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Senior School Certificate Examination (XI-XII) Sociology 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Sociology 2018-19

SOCIOLOGY (Code No. 039) CBSE

2018-19

Rationale

Sociology is introduced as an elective subject at the senior secondary stage. The syllabus is designed to help learners to reflect on what they hear and see in the course of everyday life and develop a constructive attitude towards society in change; to equip a learner with concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage should enable the learner to understand dynamics of human behaviour in all its complexities and manifestations. The learners of today need answers and explanations to satisfy the questions that arise in their minds while trying to understand social world. Therefore, there is a need to develop an analytical approach towards the social structure so that they can meaningfully participate in the process of social change. There is scope in the syllabus not only for interactive learning, based on exercises and project work but also for teachers and students

to jointly innovate new ways of learning.

· Sociology studies society. The child’s familiarity with the society in which she /he lives in makes

the study of Sociology a double edged experience. At one level Sociology studies institutions such as family and kinship, class, caste and tribe religion and region- contexts with which children are familiar of, even if differentially. For India is a society which is varied both horizontally and vertically. The effort in the books will be to grapple overtly with this both as a source of strength and as a site for interrogation.

· Significantly the intellectual legacy of Sociology equips the discipline with a plural perspective that overtly engages with the need for defamiliarization, to unlearn and question the given. This interrogative and critical character of Sociology also makes it possible to understand both other cultures as well as relearn about one’s own culture.

· This plural perspective makes for an inbuilt richness and openness that not too many other disciplines in practice share. From its very inception Sociology has had mutually enriching and contesting traditions of an interpretative method that openly takes into account ‘subjectivity’ and causal explanations that pay due importance to establishing causal correspondences with considerable sophistication. Not surprisingly its field work tradition also entails large scale survey methods as well as a rich ethnographic tradition. Indeed Indian sociology, in particular has bridged this distinction between what has often been seen as distinct approaches of Sociology and social anthropology. The syllabus provides ample opportunity to make the child familiar with the excitement of field work as well as its theoretical significance for the very discipline of Sociology.

· The plural legacy of Sociology also enables a bird’s eye view and a worm’s eye view of the society the child lives in. This is particularly true today when the local is inextricably defined and shaped by macro global processes.

· The syllabus proceeds with the assumption that gender as an organizing principle of society cannot be treated as an add on topic but is fundamental to the manner that all chapters shall be dealt with.

· The chapters shall seek for a child centric approach that makes it possible to connect the lived reality of children with social structures and social processes that Sociology studies.

· A conscious effort will be made to build into the chapters a scope for exploration of society that makes learning a process of discovery. A way towards this is to deal with sociological concepts not as givens but a product of societal actions humanly constructed and therefore open to

questioning.

Objectives

· To enable learners to relate classroom teaching to their outside environment.

· To introduce them to the basic concepts of Sociology that would enable them to observe and interpret social life.

· To be aware of the complexity of social processes.

· To appreciate diversity in Indian society and the world at large.

· To build the capacity of students to understand and analyze the changes in contemporary Indian society.

SOCIOLOGY (Code No. 039)

CLASS–XI (2018-19)

One Paper Theory 3 Hours

Max. Marks 80

Unitwise Weightage

Units

Periods

Marks

Introducing Sociology

1. Sociology, Society and its relationship with other Social Sciences

2. Basic Concepts & their use in Sociology

3. Understanding Social Institutions

4. Culture and Socialization

5. Doing Sociology: Research Methods

Total

Understanding Society

6. Social Structure, Stratification and Social Processes in Society

7. Social Change and Social Order in Rural and Urban Society

8. Environment and Society

9. Introducing Western Sociologists

10. Indian Sociologists

Total

200

CLASS–XI

Practical Examination

40 Periods

Max. Marks 20

Time allotted : 3hrs

Unitwise Weightage

A. Project (under

taken during the academic year at school level)

i. Statement

of the purpose
10 marks

ii. Methodolo

gy / Technique

iii. Conclusion

Viva – based on the project work

02 marks

Research design Steps of research (e.g. observation, interview, content analysis) to be explained to student and questions accordingly raised.
i.   Overall format
ii   Research Question/Hypothesis
iii. Choice of technique
iv. Detailed procedure for implementation of technique
v.   Limitations of the above technique

1 mark
1 mark
2 marks
2 marks
2 marks

Total

20 Marks

INTRODUCING SOCIOLOGY

40 Marks

Unit 1: Sociology, Society and its Relationship with other Social Sciences

20 Periods

§ Introducing Society: Individuals and collectivities. Plural Perspectives

§ Introducing Sociology: Emergence. Nature and Scope. Relationship to other disciplines

Unit 2: Basic Concepts and their use in Sociology 20 Periods

§ Social Groups & Society

§ Status and Role

§ Social Stratification

§ Society & Social Control

Unit 3: Understanding Social Institutions 22 Periods

§ Family, Marriage and Kinship

§ Work & Economic Life

§ Political Institutions

§ Religion as a Social Institution

§ Education as a Social Institution

Unit 4: Culture and Socialization 18 Periods

§ Culture, Values and Norms

§ Dimensions of Culture

§ Socialization: Conformity, Conflict and the Shaping of Personality

Unit 5: Doing Sociology: Research Methods 20 Periods

§ Objectivity and Subjectivity

§ Methods: Participant Observation, Survey

§ Tools and Techniques: Observation, Interview, Questionnaire

§ The Significance of Field Work in Anthropology and Sociology

UNDERSTANDING SOCIETY

40 Marks

Unit 6: Social Structure, Stratification and Social Processes in Society

22 Periods

· Social Structure

· Social Stratification: Class, Caste, Gender

· Social Processes: Cooperation, Competition, Conflict

Unit 7: Social Change and Social Order in Rural and Urban Society 22 Periods

· Social Change: Types; Causes and Consequences

· Social Order: Domination, Authority and Law; Contestation, Crime and Violence

· Village, Town and City: Changes in Rural and Urban Society

Unit 8: Environment and Society 16 Periods

· Ecology and Society

· Environmental Crises and Social Responses

· Sustainable Development

Unit 9: Introducing Western Sociologists 20 Periods

· Karl Marx on Class Conflict

· Emile Durkheim: Division of Labour

· Max Weber: Interpretive Sociology, Ideal Type and Bureaucracy

Unit 10: Indian Sociologists 20 Periods

· G.S. Ghurye on Caste and Race

· D.P. Mukherjee on Tradition and Change

· A.R. Desai on the State

· M.N. Srinivas on the Village

QUESTION PAPER DESIGN 2018-19

SOCIOLOGY Code No. 039 Class – XI

TIME: 3 Hours Max. Marks: 80

S.
No.

Typology of Questions

Learning           Very            Short           Long          Total          % Outcomes         Short           Answer        Answer      Marks         Wei and Testing      Answer        (SA)             (LA)
Competencie    (VSA)           (4 Marks)     (6
s                       (2 Marks)                         Marks)

ghtage

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

Reasoning
Analytical Skills Critical Thinking Skills, etc.

30%

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

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)

25%

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

Evaluation – (Appraise,
judge and /or justify the worth of a decision or outcome or to predict outcomes)

–

10%

Total

14×2=28 7×4=28 4×

6=24 80

(25) 100

20%

15%

SOCIOLOGY (Code No. 039)

CLASS–XII (2018-19)

One Paper Theory Marks 80

Unitwise Weightage 3 hours

Units

Periods

Marks

Indian Society

1. Introducing Indian Society

Non-evaluative

2. The Demographic Structure of Indian Society

3. Social Institutions-Continuity and Change

4. Market as a Social Institution

5. Patterns of Social Inequality and Exclusion

6. Challenges of Cultural Diversity

7. Suggestions for Project Work

Non-evaluative

Total

Change and Development in Indian Society

8. Structural Change

9. Cultural Change

10. The Story of Indian Democracy

11. Change and Development in Rural Society

12. Change and Development in Industrial Society

13. Globalization and Social Change

14. Mass Media and Communications

15. Social Movements

Total

200

Practical Examination

Class – XII

40 Periods

Max. Marks: 20 Time allotted : 3 Hrs

Unitwise Weightage

Project (undertaken during the academic year at school level)
i. Statement of the purpose
ii. Methodology / Technique
iii. Conclusion

10 marks

Viva – based on the project work

02 marks

Research design

08 marks

i. Overall format

ii Research Question/Hypothesis

iii. Choice of technique

iv. Detailed procedure for implementation of technique

v. Limitations of the above technique

B & C to be administered on the day of the external examination

Total

20 Marks

A. INDIAN SOCIETY

32 Marks

Uni

t 1: Introducing Indian Society

10 Periods

· Colonialism, Nationalism, Class and Community

Unit 2: The Demographic Structure of the Indian Society 10 Periods

· Theories and concepts in demography

· Rural-Urban Linkages and Divisions

Unit 3: Social Institutions: Continuity and Change 12 Periods

· The Caste System

· Family and Kinship

Unit 4: Market as a Social Institution 10 Periods

§ Sociological perspectives on markets and the economy

§ Globalization – Interlinking of Local, Regional, National and International Markets

Unit 5: Patterns of Social Inequality and Exclusion 20 Periods

· Caste Prejudice, Scheduled Castes and Other Backward Classes

· Marginalization of Tribal Communities

· The Struggle for Women’s Equality

· The struggles of the Differently Abled

Unit 6: The Challenges of Cultural Diversity 20 Periods

§ Cultural communities and the nation state

§ Problems of Communalism, Regionalism and Casteism

§ The Nation state, religion related issues and identities

§ Communalism, secularism and the nation state

§ State and Civil Society

Unit 7: Suggestions for Project Work 16 Periods

B. CHANGE AND DEVELOPMENT IN INDIA 48 Marks

Unit 8: Structural Change 10 Periods

· Colonialism, Industrialization, Urbanization

Unit 9:

Cultural Change

12 Periods

· Modernization, Westernization, Sanskritisation, Secularization

· Social Reform Movements and Laws

Unit 10:

The Story of Indian Democracy

16 Periods

· The Constitution as an instrument of Social Change

· Panchayati Raj and the Challenges of Social Transformation

· Parties, Pressure Groups and Democratic Politics

Unit 11:

Change and Development in Rural Society

10 Periods

· Land Reforms, Green Revolution and Emerging Agrarian society

· Agrarian Structure : Caste & class in Rural India

· Land Reforms

· Green revolution and its social consequences

· Transformation in Rural Society

· Globalization, Liberalization and Rural Society

Unit 12:

Change and Development in Industrial Society

14 Periods

· From Planned Industrialization to Liberalization

· Getting a Job

· Work Processes

Unit 13:

Globalisation and Social Change

10 Periods

· Dimensions of Globalization

Unit 14:

Mass Media and Communication

14 Periods

· Types of Mass Media: Radio, Television and Print Media

· Changing Nature of Mass Media

Unit 15: Social Movements 18 Periods

§ Theories and Classification of Social Movements

§ Class-Based Movements: Workers, Peasants

§ Caste-Based Movements: Dalit Movement, Backward Castes, Trends in Upper Caste Responses

§ Women’s Movements in Independent India

§ Tribal Movements

§ Environmental Movements

CBSE Prescribed Books:

1. Introducing Sociology, Class XI, Published by NCERT

2. Understanding Society, Class XI, Published by NCERT

3. Indian Society, Class XII, Published by NCERT

4. Social Change and Development in India, Class XII, published by NCERT

CBSE QUESTION PAPER DESIGN 2018-19

SOCIOLOGY Code No. 039 Class – XII

TIME: 3 Hours Max. Marks: 80

S.
No.

Typology of Questions

ghtage

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

Reasoning
Analytical Skills Critical Thinking Skills, etc.

30%

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

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)

25%

Evaluation – (Appraise,
judge and /or justify the worth of a decision or outcome or to predict outcomes)

–

10%

Total

14×2=28 7×4=28 4×

6=24 80

(25) 100

20%

15%

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Psychology 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Psychology 2018-19

24. CBSE PSYCHOLOGY (Code No. 037)

Psychology is introduced as an elective subject at the higher secondary stage of school education. As a

discipline, psychology specializes in the study of experiences, behaviours, and mental processes of human beings within a socio-cultural historical context. This course purports to introduce the learners to the basic ideas, principles, and methods in Psychology. The emphasis is to create interest and exposure needed by learners to develop their own knowledge base and understanding.

The course deals with psychological knowledge and practices which are contextually rooted. It emphasizes

the complexity of behavioural processes and discourages simplistic cause-effect thinking. This is pursued by encouraging critical reasoning, allowing students to appreciate the role of cultural factors in behaviour, and illustrating how biology and experiences shape behaviour.

It is suggested that the teaching – learning processes should involve students in evolving their own

understanding, therefore, teaching of Psychology should be based on the use of case studies, narratives, experiential exercises, analysis of common everyday experiences, etc.

Objectives:

· To develop appreciation about human mind and behaviour in the context of learners’ immediate society and environment.

· To develop in learners an appreciation of the nature of psychological knowledge and its application to various aspects of life.

· To enable learners to become perceptive, socially aware and self-reflective.

· To facilitate students’ quest for personal growth and effectiveness, and to enable them to become responsive and responsible citizens.

PSYCHOLOGY (Code No. 037)

CLASS–XI (2018-19) (THEORY)

One Theory Paper 3 Hours

Marks: 70

Units

Topics

Periods

Weightage in Marks

What is Psychology?

Methods of Enquiry in Psychology

III

The Bases of Human Behaviour

Human Development

Sensory, Attentional and Perceptual Processes

Learning

VII

Human Memory

VIII

Thinking

Motivation and Emotion

Total

170

Unit I: What is Psychology? 16 Periods

1. Introduction

2. What is Psychology?

a) Psychology as a Discipline

b) Psychology as a Natural Science

c) Psychology as a Social Science

3. Understanding Mind and Behaviour

4. Popular Notions about the Discipline of Psychology

5. Evolution of Psychology

6. Development of Psychology in India

7. Branches of Psychology

8. Themes of Research and Applications

9. Psychology and Other Disciplines

10. Psychologists at Work

11. Psychology in Everyday Life

Unit II: Methods of Enquiry in Psychology 20 Periods

The topics in this unit are:

1. Introduction

2. Goals of Psychological Enquiry

a) Steps in Conducting Scientific Research

b) Alternative Paradigms of Research

3. Nature of Psychological Data

4. Some Important Methods in Psychology

a) Observational Method

b) Experimental Method

c) Correlational Research

d) Survey Research

e) Psychological Testing

f) Case Study

5. Analysis of Data

a. Quantitative Method

b. Qualitative Method

6. Limitations of Psychological Enquiry

7. Ethical Issues

Unit III: The Bases of Human Behaviour 20 Periods

The topics in this unit are:

1. Introduction

2. Evolutionary Perspective

3. Biological and Cultural Roots

4. Biological Basis of Behaviour

a) Neurons

5. Structure and Functions of Nervous System and Endocrine System and their Relationship with Behaviour and Experience

a) The Nervous System

b) The Endocrine System

6. Heredity: Genes and Behaviour

7. Cultural Basis : Socio-Cultural Shaping of Behaviour

a) Concept of Culture

8. Enculturation

9. Socialisation

10. Acculturation

Unit IV: Human Development 16 Periods

The topics in this unit are:

1. Introduction

2. Meaning of Development

a) Life-Span Perspective on Development

3. Factors Influencing Development

4. Context of Development

5. Overview of Developmental Stages

a) Prenatal Stage

6. Infancy

7. Childhood

8. Challenges of Adolescence

9. Adulthood and Old Age

Unit-V: Sensory, Attentional, and Perceptual Processes 20 periods

The topics in this unit are:

1. Introduction

2. Knowing the world

3. Nature and varieties of Stimulus

4. Sense Modalities

a) Visual Sensation

b) Auditory Sensation

5. Attentional Processes

a) Selective Attention

b) Sustained Attention

6. Perceptual Processes

a) Processing Approaches in Perception

7. The Perceiver

8. Principles of Perceptual Organisation

9. Perception of Space, Depth, and Distance

a) Monocular Cues and Binocular Cues

10. Perceptual Constancies

11. Illusions

12. Socio-Cultural Influences on Perception

Unit-VI: Learning 22 periods

The topics in this unit are:

1. Introduction

2. Nature of Learning

3. Paradigms of Learning

4. Classical Conditioning

a) Determinants of Classical Conditioning

5. Operant/Instrumental Conditioning

a) Determinants of Operant Conditioning

b) Key Learning Processes

6. Observational Learning

7. Cognitive Learning

8. Verbal Learning

9. Concept Learning

10. Skill Learning

11. Transfer of Learning

12. Factors Facilitating Learning

13. The Learner : Learning Styles

14. Learning Disabilities

15. Applications of Learning Principles

Unit-VII: Human Memory 20 periods

The topics in this unit are:

1. Introduction

2. Nature of memory

3. Information processing Approach : The Stage Model

4. Memory Systems : Sensory, Short-term and Long-term Memories

5. Levels of Processing

6. Types of Long-term Memory

a) Declarative and Procedural; Episodic and Semantic

7. Knowledge Representation and Organisation in Memory

8. Memory as a Constructive Process

9. Nature and Causes of Forgetting

a) Forgetting due to Trace Decay, Interference and Retrieval Failure

10. Enhancing Memory

a) Mnemonics using Images and Organisation

Unit-VIII: Thinking 18 periods

The topics in this unit are:

1. Introduction

2. Nature of Thinking

a) Building Blocks of Thought

3. The Processes of Thinking

4. Problem Solving

5. Reasoning

6. Decision-making

7. Nature and Process of Creative Thinking

a) Nature of Creative Thinking

b) Process of Creative Thinking

8. Developing Creative Thinking

a) Barriers to Creative Thinking

b) Strategies for Creative Thinking

9. Thought and Language

10. Development of Language and Language Use

Unit-IX: Motivation and Emotion 18 periods

The topics in this unit are:

1. Introduction

2. Nature of Motivation

3. Types of Motives

a) Biological Motives

b) Psychosocial Motives

4. Maslow’s Hierarchy of Needs

5. Nature of Emotions

6. Physiological Bases of Emotions

7. Cognitive Bases of Emotions

8. Cultural Bases of Emotions

9. Expression of Emotions

a) Culture and Emotional Expression

b) Culture and Emotional Labelling

10. Managing Negative Emotions

11. Enhancing Positive Emotions

Practicals (Projects, experiments, small studies, etc.) 60 Periods

The students shall be required to undertake one project and conduct two experiments. The project would involve the use of different methods of enquiry and related skills. Practicals would involve conducting experiments and undertaking small studies, exercises, related to the topics covered in the course (e.g. Human development, Learning, Memory, Motivation, Perception, Attention and Thinking).

Practical Examination

(i) Practical (Experiments) file 05 Marks

(ii) Project file 05 Marks

(iii) Viva Voce (Project and experiments) 05 Marks

(iv) One experiment: (05 for conduct and 10 for reporting) 15 Marks

CBSE QUESTION PAPER DESIGN 2018-19

PSYCHOLOGY

Code No. 037

CLASS-XI

TIME: 3 Hours

Max. Marks: 70

S.
No

Typology of Questions

Testing Competencies

Learning checks (LC)
(1 Mark)

Very Short Answer (VSA)
(2
Marks)

Short Answer
-I (SA-I) (3
Marks)

Short Answer
-II (SA- II)
(4
Marks)

Long Answer (LA)
(6
Marks)

Total Marks

%
Weig htag e

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

· Reasoning
· Analytical Skills
· Critical Thinking Skills etc.

–

30%

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

–

30%

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)

–

20%

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)

–

10%

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

–

10%

TOTAL

10×1= 10

6×2=12

4×3=12

6×4=24

2×6=12

70(28)

100%

CLASS–XII (THEORY) (2018-19)

One Theory Paper Marks 70

Units

Period

Weightage in Marks

Variations in Psychological Attributes

Self and Personality

III

Meeting Life Challenges

Psychological Disorders

Therapeutic Approaches

Attitude and Social Cognition

VII

Social Influence and Group Processes

VIII

Psychology and Life

Developing Psychological Skills

Total

170

Unit-I: Variations in Psychological Attributes 20 periods

The topics in this unit are:

1. Introduction

2. Individual Differences in Human Functioning

3. Assessment of Psychological Attributes

4. Intelligence

5. Theories of Intelligence

a) Theory of Multiple Intelligences

b) Triarchic Theory of Intelligence

c) Planning, Attention-arousal, and Simultaneous successive Model of Intelligence

6. Individual Differences in Intelligence

a. Variations of Intelligence

7. Culture and Intelligence

8. Emotional Intelligence

9. Special Abilities

a) Aptitude: Nature and Measurement

10. Creativity

Unit-II Self and Personality 24 periods

The topics in this unit are:

1. Introduction

2. Self and Personality

3. Concept of Self

4. Cognitive and Behavioural Aspects of Self

a) Self-esteem, Self-efficacy and Self-regulation

5. Culture and Self

6. Concept of Personality

7. Major Approaches to the Study of Personality

a) Type Approaches

b) Trait Approaches

c) Psychodynamic Approach

d) Behavioural Approach

e) Cultural Approach

f) Humanistic Approach

8. Assessment of Personality

a) Self-report Measures

b) Projective Techniques

c) Behavioural Analysis

Unit-III: Meeting Life Challenges 14 periods

The topics in this unit are:

1. Introduction

2. Nature, Types and Sources of Stress

3. Effects of Stress on Psychological Functioning and Health

a) Stress and Health

b) General Adaptation Syndrome

c) Stress and Immune System

d) Lifestyle

4. Coping with Stress

a) Stress Management Techniques

5. Promoting Positive Health and Well-being

a) Life Skills

Unit-IV: Psychological Disorders 24 periods

The topics in this unit are:

1. Introduction

2. Concepts of abnormality and psychological Disorders

3. Classification of Psychological Disorders

4. Factors Underlying Abnormal Behaviour

5. Major Psychological Disorders

a. Anxiety Disorders

b. Obsessive-Compulsive and Related Disorders

c. Trauma-and Stressor-Related Disorders

d. Somatic Symptom and Related Disorders

e. Dissociative Disorders

f. Depressive Disorder

g. Bipolar and Related Disorders

h. Schizophrenia Spectrum and Other Psychotic Disorders

i. Neurodevelopmental Disorders

j. Disruptive, Impulse-Control and Conduct Disorders

k. Feeding and Eating Disorders

l. Substance Related and Addictive Disorders

Unit-V: Therapeutic Approaches 20 periods

The topics in this unit are:

1. Nature and process of psychotherapy

a) Therapeutic relationship

2. Types of therapies

a) Psychodynamic Therapy

b) Behaviour Therapy

c) Cognitive Therapy

d) Humanistic-existential Therapy

e) Biomedical Therapy

f) Alternative Therapies

3. Rehabilitation of the Mentally Ill

Unit-VI: Attitude And Social Cognition 20 periods

The topics in this unit are:

1. Introduction

2. Explaining Social Behaviour

3. Nature and Components of Attitudes

4. Attitude Formation and Change

a) Attitude Formation

b) Attitude Change

c) Attitude-Behaviour Relationship

5. Prejudice and Discrimination

6. Strategies for Handling Prejudice

7. Social Cognition

8. Schemas and Stereotypes

9. Impression Formation and Explaining

10. Behaviour of Others through Attributions

a) Impression Formation

b) Attribution of Causality

11. Behaviour in the Presence of Others

12. Pro-social Behaviour

a) Factors Affecting Pro-social Behaviour

Unit-VII: Social Influence And Group Processes 22 periods

The topics in this unit are:

1. Introduction

2. Nature and Formation of Groups

3. Type of Groups

4. Influence of Group on Individual Behaviour

a) Social Loafing

b) Group Polarisation

5. Conformity, Compliance, and Obedience

6. Cooperation and Competition

a) Determinants of Cooperation and Competition

7. Social Identity

8. Intergroup Conflict: Nature and Causes

9. Conflict Resolution Strategies

Unit-VIII: Psychology and Life 13 periods

The topics in this unit are:

1. Introduction

2. Human-Environment Relationship

a) Different Views of the Human-Environment Relationship

3. Environmental Effects on Human Behaviour

a) Human Influence on the Environment

b) Noise

c) Pollution

d) Crowding

e) Natural Disasters

4. Promoting Pro-environmental Behaviour

5. Psychology and Social Concerns

a) Poverty and Discrimination

b) Aggression, Violence, and Peace

c) Mahatma Gandhi on Non-violence

d) Health

e) Impact of Television on Behaviour

Unit-IX: Developing Psychological Skills 13 periods

The topics in this unit are:

1. Introduction

2. Developing as an effective Psychologist

3. General Skills

4. Observational Skills

5. Specific Skills

a) Communication Skills

b) Psychological Testing Skills

6. Interviewing Skills

7. Counselling Skills

Practicals 30 Marks 60 Periods

A. Development of case profile:

Using appropriate methods like, interview, observation and psychological tests.

B. Test administration:

Students are required to administer and interpret five tests.

C. In Practical examination, the student will be required to administer and interpret two psychological tests.

Distribution of Marks:

(i) Practical File 10 Marks

(ii) Viva Voce (Case profile and practical) 05 Marks

(iii) Two practicals (5 for conduct and 10 for reporting) 15 Marks

Prescribed Books:

1. Psychology, Class XI, Published by NCERT

2. Psychology, Class XII, Published by NCERT

Note: The above textbooks are also available in Hindi medium.

QUESTION PAPER DESIGN 2018-19

PSYCHOLOGY

Code No. 037

CLASS-XII

Time: 3 Hours

Max. Marks: 70

S.
No

Typology of Questions

Testing Competencies

Learning checks (LC)
(1 Mark)

Very Short Answer (VSA)
(2
Marks)

Short Answer-I (SA-I)
(3
Marks)

Short Answer- II (SA-II)
(4
Marks)

Long Answer (LA)
(6
Marks)

Total Marks

%
Weight age

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

· Reasoning
· Analytical Skills
· Critical Thinking Skills etc.

–

30%

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

–

30%

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)

–

20%

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)

–

10%

Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcomes

–

10%

TOTAL

10×1= 10

6×2=12

4×3=12

6×4=24

2×6=12

70(28)

100%

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Political Science 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Political Science 2018-19

22. POLITICAL SCIENCE (Code No. 028) CBSE
(2018-19)
Rationale
At the senior secondary level students who opt Political Science are given an opportunity to get introduced to the diverse concerns of a Political Scientist. At this level there is a need to enable students to engage with political processes that surround them and provide them with an understanding of the historical context that has shaped the present. The different courses introduce the students to the various streams of the discipline of Political Science: Political Theory, Indian Politics and International Politics. Concerns of the other two streams – Comparative Politics and Public Administration- are accommodated at different places in these courses. In introducing these streams, special care has been taken not to burden the students with the current jargon of the discipline. The basic idea here is to lay the foundations for a serious engagement
with the discipline at the under graduation stage.
Objectives:
Indian Constitution at Work
· Enable students to understand the historical processes and the circumstances in which the Constitution
was drafted.
· Provide opportunity for students to become familiar with the diverse visions that guided the makers of the Indian Constitution.
· Enable students to identify certain key features of the Constitution and compare these to other constitutions in the world.
· Analyse the ways in which the provisions of the Constitution have worked in real political life.
Political Theory
· Develop the skills for logical reasoning and abstraction.
· Inculcate attention to and respect for viewpoints other than one’s own.
· Introduce students to the different political thinkers in relation to a concept and in everyday social life.
· Enable students to meaningfully participate in and develop internal concerns of the political life that surrounds them.
· Encourage the students to analyse any unexamined prejudices that one may have inherited.
Contemporary World Politics
· Enable the students to expand their horizons beyond India and make sense of the political map of contemporary world.
· Familiarise the students with some of the key political events and processes in the post cold war era.
· Equip students to be conscious of the way in which global events and processes shape our everyday lives.
· Strengthen their capacity for political analysis by thinking of contemporary developments in a historical perspective.
Politics in India after Independence
· Enable students to become familiar with some of the key political events and figures in the post- independence period.
· Develop skills of political analysis through an understanding of events and processes of recent history.
· Develop their capacity to link macro processes with micro situations and their own life.
· Encourage the students to take a historical perspective of making sense of contemporary India.
POLITICAL SCIENCE (028)
Class XI, 2018-19
One Paper Max Marks : 100
Time: 3 hrs.
Units																Periods: 220				Marks: 100
Part A: Indian Constitution at work
1					Constitution Why and How and Philosophy of the Constitution											17				12
2					Rights in the Indian Constitution											16				12
3					Election and Representation											11				10
4					The Executive											11				10
5					The Legislature											11				10
6					The Judiciary											11				10
7					Federalism											11				10
8					Local Governments											11				10
9					Constitution as a living document											11				8
					Total											110				50
Part B: Political Theory
10					Political Theory : An Introduction											10				10
11					Freedom											11				10
12					Equality											11				10
13					Social Justice											12				10
14					Rights											11				10
15					Citizenship											11				10
16					Nationalism											11				10
17					Secularism											11				10
18					Peace											11				10
19					Development											11				10
					Total											110				50
CBSE COURSE CONTENT
Part A: Indian Constitution at Work
1. Constitution Why and How and Philosophy of the Constitution 17 Periods
Consitution: Why and How, The making of the Constitution, the Constituent Assembly, Procedural achievements and Philosophy of the Constitution.
2.	Rights in the Indian Constitution												16 Periods
The importance of Rights, Fundamental Rights in the Indian Constitution, Directive Principles
of State Policy, Relationship between Fundamental Rights and Directive Principles
3.	Election and Representation												11 Periods
Elections and Democracy, Election System in India, Reservation of Constituencies, Free and
Fair Elections, Electoral Reforms
4.	Legislature												11 Periods
Why do we need a Parliament? Two Houses of Parliament. Functions and Power of the Parliament,
Legislative functions, control over Executive. Parliamentary committees. Self-regulation.
5.	Executive												11 Periods
What is an Executive? Different Types of Executive. Parliamentary Executive in India, Prime
Minister and Council of Ministers. Permanent Executive: Bureaucracy.
6.	Judiciary												11 Periods
Why do we need an Independent Judiciary? Structure of the Judiciary, Judicial Activism, Judiciary
and Rights, Judiciary and Parliament.
7.	Federalism												11 Periods
What is Federalism? Federalism in the Indian Constitution, Federalism with a strong
Central Government, conflicts in India’s federal system, Special Provisions.
8.	Local Governments												11 Periods
Why do we need Local Governments? Growth of Local Government in India, 73rd and 74th
Amendments, implementation of 73rd and 74th Amendments.
9.	Constitution as a Living Document												11 Periods
Are Constitutions static? The procedure to amend the Constitution. Why have there been so many
amendments? Basic Structure and Evolution of the Constitution. Constitution as a Living Document.
Part B: Political Theory
10.		Political Theory: An Introduction											10 Periods
What is Politics? What do we study in Political Theory? Putting Political Theory to practice.
Why should we study Politial Theory?
11.		Freedom											11 Periods
The Ideal of Freedom. What is Freedom? Why do we need constraints? Harm principle.
Negative and Positive Liberty.
12.		Equality											11 Periods
Significance of Equality. What is Equality? Various dimensions of Equality. How can we
promote Equality?
13.		Social Justice											12 Periods
What is Justice? Just Distribution. Justice as fairness. Pursuing Social Justice.
14.		Rights										11 Periods
What are Rights? Where do Rights come from? Legal Rights and the State. Kinds of Rights.
Rights and Responsibilities.
15.		Citizenship										11 Periods
What is citizenship? Citizen and Nation, Universal Citizenship, Global Citizenship
16.		Nationalism										11 Periods
Nations and Nationalism, National Self-determination, Nationalism and Pluralism
17.		Secularism										11 Periods
What is Secularism? What is Secular State? The Western and the Indian approaches to Secularism.
Criticisms and Rationale of Indian Secularism.
18.		Peace										11 Periods
What is Peace? Can violence ever promote peace? Peace and the State. Different Approaches to the
pursuit of peace. Contemporary challenges to peace.
19.		Development										11 Periods
What is development? Dominant, development Model and alternative conceptions
of development.
Prescribed Books:
1. Indian Constitution at work, Class XI, Published by NCERT
2. Political Theory, Class XI, Published by NCERT
Note: The above textbooks are also available in Hindi and Urdu versions.
CBSE POLITICAL SCIENCE								QUESTION PAPER DESIGN 2018-19 Code No. 028														CLASS-XI
Time: 3 Hours																			Max. Marks: 100
S. No	Typology of Questions							Learning Outcomes & Testing Skills	Very Short Answer (1 Mark)		Very Short Answer (2 Marks)	Short Answer (4 Marks)		Long Answer I (5 Marks) based on Passages		Map Qus. Picture based inter- pretation (5 Marks)			Long Answer II (6 Marks)			Marks		% weig htage
1	Remembering- (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information)							Reasoning Analytical Skills Critical thinking			1	2				–			2			22		22%
2	Understanding- (Comprehension –to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information)								2			2		1					1			21		21%
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		1			1		1			2			25		25%
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) (includes Map interpretation)								1		2	1		1					1			20		20%
5	Evaluation – (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes)								1		1	1		–		1			–			12		12%
Total									1×5=5		2×5=10	4×6=24		5×3=15		5×2=10			6×6=36			100		100%

POLITICAL SCIENCE (Code No. 028)
CLASS XI (2018-19)
CBSE Question Paper Design
One Paper 100 Marks
Time: 3 hrs.
Units																	Periods				Marks

1				Constitution Why and How and Philosophy of the Constitution													17				12
2				Rights of the Indian Constitution													16				12
3				Election and Representation													11				10
4				Executive													11				10
5				Legislature													11				10
6				Judiciary													11				10
7				Federalism													11				10
8				Local Governments													11				10
9				Constitution as a Living Document													11				08
				Total													110				50

10				Political Theory : An Introduction													10				10
11				Freedom													11				10
12				Equality													11				10
13				Social Justice													12				10
14				Rights													11				10
15				Citizenship													11				10
16				Nationalism													11				10
17				Secularism													11				10
18				Peace													11				10
19				Development													11				10
				Total													110				50
3. Weightage of Difficulty Level
Estimated difficulty level										Percentage
Difficult										20%
Average										50%
Easy										30%
4. Scheme of Options:
There is internal choice for long answer questions of 6 marks.
There are three passage – based questions of 5 marks each. No questions from plus (+) boxes.
5. In order to assess different mental abilities of learners, question paper is likely to include questions
based on passages, visuals such as maps, cartoons, etc. No factual question will be asked on the information given in the plus (+) boxes in the textbooks.
POLITICAL SCIENCE (Code No. 028)
Class XII (2018-19)
One Paper Max. Marks: 100
Time: 3 hrs.
Units															Periods				Marks
Part A: Contemporary World Politics
1						Cold War Era									14				14
2						The End of bipolarity									13				14
3						US Hegemony in World Politics									13				16
4						Alternative centres of Power									11
5						Contemporary South Asia									13
6						International Organizations									13				10
7						Security in Contemporary World									11				10
8						Environment and Natural Resources									11				10
9						Globalisation									11				10
						Total									110				50
Part B: Politics in India since Independence
10						Challenges of Nation-Building									13				16
11						Era of One-party Dominance									12
12						Politics of Planned Development									11
13						India’s External relations									13				6
14						Challenges to the Congress System									13				12
15						Crisis of the Democratic Order									13				12
16						Rise of Popular Movements									11				16
17						Regional aspirations									11
18						Recent Developments in Indian Politics									13
						Total									110				50
Part A: Contemporary World Politics
COURSE CONTENTS
1			Cold War Era Emergence of two power blocs after the second world war. Arenas of the cold war. Challenges to Bipolarity: Non Aligned Movement, quest for new international economic order. India and the cold war.																		14 Periods
2			The End of Bipolarity New entities in world politics: Russia, Balkan states and Central Asian states, Introduction of democratic politics and capitalism in post-communist regimes. India’s relations with Russia and other post-communist countries.																		13 Periods
3			US Hegemony in World Politics Growth of unilateralism: Afghanistan, first Gulf War, response to 9/11 and attack on Iraq. Dominance and challenge to the US in economy and ideology. India’s renegotiation of its relationship with the USA.																		13 Periods
4			Alternative Centres of Power Rise of China as an economic power in post-Maoera, creation and expansion of European Union, ASEAN. India’s changing relations with China.																		11 Periods
5			Contemporary South Asia in the Post-Cold War Era Democratisation in Pakistan and Nepal. Ethnic conflict in Sri Lanka, Impact of economic globalization on the region. Conflicts and efforts for peace in South Asia. India’s relations with its neighbours.																		13 Periods
6			International Organizations Restructuring and the future of the UN. India’s position in the restructured UN. Rise of new international actors: new international economic organisations, NGOs. How democratic and accountable are the new institutions of global governance?																		13 Periods
7			Security in Contemporary World Traditional concerns of security and politics of disarmament. Non-traditional or human security: global poverty, health and education. Issues of human rights and migration.																		11 Periods
8			Environment and Natural Resources Environment movement and evolution of global environmental norms. Conflicts over traditional and common property resources. Rights of indigenous people. India’s stand in global environmental debates.																		11 Periods
9			Globalisation Economic, cultural and political manifestations. Debates on the nature of consequences of globalisation. Anti-globalisation movements. India as an arena of globalization and struggle against it.																		11 Periods
Part B: Politics in India since Independence
10			Challenges of Nation- Building Nehru’s approach to nation-building; Legacy of partition: challenge of ‘refugee’ resettlement, the Kashmir problem. Organisation and reorganization of states; Political conflicts over language.																		13 Periods
11			Era of One-Party Dominance First three general elections, nature of Congress dominance at the national level, uneven dominance at the state level, coalitional nature of Congress. Major opposition parties.																		12 Peroids
12			Politics of Planned Development Five year plans, expansion of state sector and the rise of new economic interests. Famine and suspension of five year plans. Green revolution and its political fallouts.																		11 Periods
13			India’s External Relations Nehru’s foreign policy. Sino-Indian war of 1962, Indo-Pak war of 1965 and 1971. India’s nuclear programme. Shifting alliance in world politics.																		13 Periods
14			Challenges to the Congress System Political succession after Nehru. Non-Congressism and electoral upset of 1967, Congress split and reconstitution, Congress’ victory in 1971 elections, politics of ‘garibi hatao’.																		13 Periods
15			Crisis of the Democratic Order Search for ‘committed’ bureaucracy and judiciary. Navnirman movement in Gujarat and the Bihar movement. Emergency: context, constitutional and extra-constitutional dimensions, resistance to emergency. 1977 elections and the formation of Janata Party. Rise of civil liberties organisations.																		13 Periods
16			Popular Movements in India Farmers’ movements, Women’s movement, Environment and Development-affected people’s movements. Implementation of Mandal Commission report and its aftermath.																		11 Periods
17			Regional Aspirations Rise of regional parties. Punjab crisis and the anti Sikh riots of 1984. The Kashmir situation. Challenges and responses in the North East.																		11 Periods
18			Recent Developments in Indian politics Participatory upsurge in1990s. Rise of the JD and the BJP. Increasing role of regional parties and coalition politics. Coalition governments: NDA (1998 – 2004) UPA (2004 – 2014) NDA (2014 onwards)																		13 Periods
Prescribed Books:
1. Contemporary World Politics, Class XII, Published by NCERT
2. Politics in India since Independence, Class XII, Published by NCERT
Note: The above textbooks are also available in Hindi and Urdu versions.
POLITICAL SCIENCE CBSE							QUESTION PAPER DESIGN Code No. 028						2018-19						CLASS-XII
Time: 3 Hours																			Max. Marks: 100
S. No	Typology of Questions						Learning Outcomes & Testing Skills		Very Short Answer (1 Mark)		Very Short Answer – (2 Marks)	Short Answer (4 Marks)	Long Answer I (5 Marks) based on Passages and Picutres			Map Question Picture based inter- pretation (5 Marks)			Long Answer II (6 Marks)			Marks	% weight age
1	Remembering- (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information)						Reasoning Analytical Skills Critical thinking		–		1	2	–			–			2			22	22%
2	Understanding- (Comprehension –to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information)								2		–	2	1			–			1			21	21%
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		1	–	1			1			2			25	25%
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) (includes Map interpretation)								1		2	1	1			–			1			20	20%
5	Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes)								1		1	1	–			1			–			12	12%
Total									1×5=5		2×5=10	4×6=24	5×3=15			5×2=10			6×6=36			100	100%
Note: Care to be taken to cover all chapters.
The weightage or the distribution of marks over the different dimensions paper shall be as follows:-
1. Weightage of Content
Part A: Contemporary World Politics
Units																		Marks
1				Cold War Era														14
2				The End of Bipolarity														14
3				US Hegemony in World Politics														16
4				Alternative Centres of Power
5				Contemporary South Asia
6				International Organizations														10
7				Security in Contemporary World														10
8				Environment and Natural Resources														10
9				Globalization														10
				Total														50
Part B: Politics in India since Independence
Units																		Marks
10				Challenges of Nation-Building														16
11				Era of One-Party Dominance
12				Politics of Planned Development
13				India’s External Relations														6
14				Challenges to the Congress System														12
15				Crisis of the Democratic Order														12
16				Rise of Popular Movements														16
17				Regional Aspirations
18				Recent Developments in Indian Politics
				Total														50
2. Weightage of Difficulty Level
Estimated difficulty level									Percentage
Difficult									20%
Average									50%
Easy									30%
3. Scheme of Options:
There is internal choice for long answer questions. Map question has choice only with another map.
There are three passage-based or picture-based questions.
4. In order to assess different mental abilities of learners, question paper is likely to include questions
based on passages, visuals such as maps, cartoons, etc. No factual question will be asked on the information given in the plus(+) boxes in the textbooks.

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Senior School Certificate Examination (XI-XII) Physics 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Physics 2018-19

7. PHYSICS (Code No. 042) CBSE

Senior Secondary stage of school education is a stage of transition from general education to discipline-based

focus on curriculum. The present updated syllabus keeps in view the rigour and depth of disciplinary approach as well as the comprehension level of learners. Due care has also been taken that the syllabus is comparable to the international standards. Salient features of the syllabus include:

· Emphasis on basic conceptual understanding of the content.

· Emphasis on use of SI units, symbols, nomenclature of physical quantities and formulations as per international standards.

· Providing logical sequencing of units of the subject matter and proper placement of concepts with their linkage for better learning.

· Reducing the curriculum load by eliminating overlapping of concepts/content within the discipline and other disciplines.

· Promotion of process-skills, problem-solving abilities and applications of Physics concepts.

Besides, the syllabus also attempts to

· strengthen the concepts developed at the secondary stage to provide firm foundation for further learning in the subject.

· expose the learners to different processes used in Physics-related industrial and technological applications.

· develop process-skills and experimental, observational, manipulative, decision making and investigatory skills in the learners.

· promote problem solving abilities and creative thinking in learners.

· develop conceptual competence in the learners and make them realize and appreciate the interface of Physics with other disciplines.

PHYSICS (Code No. 042)

CBSE COURSE STRUCTURE

Class XI (Theory) (2018-19)

Time: 3 hrs. Max Marks: 70

No. of Periods

Marks

Unit–I

Physical World and Measurement

Chapter–1: Physical World

Chapter–2: Units and Measurements

Unit-II

Kinematics

Chapter–3: Motion in a Straight Line

Chapter–4: Motion in a Plane

Unit–III

Laws of Motion

Chapter–5: Laws of Motion

Unit–IV

Work, Energy and Power

Chapter–6: Work, Energy and Power

Unit–V

Motion of System of Particles and Rigid Body

Chapter–7: System of Particles and Rotational Motion

Unit-VI

Gravitation

Chapter–8: Gravitation

Unit–VII

Properties of Bulk Matter

Chapter–9: Mechanical Properties of Solids

Chapter–10: Mechanical Properties of Fluids

Chapter–11: Thermal Properties of Matter

Unit–VIII

Thermodynamics

Chapter–12: Thermodynamics

Unit–IX

Behaviour of Perfect Gases and Kinetic Theory of Gases

Chapter–13: Kinetic Theory

Unit–X

Mechanical waves and Ray Optics

Chapter–14: Oscillations and waves

Chapter–15: Ray optics

Total

160

Unit I: Physical World and Measurement 10 Periods

Chapter–1: Physical World

Physics-scope and excitement; nature of physical laws; Physics, technology and society.

Chapter–2: Units and Measurements

Need for measurement: Units of measurement; systems of units; SI units, fundamental and

derived units. Length, mass and time measurements; accuracy and precision of measuring instruments; errors in measurement; significant figures.

Dimensions of physical quantities, dimensional analysis and its applications.

Unit II: Kinematics 20 Periods

Chapter–3: Motion in a Straight Line

Frame of reference, Motion in a straight line: Position-time graph, speed and velocity.

Elementary concepts of differentiation and integration for describing motion, uniform and non-

uniform motion, average speed and instantaneous velocity, uniformly accelerated motion, velocity – time and position-time graphs.

Relations for uniformly accelerated motion (graphical treatment).

Chapter–4: Motion in a Plane

Scalar and vector quantities; position and displacement vectors, general vectors and their

notations; equality of vectors, multiplication of vectors by a real number; addition and subtraction of vectors, relative velocity, Unit vector; resolution of a vector in a plane, rectangular components, Scalar and Vector product of vectors.

Motion in a plane, cases of uniform velocity and uniform acceleration-projectile motion,

uniform circular motion.

Unit III: Laws of Motion 14 Periods

Chapter–5: Laws of Motion

Intuitive concept of force, Inertia, Newton’s first law of motion; momentum and Newton’s

second law of motion; impulse; Newton’s third law of motion.

Law of conservation of linear momentum and its applications.

Equilibrium of concurrent forces, Static and kinetic friction, laws of friction, rolling friction,

lubrication.

Dynamics of uniform circular motion: Centripetal force, examples of circular motion (vehicle on

a level circular road, vehicle on a banked road).

Unit IV: Work, Energy and Power 12 Periods

Chapter–6: Work, Engery and Power

Work done by a constant force and a variable force; kinetic energy, work-energy theorem, power.

Notion of potential energy, potential energy of a spring, conservative forces: conservation of

mechanical energy (kinetic and potential energies); non-conservative forces: motion in a vertical circle; elastic and inelastic collisions in one and two dimensions.

Unit V: Motion of System of Particles and Rigid Body 18 Periods

Chapter–7: System of Particles and Rotational Motion

Centre of mass of a two-particle system, momentum conservation and centre of mass motion.

Centre of mass of a rigid body; centre of mass of a uniform rod.

Moment of a force, torque, angular momentum, law of conservation of angular momentum and

its applications.

Equilibrium of rigid bodies, rigid body rotation and equations of rotational motion, comparison

of linear and rotational motions.

Moment of inertia, radius of gyration, values of moments of inertia for simple geometrical

objects (no derivation). Statement of parallel and perpendicular axes theorems and their applications.

Unit VI: Gravitation 12 Periods

Chapter–8: Gravitation

Kepler’s laws of planetary motion, universal law of gravitation. Acceleration due to gravity and its variation with altitude and depth.

Gravitational potential energy and gravitational potential, escape velocity, orbital velocity of a

satellite, Geo-stationary satellites.

Unit VII: Properties of Bulk Matter 20 Periods

Chapter–9: Mechanical Properties of Solids

Elastic behaviour, Stress-strain relationship, Hooke’s law, Young’s modulus, bulk modulus, shear

modulus of rigidity, Poisson’s ratio; elastic energy.

Chapter–10: Mechanical Properties of Fluids

Pressure due to a fluid column; Pascal’s law and its applications (hydraulic lift and hydraulic

brakes), effect of gravity on fluid pressure.

Viscosity, Stokes’ law, terminal velocity, streamline and turbulent flow, critical velocity,

Bernoulli’s theorem and its applications.

Surface energy and surface tension, angle of contact, excess of pressure across a curved

surface, application of surface tension ideas to drops, bubbles and capillary rise.

Chapter–11: Thermal Properties of Matter

Heat, temperature, thermal expansion; thermal expansion of solids, liquids and gases,

anomalous expansion of water; specific heat capacity; Cp, Cv – calorimetry; change of state – latent heat capacity.

Heat transfer-conduction, convection and radiation, thermal conductivity, qualitative ideas of

Blackbody radiation, Wein’s displacement Law, Stefan’s law, Green house effect.

Unit VIII: Thermodynamics 12 Periods

Chapter–12: Thermodynamics

Thermal equilibrium and definition of temperature (zeroth law of thermodynamics), heat, work

and internal energy. First law of thermodynamics, isothermal and adiabatic processes.

Second law of thermodynamics: reversible and irreversible processes, Heat engine and refrigerator.

Unit IX: Behaviour of Perfect Gases and Kinetic Theory of Gases 08 Periods

Chapter–13: Kinetic Theory

Equation of state of a perfect gas, work done in compressing a gas.

Kinetic theory of gases – assumptions, concept of pressure. Kinetic interpretation of temperature; rms speed of gas molecules; degrees of freedom, law of equi-partition of energy (statement only) and application to specific heat capacities of gases; concept of mean free path, Avogadro’s number.

Unit X: Mechanical Waves and Ray Optics 16 Periods

Chapter–14: Oscillations and Waves

Periodic motion – time period, frequency, displacement as a function of time, periodic functions. Simple harmonic motion (S.H.M) and its equation; phase; oscillations of a loaded spring- restoring force and force constant; energy in S.H.M. Kinetic and potential energies; simple pendulum derivation of expression for its time period.

Free, forced and damped oscillations (qualitative ideas only), resonance.

Wave motion: Transverse and longitudinal waves, speed of wave motion, displacement relation for a progressive wave, principle of superposition of waves, reflection of waves, standing waves

in strings and organ pipes, fundamental mode and harmonics, Beats, Doppler effect.

Chapter–15: RAY OPTICS 18 Periods

Ray Optics: Reflection of light, spherical mirrors, mirror formula, refraction of light, total internal reflection and its applications, optical fibres, refraction at spherical surfaces, lenses, thin lens formula, lensmaker’s formula, magnification, power of a lens, combination of thin lenses in contact, refraction and dispersion of light through a prism.

Scattering of light – blue colour of sky and reddish apprearance of the sun at sunrise and sunset.

Optical instruments: Microscopes and astronomical telescopes (reflecting and refracting) and

their magnifying powers.

CBSE PRACTICALS Total Periods: 60

The record, to be submitted by the students, at the time of their annual examination, has to include:

· Record of at least 15 Experiments [with a minimum of 6 from each section], to be performed by the students.

· Record of at least 5 Activities [with a minimum of 2 each from section A and section B], to be demonstrated by the teachers.

· Report of the project to be carried out by the students.

CBSE EVALUATION SCHEME

Time Allowed: Three hours

Max. Marks: 30

Two experiments one from each section

8+8 Marks

Practical record (experiment and activities)

6 Marks

Investigatory Project

3 Marks

Viva on experiments, activities and project

5 Marks

Total

30 Marks

Experiments

SECTION–A

1. To measure diameter of a small spherical/cylindrical body and to measure internal diameter and depth

of a given beaker/calorimeter using Vernier Callipers and hence find its volume.

2. To measure diameter of a given wire and thickness of a given sheet using screw gauge.

3. To determine volume of an irregular lamina using screw gauge.

4. To determine radius of curvature of a given spherical surface by a spherometer.

5. To determine the mass of two different objects using a beam balance.

6. To find the weight of a given body using parallelogram law of vectors.

7. Using a simple pendulum, plot its L-T2 graph and use it to find the effective length of second’s pendulum.

8. To study variation of time period of a simple pendulum of a given length by taking bobs of same size but

different masses and interpret the result.

9. To study the relationship between force of limiting friction and normal reaction and to find the co-

efficient of friction between a block and a horizontal surface.

10. To find the downward force, along an inclined plane, acting on a roller due to gravitational pull of the earth and study its relationship with the angle of inclination θ by plotting graph between force and sinθ.

Activities (for the purpose of demonstration only)

1. To make a paper scale of given least count, e.g., 0.2cm, 0.5 cm

2. To determine mass of a given body using a metre scale by principle of moments

3. To plot a graph for a given set of data, with proper choice of scales and error bars

4. To measure the force of limiting friction for rolling of a roller on a horizontal plane

5. To study the variation in range of a projectile with angle of projection

6. To study the conservation of energy of a ball rolling down on an inclined plane (using a double inclined plane)

7. To study dissipation of energy of a simple pendulum by plotting a graph between square of amplitude & time

Experiments

SECTION–B

1. To determine Young’s modulus of elasticity of the material of a given wire.

2. To determine the surface tension of water by capillary rise method

3. To determine the coefficient of viscosity of a given viscous liquid by measuring terminal velocity of a given spherical body

4. To determine specific heat capacity of a given solid by method of mixtures

5. a) To study the relation between frequency and length of a given wire under constant tension using sonometer

b) To study the relation between the length of a given wire and tension for constant frequency using sonometer.

6. To find the speed of sound in air at room temperature using a resonance tube by two resonance

positions.

7. To find the value of v for different values of u in case of a concave mirror and to find the focal length.

8. To find the focal length of a convex lens by plotting graphs between u and v or between 1/u and 1/v.

9. To determine angle of minimum deviation for a given prism by plotting a graph between angle of incidence and angle of deviation.

10. To determine refractive index of a glass slab using a travelling microscope.

Activities (for the purpose of demonstration only)

1. To observe change of state and plot a cooling curve for molten wax.

2. To observe and explain the effect of heating on a bi-metallic strip.

3. To note the change in level of liquid in a container on heating and interpret the observations.

4. To study the effect of detergent on surface tension of water by observing capillary rise.

5. To study the factors affecting the rate of loss of heat of a liquid.

6. To study the effect of load on depression of a suitably clamped metre scale loaded at (i) its end (ii) in

the middle.

7. To observe the decrease in presure with increase in velocity of a fluid.

8. To observe refraction and lateral deviation of a beam of light incident obliquely on a glass slab.

9. To study the nature and size of the image formed by a (i) convex lens, (ii) concave mirror, on a screen by using a candle and a screen (for different distances of the candle from the lens/mirror).

10. To obtain a lens combination with the specified focal length by using two lenses from the given set of lenses.

Practical Examination for Visually Impaired Students

Class XI

Note: Same Evaluation scheme and general guidelines for visually impaired students as given for Class XII

may be followed.

A. Items for Identification/Familiarity of the apparatus for assessment in practicals (All experiments)

Spherical ball, Cylindrical objects, vernier calipers, beaker, calorimeter, Screw gauge, wire, Beam

balance, spring balance, weight box, gram and milligram weights, forceps, Parallelogram law of vectors apparatus, pulleys and pans used in the same ‘weights’ used, Bob and string used in a simple pendulum, meter scale, split cork, suspension arrangement, stop clock/stop watch, Helical spring, suspension arrangement used, weights, arrangement used for measuring extension, Sonometer,

Wedges, pan and pulley used in it, ‘weights’ Tuning Fork, Meter scale, Beam balance, Weight box, gram and milligram weights, forceps, Resonance Tube, Tuning Fork, Meter scale, Flask/Beaker used for adding water.

B. List of Practicals

1. To measure diameter of a small spherical/cylindrical body using vernier calipers.

2. To measure the internal diameter and depth of a given beaker/calorimeter using vernier calipers

and hence find its volume.

3. To measure diameter of given wire using screw gauge.

4. To measure thickness of a given sheet using screw gauge.

5. To determine the mass of a given object using a beam balance.

6. To find the weight of given body using the parallelogram law of vectors.

7. Using a simple pendulum plot L-T and L-T2 graphs. Hence find the effective length of second’s pendulum using appropriate length values.

8. To find the force constant of given helical spring by plotting a graph between load and extension.

9. (i) To study the relation between frequency and length of a given wire under constant tension

using a sonometer.

(ii) To study the relation between the length of a given wire and tension, for constant frequency,

using a sonometer.

10. To find the speed of sound in air, at room temperature, using a resonance tube, by observing the

two resonance positions.

Note: The above practicals may be carried out in an experiential manner rather than recording observations.

Prescribed Books:

1. Physics Part-I, Textbook for Class XI, Published by NCERT

2. Physics Part-II, Textbook for Class XI, Published by NCERT

3. Laboratory Manual of Physics, Class XI Published by NCERT

4. The list of other related books and manuals brought out by NCERT (consider multimedia also).

PHYSICS (Code No. 042)

QUESTION PAPER DESIGN CLASS – XI (2018-19)

Time 3 Hours Max. Marks: 70

S.
.

Typology of Questions

Very Short Answer (VSA)
(1 mark)

Short Answer-I (SA-I)
(2 marks)

Short Answer –II (SA-II)
(3 marks)

Long Answer (LA)
(5 marks)

Total Marks

%
Weightage

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

–

10%

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

–

30%

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)

–

30%

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

–

14%

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

–

16%

TOTAL

5×1=5

7×2=14

12×3=36

3×5=15

70(27)

100%

Question Wise Break Up

Type of Question

Mark per Question

Total No. of Questions

Total Marks

VSA

SA-I

SA-II

Total

1. Internal Choice: There is no overall choice in the paper. However, there is an internal choice in one

question of 2 marks weightage, one question of 3 marks weightage and all the three questions of 5 marks weightage.

2. The above template is only a sample. Suitable internal variations may be made for generating similar

templates keeping the overall weightage to different form of questions and typology of questions same.

CLASS XII (2018-19)

(THEORY)

Time: 3 hrs. Max Marks: 70

No. of Periods

Marks

Unit–I

Electrostatics

Chapter–1: Electric Charges and Fields

Chapter–2: Electrostatic Potential and Capacitance

Unit-II

Current Electricity

Chapter–3: Current Electricity

Unit-III

Magnetic Effects of Current and Magnetism

Chapter–4: Moving Charges and Magnetism

Chapter–5: Magnetism and Matter

Unit-IV

Electromagnetic Induction and Alternating Currents

Chapter–6: Electromagnetic Induction

Chapter–7: Alternating Current

Unit–V

Electromagnetic Waves

Chapter–8: Electromagnetic Waves

Unit–VI

Optics

Chapter–9: Ray Optics and Optical Instruments

Chapter–10: Wave Optics

Unit–VII

Dual Nature of Radiation and Matter

Chapter–11: Dual Nature of Radiation and Matter

Unit–VIII

Atoms and Nuclei

Chapter–12: Atoms

Chapter–13: Nuclei

Unit–IX

Electronic Devices

Chapter–14: Semiconductor Electronics: Materials, Devices and Simple Circuits

Unit–X

Communication Systems

Chapter–15: Communication Systems

Total

160

Unit I: Electrostatics 22 Periods

Chapter–1: Electric Charges and Fields

Electric Charges; Conservation of charge, Coulomb’s law-force between two point charges,

forces between multiple charges; superposition principle and continuous charge distribution.

Electric field, electric field due to a point charge, electric field lines, electric dipole, electric field due to a dipole, torque on a dipole in uniform electric field.

Electric flux, statement of Gauss’s theorem and its applications to find field due to infinitely long straight wire, uniformly charged infinite plane sheet and uniformly charged thin spherical shell (field inside and outside).

Chapter–2: Electrostatic Potential and Capacitance

Electric potential, potential difference, electric potential due to a point charge, a dipole and system of charges; equipotential surfaces, electrical potential energy of a system of two point charges and of electric dipole in an electrostatic field.

Conductors and insulators, free charges and bound charges inside a conductor. Dielectrics and electric polarisation, capacitors and capacitance, combination of capacitors in series and in parallel, capacitance of a parallel plate capacitor with and without dielectric medium between the plates, energy stored in a capacitor.

Unit II: Current Electricity 20 Periods

Chapter–3: Current Electricity

Electric current, flow of electric charges in a metallic conductor, drift velocity, mobility and their relation with electric current; Ohm’s law, electrical resistance, V-I characteristics (linear and non-linear), electrical energy and power, electrical resistivity and conductivity, Carbon resistors, colour code for carbon resistors; series and parallel combinations of resistors; temperature dependence of resistance.

Internal resistance of a cell, potential difference and emf of a cell, combination of cells in series and in parallel, Kirchhoff’s laws and simple applications, Wheatstone bridge, metre bridge.

Potentiometer – principle and its applications to measure potential difference and for comparing EMF of two cells; measurement of internal resistance of a cell.

Unit III: Magnetic Effects of Current and Magnetism 22 Periods

Chapter–4: Moving Charges and Magnetism

Concept of magnetic field, Oersted’s experiment.

Biot – Savart law and its application to current carrying circular loop.

Ampere’s law and its applications to infinitely long straight wire. Straight and toroidal solenoids (only qualitative treatment), force on a moving charge in uniform magnetic and electric fields, Cyclotron.

Force on a current-carrying conductor in a uniform magnetic field, force between two parallel current-carrying conductors-definition of ampere, torque experienced by a current loop in uniform magnetic field; moving coil galvanometer-its current sensitivity and conversion to

ammeter and voltmeter.

Chapter–5: Magnetism and Matter

Current loop as a magnetic dipole and its magnetic dipole moment, magnetic dipole moment of a revolving electron, magnetic field intensity due to a magnetic dipole (bar magnet) along its axis and perpendicular to its axis, torque on a magnetic dipole (bar magnet) in a uniform magnetic field; bar magnet as an equivalent solenoid, magnetic field lines; earth’s magnetic field and magnetic elements.

Para-, dia- and ferro – magnetic substances, with examples. Electromagnets and factors affecting their strengths, permanent magnets.

Unit IV: Electromagnetic Induction and Alternating Currents 20 Periods

Chapter–6: Electromagnetic Induction

Electromagnetic induction; Faraday’s laws, induced EMF and current; Lenz’s Law, Eddy currents. Self and mutual induction.

Chapter–7: Alternating Current

Alternating currents, peak and RMS value of alternating current/voltage; reactance and impedance; LC oscillations (qualitative treatment only), LCR series circuit, resonance; power in AC circuits, power factor, wattless current.

AC generator and transformer.

Unit V: Electromagnetic waves 04 Periods

Chapter–8: Electromagnetic Waves

Basic idea of displacement current, Electromagnetic waves, their characteristics, their Transverse nature (qualitative ideas only).

Electromagnetic spectrum (radio waves, microwaves, infrared, visible, ultraviolet, X-rays, gamma rays) including elementary facts about their uses.

Unit VI: Optics 25 Periods

Chapter–9: Ray Optics and Optical Instruments

Scattering of light – blue colour of sky and reddish apprearance of the sun at sunrise and sunset.

Optical instruments: Microscopes and astronomical telescopes (reflecting and refracting) and their magnifying powers.

Chapter–10: Wave Optics

Wave optics: Wave front and Huygen’s principle, reflection and refraction of plane wave at a plane surface using wave fronts. Proof of laws of reflection and refraction using Huygen’s principle. Interference, Young’s double slit experiment and expression for fringe width, coherent sources and sustained interference of light, diffraction due to a single slit, width of central maximum, resolving power of microscope and astronomical telescope, polarisation,

plane polarised light, Brewster’s law, uses of plane polarised light and Polaroids.

Unit VII: Dual Nature of Radiation and Matter 08 Periods

Chapter–11: Dual Nature of Radiation and Matter

Dual nature of radiation, Photoelectric effect, Hertz and Lenard’s observations; Einstein’s photoelectric equation-particle nature of light.

Matter waves-wave nature of particles, de-Broglie relation, Davisson-Germer experiment (experimental details should be omitted; only conclusion should be explained).

Unit VIII: Atoms and Nuclei 14 Periods

Chapter–12: Atoms

Alpha-particle scattering experiment; Rutherford’s model of atom; Bohr model, energy levels, hydrogen spectrum.

Chapter–13: Nuclei

Composition and size of nucleus, Radioactivity, alpha, beta and gamma particles/rays and their properties; radioactive decay law.

Mass-energy relation, mass defect; binding energy per nucleon and its variation with mass number; nuclear fission, nuclear fusion.

Unit IX: Electronic Devices 15 Periods

Chapter–14: Semiconductor Electronics: Materials, Devices and Simple Circuits

Energy bands in conductors, semiconductors and insulators (qualitative ideas only) Semiconductor diode – I-V characteristics in forward and reverse bias, diode as a rectifier;

Special purpose p-n junction diodes: LED, photodiode, solar cell and Zener diode and their characteristics, zener diode as a voltage regulator.

Junction transistor, transistor action, characteristics of a transistor and transistor as an

amplifier (common emitter configuration), basic idea of analog and digital signals, Logic gates (OR, AND, NOT, NAND and NOR).

Unit X: Communication Systems 10 Periods

Chapter–15: Communication Systems

Elements of a communication system (block diagram only); bandwidth of signals (speech, TV and digital data); bandwidth of transmission medium. Propagation of electromagnetic waves in the atmosphere, sky and space wave propagation, satellite communication. Need for modulation,

amplitude modulation.

PRACTICALS (Total Periods 60)

The record to be submitted by the students at the time of their annual examination has to include:

Record of at least 15 Experiments [with a minimum of 6 from each section], to be performed by the students.

Record of at least 5 Activities [with a minimum of 2 each from section A and section B], to be demonstrated by the teachers.

The Report of the project to be carried out by the students.

Evaluation Scheme

Time Allowed: Three hours Max. Marks: 30

Two experiments one from each section

8+8 Marks

Practical record [experiments and activities]

6 Marks

Investigatory Project

3 Marks

Viva on experiments, activities and project

5 Marks

Total

30 marks

Experiments

SECTION–A

1. To determine resistance per cm of a given wire by plotting a graph for potential difference versus current.

2. To find resistance of a given wire using metre bridge and hence determine the resistivity (specific resistance) of its material.

3. To verify the laws of combination (series) of resistances using a metre bridge.

4. To verify the laws of combination (parallel) of resistances using a metre bridge.

5. To compare the EMF of two given primary cells using potentiometer.

6. To determine the internal resistance of given primary cell using potentiometer.

7. To determine resistance of a galvanometer by half-deflection method and to find its figure ofmerit.

8. To convert the given galvanometer (of known resistance and figure of merit) into a voltmeter of desired range and to verify the same.

9. To convert the given galvanometer (of known resistance and figure of merit) into an ammeter of desired range and to verify the same.

10. To find the frequency of AC mains with a sonometer.

Activities

(For the purpose of demonstration only)

1. To measure the resistance and impedance of an inductor with or without iron core.

2. To measure resistance, voltage (AC/DC), current (AC) and check continuity of a given circuit using multimeter.

3. To assemble a household circuit comprising three bulbs, three (on/off) switches, a fuse and a power source.

4. To assemble the components of a given electrical circuit.

5. To study the variation in potential drop with length of a wire for a steady current.

6. To draw the diagram of a given open circuit comprising at least a battery, resistor/rheostat, key, ammeter and voltmeter. Mark the components that are not connected in proper order and correct the circuit and also the circuit diagram.

SECTION–B

Experiments

1. To find the value of v for different values of u in case of a concave mirror and to find the focallength.

2. To find the focal length of a convex mirror, using a convex lens.

3. To find the focal length of a convex lens by plotting graphs between u and v or between 1/u and1/v.

4. To find the focal length of a concave lens, using a convex lens.

5. To determine angle of minimum deviation for a given prism by plotting a graph between angle of incidence and angle of deviation.

6. To determine refractive index of a glass slab using a travelling microscope.

7. To find refractive index of a liquid by using convex lens and plane mirror.

8. To draw the I-V characteristic curve for a p-n junction in forward bias and reverse bias.

9. To draw the characteristic curve of a zener diode and to determine its reverse break downvoltage.

10. To study the characteristic of a common – emitter npn or pnp transistor and to find out the values of current and voltage gains.

Activities

(For the purpose of demonstration only)

1. To identify a diode, an LED, a transistor, an IC, a resistor and a capacitor from a mixed collection of such items.

2. Use of multimeter to (i) identify base of transistor, (ii) distinguish between npn and pnp type transistors,

(iii) see the unidirectional flow of current in case of a diode and an LED, (iv) check whether a given electronic component (e.g., diode, transistor or IC) is in working order.

3. To study effect of intensity of light (by varying distance of the source) on an LDR.

4. To observe refraction and lateral deviation of a beam of light incident obliquely on a glass slab.

5. To observe polarization of light using two Polaroids.

6. To observe diffraction of light due to a thin slit.

7. To study the nature and size of the image formed by a (i) convex lens, (ii) concave mirror, on a screen by using a candle and a screen (for different distances of the candle from thelens/mirror).

8. To obtain a lens combination with the specified focal length by using two lenses from the given set of lenses.

Suggested Investigatory Projects

1. To study various factors on which the internal resistance/EMF of a cell depends.

2. To study the variations in current flowing in a circuit containing an LDR because of a variation in

(a) the power of the incandescent lamp, used to ‘illuminate’ the LDR (keeping all the lamps at a fixed distance).

(b) the distance of a incandescent lamp (of fixed power) used to ‘illuminate’ the LDR.

3. To find the refractive indices of (a) water (b) oil (transparent) using a plane mirror, an equi convex lens (made from a glass of known refractive index) and an adjustable object needle.

4. To design an appropriate logic gate combination for a given truth table.

5. To investigate the relation between the ratio of (i) output and input voltage and (ii) number of turns in the

secondary coil and primary coil of a self designed transformer.

6. To investigate the dependence of the angle of deviation on the angle of incidence using a hollow prism filled one by one, with different transparent fluids.

7. To estimate the charge induced on each one of the two identical styrofoam (or pith) balls suspended in a vertical plane by making use of Coulomb’s law.

8. To set up a common base transistor circuit and to study its input and output characteristic and to calculate its current gain.

9. To study the factor on which the self inductance of a coil depends by observing the effect of this coil, when put in series with a resistor/(bulb) in a circuit fed up by an A.C. source of adjustable frequency.

10. To construct a switch using a transistor and to draw the graph between the input and output voltage and mark the cut-off, saturation and active regions.

11. To study the earth’s magnetic field using a tangent galvanometer.

Practical Examination for Visually Impaired Students of Classes XI and XII

Evaluation Scheme

Time Allowed: Two hours Max. Marks: 30

Identification/Familiarity with the apparatus

5 marks

Written test (based on given/prescribed practicals)

10 marks

Practical Record

5 marks

Viva

10 marks

Total

30 marks

General Guidelines

The practical examination will be of two hour duration.

A separate list of ten experiments is included here.

The written examination in practicals for these students will be conducted at the time of practical examination of all other students.

The written test will be of 30 minutes duration.

The question paper given to the students should be legibly typed. It should contain a total of 15 practical skill based very short answer type questions. A student would be required to answer any 10 questions.

A writer may be allowed to such students as per CBSE examination rules.

All questions included in the question papers should be related to the listed practicals. Every question should require about two minutes to be answered.

These students are also required to maintain a practical file. A student is expected to record at least five of the listed experiments as per the specific instructions for each subject. These practicals should be duly checked and signed by the internal examiner.

The format of writing any experiment in the practical file should include aim, apparatus required, simple theory, procedure, related practical skills, precautions etc.

Questions may be generated jointly by the external/internal examiners and used for assessment.

The viva questions may include questions based on basic theory/principle/concept, apparatus/ materials/chemicals required, procedure, precautions, sources of error etc.

Class XII

A. Items for Identification/ familiarity with the apparatus for assessment in practicals (All experiments)

Meter scale, general shape of the voltmeter/ammeter, battery/power supply, connecting wires, standard resistances, connecting wires, voltmeter/ammeter, meter bridge, screw gauge, jockey Galvanometer, Resistance Box, standard Resistance, connecting wires, Potentiometer, jockey, Galvanometer, Lechlanche cell, Daniell cell [simple distinction between the two vis-à-vis their outer (glass and copper) containers], rheostat connecting wires, Galvanometer, resistance box, Plug-in and tapping keys, connecting wires battery/power supply, Diode, Transistor, IC, Resistor (Wire-wound or carbon ones with two wires connected to two ends), capacitors (one or two types), Inductors, Simple electric/electronic bell, battery/power supply, Plug-in and tapping keys, Convex lens, concave lens, convex mirror, concave mirror, Core/hollow wooden cylinder, insulated wire, ferromagnetic rod,

Transformer core, insulated wire.

B. List of Practicals

1. To determine the resistance per cm of a given wire by plotting a graph between voltage and current.

2. To verify the laws of combination (series/parallel combination) of resistances by Ohm’s law.

3. To find the resistance of a given wire using a meter bridge and hence determine the specific resistance (resistivity) of its material.

4. To compare the e.m.f of two given primary cells using a potentiometer.

5. To determine the resistance of a galvanometer by half deflection method.

6. To identify a

(i) diode, transistor and IC

(ii) resistor, capacitor and inductor, from a mixed collection of such items.

7. To understand the principle of (i) a NOT gate (ii) an OR gate (iii)an AND gate and to make their equivalent circuits using a bell and cells/battery and keys /switches.

8. To observe the difference between

(i) a convex lens and a concave lens

(ii) a convex mirror and a concave mirror and to estimate the likely difference between the power of two given convex /concave lenses.

9. To design an inductor coil and to know the effectof

(i) change in the number of turns

(ii) introduction of ferromagnetic material as its core material on the inductance of thecoil.

10. To design a (i) step up (ii) step down transformer on a given core and know the relation between its input and output voltages.

Note: The above practicals may be carried out in an experiential manner rather than recording observations.

Prescribed Books:

1. Physics, Class XI, Part -I and II, Published by NCERT.

2. Physics, Class XII, Part -I and II, Published by NCERT.

3. Laboratory Manual of Physics for class XII Published by NCERT.

4. The list of other related books and manuals brought out by NCERT (consider multimedia also).

PHYSICS (Code No. 042)

QUESTION PAPER DESIGN CLASS – XII (2018-19)

Time 3 Hours Max. Marks: 70

S.
No.

Typology of Questions

Very Short Answer (VSA)
(1 mark)

Short Answer-I (SA-I)
(2 marks)

Short Answer –II (SA-II) (3
marks)

Long Answer (LA)
(5 marks)

Total Marks

%
Weightage

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

–

10%

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

–

30%

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)

–

30%

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)

–

14%

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

–

16%

TOTAL

5×1=5

7×2=14

12×3=36

3×5=15

70(27)

100%

QUESTION WISE BREAK UP

Type of Question

Mark per Question

Total No. of Questions

Total Marks

VSA

SA-I

SA-II

Total

1. Internal Choice: There is no overall choice in the paper. However, there is an internal choice in one question of 2

marks weightage, one question of 3 marks weightage and all the three questions of 5 marks weightage.

2. The above template is only a sample. Suitable internal variations may be made for generating similar templates

keeping the overall weightage to different form of questions and typology of questions same.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Physical Education 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Physical Education 2018-19

PHYSICAL EDUCATION CURRICULUM (2018–19) Class XI CBSE
Theory Max. Marks 70
Unit I Changing Trends & Career In Physical Education
· Meaning & definition of Physical Education
· Aims & Objectives of Physical Education
· Changing trends in Physical Education
· Various Physical Education Courses available in India
· Career Options in Physical Education
· Soft skills required for different careers
Unit II Olympic Movement
· Ancient & Modern Olympics (Summer & Winter)
· Olympic Symbols, Ideals, Objectives & Values
· International Olympic Committee
· Indian Olympic Association
· Dronacharya Award, Arjuna Award & Rajiv Gandhi Khel Ratna Award
· Organisational set-up of CBSE Sports & Chacha Nehru Sports Award
Unit III Physical Fitness, Wellness & Lifestyle
· Meaning & Importance Of Physical Fitness, Wellness & Lifestyle
· Components of physical fitness
· Components of Health related fitness
· Components of wellness
· Preventing Health Threats Through Lifestyle Change
· Concept of Positive Lifestyle
Unit IV Physical Education & Sports for CWSN (Children With Special Needs- Divyang)
· Aims & objectives of Adaptive Physical Education
· Organization promoting Adaptive Sports (Special Olympics Bharat; Paralympics; Deaflympics)
· Concept and need of Integrated Physical Education
· Concept of Inclusion, its need and Implementation
· Role of various professionals for children with special needs
(Counsellor, Occupational Therapist, Physiotherapist, Physical Education Teacher, Speech Therapist & special Educator)
Unit V Yoga
· Meaning & Importance of Yoga
· Elements of Yoga
· Introduction – Asanas, Pranayam, Meditation & Yogic Kriyas
· Yoga for concentration & related Asanas (Sukhasana; Tadasana; Padmasana & Shashankasana)
· Relaxation Techniques for improving concentration – Yog-nidra
Unit VI Physical Activity & Leadership Training
· Concept of Physical Activity & Inactivity
· Leadership Qualities & Role of a Leader
· Behaviour change stages for physical activity (Pre-contemplation; Contemplation; Planning; Active; Maintenance)
· Creating leaders through Physical Education
· Meaning, objectives & types of Adventure Sports (Rock Climbing, Tracking, River Rafting, Mountaineering, Surfing and Para Gliding
· Safety measures during physical activity and adventure sports
Unit VII Test, Measurement & Evaluation
· Define Test, Measurement & Evaluation
· Importance Of Test, Measurement & Evaluation In Sports
· Calculation Of BMI & Waist – Hip Ratio
· Somato Types (Endomorphy, Mesomorphy & Ectomorphy)
· Procedures Of Anthropomatric Measurement – Height, Weight, Arm & Leg Length
Unit VIII Fundamentals Of Anatomy & Physiology
· Define Anatomy, Physiology & Its Importance
· Function Of Skeleton System, Classification of Bones & Types of Joints
· Properties of Muscles
· Function & Structure Of Muscles
· Function & Structure Of Respiratory System, Mechanism of Respiration
· Structure Of Heart & Introduction to Circulatory System
· Oxygen debt, second-wind
Unit IX Kinesiology, Biomechanics & Sports
· Meaning & Importance of Kinesiology & Biomechanics in Phy. Edu. & Sports
· Concept of Musculoskeletal System
· Joints – Articulation of Bones (Neck, Shoulder, Elbow, Hip and Knees)
· Major Muscles around the Joints (Neck, Shoulder, Elbow, Hip and Knees)
· Levers & Its Types and its application in sports
· Equilibrium – Dynamic & Static And Centre of Gravity and its application in sports
Unit X Psychology & Sports
· Definition & Importance of Psychology in Phy. Edu. & Sports
· Define & Differentiate Between Growth & Development
· Developmental Characteristics At Different Stage of Development
· Adolescent Problems & Their Management
· Define Learning, Laws Of Learning (Law of Readiness; Law of Effect & Law of Exercise) & Transfer of Learning
· Emotion: Concept, Type & Controlling of emotion
Unit XI Training In Sports
· Meaning & Concept of Sports Training
· Principles of Sports Training
· Warming up & limbering down
· Load, Symptoms of Over-load, Adaptation & Recovery
· Skill, Technique & Style
· Role of Free-play in the development of Motor Component
Unit XII Doping
· Concept & classification of doping
· Prohibited Substances & Methods
· Athletes Responsibilities
· Side Effects Of Prohibited Substances
· Ergogenic aids & doping in sports
· Doping control procedure
Practical Max. Marks 30
01. Physical Fitness (AAHPER) – 10 Marks
02. Skill of any one Individual Game of choice from the given list** – 10 Marks
03. Viva – 05 Marks
04. Record File*** – 05 Marks
**Archery, Badminton, Gymnastics, Judo, Swimming, Table Tennis, Taekwondo, Tennis and Bocce
***Record File shall include:
Practical-1: Labelled diagram of 400 M Track & Field with computations.
Practical-2: Computation of BMI from family or neighbourhood & graphical representation of the data. Practical-3: Labelled diagram of field & equipment of any one game of your choice out of the above list.
Practical-4: Explanation & list of current National Awardees (Dronacharya Award, Arjuna Award & Rajiv Gandhi Khel Ratna Award)
Practical-5: Pictorial presentation of any five Asanas for improving concentration.
PHYSICAL EDUCATION CURRICULUM (2018-19) Class XII
Theory Max. Marks 70
Unit I Planning in Sports
· Meaning & Objectives Of Planning
· Various Committees & its Responsibilities (pre; during & post)
· Tournament – Knock-Out, League Or Round Robin & Combination
· Procedure To Draw Fixtures – Knock-Out (Bye & Seeding) & League (Staircase & Cyclic)
· Intramural & Extramural – Meaning, Objectives & Its Significance
· Specific Sports Programme (Sports Day, Health Run, Run For Fun, Run For Specific Cause & Run For Unity)
Unit II Sports & Nutrition
· Balanced Diet & Nutrition: Macro & Micro Nutrients
· Nutritive & Non-Nutritive Components Of Diet
· Eating For Weight Control – A Healthy Weight, The Pitfalls Of Dieting, Food Intolerance & Food Myths
· Sports nutrition & its effect on performance (fluid & meal intake, pre, during & post competition)
· Food supplement for children
Unit III Yoga & Lifestyle
· Asanas as preventive measures
· Obesity: Procedure, Benefits & contraindications for Vajrasana, Hastasana, Trikonasana, Ardh Matsyendrasana
· Diabetes: Procedure, Benefits & contraindications for Bhujangasana, Paschimottasana, Pavan Muktasana, Ardh Matsyendrasana
· Asthema: Procedure, Benefits & contraindications for Sukhasana, Chakrasana, Gomukhasana, Parvatasana, Bhujangasana, Paschimottasana, Matsyasana
· Hypertension: Tadasana, Vajrasana, Pavan Muktasana, Ardha Chakrasana, Bhujangasana, Sharasana
· Back Pain: Tadasana, Ardh Matsyendrasana, Vakrasana, Shalabhasana, Bhujangasana
Unit IV Physical Education & Sports for CWSN (Children With Special Needs – Divyang)
· Concept of Disability & Disorder
· Types of Disability, its causes & nature (cognitive disability, intellectual disability, physical disability)
· Types of Disorder, its cause & nature (ADHD, SPD, ASD, ODD, OCD)
· Disability Etiquettes
· Advantage of Physical Activities for children with special needs
· Strategies to make Physical Activities assessable for children with special need.
Unit V Children & Sports
· Motor development & factors affecting it
· Exercise Guidelines at different stages of growth & Development
· Advantages & disadvantages of weight training
· Concept & advantages of Correct Posture
· Causes of Bad Posture
· Common Postural Deformities – Knock Knee; Flat Foot; Round Shoulders; Lordosis, Kyphosis, Bow Legs and Scolioses
· Corrective Measures for Postural Deformities
Unit VI Women & Sports
· Sports participation of women in India
· Special consideration (Menarch & Menstural Disfunction)
· Female Athletes Triad (Oestoperosis, Amenoria, Eating Disorders)
· Psychological aspects of women athlete
· Sociological aspects of sports participation
Unit VII Test & Measurement in Sports
o Computation of Fat Percentage –
Slaughter – Lohman Children Skinfold Formula:
Triceps & Calf Skinfold (Male 6 to 17 yrs – % body fat = (0.735 X sum of skinfold) + 1.0 (Female 6 to 17 yrs – % body fat = (0.610 X sum of skinfold) + 5.0
o Measurement of Muscular Strength – Kraus Weber Test
o Motor Fitness Test – AAPHER
o General Motor Fitness – Barrow three item general motor ability (Standing Broad Jump, Zig Zag Run, Medicine Ball Put – For Boys: 03 Kg & For Girls: 01 Kg)
o Measurement of Cardio Vascular Fitness – Harvard Step Test/Rockport Test – Computation of Fitness Index: Duration of the Exercise in Seconds x 100
5.5 x Pulse count of 1-1.5 Min after Exercise
o Rikli & Jones – Senior Citizen Fitness Test 1. Chair Stand Test for lower body strength
2. Arm Curl Test for upper body strength
3. Chair Sit & Reach Test for lower body flexibility
4. Back Scratch Test for upper body flexibility
5. Eight Foot Up & Go Test for agility
6. Six Minute Walk Test for Aerobic Endurance
Unit VIII Physiology & Sports
· Gender differences in physical & physiological parameters.
· Physiological factor determining component of Physical Fitness
· Effect of exercise on Cardio Vascular System
· Effect of exercise on Respiratory System
· Effect of exercise on Muscular System
· Physiological changes due to ageing
· Role of physical activity maintaining functional fitness in aged population
Unit IX Sports Medicine
· Concept, Aims & Scope of Sports Medicine
· Sports injuries: Classification, Causes & Prevention
· First Aid – Aims & Objectives
· Management of Injuries:
Soft Tissue Injuries:
(Abrasion, Contusion, Laceration, Incision, Sprain & Strain)
Bone & Joint Injuries:
(Dislocation, Fractures: Stress Fracture, Green Stick, Communated, Transverse Oblique & Impacted)
Unit X Kinesiology, Biomechanics & Sports
· Introduction to Axes & Planes
· Types of movements (Flexion, Extension, Adbuction & Adduction)
· Major Muscles involved in running, jumping & throwing
· Newton’s Law of Motion & its application in sports
· Projectile & factors affecting Projectile Trajectory
· Friction & Sports
Unit XI Psychology & Sports
· Understanding Stress & Coping Strategies (Problem Focussed & Emotional Focussed)
· Personality; its definition & types – Trait & Types (Sheldon & Jung Classification) & Big Five Theory
· Motivation, its type & techniques
· Exercise Adherence; Reasons to Exercise, Benefits of Exercise
· Strategies for Enhancing Adherence to Exercise
· Meaning, Concept & Types of Aggressions in Sports
Unit XII Training in Sports
· Strength – Definition, types & methods of improving Strength – Isometric, Isotonic & Isokinetic
· Endurance – Definition, types & methods to develop Endurance – Continuous Training, Interval Training & Fartlek Training
· Speed – Definition, types & methods to develop Speed – Acceleration Run & Pace Run
· Flexibility – Definition, types & methods to improve flexibility
· Coordinative Abilities – Definition & types
· Circuit Training – Introduction & its importance
Practical Max. Marks 30
01. Physical Fitness – AAHPER – 10 Marks
02. Skills of any one Team Game of choice from the given list* – 10 Marks
03. Viva – 05 Marks
04. Record File** – 05 Marks
*Athletics, Basketball, Football, Handball, Hockey, Kho Kho, Rifle Shooting, Volleyball and
Unified Basketball [CWSN (Children With Special Needs – Divyang)]
**Record File shall include:
Practical-1:Modified AAHPER administration for all items. Practical-2: Conduct Barrow 3 Item Test on 10 students.
Practical-3: Procedure for Asanas, Benefits & Contraindication for any two Asanas for each lifestyle disease. Practical-4: Procedure for administering Senior Citizen Fitness Test for 5 elderly family members.
Practical-5: Any one game of your choice out of the list above. Labelled diagram of field & equipment (Rules, Terminologies & Skills).
Note:
01. It is suggested that Unit No. III & VII may be taught by following the Principle of
Learning by Doing.
02. Content is designed to complete the syllabus between 120-140 periods.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Biology 2018-19 National Cadet Corps

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Biology 2018-19 National Cadet Corps

39. NATIONAL CADET CORPS (N.C.C.) (Code No. 076) CBSE

(2018–19)

1. The training curriculum of the NCC is primarily focused towards character building, inculcating

leadership qualities and skill enhancement through structured academic syllabi, practical training and opportunity of exposure/interaction beyond a cadet’s immediate environment and thereby enabling them for a brighter and progressive future.

2. The Aim of NCC is as listed below:

(a) To develop character, comradeship, discipline, secular outlook, spirit of adventure and the ideals of selfless service amongst the youth of the country.

(b) To create a human resource of organized, trained and motivated youth, to provide leadership in all walks of life and always available for the service of the nation.

3. Conduct of Training: The NCC training curriculum is conducted as under:

(a) Institutional Training. Conducted in respective schools/ colleges by Associate NCC Officers (ANO), Permanent Instructional (PI) staff as part of the school curriculum.

(b) Annual Training Camps (ATC). To provide practical outdoor training, each NCC cadet attends 10 days camp in the second year of junior and senior division. These camps are conducted by respective NCC units.

(c) Centrally Organized Camps (COC). These camps are conducted at all India level, as National Integration Camps, attended by cadets from all states.

(d) Adventure Training. To inculcate a spirit of adventure and team work, NCC cadets undergo various adventure activities such as para jumps, para sailing, trekking, mountaineering and sailing expeditions.

(e) Attachment Camps. To give the cadets exposure to interact with Regular Army, Navy and Air Force units, attachment camps are conducted, where cadets are attached with these units. To motivate cadets to join the Armed Forces attachment of cadets with Indian Military Academy is also conducted.

(f) Youth Exchange Programme (YEP). Selected cadets also get an opportunity to visit various foreign countries as part of YEP. In one year approximately100 cadets visit 10 -11 countries.

(g) Social Service Activities. The cadets also undertake various social service activities, by conduct of rallies to bring awareness and participate in various relief programmes/activities whenever called for.

4. Trainers – To conduct and implement the NCC training curriculum, there are three tiers of trainers.

(a) First Tier: It comprises of regular defence officers of the rank of Colour equitant rank in Air Force

and Navy, Whole Time Lady Officers (WTLO) and Civilian Gliding Instructors (CGI).They are responsible for coordination and supervision of training and conduct of camps.

(b) Second Tier: Professors and teachers nominated by respective schools and colleges and trained by

NCC at its NCC Officers Training Academy and on completion of Pre–Commission Course, commissioned as Associated NCC Officer (ANO) form the most important link between the cadets

and NCC. They conduct most of the theory classes of non specialized subjects. Besides the Pre

Commission training they attend refresher courses.

three services and Girl Cadet Instructors (GCI) and Ship Model Instructors (SMI) conduct the specialized training of the cadets.

5. Eligibility for Enrolments as Cadet.

(a) Should be a citizen of India or a subject of Nepal.

(b) Should be on the roll of the school or college which has an NCC Unit or part thereof.

(i) Junior Division – Not less than 13 years and below 18 years and 6 months.

(ii) Senior Division – Should be below the age of 26 years.

6. NCC Syllabus. The syllabus includes common subjects for all three wings and specialized subjects with

respect to Army, Air Force and Navy. The common subjects comprise of approximately 70% and specialized service is 30% of the curriculum.

7. In addition to this syllabus, cadets attend one Annual Training Camp in the second year of junior and

senior division to be eligible to appear in Part A and Part B certificate examination.

8. Cadets willing to pursue for Part C Certificate will have to attend third year senior division in the college.

Evaluation System

9. NCC presently conducts three certificate examinations, these evaluations are conducted as a written paper for theory and practical in the second year of junior division for Part ‘A’ and in the second and third year of senior division for Part ‘B’ and ‘C’. The setting of papers and evaluations for Part ‘A’ and ‘ B’ examinations are done by a board of officers at NCC Group Head Quarters headed by an officer of the rank of Brigadier and Part ‘C’ Examination at NCC state Directorate level headed by a officer of the rank of Major General.

10. Recommended evaluation pattern for NCC as an additional / elective subject in the schools affiliated with CBSE is as follows:

(a) Internal Examinations for class IX (JD) and class XI (SD) be conducted by respective ANO’s and PI

staff under the supervision of respective Commanding Officers of NCC unit. Marks included in the cadets’ report card by concerned school.

(b) Part ‘A’ examination paper be set at state Directorate level and evaluated by Board of Officers at Group Headquarters. Copy of the result in respect of CBSE schools be forwarded to CBSE Board as performance evaluation of class X cadet.

(c) Part ‘B’ examination paper be set at HQ DG NCC level and evaluated by Board of Officers at Group Headquarters. Copy of the result in respect of CBSE schools be forwarded to CBSE Board as performance evaluation of class XII cadet. The result sheet in addition to the NCC cadet number will also have CBSE roll number. The marks obtained be included in the CBSE Board certificate and ‘C’

Certificate be issued by concerned State Directorate.

(d) Part ‘A’ and ‘B’ exams to be conducted in the month of February, before the commencement of the

main exams of the students. Respective exams to be conducted on a same date all over India. The schedule of examination to be approved by HQ, DG, NCC and forwarded to CBSE for inclusion in examination schedule.

11. Study Material

(a) Textbooks

(i) Cadet Hand Book (Common Subjects), Published by DG NCC.

(ii) Cadet Hand Book (Specialized Subjects), Published by DG NCC.

(iii) ANO Précis

(b) Reference Books

(i) Grooming Tomorrow’s Leaders, Published by DG, NCC.

(ii) Youth in Action, Published by DG, NCC.

(iii) The Cadet, Annual Journal of the NCC.

(iv) Précis Issued by respective Service Headquarters on specialized subject available to PI Staff as reference material.

12. Detailed syllabus with respect to Junior Division for class 9 and 10 , Senior Division class 11 and 12 listed

in Part One to Part Three of the document.

(a) Part One – Junior Division Syllabus for class IX and X.

(b) Part Two – Senior Division Syllabus for class XI and XII.

PART-II CBSE (SENIOR DIVISION) SYLLABUS FOR CLASS XI AND XII

Rationale

The National Cadet Corps (NCC) came into existence on 16 July 1948 under an act of Parliament. Its motto

“Unity and Discipline” has guided the NCC in its long standing effort to mould young volunteers into disciplined and responsible young citizens of India. Over the years, in response to the evolving environment, the NCC’s initial military orientation has been augmented by including aspects of social service and

adventure training.

India is on a high growth trajectory. The future belongs to its youth which comprises 55% of the population.

If we are to fully realize our potential we must develop training infrastructure that can instil vigour in the young and bolster their confidence whilst retaining a sense of purpose, honour and patriotic service. The NCC ideal “Empowerment of Youth”, reflects our commitment to work for a healthy, prosperous and strong

India.

Objectives:

· Train volunteer youth to become confident, committed and competent leaders in all walks of life.

· Enhance awareness levels of cadets to become empowered and responsible citizens of the country.

· Provide opportunities and encourage cadets to enrich their knowledge, develop communication skills and build character.

· Conduct social and community development programmes, to educate and make constructive contributions towards society.

· Undertake adventure activities to hone leadership qualities and risk taking abilities.

· Provide a platform to launch ‘Good Will Ambassadors’ to project the image of the country overseas.

· Conduct military training to develop awareness to develop awareness about Armed Forces, leadership skills and military values and thus, provide an environment to motivate cadets to join the Armed Forces

CBSE CLASS XI (BLOCK SYLLABUS) (2018-19)

S. No

Unit

Marks

Periods

Part 1 : Common Subjects

The NCC

National Integration and Awareness

Drill

Weapon Training

Personality Development and Leadership

Disaster Management

Social Awareness and Community Development

Health and Hygiene

Adventure Training and Obstacle

Environment Awareness and Conservation

Total

Part 2 A : Special Subjects (Army) Mar

ks Perio

Armed Forces 02

Map reading 06

Field Craft and Battle Craft 06

Introduction to Information of Weapon Equipment 02

Military History 02

Communication 03

Total 21 24

Part 2 B : Special Subjects (Navy) Mar

ks Perio

Naval Orientation 06

Naval Communication 04

Seamanship 02

Rigging 02

Boat Work 02

Ship and Boat Modelling 02

Search and Rescue 02

Swimming 01

Total 21 24

Part 2 C : Special Subjects (Air Force) Mar

ks Perio

General Service Knowledge 02

Principle of Flight 04

Airmanship 04

Aero-Engines 01

Air Frame 01

Instruments 02

Aircraft Particulars 02

Aero modelling 05

Flying (Shared with Principle of Flight) 0

Total 21 24

COMMON SUBJECTS

(Detailed Syllabus)

Total Marks: 70 Total Periods: 66

Unit 1: National Cadet Corps 3 Periods

Contents

Learning Outcomes

Aims and objectives of NCC

After going through this unit, the student/ learner would be able to:
·    Gain an insight into the aims and objectives of NCC.
·    Explore the importance of NCC in nation building.
·    Appreciate the spirit of patriotism in the organization.

Organization, training and the NCC Song

·    Understand the organizational hierarchy of NCC.
·    Understand the feeling of patriotism for motherland is evoked by the NCC song ‘Hum sab bharatiya hain….’
·    Assess the different functional bodies and their roles in the organization
·    Appreciate the systematic organizational structure of NCC.

Incentives

·    Acquire knowledge about the incentives offered by different states in India.
·    Compare the state-wise incentives.
·    Appreciate the efforts of the individual states to promote NCC.

Unit 2: National Integration 6 Periods

Contents

Learning Outcomes

Religions, culture, traditions and customs of India

After going through this unit, the student/ learner would be able to:
·    Develop an insight into the religion, cultural and tradition of India.
·    Understand the impact of different races that came and left a mark here.
·    Analyse the religo-cultural diversity of the country and its impact on the lives of the people and their beliefs.
·    Appreciate the spirit of oneness despite the diversity.

National Integration: Importance and necessity

·    Understand the concept of National Integration and its importance.
·    Assess the different areas that bring out the necessity of National Integration.
·    Appreciate the spirit of National Integration in the citizens of India.

Freedom struggle and nationalist movements in India

·    Acquire knowledge of freedom struggle and nationalist movements in India.
·    Make an in depth analysis of each movement and its impact on the freedom struggle.
·    Appreciate the role of all the freedom fighters, sung unsung.

Unit 3: Drill 16 Periods

Contents

Learning Outcomes

Foot Drill

·    After going through this unit, the student/ learner would be able to:
·    Develop an insight into the aims and objectives Drills at NCC.
·    Comprehend the different instructions to be followed by a cadet during foot drill.
·    Appreciate the grace and dignity in the performance of foot drill.

Arms Drill

·    Understand the technical terms their meaning and use them training with Arms.
·    Assess the different steps to be followed while arms drill is conducted.
·    Appreciate the importance of arms drill.

Ceremonial Drill

·    Acquire knowledge of guard mounting.
·    Analyze       the                 preparations required                   for            guard
mounting.
·    Appreciate the importance of ceremonial drills in NCC training schedule.

Unit 4: Weapon Training 12 Periods

Contents

Learning Outcomes

Weapon training

After going through this unit, the student/ learner would be able to:
·    Have an insight into weapon training for NCC cadets.
·    Understand and apply knowledge in:
i)   the characteristics of a rifle and its ammunition.
ii) Stripping, assembling, care and cleaning of .22 Rifle and 7.62 SLR.
iii) Loading, cocking and unloading
iv) Different positions for holding and aiming
v)   Group and snap shooting.
·    Analyse the importance of becoming a skilled shooter.
·    Develop the qualities of patience and confidence; and become better individuals.

Unit 5: Personality Development and Leadership 10 Periods

Contents

Learning Outcomes

Introduction to personality development

After going through this unit, the student/ learner would be able to:
·    Understand personality of an individual and its development
·    Analyse      the            different factors that influence personality and shape it
·    Appreciate the diversity in personality of

individuals and its influence on their behavior

Self-awareness

· Understand the concept of self awareness

· Examine the factors that affect one’s self

· Develop a sense of responsibility, smartness in appearance and improve self confidence

Communication skills

· Understand the importance of communication in daily life

· Examine the principles of effective communication and the barriers in communication

· Appreciate the need of communication

Leadership traits

· Acquaint themselves with the different types of leadership

· Analyse the leadership traits and its effectiveness in management

· Inculcate the leadership qualities and the respect for authority

Time management

· Understand the importance of time and its management

· Examine the tools for time management

· Appreciate the value of time in one’s life

Unit 6: Disaster Management and Civil Affairs 3 Periods

Contents

Learning Outcomes

Civil defence organization and NDMA

After going through this unit, the student/ learner would be able to:
·    Understand about the civil defence organization and NDMA
·    Analyse the functioning of the body during the times of distress
·    Appreciate the preparedness of the organisation in the hour of need and during any emergency.

Types of emergencies and natural disasters

·    Understand the types of emergencies and natural disasters.
·    Examine the causes and effects of natural disasters.
·    Learn about national emergencies.
·    Infer the concept of disaster management.

Assistance during natural and other calamities: Floods, cyclones, earth quakes, accidents

·    Understand about the assistance during natural and other calamities.
·    Analyse the DO’s and DONT’s during any natural disaster and other calamity.
·    Appreciate the role of NDMA in disaster management

Unit 7: Social Awareness and Community Development 5 Periods

Contents

Learning Outcomes

Basics of social service and Its need

After going through this unit, the student/ learner would be able to:
·    Understand the concept of social service.
·    Analyse           the need    for         social service for the development of a society.
·    Develop sensitivity towards the social issues

Rural development programmes

· Understand the need for rural development

· Examine the programmes implemented by the Government- MNREGA, SGSY and NSAP

· Appreciate the role of the government in rural development

Contribution of youth towards social welfare

· Understand the social problems faced by the society

· Analyse the causes and the impact of these social problems on the well-being of the society

· Appreciate the contribution of youth towards social welfare.

Civic responsibility

· Understand the meaning of the term ‘Civic Responsibility’

· Able to enlist these responsibilities

· Able to appreciate the importance of abiding by them

Causes and prevention of HIV AIDS

· Understand the causes and prevention of HIV AIDS

· Analyse the role of the Government bodies and NGO’s in its prevention

· Become aware of the role of youth in its prevention and awareness amongst the people

Unit 8: Health and Hygiene 5 Periods

Contents

Learning Outcomes

Structure and function of the human body

·    After going through this unit, the student/ learner would be able to:
·    Develop an insight into the structure and function of the human body
·    Analyse the role played by each organ system in our body.
·    Awareness of the need to maintain the basic levels of personal hygiene.

Hygiene and sanitation

·    Understand the importance of personal hygiene and sanitation in our day to day life.
·    Examine the ways of maintaining personal and food hygiene.
·    Realize the importance of sanitation and proper waste disposal.

Infectious and contagious diseases and its prevention

·    Understand about different infectious and contagious diseases.
·    Examine the causes of Infectious and contagious diseases.
·    Appreciate the measures to be taken to prevent these diseases.

Unit 9: Adventure and Obstacle Training 4 Periods

Contents

Learning Outcomes

Slithering

After going through this unit, the student/ learner would be able to:
·    Understand about the concept of slithering
·    Analyse the process of slithering in detail.
·    Acquire the perfection to face difficult situations with ease.

Obstacle training

·    Understand about obstacle training.
·    Analyse the process of such training and precautions to be taken during the training.
·    Appreciate the role of this training in overall personality building of the cadet for life.

Unit 10: Environment Awareness and Conservation 2 Periods

Contents

Learning Outcomes

Natural resources- conservation and management

After going through this unit, the student/ learner would be able to:
·    Understand about conservation and management of natural resources.
·    Analyse the need and importance to conserve the natural resources.
·    Appreciate the concept of sustainable development.

Water conservation and rain water harvesting

·    Understand the need for water conservation.
·    Examine the methods that can be used for conservation of water and rain water harvesting.
·    Infer the importance of rain water harvesting.

SPECIALISED SUBJECTS (ARMY)

Total Marks: 30 Total Periods: 24

Unit-1: Armed Forces 04 Periods

Aim: To acquaint cadets with the Armed Forces

Scope: Introductory and general information about the Armed Forces

· Basic organization of Armed Forces

· Organisation of the Army

· Badges and Ranks

Unit-2: Map Reading 07 Periods

Aim: To teach cadets elementary map reading

Scope: Basic understanding of map sheets and map reading instruments and development of capability to use them to carry out simple map reading

· Introduction to types of maps and conventional signs.

·     Scales and grid system
·     Topographical forms and technical terms
·     Relief, contours and gradients
·     Cardinal points and types of North
·     Types of bearings and use of service protractor
·     Prismatic compass and its use and GPS

Unit-3:

Field Craft and Battle Craft

05 Periods

Aim: To teach cadets elementary field craft and battle craft

Scope: Basic field craft and battle craft

·     Judging distance
·     Description of ground
·     Recognition, description and indication of land marks and targets

Unit-4:

Introduction to Infantry Weapons and Equipment

02 Periods

Aim: To introduce cadets to Infantry Weapons

Scope: Introduction to characteristics and capabilities of Infantry Weapons

· Characteristics of 7.62mm SLR rifle, ammunition, fire power, Stripping,

assembling and cleaning

Unit 5:

Military History

03 Periods

Aim: To provide knowledge of renowned Military Generals, PVCs and Indo-Pak Wars

Scope: Introduction to biographies, famous Indian battles and gallantry awards

· Biographies of renowned generals (Carriappa/Manekshaw)
· Indian Army war heroes

Unit-6:

Communication

03 Periods

Aim: To introduce cadets to latest trends in the field of communications

Scope: Types of communications and future trends

· Types of communication
· Characteristics of wireless technology (mobile, Wi Fi, etc.)

CBSE SPECIALISED SUBJECT (NAVY)

Total Marks: 30 Total Periods: 24

Unit-1: Naval Orientation and service subjects 8 Periods

Aim: To impart basic knowledge about Navy

Scope: Basic knowledge, history, current organisation and role of different branches

§ History of the Navy – pre and post independence, gallantry award winners

§ Organisation of the Navy, NHQ, commands and fleets

§ Types of warships and their role.

§ Organisation of Army and Air Force

§ Ranks of officers and sailors and their equivalent in other services

Unit-2: Naval Communication 3 Periods

Aim: To impart basic knowledge about naval communication

Scope: To impart basic knowledge about naval communication organization, semaphore and wearing of flags.

· Introduction to modern naval communication, purpose and principles

· Semaphore

Unit-3: Seamanship

Aim: To impart basic knowledge about navigation

Scope: Basic navigation tactics and methods 1 Period

· Parts of Anchor, cable and its identification

Unit-4: Rigging

Aim: To impart basic knowledge about ropes, rigging and shackles

Scope: Basic rope work and introduction to ropes, bends and hitches 3 Periods

· Types of ropes and breaking strength – stowing, maintenance and securing.

· Practical bends and hitches

· Introduction to shackles

Unit-5: Boat Work

Aim: To impart basic knowledge about boats and its parts and steering of boats

Scope: Introduction to boats and its parts including steering of boats and boat pulling 4 Periods

· Parts of a boat and parts of an oar

· Instructions on boat pulling

· Steering of boats under oars

Unit-6: Ship and boat modelling

Aim: To impart basic knowledge about ship modelling to cadets

Scope: To impart basic knowledge about ship construction and boat modelling 2 Periods

· Principles of Ship Modelling

· Maintenance and care of tools

Unit-7: Search and Rescue

Aim: To impart basic knowledge about search and rescue.

Scope: To impart knowledge about SAR organization and role of Coast Guard. 1 Period

· SAR Organisation in the Indian Ocean.

Unit 8: Swimming

Aim: Each cadet must be able to swim and float

Scope: To achieve proficiency in swimming to minimum standards 2 Periods

· Floating for 3 minutes and freestyle swimming for 50 meters

SPECIALISED SUBJECTS (AIR FORCE)

Total Marks: 21 Total Periods: 24

Unit-1: General Service Knowledge 2 Periods

Aim: To impart basic knowledge of IAF

Scope: History and Organisation of IAF

· Development of Aviation.

· History of IAF

Unit-2: Principles of Flight 3 Periods

Aim: To introduce principles of flight

Scope: To impart knowledge about basic principles on which aviation is based

· Laws of Motion

· Glossary of Terms

Unit-3: Airmanship 6 Periods

Aim: To introduce the concept of airmanship

Scope: Airfield layout, Rules of the air, ATC procedures and basics of aviation medicine.

· Airfield Layout

· Rules of the Air

· Circuit Procedure

· ATC/RT Procedure

· Aviation Medicine

Unit-4:

Aero Engines

1 Periods

Aim: To impart basic knowledge of aero engines

Scope: Introduction to aero engines

Unit-5:

Airframes

2 Periods

Aim: To introduce basic structure of an aircraft

Scope: Introduction to various aircraft controls and landing gear

· Aircraft Controls
· Landing Gear

Unit-6:

Instruments

2 Periods

Aim: To provide knowledge of aircraft instruments

Scope: To teach basics about flight instruments

· Basic flight instruments

Unit-7:

Aircraft Particulars

Aim: To provide knowledge of aircraft instruments

Scope: Knowledge about the aircraft to be flown including checks and procedures

2 Periods

· Aircraft particular type specific

Unit-8:

Aero-modelling

Aim: To provide knowledge about aero modelling

Scope: History of aero modelling, materials used in different types of models

6 Periods

·    History of aero-modelling
·    Materials used in aero-modelling
·    Types of aero-models
·    Building /Flying of aero-models

Unit-9:

Flying

Aim: To impart flying training and air experience to cadets

Scope: Effects of flight controls and weather

3 Periods

·    Pre–flight briefing, checks, test
·    Start up, taxi, and take off, circuit and landing
·    Forced landing techniques

CLASS–XII (SYLLABUS) (2018-19)

S. No.

Unit

Marks

Periods

Part 1: Common Subjects

National Integration and Awareness

Drill

Weapon Training

Personality Development and Leadership

Disaster Management

Social Awareness and Community Development

Health and Hygiene

Adventure Training and Obstacle Training

Environment Awareness and Conservation

Total

Part 2 A: Special Subjects (Army)

Armed Forces

Map reading

Field Craft and Battle Craft

Introduction to information of Weapons and Equipment

Military History

Communication

Total

Part 2 B: Special Subjects (Navy)

Naval Orientation

Naval War Fare

Naval combination

Navigation

Sea manship

Boat Work

Fire Fighting, Flooding and Damage Control

Ship and Boat Modeling

Swimming

Total

Part 2 C: Special Subjects (Air Force)

General Service Knowledge

Air Campaigns

Aircraft Recognition

Principles of Flight

Airmanship

Navigation

Meteorology

Aero Engines

Air frames

Instruments

Aero modelling

Total

CBSE COMMON SUBJECTS (Detailed Syllabus)

Total Marks: 49 Total Periods: 72

Unit-1: National Integration and Awareness 06 Periods

Contents

Learning Outcomes

Aim: To inculcate sense of patriotism, secular values and motivate cadets to contribute towards nation building through national unity and social cohesion.
Scope: The concepts of national interests, objectives and integration, unity in diversity and cultural heritage of India.
·    Freedom Struggle and Nationalist Movement in India
·    National Interests, Objectives, Threats and Opportunities
·    Problems/Challenges of National Integration
·    Unity in Diversity

After going through this unit, the student/ learner would be able to:
· understand the importance of the socio- cultural fabric of the country and the spirit of unity in diversity.
· understanding on the unit to comprehend the current scenario in the country and appreciate the need for revival of the spirit of oneness and brotherhood
· appreciate the spirit of oneness and understand what it takes to build a sovereign nation
· understanding on the topic to appreciate different freedom movements undertaken and the specific objective of each.

Unit-2: Drill 19 Periods

Contents

Learning Outcomes

Aim: To inculcate a sense of discipline, improve bearing, smartness, turnout and to develop the quality of immediate and implicit obedience of orders.
Scope: All important basic aspects of drill including ceremonial drill, drill with arms and words of command.
Drill without Arms
Side pace, pace forward and to the rear
·    Turning on the march and wheeling
·    Saluting on the march
·    Marking time, forward march and halt in quick time
·    Changing step
·    Formation of squad and squad drill
Drill with Arms
·    Getting on parade with rifle and dressing at the order
·    Dismissing and falling out
·    Gun salute, Salami Shashtra
·    Squad drill
·    Short/long trail from the order and vice- versa
·    Examine arms
Ceremonial Drill
·    Guard Mounting

After going through this unit, the student/ learner would be able to:
· understand the importance of discipline and focus as an indispensible quality to be developed in a cadet.
· experience the pride and love for the motherland and above all develop a spirit of patriotism
· understand the responsibility of a cadet while holding the rifle and position of the arms while drills are performed in different categories
· develop the grace and confidence to hold the rifle in the correct position while performing a drill
· understand how to respond on a word command and follow the instructions in synchronization with the squad.
· develop team spirit and togetherness, i.e. to work at a voice command, with the entire unit, in unison

· Guard of Honour
· Platoon/Company drill

Unit-3: Weapon Training 10 Periods

Contents

Learning Outcomes

Aim: To give elementary knowledge about rifles
Scope: Basic Knowledge about rifle and firing
·    The lying position, holding and aiming
·    Trigger operation and firing a shot
·    Range precautions and safety precautions
·    Theory of group and snap shooting
·    Short range firing, aiming and alteration of sight

After going through this unit, the student/ learner would be able to:
· understand the different positions in which the rifle can be operated; how firing is done; how the trigger is operated; how to handle the recoil.
· become alert and careful as handling weapons will in still in them a sense of responsibility for their own and others safety.

Unit-4: Personality Development and Leadership 15 Periods

Contents

Learning Outcomes

Aim: To develop an all-round dynamic personality with adequate leadership traits to deal / contribute effectively in all walks of life.
Scope: Basic subjects of leadership with emphasis on self awareness, life/soft skills, time management and character building.
·    Self awareness – know yourself/insight
·    Inter personal relationship and communication
·    Communication           skills:    group
discussions/ lectures
·    Time management
·    Effects    of    leadership    with    historical examples
·    Interview skills
·    Conflict motives – resolution
·    Sociability: social skills
·    Values/code of ethics

After going through this unit, the student/ learner would be able to:
·    understand the skills
·    apply the values to their practical life
·    Becoming responsible and confident in their abilities
· the values to their practical life; time management, communication skills; Interview skills

Unit-5: Disaster Management 03 Periods

Contents

Learning Outcomes

Aim: To train cadets to assist civil administration in performance of selective duties during disasters.
Scope: Basic information about civil defence organization and its duties, maintenance of essential services and providing assistance to civil administration in various types of emergencies during national disasters.
· Fire services and fire fighting
· Assistance during natural/ other calamities: Flood/cyclone earthquake/accident, etc.

After going through this unit, the student/ learner would be able to:
· understand the technique for fire fighting and the elementary precautions to combat and tragedy.
· apply the training in practical situations.

Unit-6: Social Awareness and Community Development 05 Periods

Contents

Learning Outcomes

Aim: To teach cadets the values and skills involved in providing voluntary Social Service.
Scope: Understanding of social service and its needs, knowledge about the weaker sections of our society and their requirements, about NGOs and contribution of youth towards social welfare.
·    NGOs – Role and contribution
·    Drug abuse and trafficking
·    Corruption
·    Social evils viz. dowry/female foeticide/child abuse and trafficking, etc.
·    Traffic control organisation and anti-drunken driving

After going through this unit, the student/ learner would be able to:
· understand social services and its need in the development of the society.
· develop a strong value system and become responsible citizens.
· understand about the role of NGO’s in providing social service towards the development of society.
· appreciate the role of NGO and their selfless service to society
· understand the causes and learn how to overcome these problems
· develop a strong value system and become responsible citizens.

Unit-7: Health and Hygiene 04 Periods

Contents

Learning Outcomes

Aim: To instil respect and responsibility towards personal health and hygiene.
Scope: Basic information of the human body, maintenance of health, hygiene, sanitation, disease and an elementary knowledge of first aid and nursing.
·    Hygiene and sanitation (personal and food hygiene)
·    Basics of home nursing and first aid in common medical emergencies
·    Wounds and fractures

After going through this unit, the student/ learner would be able to:
·    understand the basics of personal hygiene.
·    understand and practice the sanitation and hygiene.
·    understand the basics of first aid and how to provide the same in any such situation.
·    apply the training in practical situations

Unit-8: Adventure Training and Obstacle Training 08 Periods

Contents

Learning Outcomes

Aim: To inculcate a sense of adventure and develop confidence, courage and determination
Scope: To expose cadets to various adventure activities
· Para sailing
· Rock climbing

After going through this unit, the student/ learner would be able to:
·    develop    courage,          self-confidence, determination and control.
·    imbibe a sense of adventure
·    understand how to win in such a situation.
·    able to perform the task during obstacle training.

Unit-9: Environment Awareness and Conservation 02 Periods

Contents

Learning Outcomes

Aim: To sensitise the cadets on natural resource conservation and protection of environment
Scope: Basic understanding of environment in general and waste management in particular, energy conservation, pollution control and wildlife conservation in particular.
· Waste management
· Pollution control: Water, air, noise and soil

After going through this unit, the student/ learner would be able to:
·    Understand the importance of waste management and water conservation
·    apply the skills and techniques for waste management and rain water harvesting
·    understand the causes for pollution and his role to prevent it as a responsible citizen
·    appreciate and apply the methods for keeping the pollution at bay.

CBSE SPECIALISED SUBJECTS (ARMY)

Total Marks: 21 Total Periods: 33

Unit-1: Armed Forces 04 Periods

Aim: To acquaint cadets with the Armed Forces

Scope: Introductory and general information about the Armed Forces

· Task and role of fighting arms

· Modes of entry into army

· Honours and awards

Unit-2: Map Reading 08 Periods

Aim: To teach cadets elementary map reading

Scope: Basic understanding of map sheets and map reading instruments and development of capability to use them to carry out simple map reading

§ Relief, contours and gradients

§ Cardinal points and types of North

§ Types of bearings and use of service protractor

§ Setting a map, finding North and own position

§ Map to ground and ground to map

Unit-3: Field Craft and Battle Craft 07 Periods

Aim: To teach cadets elementary field craft and battle craft

Scope: Basic field craft and battle craft Judging distance observation, camouflage and concealment

· Field signals

· Types of knots and lashings

Unit-4: Introduction to Infantry Weapons and Equipment 04 Periods

Aim: To introduce cadets to infantry weapons

Scope: Introduction to characteristics and capabilities of infantry weapons

· Characteristics of 5.56 INSAS rifle, ammunition, fire power, stripping, assembling and cleaning

· Organisation of infantry battalion

Unit-5: Military History 05 Periods

Aim: To provide knowledge of renowned Military Generals, PVCs and Indo-Pak Wars

Scope: Introduction to biographies, famous Indian battles and gallantry awards

· Indian Army War Heroes

· Study of Indo Pak wars of 1965, 1971 and Kargil

· War movies

Unit-6: Communication 05 Periods

Aim: To introduce cadets to latest trends in the field of communications

Scope: Types of communications and future trends

· Characteristics of walkie – talkie

· Basic RT procedure

SPECIALISED SUBJECTS (NAVY)

Marks: 21 Periods: 33

Unit-1: Naval Orientation and Service Subjects 06 Periods

Aim: To impart basic knowledge about Navy

Scope: Basic knowledge, history, current organisation and role of different branches.

· Organisation of Ships and onboard organization

· Naval customs and traditions

· Modes of entry into the Indian Navy

· Branches of Navy and their functions

· Naval campaigns

Unit-2: Naval Warfare and its Components 04 Periods

Aim: To impart basic knowledge about Naval Warfare

Scope: Overview of fleet operations to include aviation, submarine operations and missiles.

· Introduction to anti-submarine warfare

· Elementary knowledge of gunnery and missiles

Unit-3: Naval Communication 04 Periods

Aim: To impart basic knowledge about Naval communication

Scope: To impart basic knowledge about naval communication organization, semaphore and wearing of flags.

§ Introduction to Semaphore

§ Phonetic Alphabets

§ Radio Telephony Procedure

Unit-4: Navigation 06 Periods

Aim: To impart basic knowledge about navigation

Scope: Basic navigation tactics and methods and equipment used for navigation

· Navigation of ships – basic requirements

· Types of compass – gyro and magnetic, types of North

· Simple chart work

· Brief characteristics of its tides and its effects on ships

· Introduction to Astronomy

Unit-5: Seamanship 01 Period

Aim: To impart basic knowledge about navigation

Scope: Basic navigation tactics and methods

· Types of anchor, purpose and holding ground.

Unit-6: Boat Work 5 Periods

Aim: To impart basic knowledge about boats and its parts and steering of boats.

Scope: Introduction to boats and its parts including steering of boats and boat pulling

· Demonstrate rigging of a whaler and enterprise boat and parts of a sail

· Instructions in enterprise class boat including elementary sailing rules

· Types of power boats used in the navy

Unit-7: Fire Fighting, flooding and damage control 02 Periods

Aim: Introduction to fire fighting, flooding and damage control

Scope: Impart basic knowledge about fire fighting, flooding and damage control of a ship

· Causes of damage, flooding and damage control

Unit-8:

Ship and boat modeling

03 Periods

Aim: To impart basic knowledge about ship modeling to cadets.

Scope: To impart basic knowledge about ship construction and boat modeling.

·    Types of models
·    Ship model competition
·    Care and handling of power tools

Unit-9:

Swimming

02 Periods

Aim: Each cadet must be able to swim and float.

Scope: To achieve proficiency in swimming to minimum standards

· Floating for 3 minutes and freestyle swimming for 50 meters

SPECIALISED SUBJECTS (AIR FORCE)

Total Marks: 21 Total Periods: 33

Unit-1: General Service Knowledge 02 Periods

Aim: To impart basic knowledge of IAF

Scope: History and organisation of IAF

· Organisation of Air Force

· Branches of Air Force

Unit-2: Air Campaigns 02 Periods

Aim: To introduce Air Campaigns of Air Force

Scope: An overview of important campaigns

· Indo Pak War 1971

· OP Safed Sagar

Unit-3: Aircraft Recognition

Aim: To introduce various aircrafts of the Air Force

Scope: Types, roles, variants of aircraft of the IAF 04 Periods

· Fighters

· Transports

· Helicopters

· Foreign Aircraft

Unit-4: Principles of Flight

Aim: To introduce principles of flight

Scope: To impart knowledge about basic principles on which aviation is based 04 Periods

· Bernauli’s theorem and Venturi Effect

· Aerofoil

· Forces on an aircraft

· Lift and drag

Unit-5: Airmanship

Aim: To introduce the concept of airmanship

Scope: Airfield layout, Rules of the Air, ATC Procedures and basics of aviation medicine02 Periods

· ATC/RT Procedure

· Aviation Medicine

Unit-6: Navigation

Aim: To give basic knowledge of Air navigation

Scope: Use of maps and fundamentals of map reading from the air 03 Periods

· Requirement of navigation
· Glossary of terms

Unit-7: Meteorology

Aim: To emphasise the need for knowledge of meteorology in aviation.

Scope: Importance, various phenomena of weather and its effects on aviation 01 Periods

· Importance of met in aviation

Unit-8: Aero engines

Aim: To impart basic knowledge of aero engines. 04 Periods

Scope: Types of aero engines and their types

·    Types of Engines
·    Piston Engines
·    Jet Engines
·    Turboprop Engines

Unit-9: Airframes

Aim: To introduce basic structure of an aircraft

Scope: Introduction to various aircraft

controls and landing gear. 02 Periods

· Fuselage
· Main and Tail Plane

Unit-10: Instruments

Aim: To provide knowledge of aircraft instruments

Scope: Introduction to Radars 03 Periods

Unit-11: Aero-modelling

Aim: To provide knowledge about aero modelling

Scope: Materials used in different types of models 06 Periods

· Building /Flying of aero-models

PART-III

ANNUAL TRAINING CAMP JUNIOR AND SENIOR DIVISION

Rationale

· The Annual Training Camp is an exciting and essential element of NCC. Activities at the camp will help

students develop qualities like social service, team spirit, challenge, leadership, discipline, self confidence, widen horizon, develop ambition to do creative work, enhance personal and social development, learn how to overcome adversity, civil defence and self defence, and other new and

exciting experiences.

· Camp will make the students become more aware that they are part of a greater ecosystem and are not

as bound by social customs and norms. In essence students will be true to themselves and more able to see others as people regardless of class, colour and creed.

· Camp activities will lead students to self-reliance, self-confidence, national spirit and leadership, and

will enhance the NCC aims of developing character, comradeship, discipline, secular outlook, spirit of adventure and the ideals of selfless service amongst the youth of the country.

· Camp will let students live in the camp with a social environment and help teachers observe and

understand their students’ development in terms of personal aspirations, psychological behaviours and social skills. It will also allow students to appreciate their environment and natural surroundings and provide opportunities for students to be independent and exercise self-discipline.

Annual Training Camp is the culmination of NCC training instils and stimulate youths urge for excellence and inculcate spirit of adventure and outdoor activities.

Objectives

· Attendance of ATC is a mandatory requirement before the cadet is eligible for A and B Certificates in case JD/JW and SD/SW respectively.

· ATC is conducted for duration of 10 days in the second year of JD/JW and SD/SW to provide outdoor practical training.

· General activities covered during the ATC are as under :- Physical fitness to include PT, Yoga, Games, Obstacle training.

Ø Drill

Ø Weapon training and firing.

Ø Map Reading

Ø Field Craft and Battle Craft.

Ø Personality Development.

Ø National Integration and Social Awareness.

Ø Cultural Activities.

Ø Lectures on Civil Affairs, Social Awareness and Community Development, Health and Hygiene and

Ø Environment Issues.

· Cadets will be tested for practical training during the camp as under:-

Ø Drill

Ø Weapon Training

Ø Firing

Ø Obstacle Training

Ø Map Reading

Ø Field Craft and Battle Craft

· ATC will be conducted under the aegis of the unit affiliated to the School/College.

· ATC will be conducted during the period from August to February by the ANO and Cadets keeping in view the availability of cadets as per their academic curricular.

CLASS XII: SYLLABUS

ANNUAL TRAINING CAMP: SENIOR DIVISION (NAVY)

S.
No.

UNIT

MARKS

PERIODS

Physical Training , Games and Obstacle Training
Drill

Weapon Training Naval Orientation Naval Communication Navigation

Seamanship
Ship and Boat Modeling Swimming Military History Personality Development
National Integration, Civil Affairs, Environment, Social Awareness and Community Development, Health and Hygiene

10.

11.

12.

Total

102

On the basis of above syllabus, a test carrying 30 Marks will be conducted

Marks

Periods

TEST

TOTAL

112

ANNUAL TRAINING CAMP

(Detailed Syllabus)

Periods 112

Total Marks 30

Unit-1: Physical Training and Games 16 Periods

Physical Training Yoga

Games

Unit-2:

Drill

18 Periods

·    Words of Command
·    Drill with Arms
·    Individual Drill
·    Squad Drill
·    Ceremonial Drill

Unit-3:

Weapon Training

12 Periods

· Characteristics of .22 Rifle,

· Stripping, Assembling

· Loading/Unloading and Bolt Manipulation

· Lying Position and Hold

· Aiming, Range and Targets

· Trigger Control and Firing a Shot

· Range Procedure and Safety Precautions

· Characteristics of 7.62mm SLR And 5.56mm INSAS

· Characteristics of 7.62mm SLR, Ammunition

· Firepower, Stripping Assembling and Cleaning

· Characteristics of 5.56mm INSAS Rifle, Ammunition

· Firepower Stripping Assembling and Cleaning

· Firing .22 Rifle

Unit-4:

Naval Orientation
· Naval Campaign (Battle of Atlantic)
· Pearl Harbour, Falkland War/Fleet

01 Period

· Review/Pfr/Ifr)

Unit-5:

Naval Communication

04 Periods

·    Semaphore, Introduction of Position of Letters and Prosigns
·    Reading of Messages
·    Transmission of Messages
·    Radio Telephony Procedure

Unit-6:

Navigation

02 Periods

·    Navigation of Ship – Basic
·    Requirements- (Charts and Compass)
·    Map Reading

§ Knot and Nautical Mile, Latand Long, Types of Maps and Contours, Simple Chart Work

§ Plotting Ship Track, Types of Chartsand Information on Charts

Unit-7: Seamanship 07 Periods

· Parts of Anchor and Cable, their Identification

· Types of Anchor, Purpose and Holding Ground

· Practical Bends and Hitches: Introduction to Shackles, Hooks, Blocks and Derricks

· Coiling Down and Splicing of Rope

· Parts of a Boat and Parts of an Oar

· Instructions on Boat Pulling – Pulling Orders

· Steering of Boats Under Oars, Practical

· Demonstrate Rigging a Whaler and Enterprise Boat – Parts of Sail and Sailing Terms

· Instructions in Enterprise Class Boat including

· Theory of Sailing, Elementary Sailing Rules

· Instructions in Sailing Whaler – Types of Sail

Unit-8: Ship and Boat Modelling 04 Periods

· Maintenance and Care of Tools

· Cleaning and Oiling of Tools, Types of Models, Care and Handling of Power

· Tools Used, Maintenance and Purpose of Tools

Unit-9: Swimming 04 Period

· Floating for 3 minutes and free style swimming for 50 meters

Unit-10: Miltary History 08 Periods

· Biographies of Military Leaders

· Famous Battles

Unit-11: Personality Development 10 Periods

· Motivation

· Discipline and Duty of a Good Citizen

· Leadership Traits

· Preparation for Interview

Unit-12: National Integration, Civil Affairs Environment, Social Awareness and 16 Periods

Community Development, Health and Hygiene

· Unity in Diversity

· National Integration and its Importance

· Contribution of Youth in National Building Civil Affairs

· Disaster Management

· Fire Fighting

· Vigilance Awareness

· Civil Defence Organisation and its Duties

· Types of Emergencies / Natural Disaster

· Role of NCC in aid to Civic Administration Environment

· Conservation of Environment and Ecology

· Pollution and its Control

· Wildlife Conservation

Social Awareness and Community Development

·
·

Drug Abuse and Trafficking, HIV and AIDS
Cancer Awareness, Adult Education

Traffic Control

Evils – Female Feticide, Child Abuse,

Dowry Health and Hygine

First Aid In Common Medical Emergencies

Hygiene and Sanitation

Preventable Diseases

Dressing of Wounds, Physical and Mental Health

Unit-13: Test

10 Periods

CLASS–XII
ANNUAL TRAINING CAMP: SENIOR DIVISION (AIR FORCE)
(Block Syllabus)

S. No.

UNIT

MARKS

PERIODS

Physical Training, Games Drill

Weapon Training Flying
Visit Air Force Station Military History Personality Development
National Integration, Civil Affairs, Enjoinment, Social Awareness Community Development, Health and Hygiene

TOTAL

112

ANNUAL TRAINING CAMP

(Detailed Syllabus)

Total Marks 30 Periods 112

Unit-1: Physical Training and Games 12 Periods

·
·

Physical Training
Yoga

Games

Unit-2:

Drill

·
·

Words of Command
Drill with Arms

·
·

Individual Drill
Squad Drill

Ceremonial Drill

10 Periods

Unit-3: Weapon Training 10 Periods

· Characteristics of .22 Rifle, Stripping, Assembling

· Loading/Unloading and Bolt Manipulation

· Lying Position And Hold

· Aiming, Range and Targets

· Trigger Control and Firing a Shot

· Range Procedure and Safety Precautions

· Firing .22 Rifle

· Firing 12 bore Skeet

Unit-4: Flying 28 Periods

· Introduction to Flying

· Air Experience

· Checks and Procedures

· Emergency Handling

· Circuit and Landing

· Forced Landing Techniques

Unit-5: Visit to Airforce Station 06 Periods

· Exposure to all Types of Aircrafts

· Visit Flying Squadron

· Visit Air Traffic Control Tower

· Visit Meteorology Section

· Visit Airfield Area

Unit-6: Military History 12 Periods

· Biographies of Military Leaders

· Indian Battles

· Indian Army War Heroes

· War Movie

Unit-7: Personality Development 18 Periods

· Factors Influencing/Shaping Personality-Physical, Social, Psychological and Philosophical

· Self Awareness and Critical and Creative Thinking

· Communication Skills-Group Discussion

· Importance of Team Work

· Character Building

· Leadership Traits

· Interview Skills

· Time Management

Unit-8: National Integration and Social Awareness 16 Periods

· Unity In Diversity

· National Integration and its Importance

· Contribution of Youth In National Building Civil Affairs

· Disaster Management

· Fire Services and Fire Fighting

· Civil Defense Organisation and its Duties

· Setting Up of Relief Camp During Disaster Management

· Collection and Distribution of Aid Material

· Assistance During Natural Calamities

· Traffic Control During Disaster Under Police Supervision Environment Awareness

· Conservation of Environment and Ecology

· Pollution and its Control

· HIV and Aids-Causes and Prevention

· Adult Education

· Traffic Control Organisation

· Rural Development Programmes

· Civic Responsibilities

· Corruption

· Social Evils

· Child Abuse and Trafficking

· Female Feticide

Health and Hygiene

· First Aid in Common Medical Emergencies

· Hygiene and Sanitation

· Preventable Diseases

CBSE ELIGIBILITY CONDITIONS FOR CERTIFICATE EXAMINATIONS

‘A’ CERTIFICATE

1. All NCC cadets in Junior Division on successful completion of their two years training and having passed

Part `A’ examination conducted by respective NCC units are issued NCC `A’ Certificate. The certificate examination comprises a written and practical test. Cadets eligible to appear in the certificate examination must fulfill the under mentioned conditions:

(a) The cadet should be on the roll of NCC unit/ sub unit.

(b) The cadet should have attended a minimum of 75% of total training periods laid down in the syllabus for the first and second years of Junior Division/ Wing, NCC (All Wings).

(d) Break in the NCC training of the cadet prior to his appearing in the examination should not exceed more than 12 months at one time, to count his previous training period. In case the break exceeds 12 months and the cadet has been on the unit rolls for a minimum of two years before his discharge and had attended 75% of the total period during his NCC service he will need another 45 periods in

the year he is appearing for the examination.

‘B’ CERTIFICATE

2. All NCC cadets in Senior Division on successful completion of their two years training and having passed

Part ‘B’ examination conducted by respect NCC units are issued NCC `B’ Certificate. The certificate examination comprises a written and practical test. Cadets eligible to appear in the certificate examination must fulfill the under mentioned conditions:

(a) The cadet must have attended a minimum of 75% of total training period laid down in the syllabus for the first and second years for Senior Division/ Wing NCC (All Wings).

(b) Break in the NCC service of the cadet SD/SW prior to appearing in the3 exam should not exceed more than 18 months at one time, after his discharge to count his service for certificate `B’ examination. (c) Must have attended one Annual Training Camp of Senior Division.

(d) Cadets possessing ‘A’ certificate are awarded 10 bonus marks.

3. Sample of the certificate issued to cadets by the NCC is enclosed as appendix.

NOTICE

1. NCC as an Elective Subject will be available to those schools where NCC is already existing. It will be available as per existing strength.

2. Schools desirous of applying for allotment of NCC must apply to the nearest NCC Unit and not to CBSE. NCC will be allotted as per seniority as per provisions of NCC Act and Rules, 1948.

PROCEDURE FOR ALLOTMENT OF NCC TO SCHOOL/ COLLEGE

1. Any school or college which is desirous of having an NCC unit/ sub unit in their institution has to apply

for the same through the nearest NCC unit covering the given geographical area. The application format is as per appendix ‘A’ att.

2. The terms and conditions for raising a senior division coy/ junior division troop are listed at paragraph 9

to 12 of the application form.

3. Since the number of vacancies authorized to each NCC unit are fixed, the allotment will depend on

availability of vacancies. Otherwise the institution will be placed on waiting list of the given NCC unit and allotted as per waiting list seniority.

4. The approval for allotment of NCC to institutions is approved at state NCC Directorate for in tern

allotments. Out of turn allotment is approved only by DG NCC, only in exceptional cases.

APPLICATION FORM FOR RAISING OF SENIOR DIVISION NCC SUB

UNIT/ JUNIOR DIVISION TROOP

(ARMY WING)

1.
2.

(a) Name of Institution                                   :
(b) Funded by                                                :
Department of Education under                     :

Central Govt/State Govt aided/Self financing

Whom functioning.

Number of NCC unit/ Coys Troop (if any) : Already functioning in the institution

Name of NCC unit to which affiliated : (if applicable)

Nearest NCC unit/ sub unit (if known) :

Number of NCC units/Coys/Troops : Desired to be raised/ allocated (and its

Cadet strength)

Total number of student in the college/ : School

For Senior Division

Boys

Girls

Total

11th/Ist Year

12th/ IInd Year

IIIrd Year

Total

For Junior Division

8th Class

9th Class

10th Class

Total

8. Names(s) of Lecturer(s)/Teachers(s) :

Recommended for pre-commissioned Training in case NCC unit/Coy/Troop Is raised/ allocated. State educational

Qualifications and Appointment.

Conditions for raising a Senior Division NCC Unit /

Coy or Junior Division Troop NCC:

9. A Unit/Coy/Troop or part thereof of the Senior/Junior Division is raised in a College/School subject to

the following conditions:-

(a) The college/school shall provide from among the members of its staff NCC officers for the unit/ coy/

troops at the scales prescribed in Peace Establishment.

(b) The college/school shall give an undertaking that it can enroll and maintain up to strength of unit/

coy/ troop or part thereof, which may be allotted to it.

it, a storeroom for the storage of clothing and equipment and an office room for the unit/ coy/ troop office.

(d) The college/school shall provide a suitable miniature rifle range or arrange to obtain the use of such

a miniature rifle range.

(e) The college/school shall be in a position to supplement from its own funds the financial grants made

by the State Government for the unit/ coy / troop or part thereof which may be allotted to it.

(f) The college/ school shall be in a position to provide the services of a lascar as per authorization of

Peace Establishment for smooth conduct of NCC activities (For Self financing institutions).

10. Provided that the State Government may, in any case, relax wholly or in part the provision of clause (e)

or if it is satisfied that the requisite facilities are provided by schools located in the same place the provisions of clause (c) and (d).

11. Declaration by Head of Institution

(a) I hereby declare that the raising of a troop in my College/ School will be subject to the conditions

stipulated in Rule 3 (in respect of Senior Division) and in Rule 4 (in respect of Junior Division) of the

NCC Act and Rules (Boys) and Rule 3 of NCC Act and Rules (Girls Division) and I will not request for withdrawal of NCC before ten years.

(b) I further declare that the College/ School will ensure the following:-

(i) Enrolment of cadets to the maximum required strength and to maintain the same consistently during the training session.

(ii) Regular attendance of cadets on parade up to the required percentage lay down.

(iii) Regular attendance in camps of NCC Cadets and NCC Officer(s) of the College/ School.

(iv) Maintenance of proper discipline of NCC Officers and NCC Cadets.

(v) Safeguards to ensure NCC cadets of any Institution return all NCC stores, equipment and clothing issued to them for training before they withdraw/ leave, the institution or give up NCC.

(vi) Accommodation as required will be provided for office storeroom and strong room.

(vii) Arrangement for medical examination of cadets will be made.

12. In the events of any unsatisfactory performance as regards the points Referred to in Para 11 above the

NCC unit/ coy/ troop will be liable to be disbanded or re-allotted/ transferred to another College/ School at the discretion and decision of the Deputy Director General of NCC.

Place: Signature of the Head of Institution

Date: (Name in Block Letters)

13. Recommendation of the OC Unit to which the proposed Unit/ Coy/ Troop is to be affiliated. Confirming

that the financial commitments vide SNCCO 1/S/65 have been accepted by the Institution and Sponsor.

Place: Signature

Date: (Name in Block Letters)

14. Recommendation of the NCC Group Commander.

Place: Signature

Date: (Name in Block Letters)

15. Specific recommendation of the Deputy Director General of NCC.

Covering prospects of response to cadet to take training facilities radius of action/ distances, availability

of official and domestic accommodation, administrative feasibility.

Place: Signature

Date: (Name in Block Letters)

16. Recommendations of State Government/ Sponsor.

The financial commitment as laid down in the Model Budget in respect of the State Government/

Sponsor’s responsibility is accepted as amended from time to time.

Place: Signature

Date: (Competent State Government

Official/ Concerned Ministry Official/ Sponsor)

Note: In the event of a Private Institution this commitment will be accepted by the Head of the Private

Institution.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Mathematics 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Mathematics 2018-19

MATHEMATICS CBSE

(Code No. 041)

Session-2018-19

XI-XII

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. Senior Secondary stage is a launching stage from where the students go either for higher academic education in Mathematics or for professional courses like Engineering, Physical and Bioscience, Commerce or Computer Applications. 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 2005 which is to meet the emerging needs of all categories of students. Motivating the topics from real life situations and other subject areas, greater emphasis has been laid on application of various concepts.

Objectives

The broad objectives of teaching Mathematics at senior school stage intend to help the

students:

· to acquire knowledge and critical understanding, particularly by way of motivation

and visualization, of basic concepts, terms, principles, symbols and mastery of underlying processes and skills.

· to feel the flow of reasons while proving a result or solving a problem.

· to apply the knowledge and skills acquired to solve problems and wherever possible,

by more than one method.

· to develop positive attitude to think, analyze and articulate logically.

· 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.

· 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 reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.

CBSE COURSE STRUCTURE

CLASS XI (2018-19)

One Paper Total Period–240 [35 Minutes Each]

Three Hours Max Marks: 100

No.

Units

No. of Periods

Marks

Sets and Functions

II.

Algebra

III.

Coordinate Geometry

IV.

Calculus

Mathematical Reasoning

VI.

Statistics and Probability

Total

240

100

*No chapter/unit-wise weightage. Care to be taken to cover all the chapters.

Unit-I: Sets and Functions

1. Sets (20) Periods

Sets and their representations. Empty set. Finite and Infinite sets. Equal sets. Subsets. Subsets of a set

of real numbers especially intervals (with notations). Power set. Universal set. Venn diagrams. Union and Intersection of sets. Difference of sets. Complement of a set. Properties of Complement.

2. Relations & Functions (20) Periods

Ordered pairs. Cartesian product of sets. Number of elements in the Cartesian product of two finite

sets. Cartesian product of the set of reals with itself (upto R x R x R). Definition of relation, pictorial diagrams, domain, co-domain and range of a relation. Function as a special type of relation. Pictorial representation of a function, domain, co-domain and range of a function. Real valued functions, domain and range of these functions, constant, identity, polynomial, rational, modulus, signum, exponential, logarithmic and greatest integer functions, with their graphs. Sum, difference, product and quotients of functions.

3. Trigonometric Functions (20) Periods

Positive and negative angles. Measuring angles in radians and in degrees and conversion from one

measure to another. Definition of trigonometric functions with the help of unit circle. Truth of the identity sin2x + cos2x = 1, for all x. Signs of trigonometric functions. Domain and range of trigonometric functions and their graphs. Expressing sin (x±y) and cos (x±y) in terms of sinx, siny, cosx

& cosy and their simple applications. Deducing identities like the following:

( )

Identities related to sin2x, cos2x, tan2x, sin3x, cos3x and tan3x. General solution of

trigonometric equations of the type siny = sina, cosy = cosa and tany = tana.

Unit-II: Algebra

1. Principle of Mathematical Induction (10) Periods

Process of the proof by induction, motivating the application of the method by looking at natural

numbers as the least inductive subset of real numbers. The principle of mathematical induction and simple applications.

2. Complex Numbers and Quadratic Equations (15) Periods

Need for complex numbers, especially √ , to be motivated by inability to solve some of the quardratic equations. Algebraic properties of complex numbers. Argand plane and polar

representation of complex numbers. Statement of Fundamental Theorem of Algebra, solution of quadratic equations (with real coefficients) in the complex number system. Square root of a complex number.

3. Linear Inequalities (15) Periods

Linear inequalities. Algebraic solutions of linear inequalities in one variable and their representation

on the number line. Graphical solution of linear inequalities in two variables. Graphical method of finding a solution of system of linear inequalities in two variables.

4. Permutations and Combinations (10) Periods

Fundamental principle of counting. Factorial n. (n!) Permutations and combinations, derivation of formulae for and and their connections, simple applications.

5. Binomial Theorem (10) Periods

History, statement and proof of the binomial theorem for positive integral indices. Pascal’s triangle, General and middle term in binomial expansion, simple applications.

6. Sequence and Series (10) Periods

Sequence and Series. Arithmetic Progression (A. P.). Arithmetic Mean (A.M.) Geometric Progression (G.P.), general term of a G.P., sum of n terms of a G.P., infinite G.P. and its sum, geometric mean (G.M.), relation between A.M. and G.M. Formulae for the following special sums.

∑ ∑ ∑

Unit-III: Coordinate Geometry

1. Straight Lines (10) Periods

Brief recall of two dimensional geometry from earlier classes. Shifting of origin. Slope of a line and

angle between two lines. Various forms of equations of a line: parallel to axis, point -slope form, slope- intercept form, two-point form, intercept form and normal form. General equation of a line. Equation of family of lines passing through the point of intersection of two lines. Distance of a point from a line.

2. Conic Sections (20) Periods

Sections of a cone: circles, ellipse, parabola, hyperbola, a point, a straight line and a pair of intersecting lines as a degenerated case of a conic section. Standard equations and simple properties of parabola, ellipse and hyperbola. Standard equation of a circle.

3. Introduction to Three-dimensional Geometry (10) Periods

Coordinate axes and coordinate planes in three dimensions. Coordinates of a point. Distance between

two points and section formula.

Unit-IV: Calculus

1. Limits and Derivatives (30) Periods

Derivative introduced as rate of change both as that of distance function and geometrically.

Intuitive idea of limit. Limits of polynomials and rational functions trigonometric, exponential and logarithmic functions. Definition of derivative relate it to scope of tangent of the curve, derivative of sum, difference, product and quotient of functions. Derivatives of polynomial and trigonometric functions.

Unit-V: Mathematical Reasoning

1. Mathematical Reasoning (10) Periods

Mathematically acceptable statements. Connecting words/ phrases – consolidating the understanding of “if and only if (necessary and sufficient) condition”, “implies”, “and/or”, “implied by”, “and”, “or”, “there exists” and their use through variety of examples related to real life and Mathema tics. Validating the statements involving the connecting words, difference among contradiction, converse and contrapositive.

Unit-VI: Statistics and Probability

1. Statistics (15) Periods

Measures of Dispersion: Range, Mean deviation, variance and standard deviation of ungrouped/grouped data. Analysis of frequency distributions with equal means but different variances.

2. Probability (15) Periods

Random experiments; outcomes, sample spaces (set representation). Events; occurrence of events, ‘not’, ‘and’ and ‘or’ events, exhaustive events, mutually exclusive events, Axiomatic (set theoretic) probability, connections with other theories of earlier classes. Probability of an event, probability of ‘not’, ‘and’ and ‘or’ events.

MATHEMATICS (Code No. – 041)

CBSE QUESTION PAPER DESIGN CLASS – XI (2018-19)

Time : 3 Hours Max. Marks: 100

S.
No.

Typology of Questions

Very Short Answer
(1 Marks)

Short Answer (2 Marks)

Long Answer-I (4 marks)

Long Answer-II (6 marks)

Marks

%
Weightage

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

20%

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

35%

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)

–

25%

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)

–

10%

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

–

10%

TOTAL

1 ´ 4 = 4

2 ´ 8 = 16

4 ´ 11 = 44

6 ´ 6 = 36

100

100%

QUESTION-WISE BREAK-UP

Type of Question

Mark per Question

Total No. of Questions

Total
Marks

VSA

LA-I

LA-II

Total

100

1. No chapter wise weightage. Care to be taken to cover all the chapters.

2. Suitable internal variations may be made for generating various templates keeping the overall weightage to different form of questions and typology of questions same.

Choice(s):

There will be no overall choice in the question paper.

However, 30% internal choices will be given in 4 marks and 6 marks questions.

CLASS-XII

(2018-19)

One Paper Time: 3 hrs.

Max Marks. 100

Units

No. of Periods

Marks

Relations and Functions

II.

Algebra

III.

Calculus

IV.

Vectors and Three – Dimensional Geometry

Linear Programming

VI.

Probability

Total

240

100

Unit-I: Relations and Functions

1. Relations and Functions 15 Periods

Types of relations: reflexive, symmetric, transitive and equivalence relations. One to one and

onto functions, composite functions, inverse of a function. Binary operations.

2. Inverse Trigonometric Functions 15 Periods

Definition, range, domain, principal value branch. Graphs of inverse trigonometric functions. Elementary properties of inverse trigonometric functions.

Unit-II: Algebra

1. Matrices 25 Periods

Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix, symmetric and skew symmetric matrices. Operation on matrices: Addition and multiplication and multiplication with a scalar. Simple properties of addition, multiplication and scalar multiplication. Non- commutativity of multiplication of matrices and existence of non-zero matrices whose product is the zero matrix (restrict to square matrices of order 2).Concept of elementary row and column operations. Invertible matrices and proof of the uniqueness of inverse, if it exists; (Here all matrices

will have real entries).

2. Determinants 25 Periods

Determinant of a square matrix (up to 3 x 3 matrices), properties of determinants, minors, co- factors and applications of determinants in finding the area of a triangle. Adjoint and inverse of a square matrix. Consistency, inconsistency and number of solutions of system of linear equations by examples, solving system of linear equations in two or three variables (having unique

solution) using inverse of a matrix.

Unit-III: Calculus

1. Continuity and Differentiability 20 Periods

Continuity and differentiability, derivative of composite functions, chain rule, derivatives of

inverse trigonometric functions, derivative of implicit functions. Concept of exponential and logarithmic functions.

Derivatives of logarithmic and exponential functions. Logarithmic differentiation, derivative of functions expressed in parametric forms. Second order derivatives. Rolle’s and Lagrange’s Mean Value Theorems (without proof) and their geometric interpretation.

2. Applications of Derivatives 10 Periods

Applications of derivatives: rate of change of bodies, increasing/decreasing functions, tangents and normals, use of derivatives in approximation, maxima and minima (first derivative test motivated geometrically and second derivative test given as a provable tool). Simple problems (that illustrate

basic principles and understanding of the subject as well as real-life situations).

3. Integrals 20 Periods

Integration as inverse process of differentiation. Integration ofavariety of functions by substitution, by partial fractions and by parts, Evaluation of simple integrals of the following types and problems based on them.

∫ ∫

∫

√

∫ ∫ √ ∫

√ ∫ √

∫ √ ∫( ) √

Definite integrals as a limit of a sum, Fundamental Theorem of Calculus (without proof). Basic properties

of definite integrals and evaluation of definite integrals.

4. Applications of the Integrals 15 Periods

Applications in finding the area under simple curves, especially lines, circles/ parabolas/ellipses (in standard form only), Area between any of the two above said curves (the region should be clearly identifiable).

5. Differential Equations 15 Periods

Definition, order and degree, general and particular solutions of a differential equation. formation of differential equation whose general solution is given. Solution of differential equations by method of separation of variables, solutions of homogeneous differential equations of first order and first degree. Solutions of linear differential equation of the type:

, where p and q are functions of x or constants.

, where p and q are functions of y or constants.

Unit-IV: Vectors and Three-Dimensional Geometry

1. Vectors 15 Periods

Vectors and scalars, magnitude and direction of a vector. Direction cosines and direction ratios of a vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point, negative of a vector, components of a vector, addition of vectors, multiplication of a vector by a scalar, position vector of a point dividing a line segment in a given ratio. Definition, Geometrical Interpretation, properties and application of scalar (dot) product of vectors, vector (cross) product of vectors, scalar triple product of vectors.

2. Three – dimensional Geometry 15 Periods

Direction cosines and direction ratios of a line joining two points. Cartesian equation and vector equation of a line, coplanar and skew lines, shortest distance between two lines. Cartesian and vector equation of a plane. Angle between (i) two lines, (ii) two planes, (iii) a line and a plane. Distance of a point from a plane.

Unit-V: LinearProgramming

1. Linear Programming 20 Periods

Introduction, related terminology such as constraints, objective function, optimization, different types of linear programming (L.P.) problems, mathematical formulation of L.P. problems, graphical method of solution for problems in two variables, feasible and infeasible regions (bounded or unbounded), feasible and infeasible solutions, optimal feasible solutions (up to three non-trivial

constraints).

Unit-VI: Probability

1. Probability 30 Periods

Conditional probability, multiplication theorem on probability, independent events, total probability, Bayes’ theorem, Random variable and its probability distribution, mean and variance of random variable. Repeated independent (Bernoulli) trials and Binomial distribution.

Prescribed Books:

1) Mathematics Textbook for Class XI, NCERT Publications

2) Mathematics Part I – Textbook for Class XII, NCERT Publication

3) Mathematics Part II – Textbook for Class XII, NCERT Publication

4) Mathematics Exemplar Problem for Class XI, Published by NCERT

5) Mathematics Exemplar Problem for Class XII, Published by NCERT

MATHEMATICS (Code No. -041)

QUESTION PAPER DESIGN CLASS – XII

(2018 – 19)

Time: 3 Hours Max. Marks: 100

S.
No.

Typology of Questions

Very Short Answer
(1 Marks)

Short Answer (2 Marks)

Long Answer 1
(4 marks)

Long Answer II (6 marks)

Marks

%
Weightage

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

20%

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

35%

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)

–

25%

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)

–

10%

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

–

10%

TOTAL

1 ´ 4 = 4

2 ´ 8 = 16

4 ´ 11 = 44

6 ´ 6 = 36

100

100%

QUESTION WISE BREAK UP

Type of Question

Mark per Question

Total No. of Questions

Total
Marks

VSA

LA-I

LA-II

Total

100

1. No chapter wise weightage. Care to be taken to cover all the chapters.

2. Suitable internal variations may be made for generating various templates keeping the overall weightage to different form of questions and typology of questions same.

Choice(s):

There will be no overall choice in the question paper.

However, 30% internal choices will be given in 4 marks and 6 marks questions.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Mass Media Studies (only class XII) 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Mass Media Studies (only class XII) 2018-19

35. MASS MEDIA STUDIES CBSE

(Code No. 072)

Rationale

In the last two decades changes of phenomenal proportion have occurred in the field of Mass Media Studies. Mass Media has taken a quantum leap forward in terms of scale content and convergence. The media experience is an important part of globalization and civil society. The media has become an indispensable

part of life at the national and local level. It has become an important factor in shaping young minds.

Objectives

Introduction to the comprehensive understanding of the five principles of Mass Media viz, Film, TV, Print, Radio and New Media

Introduction to the evolution of Mass Media

To understand how the content and presentation of mass media shapes our thoughts, vision, ethics and action

Analysis of the ways in which content is created in media

To understand creative and technical processes involved in newsprint, radio, television production, filmmaking and the internet

Introduction to the organization of media and entertainment industries – the financial and commercial aspects.

To delineate the roles and responsibilities of creative, technical and administrative people in media To familiarize with the career options in media and entertainment industry

To analyze the vital importance of mass media in the functioning of a secular, liberal, democracy like India

To understand the convergence of mass media as the futuristic trend opening up more and more exciting career and creative opportunities

CBSE MASS MEDIA STUDIES–XII (Code No. 072) 2018-19

S. No.

Units

Periods

Marks

Understanding the Language of the Medium

Evolution of the Media

Convergence of the Media

Selling/Marketing/Exhibiting a Product through Advertising

Graphic Design and Multimedia Applications

Production Skills (Project)

Portfolio Assessment (Project)

240

100

UNIT–1: UNDERSTANDING THE LANGUAGE OF THE MEDIUM 40 Periods

Chapter I: Media Literacy

1. Introduction of Media Literacy

2. Introduction to Mass Media

3. Audience Theories

4. Media Ownership

5. Media Representation

6. Media and Violence

Chapter II: Aspects of Film Language

1. The concept of mise en scene

2. Film Analysis

Short film-fiction(5) Short film-nonfiction (5)

Feature film

Chapter III: Content Analysis of TV Programmes

The concept of a soap opera – Daily soap, Weekly soap Genres of Soap Opera, primary audience of each genre The Segmented nature of the audience

Gaze of the audience, concept of a flow, continuous interruption Culture of Film based programmes

Culture of Music based programmes Educational TV, non-fiction on TV

Chapter IV: Content Analysis of Radio Programmes

News – the format, the language, frequency

Talks, magazine programmes-unidirectional nature, feedback with a time phase difference Dramas – the unique nature of radio plays

Interactive programmes – phone in, live interaction, music, experiences, memories as content

of these programmes

Chapter V: Content Analysis of Newspapers and Periodicals

Newspapers –

a) The Macro composition of a daily-various sections like the front page, edit page, sports page, business page.

b) The Micro composition of a daily-proportion of visual and text, language, highlighting.

Periodicals –

a) The Macro composition of a periodical – various sections like the cover page, cover story, features, columns, business page.

b) The Micro composition of a periodical – proportion of visual and text, language, highlighting.

Chapter VI: Features of the Internet

E–mails – Personal, Business Communication between Individuals and Organizations, Changing Characteristics of the same

Websites – Educational sites, Entertainment sites, Information sites, Social networking sites, Business sites Blogs

Web Advertising – The changing nature of communication and perception of interpersonal and social communication due to the various developing possibilities of the internet.

UNIT–2: EVOLUTION OF THE MEDIA (GLOBAL) CBSE 30 Periods

Chapter I: The Evolution of International Cinema

The Silent Era (1895 to 1927)

Primitives and Pioneers in UK, France and USA

Establishment of Hollywood, D.W Griffith and Slapstick comedy Expressionism in Germany

Socialist Realism in USSR

The Sound Era (1927) to the present day, transition from black and white to colours

The British, American and European documentary movement Genres in Hollywood

Chapter II: The Evolution – International Television

National and Trans-national Networks Live and Recorded Transmission Video and Cable Networks

Satellite Communication

Evolution of Fiction and Non-fiction Programmes Television as a part of the Internet

Chapter III: The Evolution of Print Media

Journalism as a 17th and 18th century phenomenon

Role of Industrial Revolution in the spread of print media Local newspapers, Chain of newspapers

Some features of journalism in Europe and America

Online editions

Chapter IV: The Evolution of Radio

Technically a combination of wireless and telegraph technology

Bell, Marconi, Jagdish Chandra Bose, Tesla created the possibilities of transmission From Military use to the Civil one in the 1920s

Establishment of BBC in 1922, also federal Commission in USA News and commercial messages

By 1940 a universal and round the clock companion

1955 onwards the invention of the transistor making radio portable

National/Regional Network: AM, FM, Stereo Broadcast Radio as a part of web communication

Chapter V: Evolution of the Internet

The internet becomes a reality in the 1970s

Till 1991, internet is limited to the military and industrial circles and is closed to others Development of www in 1991 opens up internet

The phenomenal growth after that

UNIT–3: CONVERGENCE OF THE MEDIA CBSE 40 Periods

Chapter I: Independence and Inter-convertibility of Media

Nature of audio-visual signals and messages Optical/Electronic

Live/Recorded Analogue/Digital Nature of media

Print-text film-optical image Television-electronic image Radio-wireless communication

Accommodation of text, sound, image into film

Accommodation of film into television

Internet as the meeting point of all the mass media

Chapter II: Convergence and the New Possibilities of Communication

Earlier models of communication

Broadcasting

Mass communication model of a few transmitting to a vast number of receivers Gigantic organization

Huge technical infrastructure Large scale revenue

The changed paradigm due to the Internet Empowering an individual to post data on the Internet

Information, message in one medium triggering off activity in the others Many sources of the same information

Distribution of the information between individuals on an unprecedented global scale Rapidity of opinion generation on a local, national and global scale

The socio- political implications of the new information order

The strengthening of democracy

UNIT–4: SELLING/MARKETING/EXHIBITING A PRODUCT 30 Periods

THROUGH ADVERTISING CBSE

The Case Study Approach Chapter I: Profile of a Product

Product specifications

Targeting buyers

Chapter II: The task of Advertising

Promotion of product Drive sales

Build a brand identity

Increase the buzz

Chapter III: The Available Media

Print-newspapers, magazines, brochures, fliers, posters OOH-billboards, kiosks, tradeshows events

Broadcast advertising – Radio, TV, digital Internet + mobile ‘In film’ promos

Celebrity endorsements Cross promotions Merchandise

Games (Mobile and computer)

Covert advertising

Chapter IV: Forms of Advertising

Product Advertising

Institutional Advertising (Corporate) Social Service – PSA

Advocacy Advertising Comparative Advertising Cooperative Advertising Direct Mail

Point of Purchase Advertising

Informational Advertising

UNIT–5: GRAPHIC DESIGN AND MULTIMEDIA APPLICATIONS 20 Periods

Chapter I: Introduction to multimedia Chapter II: Text

Chapter III: Still in Age Chapter IV: Video Application

Chapter V: Sound

Chapter VI: Creating a multimedia project

UNIT–6: PRODUCTION SKILLS CBSE 40 Periods

Project – Non-Fiction: Students will conceive, write, direct and edit a non-fiction film project of 3-5 minutes duration.

Guidelines

In this, they will follow the film making process of going through the pre-production, production and post-production process. The idea will be submitted to the teacher first. It shall be discussed and approved. It is only after that, the student can undertake to do further research and writing of the script. The script shall be submitted along with the shooting schedule, the same will be approved by teacher and only after the clearance from the teacher will the shooting take place. Students will complete the project on video tape and submit it along as a video tape as well as in the DVD format with the docket containing all the paper work done by them.

Subjects of the films should be suitable for the audience of their own age group.

Social issues like Gender issues, Environmental issues, Education, Health, Livelihood, Rights on disability, Access, Road Safety, documentaries on Historical monuments, Art and Craft can be chosen. Initial research is very important with regard to pre-production and production. Students must understand and read about media ethics and understand the sensitivity of the issue concerned. Students must take up issues which they closely relate to in their everyday lives and are able to work on within their academic concerns.

Themes to illustrate facets of other arts could also be chosen. Issues relating to media could also be a domain. Students must understand their roots and cultural heritage which surrounds them. It is part of what they are. This consists of not just historical monuments; it surpasses subjects like rituals, traditional medicinal practices, folklore and anecdotes from their grandparents, about the city they live in, various performing arts and more.

Portraits of personalities with respect to their contribution to life may also be chosen. People who have made a difference within their community, their role models, people they look up to, those who inspire them or have encouraged them, they could be their relative, teacher, a household help or anyone known to them.

Basic Handycam video cameras and basic editing software like Adobe Premier or Windows Movie maker should suffice. Technical quality is important, but technological sophistication by itself will not carry much weight, as the purpose is to judge the overall programme making ability.

The preparation is as important as the product and will carry half the percentage in the total assessment of the project.

The time limit of 3-5 minutes is to be strictly observed. Anything drastically more or less in duration will negatively affect the assessment.

These guidelines should be very clearly explained to the students and there should be no basic doubts about the approach in their minds.

UNIT–7: PORTFOLIO ASSESSMENT 40 Periods

PORTFOLIO ASSESSMENT AND APPRENTICESHIP

Special features of Assessment

The Portfolio will consist of a compilation of all written submissions over the duration of the course. It is the sum total of the creative work executed by the student over the year. The Portfolio will consist of all written submissions over the duration of the course. The assignments

would include written project work and production output will be collected. The submission would

include both the original and improved versions of assigned tasks reflective of gradual

improvement.

Aims of the exercise of Portfolio are-

To create a desire in the student to go beyond the text and classroom learning To inculcate in the student the spirit of research

To offer the scope for imaginative thinking To develop the power of interpretation

To imbibe the notions of subjectivity and objectivity

Objectives of the exercise of Portfolio are –

The student begins to think independently and critically about the subject. The student learns to develop his/her own themes.

The student learns to systematically gather facts and sift the data. The student learns to use the data in a coherent and logical manner.

The student learns to follow one’s imagination to create an original work.

The student learns the difference between analyzing someone else’s work and creating one’s own.

The student learns to develop distinct creative approaches to fiction and non-fiction. The student learns to conceive and execute ideas that are medium specific.

The student learns to identify upon his/her own strengths and weaknesses.

Assessment of the Portfolio: The basic guideline for assessment of the Portfolio is to judge the

student’s individual growth along the aims and objectives stated above. Both quality and quantity of the work done cumulatively should receive equal consideration.

10 marks have been allotted for the Portfolio.

Apprentice Program: All students who take this course will have to mandatorily take one week

intensive training at an institution which has been approved by CBSE. The week long intensive training will also have a component of project work which will be assessed by the examiners of the institution.

Guidelines for teacher training preamble – The subject Mass Media Studies is new and a broad- spectrum one. Hence there are no specialized teachers available at the inception to teach the course. The teachers, who will have the initiative to undertake the responsibility of teaching, themselves would belong to various backgrounds. So the trainers are dealing with heterogeneous groups as far as the educational background of the members of the group are concerned. These are the factors that have been taken into account while planning the content and teaching

strategy. These are not to be considered as limiting factors, but important details.

Content: The reader of the course would form the main reference around which the course would

be structured. It will be more of participatory workshop than a lecture dominant programme.

Aims

To explain the basic concept and key areas of the curriculum

To demonstrate the use of available resources and to create the new ones

To demonstrate the various approaches such as case study, analysis, research, creation of a product from an abstract idea and more

To correlate the experience of various media as different dimensions of social life

To bring awareness of the fact that mass media offers scope to a variety of talents and skills

Objectives

After the successful completion of the course the teachers should be able to: Understand the ideas behind each unit and their interrelationship

Locate the teaching resources within the familiar areas of information Guide the students to creatively execute their ideas

Make the students realize the different realities of the media Develop a comprehensive perspective on mass media

Induce the students to think positively about choosing a career in mass media

Infrastructure Requirements in Schools

Computers – an ideal ratio of 1 computer for every 5 students, with the following specifications:

PCs or Macs (latest those purchased in 2014) with a minimum of 2GB RAM and 1TB HDD with core -2 processors i5/i7 processors (in the case of iMacs).

Appropriate editing/sound softwares. These will be freely available softwares, which schools can select. These should be available at no cost or a minimal cost, if at all.

The computers, ideally should be on a UPS or a backup power so as to not damage them in case of power failures.

Handycams/Hand-held video cameras with an ideal ration of 1:10 (1 camera for every 10 students).

A screening room equipped with a television set or projector and speakers for playback of video or screening images through a computer.

Qualification for Faculty: An M.A in Mass Communication preferably with B.Ed.

QUESTION PAPER DESIGN
Mass Media Studies Code No. 072

Class-XII (2018-19)

Time: 3 Hours

Max. Marks: 80

S.
No.

Typology of Questions

Learning outcomes
& testing skills

Very Short Answer (VSA) (1
Mark)

Short Answer
-I (SA-I) (3
Marks)

Short Answer
-II (SA-II) (4
Marks)

Long Answer (LA) (5
Marks)

Essay Type (6
Marks)

Total Marks

%
Weightage

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

Reasoning
Analytical skills Critical
skills

–

17%

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

–

23%

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)

25%

–

24%

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

–

11%

TOTAL- 2 projects (10 marks each) 20 marks

8×1
=8

5×3
= 15

6×4
=24

3×5
= 15

3×6
=18

80(25)
(project) (20)

100
%

Estimated Time (in minutes)

10 min

20 min

50
min

35 min

50 min

165 min + 15 min. for revision

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Legal Studies 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Legal Studies 2018-19

37. LEGAL STUDIES CBSE
(Code No. 074)
Rationale
The Latin maxim ignorantia juris neminem excusat, in plain, which reads as ‘ignorance of law is not an
excuse’. This is one of the age old principles followed under the Roman Law and even in our own Common Law. If every person of discretion is to know what law is, an effort to teach law outside the remit of a
professional law school may have significant social benefits.
Law is a subject which has been traditionally taught in Universities for almost eight centuries. Learning law
outside the settings of a professional law school has a number of perceived benefits. Some familiarity with law enhances one’s understanding of public affairs and an awareness of one’s entitlements and duties as a citizen. It may also be helpful in eliminating some of the mistaken notions about law and some of the inveterate prejudices about law, lawyers and the legal system as such. Another advantage is that an understanding of law can undoubtedly encourage talented students to pursue a career in law – an objective
which is laudable in its own right.
The pitfalls of learning law outside the settings of a professional school are rooted in two key assumptions:
(1) law is too vast and complicated to be taught in a non-professional setting; (2) the lack of professional trainers and experienced teachers could lead to incorrect appreciation and understanding of law. If an understanding of law is mis-formed or ill-formed as some academicians think, it may require greater efforts to unlearn whatever was learnt earlier. Both these criticisms have attracted detailed scrutiny, but at least a
few countries have introduced law at the High School level.
The experience of countries that have introduced law has been by and large optimistic. The Central Board of
Secondary Education is introducing Legal Studies at the Class XI level. The proposal is to introduce one module in Class XI and a second module in Class XII.
Objectives
· To provide a background of the evolution of the Indian legal system in a short and concise form.
· To focus on the applicability of justice, equity and good conscience and more importantly the development of Common Law system in India.
· To provide exposure on various systems of law such as Common Law, Civil Law, Hindu Law, Islamic Law etc.
· To develop an understanding of the essential features of the Indian Constitution, including the role and importance of Fundamental Rights, Separation of Powers, Structure and operation of Courts, concept of precedent in judicial functioning, the process of legislation, basic principles of statutory interpretation, etc
· To deal with principles of practical utility such as the concept of Rule of Law, principles of justice, differences between criminal and civil cases, the concept of crime and the fundamental theories of punishment, rights available to the accused at various stages of the criminal investigative process, or the key components of Human Rights, etc.
· To understand the fundamental concept and subject matter of property, contract and tort.
· To understand the rudimentary aspects of contract law such as formation of contract, terms and conditions, discharge, etc.
· To enables students to form an understanding of rights and duties and various categories of liability
principles which form the bedrock for an understanding of Law.
Class XI (2018–19)
One Paper Time: 3hrs. Marks: 100
S.No.		Units					Periods					Marks
1		Theory and Nature of Political Institutions					40					20
2		Nature and sources of law					45					20
3		Historical Evolution of Indian Legal System					45					20
4		Civil and Criminal Courts and Process					45					20
5		Family Justice System					45					20
		Total					220					100
CBSE Course Contents:
1. Theory and Nature of Political Institutions Concept of State/Nation Organs of Government – Legislative, Executive and Judiciary Separation of Powers – Parliamentary Sovereignty and Judicial Independence Constitutional Framework of India										40 Periods
2. Nature and Sources of Law Legislation – process, delegated and subordinate legislation Case Law – Stare decisis, precedents within the hierarchy of courts Authoritative Sources Custom Law Reform										45 Periods
3. Historical Evolution of Indian Legal System Ancient Indian Law English Law in India Administration of Justice in British India Charter of 1861 and subsequent Charters Establishment of High Courts and the Federal Court Drafting of the Indian Constitution Ancient Indian Law in Modern Legal Framework										45 Periods
4. Civil and Criminal Courts and Process The Civil Court Structure The Criminal Court Structure The Civil Process The Criminal Process – investigation and prosecution										45 Periods
5. Family Justice System Institutional Framework Marriage and Divorce Children Domestic Violence										45 Periods
CBSE Class XII (2018–19)
One Paper Time: 3 hrs. Marks :100
S.No.		Contents							Periods				Marks
1		Judiciary							35				15
2		Topics in Law							35				15
3		Arbitration, Tribunal Adjudication and Alternate Dispute Resolution							35				15
4		Human Rights in India							35				15
5		Legal Profession in India							35				15
6		Legal Services							35				15
7		International Context							10				10
		Total							220				100
Course Contents:
1. Judiciary Constitution, Roles and Impartiality Structure, Hierarchy of Courts, and Legal Offices in India Appointments, Trainings, Retirement and Removal of Judges Judicial Review											35 Periods
2. Topics in Law Property Contracts Torts Crimes Administrative Law											35 Periods
3. Arbitration, Tribunal Adjudication and Alternate Dispute Resolution Adversarial and Inquisitorial System Arbitration Administrative Tribunals Ombudsman Mediation and Conciliation Lok Adalats Lokpal and Lokayukt											35 Periods
4. Human Rights in India Human Rights Laws – Constitution, Statutes Complaint Mechanisms and Human Rights Commissions											35 Periods
5. Legal Profession in India History of Legal profession in India Role and types of functions of judges and lawyers Barristers, Solicitors and Advocates Changes Affected by Indian Advocates Act, 1961											35 Periods
6. Legal Services Legal Services Boards Funding											35 Periods
7. International Context Introduction to International Law Sources of International Law International Institutions International Human Rights											10 Periods
CBSE QUESTION PAPER DESIGN Legal Studies (Code: 074) Class-XII (2018-19)
Time: 3 Hours Max. Marks: 100
S. No.	Typology of Questions		Very Short Answer (1 Mark)	Very Short Answer (2 Marks)	Short Answer (4 Marks)	Long Answer-I based on passages and Pictures (5 marks)		Long Answer- II (6 Marks)				Marks		% Weigh- tage
1	Remembering- (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; identify, define, or recite, information)		–	1	2	–		2				22		22%
2	Understanding- (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information)		2	–	2	1		1				21		21%
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)		4	2	–	1		2				25		25%
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) includes Map interpretation		1	2	1	1		1				20		20%
5	Evaluation- (Appraise, judge, and/ or justify the value or worth of a decision or outcome, or to predict outcomes based on values)		1	1	1	1		–				12		12%
	Total		1×8=8	6×2=12	6×4=24	4×5=20		6×6=36				100		100%

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Senior School Certificate Examination (XI-XII) Knowledge Traditions and Practices of India 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Knowledge Traditions and Practices of India 2018-19

36. KNOWLEDGE TRADITIONS AND PRACTICES OF INDIA CBSE
(Code No. 073)
Rationale
The “Knowledge Traditions and Practices of India” has been introduced as an elective subject at the Senior
Secondary level w.e.f. 2012-2013 in class XI as a pilot and introduced in all schools w.e.f. 2013 in classes XI and XII. After ten years of general education, students branch out at the beginning of this stage and are exposed to the rigours of the various disciplines for the first time. This is the stage when they are made to start reflecting over their future life and decide a career. At this point, they also become aware of certain knowledge traditions and practices of India that are being followed in their families and society around them but few students get an opportunity to lay hands on the vast treasure of knowledge that lies hidden in the
form of literature or books.
This course aims at providing a broad overview of Indian thought in a multidisciplinary and interdisciplinary
mode. It would not seek to impart masses of data, but would highlight concepts and major achievements while engaging the student with a sense of exploration and discovery. It would be an introductory course so that students who take this course are prepared for a related field in higher studies in the universities. The course will cultivate critical appreciation of the thought content and provide insights relevant for promoting cognitive ability, health and well-being, good governance, aesthetic appreciation, right values and appropriate worldview. The course will therefore comprehensively deal with all-round personality
development of the students and increase their knowledge about their country.
Concept of the Course
The knowledge traditions of India are continuous and cumulative. They are textual and exegetical traditions
in different areas of thought and experience: philosophy, medicine, grammar, architecture, geography, literary theory, polity and political economy, logic, astronomy and mathematics, military science, metallurgy, agriculture, mining and gemmology, and shipbuilding, among others. Concepts and technical vocabularies of these traditions are still a part of the thinking and the languages of modern India.
The tradition is also non-egocentric. The 5th-century philosopher of language, Bhartrihari, states in his
Vakyapadiya, a cardinal principle of knowledge constitution: “The intellect acquires critical acumen by familiarity with different traditions. How much does one really understand by merely following one’s own reasoning only?” (Bhartrihari, Vakyapadiya, II.484). The traditions are therefore, intrinsically polycentric; Indian thinkers have constantly engaged in internal debate and dialogue and have also interacted with traditions outside India.
Aims and Objectives of the course:
Students will be able to:
l get familiar with Indian thought in different disciplines.
l get familiar with major Indian thinkers in different disciplines.
l get familiar with the primary texts of Indian thought through an organized study of short extracts in translation of those texts.
l develop a better appreciation and understanding of not only the Knowledge Traditions and Practices of India but also of many contemporary questions and issues that they handle in their course work in related disciplines.
l enhance self awareness and self-esteem.
Specific aims:
Students will be able to:
l get familiar with the nature of Indian texts.
l read primary texts from various sources and will be able to collect information and develop their critical abilities.
l relate the knowledge to present context.
l develop positive attitude towards Indian thoughts and traditions.
l compare and contrast views given in the units and develop interest in the authentic texts.
l internalise the given knowledge and pursue it further in their courses of studies by gathering more information about thinkers and texts.
l interpret and analyse texts of different kinds and express it in their own language.
l understand the contribution of Indian mind in various fields.
l relate ideas of various disciplines with western thought they are otherwise introduced to in their course work.
l develop a wider understanding of how all knowledge is ultimately interrelated.
l read and know the history of Indian literatures.
l pursue further study in related fields.
l paraphrase the ideas of primary text in English or Hindi.
CBSE Knowledge Traditions and Practices of India
Examination Specifications Class – XI (2018-19)
One Paper 70+30 = 100 Marks
Section-wise Weightage of the Paper Time: 3 Hours
Section Areas of Assessment Marks
A		Reading Skills l Two passages from the textbook		20
B		Analytical Skills
		l Two passages for comparing/contrasting relating to the present time.		10
C		l One out of three long answer type questions Thinking Skills		15
		l Five out of six short answer questions		15
D		l Ten objective type questions based on Multiple Choice Answers Research based Project/Portfolio Assessment + viva voice		10 20+10=30
SECTION – A
READING SKILLS – 20 MARKS
No. of periods: 60
Q.1 Two passages from the modules with a variety of questions on different levels of comprehension, i.e.,
to test literal, interpretative and inferential skills. The total range of two passages would be about 700 to 800 words. 20 marks
SECTION – B
ANALYTICAL SKILLS – 25 MARKS
No. of periods: 60
Q.2 Two passages extracted from different modules for comparing and contrasting and relating the ideas
contained – to the present time. 10 marks
The length of both the passages together should be about 600 words.
Q.3 One out of two long answer type questions based on the knowledge of the content to test the insights
gained and whether the knowledge has been internalised. 15 marks
SECTION – C
THINKING SKILLS – 25 MARKS
No. of periods: 60
Q.4 Five out of six short answer type questions based on the survey sections in the modules.
	(Word limit 30-40 words)		5 x 3 = 15 marks
Q.5	Ten objective type MCQs to test global and local understanding of the text.		10 marks
SECTION – D
CBSE RESEARCH BASED PROJECT/ PORTFOLIO ASSESSMENT + VIVA VOICE
20 +10 = 30 marks No. of periods: 40
The textbook has inbuilt suggestions and activities for the students to prepare a portfolio or undertake work on a research based project. The purpose is to make students exhibit their efforts and achievements in one or more areas. It is expected that schools organise visits to the traditional seats of learning, historical places, cultural hubs and authentic areas. The project will be assessed through a viva voce also which carries 10 marks out of 30.
Students will be expected to compile and collect material for the project/portfolio which would be assessed on the following points:
l Presentation: efforts put in, meaningful material with aesthetic sense.
l Variety of content: a wide variety of content in the form of audio visual media, extracts from journals, art work, conference updates, photographs, writing samples, maps, charts, extracts of interview and reading logs etc.
l Organisation of material collected has been presented with cogency and coherence.
l Clarity of understanding and good judgement to test internalization of knowledge.
l Viva voice
Prescribed Books:
A textbook on Knowledge Traditions and Practices of India Part – I published by CBSE 2012-13.
Knowledge Traditions and Practices of India
Examination Specifications Class – XII (2018-19)
One Paper 70 + 30 = 100 Marks
Section-wise Weightage of the Paper Time: 3 hours
Section Areas of Assessment Marks
A Reading Skills
l Two passages from the textbook 20
B Analytical Skills
l Two passages for comparing/ contrasting relating to the present time. 10
l One out of three long answer type questions. 15
C Thinking Skills
l Five out of six Short Answer Questions 15
l Ten objective type questions based on Multiple Choice Answers 10
D Research based Project/ Portfolio Assessment + viva voice 20+10= 30
SECTION – A
READING SKILLS – 20 MARKS
No. of periods: 60
Q.1 Two passages from the modules with a variety of questions on different levels of comprehension i.e.
to test literal, interpretative and inferential skills. The total range of two passages would be about 700 to 800 words. 20 marks
SECTION – B
ANALYTICAL SKILLS – 25 MARKS
No. of periods: 60
Q.2 Two passages extracted from different modules for comparing and contrasting and relating the ideas
contained – to the present time. 10 marks
The length of both the passages together should be about 600 words.
Q.3 One out of two long answer type questions based on the knowledge of the content to test the insights gained and whether the knowledge has been internalised. 15 marks
SECTION – C
THINKING SKILLS – 25 MARKS
No. of periods: 60
Q.4 Five out of six short answer type questions based on the survey sections in the modules.
	(Word limit 30-40 words)		5 x 3 = 15 marks
Q.5	Ten objective type MCQs to test global and local understanding of the text.		10 marks
SECTION – D
CBSE RESEARCH BASED PROJECT/PORTFOLIO ASSESSMENT – VIVA VOCE
20 marks + 10 marks = 30 marks
No. of periods: 40
The textbook has inbuilt suggestions and activities for the students to prepare a portfolio or undertake work on a research based project. The purpose is to make students exhibit their efforts and achievements in one or more areas. It is expected that schools organise visits to the traditional seats of learning, historical places, cultural hubs and authentic areas. The project will be assessed through a viva voice also which carries 10 marks out of 30.
Students will be expected to compile and collect material for the project/portfolio which would be assessed on the following points:
l Presentation: efforts put in, meaningful material with aesthetic sense.
l Variety of content: a wide variety of content in the form of audio visual media, extracts from journals, art work, conference updates, photographs, writing samples, maps, charts, extracts of interview and reading logs, etc.
l Organisation of material collected has been presented with cogency and coherence
l Clarity of understanding and good judgement to test internalization of knowledge.
l Viva voce
Prescribed Books:
A textbook on Knowledge Traditions and Practices of India Part – II, by CBSE 2013-14.
CBSE SYLLABUS OUTLINE
Each module has a Survey Article, extracts from the Primary texts, exercises and activities. All the
modules are to be covered during one year of study.
1. Astronomy in India 20 Periods
The Beginnings of Indian Astronomy – The Early Historical Period-The Siddhāntic Era – The Kerala School – Other Post-Siddhāntic Developments
Primary Texts
Āryabhaṭa, Varāhamihira, Brahmagupta, Vaṭeśvara, Bhāskara, Parameśvara, Nīlakaṇṭha Somayājī, Jyeṣṭhadeva, Śaṅkara Varman
2. Chemistry in India 20 Periods
Early Chemical Techniques, Atomism in Vaiśeṣika, Chemistry in Early Literature, The Classical Age, Laboratory and Apparatus
Primary Texts
Vātsyāyana, Nāgārjuna, Al-Bīrūnī’, Vāgbhaṭa – qualities of a teacher, disciple, disqualification of a disciple, location and building of the rushshala (laboratory), working arrangements of rushshala, material and equipment, Yaśodhara Bhaṭṭa-process of distillation, apparatus, sarana samskara, sarana
taila , Prafful Chandra Ray
3. Indian Literatures Part I & II introduction of Indian Literature-an essentially an Oral Indian Culture
30 Periods
Rājaśekhara-various phases of Indian Literature: Ancient Period- Vedic Period, Middle period,
Apabhransha, Modern Period
Primary Texts:
Bhakti Movement Āṇḍāl, Guru Gobind Singh, Guru Nānak Dev, Hāla,Iḷaṅgō, Kabīr, Kālidāsa, Kṣetrayya,
Mīrabai, Mirzā Gḥālib, Shāh Hussain, Veda Vyāsa, Viśṇu Śarmā, Nārāyaṇa: Pañchatantra / Hitopadeśa, Kaundinyas narrative
4. Indian Philosophical Systems 20 Periods
Mahātmā Buddha, Ādi Śaṅkarācārya, Śrī Rāmānujācārya – concept and schools of Indian Philosophy Sāṁkhya, Yoga, Vaiśeṣika, Nyāya, Mīmāṁsā, Vedānta, Sāṁkhya
Primary Text
The central question of Indian Philosophy: Vedic thought, Cārvāka Darśana, Jaina Darśana, Bauddha
Darśana, Sāṁkhya Darśana, Yoga Darśana, Nyāya Darśana, Vaiśeṣika Darśana, Mīmāṁsā Darśana, Vedānta Darśana
5. Indian Traditional Knowledge on Environmental Conservation 20 periods
Nature, flora and fauna, Sacred groves, Reference in Manu Smriti: Vedic period and the cow, Bishnois and conservation, Tradition of resistance
Primary Texts
Atharva-Veda, Mahābhārata, Lalitavistara: the birth of the Buddha, Bhāgavata Purāṇa, Kautilya’s
Arthaśāstra
6. LIFE SCIENCES (1): Ayurveda for Life, Health and Well-being 10 periods
Definition of Ayurveda, The Principles of Ayurvedic Healing, Treating diseases to restore health
Primary Texts
The oath of Caraka, Individualizing Diet
6. LIFE SCIENCES (2): The historical evolution of medical tradition in ancient India 10 Periods
Specialization into eight branches, The tradition of surgery, medical genetics in Ayurveda, inoculation for smallpox, microbiology and parasitology, communicable diseases and epidemics, An evolving pharmacopoeia, pluralistic approach to healthcare, cross-cultural interactions, A dynamic literary tradition, global resurgence of Ayurveda, contemporary status
Primary Texts
Dead body dissection, Rhinoplasty, Genetic basis of diseases, Communicable Diseases
6. LIFE SCIENCES (3): Plant and Animal Science in Ancient India 10 periods
Antiquity and continuity, Sources, Scope, Validation, Current status, Animal Science in Ancient India, Antiquity and continuity, Sources, Scope, Current status, Biodiversity and folk traditions
Primary Texts
Plants and their Diseases, Classification sources of animal meat
7. Mathematics in India 20 Periods
First Steps, Early Historical Period, The Classical Period, The Classical Period, post-Āryabhaṭa, The Kerala School of Mathematics, Features of Indian Mathematics
Primary Texts
Yajur-Veda, Rāmāyaṇa, Baudhāyana’s Śulbasūtras, Āryabhaṭa, Bhāskara, Severus Sebokht, Syria, Brahmagupta, Bhāskarācārya, Jyeṣṭhadeva
8. Metallurgy in India 20 Periods
Definition, Metallurgy before and during the Harappan Civilization, After the Harappans, iron metallurgy, wootz steel, other iron pillars and beams, zinc, social context
Primary Texts
Rig-Veda, Arthaśāstra, Varāhamihira, Nāgārjuna, Vāgbhaṭa, Classification of metals: Survarṇa (gold)
and its different types, prosperities, Rajata (silver), Tāmra (copper), Loha (iron), Vaṅga (tin), Nāga / śīśa (lead), Pittala (brass)
9. Music in India 20 Periods
Origin, classification accompanied instrument, Bharata’s Nāṭyaśāstra, New era, Medieval period, modern era, aesthetics of Indian classical music, forms of composition: Dhrupada, thumari, gazal,
tarana, tappa, folk music, film music
Primary Texts
Taittīriya Brāhmaṇa, Yājñavalkya Smṛti, Viṣṇu Purāṇa, Skanda Purāṇa, Sāraṅagadevasaṅgītaratnākara, Saṅgītajnamu (melody: Salagabhairavi), Ragasudharasa
10. Theatre and Drama in India 20 Periods
Its Beginnings, Classical Period, Major Indian Dramatists: Bhāsa, Kālidāsa, Bhavabhūti, Medieval
Period, Kuṭiyaṭṭam, Yakṣagāna, Bhavāī, Jātrā, Nautaṅkī, Swāṅg, Rāmalīlā, Tamāśā, Nāchā, Pāṇḍavānī, Modern Era
Primary Texts
Nātyaśāstra, Viṣṇudharmottarapurāṇa-Khaṇḍa III, Bhakti Movement, Women Bhakti Poets
Knowledge Traditions and Practices of India
Class – XII Syllabus and Outline (2018-19)
1. Agriculture: A Survey 10 Periods
Agriculture in Prehistory and Protohistory/ Textual Sources/ Types of Lands/ Rain-Fed and Irrigated Crops/ Implements/ Seed and Sowing/ Manures/ Pests and Their Management/ Cattle Management/ Horticulture and Arboriculture/ Fishing/ Agriculture and Society
Agricultural Heritage: Excerpts from Primary Texts
Rigveda/ Kṛṣiparāśara (c. 400 BCE)/ Kauṭilya (3rd or 4th century BCE)/ Kaśyapiyakṛṣisukti (800 CE)/ Vṛkṣāyurveda (c. 1000 CE)/ Kṛṣigītā (c. 1500 AD)
2. Architecture: A Survey 10 Periods
(1) Early and Classical Architecture
Temple Architecture/ Rock-Cut Structures/ Monolithic Temples/ Constructed Temples/ Public and Private Architecture
Excerpts from Primary Texts
Vi udharmottarapura_a/ Kautilya’s Arthasastra/ Mayamata
Architecture: A Survey
(2) Medieval & Colonial Architecture
Fort and Palace Architecture/ Mosques/ Mausoleums/ Colonial Architecture
3. Dance: A Survey
(1) Classical Dance Forms 20 Periods
Classical Period/ Middle Period/ Modern Period/ Classical Dance Forms/ Bharatana yam/ Kathakali/ Kathak/ Kucipudi/ Manipuri/ O’issi/ Sattriya
Primary Texts on Dance in India: A Selection
Na_yasastra (tr. Manomohan Ghosh)/ Na_yasastra/ Na_yasastra Dance: A Survey
(2) Folk Dance Forms 10 Periods
Chau/ Bihu/ Rauf/ Padayani/ Dollu Kunitha/ Dandiya/ Ghumar/ Kalbelia/ Chau&fla/ Bha&gra/ Giddha/ Garba/ Lava)i/ Bamboo Dance
4. Education Systems and Practices: A Survey 30 Periods
Goals of Indian Education/ Teaching and Learning/ The Teacher and the Student/ Centres of Education/ Temples as First Schools/ Gurukulas/ Viharas and Universities/ Community-Supported Education/ The Continuing System
Primary Texts on Education in India: A Selection
Two Types of Knowledge and the Right Pupil/ Mere Intellectual Knowledge Is Not Enough/ The Link between Teacher and Pupil/ Teachers Invite Students to Come to Them/ Controlling the Mind and the Senses: the Goal of Indian Education/ Teacher’s Directives to Students on their Completion of Study/ What Is a Useful Life?/ Hsüan-tsang’s (Xuanzang) Impressions of Indian Education/ Hsüan-tsang’s (Xuan Zang) Description of Nalanda University
Narratives of Indian Education in the 17th, 18th and 19th Centuries
An Italian Explorer’s Record of Indian Education in the 17th Century/ A Description of Indian Education in the 18th Century/ The Teacher’s Subsistence/ Respect for the Teacher/ Physical Education and Sports/ Description of the University at Navadveep (Nuddeah) in Bengal in 1791/ Love of Learning and Support for Education among Indians/ A Widespread Pre-Colonial Network of Indigenous Schools
5. Ethics: Individual and Social 20 Periods
The Cosmic Order/ Buddhist Ethics/ Jain Ethics/ Sikh Ethics/ The Bhakti Movement Primary Texts on Ethics: Individual and Social: A Selection
From Jain Granthas/ From Buddhist Granthas/ From Asoka’s Edicts/ From the Kural (tr. P.S.
Sundaram)
6. Martial Arts Traditions: A Survey 20 Periods
Texts/ Practice of Martial Arts/ Stick Combat/ Ka_arippaya__u Martial Arts Traditions: A Selection from Primary Texts Wrestling in the Mahabharata/ Mallapura_a/ Marmasastram
7. Language and Grammar 20 Periods
Languages of India/ Study of Language in India/ Disciplines of Language Studies in India/ Classification of Speech-Sounds/ Theory of Grammar
Primary Texts on Language: A Selection
Reflections on Language from Vedic Sources/ Phonetics: Pa_i_iya Sik_a, (tr. & ed., Manmohan Ghosh)/ Nirukta (Etymology): The Nigha u and the Nirukta of *ri Yaskacarya (tr. & ed., Lakshman Sarup)/ Patañjali’s Mahabha_ya (adapted from S.N. Dasgupta’s translation)/ Grammar, Language and
Knowledge: BhartChari’s Vakyapadiya, Brahmaka_.a, tr. K.A. Subramania Iyer
8. Other Technologies: A Survey 20 Periods
Harappan Technologies/ Later pottery/ Glass/ Water Management/ Textile Technology/ Writing Technology/ Pyrotechnics/ Cosmetics and Perfumes
Other Technologies: A Selection from Primary Texts
Gemmology/ Water Management/ Textiles and Garments/ Perfumes and Cosmetics
9. Painting: A Survey 20 Periods
Classical Texts/ Mural Painting/Miniature Painting/Mughal Paintings/ Tanjore and Mysore Painting/Folk painting
Painting: Excerpts from Primary Texts
Eulogizing the art of painting for its functions and extraordinary qualities/ Preparation of the principal colours/ Process of preparation of colours for base plaster/ Order followed by the painter before he starts painting/ Preparation of base colours and qualities of a good painting/ Four kinds of paintings/ Representation of various themes/ Nature of the Art of Painting/ Eight Limbs of Painting
10. Society State and Polity: A Survey 20 Periods
Plurality of Indian Society/Underlying Principles of Indian Society/Family/Indian Society and Reform/The Indian State/Goal of a State/ Polity/Bureaucracy/Legal System
Primary Texts on Society State and Polity: A Selection
A Ruler’s Dharma/ The Ideal King/ The Ideal of Government, and the Decay and Growth of Civilization/ Conditions’ of the Welfare of Societies/ Birth Is No Criterion of Worth/ Dharma as the Supreme Authority/ The Origin of Kingship/ The Science of Polity/ Duties of a King/ The Seven Limbs of the State/ Society: Marriage/ Property of Women/ Position of Women/ Interreligious Harmony/ Islamic Society— the four-class division of society/ Four-class Classification/ Ethics: The Kural of Tiruvalluvar/ Uttaramerur Inscription
11. Trade & Commerce: A Survey Test 20 Periods
How Does Trade Work?/Trade in Ancient India/ Different Countries, Many Goods/ Ports and Sailors/ Land Routes/ India’s Dominance up to Precolonial Times/ By-Products of Trade/ Further Reading.
Excerpts from the Primary Text
Sigalovada Suttanta/ Jataka Tales/ Arthasastra/ Periplus Maris Erythraei (‘Voyage around the Erythream Sea’)/ Tamil Literature/ An Inscription on Internal Trade.

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Senior School Certificate Examination (XI-XII) Initial Pages 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Initial Pages 2018-19

SENIOR SCHOOL
CBSE CURRICULUM 2018-19
Volume – I
Main Subjects for Classes XI-XII
Central Board of Secondary Education
“Shiksha Sadan”, 17, Rouse Avenue, New Delhi – 110 002
/ Telephone : +91-11-23237780 /Website : www.cbseacademic.in
1. Principles of CBSE Curriculum
Curriculum refers to the lessons and academic content to be taught to a learner in school. It typically refers
to the knowledge and skills students are expected to learn. In empirical terms, it may be regarded as the sum total of a planned set of educational experiences provided to a learner by a school. It encompasses general objectives of learning, courses of study, subject-wise instructional objectives and content, pedagogical practices and assessment guidelines. The thrusts here include enabling learners to respond to the impact of globalization and the demands of the emerging knowledge-based economy and society. The CBSE curriculum seeks to provide opportunities for students to achieve excellence in learning vis a vis global
standards.
1.1 Salient Features of the CBSE Secondary School Curriculum
The Curriculum prescribed by CBSE strives to:
1. uphold Constitutional values such as socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation;
2. keep pace with the 21st century and the global trends in various disciplines;
3. provide ample scope for physical, intellectual and social development of students;
4. integrate innovations in pedagogy, knowledge and application, such as human sciences with technological innovations;
5. nurture Life-Skills by prescribing curricular and co-curricular activities to help improve self- esteem, empathy towards others and different cultures etc.;
6. promote Inclusivity by providing equal opportunities to all students;
7. encourage values-based learning activities;
8. enlist general and specific teaching and assessment objectives;
9. integrate environmental education in other disciplines from classes I-XII;
10. emphasize on Co-scholastic areas of Work Education, Art Education and Health and Physical Education
1.2 Objectives of the Curriculum
The Curriculum prescribed aims to:
1. enhance self-awareness and explore innate potential;
2. promote capabilities related to goal setting, decision making and lifelong learning;
3. develop thinking skills, problem solving and creativity;
4. nurture communication and interpersonal skills;
5. inculcate values;
6. foster cultural learning and international understanding in an interdependent society;
7. acquire the ability to utilize technology and information for the betterment of humankind;
8. strengthen knowledge and attitude related to livelihood skills;
9. develop the ability to appreciate art and showcase talents;
10. promote physical fitness, health and well-being.
1.3 Curriculum Areas at Senior Secondary Level
For the purpose of fostering competences in learners, the curriculum encompasses nine major learning
areas, which are: Languages, Humanities, Mathematics, Science and Technology, General Studies, Work Education, and Health and Physical Education. These areas are broadly divided into Scholastic and Co-scholastic areas as detailed below:
Languages
Humanities
Mathematics
Scholastic Areas
Science and Technology
Commerce
Visual, Performing and Fine Arts
General Studies
Work Education
Health & Physical Education
Co-scholastic
Areas
Scholastic Areas:
The curriculum envisages individualized personal learning acumen and seeks to explore the potential of students in acquiring substantial acknowledge and skills through academic rigors. With greater academic orientation and research skills in core academic areas, students would evolve as discerning young adults with a sense of real self-estimate having true values and principles. The scholastic areas are as follows:
(i) Languages include Hindi, English and other 31 languages (detailed in Curriculum Volume II). The curricula in languages focus on listening, speaking, reading and writing skills and, hence, develop effective communicative proficiencies. Learners use language to comprehend, acquire and communicate ideas.
(ii) Humanities (Geography, History, Economics, Home Science, Sociology, Fine Arts, Political Science, Fashion Studies, and related subjects). Humanities include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities and the incorporation of the above-mentioned learning. Learners appreciate and value everyone’s right to feel respected and safe, and, in this regard, also understand their Fundamental Rights and Duties and behave responsibly. Learners learn to be tolerant and empathetic towards others through the study of this subject.
(iii) Science and Technology (Subjects related to Biology, Chemistry, Physics, ICT, Information Practices and Web and Multimedia Studies) include gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. The focus is on knowledge and skills to develop a scientific attitude and to use and apply such knowledge for improving the quality of life. This learning can be used to analyze, evaluate, synthesize and create. Learners understand and appreciate the physical, biological and technological world and acquire the
knowledge and develop attitude, skills and values to make rational decisions in relation to it.
(iv) Mathematics includes acquiring the concepts related to number sense, operation sense,
computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.
(v) Commerce (Business Studies, Accountancy, Entrepreneurship, Economics and related subjects) includes gaining understanding about core business disciplines like the exchange of items of value or products between persons or companies and any such exchange of money for a product, service, or information is considered a deal of commerce.
(vi) Visual, Performing and Fine Arts (Dance, Drama, Music, Heritage Crafts, Graphic Design, Fine Arts, Sculpture and related subjects) aims to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities,
thus, promoting abilities such as imagination, creativity, value arts, and the cultural heritage.
Co- Scholastic Areas:
It is a well-known fact that only a healthy child can learn effectively and good health status leads to better learning. Many other activities are necessary for development of the affective and psychomotor domain. Those activities like games and sport, art and music, craft work etc. are termed as co- scholastic activities. Instead of co-curricular activities, the term co-scholastic activities are used as both cognitive and non-cognitive development can take place by exposing the child to the lesson on scholastic subjects and non-scholastic subjects. Work education, General Studies, Health and Physical education, yoga, traditional games, indigenous sports, NCC, Scouts and Guides, Martial Arts etc. will be integral part of the curriculum and would be in the routine of the schools for the holistic
development of children as per the specific details given below:
(vii) General Studies Kindly see the following URL for detailed Curriculum and Guidelines
http://49.50.70.100/web_material/publication/curriculum/Final%20General%20Studies%20XI-
XII%20(%2006-07-2016).pdf
(viii) Work Education provides learners opportunities for participation in activities inside and outside the classroom, which enables them to understand scientific principles and procedures involved in different types of work. These productive activities are to be drawn from the areas of health and hygiene, food, shelter, clothing, recreation and community service. The competencies to be developed in this field should include knowledge, understanding, practical skills and values through need-based life activities.
(ix) Health and Physical Education focuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, well-being and the factors that contribute to them. Focus of this area is on helping learners develop a positive attitude and commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of health management, indigenous sports, yoga, NCC, self-defence, fitness and lifestyle choices. For activities kindly refer to Revised Health Manual Voume-4 available at http://cbseacademic.in/supportmaterial.html
These nine learning areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Learners should get opportunities to think laterally, critically, identify opportunity, challenge their potential and be open to challenges.
Learners value and engage in practices that promote physical, cognitive, emotional and social development and wellbeing. This enables learners to connect different areas of knowledge,
application and values with their own lives and the world around them. The holistic nature of
human learning and knowledge should be brought forth throughout.
1.4 Implementation of the Curriculum
Schools are expected to establish a School Curriculum Committee with teachers representing each subject. School Curriculum Committee would define activities for pedagogical practices, evolve a plan of assessment and scope of feedback for reflection and ensure its implementation. The committee would also ensure that the textbooks/ reference material is age appropriate, incorporates inclusive principles, is gender sensitive, has valid content and does not contain any material which may hurt the sentiments of any community. It would also ensure that the reference material reflects conformity with the underlying principles of the Constitution of India and is compliant with NCF 2005. Issues of gender, social, cultural and regional disparities must be taken care of in the curriculum transaction. The Schools will comply with the direction given in the Affiliation Bye-laws regarding NCERT books. It will be ensured by the schools that the books used in the school promote harmony and do not contain any discriminating issues/ events/examples in the context of gender, disability, caste, religion, etc. Citizenship education, character building, constitutional literacy, financial literacy including cashless transactions, environmental sustainability and other common core should be promoted through all the
subject areas.
1.5 Pedagogical Practices by Teachers
The pedagogical practices should be learner centric. It is expected of a teacher to ensure an atmosphere for students to feel free to ask questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum.
There is a universal fact that every child, no matter how unresponsive he or she may look, has something to say, some insight to contribute to a class discussion. Teacher should not label children as „slow learners‟ or „bright students‟, or „problem children‟. Such categories segregate children, placing the learning solely on them, and detract from the role and purpose of pedagogy. Teacher need to identify students who need remediation. This can be detected by the teacher in the course of teaching and attended to as a part of pedagogic planning, through individualized attentions. Teacher must diagnose learning
difficulties and problem areas.
Reflection · Teaching should be in the conversational mode rather than in the mode of authoritarian monologue · The teacher needs to draw out the children, gain their confidence, · Teachers should make deliberate attempts to infuse and explain how in real-life the learning of the textual material taught in school would be useful.
1.6 Lesson/ Unit Plans
Specific Lesson Plans for the topics are to be prepared by the teachers. These plan may have the following:
· Specific Learning Outcomes;
· Multiple Pedagogical Strategies;
· Flow of lesson/unit (including activities/ experiments/hands-on-learning);
· Interdisciplinary Linkages and infusion of Core Skills (Life-skills, Values, Gender sensitivity etc.);
· Resources (including ICT);
· Feedback and Remedial Teaching Plan.
1.7 Creating Cross-Curricular Linkages
Creating cross-curricular linkages can help learners reflect on their learning. These linkages are vital to learning as they help to connect prior knowledge with new information. For example, Mathematical data handling and interpretation can be effectively applied in geography and science; learners can write better-framed answers in history, geography and science when they have learnt how to write explanations/short descriptions in a language; Life Skills like empathy, problem solving and interpersonal communications can be easily integrated with the study of literature and other areas. Universal Values, Life Skills, Constitutional Values with emphasis on realization of Fundamental Duties may be incorporated depending upon context in almost all the subjects.
For Eligibility for Admission and Examination and Scheme of Examination, Admission-General Conditions, Admission: Specific Requirements, Admission Procedure, Admission to Examinations, A Regular Course of Study, Rules for Condonation of Shortage of Attendance, Detaining of Eligible Candidates, Private Candidates and Procedure for Submission of Applications of Private Candidates at All India/Delhi Secondary School Examination, kindly see the examination bye-laws of CBSE for detailed information on above mentioned topics, scheme of examination and related topics. The examination byelaws are available at
http://www.cbse.nic.in/newsite/examinationbyelaws.html
2. Scheme of Studies
2.1 Academic Stream
The learning areas will include:
I and II. Two Languages (Core/Elective) out of
Hindi, English, Assamese, Bengali, Gujarati, Kashmiri, Kannada, Marathi, Malyalam, Manipuri, Oriya,
Punjabi, Sindhi, Tamil, ,Telugu, Urdu, Sanskrit, Arabic, Persian, Limboo, Lepcha, Bhutia, Mizo, Tangkhul, Bodo, Nepali, Tibetan, French, German, Russian and Spanish.
Notes:
1. Out of the languages, one shall be English or Hindi, both English and Hindi can also be offered simultaneously.
2. The languages may be offered either at Core/Elective level. The same language, however cannot be offered both at the Core level and Elective level.
3. A candidate has the freedom to offer, in lieu of one of the two languages above, any other elective subject provided under III below.
Note: English can be offered at any of the three levels given below:
1. English Core
2. English Elective NCERT
3. English Elective CBSE
III to V. Three Electives out of the following:
Mathematics, Physics, Chemistry, Biology, Biotechnology, Engineering Graphics, Home Science,
Economics, Political Science, History, Geography, Business Studies, Accountancy, Fine Arts, Agriculture, Computer Science/Informatics Practices, Multimedia and Web Technology, Sociology, Psychology, Physical Education, Music and Dance, Entrepreneurship, Fashion Studies, Mass Media Studies ,Knowledge Traditions and Practices of India, Legal Studies, National Cadet Crops. (In this regard please also refer to notes given below).
Note: 1. Candidate shall opt either for Computer Science or Informatics Practices. However along with either of this, they can opt for Multimedia and Web Technology. Thus, a candidate can opt for
maximum of two IT based Courses.
VI. General Studies
VII. Work Experience
VIII. Physical and Health Education
Additional Subject: A candidate can also offer an additional elective which may either be a language
at elective level (out of those mentioned above) or, any other elective subject. While transacting the Curriculum due emphasis should be laid on National Identity and Value Education. Schools are expected to draw their own programmes in this area in accordance with the guidelines contained in the relevant journals and manual published by the Board. Likewise, programmes in General Studies, Work Experience and Physical and Health Education be planned in accordance with the guidelines
brought out by the Board.
As a general practice the Board prescribes the textbooks that are being followed in classes XI and XII
in the State Board where the language is taught as the mother-tongue. The schools are advised to bring to the notice of CBSE the changes, if any, brought out at the commencement of the academic session by the respective State Boards, in the textbooks of the language of their State. The affiliated institutions are advised to follow strictly the textbooks prescribed by CBSE in its curriculum unless the change has been duly notified to all schools for general information. No mid-term changes shall be entertained. Schools are not permitted to teach languages other than the ones prescribed by the
Board.
2.2 Medium of Instruction
The medium of instruction in general in all the schools affiliated with the board shall either be English or Hindi.

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Senior School Certificate Examination (XI-XII) Information Practices New 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Information Practices New 2018-19

Informatics Practices (New) CBSE
CLASS XI
Code No. 065
Optional for the academic year 2018-19 and mandatory for the academic year 2019-20 onwards
1. Prerequisites
Since a lot of students join CBSE schools from schools run by a state board, we are not assuming
any pre-requisites for this course other than basic mathematical skills. However, it will be helpful if the student has a basic knowledge of Computer Applications 1 and 2.
2. Learning Outcomes
1. Basic computational thinking. Learn how to reason with variables, state transitions,
conditionals, and iteration.
2. Notion of data types, and higher order data structures such as lists, and dictionaries.
3. Concepts of data handling: creating, managing and working with Data Frames using Python Pandas.
4. Structure of simple SQL queries.
5. Cyber safety.
3. Distribution of Marks
Unit No.		Unit Name		Marks
1.		Programming and Computational Thinking		30
2.		Data Handling – 1		20
3.		Data Management – 1		10
4.		Society, Law and Ethics – 1		10
5.		Practicals		30
		Total		100
4.1 Unit 1: Programming and Computational Thinking (PCT-1) (70 Theory + 60 Practical)
· Basic computer organisation: describe a computer system and mobile system, CPU, memory,
hard disk, I/O, battery, power, transition from a calculator to a computer
· Familiarization with the basics of Python programming: a simple “hello world” program, process of writing a program, running it, and print statements; simple data-types: integer, float, string
· Introduce the notion of a variable, and methods to manipulate it (concept of L-value and R- value even if not taught explicitly)
· Knowledge of data types and operators: accepting input from the console, assignment statement, expressions, operators and their precedence.
· Conditional statements: if, if-else, if-elif-else; simple programs: e.g.: absolute value, sort 3 numbers, divisibility.
· Notion of iterative computation and control flow: for, while, flowcharts, decision trees and pseudo code; write a lot of programs: interest calculation, EMI, tax calculation (examples from GST), standard deviation, correlation
· Lists and dictionary: finding the maximum, minimum, mean; linear search on a list of numbers, and counting the frequency of elements in a list using a dictionary.
· Text handling: compare, concat, and substring operations.
· Introduction to Python modules: creating and importing.
4.2 Unit 2: Data Handling (DH-1) (30 Theory + 20 Practical)
4.2.1. Introduction to Python Pandas
· Introduction to data structures in Pandas: Series, and Data Frame
· Operations on a Series: head, tail, vector operations
· Data Frame operations: create, display, iteration, select column, add column, delete column
· Binary operations in a Data Frame: add, sub, mul, div, radd, rsub
· Matching and broadcasting operations
· Missing data and filling values.
· Comparisons, Boolean reductions, comparing Series, and combining Data Frames.
4.2.2. Transfer data between CSV files/SQL databases, and Data Frame objects.
4.3. Unit 3: Data Management (DM-1) (30 Theory + 20 Practical)
· Relational databases: idea of a database and the need for it, relations, keys, primary key,
foreign key;
· Use SQL commands to create a table, keys, and foreign keys; insert/delete an entry, delete a table.
· Basic SQL: select, project, and join; indexes, and a lot of in-class practice.
4.4. Unit 4: Society, Law and Ethics (SLE-1) – Cyber safety (10 Theory)
· Cyber safety: safely browsing the web, identity protection, confidentiality, social networks,
cyber trolls and bullying
· Appropriate usage of social networks: spread of rumours, and common social networking sites (Twitter, LinkedIn, and Facebook) and specific usage rules.
· Safely accessing web sites: adware, malware, viruses, Trojans
· Safely communicating data: secure connections, eavesdropping, and phishing and identity verification.
5. Practical
S.No.	Unit Name				Marks
1.	Lab Test (12 marks)
	Python programs to test PCT (60% logic + 20% documentation + 20% code quality)				4
	Python programs to test data handling (same rules as above)				4
	SQL program (at least 4 queries)				4
2.	Report File + viva (10 marks)
	Report file: Minimum 20 Python programs (PCT + DH) and at least 8 SQL commands				7
	Viva voce (based on the report file)				3
3.	Project (that uses most of the concepts that have been learnt) See IP-2 for the rules regarding the projects.				8
5.1. Programming in Python: At least the following Python concepts should be covered in the lab
sessions: expressions, conditionals, loops, list, dictionary, and strings. The following are some representative lab assignments.
· Find the largest and smallest numbers in a list.
· Find the third largest number in a list.
· Find the sum of squares of the first 100 natural numbers.
· Find whether a string is a palindrome or not.
· Given two integers x and n, compute xn.
· Compute the greatest common divisor and the least common multiple of two integers.
· Test if a number is equal to the sum of the cubes of its digits. Find the smallest and largest
such numbers in the range of 100 to 1000.
5.2. Data Management: SQL Commands At least the following SQL commands should be covered
during the labs: create, insert, delete, select, and join. The following are some representative assignments.
· Create a student table with the student id, name, and marks as attributes where the student id
is the primary key.
· Insert the details of a new student in the above table.
· Delete the details of a particular student in the above table.
· Use the select command to get the details of the students with marks more than 80.
· Create a new table (name, date of birth) by joining two tables (student id, name) and (student id, date of birth).
· Create a new table (order ID, customer Name, and order Date) by joining two tables (order ID, customer ID, and order Date) and (customer ID, customer Name, contact Name, country).
5.3. Data Handling: The following are some representative lab assignments.
· Subtract the mean of a row from each element of the row in a Data Frame.
· Filter out rows based on different criteria such as redundant rows (same data as the row above or below).
· Find the sum of each column, or find the column with the lowest mean.
· Locate the 3 largest values in a data frame.
· Replace all negative values in a data frame with a 0.
Informatics Practices(New)
CBSE CLASS XII
Code No. 065
Optional for the academic year 2019-20 and mandatory for the academic year 2020-21 onwards
1. Prerequisites
Informatics Practices – Class XI
2. Learning Outcomes
1. Understand aggregation operations, descriptive statistics, and re-indexing columns in a Data
Frame.
2. Apply functions row-wise and element-wise on a Data Frame.
3. Understand basic software engineering: models, activities, business use-case diagrams, and version control systems.
4. Connect a Python program with a SQL database, and learn aggregation functions in SQL.
5. Have a clear understanding of cyber ethics and cybercrime. Understand the value of technology in societies, gender and disability issues, and the technology behind biometric ids.
3. Distribution of Marks
Unit No.		Unit Name	Marks
1.		Data Handling – 2	30
2.		Basic Software Engineering	15
3.		Data Management – 2	15
4.		Society, Law and Ethics – 2	10
5.		Practicals	30
		Total	100
4.1. Unit 1: Data Handling (DH-2) (80 Theory + 70 Practical)
4.1.1. Python Pandas
· Advanced operations on Data Frames: pivoting, sorting, and aggregation
· Descriptive statistics: min, max, mode, mean, count, sum, median, quartile, var
· Create a histogram, and quantiles.
· Function application: pipe, apply, aggregation (group by), transform, and apply map.
· Reindexing, and altering labels.
4.1.2. Numpy
· 1D array, 2D array
· Arrays: slices, joins, and subsets
· Arithmetic operations on 2D arrays
· Covariance, correlation and linear regression
4.1.3. Plotting with Pyplot
· Plot bar graphs, histograms, frequency polygons, box plots, and scatter plots.
4.2 Unit 2: Basic Software Engineering (BSE) (25 Theory + 10 Practical)
· Introduction to software engineering
· Software Processes: waterfall model, evolutionary model, and component based model
· Delivery models: incremental delivery, spiral delivery
· Process activities: specification, design/implementation, validation, evolution
· Agile methods: pair programming, and Scrum
· Business use-case diagrams
· Practical aspects: Version control system (GIT), and do case studies of software systems and build use-case diagrams
4.3. Unit 3: Data Management (DM-2) (20 Theory + 20 Practical)
· Write a minimal Django based web application that parses a GET and POST request, and
writes the fields to a file – flat file and CSV file.
· Interface Python with an SQL database
· SQL commands: aggregation functions, having, group by, order by.
4.4. Unit 4: Society, Law and Ethics (SLE-2) (15 Theory)
· Intellectual property rights, plagiarism, digital rights management, and licensing (Creative
Commons, GPL and Apache), open source, open data, privacy.
· Privacy laws, fraud; cybercrime- phishing, illegal downloads, child pornography, scams; cyber forensics, IT Act, 2000.
· Technology and society: understanding of societal issues and cultural changes induced by technology.
· E-waste management: proper disposal of used electronic gadgets.
· Identity theft, unique ids, and biometrics.
· Gender and disability issues while teaching and using computers.
· Role of new media in society: online campaigns, crowdsourcing, smart mobs
· Issues with the internet: internet as an echo chamber, net neutrality, internet addiction
· Case studies – Arab Spring, WikiLeaks, Bit coin
5. Practical
S.No.	Unit Name				Marks
1.	Lab Test (10 marks)
	Python programs for data handling (60% logic + 20% documentation + 20% code quality)				7
	Small Python program that sends a SQL query to a database and displays the result. A stub program can be provided.				3
2.	Report File + viva(9 marks)
	Report file: Minimum 21 Python programs. Out of this at least 4 programs should send SQL commands to a database, and retrieve the result; at least 1 program should implement the web server to write user data to a CSV file.				7
	Viva voce based on the report file				2
	Project + viva (11 marks)
3.	Project (that uses most of the concepts that have been learnt)				8
	Project viva voce				3
5.1. Data Management: SQL+web-server
· Find the min, max, sum, and average of the marks in a student marks table.
· Find the total number of customers from each country in the table (customer ID, customer Name, country) using group by.
· Write a SQL query to order the (student ID, marks) table in descending order of the marks.
· Integrate SQL with Python by importing MYSQL dB
· Write a Django based web server to parse a user request (POST), and write it to a CSV file.
5.2. Data handling using Python libraries
· Use map functions to convert all negative numbers in a Data Frame to the mean of all the numbers.
· Consider a Data Frame, where each row contains the item category, item name, and expenditure.
o Group the rows by the category, and print the total expenditure per category.
· Given a Series, print all the elements that are above the 75th percentile.
· Given a day’s worth of stock market data, aggregate it. Print the highest, lowest, and closing prices of each stock.
· Given sample data, plot a linear regression line.
· Take data from government web sites, aggregate and summarize it. Then plot it using different plotting functions of the PyPlot library.
5.3. Basic Software Engineering
· Business use-case diagrams for an airline ticket booking system, train reservation system,
stock exchange
· Collaboratively write a program and manage the code with a version control system (GIT)
6. Project
The aim of the class project is to create something that is tangible and useful. This should be done in groups of 2 to 3 students, and should be started by students at least 6 months before the submission deadline. The aim here is to find a real world problem that is worthwhile to solve. Students are encouraged to visit local businesses and ask them about the problems that they are facing. For example, if a business is finding it hard to create invoices for filing GST claims, then students can do a project that takes the raw data (list of transactions), groups the transactions by category, accounts for the GST tax rates, and creates invoices in the appropriate format. Students can be extremely creative here. They can use a wide variety of Python libraries to create user friendly applications such as games, software for their school, software for their disabled fellow students, and mobile applications, Of course to do some of this projects, some additional learning is required; this should be encouraged. Students should know how to teach themselves.
If three people work on a project for 6 months, at least 500 lines of code is expected. The committee
has also been made aware about the degree of plagiarism in such projects. Teachers should take a very strict look at this situation, and take very strict disciplinary action against students who are cheating on lab assignments, or projects, or using pirated software to do the same. Everything that is proposed can be achieved using absolutely free, and legitimate open source software.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Informatics Practices Old 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Informatics Practices Old 2018-19

INFORMATICS PRACTICES (old) CBSE

(Code No. 065)

(For the Academic year 2018-19 only)

Learning Outcomes:

· Sound knowledge of computer system.

· Ability to develop application using simple IDEs.

· Ability to use, develop & debug programs independently.

· Ability to store and retrieve data using an RDBMS.

CBSE COURSE DESIGN

Class – XI (2018-19)

Unit

Topic

Periods

Marks

Theory

Practical

Total

Introduction to Computer systems

Introduction to Programming

Relational Database Management System

IT Applications

Total

240

CBSE Unit 1: Introduction to Computer Systems

Hardware Concepts:

· Computer organization (basic concepts): CPU, Memory (RAM and ROM), I/O devices, communication bus, ports (serial, parallel), device specific ports;

· Input devices: Keyboard, Mouse, Light pen, Touch Screen, Graphics Tablet, Joystick, Microphone, OCR, Scanner, Smart Card reader, Barcode reader, QRCode reader, Biometric sensor, web camera;

· Output Devices: Monitor/Visual Display Unit (VDU), LCD screen, Television, Printer (Dot Matrix printer, Desk jet/ Inkjet/ Bubble jet printer, Laser printer), Plotter, Speaker;

· Secondary Storage Devices: Floppy Disk, Hard Disk, Compact Disk, Magnetic Tape, Digital Versatile Disk (DVD),Flash Drive, Memory cards.Comparative properties of storage media;

· Memory Units: bit, Byte (Kilobyte, Megabyte, Gigabyte, Terabyte, Petabyte)

· Encoding scheme :ASCII,ISCII & UNICODE

· E-waste disposal.

Security of computer system: Sources of attack and possible damages, malware – virus, worms,

spyware and cookies as security threat, malware detection using a tool. Computer security, digital certificate, digital signature, firewall, password, file access permissions

Types of Software:

(a) System Software:

(i) Operating systems: Need for operating system, major functions of Operating System; Examples of OS for mainframe (eg: Linux etc), PC/Server (eg: Windows, Ubuntu etc.), and mobile devices eg: Android, ios and Symbian.

(ii) Language Processors: Assembler, Interpreter, and Compiler

(b) Utility Software: Compression tools, disk defragmenter, anti-virus

(i) General Purpose Application Software: Word Processor, Presentation Tool, Spreadsheet Package, Database Management System, Integrated Development Environment (IDE)

(ii) Specific Purpose Application Software: Inventory Management System, Purchasing System, Human Resource Management System, Payroll System, Financial Accounting, Hotel Management and Reservation System etc.

Unit 2: Introduction To Programming

Getting started with Programming using IDE

· Introduction, Rapid Application Development using IDE (Integrated Development Environment) such as Netbeans; Familiarization of IDE using basic Interface components- Label, Text Field, Text Area, Button, Checkbox, Radio Button. (As per appendix A)

· Developing General Application (As per the guidelines at appendix B) – Getting Familiar with Java Swing User Interface components-Frame, Dialog, OptionPane, Panel, ScrollPane, Label, TextField, PasswordField, TextArea, Button, CheckBox, RadioButton, ComboBox, List

· Basic component handling methods and properties: setText(), getText(), isSelected(), setSelected()

CBSE Programming Fundamentals

· Data Types: Concept of data types; Built-in data types – byte, short, int, long, float, double, char, string, boolean

· Variables: Need to use variable, declaring variables, variable naming convention, assigning value to variables;

· Integer object method: parseInt

· Double object method: parseDouble, parseFloat

· Control Structures:

Decision Structure – if, if-else, switch; Looping Structure- while, do . . while, for;

Programming Guidelines:

· General Concepts; Modular approach;

· Stylistic Guidelines: Clarity and simplicity of expressions and names; Comments, Indentation;

· Running and debugging programs, Syntax Errors, Run-Time Errors, Logical Errors;

· Problem Solving Methodology: Understanding of the problem, Identifying minimum number of inputs required for output, breaking down problem into simple logical steps.

Unit 3: Relational Database Management System

Database Management System

· Introduction to database concepts: Database, Relational database, Relation/Table, Attribute/Field, Tuple / Row;

· Data Types: Text (CHAR, VARCHAR), Number (DECIMAL, INT/INTEGER), Date and Time

· Keys: Candidate key, Primary key, Alternate key, Foreign key;

· Examples of common Database Management System: MySQL, Ingres, Postgres, Oracle, DB2,

MS SQL, Sybase etc.; Common Database management tools for mobile devices (eg: SQL Lite, Postgres SQL).

Introduction to MySQL

(ANSI SQL 99 standard commands)

· Classification of SQL Commands:

DML – SELECT, INSERT, UPDATE, DELETE DDL – CREATE, DROP, ALTER

· Creating and using a database: CREATE DATABASE command to create a database, USE command to select a database.

· Creating a table: CREATE TABLE command to create a table, DESC command to display a table structure, INSERT command for inserting new rows, inserting new rows with NULL values and values of all the studied data types.

· Selection and Projection of a table.

· Displaying table data: SELECT command for selecting all the columns, selecting specific column(s), use of arithmetic operators.

· Defining and using column alias

· Eliminating duplicate values from display using DISTINCT keyword

· Limiting rows during selection (using WHERE clause)

Ø Using Comparison operators – =, <, >, <=, >=, <>, BETWEEN, IN, LIKE(%,_);

Ø Logical Operators –AND, OR, NOT and corresponding operator precedence;

· Working with NULL values.

· ORDER BY clause: Sorting in Ascending/Descending order, sorting by column alias name, sorting on multiple columns;

· Manipulating Data of a Table/Relation: UPDATE command to change existing data of a table, DELETE command for removing row(s) from a table.

· Restructuring a table: ALTER TABLE for adding new column(s) and deleting column (s) and modifying column Structure. DROP command to delete a database or a table.

Functions in MySQL:

· String Functions: ASCII(), CHAR(), CONCAT(), INSTR(), LCASE(), UCASE(), LEFT(), LOWER(), LENGTH(), LTRIM(), MID(), RIGHT(), RTRIM(), SUBSTR(), TRIM(), UPPER().

· Mathematical Functions: – POWER(), ROUND(), TRUNCATE().

· Date and Time Functions: CURDATE(), DATE(), MONTH(), YEAR(), DAYNAME(), DAYOFMONTH(), DAYOFWEEK(), DAYOFYEAR(), NOW(), SYSDATE().

Unit 4: IT Applications

· e-Governance: Definition, benefits to citizens, e-Governance websites and their salient features and societal impacts; e-Governance challenges.

· e-Business: Definition, benefits to customers and business, e-Business websites and their salient features and societal impacts; netbanking, mobile banking, e-Business challenges.

· e-Learning: – Definition, benefits to students (learners), teachers (trainers) and school (Institution) management; MOOCs (Massive Open Online Courses) ; e-Learning websites and their salient features and societal impacts; e-Learning Challenges.

In each of the above domains, identify at least two real-life problems, list the input(s) required for the expected output(s), and describe the problem solving approach. Conceptualise the design of an ICT based national mission.

Impact of ICT on society – social environmental and economic benefits, Infomania.

CBSE CLASS XI (PRACTICAL)

(2018-19)

S.No.

Description

Marks

Problem solving using Java

SQL queries

Practical Records:
Application of Productivity Tools (WP,Spreadsheets,Presentation) Simple problems using Java
SQL Queries

2
2
2

Project Work :IT Applications

Viva Voce

Total

Evaluation of Practical Examination

1. Problem solving using Java

Student is required to solve programming problems based on all concepts covered in theory throughout the year and maintain a record of these in the practical file. Student will be given a problem to be

solved using Java during final practical examination to be conducted at the end of the academic session

2. SQL Queries

Students will be trying out SQL queries in MySQL throughout the year along with course coverage in theory. Student will be asked to write 5 queries based on one table during final practical examination to

be conducted at the end of the academic session

3. Practical Record File

A practical record file is required to be created during the entire academic session. It should be duly signed by the concerned teacher on regular basis and is to be produced at the time of Final Practical Examination for evaluation. It should include the following:

· At least 2 applications using at least two productivity tools in each.

· At least 10 solutions of simple problems using IDE based Java (refer to Appendices ‘A’ & ‘B’).

· At least 20 SQL queries on any database.

· At least one IT applications – project work.

4. Viva Voce

Students will be asked oral questions during practical examination to be conducted at the end of the course. The questions will be from the entire course covered in the academic session. Out of 4 marks, 2 marks are allotted to test student‟s understanding of basic computer hardware and their functions.

Class XII (2018-19) (THEORY)

Unit

Topic

Period

Total periods

Theory Practical

Networking and Open Standards

Programming

Relational Database Management System

IT Applications

Total

240

Unit 1: Networking and Open Standards

Computer Networking:

· Networking: a brief overview,

· Communication Media: Wired Technologies – Co-Axial, Ethernet Cable, Optical Fiber; Wireless Technologies – Blue Tooth, Infrared, Microwave, Radio Link, Satellite Link;

· Network Devices: Modem, Hub, Switch, Repeater, Gateway – and their functions

· Types of network: LAN, MAN, WAN, PAN;

· Network Topologies: Star, Bus, Tree

· Network Protocols: HTTP, TCP/IP, PPP, Remote access software such as Team Viewer;

· Identifying computers and users over a network: Basic concept of domain name, MAC (Media Access Control), and IP Address, domain name resolution

· Network Security Concepts: Cyber Law, Firewall, Cookies, Hackers and Crackers

· Network security threats: Denial of service, Intrusion problems, Snooping, Eavesdropping

· Internet Applications: SMS, Voice Mail, Electronic Mail, Chat, Video Conferencing

· Wireless/Mobile Communication: GSM, CDMA, WLL, 3G, 4G

Open Source Concepts:

· Open Source Software (OSS), common FOSS/FLOSS examples (GNU/Linux, Firefox, OpenOffice, Java, Netbeans, MySQL). Common open standards (HTML, XML, ODF, TCP/IP, CSS)

· Indian Language Computing: Character encoding, UNICODE, different types of fonts (open type vs true type, static vs dynamic), Entering Indian Language Text – phonetic and key map based, Inscript.

Unit 2: Programming

Review of Class XI;

Programming Fundamentals

(Refer to Appendix A for Swing Control Methods & Properties, and Appendix B for sample guidelines of GUI Programming)

· Basic concept of Class, Object, Inheritance and

· Polymorphism Commonly used libraries:

Ø String class and methods: toString(), concat(), length(), toLowerCase(), toUpperCase(),

trim(), subString()

Ø Math class methods: pow(), round()

· Accessing MySQL database using JDBC to connect with database.

· Web application development: URL, Web server, Communicating with the web server, concept of Client and Server Side

· HTML based web pages covering basic tags – <HTML>, <TITLE>, <BODY>, <H1><H6>,

<B>,<I>,<U>, <CENTER>, <COMMENT>, <IMG>, ANCHOR <A>, Paragraph <P>, Line Break <BR>, Horizontal Rule <HR>, <FONT>, <TABLE>, <LIST> <UL>, <OL>, <FORM>

· Creating and accessing static pages using HTML and introduction to XML

Unit 3: Relational Database Management System

Review of RDBMS from Class XI Database Fundamentals

· Concept of Database transaction, Committing and revoking a transaction using COMMIT and ROLLBACK AND SAVEPOINT.

· Grouping Records: GROUP BY, Group functions – MAX(), MIN(), AVG(), SUM(), COUNT(); using COUNT(*), DISTINCT clause with COUNT; Group Functions in case of Null Values.

· Creating a Table with PRIMARY KEY, Foreign Key, Unique and NOT NULL constraints, Viewing Constraints, Using DESC command to view constraints.

· Displaying Data From Multiple Tables: Cartesian product, Union, Intersection and Equi-Join

· ALTER TABLE for

Ø Deleting column(s), modifying data type(s) of column(s),

Ø Adding a constraint, enabling constraint, dropping constraints.

· DROP Table for deleting a table or a database.

Unit 4: IT Applications

· Front-end Interface: Introduction; content and features; identifying and using appropriate component (Text Field, Radio Button, CheckBox, List etc. as learnt in Unit 2 (Programming)) for data entry, validation and display.

· Back-end Database: Introduction and its purpose, exploring the requirement of databases, tables and its essential attributes.

· Front-End and Database Connectivity: Introduction, requirement and benefits

· Demonstration and development of appropriate Front-end interface and Back-end Database for e-Governance, e-Business and e-Learning applications

· Impact of ICT on society: Social, Environmental and Economic benefits.

In each of the above domains, identify at least two real-life problems, list the expected outputs

and the input(s) required for the output, and describe the problem solving approach and develop relevant front-end interface and back-end database.

Class XII (2018-19) (Practical)

S.No.

Description

Marks

Problem Solving using Java

SQL Queries

Practical Record
·    Identify Network configuration and OSS used in school
·    Simple problems using IDE Java and Database Connectivity
·    SQL Queries
·    IT Applications

1
2
1
2

Project Work : IT Applications

Viva Voce

Total

Evaluation of Practical Examination

1. Problem Solving using Java

Student is required to solve programming problems based on all concepts covered in theory throughout the year and maintain a record of these in the practical file.

Student will be given a problem to be solved using Java during final practical examination to be conducted at the end of the academic session.

2. SQL Queries

Students will be practicing SQL queries in MySQL throughout the year alongwith course coverage in theory.

Student will be asked to write four queries based on one table and one query based on two tables during final practical examination to be conducted at the end of the academic session

3. Practical Record File

· Network Configuration and open source software used in your school.

· At least 12 solutions of simple problems using IDE based Java (refer to Appendices „A‟ & „B‟) and Solution of at least 2 simple problems incorporating Java Application & Database connectivity

· At least 24 SQL queries based on one and/or two tables

· At least two web pages using HTML

4. Project File

Students in group of 2-3 are required to work collaboratively to develop a project using Programming and Database skills learnt during the course. The project should be an application in any one of the

domains – e-Governance, e-Business and e-Learning – with GUI front-end and corresponding database at

the back-end.

5. Viva Voce

Students will be asked oral questions during practical examination to be conducted at the end of the course. The questions will be from the entire course covered in the academic session.

Question Paper Design

Class-XI (2018-19) and XII (2018-19)

S.No.

Typology of Questions

Very

Short

Long

Total

Short

Answer-I

Answer-II

Answer

Marks

Weightage

Answer

(SA-I)

(SA-II)

(L.A)

(VSA)

(2 marks)

(4 marks)

(6 marks)

(1 mark)

Knowledge Based

–

25.7

Conceptual

–

25.7

Understanding

Reasoning Based

–

25.7

Skill based

–

22.9

Total marks

70(30)

100

1. No chapter wise weightage. Care to be taken to cover all the chapters.

2. The above template is only a sample. Suitable internal variations may be made for generating similar templates keeping the overall weightage to different form of questions and topology of questions same.

3. Questions may be case based requiring problem solving skills.

4. LA Questions may be case-based requiring problem–finding and problem –solving skills.

Appendix ‘A’

Swing Control Methods & Properties

Class:

Jbutton

Swing Control:

jButton

Methods:

getText(), setText()

Properties:

Background, Enabled, Font, Foreground, Text, Label

Class:

Jlabel

Swing Control:

jLabel

Methods:

getText(), setText()

Properties:

Background, Enabled, Font, Foreground, Text

Class:

JtextField

Swing Control:

jTextField

Methods:

getText(), isEditable(), isEnabled(), setText()

Properties:

Background, Editable, Enabled, Font, Foreground, Text

Class:

JRadioButton

Swing Control:

jRadioButton

Methods:

getText(), setText(), isSelected(), setSelected()

Properties:

Background, Button Group, Enabled, Font, Foreground, Label, Selected, Text

Class:

JcheckBox

Swing Control:

jCheckBox

Methods:

getText(), setText(), isSelected(), setSelected()

Properties:

Button Group, Font, Foreground, Label, Selected, Text

Class:

ButtonGroup

Swing Control:

jButtonGroup

Methods:

Properties:

Add

Class:

JcomboBox

Swing Control:

jComboBox

Methods:

getSelectedItem(), getSelectedIndex(), setModel()

Properties:

Background, ButtonGroup, Editable, Enabled, Font, Foreground, Model,

SelectedIndex, SelectedItem, Text

Class:

Jlist

Swing Control:

jList

Methods:

getSelectedValue()

Properties:

Background, Enabled, Font, Foreground, Model, SelectedIndex, SelectedItem,

SelectionMode, Text

Class:

Jtable

Swing Control:

jTable

Methods:

addRow(), getModel()

Properties:

model

Class:

JoptionPane

Swing Control:

Methods:

showMessageDialog()

Properties:

Class:

DefaultTableModel

Swing Control:

Methods:

getRowCount(), removeRow(), addRow()

Properties:

Commonly used Methods

Class

Methods

Integer

parseInt(), toDouble(), toString()

String

concat(), length(), substring(), toDouble(), toLowerCase(), toUpperCase(), trim()

Double

parseDouble(), toString(), toInt()

Math

pow(), round()

Database Connectivity Methods

Class

Methods

Connection

createStatement(), close()

DriverManager

getConnection()

Statement

executeQuery()

ResultSet

next(), first(), last(), getString()

Exception

getMessage()

System

exit()

Note: The visual properties of any of the elements and Data connectivity methods (the properties/methods,

which are not highlighted in the above tables) will not be tested in the Theory examination but may be used by the student in the Practicals and Projects.

Sample Guidelines for GUI Programming

Appendix ‘B’

1. To display a message using Label, TextBox, MessageDialog using simple GUI applications

2. To concatenate two text entries and display using simple GUI application

3. To perform a simple arithmetic operation (+,-,*,/) and display the result in MessageDialog or TextBox using simple GUI application

4. To perform simple arithmetic operation (+,-,*,/) and display the result in TextBox using simple GUI

application

5. To make simple decision making (if statement) solution and display relevant message using GUI application (Example – Problems related to Eligibility for a given value of Age, “Profit” or “Loss” messages for given values of Cost Price and Sale Price, Grade Display for given values of Marks of students etc.)

6. To create a simple GUI application to perform both arithmetic and logical operation together (Example

– Total, Average and Grade calculation for given marks, Salary Calculation on different criteria)

7. To create a simple GUI application to perform an operation based on the criteria input by the user in a CheckBox or a RadioButton.

(Example 1: Find the Discount of an item on the basis of Category of item [Electrical Appliance/Electronic Gadget/Stationary specified using a Radio button] and its Cost [Below 1000/Above 1000/Equal to 1000 specified using a Radio button]).

(Example 2: Calculate the incentive of a Sales Person on the basis of his Sales Amount, Customer Feedback, Count of Customer specified using CheckBox)

8. To create a simple GUI application to change the property of a swing element based on the selection made by the user

(Example 1: To change the background or Foreground color of any of the Swing elements of the form based on the color selected from a list)

(Example 2: To change the foreground and background color of a label based on the values input/stored in a combo box)

9. To create a simple GUI application for repeatedly doing a task based on the user input. (Example: To display the multiplication table of a number input by the user)

10. To store the data (Admission No., Name, Date of Birth, Class and Section) of 10 students in a table

[Table] and find total number of students in each class and section.

Sample Guidelines for Connectivity Problems

11. To create a simple GUI application that counts and displays the number of records present in a database table.

12. To create a simple GUI application that displays the records of a database table in a tabular format (using jTable) on the GUI form.

13. To create a simple GUI application that displays the records of a database table in a tabular format (using jTable) on the GUI form based on a criteria input by the user.

14. To create a simple GUI application to perform a calculation based on a value retrieved from database table and a value entered by the user in a GUI application.

Know More (beyond syllabus):

· Teachers may also motivate students to search for topics of emerging ICT technologies such as Web Services, Cloud Computing, SDK on Android etc. for group discussions and presentations.

· Students may be encouraged for collaborative programming and remote trouble shooting.

CBSE Suggested Textbooks:

· Informatics Practices (Class XI) published by CBSE

· Informatics Practices (Class XII) published by CBSE

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Home Science 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Home Science 2018-19

HOME SCIENCE (Code No. 064)

(CLASS – XI)

SESSION: 2018-19

(Human Ecology and Family Sciences)

Home Science as a discipline aims to empower learners by developing understanding of five different

areas namely:

Food and Nutrition

Human Development, Childhood Studies Resource Management

Fabric and Apparel Science

Development Communications and Extension

The subject helps students to understand changing needs of Indian society, academic principles as well as

develop professional skills.This would make them competent to meet challenges of becoming a responsible citizen.

Objectives: The syllabus at Senior Secondary level develops an understanding in the learners that the

knowledge and skills acquired through Home Science facilitates development of self, family and community. It endeavors to –

Acquaint learners with the basics of human development with specific reference to self and child. Help to develop skills of judicious management of various resources.

Enable learners to become alert and aware consumers.

Impart knowledge of nutrition and lifestyles to enable prevention and management of diseases. Inculcate healthy food habits.

Help to develop understanding of textiles for selection and care of clothes.

Develop skills of communication to assist in advocacy and dissemination of knowledge tocommunity.

CLASS XI (2018 – 19)

COURSE STRUCTURE (THEORY)

One Paper (Theory) 70 Marks

Time: 3 Hours Periods: 220

No.

Units

No. of Pd.

Marks

Introduction: Evolution of the discipline and its relevance to the quality of life

Understanding oneself: Adolescence

Understanding Family, Community and Society

Childhood

Adulthood

Total

180

Practical

Grand Total

220

100

Class XI

Theory: 70Marks Total Periods 180

Introduction: Evolution of the discipline and its relevance to 05

the quality of life

Unit I: Understanding oneself: Adolescence 55

Ch-2 Understanding the self

A. „Who am I‟?

B. Development and Characteristics of the self

C. Influences on identity

-Biological and physical changes

-Socio-cultural contexts

-Emotional changes

-Cognitive changes

Ch-3 Food, nutrition, health and fitness- Introduction, Balanced Diet, Health and Fitness, Using basic food groups for planning balanced diets, Vegetarian food guide, Dietary patterns in adolescence, modifying diet related behavior, Factors influencing eating behavior, Eating disorders at adolescence.

Ch-4 Management of resources – time, money, energy and space- Introduction, Human and Non- Human Resources, Individual and shared resources, Natural and community resources, Characteristics of Resources, Managing resources, The management process.

Ch-5 Fabric around Us- Introduction, Fibre properties, Classification of textile fibres, Yarns, Fabric production, Textile Finishing.

Ch-6 Media and communication technology- Communication and communication technology, What is media? What is communication technology?

Unit II: Understanding family, community and society 30

Ch-7 Relationships and interactions with „significant others‟:

-Family

-School – peers and educators

-Community and Society

Ch-8 Concerns and needs in diverse contexts: Family, school, community and society Key areas:

a. Health, Nutrition and Hygiene- Introduction, Health and its dimensions, Health care, Indicators of Health, Nutrition and Health, Nutrients, Factors affecting nutritional well- being, Nutritional problems and their consequences, Hygiene and Sanitation.

b. Work, Worker and workplace- Introduction, Work, Worker, Workplace.

c. Resource availability and Management- Time Management, Space Management.

Unit III: Childhood 40

Ch-9 Survival, Growth and Development- Meaning, areas, stages in development.

Ch-10 Nutrition, Health and Wellbeing- Introduction, Nutrition, Health and Wellbeing during infancy; Nutrition, Health and Wellbeing of preschool children; Nutrition, Health and Wellbeing of school- age children, Factors that influence diet intake of pre-school age and school- age children, Healthy habits, Health & nutrition issues of school- age children.

Ch-11 Care and Education- Introduction, Infancy & early childhood years, Meaning of care & education, Who provides Early childhood care & education (ECCE)? Care and education during middle childhood years, difficulties and nature of primary education.

Ch-12 Our Apparel- Clothing functions and the selection of clothes, Factors affecting selection of clothing in India, Understanding children‟s basic clothing needs, Clothing requirements at different childhood stages, Clothing for children with special needs.

Unit IV: Adulthood 50

Ch-13 Health and Wellness- Health scenario in India, Healthy persons,

Fitness, What is wellness? Dimensions of wellness, Stress and coping with stress.

Ch-14 Financial Management and Planning – Introduction, Family Income, Types of family income, Importance of Money, Income Management, Budget, Control in money management, Savings, Investment, Savings & Investment avenues, Credit.

Ch-15 Care and Maintenance of Fabrics – Introduction, Mending, Laundry, Stain removal, Finishing, Storage of textile products, Factors affecting fabric care, Care label.

HOME SCIENCE- PRACTICAL

CLASS XI (2018 –19)

Pd. 40 Marks: 30

(Teachers can select practicals and project according to their choice)

1. Study of physical self with reference to:

a) Age, height, weight, hip size, round chest/bust, round waist

b) Age at menarche: girls

c) Growth of beard, change in voice: boys

d) Colour of hair and eyes

2. Understanding oneself with reference to :

a) Developmental norms

b) Peers, both male and female

c) Health status

d) Garment sizing

3. a) Record own diet for a day

b) Evaluate qualitatively for adequacy

4. a) Record the fabrics and apparel used in a day

b) Categorize them according to functionality

5. a) Record one day‟s activities relating to time use and work

b) Prepare a time plan for oneself.

6. a) Record own emotions for a day in different contexts

b) Reflect on the “why” of these emotions and ways of handling them

7. List and discuss five messages from print and electronic media which have influenced one self.

8. Collection of information from different regions in India and critical

discussion on:

a. Food practices including food taboos, fasting and festivity preparations

b. Clothing practices related to rites, rituals and occupation

c. Child care practices in early years – gender similarities and differences

d. Traditional forms of communication including festive and special occasions

9. List and discuss 4-5 areas of agreement and disagreement with:

a) Mother

b) Father

c) Siblings

d) Friends

e) Teacher

How would you resolve the disagreements to reach a state of harmony and mutual acceptance?

10. Documentation of a traditional textile art/craft of neighbouring area.

11. Visit to any one programme/ institution (Govt. /NGO) for children; observation of activities in the programme and report writing.

Observation of any two children of different ages in the neighbourhood and reporting

on their activities and behavior.

12. Construction of Quality Of Life (QOL) and Human Development Index(HDI).

13. Relationship of fibre properties to their usage: 3 marks

a) Thermal property and flammability

b) Moisture absorbency and comfort

14. Study one female adult and one male adult in the age range of 35 to 60 years

with reference to:

a) Health and illness

b) Physical activity and time management

c) Diet behavior

d) Coping with challenges

e) Media availability and preferences

15. Calculation of nutritive value of foods to identify rich sources of nutrients.

16. Preparation of different healthy snacks for an adolescent suitable in her/his context.

17. Study of labels on:

a) Food

b) Drugs and cosmetics

c) Fabrics and apparel

d) Consumer durables

18. Observation and recording of group dynamics in different locations/ situations

such as:

a) Home

b) Eateries

c) Playfield

d) School

e) Recreation areas

19. Analysis of own communication styles and skills.

20. Plan a budget for self for a given situation/ purpose.

21. List five problems faced by self or family as consumer. Suggest solutions to overcome the same.

HOME SCIENCE CLASS XI (2018 –19)

PRACTICAL

Maximum Marks: 30 Periods:40

(Teachers can select practicals from above mentioned list according to their choice)

Understanding oneself: Adolescence

4 Marks

Understanding Family, Community and Society

4 Marks

Childhood

4 Marks

Adulthood

4 Marks

Project Work (Any Topic)

6 marks

Practical File

4 Marks

Viva

4 Marks

Textbooks:

1. Human Ecology and Family Sciences – Part I, Class- XI, NCERT Publication

2. Human Ecology and Family Sciences – Part II, Class- XI, NCERT Publication

QUESTION PAPER DESIGN 2018-19

HOME SCIENCE

CODE NO. 064

CLASS-XI

TIME: 3 Hours

Max. Marks: 70

S.
No.

Typology of Questions

Learning outcomes and Testing Skills

Very Short Answer (VSA)
(1 Mark)

Short Answer (SA)
(2 Marks)

Case study and picture based
(3 Marks)

Long Answer
–I (LA- I)
(4Marks)

Long Answer
–II (LA-II)
(5 Marks)

Total Marks

%
Weig htage

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

Reasoning
Analytical Skills
Critical thinking

26%

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

–

17%

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)

30%

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

–

17%

Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes)

–

10%

TOTAL

1×6=6

2×7=14

3×2=6

4×6=24

5×4=20

100%

ESTIMATED TIME

10 min.

35 min.

20 min.

50 min.

165
min.+15min. For revision

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

Scheme of questions

There will be no choice in the question paper. Weightage to difficulty level of questions

S. No.

Estimated difficulty

Percentage

Easy

Average

Difficult

HOME SCIENCE (Code No. 064)

CLASS XII (2018 – 19) COURSE STRUCTURE (THEORY)

One Paper (Theory) 70 Marks

Time: 3 Hours Periods: 220

Unit

No. of periods

Marks

Human Development: Life Span Approach (Part II)

Nutrition during life span

III

Money Management and Consumer Education

Apparel: Designing, Selection and Care

Community Development and Extension (Part II)

Career Options after Home Science Education

Practical

Total

220

100

Unit I: Human Development: Life Span Approach (Part II) 40 Periods

A. Adolescence (12 – 18 years)

(i) Growth & Development – Domains and principles.

(ii) Meaning, characteristics and needs.

(iii) Influences on identity formation

(a) Biological and Physical changes-early and late matures. (Role of heredity and environment)

(b) by social, culture and media.

(d) Cognitive changes.

(iv) Specific issues and concerns

(a) Eating disorders-Causes, consequences and management – Anorexia Nervosa, Bulimia.

(b) Depression

(d) Related to sex

(e) Handling stress and peer pressure

B. Adulthood:

(i) Young & middle adulthood: Understanding and management of new responsibilities, carrier marriage and family.

(ii) Late Adulthood/Old age:

(a) Health and Wellness: physical, social, emotional, financial, recreational needs

(b) Care for elderly (at home and outside – old age home)

Unit II: Nutrition for Self, Family and Community 40 Periods

(a) Meal Planning: Meaning and importance, principles and factors affecting meal planning;

Nutritional needs, food preferences and modifications of diets in different age groups: infants, children, adolescence, adults, elderly and in special conditions: pregnancy and lactation (including traditional foods given in these conditions)

(i) Use of basic food groups (ICMR) and serving size in meal planning

(ii) Factors influencing selection of food: culture, family food practices, media, peer group, availability of foods, purchasing power, individual preference & health.

(b) Food safety and quality:

(i) Safe food handling (personal, storage, kitchen, cooking and serving).

(ii) Safety guards against food adulteration, definition and meaning of food adulteration as given by FSSAI (Food Safety and Standard Authority of India).

(iii) Common adulterants present in cereals, pulses, milk and milk products, fats and oils, sugar, jaggery, honey, spices and condiments.

(iv) Effects of some of the adulterants present in the foods: kesari dal, metanil yellow, argemone seeds.

(v) Food standards (FPO, Agmark, ISI).

nutrients and methods of cooking.

(d) Modification of diet according to common ailments: diarrhoea, fever, jaundice, hypertension,

diabetes and constipation. Physiological changes, clinical symptoms, requirements and dietary requirements in each condition.

Unit III: Money Management and Consumer Education 40 Periods

(a) Family Income:

(i) Various sources of family income: money income

real income (direct and indirect) psychic income

(ii) Supplementing family income-need and ways; need and procedure for maintaining household accounts (daily, weekly and monthly).

(b) Savings and Investment:

(i) Meaning and importance of savings.

(ii) Basis for selection of investment methods: risk, security, profit, tax saving.

(iii) Ways/methods of investment –

Bank schemes (saving, fixed, recurring);

Post Office schemes (savings, recurring deposit, monthly income scheme, National

saving certificate, Senior citizen scheme); Insurance schemes (whole life, mediclaim);

Public Provident Fund (PPF), Provident Fund (PF).

(iv) Consumer Protection and Education: Meaning, problems faced by consumer, Consumer Protection Amendment Act (2011); Consumer aids: labels, standardization marks, (ECO Mark, Hallmark, Wool mark, Silk mark), advertising, leaflets, and Consumer redressal forum, Internet.

Unit IV: Apparel: Designing, Selection and Care 40 Periods

(i) Application of elements of art and principles of design in designing apparel.

(ii) Selection and purchase of fabrics- purpose, cost, season, quality, durability, ease of maintenance and comfort.

(iii) Selection of apparel- factors influencing selection of apparel- age, size, climate, occupation, figure, occasion, fashion, drape cost and workmanship.

(iv) Care and maintenance of clothes:

(a) Cleansing agents: soaps and detergents (basic differences and their utility);

(b) Stain removal – General principles of stain removal, stain removal of tea, coffee, lipstick, ball pen, Grease, Curry and Blood.

Unit V: Community Development and Extension (Part II) 20 Periods

(i) Water safety: Safe drinking water-importance of potable water for good health, and its qualities, simple methods of making water safe for drinking; boiling, filtering (traditional and modern technology), use of alum, chlorine.

(ii) Salient features of income generating schemes

DWCRA (Development of Women and Children in Rural Area)

MGNREGA (Mahatma Gandhi National Rural Employment Guarantee Act, 2005)

Unit VI: Career Options after Home Science Education 05 Periods

Career options of self and wage employment of various fields of Home Science.

HOME SCIENCE

CLASS XII (2018 – 19)

PRACTICAL Maximum Marks: 30

Periods: 35

1) Human Development: Life Span Approach (Part II)

Activities

Identify the problems of adjustment of adolescents with the help of a tool (group activity) and make a report.

Spend a day with an aged person and observe the needs and problems. Write a report.

List and discuss at least 4 areas of agreement and disagreement of self with:-

a) Mother

b) Father

c) Siblings

d) Friends

e) Teacher

2) Nutrition for Self, Family and Community

Activities

Record one day diet of an individual and evaluate it against principles of balanced diet.

Plan a meal and modify for any one physiological condition – Fever, Diarrhoea, Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old age and Infants. Prepare a dish.

Identify food adulteration: using visual and chemical methods; Turmeric, Chana Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee.

Prepare ORS Solution.

3) Money Management and Consumer Education

Collect and fill savings account opening form in Post Office and Bank.

Fill up the following forms and paste in file: Withdrawal slip, Deposit slips, Draft slip and cheque (bearer of A/c payee).

Collect labels of any three products and compare them with mandatory requirements.

Prepare one label each of any three items bearing ISI, FPO, Agmark.

4) Apparel: Designing, Selection and Care

Illustrate principles of design or elements of art on a paper or cloth and evaluate them. Removal of different types of stains: tea, coffee, curry, grease, blood, lipstick, ball pen. Examine and evaluate readymade garments for their workmanship. [at-least two]

Make sample of Hemming, Backstitch, Interlocking, and Press buttons, hooks and eye.

5) Community Development and Extension

Visit any two places (home/restaurant/school/business centre, etc.) and observe its measure for safe drinking water and general conditions of hygiene around it.

Scheme for practical examination (Class XII)- 30 marks

1. Unit I-Human Development: Life Span Approach (Part II)- Project Report-5 marks

2. Unit II- Nutrition for Self, Family and Community-

a) Plan a meal and modify and prepare a dish for any one physiological condition Fever, Diarrhoea,

Constipation, Jaundice, Hypertension, Diabetes, Pregnancy, Lactations, Old age and Infants- 5 marks

b) Identify food adulteration: using visual and chemical methods; Turmeric, Chana Dal, Bura Sugar, Milk, Tea leaves, Coriander, Black Pepper Seeds, Desi-ghee- 2 marks

3. Unit III-Money Management and Consumer Education

a) Prepare one label each of any three items bearing ISI, FPO, Agmark.- 2 marks

b) Filling up of paying slip either to deposit cash or cheque- 2 marks

4. Unit IV- Apparel: Designing, Selection and Care

a) Removal of different types of stains- Tea, coffee, grease, blood, lipstick, ballpen (Any two)

Readymade garment- Quality check – 2marks

b) Make sample of hemming/backstitch/interlocking/fastener- 2marks

5. Unit V-Community Development and Extension- Survey Report- 4 marks

6. File- 4 marks

7. Viva- 2marks

Reference books for teachers:

1. Human Ecology and Family Sciences – Part I, Class- XII, NCERT Publication

2. Human Ecology and Family Sciences – Part II, Class- XII, NCERT Publication

QUESTION PAPER DESIGN 2018-19

HOME SCIENCE

CODE NO. 064

CLASS- XII

TIME: 3 Hours

Max. Marks: 70

S.
No.

Typology of Questions

Learning outcomes and Testing Skills

Very Short Answer (VSA)
(1
Mark)

Short Answer (SA)
(2
Marks)

Case study and picture based
(3
Marks)

Long Answer
–I (LA- I)
(4
Marks)

Long Answer – II (LA-II)
(5 Marks)

Total Marks

%
Weightage

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

Reasoning
Analytical Skills
Critical thinking

26%

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

–

17%

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)

30%

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

–

17%

Evaluation-(Appraise, judge, and/or justify the

–

10%

value or worth of a decision or outcome, or to predict outcomes)

TOTAL

1×6=6

2×7=14

3×2=6

4×6=24

5×4=20

100%

ESTIMATED TIME

10
min.

35 min.

20 min.

50 min.

165 min.+15 min. For revision

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

Scheme of questions

There will be no choice in the question paper. Weightage to difficulty level of questions

S. No.

Estimated difficulty

Percentage

Easy

Average

Difficult

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) History 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) History 2018-19

Rationale

HISTORY (Code No. 027) CBSE

(Session 2018 – 19)

Through a focus on a series of critical historical issues and debates (class XI) or on a range of important

historical sources (class XII), the students would be introduced to a set of important historical events and processes. A discussion of these themes, it is hoped, would allow students not only to know about these

events and processes, but also to discover the excitement of reading history.

Objectives:

Effort in these senior secondary classes would be to emphasize to students that history is a critical discipline, a process of enquiry, a way of knowing about the past, rather than just a collection of facts. The syllabus would help them to understand the process through which historians write history, by choosing and assembling different types of evidence, and by reading their sources critically. They will appreciate how historians follow the trails that lead to the past, and how historical knowledge develops.

The syllabus would also enable students store/relate/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of enquiry within history and the allied disciplines.

The syllabus in class XI is organized around some major themes in the world history. The themes have been selected so as to (i) focus on some important developments in different spheres-political, social, cultural and economic,(ii) study not only the grand narratives of development-urbanization, industrialization and modernization-but also to know about the processes of displacements and marginalization. Through the study of these themes students will acquire a sense of the wider historical processes as well as an idea of the specific debates around them.

The treatment of each theme in class XI would include (a) an overview of the theme under discussion,

(b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue.

In class XII the focus will shift to a detailed study of some themes in ancient, medieval and modern Indian history although the attempt is to soften the distinction between what is conventionally termed as ancient, medieval and modern. The object would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course will be built on the knowledge that the students have acquired in the earlier classes.

Each theme in class XII will also introduce the students to one type of source for the study of history. Through such a study students would begin to see what different types of sources can reveal and what they cannot tell. They would come to know how historians analyze these sources, the problems and difficulties of interpreting each type of source, and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources.

Each theme for class XII will be organized around four sub heads: (a) a detailed overview of the events, issues and processes under discussion, (b) a summary of the present state of research on the theme, (c) an account of how knowledge about the theme has been acquired, (d) an excerpt from a primary source related to the theme, explaining how it has been used by historians.

While the themes in both these classes (XI and XII) are arranged in a broad chronological sequence, there are overlaps between them. This is intended to convey a sense that chronological divides and periodization do not always operate in a neat fashion.

In the text books each theme would be located in a specific time and place. But these discussions would

be situated within a wider context by (a) plotting the specific event within time-lines, (b) discussing the particular event or process in relation to developments in other places and other times.

CBSE CLASS–XI (2018 – 19)

Paper One Theory Max. Marks: 100 (80+20)

Time: 3 hours

S. No.

Units

Periods

Marks

Introduction to World History

Section A: Early Societies

Introduction

From the beginning of time

Early cities

Section B: Empires

Introduction

An empire across three continents

Central Islamic lands

Nomadic Empires

Section C: Changing Traditions

Introduction

10.

Three orders

11.

Changing cultural traditions

12.

Confrontation of cultures

Section D: Paths to Modernization

13.

Introduction

14.

The Industrial Revolution

15.

Displacing indigenous People

16.

Paths to modernization

Map work (units 1-16 )

Project Work

Total

220 Periods

100 marks

CBSE Class XI: Themes in World History

Themes
Periods

Objectives

1.    Introduction to World History                   (8)
SECTION A: EARLY SOCIETIES                          (40)
2.    Introduction                                              (7)
3.    From the Beginning of Time                    (18)
Focus: Africa, Europe till 15000 BCE
(a)   Views on the origin of human beings.
(b)   Early societies.
(c)   Historians’ views on present-day gathering- hunting societies.
4.    Early Cities                                              (15)
Focus: Iraq, 3rd millennium BCE
(a)   Growth of towns.
(b)   Nature of early urban societies.
(c)   Historians’ Debate on uses of writing.
SECTION B: EMPIRES                                        (50)
5.    Introduction                                              (7)
6.    An Empire across Three Continents        (15)
Focus: Roman Empire, 27 BCE to 600 CE.
(a)   Political evolution
(b)   Economic expansion
(c)   Religio-cultural foundation
(d)   Late Antiquity.
(e)   Historians’ views on the institution of Slavery.
7.    Central Islamic Lands                              (15)
Focus: 7th to 12th centuries
(a)   Polity
(b)   Economy
(c)   Culture.
(d)   Historians’ viewpoints on the nature of the crusades.
8.    Nomadic Empires                                    (13)
Focus: the Mongol, 13th to 14th century
(a)   The nature of nomadism.
(b)   Formation of empires.
(c)   Conquests   and   relations   with   other states.

Familiarize the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering people can be used to understand early societies.
Familiarize the learner with the nature of early urban Centre’s.
Discuss whether writing is significant as a marker of civilization.
Familiarize the learner with the history of a major world empire.
Discuss whether slavery was a significant element in the economy.
Familiarize the learner with the rise of Islamic empires in the Afro-Asian territories and its implications for economy and society.
Understand what the crusades meant in these regions and how they were experienced.
Familiarize the learner with the varieties of nomadic society and their institutions.

(d)   Historians’ views on nomadic societies
and state formation.
SECTION C: CHANGING TRADITIONS                 (50)
9.    Introduction                                              (7)
10. Three Orders                                          (14)
Focus: Western Europe, 13th-16th century
(a)   Feudal society and economy.
(b)   Formation of states.
(c)   Church and Society.
(d)   Historians’ views on decline of feudalism.
11. Changing Cultural Traditions                   (15)
Focus on Europe, 14th to 17th century.
(a)   New ideas and new trends in literature and arts.
(b)   Relationship with earlier ideas
(c)   The contribution of West Asia.
(d)   Historians’ viewpoints on the validity of the notion ‘European Renaissance’.
12. Confrontation of Cultures                       (14)
Focus on America, 15th to 18th century.
(a)   European voyages of exploration.
(b)   Search for gold; enslavement, raids, extermination.
(c)   Indigenous people and cultures – the Arawaks, the Aztecs, the Incas.
(d)   The history of displacements.
(e)   Historians’ viewpoints on the slave trade.
SECTION D:
PATHS TO MODERNIZATION                             (52)
13. Introduction                                              (7)
14. The Industrial Revolution                        (15)
Focus on England, 18th and 19th century.
(a)   Innovations and technological change
(b)   Patterns of growth.
(c)   Emergence of a working class.
(d)   Historians’ viewpoints, Debate on ‘Was there an Industrial Revolution?’
15. Displacing Indigenous People           (15) Focus on North America and Australia, I8th-20th century.
(a)   European colonists in North America and Australia.

Discuss whether state formation is possible in nomadic societies.
Familiarize the learner with the nature of the economy and society of this period and the changes within them.
Show how the debate on the decline of feudalism helps in understanding processes of transition.
Explore the intellectual trends in the period.
Familiarize students with the paintings and buildings of the period
Introduce the debate around the idea of ‘Renaissance’.
Discuss changes in the European economy that led to the voyages.
Discuss the implications of the conquests for the indigenous people.
Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”.
Understand the nature of growth in the period and its limits.
Initiate students to the debate on the idea of industrial revolution.
Sensitize students to the processes of displacements that accompanied the development of America and Australia.

(b)   Formation of white settler societies.
(c)   Displacement and repression of local people.
(d) Historians’ viewpoints on the impact of European settlement on indigenous population.
16. Paths to Modernization*                          (15)
Focus on East Asia, late 19th and 20th century.
(a)   Militarization and economic growth in Japan.
(b)   China and the Communist alternative.
(c)   Historians’ Debate on the meaning of modernization
(NOTE*: Keeping in view the importance of both the themes i.e. Japan and China, it is advised that both must be taught in the schools)
17. Map Work on Units 1-16                          (10)

Understand the implications of such processes for the displaced populations.
Make students aware that transformation in the modern world takes many different forms.
Show how notions like ‘modernization’ need to be critically assessed.

18. Project work –                                                                                                               (10) periods
Please refer Circular separately for guidelines. Project work will help students:
To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
To develop skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.
To develop 21st century managerial skills of co-ordination, self-direction and time management.
To learn to work on diverse cultures, races, religions and lifestyles.
To learn through constructivism-a theory based on observation and scientific study.     To inculcate a spirit of inquiry and research.
To communicate data in the most appropriate form using a variety of techniques.     To provide greater opportunity for interaction and exploration.
To understand contemporary issues in context to our past.
To develop a global perspective and an international outlook.
To grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.
To develop lasting interest in history discipline.

History: Project Work

Class XI (2018-19)

List of Few Suggestive Topics for Projects

1. Anthropological Research based on Darwin’s Theory

2. Critique of the industrialization in Britain

3. Relations and impacts of past crusades

4. Making and unmaking of Mesopotamia

5. Paradigms of Greco-Roman civilization

6. Aspirations of women in Renaissance period

7. Paths to Modernization of Japan / China

8. An Exploratory study into Humanism

9. Piecing together the past of Genghis Khan

10. An in depth study into “now and then” paradigm of Christianity

11. An exploratory study into the realism and the transmission of Humanistic ideas

12. Scientific Revolution and the origins of modern science

13. An exploratory study into the making of America

14. Myriad Realms of Slavery in ancient, medieval and modern world

15. Learning about global Sufism

16. History of aborigines – America / Australia

QUESTION PAPER DESIGN(2018 – 19)
HISTORY Code No. 027

Class- XI

Time: 3 Hours

Max. Marks: 80

S.
No.

Typology of Questions

Learning outcomes and Testing Competen cies

V.
Short Answer
-(2
Marks)

Short Answer
– (4
Marks)

Passage Based
-(5Marks)

Long Answer
-(8
Marks)

Map Wor k
-(5
Marks)

Marks

%
Weightage (Approx.)

Remembering- (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or list/ state the information)

Reaso ning Analyt ical Skills
Map identificatio n skills , etc.

–

17%

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

24%

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)

24%

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

24%

Evaluation- (Appraise, Argue, judge, support, critique, and/or justify the value or worth of a decision or outcome, or to predict outcomes)

Map skill based question- Identification, location, significance.

Total

4×2=8

5×4=20

3×5= 15

4×8=32

1×5=5

100%

*1 Map question of 5 marks having 5 items carrying 1 mark each.

I. Weightage to content

Section A: Early Societies

15 Marks

Section B : Empires

20 Marks

Section C: Changing Traditions

20 Marks

Section D: Paths to Modernization

20 Marks

Map Work Unit 1- 16

5 Marks

Project Work

20 marks

Accordingly teacher can reduce weightage of the corresponding sections

Total

100 Marks

II. Weightage to Difficulty level

Estimated Difficulty Level

Percentage

(i) Easy (E)

30%

(ii) Average (AV)

50%

(iii) Difficult (D)

20%

Scheme of Option: No internal choice except for blind students.

III. Division of Question Paper

The Question paper will be divided into A, B, C, D and E.

Part A will carry 4 very short answer questions of 2 marks each.

Part B will carry 5 short answer questions of 4 marks each. (Note: Value based question will not be asked)

Part C will carry 4 long questions of 8 marks each (word limit ‘350’).

Part D will carry 3 passage-based questions. The number of questions will be three, carrying 5 marks each (no internal choice). The passages will be taken from the textbooks as directed therein.

Part E will have 1 map question of 5 marks. Items covered are ‘Identification and Location’.

IV. Scheme of Option

Part A will have no choice.

Part B will have 5 questions from all the four sections, out of which the student will attempt any 4 questions. (from 4 sections of the book).

Part C will carry four long answer questions. The number of questions will be 5 carrying 8 marks each. (Each question, from four sections). Student will have to answer any four questions.

Part D will be passage-based questions. There will be THREE passages, ONE from each section followed

by questions. There will be no internal choice.

In Part E, there will be one map question -Test items will be ‘identification and significance’.

V. Weightage of marks section-wise

VSA
2 Marks

SA
4 Marks

Passage Based

Long Answer

Map Questions

Total

Section A: Early Societies

2(1)

4(1)

8(1)

14 Marks

Section B: Empires

2(1)

4(1)

5(1)

8(1)

19 Marks

Section C: Changing Traditions

2(1)

4(1)

5(1)

8(1)

19 Marks

Section D: Paths to Modernization

2(1)

4(1)
4(1)

5(1)

8(1)

19 Marks
+4=23

Map Work Unit 1- 16

5(1)

5 Marks

Project Work –

20 marks

4×2=8

5×4=20

5×3=15

8×4=32

5×1=5

(80+20=100)

HISTORY (Code No. 027)

Class XII – Syllabus (2018-19)

Paper One Theory Max Marks: 100(80+20)

Units

Periods

Marks

Themes in Indian History Part-I
Units 1 – 4

Themes in Indian History Part-II
Units 5 – 9

Themes in Indian History Part-III
Units 10 – 15

Unit 16 : Map Work

Project work

220

100

Class XII: Themes in Indian History

Themes

Objectives

PART – I
1. The Story of the First Cities: Harappan Archaeology. (13)
Broad overview: Early urban centres.
Story of discovery: Harappan civilization
Excerpt: Archaeological report on a major site.
Discussion: How it has been utilized by archaeologists/historians.
2. Political and Economic History: How (14) Inscriptions tell a story.
Broad overview: Political and economic history from the Mauryan to the Gupta period.
Story of discovery: Inscriptions and the decipherment of the script. Shifts in the understanding of political and economic history.
Excerpt: Asokan inscription and Gupta period land grant.
Discussion: Interpretation of inscriptions by historians.
3. Social Histories: Using the Mahabharata (14)

Familiarize the learner with early urban centres as economic and social institutions.
Introduce the ways in which new data can lead to a revision of existing notions of history.
Illustrate steps of making archaeological reports.
Familiarize the learner with major trends in the political and economic history of the subcontinent.
Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.
Familiarize the learner with issues in social history.

Broad overview: Issues in social history,
including caste, class, kinship and gender.
Story    of    discovery:    Transmission    and publications of the Mahabharata.
Excerpt: from the Mahabharata, illustrating how it has been used by historians.
Discussion: Other sources for reconstructing social history.
4.   A History of Buddhism: Sanchi Stupa       (14) Broad overview:
(a) A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Saivism.
(b) Focus on Buddhism.
Story of discovery: Sanchi stupa
Excerpt: Reproduction of sculptures from Sanchi.
Discussion: Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism.
PART-II
5.   Medieval Society through Travelers’        (13) Accounts
Broad overview:
Outline of social and cultural life as they appear in travelers’ accounts.
Story of their writings: A discussion of where they travelled, why they travelled, what they wrote, and for whom they wrote.
Excerpts: from Alberuni, Ibn Batuta, Bernier.
Discussion: What these travel accounts can tell us and how they have been interpreted by historians.
6. Religious Histories: The Bhakti-Sufi Tradition (13)
Broad overview:
(a) Outline of religious developments during this period.
(b) Ideas and practices of the Bhakti-Sufi saints.
Story   of   Transmission:   How   Bhakti-Sufi compositions have been preserved.
Excerpt: Extracts from selected Bhakti-Sufi works.

Introduce strategies of textual analysis and their use in reconstructing social history.
Discuss the major religious developments in early India.
Introduce strategies of visual analysis and their use in reconstructing histories of religion.
Familiarize the learner with the salient features of social histories described by the travelers.
Discuss how travelers’ accounts can be used as sources of social history.
Familiarize the learner with religious developments.
Discuss ways of analyzing devotional literature as sources of history.

Discussion: Ways in which these have been interpreted by historians.
7.   New Architecture: Hampi                        (13) Broad overview:
(a) Outline     of     new     buildings     during Vijayanagar period-temples, forts, irrigation facilities.
(b) Relationship between architecture and the political system.
Story of Discovery: Account of how Hampi was found.
Excerpt: Visuals of buildings at Hampi
Discussion: Ways in which historians have analyzed and interpreted these structures.
8.   Agrarian Relations: The Ain-i- Akbari       (13) Broad overview:
(a) Structure of agrarian relations in the 16th and 17th centuries.
(b) Patterns of change over the period.
Story    of    Discovery:    Account    of    the compilation and translation of Ain-i-Akbari.
Excerpt: from the Ain-i-Akbari
Discussion: Ways in which historians have used the text to reconstruct history.
9.   The Mughal Court: Reconstructing           (13) Histories through Chronicles
Broad overview:
(a) Outline of political history 15th-17th centuries.
(b) Discussion   of   the   Mughal   court   and politics.
Story of Discovery: Account of the production of court chronicles, and their subsequent translation and transmission.
Excerpts:     from     the     Akbarnama     and Padshahnama.
Discussion: Ways in which historians have used the texts to reconstruct political histories.

Familiarize the learner with the new buildings that were built during the time.
Discuss the ways in which architecture can be analyzed to reconstruct history.
Discuss developments in agrarian relations.
Discuss how to supplement official documents with other sources.
Familiarize the learner with the major landmarks in political history.
Show how chronicles and other sources are used to reconstruct the histories of political institutions.

PART – III                                          ( Periods 80)
10. Colonialism and Rural Society: Evidence from Official Reports                                       (13)
Broad overview:
(a) Life of zamindars, peasants and artisans in the late 18th century
(b) East India Company, revenue settlements and surveys.
(c) Changes over the nineteenth century.
Story of official records: An account of why official investigations into rural societies were undertaken and the types of records and reports produced.
Excerpts: From Firminger’s Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report.
Discussion: What the official records tell and do not tell, and how they have been used by historians.
11. Representations of 1857                         (13) Broad overview:
(a) The events of 1857-58.
(b) How these events were recorded and narrated.
Focus: Lucknow.
Excerpts: Pictures of 1857. Extracts from contemporary accounts.
Discussion: How the pictures of 1857 shaped British opinion of what had happened.
12. Colonialism and Indian Towns:                (13) Town Plans and Municipal Reports
Broad overview: The growth of Mumbai, Chennai, hill stations and cantonments in the 18th and 19th centuries.
Excerpts: Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town planning.
Discussion: How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.

Discuss how colonialism affected zamindars, peasants and artisans.
Comprehend the problems and limits of using official sources for understanding the lives of people.
Discuss how the events of 1857 are being reinterpreted.
Discuss how visual material can be used by historians.
Familiarize the learner with the history of modern urban centres.
Discuss how urban histories can be written by drawing on different types of sources.

13. Mahatma Gandhi through Contemporary (13) Eyes
Broad overview:
(a) The Nationalist Movement 1918 – 48.
(b) The nature of Gandhian politics and leadership.
Focus: Mahatma Gandhi in 1931.
Excerpts: Reports from English and Indian language newspapers and other contemporary writings.
Discussion: How newspapers can be a source of history.
14. Partition through Oral Sources                (14) Broad overview:
(a) The history of the 1940s.
(b) Nationalism, Communalism and Partition. Focus: Punjab and Bengal.
Excerpts: Oral testimonies of those who experienced partition.
Discussion: Ways in which these have been analyzed to reconstruct the history of the event.
15. The Making of the Constitution                (14) Broad overview:
(a) Independence and the new nation state.
(b) The making of the Constitution.
Focus: The Constitutional Assembly debates.
Excerpts: from the debates.
Discussion: What such debates reveal and how they can be analyzed.
16. Map Work on Units 1-15                         (10)

Familiarize the learner with significant elements of the Nationalist Movement and the nature of Gandhian leadership.
Discuss how Gandhi was perceived by different groups.
Discuss how historians need to read and interpret newspapers, diaries and letters as historical source.
Discuss the last decade of the national movement, the growth of communalism and the story of partition.
Understand the events through the experience of those who lived through these years of communal violence.
Show the possibilities and limits of oral sources.
Familiarize students with the history of the early years after independence.
Discuss how the founding ideals of the new nation state were debated and formulated.
Understand how such debates and discussions can be read by historians.

17. Project Work                                                                                                                (10 periods)
Please refer Circular for project work guidelines.
Project work will help students:
To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
To develop skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.
To develop 21st century managerial skills of co-ordination, self-direction and time management.     To learn to work on diverse cultures, races, religions and lifestyles.
To learn through constructivism-a theory based on observation and scientific study.     To inculcate a spirit of inquiry and research.
To communicate data in the most appropriate form using a variety of techniques.     To provide greater opportunity for interaction and exploration.
To understand contemporary issues in context to our past.
To develop a global perspective and an international outlook.
To grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.
To develop lasting interest in history discipline.

History Project Work

Class XII

Few Suggestive topics for Project Work (Examples)

1. The mysteries behind the mound of dead – Mohenjo-Daro

2. An In-depth study to understand Spiritual Archaeology in the Sub-Continent

3. Buddha’s Path to Enlightenment

4. Insight and Reflection of Bernier’s notions of The Mughal Empire

5. An exploratory study to know the women who created history

6. “Mahatma Gandhi” – A legendary soul

7. To reconstruct the History of Vijaynagar through the Archaeology of Hampi

8. The emerald city of Colonial Era – BOMBAY

9. Vision of unity behind the first war of Independence

10. Divine Apostle of Guru Nanak Dev

11. Help, Humanity and Sacrifices during Partition

12. Glimpses inside Mughals Imperials Household

13. The process behind the framing of the Indian Constitution

14. The ‘Brahm Nirupam’ of Kabir – A journey to Ultimate Reality

HISTORY (027)

Class XII (2018-19)

Design of the Question Paper

Paper One Theory (QP 80 + 20 Project)=100 Marks

Units

Periods

Marks

Themes in Indian History Part-I
Units 1 – 4

Themes in Indian History Part-II
Units 5 – 9

Themes in Indian History Part-III
Units 10 – 15

Units 1- 16 : Map Work

Project Work

220

100

HISTORY

QUESTION PAPER DESIGN (2018-19)
Code No. 027

Class- XII

Time: 3 Hours

Max. Marks: 80

S.
No

Typology of Questions

Learning outcomes and Testing Competenci es

V. Short Answer
-(2
Marks)

Short Answer
– (4
Marks)

Source Based
-(7
Marks)

Long Answer
-(8
Marks)

Map Wor k
-(5
Marks)

Marks

%
Weightage

Remembering- (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, list, state the information)

Reasoning Analytic al Skills
Map identific- ation skills, etc.

–

18%

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

–

26%

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

–

19%

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)

–

26%

Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes)

–

Map skill based questions- Identification, location, significance)

One

Two

Each

from

theme

each

one

book

question

Total

3×2=6

6×4=24

3×7= 21

3×8=24

1×5 =5

100%

Note: Each source based question, will have three questions with marks ranging from 1 – 3.

*1 Map question of 5 marks having 5 items carrying 1 mark each.

I. Weightage to content

Themes in Indian History (Part I)

25 Marks

Themes in Indian History (Part II)

25 Marks

Themes in Indian History (Part III)

25 Marks

Map Work

5 Marks

Project work

20 marks

Total

100 Marks

II. Weightage to Difficulty level

Estimated Difficulty Level

Percentage

(i) Easy (E)

30%

(ii) Average (AV)

50%

(iii) Difficult (D)

20%

Scheme of Option: No internal choice except for blind students.

III. Division of Question Paper

The Question paper will be divided into A, B, C, D and E.

Part A will carry 3 very short answer questions of 2 marks each. Part B will carry 6 short answer questions of 4 marks each.

(No change in the syllabus)

Part C will carry 3 long answer questions of 8 marks each (word limit ‘350’ with internal choice, each from respective book).

Part D will carry three source -based questions. The number of questions will be three, carrying 7 marks each (no internal choice). The sources will be taken from the textbooks as directed therein.

Part E will have 1 map question of 5 marks. Items covered are Identification and Location.

IV. Scheme of Option

Part A will have no choice.

Part B will have 6 questions from all the three books, out of which the student will attempt any 5 questions. (From 3 books) (Note: Value based question will not be asked)

Part C will carry three Long Answer Questions. The number of questions will be 3, carrying 8 marks each. (Each question from three themes, with Internal Choice).

Part D will be Source-Based Questions. There will be THREE sources, ONE from each book followed by questions. There will have “no internal choice”.

In Part E, there will be one Map Question -Test items will be ‘Identification’ and Location.

There is no change in the list of Maps.

V. Weightage of Marks Book-wise

VSA SA Source Map 2 marks 4 marks based work
7 marks 5 Marks

Long answer 8 marks

Total

Book I (Ancient India) 2(1

) 4+4 7(1

)

8(1)

Book II (Medieval India) 2(1

) 4+4 7(1

)

8(1)

Book III (Modern India) 2(1

) 4+4 7(1

)

8(1)

Map Work

5×1

Project work –

2×3=6 4×6=

24 7×3=

21 5

8×3=24

100

LIST OF MAPS

Book 1

P-2.

Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, Kot Diji.

P-30.

Mahajanapada and cities :

Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.

P-33.

Distribution of Ashokan inscriptions:

(i) Kushanas, Shakas, Satavahanas, Vakatakas, Guptas

(ii) Cities/towns: Mathura, Kannauj, Puhar, Braghukachchha

(iii) Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.

(iv) Kingdom of Cholas, Cheras and Pandyas.

P-43.

Important kingdoms and towns:

(i) Kushanas, Shakas, Satavahanas, Vakatakas, Guptas

(ii) Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi, Vidisha

P-95.

Major Buddhist Sites:

Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut, BodhGaya, Shravasti, Ajanta.

Book 2

P-174.

Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli, Quilon

P-214.

Territories under Babur, Akbar and Aurangzeb: Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.

Book 3

P-297.

Territories/cities under British Control in 1857:
Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar, Bengal, Bihar,

Orissa, Avadh, Surat, Calcutta, Daccan, Chitagong, Patna, Benaras, Allahabad and Lucknow.

P-305.

Main centres of the Revolt of 1857:

Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Avadh.

P-305.

Important centres of the National Movement:

Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.

Prescribed Books:

1. Themes in World History, Class XI, Published by NCERT

2. Themes in Indian History, Part I, Class XII, Published by NCERT

3. Themes in Indian History Part-II, Class XII, Published by NCERT

4. Themes in Indian History Part-III, Class XII, Published by NCERT

Note: The above textbooks are also available in Hindi medium.

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Hindi Elective 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Hindi Elective 2018-19

ह दी (ऐच्छिक) कोड सख्िं

या – 002

प्रस्तावना :

कक्षा 11व िं – 12व िं (2018-19)

उच्चतर माध्यममक स्तर में प्रवेश लेने वाला ववद्यार्थी पहली बार सामान्य मशक्षा से ववशषे

अनशु

ासन

की मशक्षा की ओर उन्मखु

होता है। दस वषों में ववद्यार्थी भाषा के कौशलों से पररचचत हो जाता है।

भाषा और साहहत्य के स्तर पर उसका दायरा अब घर, पास-पडोस, स्कू ल, प्राांत और देश से होता हुआ

धीरे-धीरे ववश्व तक फै ल जाता है। वह इस उम्र में पहुुँच चकु

ा है कक देश की साांस्कृ ततक, सामाजजक,

राजनीततक और आचर्थकि

समस्याओां पर ववचार-ववमशि कर सके , एक जज म्मेदार नागररक की तरह

अपनी जज म्मदे

ाररयों को समझ सके तर्था देश और खुद को सही हदशा दे सकने में भाषा की ताकत

को पहचान सके । ऐसे दृढ़ भावषक और वचाररक आधार के सार्थ जब ववद्यार्थी आता है तो उसे ववमशि

की भाषा के ऱप में हहदी की व्यापक समझ और प्रयोग में दक्ष बनाना सबसे पहला उद् देश्य होगा।

ककशोरावस्र्था से यवु

ावस्र्था के इस नाजुक मोड पर ककसी भी ववषय का चुनाव करते समय बच्चे और

उनके अमभभावक इस बात को लेकर सबसे अचधक चचततत रहते हैं कक चयतनत ववषय उनके भावी

कै ररयर और जीववका के अवसरों में मदद करेगा कक नहीां। इस उम्र के ववद्याचर्थयि

ों में चचतन और

तनर्यि

करने की प्रवजृ त्त भी प्रबल होती है। इसी आधार पर वे अपने मानमसक, सामाजजक, बौद् चधक

और भावषक ववकास के प्रतत भी सचेत होते हैं और अपने भावी अध्ययन की हदशा तय करते हैं। इस

स्तर पर ऐजच्िक हहदां

ी का अध्ययन एक सजृ

नात्मक, साहहजत्यक, साांस्कृ ततक और ववमभन्न प्रयजु ततयों

की भाषा के ऱप में होगा। इस बात पर भी बल हदया जाएगा कक तनरांतर ववकमसत होती हहदां

अखखल भारतीय स्वऱप से बच्चे का ररश्ता बन सके ।

ी के

इस स्तर पर ववद्याचर्थयि

ों में भाषा के मलखखत प्रयोग के सार्थ-सार्थ उसके मौखखक प्रयोग की कु शलता

और दक्षता का ववकास भी जऱरी है। प्रयास यह भी होगा कक ववद्यार्थी अपने बबखरे हुए ववचारों और

भावों की सहज और मौमलक अमभव्यजतत की क्षमता हामसल कर सके ।

इस पाठ्यक्रम के अध्ययन से :

1. ववद्यार्थी अपनी रचच और आवश्यकता के अनऱु

जारी रख सकें गे।

प साहहत्य का गहन और ववशषे

अध्ययन

2. ववश्वववद्यालय स्तर पर तनधािररत हहदी-साहहत्य से सबां

स्र्थावपत कर सकें गे।

चधत पाठ्यक्रम के सार्थ सहज सबां

धां

3. लेखन-कौशल के व्यावहाररक और सजृ

नात्मक ऱपों की अमभव्यजतत में सक्षम हो सकें गे।

4. रोजगार के ककसी भी क्षेत्र में जाने पर भाषा का प्रयोग प्रभावी ढांग से कर सकें गे।

5 यह पाठ्यक्रम ववद्यार्थी को सचार तर्था प्रकाशन जैसे ववमभन्न-क्षत्रे

करने का अवसर प्रदान कर सकता है।

ों में अपनी क्षमता व्यतत

उद्देश्य :

· सजृ

नात्मक साहहत्य की सराहना, उसका आनदां

उठाना और उसके प्रतत सजृ

नात्मक और

आलोचनात्मक दृजटि का ववकास करना।

· साहहत्य की ववववध ववधाओां (कववता, कहानी, तनबधां

आहद), महत्त्वपर्ू

ि कववयों और

रचनाकारों, प्रमखु

धाराओां और शमै लयों का पररचय कराना।

· भाषा की सजृ

नात्मक बारीककयों और व्यावहाररक प्रयोगों का बोध तर्था सदां

भि और समय के

अनसु

ार प्रभावशाली ढांग से उसकी मौखखक और मलखखत अमभव्यजतत करना।

· ववमभन्न ज्ञानानशु

का बोध कराना।

ासनों के ववमशि की भाषा के ऱप में हहदां

ी की ववमशटि प्रकृ तत एवां क्षमता

· साहहत्य की प्रभावशाली क्षमता का उपयोग करते हुए सभी प्रकार की ववववधताओां (धम,ि

जातत, मलगां

, वग,ि

भाषा आहद) एवां अतरों के प्रतत सकारात्मक और सवदनशील व्यवहार का

ववकास करना।

· देश-ववदेश में प्रचमलत हहदी के ऱपों से पररचचत कराना।

· सचार-माध्यमों (वप्रिां

और इलेतरॉतनक) में प्रयतु

त हहदां

ी की प्रकृ तत से अवगत कराना और

नवीन ववचधयों के प्रयोग की क्षमता का ववकास करना।

· साहहत्य की व्यापक धारा के बीच रखकर ववमशटि रचनाओां का ववश्लेषर् और वववेचन करने की क्षमता हामसल करना।

· ववपरीत पररजस्र्थततयों में भी भाषा का इस्तमाल शाांतत के सार्थ करना।

· अमतू

ि ववषयों पर प्रयतु

त भाषा का ववकास और कल्पनाशीलता और मौमलक चचतां

न के मलए

प्रयोग करना।

शिक्षण-यच्ु ततयााँ :

इन कक्षाओां में उचचत वातावरर्-तनमािर् में अध्यापकों की भमू मका सदैव सहायक की होनी चाहहए। उनको भाषा और साहहत्य की पढ़ाई में इस बात पर ध्यान देने की जऱरत होगी कक-

· कक्षा का वातावरर् सवादात्मक हो ताकक अध्यापक, ववद्यार्थी और पस्ु

ररश्ता बन सके ।

· गलत से सही की ओर पहुुँचने का प्रयास हो। यानी बच्चों को स्वतत्रां

तक तीनों के बीच एक

ऱप से बोलने, मलखने

और पढ़ने हदया जाए और कफर उनसे होने वाली भलू

ों की पहचान करा कर अध्यापक अपनी

पढ़ाने की शली में पररवतनि

करे।

· ऐसे मशक्षर्-बबदां ओु

ां की पहचान की जाए, जजससे कक्षा में ववद्यार्थी की सकक्रय भागीदारी रहे

और अध्यापक भी उनका सार्थी बना रहे।

· मभन्न क्षमता वाले ववद्याचर्थयि

ों के मलए उपयतु

त मशक्षर्-सामग्री का इस्तमाल ककया जाए तर्था

ककसी भी प्रकार से उन्हें अन्य ववद्याचर्थयि

ों से कमतर या अलग न समझा जाए।

· कक्षा में अध्यापक को हर प्रकार की ववमभन्नताओां (मलगां

, धम,ि

जातत, वगि आहद) के प्रतत

सकारात्मक और सवेदनशील वातावरर् तनममति

करना चाहहए।

· सजृ

नात्मकता के अभ्यास के मलए ववद्यार्थी से साल में कम से कम दो रचनाएुँ मलखवाई

जाएुँ।

श्रवण तथा वाचन परीक्षा ेतु हदिा ननदेि

श्रवण (सनु

ना) : वखर्ति

या पहठत सामग्री को सनु

कर अर्थग्रि

हर् करना, वातािलाप करना, वाद-

वववाद, भाषर्, कववतापाठ आहद को सनु

को समझना।

कर समझना, मल्ू

याांकन करना और अमभव्यजतत के ढांग

वाचन (बोलना) : भाषर्, सस्वर कववता-पाठ, वातािलाप और उसकी औपचाररकता, कायक्रम-

प्रस्ततु त, कर्था-कहानी अर्थवा घिना सनु

ाना, पररचय देना, भावानकु

ूल सवां

ाद-वाचन।

हिप्पण : वातािलाप की दक्षताओां का मल्ू

याकां

न तनरांतरता के आधार पर परीक्षा के समय ही

होगा। तनधािररत 10 अकों में से 5 श्रवर् (सनु

ना) कौशल के मल्ू

याांकन के मलए और 5 वाचन

(बोलना) कौशल के मल्ू

याांकन के मलए होंगे।

श्रवण (सनु

ना) कौिल का मलू

यािंकन :

· परीक्षक ककसी प्रासचां गक ववषय पर एक अनच्ु

िे द का स्पटि वाचन करेगा। अनच्ु

िे द

तथ्यात्मक या सझु

या

ावात्मक हो सकता है। अनच्ु

िे द लगभग 250 शब्दों का होना चाहहए।

परीक्षक 2-3 ममनि का श्रव्य अशां

(ऑडियो जतलप) सनु

वाएगा। अशां

रोचक होना चाहहए ।

कथ्य/घिना पर्ू

ि एवां स्पटि होनी चाहहए। वाचक का उच्चारर् शद्ु

ध, स्पटि एवां ववराम

चचह्नों के उचचत प्रयोग सहहत होना चाहहए।

· अध्यापक को सनु

हल कर सकें गे।

त-े सनु

ते परीक्षार्थी अलग कागज़ पर हदए हुए श्रवर् बोध के अभ्यासों को

· अभ्यास ररततस्र्थान-पतू त,ि

सकते हैं।

बहुववकल्पी अर्थवा सत्य/असत्य का चुनाव आहद ववधाओां में हो

· अतत लघत्ू तरात्मक 5 प्रश्न पिू

ेजाएुँगे। (1×5 =5)

मौखिक अशिव्यच्तत (बोलना) का मलू

यािंकन :

· चचत्रों के क्रम पर आधाररत वर्न : इस भाग में अपेक्षा की जाएगी कक ववद्यार्थी

वववरर्ात्मक भाषा का प्रयोग करें।

· ककसी चचत्र का वर्नि

: चचत्र व्यजतत या स्र्थान के हो सकते हैं।

· ककसी तनधािररत ववषय पर बोलना : जजससे ववद्यार्थी अपने व्यजततगत अनभु

प्रत्यास्मरर् कर सकें ।

व का

· कोई कहानी सनु

ाना या ककसी घिना का वर्नि

करना।

· पररचय देना। 2

अकां

(स् / पररवार/ वातावरर्/ वस्त/ु

व्यजतत/ पयािवरर्/ कवव /लेखक आहद)

· कु ल तीन प्रश्न पिू

ेजा सकते हैं। 1×3=3

हिप्पण :

1. परीक्षर् से पवू

ि परीक्षार्थी को तयै

ारी के मलए कु ि समय हदया जाए।

2. वववरर्ात्मक भाषा में वतमान काल का प्रयोग अपेक्षक्षत है।

3. तनधािररत ववषय परीक्षार्थी के अनभु

व-जगत के हों। जैसे – कोई चुिकु ला या हास्य प्रसगां I

4. हाल में पढ़ी पस्ु

तक या देखे हुए चलचचत्र (मसनेमा) की कहानी सनु

ाना।

5. जब परीक्षार्थी बोलना आरांभ करे तो परीक्षक कम से कम हस्तक्षेप करें।

कौिलों के अतिं

रण का मलू

यािंकन

(इस बात का तनश्चय करना कक तया ववद्यार्थी में श्रवर् और वाचन की तनम्नमलखखत योग्यताएुँ हैं।)

श्रवण (सनु ना)

वाचन (बोलना)

पररचचत सदभों में प्रयतु त शब्दों और पदों को

के वल अलग-अलग शब्दों और पदों के प्रयोग

समझने की सामान्य योग्यता है ककां तु वह

की योग्यता प्रदमशति करता है ककां तु एक

ससु बां द्ध आशय को नहीां समझ पाता।

ससु बां द्ध स्तर पर नहीां बोल सकता।

िोिे ससु बां द् ध कर्थनों को पररचचत सदभों में

पररचचत सदभों में के वल िोिे ससु बां द्ध कर्थनों

समझने की योग्यता है।

का सीममत शद्ु धता से प्रयोग करता है।

पररचचत या अपररचचत दोनों सदभों में कचर्थत

अपेक्षाकृ त दीघि भाषर् में अचधक जहिल

सचू ना को स्पटि समझने की योग्यता है।

कर्थनों के प्रयोग की योग्यता प्रदमशति करता

है, अभी भी कु ि अशद्ु चधयाुँ करता है, जजससे

प्रेषर् में रकावि आती है।

दीघि कर्थनों की शखांृ ला को पयािप्त शद्ु धता

अपररचचत जस्र्थततयों में ववचारों को ताककि क

से समझने के ढांग और तनटकषि तनकाल

ढांग से सगहठत कर धारा-प्रवाह ऱप में प्रस्ततु

सकने की योग्यता है।

करता है। ऐसी गलततयाुँ करता है जजनसे

प्रेषर् में रकावि नहीां आती।

जहिल कर्थनों के ववचार-बबदां ओु ां को समझने

उद् देश्य और श्रोता के मलए उपयतु त शलै ी को

की योग्यता प्रदमशति करने की क्षमता है। वह

अपना सकता है, ऐसा करते समय वह के वल

उद् देश्य के अनकु ू ल सनु ने की कु शलता

मामलू ी गलततयाुँ करता है।

प्रदमशति करता है।

पररयोजना कायय – कु ल अकिं 10

व्यजततगत ऱप से हदया जाएगा – 5 अकां

1. ववषयवस्तु – 1 अकां

2. शब्द सीमा (1000 शब्द) – 1 अकां

3. भाषा शली – 1 अकां

4. ववषय से सबां

चां धत चचत्र तर्था आुँकडे – 1 अकां

5. प्रस्ततु

ीकरर् – 1 अकां

· पररयोजना कायि के आधार पर मौखखकी – 5 अकां

कक्षा – बारहवीां में बाह्य परीक्षक द्वारा मौखखकी ली जाएगी।

· पररयोजना कायि हहदी भाषा और साहहत्य से सबां

द्ां

ध हो।

ह दी (ऐच्छिक) (कोड स.िं

002)

कक्षा – 11व िं (2018-19)

ििंड

ववषय

अकिं

(क)

अपहित अििं

अपहठत गद्याांश – – बोध (गद्याांश पर आधाररत बोध, प्रयोग, रचनाांतरर्,
शीषकि आहद पर लघत्ू तरात्मक प्रश्न (2×4 लघत्ू तरात्मक प्रश्न+1×3 अततलघत्ू तरात्मक प्रश्न)

अपहठत काव्याांश पर आधाररत पाुँच लघत्ू तरात्मक प्रश्न) (1×5)

(ख)

कायायलय ह दी और रचनात्मक लेिन

ककसी एक ववषय पर तनबधां (ववकल्प सहहत)

कायािलयी पत्र (ववकल्प सहहत)

जनसचार माध्यम और पत्रकाररता के ववववध आयामों पर चार लघत्ू तरात्मक प्रश्न (1×4)

व्यावहाररक लेखन (प्रततवेदन, कायसि चू ी, कायवि त्ृ त इत्याहद) पर एक प्रश्न (3×1)

(ग)

पाठ्यपस्ु तकें

(1)

अतरा िाग – 1

(अ)

काव्य िाग

एक काव्याांश की सप्रसगां व्याख्या (ववकल्प सहहत)

कववता के कथ्य पर तीन में से दो प्रश्न (2×2)

कववताओां के काव्य सौंदयि पर तीन में से दो प्रश् (3×2)

(ब)

गद्य िाग

एक गद्याांश की सप्रसगां व्याख्या (ववकल्प सहहत)

पाठों की ववषयवस्तु पर दो प्रश् (3×2) (तीन में से दो प्रश्न)

ककसी एक लेखक/ कवव का साहहजत्यक पररचय

(2)

अतराल िाग – 1

पाठों की ववषयवस्तु पर आधाररत एक प्रश्न (ववकल्प सहहत) 4×1

ववषयवस्तु पर आधाररत दो तनबधां ात्मक प्रश्न 4×2 (ववकल्प सहहत)

(घ)

(क)

श्रवर् तर्था वाचन

(ख)

पररयोजना

कु ल

100

नोि : तनम्नमलखखत पाठों से प्रश्न नहीां पिू

ेजाएांगIे

अतरा (भाग – 1)

· नए की जन्म कांु िली

प्रस्ताववत पस्ु

तकें :

1. अतरा, िाग – 1, एन.सी.ई.आर.िी. द्वारा प्रकामशतI

2. अतराल, िाग – 1, एन.सी.ई.आर.िी. द्वारा प्रकामशतI

3. ‘अशिव्यच्तत और माध्यम’, एन.सी.ई.आर.िी. द्वारा प्रकामशत (खांि – ख कामकाजी हहदी

और रचनात्मक लखे

न हेत)ु I

ह दी (ऐच्छिक) (कोड स.िं

002)

कक्षा – 12व िं (2018-19)

ििंड

ववषय

अकिं

(क)

अपहित अििं

अपहठत गद्याांश पर आधाररत बोध, प्रयोग, रचनाांतरर्, शीषकि आहद पर लघत्ू तरात्मक प्रश् उपयतु त शीषकि (1×1) + लघु प्रश् (2x 5)

अपहठत काव्याांश पर आधाररत पॉच लघत्ू तरात्मक प्रश्न (1×5)

(ख)

कायायलय ह दी और रचनात्मक लेिन

ककसी एक ववषय पर तनबधां (ववकल्प सहहत)

कायािलयी पत्र (ववकल्प सहहत) 5×1

जनसचार माध्यम और पत्रकाररता के ववववध आयामों पर चार अतत लघत्ू तरात्मक प्रश् (1×4)

रचनात्मक लेखन पर एक प्रश्न (3 x1) (ववकल्प सहहत)

(ग)

पाठ्यपस्ु तक

(1)

अतरा िाग – 2

(अ)

काव्य िाग

दो काव्याांशों में से ककसी एक काव्याांश की सप्रसगां व्याख्या

कववता के कथ्य पर दो प्रश्न (2×2) (तीन में से दो प्रश्न)

कववताओां के काव्य सौन्दयि पर दो प्रश्न (3×2) (तीन में से दो)

(ब)

गद्य िाग

दो गद्याांशों में से ककसी एक गद्याांश की सप्रसगां व्याख्या ववकल्प सहहत

पाठों की ववषयवस्तु पर दो प्रश्न (तीन में से दो) (3×2)

एक लेखक/एक कवव का साहहजत्यक पररचय (5×1)

(2)

अतराल िाग – 2

पाठों की ववषयवस्तु पर आधाररत एक प्रश्न ववकल्प सहहत (4×1)

ववषयवस्तु पर आधाररत दो तनबधां ात्मक प्रश्न (4×2) (तीन में से दो)

(घ)

(क)

श्रवर् एवां वाचन

(ख)

पररयोजना

कु ल

100

नोि : तनम्नमलखखत पाठों से प्रश्न नहीां पिू

ेजाएांगIे

अतरा (भाग – 2)

· अज्ञेय (यह दीप अके ला, मनैं े देखा एक बदूां )
· के शवदास (कववत्त /सवयै ा)

प्रस्ताववत पस्ु

तकें :

1. अतरा, िाग – 2, एन.सी.ई.आर.िी. द्वारा प्रकामशतI

2. अतराल, िाग – 2, (ववववध ववधाओां का सकलन), एन.सी.ई.आर.िी. द्वारा प्रकामशतI

3. ‘अशिव्यच्तत और माध्यम’, एन.सी.ई.आर.िी. द्वारा प्रकामशत (खांि – ख कामकाजी हहदी और रचनात्मक लेखन हेत)ु I

ननर्ायररत समयावधर् : 3 घििं

ेअधर्कतम अकिं

: 100

क्र. स.िं

प्रश्नों का प्रारूप

दक्षता परीक्षण/ अधर्गम पररणाम

1
अकिं

2
अकिं

3
अकिं

4
अकिं

5
अकिं

6
अकिं

8
अकिं

कु ल योग

अपहित बोर्

अवधारर्ात्मक बोध, अर्थग्रि हर्,

–

(पिन कौिल)

अनुमान लगाना, ववश्लेषर् करना,

शब्दज्ञान व भावषक प्रयोग,

सजृ नात्मकता, मौमलकताI

कायायलय ह दी

सांके त बबदां ओु ां का ववस्तार, अपने

–

और रचनात्मक

मत का अमभव्यजतत, सोदाहरर्

लेिन (लेिन

समझना, औचचत्य तनधािरर्, भाषा

कौिल)

में प्रवाहमयता, सिीक शैली,

उचचत प्राऱप का प्रयोग,

अमभव्यजतत की मौमलकता,

सजृ नात्मकता एवां ताककि कताI

पाठ्य पस्ु तकें

प्रत्यास्मरर्, ववषयवस्तु का बोध एवां व्याख्या, अर्थिग्रहर् (भावग्रहर्) लेखक के मनोभावों को समझना शब्दों का प्रसांगानुकू ल अर्थि समझना, आलोचनात्मक चचतां न, ताककि कता, सराहना, साहहजत्यक परांपराओां के पररप्रेक्ष्य में मूल्याांकन, ववश्लेषर्, सजृ नात्मकता, कल्पनाशीलता, काय-ि कारर् सांबांध स्र्थावपत करना, साम्यता एवां अांतरों की पहचान, अमभव्यजतत में मौमलकता एवां जीवन मूल्यों की पहचान।

–

(क)

श्रवर् तर्था वाचन

–

(ख)

पररयोजना

–

कु ल

1×12
= 12

2×6
= 12

3×5
= 15

4×3
= 12

5×3
= 15

6×1
= 6

8×1
= 8

100

ननर्ायररत समयावधर् : 3 घििं

ेअधर्कतम अकिं

: 100

क्र. स.िं

प्रश्नों का प्रारूप

दक्षता परीक्षण/ अधर्गम पररणाम

1
अकिं

2
अकिं

3
अकिं

4
अकिं

5
अकिं

6
अकिं

8
अकिं

कु ल योग

अपहित बोर्

अवधारर्ात्मक बोध, अर्थग्रि हर्,

–

(पिन कौिल)

अनुमान लगाना, ववश्लेषर् करना,

शब्दज्ञान व भावषक प्रयोग,

सजृ नात्मकता, मौमलकता I

कायायलय ह दी

सांके त बबदां ओु ां का ववस्तार, अपने

–

और रचनात्मक

मत का अमभव्यजतत, सोदाहरर्

लेिन (लेिन

समझना, औचचत्य तनधािरर्, भाषा

कौिल)

में प्रवाहमयता, सिीक शैली,

उचचत प्राऱप का प्रयोग,

अमभव्यजतत की मौमलकता,

सजृ नात्मकता एवां ताककि कताI

पाठ्य पस्ु तकें

–

(क)

श्रवर् तर्था वाचन

–

(ख)

पररयोजना

–

कु ल

1×10
= 10

2×7
= 14

3×5
= 15

4×3
= 12

5×3
= 15

6×1
= 6

8×1
= 8

100

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Hindi Core 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Hindi Core 2018-19

प्रस्तावना :

ह दिं

ी (आधार) (कोड सिं. – 302)

(2018-19)

दसव ीं कक्षा तक हहदीं

ी का अध्ययन करने वाला ववद्यार्थी समझते हुए पढ़ने व सुनने के

सार्थ-सार्थ हहदीं

ी में सोचने और उसे मौखिक एवीं ललखित ऱप में व्यक्त कर पाने की सामान्य

दक्षता अर्जति

कर चकु

ा होता है। उच्चतर माध्यलमक स्तर पर आने के बाद इन सभ

दक्षताओीं को सामान्य से ऊपर उस स्तर तक ले जाने की आवश्यकता होत है, जहााँ भाषा का

प्रयोग लभन्न-लभन्न व्यवहार-क्षेत्रों की माींगों के अनुऱप ककया जा सके । आधार पाठ्यक्रम, साहहर्ययक बोध के सार्थ-सार्थ भाषाई दक्षता के ववकास को ज्यादा महययव देता है। यह पाठ्यक्रम उन ववद्यार्र्थयों के ललए उपयोग साबबत होगा, जो आगे ववश्वववद्यालय में

अध्ययन करते हुए हहदीं

ी को एक ववषय के ऱप में पढ़ेंगे या ववज्ञान/सामार्जक ववज्ञान के

ककस ववषय को हहदीं

ी माध्यम से पढ़ना चाहेंगे। यह उनके ललए भ उपयोग साबबत होगा, जो

उच्चतर माध्यलमक स्तर की लिक्षा के बाद ककस तरह के रोजगार में लग जाएींगे। वहााँ

कामकाज हहदीं

ी का आधारभूत अध्ययन काम आएगा। र्जन ववद्यार्र्थयि

ों की रर्च जनसींचार

माध्यमों में होग , उनके ललए यह पाठ्यक्रम एक आरींलभक पष्ृ ठभूलम ननलमति

करेगा। इसके

सार्थ ही यह पाठ्यक्रम सामान्य ऱप से तरह-तरह के साहहयय के सार्थ ववद्यार्र्थयों के सींबींध

को सहज बनाएगा। ववद्यार्थी भावषक अलभव्यर्क्त के सूक्ष्म एवीं जहिल ऱपों से पररर्चत हो सकें गे। वे यर्थार्थि को अपने ववचारों में व्यवर्स्र्थत करने के साधन के तौर पर भाषा का

अर्धक सार्थकि

उपयोग कर पाएाँगे और उनमें ज वन के प्रनत मानव य सींवेदना एवीं सम्यक्

दृर्ष्ि का ववकास हो सके गा।

उद्देश् :

· इन माध्यमों और ववधाओीं के ललए उपयुक्त भाषा प्रयोग की इतन क्षमता उनमें आ

चकु

ी होग कक वे स्वयीं इससे जुडे उच्चतर पाठ्यक्रमों को समझ सकें गे।

· सामार्जक हहसा की भावषक अलभव्यर्क्त की समझ।

· भाषा के अदीं

र सकक्रय सयता सींबींध की समझ।

· सजृ

नायमक साहहयय को सराह पाने और उसका आनींद उठाने की क्षमता का ववकास

तर्था भाषा में सौंदयाियमकता उयपन्न करने वाली सजृ

ववकास।

नायमक युर्क्तयों की सींवेदना का

· ववद्यार्र्थयों के भ तर सभ प्रकार की ववववधताओीं (धम,ि

जानत, ललगीं

, क्षेत्र एवीं भाषा

सींबींध ) के प्रनत सकारायमक एवीं वववेकपूर्ि रवैये का ववकास।

· पठन-सामग्र को लभन्न-लभन्न कोर्ों से अलग-अलग सामार्जक, साींस्कृ नतक र्चतीं

ाओीं

के पररप्रेक्ष्य में देिने का अभ्यास कराना तर्था दृर्ष्िकोर् की एकाींर्गकता के प्रनत

आलोचनायमक दृर्ष्ि का ववकास करना।

· ववद्यार्थी में स्तरीय साहहयय की समझ और उसका आनींद उठाने की स्फू नत,ि

एवीं उसमें साहहयय को श्रेष्ठ बनाने वाले तयवों की सींवेदना का ववकास।

ववकास

· ववलभन्न ज्ञानानुिासनों के ववमिि की भाषा के ऱप में हहदीं

उसकी क्षमताओीं का बोध।

ी की ववलिष्ि प्रकृ नत और

· कामकाज हहदीं

ी के उपयोग के कौिल का ववकास।

· सींचार माध्यमों (वप्रिीं

और इलेक्रॉननक) में प्रयुक्त हहदीं

ी की प्रकृ नत से पररचय और

इन माध्यमों की आवश्यकता के अनुऱप मौखिक एवीं ललखित अलभव्यर्क्त का

ववकास।

· ववद्यार्थी में ककस भ अपररर्चत ववषय से सींबींर्धत प्रासींर्गक जानकारी के स्रोतों का अनुसींधान और व्यवर्स्र्थत ढींग से उनकी मौखिक और ललखित प्रस्तुनत की क्षमता का ववकास।

शिक्षण-युक्ततयााँ

· कु छ बातें इस स्तर पर हहदीं

ी लिक्षर् के लक्ष्यों के सींदभि में सामान्य ऱप से कही जा

सकत हैं। एक तो यह है कक कक्षा में दबाव एवीं तनाव मुक्त माहौल होने की र्स्र्थनत

में ही ये लक्ष्य हालसल ककए जा सकते हैं। चाँकू क इस पाठ्यक्रम में तैयारिुदा उयतरों को कीं ठस्र्थ कर लेने की कोई अपेक्षा नहीीं है, इसललए ववषय को समझने और उस समझ के आधार पर उयतर को िब्दबद्ध करने की योग्यता ववकलसत करना ही लिक्षक का काम है। इस योग्यता के ववकास के ललए कक्षा में ववद्यार्र्थयों और लिक्षक्षका के ब च ननबािध सींवाद जऱरी है। ववद्यार्थी अपन िींकाओीं और उलझनों को र्जतना ही अर्धक व्यक्त करेंगे, उतन ही ज़्यादा स्पष्िता उनमें आ पाएग ।

· भाषा की कक्षा से समाज में मौजूद ववलभन्न प्रकार के द्वींद्वों पर बातच त का मींच

बनाना चाहहए। उदाहरर् के ललए सींववधान में ककस िब्द वविषे

के प्रयोग पर ननषेध

को चचाि का ववषय बनाया जा सकता है। यह समझ जऱरी है कक ववद्यार्र्थयों को

लसफि सकारायमक पाठ देने से काम नहीीं चलेगा बर्कक उन्हें समझाकर भावषक यर्थार्थि का स धे सामना करवाने वाले पाठों से पररचय होना जऱरी है।

· िींकाओीं और उलझनों को रिने के अलावा भ कक्षा में ववद्यार्र्थयों को अर्धक-से- अर्धक बोलने के ललए प्रेररत ककया जाना जऱरी है। उन्हें यह अहसास कराया जाना चाहहए कक वे पहठत सामग्र पर राय देने का अर्धकार और ज्ञान रिते हैं। उनकी राय को प्रार्थलमकता देने और उसे बेहतर तरीके से पुनः प्रस्तुत करने की अध्यापकीय िैली यहााँ बहुत उपयोग होग ।

· ववद्यार्र्थयों को सींवाद में िालमल करने के ललए यह भ जऱरी होगा कक उन्हें एक

नामहीन समूह न मानकर अलग-अलग व्यर्क्तयों के ऱप में अहलमयत दी जाए। लिक्षकों को अक्सर एक कु िल सींयोजक की भूलमका में स्वयीं देिना होगा, जो ककस

भ इच्छु क व्यर्क्त को सींवाद का भाग दार बनने से वींर्चत नहीीं रित,े

उसके कच्च-े

पक्के वक्तव्य को मानक भाषा-िैली में ढाल कर उसे एक आभा दे देते हैं और मौन

को अलभव्यींजना मान बैठे लोगों को मुिर होने पर बाध्य कर देते हैं।

· अप्रययालित ववषयों पर र्चतीं

न तर्था उसकी मौखिक व ललखित अलभव्यर्क्त की

योग्यता का ववकास लिक्षकों के सचते

प्रयास से ही सींभव है। इसके ललए लिक्षकों को

एक ननर्श्चत अतीं

राल पर नए-नए ववषय प्रस्ताववत कर लेि एवीं अनुच्छे द ललिने

तर्था सींभाषर् करने के ललए पूरी कक्षा को प्रेररत करना होगा। यह अभ्यास ऐसा है,

र्जसमें ववषयों की कोई स मा तय नहीीं की जा सकत । ववषय की अस म सींभावना के ब च लिक्षक यह सुननर्श्चत कर सकते हैं कक उसके ववद्यार्थी ककस ननबींध-सींकलन या कींु ज से तैयारिुदा सामग्र को उतार भर न ले। तैयार िुदा सामग्र के लोभ से, बाध्यतावि ही सही मुर्क्त पाकर ववद्यार्थी नये तरीके से सोचने और उसे िब्दबद्ध

करने के ययन में सन्नद्ध होंगे। मौखिक अलभव्यर्क्त पर भ वविषे

ध्यान देने की

जऱरत है, क्योंकक भववष्य में साक्षायकार, सींगोष्ठी जैसे मौकों पर यही योग्यता

ववद्यार्थी के काम आत है। इसके अभ्यास के लसललसले में लिक्षकों को उर्चत हावभाव, मानक उच्चारर्, पॉज, बलाघात, हार्जरजवाब इययाहद पर िास बल देना होगा।

· मध्यकालीन काव्य की भाषा के ममि से ववद्यार्थी का पररचय कराने के ललए जऱरी होगा कक ककताबों में आए काव्याींिों की सींग तबद्ध प्रस्तुनतयों के ऑडियो-व डियो कै सेि तैयार ककए जाएाँ। अगर आसान से कोई गायक/गानयका लमले तो कक्षा में मध्यकालीन साहहयय के लिक्षर् में उससे मदद ली जान चाहहए।

· वयृ तर्चत्रों और लसनेमा को लिक्षर् सामग्र के तौर पर इस्तेमाल करने की जऱरत है।

इनके प्रदिनि

के क्रम में इन पर लगातार बातच त के जररए लसनेमा के माध्यम से

भाषा के प्रयोग की ववलिष्िता की पहचान कराई जा सकत है और हहदीं

ी की अलग-

अलग छिा हदिाई जा सकत है। ववद्यार्र्थयों को स्तरीय परीक्षा करने को भ कहा

जा सकता है।

· कक्षा में लसफि एक पाठ्यपुस्तक की भौनतक उपर्स्र्थनत से बेहतर यह है कक लिक्षक के हार्थ में तरह-तरह की पाठ्यसामग्र को ववद्यार्थी देि सकें और लिक्षक्षका उनका कक्षा में अलग-अलग मौकों पर इस्तेमाल कर सके ।

· भाषा लगातार ग्रहर् करने की कक्रया में बनत है, इसे प्रदलिति

करने का एक तरीका

यह भ है कक लिक्षक िदु

यह लसिा सकें कक वे भ िब्दकोि, साहहययकोि, सींदभग्रींर्थ

की लगातार मदद ले रहे हैं। इससे ववद्यार्र्थयों में इसका इस्तेमाल करने को लेकर

तयपरता बढ़ेग । अनुमान के आधार पर ननकितम अर्थि तक पहुाँचकर सतीं

ुष्ि होने की

जगह वे सही अर्थि की िोज करने का अर्थि समझ पाएाँगे। इससे िब्दों की अलग-

अलग रींगत का पता चलेगा और उनमें सींवेदनि लता बढ़ेग । वे िब्दों के बारीक अतीं र

के प्रनत और सजग हो पाएाँगे।

· कक्षा-अध्यापन के पूरक कायि के ऱप में सेलमनार, ट्यूिोररयल कायि, समस्या-समाधान

काय,ि

समूहचचाि, पररयोजना काय,ि

स्वाध्याय आहद पर बल हदया जाना चाहहए। पाठ्यक्रम

में जनसींचार माध्यमों से सींबींर्धत अिीं

ों को देिते हुए यह जऱरी है कक समय-समय

पर इन माध्यमों से जुडे व्यर्क्तयों और वविषे

ज्ञों को भ ववद्यालय में बुलाया जाए

तर्था उनकी देि-रेि में कायिालाएाँ आयोर्जत की जाएीं।

· लभन्न क्षमता वाले ववद्यार्र्थयि

ों के ललए उपयुक्त लिक्षर् सामग्र का इस्तेमाल ककया

जाए तर्था उन्हें ककस भ प्रकार से अन्य ववद्यार्र्थयों से कमतर या अलग न समझा

जाए।

· कक्षा में लिक्षक को हर प्रकार की ववलभन्नता और ललगीं

जानत धम ि

वगि के प्रनत

सकारायमक और सींवेदनि ल वातावरर् ननलमति

करना चाहहए।

श्रवण तथा वाचन परीक्षा ेतु हदिा-ननदेि

श्रवण (सुनना) : वखर्ति

या पहठत सामग्र को सनु

कर अर्थग्रि

हर् करना, वातािलाप करना, वाद-

वववाद, भाषर्, कववतापाठ आहद को सुनकर समझना, मूकयाींकन करना और अलभव्यर्क्त के

ढींग को समझना। 5

वाचन (बोलना) : भाषर्, सस्वर कववता-पाठ, वातािलाप और उसकी औपचाररकता, कायक्रम- प्रस्तुनत, कर्था-कहान अर्थवा घिना सुनाना, पररचय देना, भावानुकू ल सींवाद-वाचन। 5

हिप्पणी : वातािलाप की दक्षताओीं का मूकयाींकन ननरींतरता के आधार पर परीक्षा के समय ही

होगा। ननधािररत 10 अकों में से 5 श्रवर् (सुनना) कौिल के मूकयाींकन के ललए और 5 वाचन

(बोलना) कौिल के मूकयाींकन के ललए होंगे।

श्रवण (सुनना) कौिल का मूलयािंकन :

· परीक्षक ककस प्रासींर्गक ववषय पर एक अनच्ु

छे द का स्पष्ि वाचन करेगा। अनुच्छे द

तथ्यायमक या सुझावायमक हो सकता है। अनुच्छे द लगभग 250 िब्दों का होना

चाहहए।

या

परीक्षक 2-3 लमनि का श्रव्य अिीं

(ऑडियो र्क्लप) सुनवाएगा। अिीं

रोचक होना

चाहहए । कथ्य /घिना पूर्ि एवीं स्पष्ि होन चाहहए। वाचक का उच्चारर् िुद्ध स्पष्ि

एवीं ववराम र्चह्नों के उर्चत प्रयोग सहहत होना चाहहए।

· अध्यापक को सुनत-े सुनते परीक्षार्थी अलग कागज़ पर हदए हुए श्रवर् बोध के अभ्यासों को हल कर सकें गे।

· अभ्यास ररक्तस्र्थान-पूनत,ि

हो सकते हैं।

बहुववककप अर्थवा सयय/असयय का चनु

ाव आहद ववधाओीं में

· अनत लघउु

यतरायमक 5 प्रश्न पछू

ेजाएाँगे। (1×5 =5)

मौखिक अशिव्यक्तत (बोलना) का मलू

यािंकन :

· र्चत्रों के क्रम पर आधाररत वर्न : इस भाग में अपेक्षा की जाएग कक ववद्यार्थी

वववरर्ायमक भाषा का प्रयोग करें।

· ककस र्चत्र का वर्नि

: र्चत्र व्यर्क्त या स्र्थान के हो सकते हैं।

· ककस ननधािररत ववषय पर बोलना : र्जससे ववद्यार्थी अपने व्यर्क्तगत अनुभव का

प्रययास्मरर् कर सकें ।

· कोई कहान सुनाना या ककस घिना का वर्नि

करना।

· पररचय देना। 2

अकीं

(स् / पररवार/ वातावरर्/ वस्त/ु

व्यर्क्त/ पयािवरर्/ कवव /लेिक आहद)

· कु ल त न प्रश्न पछू

ेजा सकते हैं। 1×3=3

हिप्पणी :

· परीक्षर् से पूवि परीक्षार्थी को तैयारी के ललए कु छ समय हदया जाए।

· वववरर्ायमक भाषा में वतमान काल का प्रयोग अपेक्षक्षत है।

· ननधािररत ववषय परीक्षार्थी के अनुभव-जगत के हों। जैसे – कोई चिु प्रसींग सुनाना।

कु ला या हास्य

अर्थवा

हाल में पढ़ी पुस्तक या देिे हुए चलर्चत्र (लसनेमा) की कहान सुनाना। जब परीक्षार्थी बोलना आरींभ करें तो परीक्षक कम से कम हस्तक्षेप करें।

कौिलों के अतिं

रण का मलू

यािंकन

(इस बात का ननश्चय करना कक क्या ववद्यार्थी में श्रवर् और वाचन की ननम्नललखित योग्यताएाँ हैं।)

श्रवण (सनु ना)

वाचन (बोलना)

पररर्चत सदभों में प्रयक्ु त िब्दों और पदों

के वल अलग-अलग िब्दों और पदों के

को समझने की सामान्य योग्यता है ककीं तु

प्रयोग की योग्यता प्रदलिति करता है

वह ससु बीं द्ध आिय को नहीीं समझ पाता।

ककीं तु एक ससु बीं द्ध स्तर पर नहीीं

बोल सकता।

छोिे ससु बीं द्ध कर्थनों को पररर्चत सदभों

पररर्चत सदभों में के वल छोिे सबद्ध

में समझने की योग्यता है।

कर्थनों का स लमत िद्ु धता से प्रयोग

करता है।

पररर्चत या अपररर्चत दोनों सदभों में

अपेक्षाकृ त दीघि भाषर् में अर्धक

कर्र्थत सचू ना को स्पष्ि समझने की

जहिल कर्थनों के प्रयोग की योग्यता

योग्यता है।

प्रदलिति करता है, अभ भ कु छ

अिद्ु र् यााँ करता है, र्जससे प्रेषर् में

रकावि आत है।

दीघि कर्थनों की ििींृ ला को पयािप्त िद्ु धता

अपररर्चत र्स्र्थनतयों में ववचारों को

से समझने के ढींग और ननष्कषि ननकाल

ताककि क ढींग से सगीं हठत कर धारा-

सकने की योग्यता है।

प्रवाह ऱप में प्रस्ततु करता है। ऐस

गलनतयााँ करता है र्जनसे प्रेषर् में

रकावि नहीीं आत ।

जहिल कर्थनों के ववचार-बबदीं ओु ीं को

उद् देश्य और श्रोता के ललए उपयक्ु त

समझने की योग्यता प्रदलिति करने की

िली को अपना सकता है, ऐसा करते

क्षमता है। वह उद् देश्य के अनकु ू ल सनु ने

समय वह के वल मामलू ी गलनतयााँ

की कु िलता प्रदलिति करता है।

करता है।

पररयोजना कायय – कु ल अकिं 10

व्यर्क्तगत ऱप से हदया जाएगा – 5 अकीं

1. ववषयवस्तु – 1 अकीं

2. िब्द स मा (1000 िब्द) – 1 अकीं

3. भाषा िली – 1 अकीं

4. ववषय से सबीं

र्ीं धत र्चत्र तर्था आाँकडे – 1 अकीं

5. प्रस्ततु

करर् – 1 अकीं

· पररयोजना कायि के आधार पर मौखिकी – 5 अकीं

कक्षा – बारहव ीं में बाह्य परीक्षक द्वारा मौखिकी ली जाएग ।

· पररयोजना कायि हहन्दी भाषा और साहहयय से सबीं

द्ीं

ध हो।

ह दिं

ी (आधार) (कोड सिं. 302)

कक्षा – 11वीिं (2018-19)

िडिं

ववषय

अकिं

(क)

अपहित अििं

अपहठत गद्याींि – बोध (गद्याींि पर आधाररत बोध, प्रयोग, रचनाींतरर्, ि षकि
आहद पर लघूयतरायमक प्रश्न (2×4 लघूयतरायमक प्रश्न+1×2 अनतलघूयतरायमक प्रश्न)

दो में से एक अपहठत काव्याींि-बोध (काव्याींि पर आधाररत छह लघूयतरायमक प्रश्न) (1×6)

(ि)

कायायलयी ह दिं ी और रचनात्मक लेिन

ननबींध (ववककप सहहत)

कायािलय पत्र (ववककप सहहत)

जनसींचार माध्यम और पत्रकाररता के ववववध आयामों पर चार लघूयतरायमक प्रश्न (1×4)

फीचर, ररपोिि, आलेि लेिन (ज वन-सींदभों ये जुड घिनाओीं और र्स्र्थनतयों पर) ववककप सहहत (3×1)

(ग)

पाठ्यपुस्तक

(1)

आरो िाग – 1

(अ)

काव्य िाग

दो काव्याींिों में से ककस एक काव्याींि पर अर्थग्रि हर् से सींबींर्धत त न प्रश्न
(2×3)

एक काव्याींि के सौंदयबोध पर त न में से दो प्रश्न (3×2)

कववताओीं की ववषयवस्तु पर आधाररत त न में से दो लघूयतरायमक प्रश्न (2×2)

(ब)

गद्य िाग

गद्याींि पर आधाररत अर्थग्रहर् से सींबींर्धत चार प्रश्न (2×3) (1×1)

पाठों की ववषयवस्तु पर आधाररत चार में से त न बोधायमक प्रश्न (3×3)

(2)

ववतान िाग – 1

पाठों की ववषयवस्तु पर आधाररत दो में से एक प्रश्न (4×1)

ववषयवस्तु पर आधाररत त न में से दो ननबींधायमक प्रश्न (4×2)

(घ)

(क)

श्रवर् तर्था वाचन -10

(ि)

पररयोजना – 10

कु ल

100

नोि : ननम्नललखित पाठों से प्रश्न नहीीं पछू

ेजाएींगIे

आरोह (भाग – 1)

· अप्पू के सार्थ ढाई साल
· आयमा का ताप
· पर्र्थक

प्रस्ताववत पस्ु

तकें :

1. आरो , िाग – 1, एन.स .ई.आर.िी. द्वारा प्रकालितI

2. ववतान िाग – 1, एन.स .ई.आर.िी. द्वारा प्रकालितI

3. अशिव्यक्तत और माध्यम एन.स .ई.आर.िी. द्वारा प्रकालित (िींि – ि कामकाज हहदी और रचनायमक लेिन हेत)ु I

ह दिं

ी (आधार) (कोड सिं. 302)

कक्षा – 12वीिं (2018-19)

िडिं

ववषय

अकिं

(क)

अपहित अििं

अपहठत गद्याींि – बोध (गद्याींि पर आधाररत बोध, प्रयोग, रचनाींतरर्, ि षकि
आहद पर लघूयतरायमक प्रश्न (1×2) + 5 लघूयतरायमक प्रश्न (2x 5)

अपहठत काव्याींि-बोध (काव्याींि पर आधाररत चार लघूयतरायमक प्रश्न) (1×4)

(ि)

कायायलयी ह दिं ी और रचनात्मक लेिन

ककस एक ववषय पर अनुच्छे द (ववककप सहहत)

कायािलय पत्र (ववककप सहहत)

वप्रिीं माध्यम, सींपादकीय, ररपोिि, आलेि आहद पर चार अनतलघूयतरायमक प्रश्न (1×4)

ककस एक ववषय पर आलेि अर्थवा हाल ही में पढ़ी पुस्तक की सम क्षा (3×1)

ज वन-सींदभों से जुड घिनाओीं और र्स्र्थनतयों पर फीचर लेिन (3×1)

(ग)

पाठ्यपुस्तक

(1)

आरोह भाग-2

(अ)

काव्य भाग

दो काव्याींिों में से ककस एक पर अर्थग्रहर् से सींबींर्धत त न प्रश्न (2×3)

काव्याींि के सौंदयबोध पर दो में से एक काव्याींि पर दो प्रश्न (2×2)

कववताओीं की ववषयवस्तु से सींबींर्धत त न में से दो लघूयतरायमक प्रश्न (3×2)

(ब)

गद्य भाग

दो गद्याींिों में से ककस एक गद्य पर आधाररत अर्थग्रहर् के त न प्रश्न
(2×3)

पाठों की ववषयवस्तु पर आधाररत चार बोधायमक प्रश्न (3×3) (1×1)

(2)

ववतान िाग-2

पाठों की ववषयवस्तु पर आधाररत एक प्रश्न (4×1) ववककप सहहत

ववषयवस्तु पर आधाररत त न में से दो ननबींधायमक प्रश्न (4×2)

(घ)

(क)

श्रवर् तर्था वाचन – 10

(ि)

पररयोजना – 10

कु ल

100

नोि : ननम्नललखित पाठों से प्रश्न नहीीं पछू

ेजाएींगIे

आरोह (भाग – 2)

· बादल राग

प्रस्ताववत पस्ु

तकें :

1. आरो , िाग – 2, एन.स .ई.आर.िी. द्वारा प्रकालितI

2. ववतान, िाग – 2, एन.स .ई.आर.िी. द्वारा प्रकालितI

3. ‘अशिव्यक्तत और माध्यम’, एन.स .ई.आर.िी. द्वारा प्रकालित (िींि – ि कामकाज हहदी और रचनायमक लेिन हेत)ु I

प्रश्नपत्र का प्रश्नानुसार ववश्लेषण एविं प्रारूप

ह दिं

ी पाठ्यक्रम – 11वीिं आधार (2018-19)

समयावधध : 3 घिंिे अधधकतम अकिं

: 100

क्र. सिं.

प्रश्नों का प्रारूप

दक्षता परीक्षण/ अधधगम पररणाम

1
अकिं

2
अकिं

3
अकिं

4
अकिं

5
अकिं

8
अकिं

कु ल

अपहित बोध

अवधारर्ायमक बोध, अर्थग्रहर्,

–

(पिन कौिल)

अनुमान लगाना, ववश्लेषर् करना,

िब्द-ज्ञान व भावषक प्रयोग,

सजृ नायमकता, मौललकता।

कायायलयी ह दिं ी

सके त बबदीं ओीं का ववस्तार, अपने मत

–

और रचनात्मक

की अलभव्यर्क्त, सोदाहरर् समझना,

लेिन (लेिन

और्चयय ननधािरर्, भाषा में
प्रवाहमयता, सिीक िैली, उर्चत

कौिल)

प्राऱप का प्रयोग, अलभव्यर्क्त की

मौललकता, सजृ नायमकता एवीं

ताककि कताI

पाठ्यपुस्तकें

प्रययास्मरर्, ववषयवस्तु का बोध एवीं व्याख्या, अर्थग्रि हर् (भावग्रहर्), लेिक के मनोभावों को समझना, िब्दों का प्रसींगानुकू ल अर्थि समझना, आलोचनायमक र्चतीं न, ताककि कता, सराहना, साहहर्ययक परींपराओीं के पररप्रेक्ष्य में मूकयाींकन, ववश्लेषर्, सजृ नायमकता, ककपनाि लता, कायि- कारर् सींबींध स्र्थावपत करना, साम्यता एवीं अींतरों की पहचान, अलभव्यर्क्त में मौललकता एवीं ज वन-मूकयों की पहचान।

–

(क)

श्रवर् तर्था वाचन

–

(ि)

पररयोजना

–

कु ल

1×13
=13

2×12
=24

3×6=
18

4×3=
12

5×1=
5

8×1
=8

100

प्रश्नपत्र का प्रश्नानुसार ववश्लेषण एविं प्रारूप

ह दिं

ी पाठ्यक्रम – 12वीिं आधार (2018-19)

समयावधध : 3 घिंिे अधधकतम अकिं

: 100

क्र. सिं.

प्रश्नों का प्रारूप

दक्षता परीक्षण/ अधधगम पररणाम

1
अकिं

2
अकिं

3
अकिं

4
अकिं

5
अकिं

कु ल

अपहित बोध

अवधारर्ायमक बोध, अर्थग्रि हर्, अनुमान

–

(पिन कौिल)

लगाना, ववश्लेषर् करना, िब्द-ज्ञान व

भावषक प्रयोग, सजृ नायमकता, मौललकता।

कायायलयी ह दिं ी

सके त बबदीं ओीं का ववस्तार, अपने मत की

–

और रचनात्मक

अलभव्यर्क्त, सोदाहरर् समझना, और्चयय

लेिन (लेिन

ननधािरर्, भाषा में प्रवाहमयता, सिीक िैली,
उर्चत प्राऱप का प्रयोग, अलभव्यर्क्त की

कौिल)

मौललकता, सजृ नायमकता एवीं ताककि कता

पाठ्यपुस्तकें

प्रययास्मरर्, ववषयवस्तु का बोध एवीं व्याख्या, अर्थग्रहर् (भावग्रहर्), लेिक के मनोभावों को समझना, िब्दों का प्रसींगानुकू ल अर्थि समझना, आलोचनायमक र्चतीं न, ताककि कता, सराहना, साहहर्ययक परींपराओीं के पररप्रेक्ष्य में मूकयाींकन, ववश्लेषर्, सजृ नायमकता, ककपनाि लता, काय-ि कारर् सींबींध स्र्थावपत करना, साम्यता एवीं अींतरों की पहचान, अलभव्यर्क्त में मौललकता एवीं ज वन-मूकयों की पहचान।

–

(क)

श्रवर् तर्था वाचन

–

(ि)

पररयोजना

–

कु ल

1×11
=11

2×13
=26

3×7=
21

4×3=
12

5×2=
10

100

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Geography 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Geography 2018-19

CBSE GEOGRAPHY (Code No. 029)

(2018-19)

Geography is introduced as an elective subject at the senior secondary stage. After ten years of general

education, students branch out at the beginning of this stage and are exposed to the rigors of the discipline for the first time. Being an entry point for the higher education, students choose Geography for pursuing their academic interest and, therefore, need a broader and deeper understanding of the subject. For others, geographical knowledge is useful in daily lives because it is a valuable medium for the education of young people. Its contribution lies in the content, cognitive processes, skills and values that Geography promotes and thus helps the students explore, understand and evaluate the environmental and social dimensions of

the world in a better manner.

Since Geography explores the relationship between people and their environment, it includes studies of

physical and human environments and their interactions at different scales-local, state/region, nation and the world. The fundamental principles responsible for the varieties in the distributional pattern of physical and human features and phenomena over the earth’s surface need to be understood properly. Application of these principles would be taken up through selected case studies from the world and India. Thus, the physical and human environment of India and study of some issues from a geographical point of view will be

covered in greater detail. Students will be exposed to different methods used in geographical investigations.

Objectives:

The course in Geography will help learners to:

Familiarise with key concepts, terminology and core principles of Geography. Describe locations and correlate with Geographical Perspectives.

List/describe what students might see, hear, smell, at a place. List/describe ways a place is linked with other places.

Compare conditions and connections in one place to another. Analyze/describe how conditions in one place can affect nearby places. Identify regions as places that are similar or connected.

Describe and interpret the spatial pattern features on a thematic map.

Search for, recognize and understand the processes and patterns of the spatial arrangement of the natural features as well as human aspects and phenomena on the earth’s surface.

Understand and analyses the inter-relationship between physical and human environments and utilise such knowledge in reflecting on issues related to community.

Apply geographical knowledge and methods of inquiry to emerging situations or problems at different levels-local, regional, national and global.

Develop geographical skills, relating to collection, processing and analysis of spatial data/ information

and preparation of report including maps and graphs and use of computers where ever possible; and to be sensitive to issues.

CBSE GEOGRAPHY (029)

CLASS XI (2018-19)

One Theory Paper 70 Marks

3 Hours

Part A

Fundamentals of Physical Geography

35 Marks

Unit-1: Geography as a discipline

Unit-2: The Earth

Unit-3: Landforms

Unit-4: Climate

Unit-5: Water (Oceans)

Unit-6: Life on the Earth

Map and diagram

Part B

India-Physical Environment

35 Marks

Unit-7: Introduction

Unit-8: Physiography

Unit-9: Climate, vegetation and soil

Unit-10: Natural hazards and Disasters

Map and Diagram

Part C

Practical Work

30 Marks

Unit-1: Fundamentals of Maps

10 Marks

Unit-2: Topographic and Weather Maps

15 Marks

Practical Record Book and Viva

5 Marks

Part A: Fundamentals of Physical Geography 87 Periods

Unit-1: Geography as a Discipline 04 Periods

Geography as an integrating discipline, as a science of spatial attributes. Branches of Geography; Physical Geography and Human Geography.

Scope and Career Options

Unit-2: The Earth 11 Periods

Origin and evolution of the earth; Interior of the earth. Wegener’s continental drift theory and plate tectonics.

Earthquakes and volcanoes: causes, types and effects.

Unit-3: Landforms 20 Periods

Rocks: major types of rocks and their characteristics.

Geomorphic processes: weathering, mass wasting, erosion and deposition; soil-formation.

Landforms and their evolution- Brief erosional and depositional features

Unit 4: Climate 30 Periods

Atmosphere- composition and structure; elements of weather and climate.

Insolation-angle of incidence and distribution; heat budget of the earth-heating and cooling of atmosphere (conduction, convection, terrestrial radiation and advection); temperature- factors controlling temperature; distribution of temperature-horizontal and vertical; inversion of temperature.

Pressure-pressure belts; winds-planetary, seasonal and local; air masses and fronts; tropical and extratropical cyclones.

Precipitation-evaporation; condensation-dew, frost, fog, mist and cloud; rainfall-types and world distribution.

Climate and Global Concerns.

Unit 5: Water (Oceans) 10 Periods

Basics of Oceanography

Oceans – distribution of temperature and salinity.

Movements of ocean water-waves, tides and currents; submarine reliefs. Ocean resources and pollution.

Unit 6: Life on the Earth 07 Periods

Biosphere – importance of plants and other organisms; biodiversity and conservation; ecosystem and ecological balance.

Map work on identification of features based on 1 to 6 units on the outline/Physical/Political map of the

world. 05 Periods

Part – B: India – Physical Environment 78 Periods

Unit-7: Introduction 04 Periods

Location, space relations, India’s place in the world.

Unit-8: Physiography 28 Periods

Structure and Relief; Physiographic Divisions.

Drainage systems: Concept of river basins, Watershed; the Himalayan and the Peninsular rivers.

Unit-9: Climate, Vegetation and Soil 28 Periods

Weather and climate – spatial and temporal distribution of temperature, pressure winds and rainfall, Indian monsoon: mechanism, onset and withdrawal, variability of rainfalls: spatial and temporal; use of weather charts.

Natural vegetation-forest types and distribution; wild life; conservation; biosphere reserves.

Soils – major types (ICAR’s classification) and their distribution, soil degradation and

conservation.

Unit-10: Hazards and Disasters: Causes, Consequences and Management 14 Periods

Floods, Cloudbursts Droughts: types and impact Earthquakes and Tsunami

Cyclones: features and impact

Landslides

Map Work of features based on above units for locating and labelling on the Outline/Political/Physical

map of India. 04 Periods

Part – C: Practical Work 50 Periods

Unit-1: Fundamentals of Maps 20 Periods

Geo spatial data, Concept of Geographical data matrix; Point, line, area data.

Maps -types; scales-types; construction of simple linear scale, measuring distance; finding direction and use of symbols.

Map projection- Latitude, longitude and time, typology, construction and properties of projection: Conical with one standard parallel and Mercator’s projection. (only two projections)

Unit 2: Topographic and Weather Maps 30 Periods

Study of topographic maps (1 : 50,000 or 1 : 25,000 Survey of India maps); contour cross section and identification of landforms-slopes, hills, valleys, waterfall, cliffs; distribution of settlements.

Aerial Photographs: Types and Geometry-vertical aerial photographs; difference between maps and aerial photographs; photo scale determination. Identification of physical and cultural features.

Satellite imageries, stages in remote sensing data-acquisition, platform and sensors and data products, (photographic and digital).

Use of weather instruments: thermometer, wet and dry-bulb thermometer, barometer, wind vane, rain gauge.

Practical Record Book and Viva Voce

Viva to be based on Practical Unit I and II only.

CBSE GEOGRAPHY (Code No. 029)

CLASS – XI (2018-19)

1. Theory – One Paper Time: 3 hours

Marks: 70

Part-I

Fundamentals of Physical Geography

Unit-1: Geography as a discipline

Unit-2: The Earth

Unit -3: Landforms

Unit – 4: Climate

Unit – 5: Water (Oceans)

Unit – 6 : Life on the Earth

Map Work & Diagram

Part-II

India- Physical Environment

Unit – 7 : Introduction

Unit – 8 : Physiography

Unit – 9 : Climate, vegetation and soil

Unit -10 : Natural hazards and Disasters

Map Work & Diagram

Total

Part -III

Practical Work

Unit -1 : Fundamentals of Maps

Unit – 2 : Topographic and Weather Maps

Practical Record Book and Viva

2. Weightage to Difficulty Level

Estimated Difficulty Level

Percentage

(i) Easy (E)

20%

(ii) Average (AV)

60%

(iii) Difficult (D)

20%

CBSE QUESTION PAPER DESIGN 2018-19
GEOGRAPHY (Theory) Code No. 029 CLASS-XI

Time: 3 Hours Max. Marks: 70

S.
No.

Typology of Questions

Learning Outcomes
& Testing Skills

Short Answer (1 Mark)

Short Answer (3 Marks)

Long Answer I (5
Marks)

Map Skills based
(5 Marks)

Marks

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

Reasoning Analytical
Skills
Critical thinking

1
(identify location)

23%

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

–

20%

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)

–

19%

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) (includes Map interpretation)

1
(Map interpre- tation)

28%

Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes)

1+1

–

10%

Total

7×1 =7

6×3=18

7×5=35

2×5=10

70 (22)
Practical 30

100%

Time Estimated

15 min.

60 min.

70 min.

20 min.

165+15 = 180
min

Note:

No Chapterwise weightage, care to be taken to cover chapters in both books.

GEOGRAPHY (Code No. 029)

Class XII (2018-19)

One Theory Paper 3 Hours

70 Marks

Fundamentals of Human Geography

35 Marks

Unit 1: Human Geography

Unit 2: People

Unit 3: Human Activities

Unit 4: Transport, Communication and Trade

Unit 5: Human settlements

Map Work

India: People and Economy

35 Marks

Unit 6: People

Unit 7: Human Settlements

Unit 8: Resources and Development

Unit 9: Transport, Communication and International Trade

Unit 10: Geographical Perspective on selected issues and problems

Map Work

Practical Work

30 Marks

Unit 1: Processing of Data and Thematic Mapping

Unit 2: Field study or Spatial Information Technology

Unit 3: Practical Record Book and Viva Voce

GEOGRAPHY (Code No. 029)

CLASS XII

Part-A. Fundamentals of Human Geography 90 Periods 35 Marks

Unit 1: Human Geography: Nature and Scope 05 Periods

Unit 2: People 18 Periods

l Population-distribution,density and growth

l Population change-spatial patterns and structure; determinants of population change;

l Age-sex ratio; rural-urban composition;

l Human development – concept; selected indicators, international comparisons

Unit 3: Human Activities 28 Periods

l Primary activities – concept and changing trends; gathering, pastoral, mining, subsistence agriculture, modern agriculture; people engaged in agricultural and allied activities – some examples from selected countries.

l Secondary activities-concept; manufacturing: types – household, small scale, large scale; agro

based and mineral based industries; people engaged in secondary activities – some examples from selected countries.

l Tertiary activities-concept; trade, transport and tourism; services; people engaged in tertiary activities – some examples from selected countries.

l Quatenary activities-concept; people engaged in quatenary activities – case study from selected countries.

Unit 4: Transport, Communication and Trade 24 Periods

l Land transport – roads, railways; trans-continental railways.

l Water transport- inland waterways; major ocean routes.

l Air transport- Intercontinental air routes.

l Oil and gas pipelines.

l Satellite communication and cyber space- Importance and usage for geographical information; use of GPS.

l International trade-Bases and changing patterns; ports as gateways of international trade, role of WTO in International trade.

l Ocean: National rights and international treaties.

Unit 5: Human Settlements 10 Periods

l Settlement types – rural and urban; morphology of cities (case study); distribution of mega cities; problems of human settlements in developing countries.

Map Work on identification of features based on 1-5 units on the outline/Physical/Political map of World.

05 Periods

Part B. India: People and Economy 90 Periods

Unit 6: People 15 Periods

l Population: distribution, density and growth; composition of population – linguistic, religious; sex, rural-urban and occupational-regional variations in growth of population.

l Migration: international, national-causes and consequences.

l Human development: selected indicators and regional patterns.

l Population, environment and development.

Unit 7: Human Settlements 10 Periods

l Rural settlements – types and distribution.

l Urban settlements – types, distribution and functional classification.

Unit 8: Resources and Development 30 Periods

l Land resources- general land use; agricultural land use, Geographical conditions and distribution of major crops (Wheat, Rice, Tea, Coffee, Cotton, Jute, Sugarcane and Rubber), agricultural development and problems.

l Water resources-availability and utilization-irrigation, domestic, industrial and other uses;

scarcity of water and conservation methods-rain water harvesting and watershed management.

l Mineral and energy resources- distribution of metallic (Iron ore, Copper, Bauxite, Manganese); non-metallic (Mica, Salt) minerals; conventional (Coal, Petroleum, Natural gas and Hydroelectricity) and non-conventional energy sources (solar, wind, biogas) and conservation.

l Industries – types, factors of industrial location; distribution and changing pattern of selected industries-iron and steel, cotton textiles, sugar, petrochemicals, and knowledge based industries; impact of liberalization, privatisation and globalisation on industrial location; industrial clusters.

l Planning in India- target group area planning (case study); idea of sustainable development (case study).

Unit 9: Transport, Communication and International Trade 15 Periods

l Transport and communication-roads, railways, waterways and airways: oil and gas pipelines; Geographical information and communication networks.

l International trade- changing pattern of India’s foreign trade; sea ports and their hinterland and airports.

Unit 10: Geographical Perspective on Selected Issues and Problems 15 Periods

l Environmental pollution; urban-waste disposal.

l Urbanisation, rural-urban migration; problems of slums.

l Land degradation.

Map work on locating and labelling of features based on above units on outline map of India. 05 Marks

Part-C Practical Work 40 Periods

Unit 1: Processing of Data and Thematic Mapping 25 Periods

l Type and Sources of data: Primary, Secondary and other sources.

l Tabulating and processing of data; calculation of averages, measures of central tendency, deviation and rank correlation.

l Representation of data- construction of diagrams: bars, circles and flowchart; thematic maps; construction of dot; choropleth and isopleth maps.

l Data analysis and generation of diagrams, graphs and other visual diagrams using computers.

Unit 2: Field Study or Spatial Information Technology 15 Periods

Field visit and study: map orientation, observation and preparation of sketch; survey on any one of the local concerns; pollution, ground water changes, land use and land-use changes, poverty, energy issues, soil degradation, impact of floods and drought, catchment area of school, Market survey and Household survey (any one topic of local concern may be taken up for the study; observation and questionnaire survey may be adopted for the data collection; collected data may be tabulated and analysed with diagrams and maps). Students can be given different topics to get more insight into various problems of society.

Spatial Information Technology

Introduction to GIS; hardware requirements and software modules; data formats; raster and vector data, data input, editing and topology building; data analysis; overlay and buffer.

Prescribed Books:

1. Fundamentals of Physical Geography, Class XI, Published by NCERT

2. India, Physical Environment, Class XI, Published by NCERT

3. Practical Work in Geography, Class XI, Published by NCERT

4. Fundamentals of Human Geography, Class XII, Published by NCERT

5. India – People and Economy, Class XII, Published by NCERT

6. Practical Work in Geography, Class XII, Published by NCERT

Note: The above textbooks are also available in Hindi medium.

QUESTION PAPER DESIGN 2018-19
GEOGRAPHY (Theory) Code No. 029 CLASS-XII

Time: 3 Hours Max. Marks: 70

S.
No.

Typology of Questions

Learning Outcomes
& Testing Skills

V.
Short Answer (1
Mark)

Short Answer – (3 Marks)

Long Answer I (5 Marks)

Map Skills based
(5 Marks)

Marks

l Reasoning
l Analytical Skills
l Critical thinking

1
(identify location)

23%

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

–

20%

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)

–

19%

1
(Map interpret ion)

28%

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

1+
1(values based)

–

10%

Total

7×1 =7

6×3=18

7×5=35

2×5=10

70 (22)
Practical 30

100%

Time Estimated

15
min.

60 min.

70 min.

20 min.

165+15 = 180
min

Note: No Chapterwise weightage, care to be taken to cover chapters in both books.

I. Weightage to content (Chapter nos. of NCERT textbooks are given against unit within brackets)

Part A: Fundamentals of Human Geography (Textbook I) 35 marks

Fundamentals of Human Geography

35 Marks

Unit 1: Human Geography

(Ch.1)

Unit

People

(Ch

. 2

to 4)

Unit

Human Activities

(Ch

. 5

to 7)

Unit

Transport, Communication and Tra

de (Ch. 8 and 9)

Unit

Human Settlements

(Ch. 10)

Map Work—–World map (for identification only relating to Units 1 to 5)

Total

II. Weightage to content (Chapter nos. of NCERT textbooks are given against unit within brackets)

Part B: India, People and Economy (Textbook II) 35 marks

India: People and Economy

35 Marks

Unit 6: People

(Ch.

1 -3)

Unit

Human Settlements (Ch.

Unit

Resources and Development

(Ch. 5-9)

Unit

Transport, Communication and International Trade

(Ch. 10-11)

Unit 10: Geographical Perspective on selected issues and problems (Ch.12)

Map Work

Total

Grand Total

Note: Value Based Question from any Unit 1-10.

III. Weightage to Difficulty Level

Estimated Difficulty Level

Percentage

(i) Easy (E)

20%

(ii) Average (AV)

60%

(iii) Difficult (D)

20%

Scheme of Option: No internal choice except for blind students.

Fundamentals of Human Geography

Textbook I (NCERT)

Revised Map Items for identification only on outline political map of the World.

Unit-1
Unit-2

Ch.-1
Ch. 2 to 4

Nil
1

A large country in each continement in terms of area.

Areas having low and high density of population of each continent.

Countries having low/high growth rate of population. .

Unit-3

Ch. 5 to 7

Areas of subsistence gathering.

Primary Activities.

Major areas of nomadic herding of the world.

Major areas of commercial livestock rearing.

Major areas of extensive commercial grain faming.

Major areas of mixed farming of the World.

Major areas of mediterreneam agricalture of the World.

Secondary Activities

Ruhr region, Silicon Valley, Appalachian region, Great lakes region.

Unit – 4

Ch. 8 to 9

Transcontinental Railways: Terminal Stations of transcontinental railways

Major Sea Ports :

Europe: North Cape, London, Hamburg North America: Vancouver, San Francisco, New Orleans

South America: Rio De Janeiro, Colon, Valparaiso

Africa: Suez, Durban and Cape Town

Asia: Yokohama, Shanghai, Hongkong, Aden,

Colombo, Karachi, Kolkata

Australia: Perth, Sydney, Melbourne and Auckland

Inland Waterways: Suez canal, Panama canal, Rhine waterway and St. Lawrence Seaway

Major Airports:

Asia: Tokyo, Beijing, Irkutsk, Vladivostok, Mumbai, Jedda, Aden

Europe: Moscow, London, Paris, Berlin and Rome

North America: Chicago, New Orleans, Mexico City

South America: Bogota, Brasilia, Buenos Aires, Santiago

Australia: Drarwin and Wellington.

Unit – 5

Ch. 10

Mega cities of the world

India – People and Economy

Textbook II (NCERT)

Revised Map for locating and labelling only on the outline political map of India

Units – 6 & 7

Ch. 1 to 4

•    State with high level of urbanised and low level of urbanisation
•    One state higher level of HDI & One lower level of HDI
•    State with higher level of pop pressure on land & one state lover level

of pop pressure in land.

• One out migrating state

• One in migrating state

• One state with higher gender ratio & one with lower gender ratio

• Any city with more than 10 million population.

Unit – 8

Ch. 5 to 9

Leading producing states of the following crops:

(a) Rice, (b) Wheat, (c) Jowar, (d) Bajra,

(e) Maize, (f) Groundnut, (g) Cotton, (h) Jute,

(i) Sugarcane, (j) Tea, and (k) Coffee

Mines:

Iron-ore mines: Mayurbhanj, Kendujhar, Durg, Bailadila, Ratnagiri, Bellary.

Manganese mines: Sundergarh, Balaghat, Nagpur, Shimoga.

Copper mines: Hazaribagh, Singhbhum, Khetari, Udaipur and Amarkantak.

Bauxite mines: Katni, Bilaspur and Koraput.

Coal mines: Jharia, Bokaro, Raniganj, Korba, Talcher, Singareni, Neyveli.

Oil Refineries: Bhatinda, Panipat, Mathura, Jamnager, Mangalore, Tatipaka, Haldia, Guwahati, Baroni Industries.

Iron and Steel Plants: Bhadravati, Bhilai, Bokaro.

Durgapur, Rourkela and Jameshedpur.

Cotton Textile: Ahmedabad, Surat, Gwalior, Varanasi, Murshidabad, Pune, Nagpur, Solapur and Mysore.

Software Technology Parks: Gandhinager, Shrinager, Mohali, Shimla, Delhi,

Noida, Kanpur, Indore, Hyderabad, Bhubaneshwar and Major Industrial Regions.

Unit – 9

Ch. 10 – 11

Transport:

(i) Important tower on north south corredor easthest corridor & golden

quadrleteral.

(ii) Headquarters of all railway zones.

(iii) Major Sea Ports: Kandla, Mumbai, Marmagao, Kochi, Ennore, Tuticorin, Chennai, Vishakhapatnam, Paradwip, Haldia.

(iv) International Air ports: Ahmedabad, Mumbai, Bangalore, Chennai, Kolkata, Guwahati, Delhi, Amritsar, Panaji, Kochi,

Thiruvananthapuram & Hyderabad

Unit – 10 Ch. 12 NIL

To see the full specifications with in-depth details click here

Senior School Certificate Examination (XI-XII) Fine Arts 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Fine Arts 2018-19

30. FINE ARTS CBSE

A student may offer any one of the following courses:

(a) Painting (Code No. 049)

(b) Graphics (Code No. 050)

(d) Applied Art-Commerci al Art (Code No. 052)

The following art terminologies for all the four subjects are prescribed only for reference and general

enrichment.

1. Elements of Composition

2. Principles of Composition

3. Drawing & Painting

Materials

4. Media of Composition

5. Sculpture

6. Graphics

7. Applied Art

8. Portfolio Assessment Method :

Point, line, form, colour,tone, texture and space.

Unity, harmony, balance, rhythm, emphasis and proportion, abstraction and stylisation.

Foreshortening, perspective, eye- level,fixed point of view,vanishing point,ratio-proportion, sketching, drawing, light and shade, still-life,

land-scape,anatomy, vertical, horizontal,two and three dimensional, transparent and opaque.

Paper (Cartridge, Canvas and Hard-board Handmade, etc.), pencil, water,acrylic colours, tempera colours, poster colours, pastel colours, waterproof ink.

Collage, Mosaic, Painting, Mural, Fresco, Batik Tie and Dye.

Relief and round sculpture, modelling with clay, terra-cotta, carving in wood, stone, bronze casting, plaster of Paris and metal welding.

Linocut, relief printing, etching, Lithography, silk screen printing, letter press and offset printing.

Book cover design and illustration, cartoon, poster, advertisements

for newspaper and magazine, animation and printing processes, photography, computer-graphic, hoarding and T.V .

Introduction : The Art Portfolio willconsist of a compilation of all art works, from sketch to finished product .

The submission would include both the original and improved versions of assigned tasks reflective of gradual improvement. Step by step development of the work will be assessed in all units.

Components of a Portfolio:

• Schedule of work

• Research Skills

• Resources and materials

• Study of connections with artists I art movements

• Art making skills

• Personal artist statement

• Studies (e. g.,composition/ techniques-medium)

• Picture of the final work (reflective skills)

• Evaluation of final work (affective skills)

• Any kind of personalized notes in relation to art work

Profile of Learners Growth

Values and Attitudes Rubric

The learner develops the ability to :

• Respect, appreciate and demonstrate an open mind towards the artistic expression of others

• Appears enthusiastic and willing to study artistic expressions from other cultures or regions of the world that are very different from own.

• Accept different forms and styles and tries to explore their meaning.

• Be sensitive towards other’s creations

• Be ready to research and transfer his/ herlearning to his I her own art

• Take initiative

• Be responsible for his/ her own learning and progress

• Apply theoretical knowledge in practical contexts

• Possess information and communication technology skills

• Be resourceful and organize information effectively

• Listen attentively

CBSE PORTFOLIO ASSESSMENT FOR FINE ARTS MAY BE DONE

ON THE BASIS OF FOLLOWING CRITERIA

Creativity: Candidates are required to produce evidence that demonstrates a creative approach to problem

solving. Evidence should also include the ability to interpret a given brief and original approaches to produce a solution . Sketchbooks, notebooks and relevant support material should form part of this evidence.

1. Drawing

2. Detailed Study – observation, record,analysis, interpreting a variety of subject 3. Mood reflected

4. Follow-up of the Fundamentals of VisualArts (Elements and Principles)

5. Message the artist wants to convey

Innovation: The knowledge gained with the help of case study (historical importance, great artist work).

How has the above been understood in relation to the topic or the theme taken up by the student?

Technique: To foster creativity and self expression (basic understanding of colour concept and application in

relation to colour and texture of the material used by the student). Size, details, proportion required

according to the base used for the painting medium chosen according to their art stream. Techniques studied from folk style, contemporary art or traditional art should be used while creating a new concept.

The learners:

• Discover their potential for creativity, self -expression and visual awareness through painting.

• Feel confident with the chosen medium as a means of communicating and generating ideas.

• Develop observation, recording, manipulation and application skills.

• Experiment with a range of media and techniques.

• Relate their work to other artists work and understand the historical context of this work.

• Understand the basic principles of colour.

• Develop critical awareness.

Execution of Work

• Highlight the method of work giving a historical study of the work.

• Originality in the presentation (paintings, sketches, etc.)

• Demonstrate an understanding of basic colour principles, colour mixing and representation.

• Employ a variety of traditional and experimental techniques and processes

• Use a variety of media and materials

• Observe, record, analyse, interpret a variety of subjects, including : the manufactured environment

the natural environment the human figure

• Present evidence of personal enquiry and self expression

• Discuss and relate own work to recognize artists work

• Observe colour in other craft and design areas

• Make informed critical judgement on work in progress

Experimentation

A. Progressive Work: Candidates are required to show evidence of research carried out. It is expected that their skills will demonstrate evidence of process and the exploration of a wide range of subjects. An accepted standard of achievement using a range of media and material should be an integral part of the candidate’s development.

B. Skills: Sound aesthetic judgement and organizational skills should be demonstrated in the process of work presented by a candidate.

C. Logical organization and collection of creations.

D. Critical evaluation and aesthetic judgement applied.

(A) PAINTING CBSE

(Code No. 049)

Introduction: The course in Painting at Senior Secondary stage as an elective subject is aimed to develop

aesthetic sense of the students through the understanding of various important well known aspects and modes of visual art expression in India’s rich cultural heritage from the period of Indus valley to the present time. It also encompasses practical exercises in drawing and painting to develop their mental faculties of

observation, imagination,creation and physical skills required for its expressions.

ObJKt_IVH

A) Thtr0ry. (Hlncry of lnct11nAnJ

Tlne qbject:ive of imcluding ilhe history cf lmdian .Art tor the stuclents is. to familiar-Ee t’h!em with he vanous. styl.M: and m di art itXJiWM!iiOM 1.-onn ditl.-t parun1 ll!lllia.ih1!i wllt!J d @nriri:h lthmrvismn1 8lild enable them to appred:ar, e Mid de-velop :m r.iesllhetk sensibility to enJCJll the be111.1ty of’ nature and

-life. The :5tudenUwill al haYe 1:1n o.g:)Qrtunrt to raind $tudy the evolAJrt;ICJ!!l of tu 11’1111te.Uon5o a_nd

$)!iltlilest s wi!U’I Dtli\ier style and ·tfile rise of am *ther .mew styt.e.The $W(‘.lemts. should be mac!le aware o1an as .a ooman experience.The teachers :thowld be able to tthem ·to the wide Fafllle of a«tn1c 11115, nhe mei;tia and the toolis 1!15ed.The lnl of lndln art i”:s. a to11g one. H e the stuclenU w<00ld be aaJllllaimted wilt! brief pi af the develuprmem Df Imdiam ·vi:5l!li!I art as are. requ red fo. allna’pt fomriarton. E:xr.ilflplcs iiKludcd In he cCH.ne- al study me selectt:d bec111use of heir ;nes.thttic:

4l1U11Ut1 imd arel111tended purely eriruidellnei.

B Pltdk:al.s

11’111 purpose <Of nntrodLKinl practrcal. rat ‘ill paTi’tl ng Is °’ 11.tp and i!i’latu tlhe luMnt.s:

– Te de’ielQp. sklU iof l.!i1ns. d and p:a.1nt nit.erlaL (suna.oe, t.oolJ .and ·eqwlpment. ·etc:.)

effectively.

Ifci sharpen 1h11r1rr obsMva-llon •n !through study of canmon objKU Mid v-M’IOUs. poml!ltrfcd and

noo-etrlcal forms fom!il •Ufe and notwre.

– l’ develOP hleir 5li: U5o w draw :and i11t the QbrvaUons-

– Tc de-‘w’el ill’I 1l!lmder$tandlmg of pa.i nU!if.R·l!:amoo (The ILl5e of tfile e enments !allld ihe prlociples of

pa1111tJng -oompos tiOl!I•.

– l”t!J itreaw hie fonmlii anfj the ad.our” mes.in innaghnaUon with ilfl ibitttylo ei:Pfies5 Uiem

eneoc::tivet;,r in drawfng aoo painti ng.

Tei 8PMS!!!i thfr d.IUl!lntRt fiM!irngs Md sf Lif’• nd mt.ml’ n Lms, formsand colourrs.

One Tl’le.Oly Paper

Uttitw’lse ‘W-e’i

CLASS-XI(THEORY) (2018′-19)

1(Cod1t No.. 049)

40 Man:s

Time 2 Hoors

Un ts

Periods.

Miark!.

History o:f rmttan Arl:

Pre-1-listorlr:: roc:k r>ainl:hg§; aoo art ofIn Valley

‘1t)

Buddhist.. Ja’n and H1111du .A.rt

Ti!rflple 5′;u ptur1M1 Br'(lnzt!s snd Artirtit:: at.$ ‘1f h’M:IO> l.amii:
:arcl”ltteeture

’40

Unit 1: Pre-hfstorlc Ro.ck PalntJnp and Art of llndl!ls V lley

(2 B.·C. m ·1500 B.C..

12 Periods

Introduction

1) Period and Location

2) Study of following Pre-historic paintings:

(i) A Roaring Animal, Bhimbethaka (ii) Wizard’s Dance, Bhimbethaka

B. Introduction

(i) Period and Location.

(ii) Extension: In about 1500 miles

(a) Harappa & Mohenjo-daro (Now in Pakistan)

(b) Ropar, Lothal, Rangpur, Alamgirpur, Kali Bangan, Banawali and Dholavira (in India)

2. Study of following: Sculptures and Terracottas

(i) Dancing girl (Mohenjo-daro) Bronze, 10.5 x 5 x 2.5 cm.

Circa 2500 B.C.

(Collection: National Museum, New Delhi).

(ii) Male Torso (Harappa)

Red lime Stone, 9.2 x 5.8 x 3 ems.

Circa 2500 B.C.

(Collection: National Museum, New Delhi).

(iii) Mother Goddess (Mohenjo-daro) terracotta, 22 x 8 x 5 cm. Circa 2500 B.C. (Collection: National Museum, New Delhi).

3. Study of following Seal:

(i) Bull (Mohenjo-daro)

Stone (Steatite), 2.5 x 2.5 x 1.4 cm.

Circa 2500 B.C. (Collection: National Museum, New Delhi). Decoration on earthen wares:

(i) Painted earthen-ware (Jar) Mohenjo-daro

(Collection: National Museum, New Delhi).

Unit 2: Buddhist, Jain and Hindu Art

(3rd century B.C. to 8th century A.O.)

24 Periods

1) General Introduction to Art during Mauryan, Shunga, Kushana (Gandhara and Mathura styles)

and Gupta period:

2) Study of following Sculptures:

i) Lion Capital from Sarnath (Mauryan period) Pol shed sandstone,

370

Circa 3rd Century B.C.

(Collection: Sarnath Museum, U.P.)

ii) Chauri Bearer from Didar Ganj (Yakshi) (Mauryan period) Polished sandstone

Circa 3rd Century B.C.

(Collection: Patna Museum, Bihar)

iii) Bodhisattva head from Taxila (Kushan period-Gandhara style) Stone, 27.5 x 20 x 15c.m.

Circa 2nd Century A.D.

(Collection: National Museum, New Delhi)

iv) Seated Buddha from Katra Mound, Mathura-(Kushan Period-Mathura Style) Red-spotted Sand Stone, Circa 3rd Century AD.

(Collection: Govt. Museum, Mathura)

v) Seated Buddha from Sarnath (Gupta period) Stone

Circa 5th century AD

(Collection: Sarnath Museum U.P.)

vi) Jain Tirathankara (Gupta period) Stone

Circa 5th Century A.D.

(Collection: State Museum, Lucknow U. P.)

3) Introduction to Ajanta

Location, period, No. of caves, Chaitya and Vihara, paintings and sculptures, subject matter and technique etc.

4) Study of Following Painting and Sculpture:

(i) Padmapani Bodhisattva (Ajanta Cave No. I, Maharashtra) Mural Painting

Circa 5th Century A.D.

(ii) Mara Vijay (Ajanta Cave No. 26) Sculpturein stone.

Circa 5th Century A .D.

Unit 3: Temple Sculpture, Bronzes and artistic aspects of lndo-lslamic Architectu re 36 Periods

A) Artistic aspects of Indian Temple sculpture

(6th Century A. D. to 13th Century A.D. )

(1) Introduction to Temple Sculpture

(6th Century A. D. to 13th Century A.D. )

12 Periods

371

(2) Study of following Temple-Sculptures;

(i) Descent of Ganga (Pallava period, Mahabalipuram, Tamil Nadu), granite rock Circa 7th Century A.O.

(ii) Ravana shaking Mount Kailash (Rashtrakuta period, Ellora, Maharashtra) Stone

8th Century A. O.

(iii)Trimurti (Elephanta, Maharashtra) Stone

Circa 9th Century A.O.

(iv)Lakshmi Narayana (Kandariya Mahadev Temple) (Chandela period, Khajuraho, Madhya Pradesh)

Stone

Circa 10th Century A.O.

(v) Cymbal Player, Sun Temple (Ganga Dynasty, Konark, Odisha) Stone

Circa 13th Century A. D.

(vi) Mother and Child (Vimal-Shah Temple, Solanki Dynasty, Dilwara , Mount Abu, Rajasthan) white marble.

Circa 13th Century A. D.

(B) Bronzes:

(1) Introduction to Indian Bronzes

(2) Method of casting (solid and hollow)

(3) Study of following south Indian Bronzes:

(i) Nataraj (Chola period Thanjavur Distt., Tamil Nadu) 12th Century A .O.

(Collection: National Museum, New Delhi.) (ii) Devi (Uma) Chola Period

11th Century A. D.

(Collection: National Museum, New Delhi.)

12 Periods

(1) Introduction

(2) Study of following architectures:

(i) Qutab Minar, Delhi (ii) Taj Mahal,Agra

(iii) Gol Gumbad , Bijapur

12 Periods

372

CLASS-X I{2G11-19)

(PRA.CTICAL}

60 1t5

Time 6 Hoblrs C:bl

Units

Poriads

Marla

N:rl.unt and Objed Study

Painting.

• CampO’§.ition

Portfolio As

“8

1″416

Unit 1; Nature . nd Objec.t ‘Study 20 M.!!rks 50 Periods

Stucbr of·lWO «three not.lftl and aoornet.nc fomn 1n perncil W’lth 1iht 1nd shade from 11 fixed point of ·view’. H’atural fooms ike plants, v t l::lles,fruits a!ild iflcrwell’S , etc.;are to be l.11$ed. Gemmetri:ca fMms of ob’J@CbIk@ 1:1lJb1u, OOl’IM) prisrvu:, <CY{tndenaind !!ipMrK !Mulid Mi lMld.

Unit 1; Painting Composition 20 Marks 50 Perliods

UJ Sfmple eK5e5 gf ba”$ic; de$ign irn varnatfQll of s.eorrnet ril; a_nd rhytbmail:: pe5 in SE!!!llliletllicalamd decoratrve desipils ama oolouirs to IDier.iltand des!Sns as organised v’!s1.11al Ul”an;erne111ts. 1OMarkt: 25 Periods

Ur.It l= PortfOllo Assessment 20 Marks 48 Periods

tt) Recor<.I or h& ifttln!! ,.prformana!i frriom sketch to ‘filll prt. 10·.¥!3rb

b Five l”!at\Jre arid ob.lect 5-tU!il).r rd5e5 in iiiDY media · cbing the 5e5Pon

includins mimirmum al stll lrifE e lidses;. 05 Mairb

c) iwo M w.orll:s. of P3fntln15!!i don@ c*Jrlng tiht!i YNr O!ii Marks These selecredl works prepared dunhne: lihe c:ourse by ·ttte cand1dat.es a111d rertlfied by lhe

sohlooll authcriti’e.s as the wt1rk dbne m the 5Chool wiill be placed behw”e tlrie exam1men for

M!Msrnf!nt .

Note: 1. The c:andicla 9 mould be !ifven one hCll.l”-breok after fl,_ hree haurs.

1. The time-table to be 50 f ramed lo llQ’!i’!il the 5tudeou t.oi wuk aintilnl.DJ5t:.’ for m1n1mum of

two pll’liOds at a Uli.

One Theary Papeli

W’lirw.u••w:mlif\tago

PAllNTING (Code No 049)

CLUS-Xll 1(2018-19)

(THEORY)

..f 0 Marks

Timo: :2: Hoors

Units

Period’s

Marls

The Rajasthani and Pah.ari Si!:hmol!S. af Miniabre Paint ng

t R

c10

The Mugha.• am:! lleca,n Si;hoo’, Qf Miniature- Paimt(ng

Thelmdf i!n Ni-!1ioAal Rag ancJ the El;englSi;hl;ll;llQf Pa11nti

The Modem Trel!ids In lndlan Art

“‘°

Ulnlt 1: The Rajasthlnl and Paharl Schools of M niature Palnt1n1

(6.., Cent.wy A.ID.to 19th CM’lllllll} A..D.)

A brr1eJ n rocihJi:tion t.o. nd1en Mklfan.-e Sc:hoot’5i: Westem· lndran. Pala,. .ajMthan1, Muah:al, Centra lndli:!, Dea;an.and hhari.

The RaJM’tharri schi»J=

(i) Onlii!lin and Development

(2) Swb-Sch®·Mew.-,Bund Jodlpuir. B1kcaner, lt s-h emd Jip1i1r·

( ) Main fealLJl’K of thit!’ bjM!ihitni Schod

(‘4) Stud or tl’le f01.low1ni R:aljMlhan1paEnt11\iS:

Titll.e

ManMlag!nii

MJ 11.rninilddh s.rng.n tw’8.

Cl’laupn Pal !r’ers

Krisl’ns ao swimg

RM!hi!!J (Bn1·Thmil)

Bharat Meets Rama al Chhlra.lcuta

Painter

Utka Ram Dana INurudc:li’n NrMl ll:hmid

CitJman

llllndl

JodM r

Ritaner

l<ii ShmigMh

Jl:1pu-

B “lihe Pahari Scl

(I) Ori!:in and di!<relopmoot

(2) Sul:rSchoob·BMol’IU. Guter1 Kan ra. Chamblj and Garhw

(l) Nim featuire Qf the Pahari Sdloo1

(4) Stnctr or the r-allOWii n Pahati paintings:;

Th/lei

Kr151illlilli Vlllti (iop15 B’lilarat Wtwshippi!ilg

Paint.

ManaJi:u

sIi.th-SchCICI

Charan_Padukas of Rama

Cosmic Dance of Shiva Nand, Yashoda and Krishna with Kinsmen going to Vrindavana

Radha and Krishna Looking into the Mirror

Unknown

Nainsukh Unknown

Guler

Chamba

Kangra Garhwal

Unit 2: The Mughal and Deccan Schools of Miniature Painting

(16th Century AD to 19th Century A.D.)

(A) The Mughal School

(1) Origin and development

(2) Main features of the Mughal School

(3) Study of the following Mughal Paintings:

18 Periods

Title

Krishna Lifting Mount Govardhana Babur Crossing the River Sone

Jahangir Holding the Picture of Madona Falcon on a Bird- Rest

Kabir and Raidas

Marriage procession of Dara Shikoh

(B) The Deccan School

(1) Origin and development

(2) Main features of the Deccan School

(3) Study of the following Deccan Paintings:

Title

Ragini Pat-hamsika

Sultan Abdulla Qutb Shah

Hazrat Nizamuddin Auliya and Amir Khusro Dancers

Chand Bibi Playing Polo (Chaugan)

Painter

Miskin Jagnath Abul Hassan

Ustad Mansoor Ustad Faquirullah Khan

Haji Madni

Painter

Unknown Unknown Unknown Unknown

Unknown

Period

Akbar Akbar Jahangir Jahangir Shahjahan

Provincial Mughal

(Avadh)

Sub-School

Ahmadnagar Bijapur Hyderabad Hyderabad

Gol Konda

Unit 3: The Indian National Flag and the Bengal School of Painting

(About the beginning to mid of the 20th Centuary)

18 Periods

(A) Evolution of the Indian National Flag (First – 1906, Middle – 1921 and Final 1947 stages);

Symbolic significance of its forms and the colours.

(B) (1) Introduction to the Bengal School of Painting

One Pr.ac. til:::am Paper

LJ’j!JlfWl!.e W:Mgi’1tq&

PArNmtiiG Code Ho. 049)

CLHS-Xll {201S-19) (PRAC”mCM.)

60 Marks

TiiM: 6. Hm.ll’Si (3.+ll

Unitl

Periods

Marki

tqaturn and Object Study

Painting Composition

P-onfO!lio men

1118

148.

l!JO

St.ud’6s om Ii.he batls. of ex:ercbes dl!lne n d:ass XI with two or three objeicuand two draperies. (In

different w) for badiJOUrnd arndl focegroumd.Exerdse5:irn pelllCi with llg:ht amd shade and It

full 1Col.ou1T from a fiiced po1nt.of view.

1m111rnat1¥e pafntlns b-ued on subjects rrom Life and N1u, ll.l’fe or Natu11e rn walef” and poster

…:o.lo.un wlttl ool.oUJr lue!.

Unit J: PwttoHo As.sessment

(a) Reeord 01′ the entire y.E’i.f’s perifo.rma111C.ll’ from ste d’I to ftn’JWcl pro.d.lcl .

(b) FI”VE! 58Kied na u1re andl abject: §Cjl!Jdy exerckes in any media done· dn.-ing the sessiom,

includJns m1m1rnurn of tW’O stlll lrf@ sM. !ii lb (c• Two seleclt.ed wuks or pirintln11done by dle candidate duriot the Ii s IMfks, These seleded worb pre;pared dl!lriq the course 17t· tlhe candidate arid certified ti,i the school iWthtwUIMM IMwrirlik domt! iill th!! :!!Z:lnll’.ld. ‘1i’ll’lilbl!! b@tore tlw! f!’xamlntn for aMnwmt.

lllcte: The tJme-e to be so fmned mto allow tine lt!Jdents. to wort contlnuoo,!J.y for minimum or two

per1 al, i!J :Stfetdl.

1. Markin1Sdhiim.

Pin I: Naliunand Object Study,

(i) Drawfng (composlticm) 10

( i) TrNtment ol nwdfttlt:ol.Cld’I 05

(111) 0vera1111mpre- ssm 05

Part 11 Pi!intlnt – Composition

(ii COilnjXt$itioma• a,!Ffi’ili’ll!l!M’Mli\t il’ltludiJ’ij Oli’I tht wtrject.

[ilj Treatment of IN!’dl (coloor’J 21nd apprcpriatemloor sclneme. (“ii } Orlgi’nal ty. aeatlvity al’ld qve;raH ·irnpras,ian

(15

2{1 lilllilrks.

(i) Origin and development of the Bengal School of Painting

(ii) Main features of the Bengal School of Painting

(2) Contribution of Indian artists in the struggle for National Freedom Movement

(3) Study of the following paintings of the Bengal school:

(i) Journey’s End – Abanindranath Tagore (ii) Shiva and Sati-Nandalal Bose

(iii) Rasa-Lila – Kshitindranath Majumdar

(iv) Radhika – M.A.R. Chughtai

(v) Meghdoot – Ram Gopal Vijaivargiya

Unit 4:The Modern Trends in Indian Art 18 Periods

Introduction

(1) Study of the following works of Contemporary (Modern) Indian Art

(a) Paintings

(i) Rama Vanquishing the Pride of the Ocean – Raja Ravi Varma (ii) Magician – Gaganendranath Tagore

(iii) Mother and child – Jamini Roy

(iv) Three Girls – Amrita Sher Gil

(v) Mother Teressa – M.F. Husain

(vi) Gossip – N.S. Bendre

(vii) Untitled – G.R. Santosh

(b) Graphic – prints:

(i) Whirl pool – Krishna Reddy (ii) Children – Somnath Hore (iii) Devi – Jyoti Bhatt

(iv) Of Walls – Anupam Sud

(v) Man, Woman and Tree – K. Laxma Goud

(i) Triumph of Labour – D. P. Roychowdhury (ii) Santhal Family – Ramkinkar Vaij

(iii) Cries Un – heard – Amar Nath Sehgal

(iv) Ganesha – P.V. Jankiram

(v) Chatturmukhi – Aekka Yada Giri Rao

The names of artists and titles of their art work as listed above are only suggestive and in no way

exhaustive. Teachers and students should expand this according to their own resources. However, the questions willbe set from the above mentioned art-works only.

Part Ill: Portfol o Assessment

(a) Record of the entire year’s performance from sketch to finished product

(b) Five selected nature and object study exercises in any media including minimum of two still lives

life and nature

20 marks

2. Format of the Questions:

Part I: Nature and Object Study

Draw and paint the still·life of a group of objects arranged on a drawing board before you, from a fixed point of view (given to you), on a drawing paper of half imperial size in colours. Your drawing should be proportionate to the size of the paper. The objects should be painted in realistic manner with proper light and shade and perspective, etc. In this study the drawing· board is not to be included.

Note : A group of objects to be decided by the external and internal examiners jointly as per instructions. The objects for nature study and object study are to be arranged before the candidates .

Part II: Painting Composition:

Make a painting ·composition on any of the following five subjects in any medium (water /pastel, tempera, acrylic) of your choice on a drawing-paper of half imperial size either horizontally or vertically. Your composition should be original and effective. Weightage will be given to a well creative composed drawing, effective use of media, proper emphasis on the subject matter and utilization of full-space.

Note: Any five subjects for painting composition are to be decided by the external and internal

examiners jointly as per instructions and are to mentioned here strictly just before the start of the examination for part II.

3. (A) Instructions for the selection of the objects for Nature and Object Study:

1. The examiners (Internal and External) are to select/decide two or three suitable objects in such a way so that natural and geometricalforms may be coveredin the group of objects:

(i) Natural-forms-large size foliage and flowers, fruits, and vegetables, etc.

(ii) Geometrical forms made of wood/plastic /paper/metal/earthen, etc., such as cube, cone, prism, cylinder and sphere.

2. Objects should be selected generally of large (suitable) size.

3. An object relating to nature, according to the season and location of the examination centre, must be included in the group of objects. The natural-objects should be purchased/ arranged only on the day of the examination so that its freshness may be maintained.

4. Two draperies in different colours (one in dark and other in light tone) are also to be included for background and foreground, keeping in view the colours and tones of the objects selected.

(B) Instructions to decide the subjects for Painting-Composition:

1. The examiners (Internal and External) are to select/decide five subjects suitable for painting – composition.

2. The subjects should be so designed that the candidates may get clear -cut ideas of the subjects

and they can exercise their imagination freely, because it is not important what you do, but how you do it.

3. The examiners (Internal and External) jointly are free to select/ decide the subjects, but these should be accordingto the standard of Class XIIand environment of the school/candidates.

Some identified areas of the subjects for painting-composition are given below, in which some more areas may also be added:

(i) Affairs of family friends and daily life. (ii) Affairs of family professionals.

(iii) Games and sports activities.

(iv) Nature

(v) Fantasy

(vi) National, religious, cultural, historical and social events and celebrations.

4. General Instructions to the examiners:

1. Candidates should be given one hour break after first three hours.

2. Work of the candidates, for Parts I, II and 111, are to be evaluated on the spot jointly by the external and internal examiners.

3. Each work of Part I, II and 111, after assessment is to be marked as “Examined” and duly signed by the external and internal examiners jointly.

Some Reference Books for teachers (For Practical Part):

1. “Paint Still life” by Claretta White yet to be revised (Walter T. Foster Publication).

2. “Art of Drawing” Grumbacher Library Wook (Walter T. Foster Publication).

3. “On Techniques” By Leon Frank (Walter T. Foster Publication).

4. “More Trees” by Fredrick Gardner (Walter T. Foster Publ cation).

5. “How to Draw and Paint Textures of Animals” By Walter J. Wilweding (Water T. Foster Publication).

6. “How to Draw and Paint Animal Expressions” by Walter J. Wilweding (Walter T. Foster Publ cation).

7. “Art of the Pencil” by Borough Johnson (Sir ISAAC Pitman & Sons Ltd., New Delhi).

8. “Design for you” by Ethel Jane Beitler (John Wilary & Sons Ltd., New Delhi).

9. “Complete Book of Artist’s Techniques by Dr. Kurt Herbers, (Thames and Hudson, London).

B. GRAPHICS

(Code No. 050)

Introduction: The Course in Graphics at Senior Secondary stage as an elective subject is aimed to develop aesthetic sense of the students through the understanding of various important, well known aspects and modes of Visual art expression in India’s rich cultural heritage from the period of Indus Valley to the present time. It encompasses also a wider range of practical exercises in making of graphic prints for developing their mental faculties of observation, imagination,creation and physical & technical skills.

Objectives

A) Theory (History of Indian Art)

Note: As the syllabus of Graphics (Theory) is the same as that of Painting (Theory), its objectives are same.

B) Practical

The purpose of introducing practical exercises in graphics is to help and enable students to make simple compositions in monochrome and in colours through the various print-making techniques using methods and material specifically prescribed for adequate results. The students should be introduced to the subject by giving a short history of the print making techniques. They should be given exercises to inculcate respect for the tools and apparatus-used in the various processes including their maintenance

and proper handling.

One Theory Paper

Unitwise Weightage

CLASS-XI (THEORY)

40 Marks

Time: 2 Hours

Units

Periods

Marks

History of Indian Art

Pre-Historic Rock-Paintings and Art of Indus Valley

Buddhist and Jain and Hindu Art

Temple Sculptures, Bronzes and Artistic aspects of lndo- Islamic Architecture

Notes: The Syllabus of Graphics (Theory) for Class XI is the same as that of Painting (Theory) for class XI

given earlier.

One Practical Paper

Unitwise Weightage

CLASS-XI (PRACTICAL)

60 Marks

Time: 6 Hours (3+3)

Units

Periods

Marks

Relief Printing through Linocut/Woodcut/Paper-cardboard

100

Portfolio Assessment

148

Unit 1: To make Linocut/Woodcut/Paper -cardboard print on 1/4 Imperial sheet on a

given subject Syllabus for Rel ef Printing (Lonocuts/Woodcuts/Pape r-cardboard Prints). 100 Periods

1. Introduction of the history of print making.

2. Printing methods and materials.

3. Characteristics of printing inks, solvents, and dyers.

4. Registration methods.

5. Simple, colour printing techniques.

6. Finishing of the mounting and prints.

Unit 2:

Portfolio Assessment

48 Periods

a) Record of the entire year’s performance from sketch to finished product

10 Marks

b) The selected prints (either from Linocuts/Woodcuts/ Paper-cardboard prints) prepared during

the course by the candidate and certified by the school authorities as the work done in the school are to be placed before the examiners for assessment. 10 Marks

Note:

1. The candidates should be given one hour break after first three hours.

2. The time-table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.

One Theory Paper

Unitwise Weightage

CLASS-XII (THEORY)

40 Marks

Time: 2 Hours

Units

Periods

Marks

History of Indian Art

The Rajasthani and Pahari Schools of Miniature Painting

The Mughal and Deccan schools of Miniature Painting

The Indian National Flag and the Bengal School of Painting

The Modern Trends in Indian Art

Note: The Syllabus of Graphics (Theory) for Class XII is the same as that of Painting (Theory) for class XII

given earlier.

One Practical Paper

Unitwise Weightage

CBSE CLASS-XII (PRACTICAL)

60 Marks

Time: 6 Hours (3+3)

Units

Periods

Marks

Making of graphic-print through Serigraphy/Lithography/Etchi ng and

100

Engraving (Intaglio Process) techniques

Portfolio Assessment

148

Note: The students in the class are expecte d to opt for any one of the fo llowing media depend ing upon

the facilities available in their schools. 120 Periods

Unit-1 a) Serigraphy

1. The history of stencils and silk screen.

2. Methods and materials.

3. The use and maintenance of the squeeze.

4. Sealing, registration for colour,work and preparation for printing.

5. Solvents for cleaning, use and characteristics of printing inks.

6. Finishing and mounting of the print.

b) Lithography 100 Periods

1. Introduction: Short history and the methods and material used in producing lithographic prints.

2. The use and characteristics of the Litho stone/ Zinc plates.

3. The use of lithographic chalks and ink (Tusche).

4. Preparing for printing and use of various chemicals inking and taking proofs.

5. Papers used in lithography and getting the final print.

6. Finishing and mounting of the print.

c) Etching and Engraving (Intagl o Process) 120 Periods

1. Introduction to intaglio technique with a short history, methods and materials, Etching process.

2. Preparing the plate and laying the ground (resist) and Inking.

3. Characteristics of different types of grounds.

4. Characteristics and use of various acids.

5. Colour etching, use of stencils and marks.

6. Finishing and mounting of the prints.

Unit 2: oprd of the entire year’s performance from sketch to finished product 10 Marks

b) Three selected prints prepared during the course by the candidate and certified by the school

authorities as works done in the school and to be placed before the external examiner for assessment. 10 Marks

Note: The time table to be so framed as to allow the students to work continuously for minimum of two

periods at a stretch.

GUIDELINES FOR EVALUATION OF PRACTICAL

1. Marking Scheme:

Part I: Graphic-Composition (print making)

(i) Emphasis on the subject

(ii) Handling on the material and technique of print·making (iii) Composition and quality of print

10 40 marks 20

Part II: Portfolio Assessment

(a) Record of the entire year’s performance from sketch to finished product. 10

(b) Three selected Prints (4+3+3 marks for 3 prints) 10

2. Format of the questions:

Part I: Graphic Composition (print-making) 50 marks

Choose one of the print-making medium available and taught in your school viz. serigraphy, lithography, etching and engraving.

Make a Graphic-Composition on any one of the five subjects given below according to the possibility and suitability of the medium:

(Note: Any five suitable subjects for “Graphic-Composition (Print-making)” are to be decided by the internal and external examiners jointly in accordance with the instructions are to be mentioned here).

Make use of line, tone and texture, exploiting the medium fully to realize composition. Print your composition in one or two colours.

Pay special attention to print quality and cleanliness. Submit two identical prints along with all the roughlayouts as your final submission.

Size of the plate:

(i) Serigraphy

(ii) Lithography

(iii) Etching ft engraving

30 cm x 20 cm.

3. Instructions to decide the subjects for Graphic – Composition:

1. The external and internal examiners jointly are to select/ decide five subjects suitable for Graphic Composition (print-making).

2. Each subject should be so designed that the candidate may get a clear -cut idea of the subject, however, any candidate can perceive a subject in his/ her own way but graphic quality must be maintained in the composition.

3. The examiners (Internal and External) are free to select/decide the subjects, but these should be according to the standard of class XI I and environment of the school/candidates.

Some identified areas of the subjects for Graphic-Composition (Print-making) are given below in which some more areas may be added, if needed:

(i) Affairs of family, friends and daily life.

(ii) Affairs of family professionals.

(iii) Games & Sports Activities.

(iv) Nature.

(v) Fantasy.

(vi) National, religious and cultural, historical and social events and celebrations. (vii) Historical monuments

(viii) Folk and classical dances/theatres

(ix) Traditional/ancient sculpture and painting

(x) Relevant social issues

4. Instructions to the examiners

1. Candidates should be given one hour break after first three hours.

2. Work of the candidates for part I & II is to be evaluated on the spot by the external and internal examiners jointly.

3. Each work of parts I & 11, after assessment, is to be marked as examined and duly signed by the external and internal examiners.

Some Reference books for teachers

1. “The Techniques of Graphic Art”, by H. Van Kruihingen.

2. “Print Making”, Harvewy Daniels (Hamlym).

3. “Art is Manual for Silk Screen Print Making”, by Heavy Shackler.

4. “Print Making Today”, by Jules Helles.

5. “Silk Screen Techniques”, J.I. Biege Leison, Dover Publ cation, New York.

6. “Introducing Screen Printing”, Anthony Kinsey Walson Guptill, New York.

7. “The Art and Craft of Screen Process Printing”, Kosloff,All the Bruce Publishing Co., New York.

8. “Practical Screen Printing”, Stephen Russ, Studio Vista Walson Auptill, New York.

9. “Artists Manual for Silk, Screen Print making”, Harry Shekler, American Artist’s Group’ New York.

10. “Lithography”, Yau Nostrav, Reinnold.

11. “Lithography for Artists”, Standley Loues, Oxford University Press.

12. “Linocuts and Woodcuts” ,Michael Rothemstein Studio Vista, London.

13. “Relief Printing”, Michael Rothenstein Studio Vista, London.

14. “Etching, Engraving and Intagl o Printing”,Anthony Gross, Oxford University Press.

15. “The Art of Etching”, E.S. Sumaden Gouslable, London.

(Code No. 051)

Introduction

The Course in sculpture at Senior Secondary stage as an elective subject is aimed at developing aesthetic sense of the students through the understanding of various important, well known aspects and modes of visual art expression in India’s rich cultural heritage from the period of Indus Valley to the present time. It encompasses also a wide range of practical exercises in making of various sculptures for developing their

mental faculties of observation, imagination and creation and the physical and technical skills.

Objectives

A) THEORY (History of Indian Art)

Note: As the syllabus of Sculpture (Theory) is the same as that of Painting (Theory), its objectives are same.

B) PRACTICAL

The purpose of introducing practical exercises in sculpture is to help and enable the students to make sculptures. All assignments should be designed to understand problems of volume, weight, play of form in space, etc ., as against rendering on flat two dimensional. Adequate technical skills may be provided

depending on the facilities available.

CLASS-XI (THEORY)

One Theory Paper

Unitwise Weightage

40 Marks

Time: 2 Hours

Units

Periods

Marks

History of Indian Art

Pre-Historic Rock-Painting and Art of Indus Valley

Buddhist, Jain and Hindu Art

Temple Sculpturs, Bronzes and Artistic aspects of lndo-lslamic Architecture

Note: The Syllabus of Sculpture (Theory) for Class XI is the same as that of Painting (Theory) for Class XI

given earlier.

CLASS-XI (PRACTICAL)

One Practical Paper

Unitwise Weightage

60 Marks

Time: 6 Hours (3+3)

Units

Periods

Marks

Modelling in Relief (in clay or plaster of Paris)

Modelling in Round (in clay or plaster of Paris)

3 I Portfolio Assessment 48 20

148 60

Unit 1: Modelling in relief on given subjects from life and nature.

Unit 2: Model ing in round on given subjects from life and nature.

Handling of clay and its techniques, pinching, coiling, rolling, etc.

Unit 3: Portfolio Assessment

50 Periods

48 Periods

a) Record the entire year’s performance from sketch to finished product. 10 Marks

b) Four selected pieces of works prepared during the course by the candidate and certified by the school authorities as works executed in the school are to be placed before the examiners for assessment . 10 Marks

Note: 1. The candidate should be given one hour break after first three hours.

2. The time table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.

One Theory Paper

Unitwise Weightage

CLASS-XII (THEORY)

40 Marks

Time: 2 Hours

Units

Periods

Marks

CBSE History of Indian Art

The Rajasthani and Pahari Schools of Miniature Painting

The Mughal and Deccan Schools of Miniature Painting

The Indian National Flag and the Bengal School of Painting

The Modern Trends in Indian Art

Note: The Syllabus of Sculpture (Theory) for Class XII is the same as that of Painting (Theory) for Class XII

given earlier.

One Paper

Unitwise Weightage

CLASS-XI I (PRACTICAL)

60 Marks

Time: 6 Hours (3+3)

Units

Periods

Marks

Modelling in Relief (Clay and plaster of Paris)

Modelling in Round (clay and plaster of Paris

Portfolio Assessment

148

Unit 1: Modelling in Relief*

Unit 2: Modelling in Round*

Unit 3: Portfolio Assessment

50 Pds.

48 Pds.

(a) Record of the entire year’s performance from sketch to finished product (10 Marks)

(b) Four pieces of work prepared during the course selected by the candidate and certified by the school authorities as work executed in the school are to be placed before the examiners for assessment.

Use of clay composition in hollow for baking.

Note:

* Modelling of simplified human figures, birds, animals and plants in relief and round.

Geometrical shapes like cube, cone, cylinder, etc., and their composition in relief as an exercise in design study of textures. Use of plaster of Paris. 10 Marks

1. The candidate should be given one hour break after first three hours.

2. The time table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.

GUIDELINES FOR EVALUATION OF PRACTICAL

1. Marking Scheme:

Part I: Modelling in Relief

(i) Composition including emphasis on the subject (ii) Handling of media

(iii) Creative approach and overall impression

05 20 Marks

Part II: Modelling in Round

(i) Composition including emphasis on the subject (ii) Handling of media

(iii) Creative approach and overall impression

05 20 Marks

Part Ill: Portfolio Assessment

(a) Record of the enitre year’s performance from sketch to finished product. 10

(b) Four works of sculpture consisting of:

(i) One sculpture in relief (High Relief)

(ii) One sculpture in relief (Low Relief)

2.5

20 Marks

2. Format of the questions:

Part I: Modelling in Relief:

Make a sculpture in Relief (low/high) on any one of the following five subjects. The size should be within 25 to 30 cm. (horizontally or vertically) and about 4 cm. in thickness from the board.

(Note: Any five suitable subjects for “Modelling in Relief ‘ are to be decided by the external and internal examiners jointly in accordance with the instructions and are to be mentioned here).

Part II: Modellingin Round:

Prepare a sculpture in round, in clay medium, on any one of the following five subjects. The height should be within 25 to 30 cm, horizontally or vertically.

Note: Any five suitable subjects for “Modelling in Round” are to be decided in accordance with the instructions and are to be mentioned here strictly just before the start of the examination for Part II.

3. Instructions to decide the subjects for Modelling in Reil ef and Round:

(1) The examiners (Internal and External) are to select/ decide five subjects suitable for modelling in relief and five subjects for modelling in round. The subjects for “Modelling in Round” are to be conveyed to the candidates strictly just before the start of the examination for Part 11.

(2) Each subject should be so designed that the candidate may get a clear-cut idea of the subject, however, a candidate can perceive a subject in his/her own way. Distortion of human/animal forms may be allowed.

(3) Choice of high or low rel ef should remain open to the candidates.

(4) The examiners (Internal and External) are free to decide the subjects but they should be according to the standard of class XII and environment of the school/candidates. Some identified areas of the subjects for Modellingin Relief are given below in which some more areas may also beincluded:

(i) Nature Study;

(ii) Design, natural, decorative, stylized and geometrical: (iii) Family, friends and daily life;

(iv) Birds and animals;

(v) Games and sports activities;

(vi) Religious, social and personal activities; (vii) Cultural activities;

(viii) Ideas – Personal,social,local, provincial, national and international.

4. General instructions to the examiners:

1. Candidates should be given one hour break after first three hours.

2. Work of the candidates of Parts I, II and Ill, is to be evaluated on the spot by the external and internal examiners jointly.

3. Each work of Parts I, II and 111, after assessment, is to be marked as examined and duly signed by the external and internal examiners.

Some Reference books for teachers:

1. “Indian Sculpture”, by Chintaman Kar.

2. “Exploring Sculpture”, by Jan Arndell Mills &. Boon, London.

3. “The Technique of Sculpture”, John W. Mills, P.T. Patsford Ltd., London.

4. “A History Sculpture of the world”, Shelden Cneey, Thame and Hudson, London.

5. “Form and Space”, Edward Their,Thomes and Hudson; London.

6. “Sculpture and Ideas”, Michael F. Andrews.

7. “Modern Sculpture”, Jean Selz, Heinemann, London.

8. “Creative Carving”, (Material techniques appreciation), Dons Z. Meilach, Pritam Publishing.

(D) APPLIED ART (COMMERCIAL ART)

(Code No. 52)

Introduction

The course in Applied Art (Commercial Art) at Senior Secondary stage as an elective subject is aimed to develop aesthetic sense of the students through the understanding to various important, wellknown aspects and modes of visual art expression in India’s rich cultural heritage from the period of Indus Valley to the present time. It encompasses also a wide range of practical exercises in commercial art for developing their

mental faculties of observation, imagination, creation and physical and technical skills.

Objectives

A) THEORY (History of Indian Art)

Notes: As the syllabus of Applied Art-Commercial Art (Theory) is the same as that of Painting (Theory), its objectives are same.

B) PRACTICAL: The purpose of introducing practical exercises in Applied Art (Commercial Art) is to help

and enable the students to develop professional competence in making Model Drawing Lettering,layout preparation and poster so that they can link their lives with productivity.

One Theory Paper

Unitwise Weightage

CLASS-XI (THEORY)

40 Marks

Time:2 Hours

Units

Periods

Marks

History of Indian Art

Pre-Historic Rock-Paintings and Art of Indus Valley

Buddhist, Jain and Hindu Art

Temple Sculpture Bronze and Artistic aspects Architecture

Inda-Islamic

Note: The Syllabus of Applied Art-Commercial Art (Theory) for Class XI is the same as that of Painting

(Theory) for Class XI given earlier.

One Practical Paper

Unitwise Weightage

CLASS-XI (PRACTICALS)

60 Marks

Time: 6 Hours (3+3)

Units

Periods

Marks

Drawing

Lettering and layout

Portfolio Assessment

148

Unit 1: Drawing

Drawing from Still-Life and Nature, medium-pencil monochrome/colour.

50 Pds.

Unit 2: (a) Lettering

(i) Study of lettering of Roman and Devnagri Scripts (ii) Identification of some type-faces and their sizes

(b) Layout

Making a simple layout with lettering as the main component.

50 Pds.

Unit 3: Portfolio Assessment 48 Pds.

(a) Record of entire year’s performance from sketch to finished product. (10)

(b) Five selected drawings in any media done during the year including minimum three lives. (05)

Note:

1. The candidate should be given one hour break after first three hours.

2. The time table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.

CLASS-XII (THEORY)

One Theory Paper

Unitwise Weightage

40 Marks

Time: 2 Hour

Units

Periods

Marks

History of Indian Art

The Rajasthani and Pahari Schools of Miniature Painting

The Mughal and Deccan Schools of Miniature Painting

The Indian National Flag and the Bengal School of Painting

The Modern Trends in Indian Art

Note: The Syllabus of Applied Art-Commercial Art (Theory) for ClassXll is the same as that of Painting

(Theory) for Class X II given earlier.

CLASS-XII (PRACTICAL)

One Practical Paper

Unitwise Weightage

60 Marks

Time: 6 Hours (3+3)

Units

Periods

Marks

Illustration

Poster

3 I Portfolio Assessment

148

Unit 1: Illustration

50 Periods

Study of techniques of illustration on given subjects and simple situations supported by drawing

from life and outdoor sketching in different media suitable for printing.

Unit 2: Poster 50 Periods

Making a poster with specified data and slogan on a given subject in two or three colours.

Unit 3: Portfolio Assessment 48 Periods

(a) Record of the entire years performance from sketch to finished product. (10)

(b) Five selected drawings in any media done during the year including minimum of two illustrations

(05)

Note: The time table to be so framed as to allow the students to work continuously for minimum of two

periods at a stretch.

1. Marking Scheme:

Guidelines for Evaluation of Practical

Part I: Illustrations

(i) Composition including quality of drawing

(ii) Emphasis on the subject with a specific situation (iii) Reproducing quality and overall impression

05 20 Marks 05

Part II: Poster

(i) Layout and Lettering

(ii) Emphasis on the subject

(iii) Proper colour scheme, overall impression and reproducing quality

10}

05 20 Marks

Part Ill: Portfolio Assessment

(a) Record of the entire year’s performance from sketch to finished product.

(b) Five selected drawings in any media including minimum of two illustrations.

10}

05 20 Marks

2. Format of the questions:

Part I: Illustration

Make an illustration in black and white in any colour media on any one of the following five subjects with a specific situation.

Size of the illustration: 30 cm x 22 cm.

Note: Any five suitable subjects or illustration, decided by the external and internal examiners jointly in accordance with the instructions are to be mentioned here.

Part II: Poster

Prepare a poster-design with specified data and slogan in English/Hindi/Regional language, in three flat colours, on any one of the following five subjects. The designing of the poster should have balanced use of typography and illustration.

Size of the Poster-design: 1/2 imp size.

Note: Any five suitable subjects for poster design decided by the external and internal examiners jointly in accordance with the instructions and are mentioned here, strictly just before the start of the examination for Part II.

3. A) Instructions to decide the subjects for illustration:

1. The examiners (Internal and External) are to select/decide five suitable subjects.

2. Each subject should be given a specific situation, which is a main characteristic of an illustration.

3. Each subject should be so designed that the candidate may get a clear-cut idea of the subject and they can illustrate a specific situation based on given subject areas.

4. The examiners (Internal and External) are free to decide the subjects but these should be according to the standard of the class XII and environment of the school/ candidates.

Some identified areas of the subjects for illustration are given below, in which some more areas may be added if needed.

Subject with a specific situation:

(i) Family and friends in daily life.

(ii) Professionals/ professions. (iii) Games and sports.

(iv) Nature.

(v) National events and celebrations.

(vi) Religious events and festivals. (vii)Culture- Dance, Drama, Music and Art.

B) Instructions to decide the subjects for Poster-design:

1. The examiners (Internal and External) are to select/decide five subjects suitable for poster-design.

2. Each subject should be given a specified data and slogan.

3. The data and slogan should be so framed/designed that the candidates may get a clear-cut idea of the subject.

4. The examiners (Internal and External) must give the subjects data and slogan according to the standard of Class XII and environment of the school/ candidates.

Some identified areas for poster-design are given below, in which some more areas/subject s may be added.

1. For Advertisement on:

(i) Excursion/Tourism (ii) Cultural activities

(iii) Community and nature development

(iv) Ideas-Social, national and international

(v) Commercial products

2. Instructions to the examiners:

1. Candidates should be given one hour break after first three hours.

2. Work of the candidates for Parts I, II and Ill is to be evaluated on the spot by the external and internal examiners jointly.

3. Each work of parts I, II and 111 , after assessment,is to be marked as examined and signed by the external and internal examiners.

Some Reference Books for teachers

1. Typolog – G.M. Rege, Bombay.

2. Kalatmak Likhai, Published by D.A. V. P.

3. Figure Painting in Water Colour, Charles Reid Watson,Guptill Publication. 4. Walter T. Foster – Objective Drawing.

5. Walter T. Foster – Human Figure. 6. Walter T. Foster- Head Study.

7. Walter T. Foster – Animal Study. 8. Walter T. Foster – Landscape.

9. Applied Art Handbook – G.M. Rege, Bombay.

Some Reference Books for Theory portion of Painting, Graphics, Sculpture and Applied Art :

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21. Hindustan Masavri

22. The Heritage of Indian Art

23. Studies in Indian Art

24. Indian Painting

25. History of Indian and Indonesian Art

26. South Indian Bronzes

27. Discovering Indian Sculpture, A Brief History

28. Story of Indian Art

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By Dr. Anis Farooqi

Dr. Vasudev Sharan Agrawal

Dr. Vasudev Sharan Agrawal, Banaras Hindu University Publ cation,Varanasi (U.P.)

Percy Brown, YMCA Publ shing House, Massey Hall, Jai Singh Road (Near Parl ament Street) New Delhi-110001

A. K. Coomaraswamy, Dover Publication, Inc., New York.

C. Civaramamurti , Lal t Kala Academi, New Delhi-I 10001.

Dr. Charles L. Fabri, Affiliated East-West Press Pvt. Ltd., C-57, Defense Colony, New Delhi-110024.

S.K. Bhattacharya, Atma Ram & Sons, Kashmiri Gate, Delhi-I 10006.

30. Glory of Indian Miniature

31 . Indian Painting

32. Indian Artists through the ages 33 . Contemporary Indian Artists

34. Monographs on Amar Nath Sehgal. Amrita Shergil, Abanindra Nath Tagore,

D.P. Roy Chowdhury, Dhanaj Bhagat, Gaganendra Nath Tagore, K.K. Hebbar, Krishna Reddy, M.F. Husain, Rabindra Nath Tagore, Jamini Roy, P.V. Janakiram, Lalit Kala Contemporary

35. Monographs, Portfolios and prints of contemporary IModern paintings and sculptures which are included in the course of study.

36 . Portfolios, books and prints of Paintings and sculptures which are included in the course of study Govt. of India), Janpath,

37 . Contemporary Art in India-A Perspective

38. History of Indian Painting (Volume-I to

Dr. Daljeet, Mahindra Publications, R-5/ 11, New Raj

Nagar, Ghaziabad, Utttar Pradesh -201002.

C.Sivaramamurti , National Book Trust, India A-5, Green Park, New Delhi-110016

R.K. Chopra, R.K.C. Publications H-49, Raghu Nagar, Pankha Road, New Delhi-110045.

Geeta Kapoor, Vikas Publishing House, Darya Ganj, Delhi – 110002

Lal t Kala Akademi , Rabindra Bhawan, Copernicus Marg, (New Mandi House), New Delhi-110001 .

National Gallery of Modern Art (Deptt. of Culture, Ministry of H.R.D. Govt. of India) : Jaipur House, Near India Gate, New Delhi-110003 .

National Museum (Deptt. of Culture, Ministry of H.R.D.) New Delhi-110011

Prof. P.N. Mago National Book Trust of India, New Delhi-110016

Krishna Chaitanya, Abhinav Publications, Hauzkhas, New Delhi

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Senior School Certificate Examination (XI-XII) Fashion Studies (only class XII) 2018-19

March 27, 2018 by D L

CBSE Curriculum for Senior School Certificate Examination (XI-XII) Fashion Studies (only class XII) 2018-19

FASHION STUDIES (CODE – 053)

CLASS – XII (2018-19)

Chapters

Periods

Marks

Chapter-I History of Fashion

Chapter-II Basic pattern development

20+15
(Theory + Practical)

Chapter–III Elements of Fashion

Chapter-IV Basics of garment making

20+15
(Theory + Practical)

180+60 for practical

70+30=100

FASHION STUDIES: Class XII

Chapter-I: History of Fashion 15 Marks 40 Periods

Objectives of the course

To provide an overview of history of costume from ancient civilization to the present To explain the socio-cultural factors influencing costume

To familiarize students with terminology of costume history

Learning outcomes

After completion of the unit, the students shall be able to:

Explain the significance of studying fashion History as a source of research for developing new collections.

Express their knowledge of History of clothing and Costume

Illustrate their understanding of the role of multiple factors influencing costume. Express their understanding of the effect of Industrial Revolution on clothing

Use appropriate Terminology related to Fashion History.

Course Content

Introduction to history of fashion, sources of information

Factors affecting clothing – protection, ritualistic, identification, adornment Origin and development of costume –

(i) Draped costume

(ii) War costume – armour, techniques of construction, ancient war costumes, uniforms during World Wars, Oriental and Indian war costumes

Industrial Revolution – mechanical inventions, influence on India Effect of World Wars on fashion

Evolution of 20

century Indian fashion and influence of films on fashion

Teaching Methodology: Illustrated lecture with slides and visuals

Reference Text:

Kaleidoscope of fashion, by Mehar Castilino Ancient Indian Costume, by Roshan Alkazi

Chapter–II: Basic Pattern Development 20 Marks 80 Periods

Objectives of the course

To introduce students to the World of Fashion Designing through pattern development

To explain the importance of skills for converting a design sketch into a three dimensional form

To develop basic blocks for bodice, sleeve and skirt

To understand and implement the concept and importance of test fits and to convert paper patterns into muslin

Learning outcomes

After completion of the unit, the students shall be able to: demonstrate understanding the basic skills of Pattern Making. demonstrate understanding of the concept of Fit and Balance.

develop Basic Blocks from measurement charts and body measurements. test fit and correct the fit of the Pattern.

develop patterns for simple Designs using basic blocks.

Course Content

Methods of measuring body and dress form Relationships of sizes and measurements Tools of pattern making

Common terms used in pattern development

Introduction to pattern Development for womenswear – how patterns are made and developed, the importance of fit and balance and methods of achieving it.

Basic Bodice – How to develope it from the standard measurement chart and test fitted on the dress form.

Details such as darts, seam allowance, notches grain lines etc. Details like Armholes, Necklines – V, U round, square etc.

How to develop basic sleeve block.

How to develop basic skirt block with one dart or two darts, A line and flared skirt Basics of collar development – basic collars like peter pan & Chinese

Dart manipulation

Teaching Methodology: Illustrate lectures with slides, visuals and demonstrations where ever

required.

Reference Text

Pattern making by Helen Armstrong

Pattern making for women’s wear by Winifred Aldrich

Pattern making by Pamela Stringer.

Chapter-III: Elements of Fashion 15 Marks 40 Periods

Objectives of the course

To introduce students to the basic segments in fashion clothing

To teach students about fashion, fashion centres, categories of clothing & trims.

To sensitize students about different items of garments in each category i.e. menswear, womens wear and childrens wear

To teach students the difference between high fashion and mass fashion garments.

To distinguish between custom made & ready to wear garments.

Learning outcomes

After completion of the unit, the students shall be able to: Demonstrate Understanding the segments in Fashion Clothing.

Demonstrate understanding and use of appropriate fashion terminologies. Exhibit Knowledge about Fashion Centers.

Demonstrate understanding of various categories of menswear, women’s wear and children wear.

Demonstrate understanding of trims used in Apparels.

Demonstrate understanding of difference between High Fashion, Mass Fashion and Custom made Clothing.

Course Content

Understanding Fashion definition and overview

Haute couture, High Fashion, Ready to Wear, Mass produced garments Fashion Capitals

Meanswear – Introduction, Categories, Elements of Design, Shirts, Pants and Shorts, Suits Womenswear – dresses, blouses, skirts, trousers, kameezes, saris & blouses

Introduction, Indian Womenswear, Elements of design and categories, in womenswear dresses, blouses./ skirts, trousers, kameezes, saris & blouses.

Kids wear – Introduction, garments for different ages – New born, Infants Toddlers, Pre teans and Teans, dungarees

Trims used for the fashion apparel

Teaching Methodology: Illustrated lectures with slides and visuals.

Reference Text:

Concept to consumer by Gini Stephens Frings Encyclopaedia of Fashion details

Chapter-IV: Basics of Garment Making 20 Marks 80 Periods

Objectives of the course

To teach students to assemble a garment

To construct a bodice using different seams To stitch a placket for bodice opening

To finish a neckline using piping and facing

To set a sleeve in the arm hole

Learning outcomes

After completion of the unit, the students shall be able to: assemble various parts of the garments.

finish a bodice with suitable seam finishes. attach the sleeves to the armhole.

assemble of cuffs

make samples of different garment components – sleev cuffs, neckless finishs, plackets.

Course content

Understanding fabric types and selection of underlining, interfacing and inter-lining Pattern methods, fabric for cutting

Pattern layout and cutting of special fabrics

Assembly of bodice using different seams and appropriate finish for side seam and shoulder seams

Types of plackets

Appropriate neckline finishes with piping, bias facing and shaped facing of stay stitching Sleeve attachment to the bodice by setting in the sleeve into armhole

Assembly of cuffs.

Teaching Methodology: Illustrate the content with slides, visuals and demonstrations wherever

required.

Reference Text:

Encyclopedia of dressmaking by Marshall Cavendish Readers Digest book of Sewing

Encyclopedia of Sewing

Class – XII Practicals

Chapter-I : History of Fashion

1. To identify the cultural context of body adornment and its continuation in contemporary society.

2. To use visual references to analyze ancient draped garments.

3. To analyze the impact of Industrial Revolution during the British Raj in India

4. Refer books, visit museums and archives, and view war moves as sources of information to make

projects on war clothing.

Chapter-II : Basic Pattern Development

5. Develop and test fit a basic bodice.

6. Develop and test fit bodices through dart manipulation.

7. Develop and test fit a basic skirt.

8. Develop style variations of skirts.

Chapter-III : Elements of Fashion

9. Design products with self-generated prints inspired from nature.

10. To demonstrate creative exploration of patterns created by using food products for dyeing process.

11. Develop print designs inspired inspired from animal skin by innovative use of materials.

12. Stencil printing technique to create design patterns / motifs.

Chapter-IV : Basics of Garment Making

13. Stitch a sample of a continuous placekt.

14. Stitch a sample of a basic shirt placket.

15. Stitch a sample of a basic shirt placket with facing.

16. Stitch a sample each of Extended facing, Bias facing and Shaped facing.

17. Stitch a sample of a cuff.

QUESTION PAPER DESIGN

CLASS – XII (2018-19)

FASHION STUDIES (Code 053) Time 3 Hours

S.No

Typology of Questions

Very Short
Answer (VSA)
(1 mark)

Short
Answer-I (SA-I)
(2 marks)

Short
Answer-II (SA-II)
(3 marks)

Long
Answer (L.A)
(5 marks)

Total marks

%
Weightage

Knowledge based

—

13%

Conceptual understanding

20%

Application based and inferential type

—

30%

Reasoning

—

17%

Skill Based

20%

Total

7×1=7

8×2=16

9×3=27

4×5=20

70(28)

100%

Prescribed Books:

1. Fashion Studies : Textbook (Class XII) – Published by CBSE

2. Fashion Studies : Practical Manaul (Class XII) – Published by CBSE

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