventions and fluency

5 -- 3 -- -- 1 -- 20 22

Reading Project

Extracting relevant information identifying the central theme and sub themes, understanding the writer’s message and writing fluently

-- -- -- 1 -- 1 -- 10 11

Assessment of Speaking and Listening Skill

Interaction, reasoning, diction, articulation, clarity, pronunciation and overall fluency

-- -- -- -- 5+5 -- -- 10 12

20 14 18 22 90 100

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SAMPLE QUESTIONS PAPER DESIGN 2014-15 CLASS-X

English Communicative X Code-___ Time- 3 Hours Marks-90 Typology

Testing Competence/learn-ing Outcomes

MCQ 1 Mark

VSA 2 Mark

Short Answer I 50-60 words 3 Marks

Short Answer II 50-60 words 4 Marks

Long Answer I 80-100 words 5 Marks

Long Answer 2 120-200 words (HOTS) 6 Marks

Long Answer 3 120-200 10 Marks

Total Marks

Overall %

Reading Skill

Conceptual understanding, decoding, analysing, inferring, interpreting and vocabulary

12 4 -- -- -- -- -- 20 22

Creative Writing Skills

Expressing an opinion, reasoning, justifying, illustrating, appropriacy of style and tone, using appropriate format and fluency

-- -- -- -- 1 -- 1 15 22

Grammar

Applying conventions using structure integrative, accuracy and fluency

15 -- -- -- -- -- -- 15 11

Literary Texts

Recalling, reasoning, appreciating literary conventions and fluency

4 3 -- 1 -- 1 -- 20 22

Reading Project

Extracting relevant information identifying the central theme and sub themes, understanding the writer’s message and writing fluently

-- -- -- 1 -- 1 -- 10 11

Assessment of Speaking and Listening Skill

Interaction, reasoning, diction, articulation, clarity, pronunciation and overall fluency

-- -- -- -- 5+5 -- -- 10 11

20 14 18 22 90 99

80

3. MATHEMATICS (CODE NO.041)

Total No. of Periods: 157 The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given in Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of students. Motivating the topics from real life problems and other subject areas, greater emphasis hits been laid on applications of various concepts.

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It is expected that students should acquire the ability to solve problems using algebraic methods and apply the knowledge of simple trigonometry to solve problems of height and distances. Carrying out experiments with numbers and tonus of geometry, framing hypothesis and verifying these with further observations form inherent pan of Mathematics learning at this stage. The proposed curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration, statistics, and graphs and coordinate geometry etc.

The teaching of Mathematics should be imparted through activities which may involve the use of concrete materials, models, patterns, charts, pictures, posters, games, puzzles and experiments.

OBJECTIVES The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:

• consolidate the Mathematical knowledge and skills acquired at the upper primary stage;

• acquire know ledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills;

• develop mastery of basic algebraic skills;

• develop drawing skills;

• feel the flow of reason while proving a result or solving a problem;

• apply the know ledge and skills acquired to solve problems and wherever possible, by more than one method;

• to develop positive ability to think, analyze and articulate logically;

• to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of gender biases:

• to develop necessary skills to work with modern technological devices such as calculators, computers etc.:

• to develop interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc.;

• to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics;

81

• to develop interest in the subject by participating in related competitions;

• to acquaint students with different aspects of mathematics used in daily life;

• to develop an interest in students to study mathematics as a discipline.

General Instructions: • As per CCE guidelines, the syllabus of Mathematics for classes IX and X has been divided

term wise.

• The units specified for each term shall be assessed through both formative and summative assessments.

• In each term, there will be two formative assessments, each earning 10% weightage out these four FA one with amount to words problem solving assessment (PSA).

• The summative assessment in term I will carry 30% weightage and the Summative assessment in the II term will carry 30% weightage.

• Listed laboratory activities and projects will necessarily be assessed through formative assessments.

82

Course Structure CLASS-IX

First Term Marks: 90 UNITS MARKS I. NUMBER SYSTEMS 17

II. ALGEBRA 25 III. GEOMETRY 37

IV. COORDINATE GEOMETRY 06

V. MENSURATION 05

TOTAL (THEORY) 90

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

UNIT III : GEOMETRY (27) Periods 1. LINES AND ANGLES

Introduction, Basic terms & definitions, Intersecting Lines & Non-Intersecting Lines, Pairs of Angles, Parallel Lines & a Transversal, Lines Parallel to the same Line, Angle Sum Property of a Triangle, Summary 2. TRIANGLES Introduction, Congruence of Triangles, Criteria for congruence of Triangles Some properties of a Triangle, Some more criteria for congruence of Triangles , Summary

83

UNIT IV: COORDINATE GEOMETRY (09) Periods

COORDINATE GEOMETRY

Introduction, Cartesian system, Plotting a point with given coordinates, Summary

UNIT V: MENSURATION (02) Periods

AREAS (Heron’s Formula)

Introduction, Area of a Triangle- by Heron’s Formula, Summary

Course Structure CLASS-IX

Second Term Marks: 90 UNITS MARKS II. ALGEBRA(Contd.) 16

III. GEOMETRY(Contd.) 38 V. MENSURATION 18

VI. STATISTICS 18

TOTAL (THEORY) 90

UNIT I: ALGEBRA (Contd.) (14) Periods 2. LINEAR EQUATIONS IN TWO VARIABLES Introduction, Linear Equations, Solution of a Linear Equation, Graph of a Linear Equation in Two Variables, Equations of Lines parallel to the x-axis & y-axis, Summary

UNIT II: GEOMETRY (Contd.) (26 ) Periods 5. QUADRILATERALS

Introduction to quadrilaterals, Angle sum property of a quadrilateral, Types of quadrilaterals, Properties of a parallelogram, Another Condition for a Quadrilateral to be a Parallelogram, Properties of a parallelogram, The Mid-point theorem, Summary

84

6. AREA OF PARALLELOGRAMS & TRIANGLES Introduction, Figures on the same base & between the same parallels, Parallelograms on the same base & between the same triangles, Triangles on the same base & between the same parallels, Summary 7. CIRCLES Introduction, Circles & its related terms: A Review, Angle subtended by a chord at a point, Perpendicular from the centre to a chord, Circle through three points, Equal chords & their distances from the centre, Angle subtended by an arc of a circle, Cyclic Quadrilaterals, Summary 8. CONSTRUCTIONS Introduction, Basic constructions, Some Constructions of Triangles, Summary UNIT III: MENSURATION (Contd.) (06) Periods

SURFACE AREAS AND VOLUMES Introduction, Surface Area of a Right Circular Cone, Surface Area of a Sphere Volume of a Right Circular Cone, Volume of a Sphere, Summary

UNIT VI: STATISTICS (13) Periods

STATISTICS Introduction, Collection of data, Presentation of data, Graphical representation of Data, Measures of Central Tendency, Summary

85

QUESTIONS PAPER DESIGN 2013-14 CLASS-IX

MATHEMATICS CODE NO. 041 Time- 3 Hours Marks-90 S.No. Typology of

Questions Very Short Answer (VSA) (1Mark)

Short Answer-I (VSA) (1Mark)

Short Answer-II (VSA) (1Marks)

Long Answer (LA) (4 Marks)

Total Marks

% Weightage

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

1 2 2 3 23 26%

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

1 1 1 2 14 16%

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

1 2 3 2 22 24%

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

1 2 4 1 19 21%

5 Creating, Evaluation and Multi-Disciplinary-

-- -- -- 3 12 13%

86

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

Total 4x1=4 6x2=12 10x3=30 11x4=44 90 100%

87

COURSE STRUCTURE CLASS - X

First Term Marks : 90

UNITS MARKS I. NUMBER SYSTEMS 00

II. ALGEBRA 26

III. GEOMETRY 20

IV TRIGONOMETRY 25

V STATISTICS 19

TOTAL 90

Total No. of Periods: 147 UNIT I: NUMBER SYSTEMS (0) Periods

UNIT I: ALGEBRA (26) Periods

1. POLYNOMIALS: Introduction, Geometrical Meaning of the zeroes of a Polynomial, Relationship between zeroes & coefficients of a Polynomial, Division Algorithm for Polynomials, Summary

2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

Introduction, Pair of linear equations in two variables, Graphical method of solution of a pair of linear equations, Algebraic methods of solving a pair of linear of linear equations, Substitution method, Elimination method, Cross Multiplication method, Equations reducible to a pair of linear equations in two variables, Summary UNIT II: GEOMETRY (15) Periods

1. TRIANGLES Introduction, Similar figures, Similarity of triangles, Criteria for similarity of triangles, Areas of similar triangles, Pythagoras theorem, Summary

UNIT III: TRIGONOMETRY (25) Periods

INTRODUCTION TO TRIGONOMETRY

Introduction, Trigonometric ratios, Trigonometric ratios of some specific angles,

88

Trigonometric ratios of complementary angles, Trigonometric identities, Summary

UNIT IV: STATISTICS (18) Periods

1. STATISTICS Introduction, Mean of Grouped Data, Mode of Grouped Data, Median of Grouped Data, Graphical representation of Cumulative Frequency distribution, Summary

89

COURSE STRUCTURE

CLASS X

UNIT II: ALGEBRA (Contd.) (15) Periods 3. QUADRATIC EQUATIONS Introduction, Quadratic Eqations, Solution of a quadratic equation by factorisation, Solution of a quadratic equation by completing the square, Nature of roots, Summary UNIT III: GEOMETRY (Contd.) (8) Periods

2. CIRCLES Introduction, Tangent to a circle, Number of tangents from a Point on a Circle Summary UNIT IV: TRIGONOMETRY (8) Periods 2. SOME APPLICATIONS OF TRIGONOMETRY Introduction, Heights and Distances, Summary UNIT V: PROBABILITY (0) Periods UNIT VI: COORDINATE GEOMETRY (0) Periods

UNIT VII: MENSURATION (24) Periods 1. AREAS RELATED TO CIRCLES Introduction, Perimeter & Area of a Circle-A Review, Areas of sector & segment

Second Term Marks : 90

UNITS MARKS

II. ALGEBRA (Contd.) 28 III. GEOMETRY (Contd.) 21

IV. TRIGONOMETRY (Contd.) 13 VII. PROBABILITY 00

VIII. COORDINATE GEOMETRY 00

VII. MENSURATION 28

TOTAL 90

90

of a circle, Areas of Combinations of Plane figures, Summary

3. SURFACE AREAS AND VOLUMES

Introduction, Surface Area of a Combination of Solids, Volume of a combination of solids, Conversion of Solid from one shape, Frustum of a Cone, Summary

91

QUESTIONS PAPER DESIGN 2013-14 CLASS-X

MATHEMATICS CODE NO. 041 Time- 3 Hours Marks-90 S.No. Typology of Questions Very

Short Answer (VSA) (1Mark)

Short Answer-I (VSA) (1Mark)

Short Answer-II (VSA) (1Marks)


Total Marks

% Weightage


1 2 2 3 23 26%


1 1 1 2 14 16%


1 2 3 2 22 24%


1 1 4 1 19 21%

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

-- -- -- 3 12 13%

Total 4x1=4 6x2=12 10x3=30 11x4=44 90 100%

92

RECOMMENDED BOOKS 1. Mathematics- Textbook for class IX - NCERT Publication

2. Mathematics - Textbook for class X - NCERT Publication

3. Guidelines for Mathematics laboratory in schools, class IX - CBSE Publication

4. Guidelines for Mathematics laboratory in schools, class X-CBSE Publication 5. A hand book for designing mathematics laboratory in schools- NCERT Publication

6. Laboratory manual - Mathematics, secondary stage - NCERT Publication.

4. SCIENCE (Code No. 086 / 090)

The subject of science plays an important role in developing in children well-defined abilities in cognitive, affective and psychomotor domains. It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility.

Whereas the upper primary stage demands that a number of opportunities should be provided to the students to engage them with the processes of science like observing, recording observations, drawing, tabulation, plotting graphs etc., the secondary stage expects abstraction and quantitative reasoning to occupy a more central place in the teaching and learning of science. Thus, the idea of atoms and molecules being the building blocks of matter makes its appearance, as does Newton's law of gravitation.

The present syllabus has been designed around six broad themes viz. Food, Materials, The World of The Living, How Things Work, Moving Things, People and Ideas, Natural Phenomenon and Natural Resources. Special care has been taken to avoid temptation of adding too many concepts than can be comfortably learnt in the given time frame. No attempt has been made to be comprehensive.

At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin to emerge. The students should be exposed to experiences as well as modes of reasoning that are typical of the subject.

General Instructions :

1. The units specified for each term shall be assessed through both Formative and Summative assessments.

2. In each term, there will be two formative assessments each carrying 10% weightage.

3. The summative assessment in each term will carry 30% weightage.

4. One Formative assessment carrying 10% weightage in each term should include hands on practicals.

5. Assessment of Practical Skills through MCQ will carry 15% weightage of term marks in each Summative Assessment.

COURSE STRUCTURE: SCIENCE (Code No. 086 / 090)

CLASS IX: FIRST TERM Total No. of Periods: 230 First Term Marks : 90

S. No. Units Marks 1. I. Matter - Its Nature and Behaviour 29 2. II. Organisation in Living World 18 3. III. Motion, Force and Work 30

4. V. Food: Food Production 13

Total 90 Theme: Materials (18 Periods) Unit I: Matter - Nature and behaviour Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state - melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation, sublimation.

94

Nature of matter : Elements, compounds and mixtures. Heterogenous and homogenous mixtures, colloids and suspensions. Separating the components of a mixture: evaporation, sublimation, chromatography, distillation, fractional distillation & crystallisation (Only the listed topics are to be covered).

Theme: The World of The Living (22 Periods) Unit II: Organization in the living world. Cell - Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes - basic structure, number.

Tissues, Organs, Organ System, Organism.

Structure and functions of animal and plant tissues (four types in animals; meristematic and permanent tissues in plants).

Theme : Moving Things, People and Ideas (31 Periods) Unit III: Motion, force and work Motion : Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated motion.

Force and Newton's laws: Force and motion, Newton's laws of motion, inertia of a body, inertia and mass, momentum, force and acceleration, action and reaction forces.

Gravitation : Gravitation; universal law of gravitation, force of gravitation of the earth (gravity), acceleration due to gravity; mass and weight; free fall. Theme: Food (05 Periods)

Unit V: Food Production Plant and animal breeding and selection for quality improvement Animal Husbandry.

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

List of Experiments 1. To test (a) the presence of starch in the given food sample (b) the presence of the adulterant metanil yellow in

dal. 2. To prepare

a) a true solution of common salt, sugar and alum

b) a suspension of soil, chalk powder and fine sand in water

c) a colloidal of starch in water and egg albumin/milk in water and distinguish between these on the basis of

§ transparency

§ filtration criterion

§ stability

3. To prepare

a) a mixture

b) a compound

using iron filings and sulphur powder and distinguish between these on the basis of:

i. appearance i.e., homogeneity and heterogeneity

ii. behaviour towards a magnet

iii. behaviour towards carbon disulphide as a solvent.

iv. effect of heat.

4. To prepare stained temporary mounts of (a) onion peel and (b) human cheek cells and to record observations

and draw their labeled diagrams.

5. To identify parenchyma and sclerenchyma tissues in plants, striped muscle fibers and nerve cells in animals, from prepared slides and to draw their labeled diagrams.

6. To separate the components of a mixture of sand, common salt and ammonium chloride (or camphor) by sublimation.

7. To determine the melting point of ice and the boiling point of water.

8. To establish relationship between weight of a rectangular wooden block lying on a horizontal table and the minimum force required to just move it using a spring balance.

9. To determine the mass percentage of water imbibed by raisins.

96


CLASS IX: SECOND TERM Second Term Marks : 90

S. No. Units Marks

1. I. Matter - Its Nature and Behaviour 17 2. II. Organisation in the Living World 25 3. III. Motion, Force and Work 36 4. V Our Environment 12

Total 90

Theme : Materials (24 Periods) Unit I: Matter - Nature and Behaviour Particle nature, basic units: Atoms and molecules. Law of constant proportions. Atomic and molecular masses.

Valency. Chemical formula of common compounds.

Structure of atom : Electrons, protons and neutrons; Isotopes and isobars.

Theme : The World of The Living (18 Periods) Unit II: Organization in the living World. Biological Diversity : Diversity of plants and animals - basic issues in scientific naming, basis of classification. Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thallophyta, Bryo phyta, Pteridophyta, gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes).

Theme : Moving Things, People and Ideas (21 Periods) Unit III: Motion, Force and Work Floatation : Thrust and pressure. Buoyancy, elementary idea of relative density.

Work, energy and power : Work done by a force, energy, power; kinetic and potential energy; law of conservation of energy.

Sound : Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound; reflection of sound; echo. Theme : Natural Resources (15 Periods) Unit IV: Our environment Physical resources : Air, Water, Soil.

Air for respiration, for combustion, for moderating temperatures.

Air, water and soil pollution ( brief introduction). Holes in ozone layer and the probable damages.

Bio-geo chemical cycles in nature : Oxygen and Carbon


SECOND TERM

1. To verify laws of reflection of sound.

2. To determine the density of solid (denser than water) by using a spring balance and a measuring cylinder. 3. To compare the loss in weight of a solid when fully immersed in tap water and strongly salty water

4. To observe and compare the pressure exerted by a solid iron cuboid on fine sand/ wheat flour while resting on its three different faces and to calculate the pressure exerted in the three different cases.

5. To determine the velocity of a pulse propagated through a stretched string/slinky.

6. To study the characteristic of Spirogyra/Agaricus, Moss/Fern, Pinus ( either with male or female cone) and an 7. Angiospermic plant. Draw and give two identifying features of groups they belong to.

8. To observe and draw the given pictures/charts/models-earthworm, cockroach, bony fish and bird. For each organism record

a. one specific feature of its phylum.

b. one adaptive feature with reference to its habitat.

9. To verify the law of conservation of mass in a chemical reaction.

10. To study the external features of root, stem, leaf and flower of monocot and dicot plants.

11. To study the life cycle of mosquito.

98


CLASS X: FIRST TERM Total No. of Periods: 112

First Term Marks : 90

S. No. Units Marks

1. I. Chemical Substances 33 2. II. World of Living 21 3. IV. Effects of Current 29 4. V Natural Resources 07

Total 90 Theme : Materials (25 Periods)

Unit I: Chemical Substances - Nature and Behaviour Chemical reactions : Chemical equation, Balanced chemical equation, implications of a balanced chemical equation, types of chemical reactions : combination, decomposition, displacement, double displacement, precipitation, neutralization, oxidation and reduction.

Acids, bases and salts : Their definitions in terms of furnishing of H+ and OH- ions, General properties, examples and uses, concept of pH scale(Definition relating to logarithm not required), importance of pH in everyday life; preparation and uses of sodium hydroxide, Bleaching powder, Baking soda, Washing soda and Plaster of Paris.

Metals and non-metals: Chemical properties of metals and non-metals, reactivity series, formation and properties of ionic compounds, basic metallurgical processes, corrosion and its prevention.

Theme : The World of The Living (15 Periods)

Unit II: World of Living Life processes : "Living Being". Basic concept of nutrition, respiration, transport and excretion in plants and animals.

Theme : How things work. (26 Periods)

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

Theme : Natural Resources (04 Periods)

Unit V: Natural Resources Sources of energy : Different forms of energy, conventional and non-conventional sources of energy. Non-conventional sources of energy - solar energy, energy from sea, geothermal energy, nuclear energy.


FIRST TERM 1. To find the pH of the following samples by using pH paper/universal indicator.

a. Dilute Hydrochloric acid

b. Dilute NaOH solution

c. Dilute ethanoic acid solution

d. Lemon juice

e. Water

f. Dilute sodium bicarbonate solution.

2. To study the properties of acids and bases HCl & NaOH by their reaction with

a. Litmus solution (Blue/Red)

b. Zinc metal

c. Solid sodium carbonate

3. To perform and observe the following reactions and classify them into:

i. Combination reaction

ii. Decomposition reaction

iii. Displacement reaction

iv. Double displacement reaction

1) Action of water on quick lime.

2) Action of heat on ferrous sulphate crystals.

3) Iron nails kept in copper sulphate solution.

4) Reaction between sodium sulphate and barium chloride solutions.

1 0 0

4. a) To observe the action of Zn, Fe, Cu and Al metals on the following salt solutions.

a. ZnSO4 (aq)

b. FeSO4 (aq)

c. CuSO4 (aq)

d. Al2(SO4) 3 (aq)

b) Arrange Zn, Fe, Cu and Al metals in the decreasing order of reactivity based on the above result.

5. To study the dependence of potential difference (V) across a resistor on the current (I) passing

through it and determine its resistance. Also plot a graph between V and I.

6. To determine the equivalent resistance of two resistors when connected in series.

7. To determine the equivalent resistance of two resistors when connected in parallel.

8. To prepare a temporary mount of a leaf peel to show stomata.

9. To show experimentally that light is necessary for photosynthesis.

10. To show experimentally that carbon dioxide is given out during respiration.


CLASS X: SECOND TERM Second Term Marks : 90

Theme: Materials (20 Periods)

Unit I: Chemical Substances - Nature and Behaviour Carbon compounds : Covalent bonding in carbon compounds. Versatile nature of carbon. Homologous series Nomenclature of carbon compounds containing functional groups (halogens, alcohol, alkanes and alkynes), difference between saturated hydrocarbons and unsaturated hydrocarbons. Ethanol and Ethanoic acid (only physical properties and uses), soaps and detergents.

S. No. Units Marks

1. I. Chemical Substances -Nature and Behaviour 23 2. II. World of Living 30 3. III Natural Phenomena 29 4. IV. Natural Resources 08

Total 90

1 0 1

Periodic classification of elements : Modern periodic table, gradation in properties, valency, atomic number, metallic and non-metallic properties. Theme : The World of The Living (25 Periods)

Unit II: World of Living Reproduction : Reproduction in animal and plants (asexual and sexual) reproductive health-need for and methods of family planning. safe sex vs HIV/AIDS. Child bearing and women's health.

Heredity and evolution : Heredity; Mendel's contribution- Laws for inheritance of traits: Sex determination: brief introduction; Basic concepts of evolution; Acquired and Inherited Traits, Tracing evolutionary relationships.

Theme : Natural Phenomena (23 Periods)

Unit III: Natural Phenomena Reflection of light at curved surfaces, Images formed by spherical mirrors, centre of curvature, principal axis, principal focus, focal length, mirror formula (Derivation not required), magnification.

Refraction; laws of refraction, refractive index.

Refraction of light by spherical lens, Image formed by spherical lenses, Lens formula (Derivation not required), Magnification. Power of a lens; Functioning of a lens in human eye, defects of vision and their corrections, applications of spherical mirrors and lenses.

Refraction of light through a prism, dispersion of light, scattering of light, applications in daily life.

Theme : Natural Resources (12 Periods)

Unit IV: Natural Resources Conservation of natural resources

Management of natural resources. Conservation and judicious use of natural resources. Forest and wild life, coal and petroleum conservation. Examples of People's participation for conservation of natural resources.

The Regional environment : Big dams : advantages and limitations; alternatives if any. Water harvesting. Sustainability of natural resources.

Our environment : Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable, substances.

1 0 2


SECOND TERM 1. To study the following properties of acetic acid (ethanoic acid):

i) odour

ii) solubility in water

iii) effect on litmus

2. To study saponification reaction for preparation of soap.

3. To study the comparative cleaning capacity of a sample of soap in soft and hard water.

4. To determine the focal length of

i. Concave mirror

ii. Convex lens

by obtaining the image of a distant object.

5. To trace the path of a ray of light passing through a rectangular glass slab for different angles of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result.

6. To study (a) binary fission in Amoeba and (b) budding in yeast with the help of prepared slides.

7. To trace the path of the rays of light through a glass prism.

8. To find the image distance for varying object distances in case of a convex lens and draw corresponding ray diagrams to show the nature of image formed.

9. To study homology and analogy with the help of models/ charts of animals and models/ charts/ specimens of plants.

10. To identify the different parts of an embryo of a dicot seed ( Pea, gram or red kidney bean). RECOMMENDED BOOKS :

· Science - Textbook for class IX - NCERT Publication

· Science - Textbook for class X - NCERT Publication

· Assessment of Practical Skills in Science - Class IX - CBSE Publication

· Assessment of Practical Skills in Science - Class X - CBSE Publication

· Laboratory Manual Science - Class IX , NCERT Publication

· Laboratory Manual Science - Class X, NCERT Publication

1 0 3

QUESTIONS PAPER DESIGN 2013-14 CLASS-IX

SCIENCE CODE NO. 086/090 Time-3 Hours Marks-90 S.No

Typology of Questions

Learning outcomes & testing competencies

Very Short Answer VSA (1 Mark)

Short Answer-1 (VSA) (1 Mark)

Short Answer-II (VSA) (1 Mark)

Value Based Question (VBQ) (4 Marks)


Total Marks

% Weightage


· Reasoning

· Analytical Skills

· Critical Thinking Skills, etc.

2 1 1 10 13%


1 4 1 19 26%


4 1 17 23%

1 0 4


2 1 9 12%


2 1 2 20 26%

Total(Theory Based Questions)

2x1=2 3x2=6 11x3=33

1x4=4 6x5=30 75(23) 100%

Practical Based MCQs

9 3* 15(12)

TOTAL 11x1=11

6x2=12 11x3=33

1x4=4 6x5=30 90(35)

1 0 5

QUESTIONS PAPER DESIGN 2013-14 CLASS-X

SCIENCE CODE NO. 086/090 Time-3 Hours Marks-90 S.No

Typology of Questions

Learning outcomes & testing competencies

Very Short Answer VSA (1 Mark)

Short Answer-1 (VSA) (1 Mark)

Short Answer-II (VSA) (1 Mark)

Value Based Question (VBQ) (4 Marks)


Total Marks

% Weightage


· Reasoning

· Analytical Skills

· Critical Thinking Skills, etc.

2 1 1 10 13%


1 4 1 19 26%


4 1 17 23%

1 0 6


2 1 9 12%


2 1 2 20 26%

Total(Theory Based Questions)

2x1=2 3x2=6 11x3=33

1x4=4 6x5=30 75(23) 100%

Practical Based MCQs

9 3* 15(12)

TOTAL 11x1=11

6x2=12 11x3=33

1x4=4 6x5=30 90(35)

1 0 7

RECOMMENDED BOOKS:

• Science - Textbook for class IX - NCERT Publication

• Science-Textbook for class X - NCERT Publication

• Assessment of Practical Skills in Science - Class IX - CBSE Publication

• Assessment of Practical Skills in Science - Class X - CBSE Publication

• Laboratory Manual - Science - Class IX , NCERT Publication

• Laboratory Manual - Science-Class X, NCERT Publication

1 0 8

5. SOCIAL SCIENCE

CODE NO. 087 RATIONALE Social Science is a compulsory Subject up to secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building.

The social science curriculum draws its content mainly from geography, history, political science and economics. Some elements of sociology and commerce are also included. Together they provide a comprehensive view of society-over space and time, and in relation to each other. Each subject's distinct methods of enquiry help the learners understand society from different angles and form a holistic view.

OBJECTIVES The main objectives of this syllabus are:

• to develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved.

• to make learners realize that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space.

• to develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development.

• to deepen know ledge about and understanding of India's freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made bv people of all sections and regions of the country.

• to help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society.

• to deepen the knowledge and understanding of India's environment in its totality, their interactive processes and effects on the future quality of people's lives

• to facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity.

• to develop an appreciation of the richness and variety of India's heritage-both natural and cultural and the need for its preservation.

• to promote an understanding of the issues and challenges of contemporary India-environmental, economic and social, as part of the development process.

• to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community

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• to develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in analyzing and evaluating data and information as well as views and interpretations

• to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms-cooperating with others, taking initiatives and providing leadership in solving others' problems

• to develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

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

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Course Structure

Class IX Total No. of Periods: 120

Time: 3 Hrs. Marks: 90

S.NO UNIT TERM 1 TERM 2

1 India and the Contemporary World -1 (23) (23)

2 India -Land and the People (23) (23)

3 Democratic Politics I (22) (22)

4 Understanding Economic Development-]

(22) (22)

5 Disaster Management (Through Project & Assignments)

-

TOTAL 90 90

The prescribed syllabus will be assessed using formative and summative assignments in the following manner :

Term-I Term-II Total

Formative Assessment 1 and 2, 3 and 4 20% 20% 40%

Summative Assessment 1 and 2 30% 30% 60%

TOTAL 50% 50% 100%

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

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Unit 1: India and the Contemporary World -1 (35) Periods

Themes Objectives

Term I Two themes from the first sub-unit and one each from the second and third subunits could be studied.

Sub-unit 1.1: Events and processes. In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.

· In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences.

· Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.

· Show how written, oral and visual material can be used to recover the history of revolutions.

· Explore the history of socialism through a study of the Russian revolution.

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Themes Objectives

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

· Familiarize students with the names of people involved, the different types of ideas that inspired the revolution.

· Discuss the critical significance of Nazism in shaping the politics of modem world.

· Familiarize students with the speeches and writings of Nazi leaders.

· Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets.

· Point to the varying patterns of developments within pastoral societies in different places.

· Look at the impact of colonialism on forest societies, and the implication of scientific forestry.

· Discuss the social and cultural world of forest communities through the study of specific revolts.

· Understand how oral traditions can be used to explore tribal revolts.

· Show the different processes through which agrarian transformation may occur

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Term II Sub-unit 1.2 : Economics and Livelihoods The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.

Any one theme of the following : Ch.4) FOREST SOCIETY AND COLONIALISM Why deforestation? land to be improved, Sleepers on the tacks, Plantations The Rise of commercial Forestry How were the lives of people affected? How did forest rules affect cultivation Who could hunt?, New Trade, New Employment, New service

Rebellion in the forest The people of bastar, The fears of the people Forest Transformation in Java:The wood cutters of java,Dutch scientific forestry,Samin’s challenge,War & deforestation,New developments in forestry

Ch5. PASTORALISTS IN THE MODERN WORLD Pastoral nomads & their movements, in the mountains, on the plateaus, plains & deserts,Colonial rule & pastoral life,How did these changes affect the lives of pastoralists?,How did the pastoralists cope with these changes?,Pastoralism in Africa,Where have the grazing lands gone?,The borders are closed,When pastures dry,Not all were equally affected, Conclusion

Ch.6 PEASANTS AND FARMERS The coming of modern agriculture in England: the time of open fields & commons, new

in the modern world.

· Understand how agricultural systems in India are different from that in other countries.

· Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.

· Suggest how sports also have a history and that it is linked up with the politics of power and domination.

· Introduce students to some of the stories in cricket that have historical significance.

· Show how clothing has a history, and how it is linked to questions of cultural identity.

· Discuss how clothing has been the focus of intense social battles.

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demands for grain, the age of ancestors, what happened to the poor, the introduction of threshing machines Conclusion Bread basket and dust bowl:the westward move & wheat cultivation,the wheat farmers,the coming of new technology, what happened to the poor?,Dust bowl

The Indian former and opium production:

A taste for tea: the trade with china, Where did opium come from?, How were unwilling cultivators made to produce opium?

Conclusion Map Work Based on theme 4/5/6. (Internal choice will be provided)

Term III Sub-unit 1.3 : Culture, Identity and Society The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.

Any one of the following : Ch7. HISTORY AND SPORT: The historical development of cricket as a game in England, Cricket and Victorian England The spread of cricket, Cricket Race & religion, The modern transformation of the game, Decolonisation & sport, commerce media & cricket today Ch. 8) Clothing: A social history Sumptuary laws & social hierarchy, Clothing & motions of beauty,how did women react to these norms?,New times ,new materials,the war,transformation in colonial india,caste conflict & dress change,british rule & dress

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codes,designing the national dress:the swadeshi movement,mahatma gandhi’s experiments with clothing,not all could wear khadi,Conclusion

Unit 2 : India - Land and the People (25) Periods

Themes Objectives

Term I 1. India: location, Size, India and the World, India’s Neighbours, Physical Features of India: Introduction, Major Physiographic divisions, The Himalayan Mountains, The Northern Plains The Peninsular Plateau, The Indian Desert, The Coastal Plains, The Islands 2. Drainage: Introduction, Drainage system in India, The Himalayan Rivers, The Indus River System, The Ganga River System, The Brahmaputra River System, The Peninsular Rivers, The Narmada Basin, The Tapi Basin, The Godavari Basin, The Mahanadi Basin, The Krishna Basin, lakes,role of rivers in the economy, pollution of rivers,

Term II 3. Climate: Introduction, Climatic Controls,Factors affecting India’s Climate,Latitude,Altitude,Pressure & Winds The Indian Monsoon,The onset of monsoon & withdrawal,The seasons The cold weather season(winter),The hot weather season(summer),Advancing monsoon(The rainy season),Retreating monsoon(The transition season), Distribution of Rainfall,Monsoon as a unifying bond 4. Natural Vegetation: Introduction, relief,climateecosystem vegetation types 5. Wildlife: major species, their distribution, need for conservation and various measures. (Chapter 5)

· To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types

· To identify the various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.

· Tor explain the importance and unifying role of monsoons;

· To understand the river systems of the country and explain the role of rivers in the evolution of human society.

· To find out the nature of diverse flora and fauna as well as their distribution;

· To develop concern about the need to protect the biodiversity of our country;

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Themes Objectives 6.Population : Introduction,size,distribution, India’s population distribution by densityage-sex composition, Population growth & processes of Population change, Population growth, Sex ratio,Processes of population change/growth,age composition,literacy rates, occupational structure, health, Adolescent population, National population policy, NPP 2000 & Adolescents 7.Map Work (3 marks).

To analyze the uneven nature of population distribution and show concern about the large size of our population;

To understand the various occupations ot people and explain various factors of population change;

To explain various dimension of national policy and understand the needs of adolescents as underserved group.

Project/ Activity

Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality" with other regions of India.

Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.

Posters

River pollution

Depletion of forests and ecological imbalance.

Unit - 3 : Democratic Politics I (20) Periods

Themes Learning Objectives

Term I Ch.2) WHAT IS DEMOCRACY? WHY DEMOCRACY? Overview, what is democracy? Why define democracy? A simple definition Features of democracy Major decisions by elected leaders, Free and fair electoral completion, One person, one vote, one value Rule of law and respect for rights, Summary definition. (Chapter 1&2)

(Part 1.3 and 1.4 (pages 10-18 of prescribed NCERT Textbook) will be assessed through formative assessment only)

2.Constitutional Design Overview, Making of the Indian constitution, The path to constitution, The constituent assembly, Guiding values of the Indian constitution, The dream and the promise, Philosophy of the constitution, Institutional design (Chapter 3)

• Develop conceptual skills of defining democracy

• Understand how different historical processes and forces have promoted democracy.

• Developing a sophisticated defence of democracy against common prejudices

• Develop a historical sense of the choice and nature of democracy in India.

• Introduction to the process of Constitution making

• Develop respect for the Constitution and appreciation for Constitutional values

• Recognize that constitution is a living document that undergoes changes.

• Introduce the idea of representative democracy via competitive party politics

• Familiarize with our electoral system and reasons for choosing this

• Develop an appreciation of citizen's increased participation in electoral politics

• Recognize the significance of the Election Commission

http://forconstitution.il/

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Term II 4. WORKING OF INSTITUTIONS Overview, How is a major policy decision taken?, A government order, The decision makers ,Need for political institutions,Parliament, Why do we need a parliament? Two houses of parliament, Political executive, Political and permanent executive. Prime Minister and council of ministers. Powers of the prime minister. The President. The Judiciary (Chapter 5)

5. DEMOCRATIC RIGHTS Overview, Life without rights, Prison in Guantanamo bay, Rights in a democracy What are rights? Why do we need rights in a democracy? Rights in the Indian Constitution Right to equality, Right to freedom, Right against exploitation, Right to freedom of religion, Cultural and educational rights How can we secure these rights? Expanding scope of rights (Chapter6)

• Provide an overview of central governmental structures

• Sensitize to the key role of the Parliament and its procedures

• Distinguish between nominal and real executive authorities and functions

• Understand the parliamentary sy stem of executive's accountability to the legislature

• Develop a citizens' awareness of their rights

• Introduction to and appreciation of the Fundamental Rights

• Recognition of the ways in which these rights are exercised and denied in real life situations.

• Introduction to judicial system and key institutions like the Supreme Court, high courts and National Human Rights Commission.

Unit - 4 : Understanding Economic Development -1 (20) Periods

Themes Objectives

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

Term II 3.Poverty as a challenge facing India : Overview, Introduction, Two typical cases of Poverty:- urban case & rural case, Poverty Line, Poverty estimates, Inter-State Disparities, Global Poverty Scenario, Causes of Poverty, Anti-Poverty Measures, The Challenges Ahead (Chapter 3) 4. Food Security : Overview, What is food security? Why food security? Who are food-insecure? Food security in India, What is Buffer Stock? What is Public Distribution System? Current Status of Public Distribution System, Role of Cooperatives in food security (Chapter 4)

Familiarizing the children with some basic economic concepts through an imaginary story of a village

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

Understanding of poverty as a challenge and sensitization of the learner;

Appreciation of the government initiative to alleviate poverty

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

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

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Suggested Activities / Instructions:

Theme 1: Give more examples of activities done by different workers and farmers. Numerical problems can also be included.

Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.

Theme II: Discuss the impact of unemployment Debate on whether all the activities done by women should be included or not.

Is begging an economic activity? Discuss. Is it necessary to reduce population growth or family size? Discuss.

Theme IV: Visit a few farms in a village and collect the details of foodgrains cultivated; Visit a nearby ration shop and collect the details of goods available;

Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

Note: Projects, activities and other exercises in Unit 5 should encourage students to place 'disasters' and "disaster management in: (i) The wider context of Social Science knowledge as covered through the History, Geography, and

Political Science and Economics textbooks of class IX/X. (ii) Other problems faced by our country & the world from time to time.

PRESCRIBED TEXTBOOKS: 1. India and the Contemporary World History - Published by NCERT 2. Contemporary India - Geography - Published by NCERT

3. Democratic Politics - Published by NCERT

4. Economics - Published by NCERT

Unit 5 : Disaster Management (20) Periods

Term I 1. Introduction to disaster management (Ch. 1)

2. Common Hazards-Prevention & Mitigation (Ch.2)

Term II 3. Man Made disasters- Nuclear, Biological and

Chemical (Ch.3) 4. Community Based Disaster Management

(Ch.4)

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5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by CBSE

QUESTIONS PAPER DESIGNS 2013-14 CLASS-IX

SOCIAL SCIENCE CODE.NO. 087 Time 3 Hours Marks-90 S.No. Typology of Questions Very

Short Answer (VSA) (1 Marks)

Short Answer – II (VSA) (1 Marks)

Long Answer (L.A) (4 marks)

Total Marks

% Weightage

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

2 2 2 18 20%

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

2 1 2 15 17%

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

2 4 2 24 26%

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

2 2 2 18 20%

5 Evaluation and Multi-Disciplinary- (Appraise, judge, and/ or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

- 3 - 9 10%

6 MAP - 2 - 6 7% TOTAL 4x1 = 4 10x3 = 3 11x4

=44 90 100%

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Course Structure Class X

Total No. of Periods: 160 Time: 3 Hours Marks: 90

UNIT TERM 1 TERM 2

1 India and the Contemporary World - II (23) (23) 2 India - Resources and their Development (23) (23)

3 Democratic Politics II (22) (22) 4 Understanding Economic Development - II (22) (22)

5 Disaster Management-only through project work and assignments. - -

TOTAL 90 90

The prescribed syllabus will be assessed using formative and summative assessments with the following weightages during an Academic session:

Term-I Term-II Total Formative Assessment land 2, 3 and 4 20% 20% 40%

Summative Assessment 30% 30% 60% TOTAL 50% 50% 100%

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

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Unit 1: India and the Contemporary World – II (60) Periods

Themes Objectives

In Sub-unit 1.1 students are required to choose any two themes. In that sub-unit, theme 3 is compulsory and for second theme students are required to choose any one from the first two themes.

In Sub Units 1.2 and 1.3 student are required to choose anyone theme from each. Thus all students are required to study four themes in all.

Term I

Sub-unit 1.1 : Events and processes : Any two of the following themes : Ch.1) THE RISE OF NATIONALISM IN EUROPE: The French revolution & the idea of the nation, The making of nationalism in Europe, The aristocracy & the new middle class, What did Liberal Nationalism Stand for? A new conservation after 1815,The revolutionaries, The age of revolutions : 1830-1848, The romantic imagination & National feeling, Hunger, hardship & popular revolt 1848: The revolution of the liberals, The making of Germany and Italy, Germany - can the army be the Ar tect of a nation?, Italy unified, The strange case of Britain, Visualising the nation Nationalism and imperialism (Chapter 1) Ch.2) The Nationalist movement in Indo-china, emerging from the shadow of china, colonial domination & resistance, why the French thought colonies necessary, should colonies be developed? The dilemma of colonial education, talking modern, looking modern resistance in schools, Hygiene, disease and everyday resistance, plague strikes Hanoi, the rat hunt, Religion and

· The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.

· Discuss the relationship/difference between European nationalism and anti-colonial nationalisms.

· Point to the way the idea of the nation states became generalized in Europe and elsewhere.

· Discuss the difference between French colonialism in Indochina and British colonialism in India.

· Outline the different stages of the anti-imperialist struggle in Indochina.

· Familiarize the students with the differences between nationalist movements in Indo China and India.

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anti-colonialism, The vision of modernization, other ways of becoming modern: Japan & china, The communist movement & Vietnamese Nationalism, the new republic of Vietnam, the entry of the US into the war, The Ho Chi Minh Trail, The nation & its heros, women as rebels, heroes of past times, women as warriors, women in Times of peace, The End of the war Themes Objectives Ch.3) NATIONALISM IN INDIA The first world war Khilafat & Non- cooperation, The idea of satyagraha The Rowlett act, Why non – cooperation? Differing strands within the movement The movement in the towns, Rebellion in the countryside, Swaraj in the plantations Towards civil disobedience, The salt March & the civil disobedience movement How participants saw the movement The units of civil disobedience The sense of collective Belonging Conclusion (Chapter 2) 2. Map work based on theme 3 only. (3 marks)

Term II

Sub-unit 1.2 : Economies and livelihoods :

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

· Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience Movement.

· Analyze the nature of the diverse social movements of the time.

· Familiarize students with the writings and ideals of different political groups and individuals, notably Mahatma Gandhi.

· Discuss two different patterns of industrialization, one in the imperial country and another within a colony.

· Show the relationship between different sectors of production.

· Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.

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

· Show that globalization has a long history and point to the shifts within the process.

· Analyze the implication of globalization for local economies.

· Discuss how globalization is experienced differently by-different social groups.

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

· Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.

· Show that forms of writing have a specific history and that they reflect historical changes within society and shape the forces of change.

· Familiarize students with some of the ideas of writers who have had a powerful impact on society.

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Bombay, Bombay as the city of dreams: the world of cinema & culture, Cities and the challenge of the environment, conclusion (Chapter 6)

Sub-unit 1.3 : Culture, Identity and Society Any one of the following themes : Ch5. PRINT CULTURE & THE MODERN WORLD: the first printed books, Print in japan, Print comes to Europe, Gutenberg & printing press, The print revolution & its impact, A new reading public, religious debates & the fear of print, Print & Dissent, The reading mania, Tremble therefore tyrants of the world, Print culture & the French revolution, The nineteenth century, Children women & works, Further innovations, India & the world of print, Manuscripts before the age of print, Print comes to India, Religious reform & public debates, New forms of publication, women & print, print & the poor people, print & censorship Ch.8) Novels, society, & History, the rise of the naovel, the publishing market, the world of the novel, community & the society, the new women, novels for the young, colonialism and after, the novel comes to India, the novel in south India, the novel in hindi, novels in Bengal, novels in the colonial world, uses of the novel, the problem of being modern, pleasures of reading, woment & the novel, caste practices, lower-caste & minorities, the nation & its history, the novel & nation making, conculsion,

· Map for all chapters - 3 marks

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Unit 2: India - Resources and their Development (45) Periods

Themes Objectives

Term I

Ch.1) Resources: Types of resources, On the basis of origin, Biotic resources, Abiotic resources, On the basis of exhaustibility Renewable resources, Non-renewable resources, On the basis of ownership, Individual resources, Community owned resources, National resources, International resources, On the basis of the status of development, Potential resources Developed resources, Stock, Development of resources, resource planning, resource planning in India, Land resources, Land utilisation, Land use pattern in India,Land degradation & Conservation measures, Soil as a resource, Classification of soils, Alluvial soils, Black soil, Red & yellow soil, Laterite soil, Arid soil, Forest soils, Soil erosion & soil conservation. CH. 2) Forest and wildlife resources: flora and fauna in india, classification of species, what are the negative factores that cause such fearful depletion of flora & fauna, conservation of forest & wildlife in india, project tiger, types & distribution of forest & wildlife resource, community & conservation, sacred grooves a wealth of diverse & rare species. Ch.2) Water resources: Water scarcity & the need for water conservation & management, multipurpose river projects & integrated water resources management Ch.3) Agriculture: Types of farming, Primitive Subsistence farming, Intensive Subsistence farming, Commercial farming,Cropping Pattern, Major Crops: Rice, Wheat, Millets, Maize, Food crops other than grains Sugarcane, Oil seeds, Tea, Coffee, Horticulture Crops, Non-Food crops, Rubber, Fibre Crops, Jute, Technological and Institutional Reforms, bhoodan- gramdan, Contribution of agriculture to the National economy employment & output

Term II Mineral Resources: What is mineral? Mode of occurrence of minerals, Where are these minerals found?, Ferrous minerals

Understand the value of resources and the need for their judicious utilization and conservation; Identify various types of farming and discuss the various farming methods; Describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern;

Explain various government policies for institutional as well as technological reforms since independence; Understand the importance of forest and wild life in our environment as well as develop concept towards depletion of resources.

Understand the importance of agriculture in national economy;

Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation; Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilization;

Discuss various types of conventional and non-conventional resources and their utilization

Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas;

Discuss the need for a planned industrial development and debate over the role of government towards sustainable development; To explain the importance of transport and communication in the ever shrinking world; To understand the role of trade in the economic development of a country,

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Iron-ore, Manganese, Non- Ferrous Minerals, Copper, Bauxite, Non-metallic minerals, Rock minerals, Limestone, Conservation of minerals Power Resources: Energy Resources, Conventional sources of energy, Coal Petroleum, Natural gas, Electricity, Non-conventional sources of energy, Nuclear or atomic energy, Solar energy, Wind power, Biogas, Tidal energy, Geothermal energy, Conservation of energy, Manufacturing Industries: Importance of manufacturing, Contribution of industry to national economy, Classification of industries, On the basis of raw materials,According to their main role, On the basis of capital investment, On the basis of ownership, Agro-based Industries,Textile industry, Cotton textiles, Why is it important for our country to keep the mill sector loom age lower than power & handloom? Jute textiles, Sugar industry,Mineral based industries, Iron & steel industry, Fertiliser industry, Cement industry, Information technology & electronics industry Industrial pollution & environmental degradation, Air pollution, Water pollution, Thermal pollution, Noise pollution, Control of environmental degradation? Ch.6) LIFELINES OF NATIONAL ECONOMY: Transport Roadways, golden quadrilateral super highways, national highways, state highways district roads, other roads, border roads Road Density, Railways, Pipelines, Waterways, Major sea ports, Airways, Communication, International Trade, Tourism as a trade Map Work (3 marks)

Project / Activity

• Learners may collect photographs of typical rural houses and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area.

• Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.

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Posters

• Pollution of water in the locality.

• Depletion of forests and the greenhouse effect.

Note: Any similar activities may be taken up.

Unit 3: Democratic Politics II (25) Periods Themes Objectives

Ch.1 Power sharing mechanisms in democracy: Overview, Belgium and Sri Lanka, Majoritarianism in Sri Lanka, Accommodation Belgium, Why power sharing is desirable, Khalil’s dilemma, Forms of power sharing Ch.2 FEDERALISM: Overview, What is federalism, What makes India a federal country?, Language policy, Centre –state relations, Linguistic diversity of India Scheduled languages of India, Decentralisation in India Ch.3 DEMOCRACY AND DIVERSITY: Overview, A story from Mexico Olympics, Differences, similarities, divisions, Origins of social differences, Overlapping and cross- cutting differences, Range of outcome, Bulgaria Romania or India, Three determinants Ch.4 GENDER, RELIGION AND CASTE: Overview, Gender and politics, Public/ private division, Women’s political representation, Religion, communalism and politics, Communalism, Secular state, Caste and politics, Caste inequalities, Social and Religious Diversity of India, Caste in politics Caste inequality today, Percentage of population living below the poverty line,1999-2000,Politics in caste Term II Ch.5 POPULAR STRUGGLES AND MOVEMENTS: Overview, Popular struggles in Nepal and Bolivia, Movement for democracy in Nepal, Bolivia water

• Analyze the relationship between social cleavages and political competition with reference to Indian situation.

• Understand and analyze the challenges posed by communalism to Indian democracy.

• Understand the enabling and disabling effects of caste and ethnicity in politics.

• Develop a gender perspective on politics. • Introduce students to the centrality of

power sharing in a democracy. • Understand the working of spatial and

social power sharing mechanisms. • Analyze federal provisions and

institutions. • Understand the new Panchayati Raj

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

expansion of democracy. • Analyze party systems in democracies.

129

war Democracy and popular struggles Mobilisation and organisation, Pressure groups and movements, Sectional interest groups and public interest groups Movement groups, Is their influence healthy? Ch.6 POLITICAL PARTIES: Overview, Why do we need political parties? Meaning, Functions, Necessity, A moral force in politics?, Popular participation in political parties, National political parties, Indian national congress, Bharatiya janta party, Bahujan samaj party, Communist party of India- Marxist, Communist party of India, Nationalist congress party, State parties Challenges to political parties, How can parties be reformed? Ch.7 OUTCOMES OF DEMOCRACY Overview, How do we assess democracy’s outcomes?, Accountable, responsive and legitimate government, Economic growth and development, Economic outcomes of democracy, Rates of economic growth for different countries, 1950-2000,Inequality of income in selected countries ,Reduction of inequality and poverty, Accommodation of social diversity, Dignity and freedom of the citizens Ch.8 Challenges to democracy: Overview, Thinking about challenges

• Introduction to major political parties in the country.

• Analyze the role of social movements and non-party political formations

• Introduction to the difficult question of evaluating the functioning of democracies

• Develop the skills of evaluating Indian democracy on some key dimensions: development, security and dignity for the people.

• Understand the causes for continuation of democracy in India.

• Distinguish between sources of strength and weaknesses of Indian democracy

• Reflect on the different kinds of measures possible to deepen democracy

• Promote an active and participatory citizenship.

130

Unit 4: Understanding Economic Development-II (20) Periods


Term I

Term II 3.Money and Credit: Money as a medium of exchange, Modern forms of money, Currency, Deposits with banks, loan activities of banks,Two different credit situations, Terms of credit, Formal sector credit in India,Formal & Informal Credit: who gets what?,Self –help groups for the poor,Summing up 4. Globalisation & the Indian Economy: production across countries, interlinking production across countries, foreign trade & integration of markets, Chinese toys in india,What is globalisation, factors that have enables globalisation,technology, liberalisation of foreign trade & foreign investment policy, world trade organisation, impact of globalisation in india, the struggle for a fair globalisation, summing up 5.Consumer Rights : The consumer in the market place, Consumer movement Consumer rights, Safety is everyone’s right Information about goods & services, When choice is denied, Where should consumers go to get justice?, Learning to become well informed consumers, Taking the consumers movement forward

• Familiarization of some macro-economic concepts. • Sensitizing the child about the rationale for

overall human development in our country, which include the rise of income, improvements in health and education rather than income?

• It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation.

• How and why people should be healthy and provided with education.

• Familiarize the concept of money as an economic concept;

• Create awareness of the role of financial institutions from the point of view of day-to-day life.

· To make aware of a major employment generating sector.

• Sensitize the learner of how and why governments invest in such an important sector.

• Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.

• Making the child aware of his or her rights and duties as a consumer;

• Familiarizing the legal measures available to protect from being exploited in markets.

131

Suggested Activities Theme 2: Visit to banks and money lenders / pawnbrokers and discuss various activities that you have observed in banks in the classroom; Participate in the meetings of self-help groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed. Theme 4:

Provide many examples of service sector activities. Use numerical examples, charts and photographs.

Theme 5: Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.

Note: Project, activities and other exercises in Unit 5 should encourage students to place 'disasters' and 'disaster management in:

(i) The wider context of Social Science knowledge as covered through the History, Geography, and Political Science and Economics textbooks of class IX/X.

(ii) Other problems faced by our country- & the world from time to time. Prescribed Textbooks:

1. India and the Contemporary- World-II (History)-Published by NCERT

2. Contemporary- India II (Geography) - Published by NCERT

3. Democratic Politics II (Political Science) - Published by NCERT

4. Understanding Economic Development II - Published by NCERT

5. Together Towards a Safer India - Part III, a textbook on Disaster Management-Published by CBSE.

Unit 5: Disaster Management (Through Formative Assessment only) (10) Periods

• Tsunami

• Safer Construction Practices.

• Survival Skills.

• Alternate Communication systems during disasters.

• Sharing Responsibility

132

QUESTIONS PAPER DESIGNS 2013-14 CLASS-X

SOCIAL SCIENCE CODE NO. 087 Time-3 Hours Marks-90 S.No. Typology of

Questions Very Short Answer (VSA) (1 Marks)

Short Answer – II (VSA) (1 Marks)


Total Marks

%Weightage

1 Remembering – (Knowledge based Simple recall question, to know specific facts, terms, concepts, principles, or theories, Identify, define, or recite, information

2 2 2 18 20%

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

2 1 2 15 17%

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

2 4 2 24 26%

13

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

2 2 2 18 20%

5 Evaluation and Multi-Disciplinary- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)

- 3 - 9 10%

6 MAP - 2 - 6 7% TOTAL 4X1 =4 10X3=30 11X4=44 90 100%

134

AUTOMOMOBILE TECHNOLOGY

CLASS- IX

First Term

FA 1 FA 2 SA 1 UNIT 1 Basic Automobile Engineering (two wheeler) UNIT 2 Tools & Equipment (only general and measuring tools)

UNIT 2 Tools & Equipment (Electrical & Special Tools) UNIT 3 Layout of the two wheeler

UNIT 1 Basic Automobile Engineering (two wheeler) UNIT 2 Tools & Equipment UNIT 3 Layout of the two wheeler UNIT 4 Engine & Transmission System

Second Term FA 3 FA 4 SA 2 UNIT 5 Control System UNIT 6 Electrical System (performance criteria, checking & do wiring only)

UNIT 6 Electrical System (Finding faults, changing of switches & its connection, dismantling & repairing of starting motor and drive & checking & repairing of headlight, brake)

UNIT 5 Control System UNIT 6 Electrical System UNIT 7 Two wheeler Servicing & Repairing UNIT 8 Work Integrated Learning

13

Automotive Technology /NVEQF Level I Class IX

Name of Module: Auto Technician Module Title: Auto Technician

Module Overview: Student will be able to identify two wheeler vehicles, its component and carry out its repairing, servicing and maintenance. Name and Code of Units

Unit Code Unit Title Th + Pr Total Hours

AET-L1-01 Basic Automobile Engineering (Two wheeler) 1 + 1 12

AET-L1-02 Tools and Equipment 2 + 2 24

AET-L1-03 Layout of Two Wheeler 1 + 1 12

AET-L1-04 Engine and Transmission System 5 + 4 54

AET-L1-05 Control System

3 + 2 30

AET-L1-06 Electrical System 2 + 2 24

AET-L1-07 Two Wheeler Servicing and Repairing 1 + 3 24

AET-L1-08 Work Integrated Learning 1 + 1 12

Total 16 + 16 192

136

List of Elements of unit AET-L1-01 Basic Automobile Engineering (Two wheeler) Element Code Basic Automobile Engineering (Two

wheeler) Duration

AET-L1-01-E1 Able to identify two wheeler vehicle 4 Hours

AET-L1-01-E2 Identify the different types of component of two wheeler vehicle

3 Hours

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

5 Hours

Total Duration in Hours 12 Hours

Detail of Elements in unit AET-L1-01 UNIT CODE AET-L1-01 DURATION 12 Hours UNIT OVERVIEW Student will be able to Identify the two wheeler vehicle and its

model ELEMENT AET-L1-01-E1

PERFORMANCE CRITERIA KNOWLEDGE CRITERIA

Identify two wheeler vehicle

Able to identify two wheeler vehicle (1)

Types of automobile vehicle – two wheeler on the basis of engine and fuel used (1)

Able to identify automobile model and their manufacturers (1)

Different manufactures like Hero, Bajaj, Sujuki etc and their models (1)

ELEMENT AET- L1-01-E2


Identify the different types of component of two wheeler vehicle

Identify the different component of two wheeler vehicle (1)

Wheel, brake assembly, lighting system transmission component, Fuel system, ignition system, lubrication system (2)



Identify the different types of engine fitted in two wheeler vehicle

Able to identify different type of engine (1)

Classification of IC Engine – two stroke,4 stroke engine, Spark ignition engine (SI) and compression ignition (CI)

13

engine(2)

Identify different component of engine (1)

Components of an engine – cylinder block, cylinder head, piston, connecting rod and crankshaft etc. (1)

List of Elements of unit AET-L1-02

Handling of Tools and Equipment Element Code Handling of Tools and

Equipment Duration

AET-L1-02-E1 Able to identify and handle general tools 6 Hours

AET-L1-02-E2 Able to identify and handle measuring tools

6 Hours

AET-L1-02-E3 Able to identify and handle electrical instruments

6 Hours

AET-L1-02-E4 Able to identify and handle special tools 6 Hours


138

Detail of Elements in Unit AET-L1-02 UNIT CODE AET-L1-02 DURATION 24 Hours UNIT OVERVIEW Student will be able to identify and handle general tools ELEMENT AET-L1-02-E1


Able to identify and handle general tools

Able to identify general tools used. (1)

Types of general tools – spanner, screw drivers, files, pliers, vices, punches, mallet, chisels, grinder and drilling machine. Oil and grease guns (1)

Handling of general tools. (1)

Uses and handling methods (1)

Care and maintenance of general tools (1)

Do’s and Don’t and other safety precautions (1)

ELEMENT AET-L1-02-E2

PERFORMANCE CRITERIA

KNOWLEDGE CRITERIA

Able to identify and handle measuring tools

Able to identify measuring tools used. (1)

Steel rules, Vernier calipers, micro meter, Try square, feeler gauge etc. (1)

Handling of measuring tools. (1)

Uses and measuring techniques (1)

Care and maintenance of measuring tools (1)

Do’s and Don’t and other safety precautions (1)



KNOWLEDGE CRITERIA

Able to identify and handle electrical instruments

Able to identify different type of electrical instruments (1)

Multi meters,Techo meter, Hydro meter, Battery charger, electric tester and Timing light tester (1)

Handling, Care and maintenance of electrical instruments (1)

Uses of electrical instruments and Special care and other safety precautions (1)



KNOWLEDGE CRITERIA

Able to identify and handle special tools

Able to identify special tools (1)

Fly wheel puller, universal holder, socket wrench (1)

Operate and Handling of special tools (1)


Care and maintenance of special tools. (1)

Special care for special tools and other safety precautions (1)

13

List of Elements of unit AET-L1-03

Layout of Two wheelers Element Code Layout of Two Wheelers

Duration

AET-L1-03-E1 Layout of two wheelers

12 Hours

Total Duration 12 hours

Detail of Elements in Unit AET-L1-03 UNIT CODE AET-L1-03 DURATION 12 Hours UNIT OVERVIEW Student will be able to layout of Two Wheelers ELEMENT AET-L1-03-E1


Able to Identify different type of two wheeler

Identify the different type of two wheeler vehicle (3) - Moped - Scooter - Motorcycle Identify the drive system (4) - Chain drive - Belt drive - Automatic

Different types of two wheeler- Moped, Scooter and Motor cycle (3) Drive System of Two wheeler - (2) - Chain drive - Belt drive - Automatic

List of Element of Unit AET-L1-04 Engine & Transmission System Element Code Engine & Transmission System Duration

AET-L1-04-E1 Engine of two Wheeler 15 Hours

AET-L1-04-E2 Different system of Engine 15 Hours

AET-L1-04-E3 Engine starting system of two wheeler 12 Hours

AET-L1-04-E4 Engine and transmission System 12 Hours

140


Detail of Elements in Unit AET-L1-04 UNIT CODE AET-L1-04 DURATION 15 Hours UNIT OVERVIEW Student will be able to understand and handle Engine and

transmission System of two Wheeler ELEMENT AET-L1-04-E1


Engine of two Wheeler

Identify the engine component of 2 stroke and 4 stroke engine (3)

Working of spark Ignition Engine (4) Working of Combustion on Ignition Engine (4) Working of 4 stroke and 2 stroke Engine (4)



Different system of engine

Identify the component of Ignition System (0.5)

Ignition System (2)

Identify the component of Lubrication System (0.5)

Lubrication System (2)

Identify the component of Valve System (0.5)

Valve System (2)

Identify the component of Cooling System (0.5)

Cooling System (2)

Identify the component of Fuel System (0.5)

Fuel System (2)

Identify the component of Exhaust System (0.5)

Exhaust System (2)



Engine starting system of 2 wheeler

Identify the Kick and Use of Kick (2)

Kick Start (3)

Identify the Pedal component and use the pedal (1)

Pedal Start (2)

Identify the Electric Motor start button and use it. (1)

Electric Motor Start (3)



Transmission System of two

Find faults and suggest causes and remedies in clutch and

Function and working of multi-plate clutch and gear box ,

14

wheelers

adjust free play adjustments (2) Find fault and suggest remedies in gear box/ variator/vero drive (2) Replacement of chain sprocket in motor cycles and greasing of verodrive and replacements of belt (1)

variator used in two wheeler (5) Chain sprocket transmission system, belt drive system, gear drive. (2)

List of Element of Unit AET-L1-05 Control System Element Code Control System Duration

AET-L1-05-E1 Brake System 15 Hours

AET-L1-05-E2 Handle bar and suspension system 15 Hours


142

Detail of Elements in Unit AET-L1-05 UNIT CODE AET-L1-05 DURATION 30 Hours UNIT OVERVIEW Student will be able to handle control system of two Wheeler ELEMENT AET-L1-05-E1


Brake System Identification of faults of mechanical braking system (3)

Function and construction of mechanical brake system and disc braking system (2)

Replacement of brake shoe, brake cable/brake rod (3)

Brake adjustments and its faults. (1)

Identification of faults of disc braking system. (2)

Brake adjustments and its faults (1)

Replacement of disc, disc pad and brake fluid (3)



Handle bar and suspension system

Servicing and lubricating of handle bar assembly of two wheeler (3)

Components and their working used in handle bar assembly of motor cycles/scooters (4)

Changing of the oil seal and oil from the front telescopic shocker (3)

Carryout accidental repair of fork assembly (3)

Conduct test ride after service (2)

14

List of Elements of Unit AET-L1-06 Electrical System Element Code Electrical System Duration

AET-L1-06-E1 Electrical System 24 Hours


Detail of Elements in Unit AET-L1-06 UNIT CODE AET-L1-06 DURATION 24 Hours UNIT OVERVIEW Student will be able to handle Electrical System of two wheeler ELEMENT AET-L1-06-E1


Electrical System

Checking and do wiring connection as per circuit diagram (3)

Able to know continuity test by using multimeter, by jumper wire (2)

Finding fault on electrical system by using multi meter or jumper wire test (2)

Read and understand the Colour code of wire as per electrical circuit diagram (2)

Changing of switches and its connection (2)

Electrical gadgets and their connection and resistances required (2)

Dismantling and repairing of starting motor and drive (5)

Trace fault in connection for working of gadget (unit) (3)

Checking and repairing of head light, brake light, tail light and indicators (2)

Importance of starting motor and drive (1)

List of Elements of Unit AET-L1-07 Two Wheeler Servicing and Repairing Element Code Two Wheeler Servicing Duration

AET-L1-07-E1 Servicing of two wheeler 12 Hours

AET-L1-07-E2 Engine Overhauling 12 Hours


144

Detail of Elements in Unit AET-L1-07 UNIT CODE AET-L1-07 DURATION 24 Hours UNIT OVERVIEW Student will be able to do two wheeler servicing and repairing ELEMENT AET-L1-07-E1


Servicing Filling the job card (0.5) Importance of Job Card (0.5) Washing of Vehicle (1.5) Procedure of washing (0.5) Engine minor tune up (1.5) Minor tune up- Spark plug gap

setting , valve timing setting carburetor setting (0.5)

Oil Replacement (0.5) Oil top up and replacement procedure (0.5)

Checking of battery level (0.5) Top up battery Electrolyte level (0.25)

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

(0.5) Greasing of machine (1)

Greasing points of two wheeler (0.5)

Tyre inflate on checking (0.5) Tyre inflation (0.5) ELEMENT AET-L1-07-E2


Engine Overhauling Dismounting of the engine from the vehicle (2)

Different engine faults and engine noises (2)

Dismantling the engine and inspecting its components (3)

Clearances, piston ring gap (1)

Reassemble the engine and conduct the compression test/ vacuum test and functional test (3)

Inspection technique of crank assembly (1)

14

List of Elements of Unit AET-L1-08 Work Integrated Learning Element Code Work Integrated Learning Duration

AET-L1-08-E1 Work Integrated Learning 12 Hours


Detail of Elements in Unit AET-L1-08 UNIT CODE AET-L1-08 DURATION 12 Hours UNIT OVERVIEW Student will be able to do activities related to Automobile ELEMENT AET-L1-08-E1


Work Integrated Learning

Market survey of two wheeler. (6) Make a comparative chart of various two wheeler model by considering vehicle specification. (6)

146

AUTOMOMOBILE TECHNOLOGY

CLASS- X

First Term

FA 1 FA 2 SA 1

UNIT 1 Basic automobile engineering (Four wheeler) UNIT 2 Special Tools & Equipment

UNIT 3 Engine Operating System

UNIT 1 Basic automobile engineering (Four wheeler) UNIT 2 Special Tools & Equipment UNIT 3 Engine Operating System UNIT 4 Transmission System (Clutch assembly, Gear box assembly & final drive(dismantle, differential assembly, clean and inspect all dismantle parts))

Second Term

FA 3 FA 4 SA 2

UNIT 4 Transmission System (final drive excluding performance criteria-1 & knowledge criteria-1) UNIT 5 Auto Electrician ( checking & repairing of electrical system)

UNIT 5 Auto Electrician ( Testing & maintenance of battery) UNIT 6 Washing and Greasing

UNIT 4 Transmission System UNIT 5 Auto Electrician UNIT 6 Washing and Greasing UNIT 7 Work Integrated Learning

14

Automotive Technology /NVEQF Level II Class X

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

Unit Code Unit Title Th + Pr Total Hours

AET-L2-01 Basic Automobile Engineering ( Four wheeler) 2 + 2 24

AET-L2-02 Special Tools and Equipment 1 + 1 12

AET-L2-03 Engine operating system

2 + 4 36

AET-L2-04 Transmission system 3 + 3 36

AET-L2-05 Auto electrician 3 + 5 48

AET-L2-06 Washing and Greasing 1 + 3 24

AET-L2-07 Work Integrated Learning 1 + 1 12

13 + 19 192

148

List of Elements of Unit AET-L2-01 Basic Automobile Engineering (Four wheeler) Element Code Basic Automobile Engineering ( Four wheeler) Duration

AET-L2-01-E1 Able to identify four wheeler vehicle 9 Hours

AET-L2-01-E2 Identify the different types of component of four wheeler vehicle

5Hours

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

10 Hours


Detail of Element in Unit AET-L2-01 UNIT CODE AET-L2-01 DURATION 24 Hours

UNIT OVERVIEW

Identify the four wheeler vehicle and its model



Identify four wheeler vehicle

Able to identify four wheeler vehicle (2)

Types of automobile vehicle – four wheeler on the basis of engine ,fuel , drive , capacity etc. Layout of vehicle – FWD , RWD 4x4 (4)

Able to identify automobile model and their manufacturers (3)

Different manufactures like Maruti, Hundai, Tata , Honda etc. and their models (2)



Identify the different types of component of four wheeler vehicle

Identify the different component of four wheeler vehicle (2)

Engine, Clutch, gear box, Steering, chasis, Wheel, brake assembly, lighting system transmission system, Fuel Injection system, ignition system, lubrication system (2)



Identify the engine fitted in

Able to identify different type of engine (3)

Engine – 2 cylinder, 3 cylinder, Inline, V shape, (3)

14

four wheeler vehicle

Identify different component of engine (1)

Components of an engine – cylinder block, cylinder head, piston, connecting rod and crankshaft etc. (2)

List of Element of Unit AET-L2-02 Special Tools and Equipment

Element Code Handling of Tools and Equipment Duration

AET-L2-02-E1 Able to identify and handle tools 2 Hours

AET-L2-02-E2 Able to identify and handle electrical instruments

4 Hours

AET-L2-02-E3 Able to identify and handle special tools 6 Hours


Detail of Elements in Unit AET-L2-02 UNIT CODE AET-L2-02 DURATION 12 Hours UNIT OVERVIEW

Able to identify and handle tools required to service the four wheeler



Able to identify and handle tools

Able to identify tools used, Handling of tools, Care and maintenance of general tools (1)

Types of tools – spanner, screw drivers, files, pliers, vices, punches, mallet, chisels, grinder , drilling machine and Oil and grease guns.

Use and handling methods. Do’s and Don’t and other safety precautions (2)



150

Able to identify and handle electrical instruments

Able to identify different type of electrical instruments.

Handling of electrical instruments.

Care and maintenance of electrical instruments. (1)

Multi meters,Techo meter, Hydro meter, Battery charger, electric tester, rpm gauge, volt meter tester , Timing light tester, dynamo meter, Magnet assembly and Battery charger . Uses of electrical instruments.

Special care and other safety precautions. (2)



Able to identify and handle special tools

Able to identify special tools (1)

Fly wheel puller, universal holder, socket wrench, valve spring compressor, piston ring compressor etc. (1)

Operate and Handling of special tools (1)


Care and maintenance of special tools. (1)

Special care for special tools and other safety precautions (1)

List of Element of Unit AET-L2-03 Engine operating System Element Code Transmission system Duration

AET-L2-03-E1 Basics of Multi cylinder Engine 12 Hours

AET-L2-03-E2 Engine and its component 24 Hours


15

Detail of Element in Unit AET-L2-03 UNIT CODE AET-L2-03

DURATION 36 Hours

UNIT OVERVIEW Understanding of Engine operating System(Basic)



Basics of Multi cylinder Engine

Identify different types of engine (6)

Function of engine, construction and working of multi cylinder engine (6)



Engine and its component

Identification of various components of an engine – cylinder block, cylinder head, piston, connecting rod and crankshaft etc. (14)

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

List of Element of Unit AET-L2-04 Transmission system Element Code Transmission system Duration

AET-L2-04-E1 Clutch assembly 8 Hours

AET-L2-04-E2 Gear box assembly 8 Hours

AET-L2-04-E3 Final drive 20 Hours


Detail of Element in Unit AET-L2-04 UNIT CODE AET-L2-04 DURATION 36 Hours

UNIT OVERVIEW

Clutch Assembly



152

Clutch assembly

Check and inspect all dismantled parts as well as reassemble it. Check and set finger (Finger type pressure plate) of all types of clutch Check and relining clutch plate Check and replace pressure plate kit Adjust clutch free pedal play Repairing of various types of clutch (5)

Functions and types of clutch, Construction and working of centrifugal, single plate, multiplate and diaphragm clutch (2) Clutch pedal free play Clutch problems, their causes and remedies (1)



Gear box assembly

Dismount and Dismantle all types of Gear Boxes and inspect, replace worn-out gears and bearings.

Reassemble all dismantled parts.

Overhauling of variator.

Repairing of all types of gear boxes and variator. (5)

Functions and Types of gear box.

Construction and working of synchromesh, constant mesh and sliding mesh gear box.

Construction and working of variator.

Gear box lubrications.

Gear box problems and their causes and remedies.

Variator problems and their causes and remedies(3)



Final Drive Dismantle differential assembly, clean and inspect all dismantle parts (4)

Check U.J. cross and repair universal joint.

Check propeller shaft and balancing to be done on balancing machine. (4)

Check Rear Axle, Oil Seal and lubricate it.

Reinstall differential unit,

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

Differential backlash, Propeller shaft balancing. (2)

Fault, causes and remedies of final drive (1)

15

propeller shaft, rear axle Set backlash in differential and adjust tooth contact. (2)

Repairing of propeller shaft, universal joint, differential and rear axle. (3)

List of Element of Unit AET-L2-05 Auto Electrician Element Code Auto Electrician Duration

AET-L2-05-E1 Checking and repairing of electrical system

20 hours

AET-L2-05-E2 Testing and Maintenance of battery 28 hours


154

Detail of Element in Unit AET-L2-05 UNIT CODE AET-L2-05

DURATION 48 Hours

UNIT OVERVIEW

Repairing of electrical system in four wheeler



Checking and repairing of electrical system

Checking and do wiring connection as per circuit diagram (2) Finding fault on electrical system by using multi meter or jumper wire test (1) Changing of switches and its connection (1) Dismantling and repairing of starting motor and drive (5) Checking and repairing of head light, brake light, tail light and indicators (1)

Able to know continuity test by using multimeter, by jumper wire (2) Read and understand the Colour code of wire as per electrical circuit diagram (2) Electrical gadgets and their connection and resistances required (2) Trace fault in connection for working of gadget (unit) (3) Importance of starting motor and drive (1)



Testing and Maintenance of battery

Checking of battery visual inspection (2) Checking of battery terminals (1) Checking of electrolyte level and top-up (2) Apply petroleum jelly on battery terminal (1) Check voltage drop test for battery (5) Taking of voltage reading by volt meters and inspect battery condition (5)

Functions of battery (2) Construction and working of battery (4) Preparation of electrolyte (1) Battery specifications (2) Battery servicing procedure (3)

15

List of Element of Unit AET-L2-06 Washing and Greasing Element Code Washing and Greasing

Duration

AET-L2-06-E1 Washing the vehicle. 05 Hours

AET-L2-06-E2 Greasing all parts with the recommended grease.

07 Hours

AET-L2-06-E3 General check-up and top up the recommended oil, coolant and battery water.

12 Hours

Total Duration 24 hours Detail of Element in Unit AET-L2-06 UNIT CODE AET-L2-06 DURATION 05 Hours UNIT OVERVIEW

Washing the vehicle



Washing the vehicle

Check the bolts and nuts under the chassis Mixing 100 ml liquid soap with 5 liters of water - Check oil leakage - Check oil quality for change - Wash, dry, grease and

oil as per manufacturers schedule (4)

Knowledge and handling of car washing machine and hydraulic lift Use of air compressor machine Knowledge of mixing water and liquid soap (cleaning agents) for washing the vehicle body.

Washing precautions (1)

156



Greasing all parts with the recommende-d grease

Identify the parts of greasing Judging for change of grease Identify blocked nipple Grease the greasing points with reference chart for grease points as per manufacturer instructions. (5)

Knowledge of operation of grease gun Knowledge of various grease Knowledge of various greasing points in the vehicle Knowledge of servicing schedule given by the manufacturer Knowledge of grease quantity for front wheel hub, rear wheel hub and ater pump (2)



General check-up and top up the recommende-d oil, coolant and battery water

Replacing of oil Replacing of coolant Checking of battery Ability to condition vehicle service as per manufacturer schedule Checking up the vehicle and top-up the recommended oil, coolant and battery water (7)

Various grades of oil Operation of lubricating oil Quantity of oil in engine oil sump. Oil bath, air filter, FIP governer Quantity of oil in transfer case, rear axle, steering gear, box, brake master cylinder Servicing schedule given by the manufacturer (5)

List of Element of Unit AET-L2-07 Work Integrated Learning Element Code Work Integrated Learning Duration

AET-L2-07-E1 Work Integrated Learning 12 Hours


15

Detail of Element in Unit AET-L2-07 UNIT CODE AET-L2-07-E1 DURATION 12 Hours UNIT OVERVIEW Work Integrated Learning ELEMENT AET-L2-07-E1


Work Integrated Learning

Market survey of four wheeler. Make a comparative chart of various four wheeler model by considering vehicle specification.

Instructional Techniques Demonstration, practical and industrial visits etc.

158

INFORMATION TECHNOLOGY CLASS- IX

First Term FA 1 FA 2 SA 1

UNIT 1 Introduction to Information Technology UNIT 2 Digital Documentation – Word Processing (Basics of word processing & page style and templates only)

UNIT 2 Digital Documentation – Word Processing(Editing and advanced format options, working on multiple documents, creating and working with tables, working with images, drawing and gallery objects)

UNIT 1 Introduction to Information Technology UNIT 2 Digital Documentation – Word Processing UNIT 3 Effective Communication- Emailing

Second Term FA 3 FA 4 SA 2

UNIT 4 Digital Data Tabulation- Spread Sheet

UNIT 5 Digital Presentation

UNIT 4 Digital Data Tabulation- Spread Sheet UNIT 5 Digital Presentation UNIT 6 IT Occupational Ethics and Safety UNIT 7 Work Integrated Learning IT-BIT

15

Information Technology

(Class IX) NVEQF IT Level 1: Basics of Information Technology Unit Code Unit Title Th + Pr Total

Hours

ITCC-101 Introduction to Information Technology · Basics of Computer System · Working on a computer system · Creation/Customization of

Files/Folders · Establishing Internet connectivity and

Internet browser · Email and related services

3+2 30

ITCC-102 Digital Documentation - Word Processing · Basics of Word Processing · Page style and templates · Editing and Advanced format options · Working on multiple documents · Creating and Working with tables · Working with Images, Drawing and

Gallery objects

2+4 36

ITCC-103 Effective Communication – Emailing · Basics of Effective emailing · Composing email and attaching files · Sending, forwarding and receiving

emails · Organising Emails & Managing contacts · Scheduling appointments using online

calendar services

1+4 30

ITDC-104 Digital Data Tabulation- Spread sheet · Basics of spread sheet · Inserting and deleting cells · Formatting Spread sheet · Using Formulae · Using Functions and Obtaining charts

1+4 30

ITDC-105 Digital Presentation · Basics of a presentation

1+4 30

160

· Inserting and duplicating slides · Formatting slides · Inserting hyperlink, pictures and

tables · Setting up slide show

ITOC-106 IT Occupational Ethics and Safety · Right to Privacy · Netiquettes · IT Hazards e-Waste · Ergonomics and health safety

3+1 24

ITWC-107 Work Integrated Learning IT - BIT · Identify operations at workplace and

the tools being used · State organizational structure and

identify IT development team

1+1 12

12+20 192

16

INFORMATION TECHNOLOGY CLASS- X

First Term

FA 1 FA 2 SA 1

UNIT 1 Networking Fundamentals

UNIT 2 Digital Documentation- Advanced Word Processing

UNIT 1 Networking Fundamentals UNIT 2 Digital Documentation- Advanced Word Processing UNIT 3 Digital Data Analysis


UNIT 4 Advanced Digital Presentation

UNIT 5 Digital Content Creation- Web designing fundamentals (HTML) (Basics of Webpage and HTML, HTML- basic tags, Paragraphs and tables, web page layout only)

UNIT 5 Digital Content Creation- Web designing fundamentals (HTML) UNIT 6 Computer systems care UNIT 7 Work Integrated Learning IT-OM

162

Information Technology

(Class X) NVEQ IT Level 2: IT Enabled Office Management

Unit Code UnitTitle

Th+Pr Total Hours

ITCC-201 Networking Fundamentals · Evolution of Networking and Need

for Networking · Transmission of Data through

different Switching Techniques · Data Communication Terminologies · Transmission Medium and Network

Devices · Network Types and Layouts

4+1 30

ITDC-202 Digital Documentation - Advanced Word Processing · Reviewing and editing documents

with Track Changes · Connecting Data from Spread sheet

with the Document using Mail Merge Feature

· Object Embedding and Linking · Language Correction · Securing Document

1+4 30

ITDC-203 Digital Data Analysis - Advanced Operations on Spread sheet · Managing Multiple Spread sheets

and Workbooks · Organising and handling Spread

sheet Data · Creating Charts · Creating and Using Macros · Securing Spread sheets

1+4 30

ITDC-204 Advanced Digital Presentation · Standardization of Slides · Multimedia Components in

Presentation · Using Tables · Using Charts · Presentation Delivery

2+4 36

16

· Securing Presentation

ITDC-205 Digital Content Creation - Web Designing Fundamentals (HTML) · Basics of Webpage and HTML · HTML – Basic Tags · Paragraphs and Tables · Web Page Layout · Forms · Multimedia Content in Web Pages

2+5 42

ITOC-206 Computer Systems Care · Hardware Safety and Security · Software Safety, Security and Care

1+1 12

ITWC-207 Work Integrated Learning IT - OM · Identification of Work Areas · Work Experience

1+1 12

12+20 192

164

COMPETENCY BASED CURRICULUM (Class IX)

1. Title: Retailing

2. Code: RS101-NQ2012

3. Nominal Duration: 200 hrs (Learner’s Room: 120 hr, Practical : 60 hr, Industry :20 hr)

4. Certificate Level: NVEQ 1 (Class IX)

5. Job Role : Retail Bagger 6. Prerequisite: None

7. Co-requisite: None 8. Resources The students/trainees must be provided with the following: R1: Student workbook R2: Notebook R3: Pen, pencil, eraser R4: Charts R5: Colour pencils/pen R6 : Computer System with related peripherals (like Barcode Scanner etc.) 9.Teaching/Training Methodologies T1: Interactive Lecture T2: Assignment T3: Case based Method T4 : Role Play 10. Assessment Methods A1: Written Examination A2: Practical Examination

16

RETAIL

CLASS- IX

First Term FA 1 FA 2 SA 1 UNIT 1 Introduction to Retailing

UNIT 2 Customer Service

UNIT 1 Introduction to Retailing UNIT 2 Customer Service UNIT 3 Careers in Retailing

Second Term FA 3 FA 4 SA 2 UNIT 4 Handling of Products

UNIT 5 Basic Hygiene and Safe Practices

UNIT 4 Handling of Products UNIT 5 Basic Hygiene and Safe Practices UNIT 6 Communication at workplace

166

11. Session wise Learning Outcomes: Upon completion of the session, the learner/trainee will be able to:

Session Learning outcomes Unit 1 Introduction to Retailing Session 1 Identifying products in retailing

identify different types of consumer products categorize products into durable and non-durable

Session 2 Identifying elements of retailing

identify perishable products identity non-perishable products identify the element of retailing in a given scenario

Session3 Identify major retailer identify the type of store

Session 4 identifying key activities in retail

identify the various elements of retailing in a given scenario or store.

Unit- 2 Customer Service Session 1 differentiating between customer and consumer

identify a customer and a consumer in a given scenario

Session 2 identifying customer’s needs

list the factors which make an impact on customer’s buying behaviour and capacity determine customer’s wants and needs in a given scenario

Session 3 providing effective customer service

Demonstrate how to deal with a customer in a given scenario.

Unit-3 Careers in Retailing Session 1 Entry level jobs in retail operations and customer service

List departments within a retail organisation Able to List jobs and their role and responsibilities within a retail organisation

Session 2 Managerial jobs in retail operations and customer service

List departments within a retail organisation Able to List jobs within a retail organisation

Session 3 jobs in merchandising

List role and responsibilities of a visual merchandiser Able to List role and responsibilities of retail sales merchandiser

Session 4 jobs in human resource management

understand the jobs in HRM

16

Unit 4 HANDLING OF PRODUCTS

Session 1: Handling Products

arrange products for display dismantle displays

Unit 5 Basic Hygiene and safe Practices Session 1 Maintaining hygiene in retail store

clean glass using appropriate materials and tools clean wood using appropriate materials and tools

Session 2 Following safe practices at retail store Relevant knowledge

identify potential health hazards and risks at workplace List the measures to be taken for preventing health emergency in a given scenario

Session 3 preventing and extinguishing small fires

demonstrate the procedure for extinguishing small fires

Unit 6 COMMUNICATION AT WORKPLACE Session1 understanding communication cycle

Identify elements of communication cycle Able to draw a diagram of communication cycle

Session 2 types of communication

Able to apply elements of verbal communication in a given situation

Session 3 overcoming barriers in communication

Identify barrier (s) in communication Apply strategies to overcome barriers in communication

Session 4 The Art Of

Communicating Effectively

With Customers

Communicate effectively to meet the customer’s requirements in a given scenario Demonstrate how to communicate effectively through telephone Demonstrate how to communicate effectively through email

168

COMPETENCY BASED CURRICULUM (Class X)

1. Title: Dynamics of Retailing 2. Code: RS201-NQ2012 3. Nominal Duration: 200 hrs

(Learner’s Room: 120 hr, Practical: 60 hr Industry:20h 4. Certificate Level: NVEQF 2 (Class X) 5. Job Role : Junior Merchandiser 6. Prerequisite: None 7. Co-requisite: None 8. Resources

The students/trainees must be provided with the following: R1: Student workbook R2: Notebook R3: Pen, pencil, eraser R4: Charts R5: Colour pencils/pen R6: Computer System with related peripherals (like Barcode Scanner etc.)

10. Teaching/Training Methodologies

T1: Interactive Lecture T2: Assignment T3: Case based Method T4: Role Play

11. Assessment Methods

A1: Written Examination A2: Practical Examination

12. Marks Distributions Theory - 60, Practical- 40

16

RETAIL

CLASS- X

First Term FA 1 FA 2 SA 1 UNIT 1 Introduction to Retailing

UNIT 2 Store Design & Layout

UNIT 1 Introduction to Retailing UNIT 2 Store Design & Layout UNIT 3 Introduction to Merchandising


UNIT 4 Visual Merchandising

UNIT 5 Understanding Importance of Transport UNIT 6 Business Communication

UNIT 4 Visual Merchandising UNIT 5 Understanding Importance of Transport UNIT 6 Business Communication UNIT 7 Profile of a Junior Merchandiser

170

13. Session wise Learning Outcomes: Upon completion of the session, the

learner/trainee will be able to:

Session Learning Outcomes On completion of each session learner’s will able to

Unit I: Introduction to Retailing

Session:1 - Understanding the Concept and

Functions of Retailing

Understand the Importance of retail

sector

State the Functions of Retailing

Session: 2 -Identifying Trends in Retail

Identify Trends in Retail overview the Indian Retail Sector Identify Opportunities and careers in retailing

Unit-2 Store Design & Lay Out

Session 1 Understanding Retail Store Design and its objectives

Understand Store Design Layout State the Objectives of Store Design Characterize the standard store layout.

Session 2 Understanding Store Layout & its types

Understand store layout Identify Types of Store Layout

Unit-3 Introduction to Merchandising

Session 1 Understanding Merchandising Mix Familiarise with concept of merchandise mixing

Session 2 Understanding the Merchandising Function

Understand the role of merchandising in day to day life and relate to the types of merchandise present at different stores

17

Session 3 Understanding the Importance of Merchandising for the Retailer

Understand the role of merchandise for the retailer

Unit -4 Visual Merchandising

Session 1 Analyzing Elements of Store Design

Understand visual merchandising

Session 2 History of Visual Merchandising Know Genesis and growth of Visual

Merchandise

Session 3 Principles of Visual Merchandising Understand about the principles of

Visual Merchandising

Session4 Importance of Visual Merchandise Understand the importance of Visual

Merchandise

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

merchandise on retail business.

Session 6 Key Store Elements Identify key store elements and their

types

Unit-5 Understanding Importance of Transport Session 1: Understanding Importance of Transport

State Importance of Transport Identify Modes of Transport

Session 2 Advantages and Disadvantages of various modes of transport

Enumerate advantages and disadvantages of various Modes of transport

Unit 6- Business Communication Session-1 Understanding The Communication Process

Understand the term Merchandising & merchandising mix

Session 2: understanding communication with internal and external customers

Understand the functions of merchandise

172

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

Session-3 understanding the organisational culture

Know the reasons why merchandising is important

Session-4 Understanding Qualities and Role of Team Member

Identify the types of Merchandise management activities

Unit 7 Profile Of A Junior Merchandiser Session 1 Purpose and dut

ies of Junior Merchandiser

Understand the Purpose and duties of merchandiser

Session 2 The Knowledge and Skills

required by a Junior Merchandiser Organize the display of products at the store

Session 3 Planning and Preparing Merchandise Display

Visualise and plan a merchandise display

Session 4: Merchandise and Props Identify and use suitable props for merchandise display

Session: 5-Health and Safety Standards

17

COMPETENCY BASED CURRICULUM SECURITY (Class IX)

1. Title: Security 2. Code: SS101-NQ2012 3. Nominal Duration: 200 hrs

(Learner’s Room: 120 hr, Practical: 60 hr, Industry: 20hr)

S.NO Unit Code Unit Title No. of Notional

Learning Hours

1 SS101-NQ2012 Communication at Workplace 35

2 SS102-NQ2012 Disaster Management and Emergency Response(Basic)

15

3 SS103-NQ2012 Development and Maintenance of Relationship with Stakeholders

10

4 SS104-NQ2012 Occupational Health and Safety Procedures

15

5 SS105-NQ2012 Observing and Monitoring People 20

6 SS106-NQ2012 First Aid at Workplace (Basic) 25

7 SS107-NQ2012 Work Integrated Learning- Lecurity Services – L1

10

Total 130

4. Certificate Level: NVEQF 1 (Class IX) 5. Resources

1. Torch Light 2. Batons 3. Handcuffs 4. Boots 5. Security Guard Belts

174

6. Notebook 7. Pen 8. Spare Batteries and Bulbs 9. Two Way Radios and Chargers

10. Safety Helmets 11. Duty Uniform 12. Clock 13. Telephone 14. Key Boards 15. Fire Extinguishers 16. Parking Signs 17. Alarm Panels 18. Padlocks Together with Chains 19. Rope 20. Emergency Warning Lights 21. Emergency Flood Lights 22. Smoke Detectors 23. First Aid Equipment 24. First Aid Kit

6. Teaching/Training Methodologies T1: Interactive Lecture

T2: Assignment

T3: Case Based Method

T4: Role Play

7. Assessment Methods A1: Written Examination

A2: Practical Examination

17

SECURITY

CLASS- IX

First Term FA 1 FA 2 SA 1 UNIT 1 Communication at Workplace

UNIT 2 Disaster Management & Emergency Response (Basic)

UNIT 1 Communication at Workplace UNIT 2 Disaster Management & Emergency Response (Basic) UNIT 3 Development & Maintenance of Relationship with Stakeholder UNIT 4 Occupational health & safety procedures

Second Term FA 3 FA 4 SA 2 UNIT 5 Observing and Monitoring People

UNIT 6 First Aid at Workplace (Basic)

UNIT 5 Observing and Monitoring People UNIT 6 First Aid at Workplace (Basic) UNIT 7 Work Integrated Learning- Security Services

176

SECURITY

Class IX

Unit Title:1 Communication at Workplace SESSION LEARNING OUTCOMES Knowledge Evaluation Performance Evaluation

1. Identify elements of communication cycle

1. Describe the meaning of communication 2. State the different elements of communication cycle 3. Differentiate between Sender, Message, Medium, Receiver and Feedback.

1. Identify elements of communication cycle 2. Draw a diagram of communication cycle

2.Provide feedback

1. Describe the meaning of feedback 2. Describe the importance of feedback 3. Differentiate between descriptive and specific feedback

1. Construct a sentence for providing descriptive feedback 2. Construct a sentence for providing specific feedback

3. Demonstrate the knowledge to overcome barriers in communication

1. Describe the factors that act as communication barrier 2. Differentiate between various types of barrier to effective communication 3. Explain ways to overcome barriers in effective communication

1. Enlist barriers to Effective communication at workplace 2. Select strategies to overcome barriers in communication

4. Apply principles of communication

1. Describe the various principles of effective communication

1. Construct a sentence that convey all facts required by the receiver 2. Construct a sentence emphasizing on a specific message 3. Express in a manner that shows respect to the receiver of the message

17

Unit Title:2 Disaster Management and Emergency Response (Basic) 1. Identify natural and manmade disasters

1. Describe the cause and effect of different types of natural disasters 2. State the difference between natural and human induced disasters. 3. State the difference between hazard and disaster. 4. State the difference between disaster and emergency. 5. State the examples of natural and man made hazards.

1. Enlist the types of hazards 2. Enlist natural disasters 3. Enlist manmade disasters 4. Identify the causes of natural and manmade disasters

2. Identify elements of disaster and emergency management.

1. Differentiate between emergency and disaster management. 2. State the steps involved in disaster management. 3. Name the agencies involved in disaster management.

1. Identify the emergency route of exit in a given plan of a building. 2. Identify personal Protective equipment worn during the disaster. 3. Demonstrate hand seating arrangement for transporting a victim of disaster. 4. Enlist the emergency telephone numbers. 5. Prepare a disaster plan for a hypothetical situation of disaster.

3. Deal with fire emergencies 1. Describe the various elements of fire. 2. Differentiate between different classes of fire. 3. State the common causes of fire. 4. Enlist the common causes of fire at workplace.

1. Draw a fire tetrahedron and label it. 2. Classify the various types of fire in an illustration. 3. Read the label on the firefighting equipment. 4. Demonstrate the use of fire extinguisher.

Unit Title: 3 Development and Maintenance of Relationship with Stakeholder 1. Identify stakeholders and their role

1. Name different types of stakeholders 2. Describe the difference between different types of stakeholders

1. Enlist the key stakeholders in security industry 2. Identify the stakeholders in a given organization and write about their role in the

178

3. Explain the meaning of relationship 4. State the importance of maintaining good relationship with stakeholders

organization.

2. Communicate effectively with stakeholders

1. Describe the advantages and limitations of oral communication 2. Describe the advantages and limitations of written communication 3. Describe the difference between formal and informal communication 4. State the points to be kept in mind while communicating with superiors, colleagues and customers/ visitors.

1. Communicate in a clear and concise manner 2. Identify the various records, logbooks and reports (written communication) used in private security industry 3. Summarize a given information for effective Communication

3. Describe the factors that influence the development and maintenance of relationship with stakeholders

1. State the importance of personal hygiene and presentation in developing and maintaining relationship with stakeholders. 2. Explain the factors affecting relationship with stakeholders.

1. Demonstrate the ability to respond to customers of different temperament style. 2. Demonstrate how to exercise restrain after listening to an aggressive customer/visitor 3. Enlist the factors influencing relationship with stakeholders.

4. Manage conflicts 1. Describe the main causes of conflicts at workplace 2. State the steps involved in resolving conflict

1. Enlist the reasons for conflict at workplace.

Unit Title: 4 Occupational Health and Safety Procedures 1. Describe the various common hazards and risks at workplace

1. State the causes of hazards at workplace 2. Give examples of hazards related to health and hygiene, use of tools and heavy machinery,

1. Identify and list sources of hazards at a given workplace 2. Identify and list hazards related to health and hygiene, use of tools and heavy

17

hazardous substances, working at heights, manual handling of goods, confined places, fire, etc. 3. Explain the difference between different types of hazards- (biological, chemical, physical and psychosocial) 4. Explain the difference between general and workplace risks. 5.Give examples of general risks arising due to natural disasters, climatic conditions, social or legal actions.

machinery, hazardous substances, working at heights, manual handling of goods, confined places, and fire at a given workplace. 3. Identify and list the risks to workers at a given Workplace.

2. Describe the various stages involved in assessment and management of risks associated with hazards

1. Describe the stages of an occupational health and safety strategy. 2. State the steps involved in risk management process 3. Describe the ways of identifying the risks or hazards at workplace 4. Explain the factors that influences the degree of severity of risks at workplace. 5. Explain the elements that need to be considered while assessing the risks at workplace. 6. Give examples of actions to be taken for controlling hazards related to common problems at workplace.

1. Identify and assess the severity of risks associated with tools, equipment, machinery, use of chemicals, etc. at workplace 2. Determine the likelihood of hazard in a given situation.

3. Describe the measures for controlling hazards at workplace

1. Describe the various elements of an emergency response procedure. 2. Describe the hazard control measures. 3. State the actions to be taken to reduce risks at workplace.

1. Identify Personal Protective Equipment (PPE) used at workplace. 2. Identify and enlist control measures/ procedures adopted by an organization/industry for ensuring occupational health and safety of employees.

180

Unit Title: 5 Observing and Monitoring People 1. Demonstrate the knowledge of using senses in observing people

1. Describe the various steps involved in making an observation-noticing, interpreting and recalling. 2. Explain the role of five senses in observation – sight, hearing, smell, taste and touch. 3. Describe the factors that affect the effectiveness of senses in observation 4. Give examples of use of senses in detecting possible threat to security

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

2. Describing the procedure for maintaining a secure environment

1. Describe the role of technology in maintaining secure environment 2. Explain the use of CCTV, fingerprint scanner, iris scanner, and face scanner in security 3. Describe the access control system 4. Describe the role of physical security in access control system 5. Give examples of physical controls – natural and structural protective barriers.

1. Identify and enlist the various structural protective barriers.

3. Describe the reason of security breach and procedure for reporting incidents.

1. Describe the reasons of security breach 2. Explain the various modus operandi of criminals – robbery, theft, looting, arson, and vandalism 3. State the incidents for which security breach is reported 4. Describe the procedure for reporting incidents. 5. State the difference between direct and indirect evidence. 6. State the difference

1. Identify and list the various types of report. 2. Prepare report of an incident. 3. Identify and list various types of evidence.

18

between testimonial and real evidence. 7. State the difference Between demonstrative and documentary evidence.

Unit Title: 6 First Aid at Workplace (Basic) 1. Describe the various factors affecting health at workplace and relate them with first aid practices.

1. Describe the meaning of health emergency. 2. State the causes of health emergency. 3. Describe the difference between physical, mental and social well-being. 4. Describe the various aspects related to breathing and blood circulation and relate them to First Aid. 5.Give examples of various health, psychosocial and safety hazards at workplace. 6. Describe the basic principles of first aid.

1. Identify and enlist Emergency situations at workplace. 2. Identify and enlist the factors affecting health and performance of security personnel at public places, industry or organization.

2. Identify facilities, equipment and materials for First Aid

1. Describe the importance of First Aid facilities at workplace. 2. Describe the uses of First Aid equipment and materials.

1. Identify facilities, equipment and materials used in first aid.

3. Perform the role of First Aider in case of fever, heat stroke, back pain, asthma, and food borne illness

1. Describe the role of first aider in health emergency. 2. Explain the basic rules of First Aid- Check, Call, Care. 3. Describe the procedure of ABC-Airway, Breathing and Circulation. 4. State the difference between low, mild and high fever. 5. Describe the sources and triggering factors of back pain. 6. Describe the

1. Perform ABC on a dummy. 2. Record temperature using a digital thermometer. 3. Prepare Oral Rehydration Salt (ORS) 3. Provide care for injuries including sprains and strains. 4. Provide care for sudden illnesses such as food poisonings

182

symptoms of asthma 7. Describe the different types of inhalers used for relief in case of asthmatic attack.

4. Perform the role of first aider in cuts, bleeding, burns, insect bites and stings, dog bites and snake bites

1. Describe the role of first aider in providing first aid in injuries such as cut, bleeding and burns. 2. Describe the difference between internal and external bleeding. 3. Describe the difference between first, second and third degree burns. 4. Describe the symptoms of insect bites and stings.

1. Administer First Aid for injuries such as cuts, bleeding and burns. 2. Administer First Aid for bites and stings.

Unit Title: 7 Work Integrated Learning- Security Services 1. Describe the role of security 1. Describe the basic

purpose of security. 2. State the difference between different types of threat 3. Explain the preventive, protective and detective role of security.

1. Identify and enlist the different types of threat in workplace environment

2. Distinguish between different types and purposes of security

1. Describe the difference between different types of security – human, public, private, national, physical, information, communication, industrial, internal, external and international security.

1. Identify the type of security in a given situation.

3. Describe the various career opportunities in national security forces

1. Describe the Organizational structure and ranks of Indian Army. 2. Describe the selection process for joining the Indian Army. 3. Describe the Organizational structure of Indian Air Force. 4. Describe the

1. Match the insignia of officers and persons below the officer rank with their ranks. 2. Identify career opportunities in army, navy or air force.

18

Organizational structure of Indian Navy. 5. Describe the role of Coast Guard, Border Security Force, Indo-Tibetan Border Police, Sashastra Seema Bal, Assam Rifles, Central Reserve Police Force, Rapid Action Force and State Security Forces. 3. Describe the role of Private Security Agencies. 4. Describe the duties and responsibilities of private security officers.

4. Keep physically fit 1. Describe the various components of fitness- strength, power, agility, balance, coordination, strength endurance, etc. 2. Explain the importance of keeping physically fit.

1. Perform exercises to stay physically fit. Exercises may include but not limited to: The Wheelbarrow, Trees in the Wind, The Bear Walk, The Frog Stand, and The Measuring Worm.

184

COMPETENCY BASED CURRICULUM SECURITY (Class X)

1. Title: Security 2. Code: SS201-NQ2012 3. Nominal Duration: 200 hrs

(Learner’s Room: 120 hr, Practical: 60 hr, Industry: 20hr)

S.NO Unit Code Unit Title No. of Notional Learning Hours

1 SS201-NQ2012 Basic Drill and Defensive Techniques 10

2 SS202-NQ2012 Disaster Management and Emergency Response(Advanced)

10

3 SS203-NQ2012 Security Structure and Laws Governing PrivateSecurity

15

4 SS204-NQ2012 Introduction to Information Technology 10

5 SS205-NQ2012 Email Messaging 10

6 SS206-NQ2012 First Aid Practices (Advanced) 20

7 SS207-NQ2012 Work Integrated Learning – Security Services L2

10

Total 85

4.Certificate Level: NVEQF 2 (Class X) 5.Resources 1. Torch Light 2. Batons 3. Handcuffs 4. Boots 5. Security Guard Belts 6. Notebook 7. Pen 8. Spare batteries and bulbs

18

9. Two Way Radios and chargers 10. Safety helmets 11. Duty Uniform 12. Clock 13. Telephone 14. Key Boards 15. Fire Extinguishers 16. Parking Signs 17. Alarm Panels 18. Padlocks together with chains 19. Rope 20. Emergency Warning Lights 21. Emergency Flood Lights 22. Smoke Detectors 23. First Aid Equipment 24. First Aid Kit

6.Teaching/Training Methodologies T1: Interactive Lecture

T2: Assignment

T3: Case Based Method

T4: Role Play

7. Assessment Methods A1: Written Examination

A2: Practical Examination

186

SECURITY

CLASS- X

First Term FA 1 FA 2 SA 1 UNIT 1 Basic Drill and Defensive Techniques

UNIT 2 Disaster Management and Emergency Response (Advanced)

UNIT 1 Basic Drill and Defensive Techniques UNIT 2 Disaster Management and Emergency Response (Advanced) UNIT 3 Security Structure and Laws Governing Private Security

Second Term FA 3 FA 4 SA 2 UNIT 4 Introduction to Information Technology UNIT 5 Email Messaging

UNIT 6 First Aid at Workplace (Advanced)

UNIT 4 Introduction to Information Technology UNIT 5 Email Messaging UNIT 6 First Aid at Workplace (Advanced) UNIT 7 Work Integrated Learning- Security Services

18

COMPETENCY BASED CURRICULUM

SECURITY (Class X)

Unit Title:1 Basic Drill and Defensive Techniques SESSION LEARNING OUTCOMES Knowledge Evaluation Performance Evaluation

1. Demonstrate the ability to Participate effectively in drill and follow drill commands

1. Describe the importance of drill 2. State different drill commands 3. Explain the purpose and characteristics of good drill commands (motivation, focalization, maintenance of records, etc.)

1. Demonstrate the ability to follow drill commands

2. Demonstrate personal Grooming practices

1. Describe the various aspects of personal grooming, including uniform, health, hygiene, etc.

1. Demonstrate personal grooming practices (wearing clean and ironed uniform, keeping nails clipped, brushing teeth regularly, proper combing, covering mouth with handkerchief while sneezing or coughing, etc.)

3. Identify vulnerable parts of human body from self-defense point of view

1. Describe the various parts of human body which are vulnerable to attack and damage.

1. Identify the various parts of human body vulnerable to damage during attack or self- defense.

4. Demonstrate basic self-defense techniques

1. Describe the meaning and importance of learning self-defense techniques 2. Describe the techniques used in various forms of unarmed combat ( e.g. karate, kung fu, judo, etc.)

1. Differentiate between armed and unarmed combat. 2. Differentiate between the techniques used in martial arts and Krava Maga

188

Unit Title: 2 Disaster Management and Emergency Response (Advanced) 1. Describe the importance of disaster management and emergency response

1. Describe the meaning of disaster management

1. Differentiate between hazard and disaster.

2. Describe the various aspects of disaster management and emergency response

1. Describe the goals of disaster management 2. Explain the various aspects of disaster management cycle 3. Describe the various phases in disaster management

2. Identify the various phases in disaster Management

3. Describe the role and responsibilities of Emergency Response team

1. Describe the role and responsibilities of different people involved in Emergency Response Team 2. Describe the different types of rescue and evacuation drills 3. Describe the role and functions of Fire Suppression Team, Search and Rescue Team, Medical Triage Team and Medical Treatment Team 4. Describe the purpose of Search and Rescue Operations, Mountain Rescue, Ground search and rescue, Urban search and rescue, Combat search and rescue and air-sea rescue 5. Describe the importance of rescue and evacuation drills

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

4. Describe various types of fire, their causes and methods of extinguishing fire

1. Describe various types of fire. 2. Describe common causes of fire 3. Describe the precautions to be taken for preventing occurrence of fires 4. Describe the duties of various officers and

1. Classify the various types of fire 2. Identify the various firefighting equipment

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staff in firefighting 5. Describe the procedure for dealing with fire emergencies 6. Describe the method of extinguishing small fires 7. State the use of various firefighting equipment

Unit Title: 3 Security Structure and Laws Governing Private Security 1. Describe the security structure in India

1. Describe the National Security Structure in India - Armed forces (Indian Army, Indian Navy and Indian Air Force, Indian Coast Guard, Paramilitary Forces). 2. Describe the Private Security Structure in India 3. Identify the forces responsible to address the external threats 4. Describe the Armed Forces Act.

1. Differentiate between internal and external threats 2. Identify the forces responsible to address the internal and external threats 3. Identify the conditions under which the Armed Forces (Special Powers) Act may be Applicable

2. Describe the major role and functions of army, Indian air force and navy in providing security from external and internal threats

1. Describe the role and functions of service branches of army (e.g. Armoured Corps, Infantry, Artillery, Army Air Defence, Engineers, Signals). 2. Describe the role and functions of Indian air force and navy.

3. Differentiate between the role and functions of Armoured Corps, Infantry, Artillery, Army Air Defence, Engineers, Signals

3. Describe the major role and functions of Para Military Forces

1. Describe the role and functions of Para Military Forces (Border Security Force, Indo Tibetan Border Police, Sashatra Seva Bal, Assam Rifles)

1. Differentiate between the role and functions of Border Security Force, Indo Tibetan Border Police, Sashatra Seva Bal, Assam Rifles

4. Describe the major role and functions of Central Police Forces

1. Describe the role and functions of Central Police Force (Central Reserve Police Force, Rapid Action Force, Central Industrial Security Force, Railway

1. Differentiate between the role and functions of Central Reserve Police Force, Rapid Action Force, Central Industrial Security Force, Railway Protection Force, National

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Protection Force, National Security Guards)

Security Guards

5. Describe the major role and functions of State Police Force

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

1. Differentiate between the role and functions of Metropolitan Police, State Armed Police, Special Armed Police Force, State Reserve Police Force 2. Differentiate between the ranks and insignia of Gazetted and Non- Gazetted officers

6. Describe the role and functions of Private Security

1. Describe the role and functions of Private Security Industry in Industrial Security, Physical Security, Material Security, Personnel Security and Information Security

1. Differentiate between the role and functions of private security personnel working for Industrial Security, Physical Security, Material Security, Personnel Security and Information Security

7. Describe the various Acts and Regulations governing Security in India

1. Describe the various Acts and Regulations governing Security in India such as Indian Penal Code, Indian Arms Act, Explosives Act, Private Security Agency Regulatory Act – 2005

1. Differentiate between the provisions and applications of the various acts governing Security in India

Unit Title: 4 Introduction to Information Technology 1. Describe the role and functions of the various parts of computer system

1. Describe the parts of a computer system 2. Describe the meaning and role of different types of Software

1. Differentiate between primary and secondary memory. 2. Differentiate between system software and application software 3. Identify hardware components of computer 4. Distinguish between common I/O ports and connectors. 5. Connect various parts and devices of computer system. 6. Start and shut down a computer system

2. Describe the various features of a computer system used for creating

1. Describe the use of the features such as Desktop, My Computer,

1. Identify the desktop icons and state their use.

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documents and pictures Recycle Bin, My Network Places, My Documents, Help and Support, Search, Settings, Documents, Programs, etc.

2. Create and rename folders 3. Restore files from Recycle Bin 4. Create a text file in Notepad and save it in desired location. 5. Draw a picture in Paint and save it in desired location

3. Describe the procedure of managing file and folders

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

1. Create a file and folder. 2. Locate and rename a folder and file 3. Delete a file or folder. 4. COPY-PASTE file and folder 5. CUT-PASTE file and Folder

Unit Title: 5 Email Messaging 1. Describe the use and features of email

1. Describe the meaning and purpose of email 2. Describe the various features of email and their uses

1. Open an email account 2. Sign in 3. Open the Inbox to read the emails 4. Compose mail 5. Attach file 6. Send mail 7. Open the Outbox 8. Open the Sent box to see the emails sent 9. Add signatures 10.Prepare a Draft message and save in drafts folder.

2. Describe the procedure of sending forwarding and searching emails

1. Describe the procedure of sending, forwarding and searching emails

1. Send email 2. View emails and attachments 3. Download attachments 4. Reply to emails 5. Forwarding email 6. Deleting emails 7. Archiving emails 8. Flagging email as Spam 9. Recovering email from Spam folder 10. Searching for email 11.Retrieve emails saved in the Drafts box and edit

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them before sending. 3. Organizing emails and managing contacts

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

1. Create a label 2. Apply label to a message 3. View labelled messages 4. Choose a label colour 5. Customize colour for labels 6. Remove a label from a message 7. Create filters 8. Use filters for organizing mails 9. Edit and delete filters 10.Specify search criteria 11.Create a contact 12.Edit a contact 13.Create a contact group 14.Add contacts to contact group 15.Remove contacts from contact group 16.Edit contact group name 17.Search contacts

4. Describe the various aspects of email etiquettes

1. Describe the importance and benefits of email etiquettes.

1. Use appropriate prefixes in Subject Lines 2. Greet recipients appropriately 3. Keep the messages short 4. Watch the spelling 5. Demonstrate the knowledge of being careful when using abbreviations and emoticons 6. Use proper intonations

Unit Title:6 First Aid Practices (Advanced) 1. Describe the procedure for performing basic First Aid

1. Describe the procedure for performing basic First Aid

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

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for signs of breathing 6. Check the victim's circulation 7. Treat bleeding, shock, and other problems as needed

2. Describe the various methods of evacuation and rescue operation

1. Describe the importance and procedure of carrying a survival bag and stretcher for lifting a person 2. Describe the procedure for forming human crutch, drag, and two and handed seat and four handed seat carry.

1. Perform two and four handed seat carry.

3. Describe the use of various types of knots in rescue operation

1. Describe the use and procedure for preparing different types of knots

1. Prepare reef knot, sheet bend, figure of eight, round turn and two half-hitches, clove hitch, timber hitch, highwayman's hitch, sheepshank, and bowline using rope

4. Describe the role and functions of human body systems

1. Describe the role and functions human skeleton, nervous system, cardiovascular system, respiratory system, musculoskeletal system, digestive system, endocrine system, urinary system, reproductive system, integumentary system and lymphatic system

1. Identify the human body systems such as parts of the skeleton, nervous system, cardiovascular system, respiratory system, musculoskeletal system, digestive system, endocrine system, urinary system, reproductive system, integumentary system and lymphatic system

5. Administer cardio pulmonary resuscitation

1. Describe the signs and symptoms of angina or heart attack 2. Describe the procedure of administering Cardiopulmonary Resuscitation (CPR), artificial respiration and mouth-to mouth resuscitation

1. Administer Cardiopulmonary Resuscitation (CPR), artificial respiration and mouth-to-mouth resuscitation

Unit Title: 7 Work Integrated Learning- Security Services 1. Describe the structure and functions of private security

1. Describe the role and functions of security 2. Describe the scope of private security cover in India

1. Demonstrate the knowledge of methods and techniques generally adopted for

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

preventing and detecting crime

2. Describe the various legislations and rules governing private security companies

1. Describe the various legislations and rules governing private security companies

1. Demonstrate the knowledge of legislations and rules governing license selection of security personnel, uniform, identity cards, etc. for Private Security

3. Describe the utility of various security equipment in preventing and deterring crime

1. Describe the use of various communication equipment, intruder alarm systems closed circuit television system access control systems fire detection systems security lighting

1. Demonstrate the use of various communication equipment, intruder alarm systems, closed circuit television system, access control systems, fire detection systems, security lighting, etc.

4. Describe the procedure of performing operations related to searching and documentation

1. Describe the procedure of performing operations related to searching and documentation

1. Demonstrate the procedure for issuance of badge and visitor slips. 2. Demonstrate the procedure of stopping and searching vehicles 3. Demonstrate the procedure of stopping and searching personnel. 4. Demonstrate the procedure of recording incidents of search.

5. Describe the role and functions of Private Security Personnel

1. Describe the duties and responsibilities of Security Manager, Security Supervisor, Security Officer, Assistant and Security Officer

1. Demonstrate the knowledge of the duties and responsibilities of security personnel

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No.