CBSE Course

Secondary School Certificate Examination (IX-X) Kannada 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Kannada 2018-19

KANNADA LANGUAGE (CODE : 015) CBSE
Class – IX and X (2018-19)
Time : 3 Hrs.                           Total  : 80 Marks                 No. of periods
The Questio Paper will be divided into four sections :
Section A Reading Comprehension 12 Marks 30 Pds
Section B Writing 15 Marks 40 Pds
Section Section C D Grammar Literature 18 Marks
35 Marks		 42 Pds
80 Pds
Design of Question Paper
Sl. No. Type of Questions No. of Questions No. of Marks Per Question Total No. of Marks
1 VSA 14 1/2 07
2 MCQ 10 01 10
3 SAQ 18 01 18
4 SAQ 05 02 10
5 SAQ 04 03 12
6 LAQ 03 04 12
7 LAQ 01 05 05
8 LAQ 01 06 06
56 80
-1-
Prose
Kannada Language (CODE:015) (2018-19) Class. IX
SECTIONWISE DESIGN OF QUESTION PAPER
Poetry MCQ 5 1 5 35
Prose : (Question) SAQ 1 3 3
(Reference to Context) SAQ 1 3 3
Poetry : (Question) SAQ 1 3 3
(Reference to Context) SAQ 1 3 3
Prose LAQ 1 4 4
Poetry LAQ 1 4 4
Nondetail
(Pathya Poshaka adhyayana)		 SA 5 1 5
Total 56 80
-2 –
Kannada Language (CODE:015) (2018-19) Class. IX
OVERALL DETAILED DESIGN OF THE QUESTION PAPER
Type of Question No. of Questions No. of Marks
Per Question		 Total Marks
VSAQ SAQ
MCQ SAQ SAQ
LAQ
LAQ		 14     (Grammar) 18 – 9(grammar)
4(comprehension) 5 (non-detail)
10- 5(prose)
5(poetry)
5 –  4(comprehension) 1(proverb)
4 –    2 questions
–     ( 1 prose, 1poetry)
–     2 ref. to context
–     (1 prose, 1poetry)
3 –  1 (note making)
–    1 (prose)
–    1 (poetry)
1 (personal letter)
1 (essay		 ½
1
1
2
3
4
5
6		 7
18
10
10
12
12
5
6
56 80
-3-
SYLLABUS FOR KANNADA CODE : 015
CLASS IX (2018-19)
TOPICS                                                                      TOTAL 80 MARKS
———————————————————————————————
A)     Reading Section : 2 Unseen passages from prose / poetry.                         6+6=12
B)   Writing Section :                                                                                     6+5+4=15
1. One Essay (descriptive, narrative, factual etc.)(About 150 words)
2. Personal letters, Note making (Reading, comprehensive and highlighting)
C)     Grammer Section :                                                                                              18
1)   Sandhi
2)   Samaasa
3)   Making sentences
4)   Tatsama-Tadbhava 5 )   Synonyms
6)    Antonyms
7)    Vaakya parivartane : Vidhyarthaka, Nishedhaarthaka, Sambhaavanaarthaka, Aascharysuchaka, Prashnaarthaka vaakyagalu.
8)    Tenses
9)     Pronouns
10)  Proverbs.
D) Literature Section : Text :-
PART – 1
Prose –                                                                                                                           15
1.   Kannada Moulvi .
2.    BedaginaThana Jayapura.
3.   Dharma Samadrushti.
4.   Adharsha Shikshaka Sarvepalli Radhakrishnan.
5.   Prajaanishte.
6.    Janapada Kalegala Vaibhava.
7.   Urubhanga.
8.   Haraleele.
-4-
Poetry :-                                                                                                                        15
1.   Hosa Haadu.
2.  Paarivaala.
3.  Siriyaninnena Bannipenu.
4.  Niyatiynaar Meeridapar.
5.  Marali Manege.
6.   Tatva Padagalu.
7.  Ninna Muttina Sattigeyanittu Salahu.
8.  Kannada Naadu Nudi.
PART – 2
CBSE Pathya Puraka Adhyayana (Non-detailed portion in the same text book)               5
1.   Gunasaargari Pandaribaayi.
2.   Ramzaan Surakumbaa.
3.   Nannaase.
4.   Urida baduku.
5.   Putta Hakki.
Prescribed text book : Siri Kannada – 9 (Parishkrutha)
Karnataka Patyapustaka Sangha (Reg.),
#4, 100 Feet, Varthula Raste (Ring Road)
Banashankari – 3rd Phase, Bangalore – 560085
-5-
Kannada Language (CODE:015) (2018-19) Class. X
SECTIONWISE DESIGN OF QUESTION PAPER
Section Type of Question No. of Questions No. of Marks per Question Total Marks Grand Total Marks
A   (Reading Comprehension) SAQ 2 1 2 12
(Unseen Passage, Prose)
SAQ 2 2 4
(Unseen Poem) SAQ 2 1 2
SAQ 2 2 4
B   (Writing Comprehension) LAQ 1 6 6 15
Essay
Official Letter/Job application LAQ 1 5 5
Report Writing LAQ 1 4 4
C   (Grammar) VSA 14 ½ 7 18
SA 9 1 9
SA 1 2 2
D   (Literature)
Prose Poetry
Prose : (Question)
(Reference to Context) Poetry : (Question)
(Reference to Context) Prose
Poetry
Nondetail
(Pathya Poshaka adhyayana)		 MCQ
MCQ SAQ
SAQ SAQ
SAQ LAQ LAQ
SA		 5
5
1
1
1
1
1
1
5		 1
1
3
3
3
3
4
4
1		 5
5
3
3
3
3
4
4
5		 35
Total 56 80
-1-
Kannada Language (CODE:015) (2018-19) Class. X
OVERALL DETAILED DESIGN OF THE QUESTION PAPER
Type of Question No. of Questions No. of Marks
Per Question		 Total Marks
VSAQ SAQ
MCQ SAQ SAQ		 14 (Grammar)
18 – 9(grammar) 4(comprehension) 5 (non-detail)
10- 5(prose)
5(poetry)		 ½
1
1
2
3		 7
18
10
10
12
LAQ
LAQ		 5 –  4(comprehension) 1(proverb)
4 –    2 questions
–     ( 1 prose, 1poetry)
–     2 ref. to context
–     (1 prose, 1poetry)
3 –  1 (report writing)
–    1 (prose)
–    1 (poetry)
1 (Off. Letter/ Job. App) 1 (Essay		 4
5
6		 12
5
6
56 80
-2-
SYLLABUS FOR KANNADA CODE : 015
CLASS X (2018-19)
TOPICS                                                                      TOTAL 80 MARKS
————————————————————————————————–
B)     Reading Section : 2 Unseen passages from prose and poetry.                          6+6=12
B)   Writing Section :                                                                                           6+5+4=15
1. One Essay (descriptive, narrative, factual etc.)(About 150 words)
2. One official letter, (BusinessLetter, Application for Jobs,
Leave Applications,  Letter to the Editor etc.)
3. Report writing (Making notes for important events given & writing reports for newspapers, magazines etc.)
D)     Grammer Section :                                                                                                      18
The Grammer syllabus will lnclude the following areas :
1)   Different meaning
2)   Samaasa
3)   Sandhi
4)   Tatsama-Tadbhava
5)    Making sentences
6)    Synonyms and Antonyms
7)    Jodi Pada
8)    Dvirukti-Anukarana vaachaka
9)    Vibhakti Pratyaya
10)  Analogy
11)  Proverbs
12)  Tense (Present/Past/Future)
13)   Pronoun
14)  Vaakya parivartane : Vidyarthaka, Nishedhaarthaka, Sambhaavanaarthaka, Aascharysuchaka, Prashnaarthaka vaakyagalu
15)  Dhatu
16)  Kaalapallata
17)  Kartari-Karmani Prayoga
18)  Graamya-Graanthika Roopa
19)  Arthavyatyaasa.
-3-
D. Literature Section : Text :-
Part   1
Prose:-                                                                                                                                  15
1)   Yuddha
2)   Shabari
3)   London Nagara
4)   Bhagyashilpigalu (Naalvadi Krishnaraja Odeyru, Sir M. Vishweshwarayya )
5)    Edege bidda akshara
6)   Vyaaghra Geete
7)   Vruksha Saakshi
8)   Sukumara Swaamiya Kathe.
Poetry:-
1)		 Sankalpa Geete 15
2) Hakki haarutide nodidiraa
3) Halagali bedaru
4) Kouravendrana konde neenu
5) Hasuru
6) Chalamane Merevem
7) Veera lava
8) Kemmane Meesevotthane
Part   2
CBSE Pathya Puraka Adhyayana :(Non-detailed portion in the same text book)                      5
1)   Swami Vivekanandara Chintanegalu
2)   Vasantha Mukha Toralilla
3)   Bhagath Singh
4)   Mruga mattu Sundari
5)   Ogatugalu.
Prescribed text book : Siri Kannada-10 (Parishkrutha)
Karnataka Pathya Pustaka Sangha (Reg),
# (R No. 4, 100 Feet Raste (Ring Road) Banashankari-3rd Phase, Bengaluru – 560085
-4-

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Secondary School Certificate Examination (IX-X) Japanese 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Japanese 2018-19

Time: 3 hrs.                                                                                                                      Marks: 80
A)  Reading Comprehension Section:                                                                         20marks
A: 1 Reading comprehension of the short passages/ conversations/stories related to Syllabus Lesson 1-13(unseen passages-4-5, MCQ)
Short answer questions 10×1 10 marks
MCQ (True or false/odd one out/ match the following 10x½ 05 marks
fill in the blanks) 10x½ 05 marks
B)  Writing Section:                                                                                                         20 marks
Simple paragraph/essay writing on the topics “My family” “My Weekend”” My School” in about 350 characters. (any 2/3for final exam ) .
Letter to your grandfather talking about your Japanese language studies and a school /
family trip in about 300-350 characters.
Complete dialogues, written passages (choice words, incomplete passages/conversations
to be given related to syllabus).
Criteria assessment of the writing section:
Marks for Logical cohesion and construction Marks for use of correct grammar and vocabulary– (excellent/very good/good/limited/ poor). Marks for correct usage of genkouyoushi.
No marks to be deducted for spelling mistakes.
C)  Grammar Section:                                                                                                     20 marks
Based on the prescribed textbook (Lessons 1-13)
All particle, counters, verbs conjunctions, demonstrative pronouns, place, adverb, idioms and vocabulary, animate, inanimate, verb
conjugations, tenses, verb meanings, giving/receiving, adjectives , question words, desire, comparisons.
D)    Script KANJI                                                                                                                 20 marks
1st6 chapters of NIHONGO CHALLENGE BOOK ( kanji 1-60 N 5)
Must be able to read and write all kotoba listed in the book with the kanjis
Prescribed textbook:   MinnanoNihongoIndianedition1-1: textbook cum work book, grammar notes, audio
CD. Textbook Lessons 1-13AND NIHONGO CHALLENGE KANJI BOOK
The Question Paper will be divided into four sections:                                                          Time: 3 Hrs.
Section – A: Reading Comprehension       –         20 marks Section – B: Writing                                   –         20 marks
Section – C: Grammar                               –         20 marks
Section – D: Script( KANJI)                        –         20 marks
Section wise weightage:
Section Details of Topics/Sections Types of Questions Marks
Section – A (Understanding, analyzing ) 3-4 Unseen prose passages (related to syllabus/ lessons) Short answer questions
Vocabulary Search:
Noun and verb forms/opposites/find the odd one
/adjectives/adverbs., match the following
True or False – context or theme based		 10
05
05
Section – B (Creating) Any 2 Long compositions/essay (informal letter – around 350 characters )
Letter to your grandfather talking about your Japanese language studies and a school/family trip in about 300-350  characters.
Complete dialogues, written passages (choice words, incomplete passages/ conversations
– related to syllabus		 Creative long answers
Creative writing
Creative writing with correct vocabulary ( appropriate words )		 10
05
05
Section – C (Application) Grammar Particles
は、の、も、に、で、から、まで、と、		 05
Pronouns 、Time
N place、N をします
あげます、もらいます
あります、わかります
すき、じょうず、きらい、へた		 05
あります、います。ＮやＮやなど 05
ALL QUESTION WORDS lesson 1-13
Counters/ quantifiers、numbers, types of counting
Nouns , adjectives, verbs, adverbs, – ALL TENSES 05
Express desire – verbs nouns
Section – D (Remembering ) KANJI KANJI TO HIRAGANA
HIRAGANA TO KANJI		 10
10
Total : 80 marks
JAPANESE (CODE: 094)
Class-X
Time: 3Hrs                                                                                                                            Marks:80
A)  Reading Comprehension Section:                                                                              20 marks
A:1 Reading comprehension of the short passages/ conversations/ stories/ notice, related to syllabus Lesson 14-20  (unseen passages-4-5  ,MCQ)
Short answer questions 10×1 10 marks
MCQ (True or false/odd one out/ match the following 10x½ 05 marks
fill in the blanks) (Any 2) 10x½ 05 marks
B)   Writing  Section:                                                                                                         20 marks
Simple paragraph/essay writing on the topics “My Hobby” “Diwali ”
“Nikki- writing diary on my trip to …..”- format plain form as in chapter 20 in about 350 characters.
(Any 2 /3 in final exam).
Complete dialogues, written passages (choice words, incomplete passages/
dxconversations to be given related to syllabus).
Criteria assessment of the writing section :
Marks for logical cohesion and construction Marks for use of correct grammar and vocabulary – (excellent/very good/good/limited/ poor). Marks for correct usage of genkoyoushi
No marks to be deducted for spelling mistakes
C)   Grammar Section:                                                                                                        20 marks
Based on the prescribed textbook (Lessons 14-20)
Particles, verb conjugations, the form, seeking/ granting permission , present continous, しりません、adjectives conjugations (and), から、Ｖない、please don’t, must, ok if you don’t, potential, can do, before, after, have had the experience, たりたりします、になります、proper use of plain and
polite style with conversation, all question words, adverbs.
D)   D) Script KANJI:                                                                                                          20 marks
Chapters 7-11of NIHONGO CHALLENGE BOOK (kanji61-110 N 5)
Must be able to read and write all kotoba listed in the book with the kanjis
Prescribed textbook:   MinnanoNihongoIndianedition1-2: textbook cum work book, grammar note, audio
CD. Textbook Lessons 14-20 AND NIHONGO CHALLENGE KANJI BOOK
JAPANESE (CODE: 094)
Class-X
The Question Paper will be divided into four sections:                                            Time: 3Hrs
Section – A: Reading Comprehension                 –           20 marks
Section – B: Writing                                             –           20 marks
Section – C: Grammar                                         –           20 marks
Section – D: Script – Kanji                                   –           20 marks Section wise weightage
Section Details of Topics/Sections Types of Questions Marks
Section – A (Understanding, analyzing ) 3-4 Unseen prose passages
(related to syllabus/ lessons)		 Short answer questions
Vocabulary Search: Grammar patterns, adverbs , match the following etc.
True or False – context or theme based		 10
05
05
Section – B (Creating) Any 2 Long compositions (around 350 characters )
.
Complete dialogues, written passages ( choice words, incomplete passages/ conversations
– related to syllabus		 Creative long answers
Creative writing with correct vocabulary ( appropriate words )		 10
10
Section – C (Application) Grammar Verb conjugation, particles ,てく
ださい、てもいい、てはいけま せん、ています、しりません、 Ｖてform。		 06
けいようしーくて/で、Vてから 03
ができます、(しゅみは) V
dictionary form ことですOR Nこ とです、まえに、Ｖた、ことが あります、けいようし-く/にな ります。		 06
Proper use of Plain form / polite form in conversation etc.
Question words and adverbs		 03
02
Section – D (Remembering) KANJI KANJI TO HIRAGANA HIRAGANA TO KANJI 10
10
Total : 80 marks

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

Secondary School Certificate Examination (IX-X) Gujarati 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Gujarati 2018-19

Ul l – 9 J°d
   l (010)
J°d
           ш                   к
к  к к
1. છ પા છ પા અખો
3.  યાં  યાં વસે એક  જુ રાતી ઊિમ ગીત ખબરદાર
5.   ું તારા દલનો દ વો ઊિમ કા ય ભોગીલાલ ગાધં ી
7. નવસ નની વાટ ગીત બાલ  ુ ુ દ દવે
8. આભાર સૉનેટ ઉશન
10. એ લોકો અછાદં સ કા ય િ યકા ત મ ણયાર
12. તો     ું ઊિમ ગીત  રુ  શ દલાલ
14. મા ું તા ું ગઝલ રા       ુ લ
16. ગો ુળમાં આવો તો ઊિમ ગીત માધવ રામા જુ
18. દ કર ની િવદાય ગીત અિનલ ચાવડા
20. હ ર ! આવો ને લોકગીત સકં લત
22. લ કુ ા યો  ુ હો,   ુ તક, હાઇ ુ હસ ખુ  પાઠક-રાવ   પટ લ
 к   хк
2. પરોપકાર મ  ુ યો હા યિનબધં િવ ાબહન   નીલકંઠ
4. િસ હ  ું  ૃ  ુ નવલકથા   શ  વુ  ભ
6. ભાષા   ય તો સ ં  ૃિત   ય િનબધં ફાધર વાલેસ
9. પાર  ું એકાકં જયતં ી દલાલ
11. વારસાગત લ કુ થા  ુ ગ શ ઓઝા
13. ઘડવૈયા ર ખા ચ નાનાભાઇ  બ લયા
15. સો ટચ  ું સો  ું  ંકૂ   વાતા  ધુ ા  િૂત
17. છ બ ભીતરની સ ં મરણ અિ ન મહત  ા
19. પખં ી લોક લ લત િનબધં મ ણયાર હ. પટ લ
21.  ાણીઓ  ું ગો ુળ આ મકથા   શ  કાશ આમટ
23.  ેરક  સગં ો ગ સકં લત
     к
 к   хк
1. એટલામાં રા   ૃિત કા ય રમણીક સોમે ર
2. અ ભનય સ ાટ: ઉપે   િ વદે ચ ર  િનબધં કનૈયાલાલ ભ
3. ઉપમ   ુ કથાવાતા નાનાભાઇ ભ
4. જ મી રહલ  ા બાળક અને  ભગવાન વ ચેનો સવં ાદ ! સવં ાદલખે આઇ.ક .વીજળ વાળા
     к                       х                         .        l  к       l                         .
Gujarati (Code No. 010) CBSE
Class – IX Syllabus
Poetry No. Poetry Name Type Poet
1 Chappa Chappa Akho
3 Jya Jya Vase Ek Gujarati Urmi Geet Khabardar
5 Tu Tara Dilano Divo Tha Urmi Kavya Bhogilal Gandhi
7 Navasarjan Ni Vate Geet Balmukund Dave
8 Abhaar Sonnet Ushanas
10 Ae Loko Achandasya Kavya Priyakant Maniyar
12 To Janu Urmi Geet Suresh Dalal
14 Maru Taru Gazhal Rajendra Shukla
16 Gokul Maa Avo To Urmi Geet Madhav Ramanuj
18 Dikri Ni Vidaay Geet Anil Chavada
20 Hari Avo Ne Lok Geet Sankalit
22 Laghu Kavyo Duha Muktak Haiku Hasamukh Pathak, Ravji Patel,
Prose No. Prose Name Type Author
2 Paropakari Manushyo Hasya Nibandh Vidyaben Nilakanth
4 Sinha Nu Mrutyu Naval Katha Ansh Dhruv Bhatt
6 Bhasha Jaay To Sanskruti Jaay Nibandh Father Vales
9 Parakhu Ekanki Jayanti Dalal
11 Varasaagat Laghu Katha Durgesh Ojha
13 Ghadavaeya Rekha Chitra Nanabhai Jebaliya
15 Sau Tacha Nu Sonu Tunki Varta Sudha Murti
17 Chabi Bhitar Ni Sansmaran Ashvin Mehta
19 Pankhi Lok Lalit Nibandh Maniyar H. Patel
21 Praniyo Nu Gokul Atma Katha Ansh Prakash Amate
23 Prerak Prasango Gadya Sankalit
Purak Vanchan Chapters are for Enrichment Activity only and will not be evaluated in theory:
Purak Vanchan No. Name Type Author
1 Atlama Raji Prakruti Kavya Ramnik Someshwar
2 Abhinay Samrat:Upendra Trivedi Charitra Nibandh Kanaiyalal Bhatt
3 Upmanyu Katha Varta Nanabhai Bhatt
4 Janmi Rahela Balak Ane Bhagwan Vache No Samvad! Samvad Lekh I. K. Vijaliwala
Question Paper Design
Class – IX Gujarati (Code No. 010)
Section Details of topics Type of Questions No. of Questions Total Marks
Section-A Reading (15 marks) Question from unseen prose passage M.C.Q. 05 5×1=5
Question from unseen prose passage M.C.Q. 05 5×1=5
Question from unseen poetry M.C.Q. 05 5×1=5
Section-B Writing (25 marks) Essay of at least 200 words on contemporary issues. Choice will be provided L.A. 08 1×8=8
Story building from given points L.A. 06 1×6=6
Letter   (official-   personal)   Choice   will   be provided L.A. 06 1×6=6
Advertisement/ article L.A. 05 1×5=5
Section-C Grammar (15 marks) Noun/Pronoun VSA 01 1×1=1
Punctuations – Explanatory, Coma, Semi Colon VSA 01 1×1=1
Conjunction (only 4)
(Sayonjak-તો, અને, એટલે, °!>યાર’-6યાર’)		 VSA 01 1×1=1
Verb VSA 01 1×1=1
Antonyms from the textbook VSA 02 2×1=2
Idioms from the textbook VSA 02 2×1=2
Proverbs VSA 01 1×1=1
Adverbs VSA 01 1×1=1
Gender VSA 01 1×1=1
1×1=1
3×1=3
Singular, plural. VSA 01
Correct the sentences VSA 03
Section-D Literature (15 + 10
marks)		 Prose:
Question from seen prose passage VSA 03 3×1=3
Give reason (2 out of 3) SA 02 2×2=4
Answer in short (2 out of 3) SA 02 2×2=4
Answer in detail (1 out of 2) SA 01 4×1=4
Poetry:
Poetry comprehension textual SA 01 2×1=2
Interpret the poem (from the text) SA 01 2×1=2
Answer in two/three sentences (1 out of 2) SA 01 2×1=2
Answer in one sentence (4 out of 5) VSA 04 4×1=4
Total 80-Marks
Prescribed Text Books: ‘Gujarati’ (Dwitiya Bhasha) for class IX (Ed. 2016) published by Gujarat Rajya
Shala Pathya Pustak Mandal Vidhyayan, Sector 10 A, Gandhi Nagar, Gujarat.
Ul l – 10 J°d
   l (010)
J°d
           ш                   к
к  к к
1. મોરલી પદ મીરાબં ાઇ
4.  વન   જ લ થાજો (ગીત)    ાથ ના કરસનદાસ માણેક
7.  વમાં   વ આ યો સૉનેટ હ ર ૃ ણ પાઠક
9. હાથ મેળવીએ ઊિમ કા ય િનરંજન ભગત
11. દ વાનખાનામાં અછાદં સ પ ા નાયક
13.  ાં ર વાગી લોકગીત
15. તે બસે  ે અહ ગઝલ  નેહ પરમાર
18. લ કુ ા યો  ુ હા-  ુ ત-હાઇ ુ
 к   хк
2. શરણાઇના  રૂ  ંકૂ   વાતા  નુ ીલાલ મ ડયા
3.  યાણ નવલકથાખડં રમણભાઇ નીલકંઠ
5.  ેત ાિં તના  ણતે ાઓ ર ખા ચ સકં લત
6. સામ ી તો સમાજની છે ને ?  સગં કથા િવકાસ શમા
8.  રૂ જ તો બધે જ સરખો હા ચિનબધં િવનોદ ભ
10. નથી  ંકૂ   વાતા મોહ મદ માકં ડ
12. ઝબક  યોત એકાકં  ૃ ણલાલ   ીધરાણી
14.  ઠ બાઇ લોકકથા  ુ લેરાય કારાણી
16.  ાણનો િમ અ વુ ા દત વાતા રવી  નાથ ટાગોર
17.  ટ ફન લ કુ થા  ેમ   પટ લ
     к
 к   хк
1. ભારતીય સ ં  ૃિતના  યોિતધ ર ર ખા ચ  ુમારપાળ દ સાઇ
2. અનો  ું મૈ  ીપવ  ાણીકથા  હમાશં ી શેલત
3. સ ય ત વાતા ઉમાશકં ર જોશી
4. બહન   સૌની લાડક  સગં કથા સાઇં રામ દવે
5. દ વડો ઊિમ કા ય દલપત પ ઢયાર
     к                       х                         .        l  к       l                         .
Gujarati (Code No. 010)
Class – X Syllabus
Poetry No. CBSE Poetry Title Type Poet
1 Morali Pad Mirabai
4 Jivan Anjali Thajo Prarthana Geet Karsan Das Manek
7 Jivama Jiv Avyo Urmi Geet Harikrishna Pathak
9 Hath Melaviye Urmi Kavya Niranjan Bhagat
11 Divan Khanama Achhandas Panna Nayak
13 Kya Re Vagi Lok Geet –
15 Te Bese Ahi Gazhal Snehi Parmar
18 Laghu Kavya Duha, Muktak, Haiku –
Prose No. CBSE Prose Title Type Author
2 Sharanai Na Sur Tunki Varta Chunilal Madiya
3 Prayan Naval Katha Khand Ramanbhai Nilakanth
5 Shwet Kranti Na Pranetao Rekha Chitra Sankalit
6 Samagri To Samaj Ni Che Ne? Prasang Katha Vikas Sharma
8 Suraj To Badhej Sarakho Hasya Nibandh Vinod Bhatt
10 Nathi Tunki Varta Mohammad Makand
12 Jhabak Jyot Ekanki Krushnalal  Shridharani
14 Jethibai Lok Katha Dulerai Karani
16 Praan No Mitro Anuvadit Varta Ravindranath Tagore
17 Tiffin Laghu Katha Premji Patel
Purak Vanchan Chapters are for Enrichment Activity only and will not be evaluated in theory:
Purak Vanchan No. Name Type Author
1 Bharatiya Sanskruti Na Jyotirdhar Rekha Chitra Kumarpal Desai
2 Anokhu Maitri Parva Prani Katha Himanshi Shelat
3 Satyavrat Varta Umashankar Joshi
4 Bahen Sauni Ladki Prasang Katha Sairam Dave
5 Divdo Urmi Kavya Dalpat Padhiyar
Question Paper Design
Class – X Gujarati (Code No. 010)
Section Details of topics Type of Questions No. of Questions Total Marks
Section-A Reading (15 marks) Question from unseen prose passage VSA 05 5×1=5
Question from unseen prose passage VSA 05 5×1=5
Question from unseen poetry VSA 05 5×1=5
Section-B Writing (25 marks) Essay of at least 200 words on contemporary issues. 3 choices will be provided L.A. 01 1×8=8
Story building from given points L.A. 01 1×6=6
Letter (official- personal) Choice will be there in the topics L.A. 01 1×6=6
Advertisement/ article L.A. 01 1×5=5
Section-C Grammar (15 marks) Idioms(from text) V.S.A. 03 3×1=3
Sandhi V.S.A. 02 2×1=2
Positive-negative V.S.A. 02 2×1=2
Exclamatory  -interrogative V.S.A. 02 2×1=2
Correct the sentence V.S.A. 02 2×1=2
Proverbs(from based on text) V.S.A. 02 2×1=2
Prepositional suffix (અa1ગુ   નામયોગી) V.S.A. 02 2×1=2
Section-D Literature (15 + 10
marks)		 Prose:
Question from seen prose passage V.S.A. 03 3×1=3
Give reason (2 out of 3) S.A. 02 2×2=4
Answer in short (2 out of 3) S.A. 02 2×2=4
Answer in details (1 out of 2) L.A. 01 1×4=4
Poetry:
Poetry comprehension textual S.A. 1 1×2=2
Interpret the poem (from the text) S.A. 1 1×2=2
Answer in two/three sentences (1 out of 2) S.A. 1 1×2=2
Answer in one sentence (4 out of 5) V.S.A. 4 1×4=4
Total 80 Marks
Prescribed Text Books: ‘Gujarati’ (Dwitiya Bhasha) for class X (Ed. 2017) published by Gujarat Rajya
Shala Pathya Pustak Mandal Vidhyayan, Sector 10 A, Gandhi Nagar, Gujarat.

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Secondary School Certificate Examination (IX-X) German 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) German 2018-19

German (code 020) CBSE
(2018-19)
In 2008 a curriculum has been devised for classes VI to VIII. As a result of that the syllabus for class IX now does not
start at the very beginning, as was the case till now, but where the class VIII syllabus finishes.
The syllabus continues to follow the communicative and interactive approach. The stress is now not so much on
grammar but on communication. Translations have been removed. Translation science has made enormous progress and the word to word translations that students at this level generally attempt are not relevant today any longer. Translation is a science within itself and needs rigorous training before it can be attempted.
What has been incorporated is the summarisation of a German text in English. The students will get a passage in
German that has to be summarised in English. Other written tasks should include- making a poster for the school notice board, writing short messages as also short formal Emails. This is in consonance with the language policy of the CBSE.
Reading skills have been given special attention. Students should be familiarised with reading strategies. Awareness has
to be created that there are no difficult texts but only difficult questions. This effectively means that the texts chosen should be authentic and teachers have to develop the skill of forming tasks/ exercises that help students extract the most
from a seemingly difficult text.
Listening skills and speaking skills have also been incorporated. The same approach as to reading applies also to
listening skills. Authentic texts using audio texts from all German speaking countries with appropriate exercises should be used. People in German speaking countries have multiple dialects and accents and are proud to use them in their day to day life. It is important to make students aware of this and get their ears used to these regional differences. The Swiss
do speak in a somewhat different accent than the residents of the city of Hamburg in northern Germany.
Speaking skills are to be promoted in class. This is what motivates students and makes the language come alive for
them. Speaking about friends, school, parents, hobbies, social awareness and the environment in class will give them confidence to also express themselves in the real world.
Finally the assessment will have to reflect the new approach. There should be more stress on understanding and
expression rather than grammar tests. Grammar though important should not become the primary focus of testing pushing communication to the background.
Learning Objectives
The following objectives build upon the objectives already stated for classes VI to VIII. The objectives given below will
apply to both classes IX and X which can be treated as one unit
1.  Listening and responding
By the end of class X students should be able to
Ø Listen and understand the main points and some details from an extended dialogue or a short spoken text and
respond
Ø Listen to a short audio text and respond by asking for more details
Ø Listen to announcements at public places e.g. railway stations and act accordingly
Ø Listen to a audio text, extract the relevant details and complete the gaps in a written text
2.  Speaking
By the end of class X students should be able to
Ø Talk about future plans and intentions
Ø Ask someone to clarify and elaborate what they have just said
Ø Give or seek informal views in an informal discussion with friends
Ø Recall and narrate an incident they have seen or remember from their childhood
3.  Reading and responding
By the end of class X students should be able to
Ø Read and respond to an extract from a story, an e-mail message or song or simple text from the internet
Ø Read descriptions of people in the school or class and identify who they are
Ø Read fairytales or stories and summarise them in German or English
4.   Writing
By the end of class X students should be able to
Ø Write a short text using pointers e.g. biography
Ø Summarise an unseen passage in English
Ø Writing a semi-official E-mail with complete sentence constructions
5.  Intercultural awareness
By the end of class X students should be able to
Ø Handle everyday problems i.e. cope with less routine problems on public transport, handle travel arrangements
Ø Demonstrate understanding of and respect for cultural diversity
Ø Recognise how aspects of the culture of different countries become incorporated into the daily life of others
Ø Recognise advantages of another culture and try and apply to their own lives e.g. environmental awareness and waste management
6.  Knowledge about language
By the end of class X students should be able to
Ø Learn to use subordinate clauses of time, place and purpose to qualify the main clause
Ø Learn the use of grammatical structure e.g. verbs with prepositions to express oneself  more succinctly
7.  Language learning strategies
By the end of class X students should be able to
Ø Apply known rules when creating new language
Ø Integrate new language into previously learnt language
Ø Use the context of what they see/ read to determine some of the meaning
Class IX
Lesson Situation/ Topic Speech intention Structure
Lesson 1 Celebration · To talk about future plans
· To allocate responsibilities
· To give a suggestion
· To accept and decline a proposal		 ·     Subordinate clause “ wenn” “zu” + Infinitive
·     “brauchen” +…+ “zu”
+Infinitive
·     Preposition of time “während”
+ Genitive
Lesson 2 Shopping and consumption ·  To follow a timeline and describe an event
·  To give reasons for one’s actions and decisions		 ·     Subordinate clause  “um…zu”
·     Subordinate clause  “damit”
Lesson 3 Feelings and relationships ·     To ask for someone’s opinion and give one’s own opinion
·     To agree or disagree
·     To talk about what one would do in a particular situation		 ·     Question word “Wo(r)”+ Preposition
·     Pronouns “da(r)”+ Preposition
·     Subjunctive II: “würde”+Infinitive
·     Articles and Nouns in Genitive
Lesson 4 Hamburg: A city tour ·     To give a suggestion
·     To give chronological sequence of events
·     To talk about activities happening simultaneously		 ·     Subjunctive II: “sollen”
·     Subordinate clauses of time
§ “während”
§ “bevor”
Lesson 5 Relationships and conflicts ·     To give reasons
·     To express likes and dislikes
·     To lay down restrictions		 ·     Causal preposition “wegen”+ Genitive
·     Double barrel conjunction: “zwar…aber”
· Relative clause : relative pronouns in Nominative, Accusative and Dative
Assessment Scheme for Class IX
ANNUAL EXAMINATION                                                                                    MAX. MARKS 80
Section A-Reading                                                                                                                (20 marks)
1. Comprehension (unseen passage)                                                                                      10 marks
2. Comprehension (unseen passage)                                                                                      10 marks
Section B –Writing                                                                                                                (10 marks)
3. Based on stimulus, compose an E-Mail (30-40 words)                                                     5 marks
4. Based on stimulus, compose a dialogue                                                                            5 marks
Section C – Applied Grammar                                                                                           (40 marks)
5. Fixed prepositions with verbs                                                                                            6 marks
6. Separable verbs                                                                                                                  6  marks
7. Subordinate clauses (um…zu, wӓ hrend, bevor, zwar….aber, wenn)                               6 marks
8. Subjunctive (Konjunktiv II)                                                                                               6 marks
9. Article and nouns in Genitive                                                                                            10 marks
10. Relative pronouns (Nominative, Accusative and Dative)                                                6 marks
Section D -Textbook                                                                                                             (10 marks)
11. Completing a seen passage with the vocabulary provided                                              5 marks
12. Comprehension (seen)                                                                                                     5 marks
Internal Assessment, Class IX
(Total weightage out of 20)
1.   Periodic tests, dictations                                                                             5/20
2.   Listening comprehensions                                                                          5/20
3.   Speaking activities – role play, presentations, recitation…                       5/20 (could be conducted as individual or group activity)
4.   Regularity and quality of classwork & homework                                     5/20
PRESCRIBED TEXT BOOK :          Beste Freunde B 1.1 (Lessons 1-5)
(Hueber Publications, Published in India by Goyal Publishers)
SUGGESTED REFERENCES :                    Team Deutsch 2/1
Planet 2
Ping Pong 2 DVD- Wir Live
Langenscheidt Euro Dictionary
K.M. Sharma; German-Hindi/ Hindi- German  Dictionary. Rachna Publishing House
Module 9
German – Class – X
Lesson Situation/Topic Speech intention Structure Suggested activity
Lesson 1 Characteristics of a person ·  To describe a person physically
·  To describe his/ her personality traits		 ·   Adjectives as attributes
– with indefinite Article
In Nominative and
·   Accusative case Interrogative Structures : Was für ein/eine……?		 ·   20 questions to identify
a famous personality
·   Relate characteristics to specific sun
signs
Skills · Writing: Write the description of a person in class
· Reading: Read the horoscopes in German newspapers and extract the information relevant to you and your friend
Lesson 2 Fashion • To describe garments
• To express your opinions about fashion		 • Adjective as Attribute with definite Article Interrogative pronoun : “Welch…” • Each student brings pictures of garments to class and describes them
Skills Writing: Summarising an unseen German language passage in English
Lesson 3 Parent-child relationship • To describe your family members
• To characterize your relationship with them		 • Relative pronoun in
• Nominative and Accusative
• Relative clause		 • Role Play: Discussion between parents and child about going out with friends for a movie late in the evening
Skills • Writing : Write a mail to your parents while you are away on an adventure camp
• Reading : Reading comprehension of unseen passage
Module 10
Lesson Situation/Topic Speech intention Structure Suggested activity
Lesson 1 Environment • To talk about environmental problems
• To discuss measures to save the environment		 • Indirect questions
in the form of subordinate clauses		 • Find out about waste management in your school
• Suggest ways in which
you can help protect the environment
Skills • Reading : Visual material is to be matched with the text and suitable title to be provided
• Related sentences have to be completed with words from the provided Text
Lesson 2 Youth and social awareness • To discuss about socially relevant issues
• To discuss about how one can
• contribute towards alleviating social issues		 • Verb + Prepositions
• Interrogative pronouns with
• prepositions for people and things and answers to the same		 • Start an eco- club in
your class
• Find out how waste disposal is structured
in Germany
Skills • Writing : Make a Poster appealing to students to keep the school premises clean
• Reading : Read Advertisements and extract the relevant information from them
Lesson 3 School magazine • To discuss the
content and layout of a school magazine		 • Recognition of the passive structure without
active usage (present tense)
• Relative sentences-
• Genitive
Skills • Write a notice for the school board asking for contributions to the school magazine
• Write a short advertisement for the school magazine announcing the establishment of a German club and requesting students to join
Class – X
Suggested activities for Module 9
Suggested activities for Formative Assessment Basis of Evaluation
1. Quiz on famous personalities (e.g. playing 20 questions in the class • Vocabulary
• Syntax
2. Group discussion on Sun Signs and their characteristics. • Understanding of topic
• Conversational skills
• Confidence
• Presentation
3. Dumb Charade(in groups).
One Member of each group to enact
• Situations
• Characters		 • Acting skill
• Creativity
• Understanding of theme
• Recognition of character
4. Role play: Discussion between parents and
child about going out with friends for a movie late in the evening.		 • Confidence
• Diction
• Fluency
• Acting skill
• Creativity
5. Listening comprehensions
(in the text book and others from internet or other sources)		 • Understanding of text
• Correct response to questions
• Analytical ability
6. Composing a text or changing the given text.
• Visual stimulus in the form of picture, cartoon, movie clip etc.to be provided
• Verbal stimulus in the form of words, stories, incidents etc. to be provided)		 • Originality
• Creativity
• Fluency
• Imagination
• expression
7. Spell check (can be a group activity also)
• spelling
• meaning
• pronunciation
• sentence making		 • Memorisation of correct spelling
• Correct sentence formation
• Right usage of word
• Part of speech
8. Just a minute Topics can be from the text or from life. • Promptness
• Imagination
• Presentation
• Fluency of ideas
• Confidence
• Concise expression
Class – X
Suggested activities for Module 10
Suggested activities for Formative Assessment Basis of Evaluation
1. Project work : Outline the waste management system in the school and suggest improvements. • Vocabulary
• Creativity
• Presentation skills
2. Power point presentation on waste management system and ecological awareness in Germany • Understanding of topic
• Creativity
• Confidence
• Presentation skills
3. Dumb Charade (in groups).
One Member of each group to enact
• Situations
• Characters		 • Acting skill
• Creativity
• Understanding of theme
• Recognition of character
4. Writing articles (in German) for the school magazine. • Creativity
• Knowledge of language
• Vocabulary
• Expression
5. Listening comprehensions
(in the text book and others from internet or other sources)		 • Understanding of text
• Correct response to questions
• Analytical ability
6. Composing a text or changing the given text. Visual stimulus in the form of picture, cartoon, movie clip etc. to be provided
Verbal stimulus in the form of words, stories, incidents etc. to be provided		 • Originality
• Creativity
• Fluency
• Imagination
• Expression
7. Spell check (can be a group activity also)
• spelling
• meaning
• pronunciation
• sentence making		 • Memorization of correct spelling
• Correct sentence formation
• Right usage of word
• Part of speech
8. Just a minute
Topics can be from the text or from life.		 • Promptness
• Imagination
• Presentation
• Fluency of ideas
• Confidence
• Concise expression
CBSE Annual Assessment Scheme for Class – X
Annual Examination                                                                             Max. Marks 80
Section A-Reading                                                                                      (20 marks)
1. Comprehension (unseen)                                                                          10 marks
2. Comprehension (unseen)                                                                          10 marks
Section B -Writing                                                                                       (15 marks)
3. Based on stimulus, compose an E-Mail (30-40 words)                             10 marks
4. Based on stimulus, compose a dialogue                                                   5 marks
Section C – Applied Grammar                                                                   (40 marks)
5. Past participle (Partizip Perfekt)                                                                10 marks
6. Passive without modal verbs                                                                     5 marks
7. Prepositions                                                                                              5 marks
8. Fixed prepositions with verbs                                                                    5 marks
9. Adjective endings                                                                                      5 marks
10. Subordinate clauses                                                                                5 marks
11. Relative pronoun                                                                                     5 marks
Section D -Textbook                                                                                   (5 marks)
12. Comprehension (seen with a value based question)                               5 marks
Prescribed Book                : Wir 3 (Textbook and Workbook, Module 9 & Module 10)
(Klett Publishing House, Published In India by Goyal      Publishers) Suggested References      : Team Deutsch 2/2
Planet 2
Ping Pong 2 Perfekt in Deutsch Wir Plus
DVD- Wir Live
Langenscheidt Euro Dictionary
K.M. Sharma; German-Hindi/ Hindi-German Dictionary. (Rachna Publishing House)

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Secondary School Certificate Examination (IX-X) French 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) French 2018-19

FRENCH (CODE: 018) CBSE
CLASS – IX (2018-19)
Time : 3 Hrs                                                                                                 M. Marks: 80
A) Reading Section:                                                                                   10 Marks
One unseen prose passage (factual/descriptive) (100-150 words)
B) Writing Section:                                                                                     20 marks
One long composition (Informal letter) 80 words
Two short compositions -: (recipe, message, post card, description of a person with visual input and clues) (30-35 words)
C) Grammar Section:                                                                                 30 marks
Based on the prescribed textbook (Lessons 1-12)
articles, possessive adjectives, demonstrative adjectives, prepositions, verbs (présent, futur proche, futur, pronominal verbs, passé composé, impératif, imparfait, passé récent , conditionnel présent), question formation, negatives, personal pronouns, interrogative adjectives and pronouns, relative pronouns
D) Culture and Civilization 20 marks
Questions based on text book
a) Short answer questions		 5×2 10 marks
b) MCQ (True or false/odd one out/ match the following/ fill in the blanks) (Any 2) 10 marks
1. L. 1 – La famille
2. L. 2 – Au lycée
3. L. 3 – Une journée de Pauline
4. L. 4 – Les saisons
5. L. 5 – Les voyages
6. L. 6 – Les loisirs et les sports
7. L. 7 – L’argent de poche
8. L. 8 – Faire des achats
9. L. 9 – Un dîner en famille
10. L. 10- La mode
11. L.11 – Les fêtes
12. L.12 – La Francophonie
Prescribed textbook:
Entre Jeunes, Class IX (CBSE) Textbook Lessons 1-12.
FRENCH (CODE: 018)
CLASS – IX (2018-19)
The Question Paper will be divided into four sections:                          Time: 3 Hrs.
Section – A: Reading Comprehension           – 10 marks Section – B: Writing                                       – 20 marks
Section – C: Grammar                                   – 30 marks Section – D: Culture and Civilization              – 20 marks
Section wise weightage:
Section Details of Topics/Sections Types of Questions Marks
Section – A (Understanding) 1 Unseen prose passage
(150-200 words)		 Short answer question
Vocabulary Search:
Noun and verb forms/opposites/synonyms
/adjectives/adverbs
True or False – context or theme based		 10
Section – B 1 Long composition Creative long answers 10
(Creating) (informal
letter – 80 words)
Any 2 short
compositions Creative short answers 05
(30-35 words):
Message/Describing a 05
person/Recipe/Post
card
Section – C (Applications) Grammar Articles 03
Adjectifs possessifs 03
Adjectifs démonstratifs 03
Prépositions 03
Verbes (Présent, future, simple, impératif, future, proche, passé composé, imparfait, impératif, passé recént, conditionnel présent ), verbes, pronominaux 03
Trouvez la question 03
Négatifs 03
Pronoms (COD, COID, toniques, y, en) 03
Interrogatifs (adjectifs et pronoms) 03
Pronos relatifs 03
Section – D Culture and Civilization Short answers 10
(Remembering
and analyzing) Lessons 1 – 12 MCQ (True or False) 4 x ½ 02
Find the odd one 4 x ½ 02
Match the following Fill in the blanks 6 x ½
6 x ½		 03
03
Total marks 80
FRENCH (CODE: 018)
CLASS – X (2018-19)
Time : 3 Hrs                                                                                                            M. Marks: 80
A) Reading Section:                                                                                               10 Marks
One unseen prose passage (factual/descriptive) (150-200 words)
B) Writing Section:                                                                                                 20 marks
One long composition (Informal letter) based on the main themes given in lessons
1,2,3,4,7,8,10,12 (80 words)
Two short compositions: message, re-arranging a dialogue in logical sequence, completing a text with the help of clues provided. (30-35 words)
C) Grammar Section:                                                                                             30 marks
Verbs (All tenses done in class 9, plus-que-parfait, subjonctif), pronom relatif
composé, démonstratifs (adjectifs et pronoms), pronoms personnels, trouvez la question, discours direct et indirect, négatifs, possessifs (adjectifs et pronoms), prépositions
D) Culture and Civilization                                                                                    20 marks
Question based on text book :
a) Short answer questions 5 x 2 10 marks
b) MCQ (True or false/odd one out/match the following 10 marks
fill in the blanks) (Any 2)
1. L.1 – Retrouvons nos amis
2. L.2 – Après le bac
3. L.3 – Chercher du travail
4. L.4 – Le plaisir de lire
5. L.5 – Les médias
6. L.6 – Chacun ses goûts
7. L.7 – En pleine forme
8. L.8 – L’environnement
9. L.9 – Métro, Boulot, Dodo
10. L.10 – Vive la République
11. L.11– C’ est bon le progrès
12. L.12 – Vers un monde interculturel
Prescribed textbook:
Entre Jeunes, Class X (CBSE) Textbook Lessons 1-12.
FRENCH (CODE: 018)
CLASS – IX (2018-19)
The Question Paper will be divided into four sections:                          Time: 3 Hrs.
Section – A: Reading Comprehension           – 10 marks Section – B: Writing                                       – 20 marks
Section – C: Grammar                                   – 30 marks Section – D: Culture and Civilization              – 20 marks
Section wise weightage:
Section Details of Topics/Sections Types of Questions Marks
Section – A (Understanding) 1 Unseen prose passage (150-200 words) True or false
Short answer questions Vocabulary search:
Noun and verb forms/opposites/ synonyms/adjectives/
adverbs		 10
Section – B (Creating) 1 Long composition (informal letter – 80 words)
Any 2 short compositions (30-35 words): (Message/Re-arranging a dialogue in logical
sequence/completing a text with clues)		 Creative long answers Creative short answers 10
05 x 2
Section – C (Applications) Grammar Verbs (All tenses done in class 9, futur antérieur,
plus-que-parfait), conditionnel passé, participe
présent, gérondif)		 03
Subjonctif 03
Pronom relatif composé 03
Démonstratifs (adjectifs et pronoms) 03
Pronoms personnels 03
Trouvez la question 03
Discours direct et indirect 03
Négatifs 03
Possessifs (adjectifs et pronoms) 03
Prépositions 03
Section – D (Remembering and analyzing) Culture and Civilization Lessons 1 – 12
Note: Students are not to be tested on texts marked
<<Pour aller plus loin>>And << Je découvre>> and on components of Culture and Civilisation included in grammar exercises.		 Short answers                           5×2
MCQ (True or False           4 x ½
Find the odd one               4 x ½
Match the following            6 x ½
Fill in the blanks                 6 x ½		 10
02
02
03
03
Total marks 80

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Secondary School Certificate Examination (IX-X) Bodo 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Bodo 2018-19

BODO (CODE:092) (CBSE)
CLASS – IX (2018-19)
xklS uEcj&80
Section Details of topics/Chapters Type of Questions No. of Questions Marks
Section-A Reading Comprehension
15 (Marks)		 300 lksnksc xksuka eksuFkke nQk Fkkxksu VSA(1) 15 15X1=15
Section-B Writing Composition
25 (Marks)		 ¼d½ vkjt fcykb fyjuk; (Application writing)/ Ykkbtke fyjuk; (Letter Writing) L.A.(6) 1 1×6=6
¼[k½ fjiVZ fyjuk; (Report writing)/
lqan^;S fyjuk; (Precis writing)		 L.A.(5) 01 1×5=5
¼x½ ckFkzk iQko[kkS cs[ksouk fyjuk;
(Explanation)		 L.A.(4) 01 1×4=4
¼?k½ julkb fyjuk; (Essay Writing) 500 words L A 01 1X10=10
Section-C Grammar
15 (Marks)		 ¼d½ vkFkksu
¼[k½ lkujk;
¼x½ ekofjtk
¼?k½ ckFkzk Qkunk;
¼Ä½ ckFkzk lksyk;uk; ¼ukfM+] lksauk;] [kkoyk;uk;@fFkuuk;] lkucksykofj½
¼p½ leku lksnksc lk;[k^uk; (Synonym)
¼N½ mYFkk lksnksc nkuk;
¼t½ ckFkzk[kkS xscsMS+ nkiQkeuk;		 VSA 15 15X1=15
Section-D Literature ¼d½ jk;Fkkb%
1½ xkstksuukFk & y{ks Üoj czã		 S.A.(2)
V.S.A.		 3
4		 2×3=6
1×4=4
25 (Marks) 2½ lksyksaFkk;fu Fkkaf[k & egkRek xka/h
3½ tksa ckoykauk; lkls tksgksyko & izlsuftr
czã
4½ vkcgkok vkjks lqcqa lkaxzkafFk& futkse
ukjtkfj
5½ gfjeq vkjks fefFkaxkfu xkc& jsuq cj*
6½ gkfjekfu [kkSlsfFk& jusUnz ukjk;u clqerkfj
283
¼[k½ [kUFkkb%
1½ tkaf[kz[kka& }kjsUnz ukFk clqerkjh 2½ eksugkl ^;S & :iukFk czã
3½ eksnS & bZlku eqlkgkjh
4½ ftmfu lksjka& dey dqekj czã 5½ fefFkaxkk& eu^jUtu ykgkfj		 S.A.(2)
V.S.A.		 3
4		 2×3=6
1×4=4
Supplementary    Reader: lksukcfu ly* ¼Qjk;uks xksuka ly*iQksj½ 1½ ckjgqa[kk
2½ lkls ekufluks cslscka gk ukaxkS 3½ cqftuks gk;S nsa[kks
4½ xksnku lksnksefL=k		 S.A.(2)
V.S.A.		 2
1		 2×2=4
1×1=1
xklS& 80
Qjk;uks xksuka fctkciQksj jk;Fkkb vkjks FkUFkkb %
%		 xksnku [kulk; fcnka] fngqu xkn* 2014]
The Assam State Textbook Production and Publication
Corporation Limited, Guwahati.
Supplementary Reader : lksukcfu ly* & fuydey czã] fcuk ykbczsfj] ddjk>kjA
jko[kkfUFk % xksuka jko[kkfUFk & dey dqekj czã] fngqufQu;ku 2013] fcuk
ykbczsfj] ikucktkj] xqokgkfV&1
284
BODO (CODE:092)
CLASS – X (2018-19)
xklS uEcj&80
Section Details of topics/Chapters Type of Questions No. of Questions Marks
Section-A Reading Comprehension
15 (Marks)		 300 lksnksc xksuka eksuFkke nQk Fkkxksu VSA(1) 15 15X1=15
Section-B Writing Composition
25 (Marks)		 1- lksyks fyjuk; L.A. 01 1×6 = 6
2- nkbfj fyjuk; L.A. 01 1×6 = 6
3- fefFklkj fcykbZ fyjuk; L.A. 01 1×5 = 5
4- nkock;uk;fu lkseksUnS fyjuk; L.A. 01 1×8 = 8
Section-C Grammar
15 (Marks)		 1- eqaek
2- eqajkb
3- tFkkb lksnksc nkuk; 4- ckFkzk [kksUnksc
5- Fkkbtk vkjks fcfnUFkk 6- Fkkbykfy
7- gksutkc vkjks nktkc lksnksc 8- xscsa lksnksc nkuk;		 VSA 15 15X1=15
Section-D Literature
25 (Marks)		 ¼d½ jk;Fkkb%
1- lekt Qkslkcfxfj xq#nso dkfypj.k czã& eksfguh egu czã
2- vk[ky nkuk;& uey pUnz cj*
3- cj* egj lksjftfu ckf[k& ’k^Hkk czãk 4- fcukuko fucsfnrk& fuydey czã
5- cj* gkfjfu [kqxk Fkquykb& bUnzekyrh uktkZjh
6- pUnz;ku&1 & MkW- xus’k pUnz okfj		 S.A.(2)
V.S.A.		 3
4		 2×3=6
1×4=4
285
¼[k½ [kUFkkb%
1- tk gkckc& lfr’k pUnz clqerkjh 2- vkafUk xkfe& dey dqekj czã
3- gs tkseS& eu^jUtu ykgkfj 4- jknk;& èotsUnz czã
5- xksnku b;qufu esFkkb& lqjFk ukjtkjh 6- vkj^t& vUtq		 S.A.(2)
V.S.A.		 3
4		 2×3=6
1×4=4
Supplementary Reader:
Fkquykb ekofFk fcgqjke cj*& ufcu eYy* cj* phu gknjko nkfUnls& eksfguh egu czã		 S.A.(2)
V.S.A.		 2
1		 2×2=4
1×1=1
xklS& 80
Qjk;uks xksuka fctkcQksj jk;Fkkb vkjks FkUFkkb %
%		 xksnku [kulk; fcnka] nfFk ckgkxks] Fkk[kks ft] fngqu xkn* 2014
The Assam State Textbook Production and Publication
Corporation Limited, Guwahati.
Supplementary Reader : Fkquykb ekofFk fcgqjke cj*& ufcu eYy* cj*] vulqeS ikfCydslu] ek;nkaxqfj]
vnkyxqfj] 1998
jko[kkfUFk % xksuka jko[kkfUFk& dey dqekj czã] fngqufQu;ku 2013] fcuk ykbcszfj]
ikucktkj] xqokgkfV&1
Qjk;lkfyfu jko[kkfUFk& Lo.kZ izHkk pSukfj] 2014] fufyek izdk’kuh]
ckxkuikjk
286

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Secondary School Certificate Examination (IX-X) Bhutia 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Bhutia 2018-

19

BHUTIA (CODE NO. 095) (CBSE)
CLASS – IX 2018 -2019
Topics                                                                                                Total Marks= 80
Section Topic Types of Qs No. of Qs Marks
A Reading 15 (Marks) Unseen Passage S A (2 marks) VSA (1mark) 6X2
3X1		 15
B Writing 25 (Marks) Essay Writing
Thakhor Tsangda, Dhuechen, Nagtsen Sungkyop, Ridag Semchen Sungkyop, Natsa, Throten, Sherig, Thung Chhu, Gnamshi, Mitsi, Miki Jigko.		 L A (12 marks) 1X12 12
Letter Writing
Gong Shue Yigi, Famalo Yigi, Roglo Yigi, Lelatsuna Shuyig, Wangten, Tsong dang drelway Yigi. Denbo Yigitsu. Denbo yigi.		 L A (8 marks) 1X8 08
Translation: Unseen Passage L A (5 marks) 1X5 05
C Grammar 15 (Marks) Jhejuglo Mataba Jhyugkhen Threth Rangwangchen Druk. Tshig Drup. Kibu Rab Dring Thasum Kethki Yenlag Gyeth. Fo, Mo, Maningi Taag,Taampey / Peytaam, Sheysa V S A (1marks) S A (2 marks) 5X1
5X2		 15
D Literature 25 (Marks) Prose (Tshiglhug)
Prose (Lho Yig Tshig Lhug)
Gyalwa Lhatson Chhinpo Gnamkha Jigmeki Gnamthar. Denzongi Genkhag Dang Gnechengi Kor. Yigrig Dang Rigsargi Sherig. Mangsrith Gokhi Tashi Tshering. Lhabab Dhuechen. Gyalpo Ngyen Med. Thuendril. Lobthrug Dang Sijhyed. Thomsalwa Adition		 S A (2 marks) 4X2 8
Poetry Legshyed Tsigchyeth 1 – 29 Sang, Yong zogs. Drelshyeth
Tshig   Chyeth   Blolay   Drishyeth Dhamkha Kyapti Drishyeth		 S A (2 mrks) 4X2 8
Rapid Reader S A (2 mrks) V S A (1mrks) 2X2
1X1		 05
279
Supplementary
Lopen   Pema   Zedpoi   Tangkhuki Ngyemig,Terten Sangay, Glingpoi Terchoelay. Tangkhuki Ngyemig		 V S A (1mrks) S A (2 mrks) 2X1
1X2		 04
Total 80
marks
Prescribed Books
1)      Tshiglhug, Tshig Chyeth, Khakong Deb
2)       Lho Yig Tshiglhug, HRDD
3)       Legshyeth, HRDD, Gangtok
4)       Thamakhai Ngemig, HRDD
280
BHUTIA (CODE NO. 095)
CLASS – X 2018 -2019
Topics                                                                                                Total Marks= 80
Section Topic Types of Qs No. of Qs Marks
A Reading
15 (Marks)		 Unseen Passage S A (2 marks)
VSA (1 mark)		 6X2
3X1		 15
B Writing 25 (Marks) Essay / Story / Column / Article / Report/Blog etc. Writing Thakhor Tsangda, Dhuechen, Nagtsen Sungkyop, Ridag Semchen Sungkyop, Natsa, Throte, Sherig, Thung Chhu, Gnamshi, Mitsi, Miki Jigko. L A (12 marks) 1X12 12
Letter Writing
Gong shue yigi, Famalo yigi, Roglo yigi, Lelatsuna  shuyig, Wangten, Tsong dang drelway yigi. Denbo yigi.		 L A(8 marks) 1X8 08
Translation: Unseen Passage L A(5 marks) 1X5 05
C Grammar 15 (Marks) Jhejuglo Tati Jhyugkhen Threth Namye Dang Chaypo Gyeth. Namye Gyeth, Taampey / Peytaam, Sheysa Dhatsen Taagshyeth. Kyethki Yenlaag gyeth. Dhuesumgi Namjhyak. V S A(1mark) S A(2 mark) 5X1
5X2		 15
D Literature 25 (Marks) Guru Tshen Gyeth. Gyagargi Rigzung        Kutshap,        Swami Vivekananda,  Blodhog  Namzilay: Dhalzor    Ngyeth    Ka.,    Chhiwa Mitaagpa.  Lay  Gyuday.  Khorway, Ngyemig.  Faam  Photshoi  Yarab Dhushay
Prose (Lho Yig Tshig Lhug)
Guru Tshen Gyeth. Gyagargi, Rigzung Kutshap, Swami Vivekananda, Blodhog Namzilay: Dhalzor Ngyeth Ka. Chhiwa Mitaagpa. Lay Gyuday. Khor Ngyemig. Faam Photshoi Yarab Dhushay.		 S A(2 marks) 4X2 8
281
Poetry (Legshyeth)
Tsigchyeth Singi Pedonlay Gyug 1 – 19 Sang., Drelshyeth, Tshig Chyeth Blolay Drishyeth, Dhamkha Kyapti Drishyeth		 S A(2 marks) 4X2 8
Rapid Reader S A(2 marks)
V S A(1mrks)		 2X2
1X1		 05
Supplementary
(Denzong Chharab) Bayul Denzong Chhangtang. Chhogyal Rigyueth Dartshul. Nalzor Chhyethzi Chhoentshul. Chhogyal Phuntshog Namgyal Tensung Namgyal. Chhagdor Namgyal. Gyurme Namgyal. Namgyal Phuntsholay Palden Thendup Namgyal. Dhatoi Denzong.		 V S A(1marks) S A(2 marks) 2X1
1X2		 04
Total 80
marks
CBSE Textbooks
1)      Tshiglhug, Tshig Chyeth, Khakong Deb
2)       Lho Yig Tshiglhug, HRDD
3)       Tshigchyeth, HRDD, Gangtok
4)       Denzong Chharab, HRDD
282

 

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Secondary School Certificate Examination (IX-X) Bahasa Melayu 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Bahasa Melayu 2018-19

BAHASA MELAYU (CODE 099) CBSE
CLA

SS – IX 2018-19
Time: 3 Hrs                                                                                        Total Marks= 80
Section Details of Topics/Chapters Type of Qs No. of Qs Mark
Section – A Reading
15 (Marks)		 Three unseen passages of total 400 words (max. 100 words for each passage) VSA(1) 3X5=15 1×15=15
Section-B Writing
25 (Marks)		 One unseen passage for summary writing with maximum word limit of 80 words LA(05) 01 1×05=05
One picture composition with maximum word limit of 150 words LA(08) 01 1×8=08
One essay writing with maximum word limit for 250 words or formal letter writing LA(12) 01 1×12=12
Section–C Grammar
15 (Marks)		 Identifying mistakes in the sentences replace with sentence arrangement VSA (1) 15 1×15=15
Questions based on grammar items
Questions based on idioms and proverbs
1. Kata Nama 2. Kata Ganti Diri
3. Penjodoh Bilangan 4. Kata Sendi
5. Kata Adjektif 6. Kata Keterangan
7. Kata Hubung 8. Kata Seru
9. Pengimbuhan 10. Penggandaan
11. Peribahasa 12. Kata Majmuk
13. Ayat Nafi 14. Ayat Tanya
15. Ayat Aktif 16. Ayat Pasif
17. Ayat Perintah 18. Ayat Larangan
19. Ayat Seruan 20. Ayat Penegas
21. Ayat Majmuk Pan- cangan 22. Analisis Kesalah- an Ayat
Section D Literature Prose, Poetry
& Short Story:
25 (Marks)		 Question based on Tradition Poem, Traditional Prose, Modern Poem and Short Story from text book.
Unit 1: Puisi Tradisional
l Pantun Empat Kerat (Muafakat)
l Pantun Berkait (Bekerja)		 SA(2)
VSA(1)		 04
02		 2×4=08
1×2=02
Unit 3: Sajak (Puisi Moden)
l Fragmen Sebuah Kehidupan
l Kata-Kata
l Keusangan Budaya
268
Unit 2: Prosa Tradisional SA(2) 04 2×4=08
l Hikayat Seri Kelantan
l Hikayat Patani VSA(1) 02 1×2=02
Unit 4: Cerpen SA(2) 02 2×2=04
l Mutiara Bonda
l Segala yang Tercipta Ada di Sana VSA(1) 01 1×1=01
Total 80
Prescribed Text Books
Grammar Bahasa Melayu Tingkatan: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur.
Literature Antologi Harga Sebuah Lukisan: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur.
269
BAHASA MELAYU (CODE 099)
CLASS – X 2018-19
Time: 3 Hrs                                                                                        Total Marks= 80
Section Details of Topics/Chapters Type of Qs No. of Qs Mark
Section – A Reading
15 (Marks)		 Three unseen passages of total 400 words (max. 100 words for each passage) VSA(1) 3X5=15 1×15=15
Section – B Writing
25 (Marks)		 One unseen passage for summary writing with maximum word limit of 80 words LA(05) 01 1×05=05
One picture composition with maximum word limit of 150 words LA(08) 01 1×8=08
One essay writing with maximum word limit for 250 words or formal letter writing LA(12) 01 1×12=12
Section
– C
Grammar 15 (Marks)		 Identifying mistakes in the sentences replace with sentence arrangement VSA (1) 15 1×15=15
Questions based on grammar items
Questions based on idioms and proverbs
1. Kata Nama 2. Kata Ganti Diri
3. Penjodoh Bilangan 4. Kata Sendi
5. Kata Adjektif 6. Kata Keterangan
7. Kata Hubung 8. Kata Seru
9. Pengimbuhan 10. Penggandaan
11. Kata Majmuk 12. Ayat Nafi
13. Ayat Tanya 14. Ayat Aktif
15. Ayat Pasif 16. Ayat Perintah
17. Ayat Larangan 18. Ayat Seruan
19. Ayat Penegas 20. Ayat Majmuk Pancangan
21. Analisis Kesalahan Ayat 22. Peribahasa
CBSE Literature Prose, Poetry
& Short Story:
25 (Marks)		 Unit 1: Puisi Tradisional
l Syair Panduan untuk Para Remaja
l Syair Berbuat Jasa
l Syair Li-Attar Ghib		 SA(2)
VSA(1)		 04
02		 2×4=08
1×2=02
Unit 3: Sajak (Puisi Moden) l Seorang Insan Istimewa  l Rumput
l Orang Tua
270

Secondary School Certificate Examination (IX-X) ASSAMESE 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) ASSAMESE 2018-19

SYLLABUS FOR ASSAMESE – CODE 014 (CBSE)
CLASS – IX 2018-19
Section Details of Topics/Chapters Type of Questions No. of Questions Weightage
Section – A Reading  15 (Marks) 1.Comprehension
One unseen passage of minimum 500 words. There will be six gen- eral questions of two marks each from the passage and three gram- mar based question of 01 mark each. S A (2) 6 2X6=12
V S A (1) 3 3X1=3
Section – B Writing
25 (Marks)		 2. Composition
i. Essay/Story Writing LA (12) 1 12×1 = 12
ii. Amplification (explanation of
thoughts)		 L A (5) 1 5×1=5
iii. Report Writing (On School func- tion eg: Annual Day, Sports, any competition) L A (8) 1 8×1=8
Section – C Grammar 15 (Marks) 3. Byakaran (Grammar)
i. Anukar, Anurup Sabda VSA (1) 2 2×1 = 2
ii. Swara Sandhi VSA (1) 2 2X1 = 2
iii. Bisheshya, Bishesan, Sarbanam VSA (1) 2 2×1 = 2
iv. Kriya, Abyaya VSA (1) 2 2×1 = 2
v. Bachan (Number) VSA (1) 1 1×1 = 1
vi. Linga (Gender) VSA (1) 2 2×1 = 2
vii. Krit Pratyaya VSA (1) 2 2×1 = 2
viii. Sabda Bibhakti, Karak VSA (1) 2 2X1 = 2
Section – D Textbook 25 (Marks) 4. Poetry
i. Sishu Lila : Srimanta Sankardev (LA) (1)
(SA) (2)
(VSA) (2)		 4
2
1		 4X1 = 4
2X2 = 4
1X2 = 2
ii. Mor Desh : Hiren Bhattacharya
iii. Manab Bandana: Chandra Ku- mar Agarwala
iv. Hanumantar Lanka Darshan: Madhab Kandali
5. Prose :
i. Annyar Prati Byabahar : Satya- nath Bora (LA) (1)
(SA) (2)		 4
2		 4X1 = 4
2X2 = 4
ii. Bharatar Baichityar Majat
264
iii. Aikya : Dr. Hemanta Kumar Sarma (VSA) (2) 2 2X1 = 2
iv. Samay : Nilomoni Phukan (Koka)
v. Nirab Sadhana: Dr. Banikanta Kakoti
6. Supplementary Reader :
i. Ajokha : Syed Abdul Malik SA
VSA		 2
3		 2X1 = 2
3X1 = 3
ii. Mukti : Lakshminath Bezbaruah
Total 80 Marks
Long Answer (LA), Short answer (SA), Very short Answer (VSA) and Multiple Choice
Question (MCQ).
Prescribed Text Books:
1.    Sahitya  Subas,  Published  by Assam  State Textbook  Production  &  Publication Corporation Ltd., Guwahati – 781001.
2.    Rachana Bichitra (Byakaronor Soite) by Dharma Singha Deka: Published by Assam Book Depot Panbazar, Guwahati – 781001.
265
SYLLABUS FOR ASSAMESE-(CODE 014)
CLASS – X  2018-19
Section Details of Topics/Chapters Type of Questions No. of Questions Weightage
Section – A Reading 1. Bodh Parikhya (Comprehension ): 15
One unseen  passage of minimum
500 words. There will be six general questions from the passage of 2 marks each and three grammar based questions of 1 mark each will be set from the passage.		 S A VSA 6X2
3X1		 12
03
Section – B Writing 2. Likhan – Kala (Writing Skills): 25
a) GalpaLikhan/Rachana (Story Writing/Essay)
UtsabBishayak Adarshamulak		 LA 12×1 12
b) Report Writing (On School function eg: AnnualDay, Sports, anycompetition 8×1 8
c) Phakara– Jojana/Byaktigata Chithi(Proverb/Personal Letter) 5×1 5
Section – C Grammar 3. Byakaran (Grammar): 15
(i) Upsarga VSA (1) 1×1 1
(ii) Anusarga VSA (1) 1×1 1
(iii) Sandhi (ByanjanaruBisarga) VSA (1) 2×1 2
(iv) BakyaParibartan (Saral, Yougik, Jatil) VSA (1) 2×1 2
(v) SamarthakShabda VSA (1) 2×1 2
(vi) Jati Ba BiramChinha VSA (1) 1×1 1
(vii) TadhitProtyaya VSA (1) 1×1 1
(viii) Eta ShabdatPrakasha VSA (1) 1×1 1
(ix) BiparitarthakShabda VSA (1) 1×1 1
(x) BhulBakyar-Shudarani VSA (1) 2×1 2
(xi) Linga VSA (1) 1×1 1
266
Section – D Textbook 4. Prose (Gadya): 10
i. SahityaiJiwanarAmiya-Nilamoni- LA 4X2 8
Phukan SA 2X1 2
ii. Mulyabodh-BanditaPhukan
iii. NeutonAruSaptadashSatikar- BouddhikBiplab- Dr. KulenduPathak
iv. AsomorJanagosthirGathoniru- Sanskriti AdusChattar
5. Poetry (Padya): 10
i. Bargeet: Sri SriMadhavDeva 1(LA)
2(SA)
2(VSA)		 4×1 2X2
1X2		 4
ii. BahagirBiya: Raghunath Choudhary 4
iii. MorDeshManuharDesh – De- bakantaBaruah 2
iv. JikirAruJari- AjanFakir
6. Supplementary Reader 5
AtiriktaPathSahityaSubash SA 2X1 2
(DwitiyaBhag) ‘Prerana’ VSA 1X3 3
Total 80 Marks
Long Answer (LA), Short answer (SA), Very short Answer (VSA) and Multiple Choice
Question (MCQ).
Prescribed Text Books:
1.    SahityaSubash (DwitiyaBhag) Published by Assam State Textbook Production & Publication Corporation Ltd., Guwahati –781001.
2.    RachanaBichitra (ByakaronorSoite) by Dharma ShinghaDeka: Published by Assam BookDepot Panbazar, Guwahati –781001.
267

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Secondary School Certificate Examination (IX-X) Arabic 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Arabic 2018-19

EXAMINATION STRUCTURE FOR ARABIC (CODE:016) BSE
CBSE CLASSES – IX – X
The Question Paper will be divided into four sections:
Scheme of Section and Weightage to content:
Section Details of Topics/Chapters Type of Questions No. of Questions Marks
Section – A Reading Skills Unseen passage of simple Ara- bic (80 words) MCQ
Short Answer		 2
4		 2 X 1 = 2
4 X 2 = 8
Total = 10
Section – B Writing Skills Paragraph (About 50 words)
Fill in the blanks/Use of words/Correction of sentences		 Long Answer Short Answer
Short Answer		 1
3		 1 X 4 = 4
2 X 3 = 6
Total = 10
Section – C
Grammar & Translation		 a)  Grammar
b) Translation of Arabic into English/Urdu/Hindi and
vice-versa (5 sentences each)		 Long Answer Long Answer 2
2		 2 X 5 = 10
2 X 5 = 10
Total = 20
Section – D Literature
(Prose & Poetry)		 a)  Prose: Two passages for translation (out of given three)
b)  Poetry: Explanation
c)  Central idea of one poem		 Long Answer MCQ
Long Answer Short Answer		 1
2
1
1		 1 X 18 = 18
2 X 2 = 4
1 X 15 = 15
1 x 3 = 3
Total = 40
Total 80 Marks
CBSE ARABIC
(CODE:016)
CLASS – IX (2018-19)
Time : 3 Hrs                                                                                       M. Marks: 80
A)      Reading Section:                                                                             10 Marks
1.       Unseen passage of simple Arabic (About 80 words)
B)      Writing Section:                                                                              10 Marks
1.       Paragraph writing (About 50 words only)
2.       Fill in the blanks
3.       Correction of Sentences
C)      Grammar and Translation Section:                                                  20 Marks
a)      Grammar:
(i)      Mudaaf & Mudaaf Ilaihi
(ii)     Conjugation (Sound Verbs only)
(iii)    Sifat – Mausoof
(iv)    Jaar -Majroor
(v)     Ism Ishaarah
b)      Translation
(i)     Translation of simple sentences of Arabic into English, Hindi or Urdu
(ii)     Translation of simple sentences of English, Hindi or Urdu into Arabic
D)      Literature:                                                                                     40 Marks
Prose and Poetry
Prescribed lessons from the textbook:
Prose : Lesson No: 1-11, 13-17 & 19-25 = (Total 23)
Poetry: Lesson No: 12, 18 & 26 = (Total 03)
Prescribed Textbook:
Minhᾱj al-Ta’lim al-Thᾱnawᾱ (Class – IX), CBSE, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092
ARABIC (CODE:016)
CLASS – X (2018-19)
Time : 3 Hrs                                                                                       M. Marks: 80
A)      Reading Section:                                                                             10 Marks
1.       Unseen passage of simple Arabic (About 80 words)
B)      Writing Section:                                                                              10 Marks
1.       Paragraph writing (About 50 words only)
2.       Use of words in sentences
3.       Correction of Sentences
C)      Grammar and Translation Section:                                                 20 Marks
a)      Grammar:
(i)      F’il, Faa’il and Maf’ool Bihi
(ii)     Marfoo’aat
(iii)    Mansoobaat (Mafaa’eel Khamsah, Ism-Inna wa Akhawaatuhaa)
(iv)     Pronouns
(v)      Dual
(vi)    Huroof Al-Nawaasib or Al-Jawaazim
(vii)    Jam’ Saalim and Jam’ Mukassar (Qillat and Kathrat: Mafaa’il, Mafaa’eel, Fu’ool and Af’aal)
(viii)   Number of words 1-10 with their Ma’dood
b)      Translation
(i)      Translation of simple sentences of Arabic into English, Hindi or Urdu
(ii)     Translation of simple sentences of English, Hindi or Urdu into Arabic
D)      Literature:                                                                                    40 Marks
Prose and Poetry
Prescribed lessons from the textbook:
Prose: Lesson No: 1-3, 5-7 & 9-13, 15-17, 19-20 (Total- 16)
Poetry: 4, 8, 14 & 18 (Total – 4)
Prescribed Textbook:
Minhᾱj al-Ta’lim al-Thᾱnawᾱ (Class – X), CBSE, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092

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

Secondary School Certificate Examination (IX-X) Social Science 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Social Science 2018-19

SOCIAL SCIENCE (CBSE)
(Code No. 087)
2018-19
Rationale
Social Science is a compulsory subject upto secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation- building.
The Social Science curriculum draws its content mainly from Geography, History, Political Science and Economics. Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of society-over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.
Objectives
The main objectives of this syllabus are:
• to develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved.
•      to make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space.
•      to develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development.
•    to deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country.
• to help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society.
• to deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives.
•   to facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity.
•       to develop an appreciation of the richness and variety of India’s heritage-both
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natural and cultural and the need for its preservation.
• to promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process.
•      to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community.
• to develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations.
• to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms- cooperating with others, taking initiatives and providing leadership in solving others’ problems.
• to develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.
CBSE COURSE STRUCTURE CLASS IX
Time: 3 Hrs.                                                                                       Max. Marks: 80
No. Units Marks Periods
I India and the Contemporary World – I 20 60
II Contemporary India – I 20 55
III Democratic Politics – I 20 50
IV Economics 20 50
Total 80 215
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Unit 1: India and the Contemporary World – I
60 Periods
Themes Objectives
Three themes in the first sub-unit and one each from the second sub unit could be studied.
Sub-unit 1.1 : Events and processes:(All the three themes are compulsory)
In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.
I. The French Revolution:
(a) The Ancient Regime and its crises.
(b) The social forces that led to the revolution. (c) The differentrevolutionary groups and ideas of the time. (d) The legacy. (Chapter-1)
II. Socialism in Europe and the Russian Revolution:
(a)The crises of Tzarism. (b) The nature of social movements between 1905 and 1917.
(c) The First World War and foundation of Soviet state. (d) The legacy. (Chapter 2)
III. Nazism and the Rise of Hitler:
(a)The growth of social democracy (b) The crises in Germany. (b) The basis of Hitler’s rise to power. (c) The ideology of Nazism.
(d) The impact of Nazism. (Chapter 3)		 • In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students  would learn how to interpret these kinds of historical evidences.
•   Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
• Show how written, oral and visual material can be used to recover the history of revolutions.
• Explore the history of socialism through a study of the Russian revolution.
•   Familiarize students with the names of people involved, the different types of ideas that inspired the revolution.
• Discuss the critical significance of Nazism in shaping the politics of modern world.
• Familiarize students  with  the speeches and writings of Nazi leaders.
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Sub-unit  1.2:  Livelihoods,  Economies
and Societies:
The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.
Any one theme of the following:
IV. Forest Society and Colonialism:
(a) Relationship between forests and livelihoods. (b) Changes in forest societies under colonialism.
Case studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4)
V. Pastoralists in the Modern World:
(a) Pastoralism as a way of life. (b) Different forms of pastoralism. (c) What happens to pastoralism under colonialism and modern states?
Case studies: Focus on two pastoral groups, one from Africa and one from India. (Chapter 5)
VI. Peasants and Farmers:
(a) Histories of the emergence of different forms of farming and peasant societies.
(b) Changes within rural economies in the modern world.
Case studies: Focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) (Chapter 6)
•      Discuss the social and cultural world
of forest communities through the study of specific revolts.
•   Understand how oral traditions can be used to explore tribal revolts.
• Point to the varying patterns of developments within pastoral societies in different places.
• Look at the impact of colonialism on forest societies, and the implication of scientific forestry.
transformation  may  occur  in  the modern world.
• Consider what happens  to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets.
•    Understand how agricultural systems in India are different from that in other countries.
• Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.
•      Show the different processes
through which agrarian
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Unit 2: Contemporary India – I
55 Periods
Themes Objectives
1. India – Size and Location
2. Physical Features of India: Relief, structure, major physiographic unit.
3. Drainage: Major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution. (Chapter 3)
4. Climate: Factors influencing the climate; monsoon- its characteristics, rainfall and temperature distribution; seasons; climate and human life.
(Chapter 4)
5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures.
6. Population: Size, distribution, age- sex composition, population change- migration as a determinant of population change, literacy, health, occupational structure  and  national  population policy: adolescents as under-served population group with special needs. (Chapter 6)
Note: Data of pg 53, 54 is to be updated by the teacher in the Text Book NCERT, Class IX Geography.		 • To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
• To understand the river systems of the country and explain the role of rivers in the evolution of human society.
• To identify the various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.
• To explain the importance and unifying role of monsoons.
• To find out the nature of diverse flora and fauna as well as their distribution.
• To develop concern about the need to protect the biodiversity of our country.
• To analyse the uneven nature of population distribution and show concern about the large size of our population.
• To understand the various occupations of people and explain variousfactors of population change.
• To explain various dimensions of national policy and understand the needs of adolescents as under served group.
Project/Activity: Learners may identify songs, dances, festivals and special food
preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.
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Collection of material by learners on the flora and fauna of the region in which their
school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.
Posters:
·    River pollution
·    Depletion of forests and ecological imbalance
Unit 3: Democratic Politics – I
50 Periods
Themes Objectives
2. What is Democracy? Why Democracy?:
What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? (Chapter 2)
3.Constitutional Design:
How and why did India become a democracy?
How was the Indian Constitution framed? What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)
4. Electoral Politics:
Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens’ participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)		 • Develop conceptual skills of defining democracy
• Understand how different historical processes and forces have promoted democracy
•    Developing a sophisticated defence of democracy against common prejudices
• Develop a historical sense of  the choice and nature of democracy in India
• Introduction to the process of Constitution making
•  Develop respect for the Constitution and appreciation for Constitutional values
• Recognise that Constitution is a living document that undergoes changes
• Introduce the idea of representative democracy via competitive party politics
• Familiarise with our electoral system and reasons for choosing this
• Develop an appreciation of citizen’s increased participation in electoral politics
• Recognise the significance of the Election Commission
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5. Working of Institutions:
How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)
6. Democratic Rights :
Why do we need rights in a constitution? What are the Fundamental  Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)		 • Provide an overview of central governmental structures
• Sensitise to the key role of the Parliament and its procedures
• Distinguish between nominal and real executive authorities and functions
•  Understand the parliamentary system of executive’s accountability to the legislature
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Unit 4: Economics
50 Periods
Themes Objectives
1. The Story of Village Palampur: Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. (Chapter 1)
2. People as Resource: Introduction of how people become resource / asset; economic activities done by men and women; unpaid work done by women; quality of human resource; role of health and education; unemployment as a form of non utilisation of human resource; sociopolitical implication in simple form. (Chapter 2)
3. Poverty as a Challenge: Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples)-why people are poor; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation.
(Chapter 3)
4. Food Security in India: Source of foodgrains, variety across the nation, famines in the past, the need for self- sufficiency, role of government in food security, procurement of foodgrains, overflowing of granaries and people without food, public distribution system, role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) (Chapter 4)
Note: Current status of PDS mentioned in NCERT Class IX Economics to be deleted. (pg no. 49-51)		 • Familiarising the children with some basic economic concepts through an imaginary story of a village.
• Familiarisation of a few population related concepts and sensitization of child that people as asset can participate and contribute in nation building.
• Understanding of poverty as a challenge and sensitization of the learner.
• Appreciation of the government initiative to alleviate poverty.
• Exposing the child to an economic issue which is basic necessities of life.
• Appreciate and critically look at the role of government in ensuring food supply.
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Suggested Activities / Instructions:
Theme I:
· Give more examples of activities done by different workers and farmers. Numerical problems can also be included.
· Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.
Theme II:
·    Discuss the impact of unemployment.
·    Debate on whether all the activities done by women should be included ornot.
·    Is it necessary to reduce population growth or family size? Discuss.
Theme IV:
·    Visit a few farms in a village and collect the details of foodgrains cultivated.
·    Visit a nearby ration shop and collect the details of goods available.
·    Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.
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Class – IX
Project Work:                                                                           05 Periods (5 Marks)
Every student has to compulsorily undertake one project on Disaster Management (Pertaining to class IX curriculum of Disaster Management only). The project has to be carefully designed so as to –
a)   Create awareness in learners
b)   Enable them to understand and co-relate all aspects of Disaster Management
c)   Relate theory with practice
d)   Relation of different aspects with life
e)   Provide hands on experience.
In order to realize the expected objectives completely, it would be required of the Principals / teachers to muster support from various local authorities and organizations like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools are located. The teachers must ensure judicious selection of projects by students.
The distribution of marks over different aspects relating to Project Work is as follows:
S.NO. ASPECTS MARKS
1. Content accuracy and originality 1
2. Presentation and creativity 1
3. Process of Project Completion : Initiative, cooperativeness, participation and punctuality 1
4. Viva or written test for content assimilation 2
The project carried out by the students should subsequently be shared among themselves
through interactive sessions such as exhibitions, panel discussions, etc. All documents pertaining to assessment under this activity should be meticulously maintained by the concerned schools. A Summary Report should be prepared highlighting:
o   objectives realized through individual or group interactions; o   calendar of activities;
o   innovative ideas generated in this process ; o   list of questions asked in viva voce
It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.
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PRESCRIBED BOOKS:
1.       India and the Contemporary World – I History – Published by NCERT
2.       Contemporary India – I Geography – Published by NCERT
3.       Democratic Politics – I Published by NCERT
4.       Economics – Published by NCERT
5.       Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE
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QUESTION PAPER DESIGN – SOCIAL SCIENCE
CLASS -IX  SESSION 2018-19
S.
No.		 Typology of Questions Very Short Answer (VSA)
1 Mark		 Short Answer (SA)
3 Marks		 Long Answer (LA)
5 Marks		 Total Marks %
Weightage
1 Remembering (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; identify, define or recite information) — 2 2 16 20%
2 Understanding (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 3 1 2 16 20%
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) 2 3 2 21 26%
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) 2 3 1 16 20%
5 Creating, Evaluation and Multi- Disciplinary (Generating new ideas, product or ways of viewing things, appraise, judge, and/or justify) — 2 — 6 08%
6 Map Skill – – 1 5* 06%
Total 1×7=7 3×11 =
33		 5×8 =
40		 80
(26)		 100%
*01 Map question of 5 marks having 5 items carrying 01 mark each.
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CLASS-IX
2018-2019
LIST OF MAP ITEMS FOR SOCIAL SCIENCE
Subject – History
Chapter-1: The French Revolution
Outline map of France (For locating and labelling/Identification)
Ø  Bordeaux
Ø  Nantes
Ø  Paris
Ø  Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution
Outline map of World (For locating and labelling/Identification)
Ø  Major countries of First World War (Central Powers and Allied Powers)
Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire)
Allied Powers – France, England, (Russia), America
Chapter-3: Nazism and the Rise of Hitler
Outline map of World (For locating and labelling/Identification)
Ø  Major countries of Second World War Axis Powers – Germany, Italy, Japan
Allied Powers – UK, France, Former USSR, USA
Ø  Territories under German expansion (Nazi power)
Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark, Lithuania, France, Belgium
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Subject-Geography
CH-1: INDIA-SIZE AND LOCATION
1-India-States  with  Capitals,  Tropic  of  Cancer,  Standard  Meridian  (Location  and Labelling)
CH-2: PHYSICAL FEATURES OF INDIA
Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
Mountain Peaks – K2, Kanchan Junga, Anai Mudi
Plateau -Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau
Coastal Plains- Konkan, Malabar, Coromandal & Northern Circar (Location and Labelling)
CH-3: DRAINAGE
Rivers:   (Identification only)
a. The Himalayan River Systems-The Indus,The Ganges, and The Satluj
b. The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The
Godavari, The Mahanadi
Lakes: Wular, Pulicat, Sambhar, Chilika, Vembanad, Kolleru
CH-4: CLIMATE
1.       Cities to locate: Thiruvananthapuram, Chennai, Jodhpur, Bangalore, Mumbai, Kolkata, Leh, Shillong, Delhi, Nagpur (Location and Labelling)
2.       Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)
CH-5: NATURAL VEGETATION AND WILD LIFE
Vegetation Type                :        Tropical   Evergreen   Forest,   Tropical   Deciduous
Forest, Thorn Forest, Montane Forests and Mangrove- For identification only
National Parks                  :        Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal & Manas
Bird Sanctuaries               :        Bharatpur and Ranganthitto
Wild life Sanctuaries         :        Sariska, Mudumalai, Rajaji, Dachigam (Location and
Labelling)
CH-6: POPULATION (location and labelling)
The state having highest and lowest density of population The state having highest and lowest sex ratio
Largest and smallest state according to area
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SOCIAL SCIENCE (087)
COURSE STRUCTURE CLASS – X (Session 2018-19)
Time: 3 Hrs.                                                                                               Marks: 80
Units Marks Pd
I India and the Contemporary World – II 20 60
II Contemporary India – II 20 55
III Democratic Politics II 20 50
IV Understanding Economic Development 20 50
Total 80 215
Unit 1: India and the Contemporary World-II
60 Periods
Themes Objectives
In Sub-unit 1.1 students are required to choose any two themes. In that sub-unit, theme 3 is compulsory and for second theme students are required to choose any one from the first two themes.
In Sub-units 1.2 and 1.3 students are required to choose any one theme from each. Thus all students are required to study four themes in all.
Sub-unit 1.1 : Events and processes: Any one from 1 and 2 of the following themes
1. The Rise of Nationalism in Europe:
(a) The growth of nationalism in Europe after the 1830s. (b) The ideas of Giuseppe Mazzini, etc. (c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)
2. The Nationalist Movement in Indo
– China: Factors Leading to Growth of Nationalism in Indo-China
(a)French colonialism in Indo-China. (b) Phases of struggle against the French.
(c) The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh (d) The Second World War and the liberation struggle. (e) America and the Vietnam war.
(Chapter 2)		 • The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.
• Discuss the relationship/difference between European nationalism and anti-colonial nationalisms.
• Point to the way the idea of the Formath required nation states became generalized in Europe and elsewhere.
• Discuss the  difference  between French colonialism in  Indo-China and British colonialism in India.
• Outline the different stages of the anti-imperialist struggle in Indo- China.
• Familiarize the students with the differences between nationalist movements in Indo China and India.
• Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience Movement.
• Analyze the nature of  the diverse social movements of the time.
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3. Nationalism in India:
(a) Impact of First world war, Khilafat, Non- Cooperation and Differing Strands within the Movement. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals.
(d) Limits of Civil Disobedience.  (e) The Sense of Collective Belonging. (Chapter 3)		 • Familiarize  students  with  the writings and ideals of different political groups and individuals, notably Mahatma Gandhi.
Sub-unit 1.2: Livelihoods, Economies and Societies:
Any one of the following themes:
4. The making of a Global World:
(a) The Pre-modern world (b) The Nineteenth Century Global Economy (Colonialism) (c) The Inter war Economy (Great Depression) (d) Rebuilding the World Economy
5. The Age of Industrialization :
(a) Proto-industrialization and pace of industrial change (b) Life of workers
(c) Industrialization in the colonies (d) Early Entrepreneurs & Workers (e) The Peculiarities of Industrial Growth (f) Market for Goods
6. Work, Life & Leisure :
(a) Development of modern cities due to Industrialization in London & Bombay
(b)  Housing and Land Reclamation (c) Social Changes in the cities (d) Cities and the challenge of the Environment
Sub-unit 1.3 : Everyday Life, Culture and Politics (Any one of the following themes):
7. Print Culture and the Modern World:
(a) The history of print in Europe. (b) The growth of press in nineteenth century India. (c) Relationship between print culture, public debate and politics. (Chapter 7)		 • Show that globalization has a long history and point to the shifts within the process.
• Analyze the implication  of globalization for local economies.
• Discuss how globalization is experienced differently by different social groups.
• Familiarize students with the Pro- to-Industrial phase and Early – factory system.
• To make them understand, about the process of industrialization and its impact on labour class.
• To explain  them  about industrialization in the colonies in reference to Textile industries.
• Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.
• Discuss the link between print culture and the circulation of ideas.
• Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.
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8. Novels, Society and History:
(a) Emergence of the novel as a genre in the west. (b) The relationship between the novel and changes in modern society. (c) Early novels in nineteenth century India.
(d) A study of two or three majorwriters.
(Chapter 8)		 • Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.
• Familiarize students with some of the ideas of writers who have had a powerful impact on society.
Unit 2: Contemporary India – II
55 Periods
Themes Objectives
1. Resources and Development: Types
– natural and human; Need for resource planning, natural resources, land as a resource, soil types and distribution; changing land-use pattern;  land degradation and conservation measures.
(Chapter 1)
3. Water Resources: Sources, distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced)
(Chapter 3)
4. Agriculture: Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy-employment and output.
Note: Content of pg no. 44-47 of NCERT Textbook is to be deleted.
(Chapter 4)		 •  Understand the value of resources and the need for their judicious utilisation and conservation.
•    Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation.
• Understand the importance of agriculture in national economy.
• Identify various types of farming and discuss the various farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern.
•  Explain various government policies for institutional as well as techno- logical reforms since independence.
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5. Minerals and Energy Resources: Types of minerals, distribution (Note: on map only) use and economic importance of minerals, conservation, types of power resources: conventional and non- conventional, distribution and utilization, and conservation.
(Chapter 5)
6. Manufacturing Industries:
Types, spatial distribution (Note: on map only) contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. Note : Content mentioned on page no. 74-75 of NCERT, Geography Text book i.e. Aluminium Smelting, Chemical Industries, Fertilizer Industry, Cement Industry is not required to be delivered in class room during instruction.
7. Life Lines of National Economy : Importance of means of Communication and transportation, Trade & Tourism (Chapter 7)		 • Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation.
• Discuss various types of conventional and non- conventional resources and their utilization.
•    Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.
• Discuss the need for a planned industrial development and debate over the role of  government towards sustainable development.
• To explain the importance of transport and communication in the ever shrinking world.
• To understand the role of trade in the economic development of a country.
Project / Activity:
• Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area.
•   Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.
Posters:
•      Pollution of water in the locality.
•     Depletion of forests and the greenhouse effect. Note: Any similar activity may be taken up.
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Unit 3: Democratic Politics – II
50 Periods
Themes Objectives
1 & 2.Power Sharing & Federalism:
Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved this objective? How does democracy accommodate different social groups? (Chapter 1&2)
3&4.Democracy and Diversity & Gender, Religion and Caste:
Are divisions inherent to the working of democracy? What has been the effect of caste on politics and of politics on caste? How has the gender division shaped politics? How do communal divisions affect democracy?
(Chapter 3 & 4)
5. Popular Struggles and Movements (Note : Ch-5 is to be done as project work only and will not be evaluated in theory)
6. Political Parties: What role do political parties play in competition and contestation? Which are the major national and regional parties in India? (Chapter 6)
7. Outcomes of Democracy:
Can or should democracy be judged by its outcomes? What outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India?
(Chapter 7)		 • Introduce students to the centrality of power sharing in a democracy.
• Understand the working of spatial and social power sharing mechanisms.
• Analyse federal provisions and institutions.
• Understand the new Panchayati Raj institutions in rural and urban areas.
• Analyse the relationship between social cleavages and political competition with reference to Indian situation.
• Understand and analyse the challenges posed by communalism to Indian democracy.
• Understand the enabling and disabling effects of caste and ethnicity in politics.
• Develop a gender perspective on politics.
• Understand the vital role of struggle in the expansion of democracy.
• Analyse party systems in democracies.
• Introduction to major political parties in the country.
• Analyse the role of social movements and non- party political formations.
• Introduction to the difficult question of evaluating the functioning of democracies.
• Develop the skills of evaluating Indian democracy on some key dimensions: development, security and dignity for the people.
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8. Challenges to Democracy:
Is the idea of democracy shrinking? What are the major challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy?
(Chapter 8)		 • Understand the causes for continuation of democracy in India.
• Distinguish between sources of strength and weaknesses of Indian democracy.
• Reflect on the different kinds of measures possible to deepen democracy.
• Promote an active and participatory citizenship.
Unit 4: Understanding Economic Development
50 Periods
Themes Objectives
1. Development: The traditional notion of development; National Income and Per- capita Income. Growth of National Income
– critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators) The need for health and educational development; Human Development Indicators (in simple and brief as a holistic measure of development.
2. Sectors of the Indian Economy: *Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of Sectors- Organised and Unorganised; Protective measures for unorganised sector workers. (Chapter 2)
3. Money and Credit: Role of money in an economy: Formal and Informal financial institutions for Savings and Credit – General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, chit funds and private finance companies. (Chapter 3) (Note : Ch-3 will also be evaluated in theory)		 • Familiarisation of some macroeconomic concepts.
• Sensitizing the child about the rationale for overall human development in our country, which include the rise of income, improvements in health and education rather than income.
• It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation.
• How and why people should be healthy and provided with education.
• To make aware of a major employment generating sector.
• Sensitise the learner of how and why governments invest in such an important sector.
• Familiarize the concept of money as an economic concept.
• Create awareness of the role of financial institutions from the point of view of day-to- day life.
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4. Globalisation and the Indian Economy: Production across countries, Foreign trade and Interaction of Markets, what is Globalization? Factors, WTO, Impact, Fair Globalization (Chapter 4)
5. Consumer Rights: ***How consumer is exploited (one or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection. (Chapter 5)		 • Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.
• Making the child aware of her rights and duties as a consumer;
• Familiarizing the legal measures available to protect from being exploited in markets.
Suggested Activities / Instructions:
Theme 2*: Visit to banks and money lenders / pawnbrokers and discuss various activities that you have observed in banks in the classroom.
Participate in the meetings of Self Help Groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed.
Theme 4**: Provide many examples of service sector activities. Use numerical examples, charts and photographs.
Theme 5***: Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.
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Class – X
Project Work:                                                                             05 Periods (5 Marks)
Every  student  has  to  compulsorily  undertake  any  one  project  on  the  following units/topics:
1.       Disaster Management (Pertaining to class X curriculum of Disaster Management only).
OR
2.       Popular Struggles and Movements OR
3.       Money and Credit
The project has to be carefully designed so as to –
a)      Create awareness in learners
b)      Enable them to understand and co-relate all aspects of selected topic
c)       Relate theory with practice
d)      Relation of different aspects with life
e)      Provide hands on experience
The distribution of marks over different aspects relating to Project Work is as follows:
S.NO. ASPECTS MARKS
1. Content accuracy and originality 1
2. Presentation and creativity 1
3. Process of Project Completion : Initiative, cooperativeness, participation and punctuality 1
4. Viva or written test for content assimilation 2
The projects carried out by the students in different topics should subsequently be shared
among themselves through interactive sessions such as exhibitions, panel discussions, etc. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools. A Summary Report should be prepared highlighting:
o        objectives realized through individual or group interactions; o        calendar of activities;
o        innovative ideas generated in this process ; o        list of questions asked in viva voce
It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. Records pertaining to projects (internal
22
assessment) of the students will be maintained for a period of three months from the
date of declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months.
PRESCRIBED BOOKS:
1.       India and the Contemporary World-II (History) – Published by NCERT
2.       Contemporary India II (Geography) – Published by NCERT
3.       Democratic Politics II (Political Science) – Published by NCERT
4.       Understanding Economic Development – Published by NCERT
5.       Together Towards a Safer India – Part III, a textbook on Disaster Management – Published by CBSE
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QUESTION PAPER DESIGN – SOCIAL SCIENCE
CLASS – X  SESSION 2018-19
S.
No.		 Typology of Questions Very Short Answer (VSA)
1 Mark		 Short Answer (SA)
3 Marks		 Long Answer (LA)
5 Marks		 Total Marks %
Weightage
1 Remembering (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; identify, define or recite information) — 2 2 16 20%
2 Understanding      (Comprehension
– to be familiar  with  meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information)		 3 1 2 16 20%
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) 2 3 2 21 26%
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) 2 3 1 16 20%
5 Creating, Evaluation and Multi- Disciplinary (Generating new ideas, product or ways of viewing things, appraise, judge, and/or justify) — 2 — 6 08%
6 Map Skill — — 1 5* 06%
Total 1×7=7 3×11 =
33		 5×8 =
40		 80
(26)		 100%
*01 Map question of 5 marks having 5 items carrying 01 mark each.
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CLASS –X 2018-2019
LIST OF MAP ITEMS FOR SOCIAL SCIENCE
A.      History – Outline Political Map of India
Lesson-3 Nationalism in India – (1918 – 1930) For locating and labelling / Identification
1.      Indian National Congress Sessions:
Calcutta (Sep. 1920)
Nagpur (Dec. 1920)
Madras (1927)
Lahore (1929)
2.      Important Centres of Indian National Movement
(Non-cooperation and Civil Disobedience Movement)
(i)      Champaran (Bihar) – Movement of Indigo Planters
(ii)     Kheda (Gujrat) – Peasant Satyagrah
(iii)    Ahmedabad (Gujarat) – Cotton Mill Workers Satyagraha
(iv)    Amritsar (Punjab) – Jallianwala Bagh Incident
(v)     Chauri Chaura (U.P.) – Calling off the Non Cooperation Movement
(vi)    Dandi (Gujarat) – Civil Disobedience Movement
B.      GEOGRAPHY
Outline Political Map of India
Chapter 1: Resources and Development
Identification only: Major soil Types
Chapter 3: Water Resources
Locating and Labelling –
Dams:
(1)     Salal
(2)     Bhakra Nangal
(3)     Tehri
(4)     Rana Pratap Sagar
(5)     Sardar Sarovar
(6)     Hirakud
(7)     Nagarjuna Sagar
(8)     Tungabhadra (Along with rivers)
Chapter 4: Agriculture
Identification only
(a)     Major areas of Rice and Wheat
(b)     Largest / Major producer states of Sugarcane; Tea; Coffee; Rubber; Cotton and Jute
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Chapter: 5 Mineral and Energy Resources
Minerals: (Identification only)
(I)      Iron ore mines: Mayurbhanj Durg
Bailadila Bellary Kudremukh
(II)     Mica mines: Ajmer Beawar Nellore Gaya Hazaribagh
(III)    Coal mines:
Raniganj Jharia Bokaro Talcher Korba Singrauli Singareni Neyvali
(IV)    Oil Fields:
Digboi Naharkatia Mumbai High Bassien Kalol Ankaleshwar
(V)     Bauxite Deposits:
The Amarkantak plateau Maikal hills
The plateau region of Bilaspur-Katni
Orissa Panchpatmali deposits in Koraput district
(VI)    Mica deposits:
The Chota Nagpur plateau
Koderma Gaya-Hazaribagh belt of Jharkhand Ajmer
Nellore mica belt
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Power Plants:
(Locating and Labelling only)
(a)      Thermal : Namrup Talcher Singrauli Harduaganj Korba
Uran Ramagundam Vijaywada Tuticorin
(b)      Nuclear: Narora Rawat Bhata Kakrapara Tarapur Kaiga Kalpakkam
Chapter 6: Manufacturing Industries
Locating and Labelling Only
(1)      Cotton Textile Industries:
Mumbai Indore Ahmedabad Surat Kanpur Coimbatore Madurai
(2)      Iron and Steel Plants:
Burnpur Durgapur Bokaro Jamshedpur Raurkela Bhilai Vijaynagar Bhadravati
Vishakhapatnam Salem
(3)      Software Technology Parks:
Mohali Noida
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Jaipur
Gandhinagar Indore Mumbai Pune Kolkata
Bhubaneshwar Vishakhapatnam Hyderabad Bangalore Mysore
Chennai Thiruvananthapuram
Chapter 7 Lifelines of National Economy
Identification Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.
National Highways:
NH-1 NH-2 NH-7
Locating and Labelling: Major Ports:
Kandla Mumbai
Jawahar Lal Nehru Marmagao
New Mangalore Kochi  Tuticorin Chennai
Vishakhapatnam Paradip
Haldia Kolkata
International Airports:
Amritsar (Raja Sansi)
Delhi (Indira Gandhi International) Mumbai (Chhatrapati Shivaji) Thiruvananthapuram (Nedimbacherry) Chennai (Meenam Bakkam)
Kolkata (Netaji Subhash Chandra Bose) Hyderabad (Rajiv Gandhi)
Note: Items of Locating and Labelling may also be given for Identification.
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Secondary School Certificate Examination (IX-X) Science 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Science 2018-19

SCIENCE CBSE
(Code No. 086 / 090)
The subject of Science plays an important role in developing well-defined abilities in
cognitive, affective and psychomotor domains in children. It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility.
Upper primary stage demands that a number of opportunities should be provided to the students to engage them with the processes of Science like observing, recording observations, drawing, tabulation, plotting graphs, etc., whereas the secondary stage also expects abstraction and quantitative reasoning to occupy a more central place in the teaching and learning of Science. Thus, the idea of atoms and molecules being the building blocks of matter makes its appearance, as does Newton’s law of gravitation.
The present syllabus has been designed around seven broad themes viz. Food; Materials; The World of The Living; How Things Work; Moving Things, People and Ideas; Natural Phenomenon and Natural Resources. Special care has been taken to avoid temptation of adding too many concepts than can be comfortably learnt in the given time frame. No attempt has been made to be comprehensive.
At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology begin to emerge. The students should be exposed to experiences based on hands on activities as well as modes of reasoning that are typical of the subject.
General Instructions:
1. There will be an Annual examination based on entire syllabus.
2. The annual examination will be of 80 marks and 20 marks weightage shall be for internal assessment.
3. Out of 80 marks annual examination 68 marks weightage shall be for theory and 12 marks weightage shall be for practical based questions.
4. For internal assessment
a. There will be three periodic tests conducted by the school. Average of the best two tests to be taken that will have a weightage of 10 marks towards the final result.
b. Practical / Laboratory work should be done throughout the year and the student should maintain record of the same. Practical Assessment should be continuous. There will be weightage of 5 marks towards the final result. All practicals listed in the syllabus must be completed.
c. Regularity, class work and home assignment completion along with neatness and upkeep of notebook will carry a weightage of 5 marks towards the final results.
CBSE COURSE STRUCTURE CLASS IX
(Annual Examination)                                   Marks: 80
Unit No. Unit Marks
I Matter – Its Nature and Behaviour 23
II Organisation in the Living World 20
III Motion, Force and Work 27
IV Our Environment 06
V Food; Food Production 04
Total 80
Internal assessment 20
Grand Total 100
Note: Above weightage includes the weightage of questions based on practical skills.
Theme: Materials                                                                                                   (50 Periods)
Unit I:Matter-Nature and Behaviour
Definition of matter; solid, liquid and gas; characteristics – shape, volume, density; change of state-melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation, sublimation.
Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous mixtures, colloids and suspensions.
Particle nature, basic units: Atoms and molecules, Law of constant proportions, Atomic and molecular masses. Mole concept: Relationship of mole to mass of the particles and numbers.
Structure of atoms: Electrons, protons and neutrons, valency, chemical formula of common compounds. Isotopes and Isobars.
Theme: The World of the Living                                                                 (45 Periods)
Unit II: Organization in the Living World
Cell – Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells,
multicellular organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes – basic structure, number.
Tissues, Organs, Organ System, Organism:
Structure and functions of animal and plant tissues (only four types of tissues in animals; Meristematic and Permanent tissues in plants).
Biological Diversity: Diversity of plants and animals – basic issues in scientific naming,
basis of classification. Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thallophyta, Bryophyta, Pteridophyta, Gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes).
Health and Diseases: Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation. Diseases caused by microbes (Virus, Bacteria and Protozoans) and their prevention; Principles of treatment and prevention. Pulse Polio programmes.
Theme: Moving Things, People and Ideas                                                   (60 Periods)
Unit III: Motion, Force and Work
Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated motion, derivation of equations of motion by graphical method; elementary idea of uniform circular motion.
Force and Newton’s laws : Force and Motion, Newton’s Laws of Motion, Action and Reaction forces, Inertia of a body, Inertia and mass, Momentum, Force and Acceleration. Elementary idea of conservation of Momentum.
Gravitation: Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity), Acceleration due to Gravity; Mass and Weight; Free fall.
Floatation: Thrust and Pressure. Archimedes’ Principle; Buoyancy; Elementary idea of
Relative Density.
Work, energy and power: Work done by a Force, Energy, power; Kinetic and Potential
energy; Law of conservation of energy.
Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound; reflection of sound; echo and SONAR. Structure of the Human Ear (Auditory aspect only).
Theme: Natural Resources: Balance in nature                                           (15 Periods)
CBSE Unit IV: Our Environment
Physical resources : Air, Water, Soil. Air for respiration, for combustion, for moderating temperatures; movements of air and its role in bringing rains across India.
Air, water and soil pollution (brief introduction). Holes in ozone layer and the probable damages.
Bio-geo chemical cycles in nature: Water, Oxygen, Carbon and Nitrogen.
Theme: Food                                                                                                  (10 Periods)
Unit V: Food Production
Plant and animal breeding and selection for quality improvement and management; Use of fertilizers and manures; Protection from pests and diseases; Organic farming.
CBSE PRACTICALS
(30 Periods)
Practicals should be conducted alongside the concepts tough in theory classes.
(LIST OF EXPERIMENTS)
1.     Preparation of :
a)        a true solution of common salt, sugar and alum
b)        a suspension of soil, chalk powder and fine sand in water
c)        a colloidal solution of starch in water and egg albumin/milk in water and
distinguish between these on the basis of
·  transparency
·  filtration criterion
·  stability
2.     Preparation of
a)        a mixture
b)        a compound
using iron filings and sulphur powder and distinguishing between these on the basis of:
(i)       appearance, i.e., homogeneity and heterogeneity
(ii)      behaviour towards a magnet
(iii)     behaviour towards carbon disulphide as a solvent
(iv)      effect of heat
3.     Separation of the components of a mixture of sand, common salt and ammonium
chloride (or camphor).
4.     Perform the following reactions and classify them as physical or chemical changes :
a)        Iron with copper sulphate solution in water
b)        Burning of magnesium ribbon in air
c)        Zinc with dilute sulphuric acid
d)        Heating of copper sulphate crystals
e)        Sodium sulphate with barium chloride in the form of their solutions in water
5.     Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to
record observations and draw their labeled diagrams.
6.     Identification of Parenchyma, collenchyma and Sclerenchyma tissues in plants, striped, smooth and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw their labeled diagrams.
7.     Determination of the melting point of ice and the boiling point of water.
8.     Verification of the Laws of reflection of sound.
9.     Determination of the density of solid (denser than water) by using a spring balance and a measuring cylinder.
10.    Establishing the relation between the loss in weight of a solid when fully immersed in
a)     tap water
b)     strongly salty water, with the weight of water displaced by it by taking at least
two different solids.
11.   Determination of the speed of a pulse propagated through a stretched string/slinky(helical spring).
12.  Study of the characteristics of Spirogyra, Agaricus, Moss, Fern, Pinus (either with male or female cone) and an Angiospermic plant. Draw and give two identifying features of the groups they belong to.
13.   Observe the given pictures/charts/models of earthworm, cockroach, bony fish
and bird. For each organism, draw their picture and record:
a)     one specific feature of its phylum.
b)     one adaptive feature with reference to its habitat.
14.   Verification of the law of conservation of mass in a chemical reaction.
15.   Study of the external features of root, stem, leaf and flower of monocot and  dicot
plants.
COURSE STRUCTUR CLASS X
(Annual Examination)
Marks: 80
Unit No. Unit Marks
I Chemical Substances-Nature and Behaviour 25
II World of Living 23
III Natural Phenomena 12
IV Effects of Current 13
V Natural Resources 07
Total 80
Internal assessment 20
Grand Total 100
Note: Above weightage includes the weightage of questions based on practical skills.
Theme: Materials                                                                                       (55 Periods)
Unit I: Chemical Substances – Nature and Behaviour
Chemical reactions: Chemical equation, Balanced chemical equation, implications of a balanced chemical equation, types of chemical reactions: combination, decomposition, displacement, double displacement, precipitation, neutralization, oxidation and reduction.
Acids, bases and salts: Their definitions in terms of furnishing of H+ and OH– ions, General properties, examples and uses, concept of pH scale (Definition relating to logarithm not required), importance of pH in everyday life; preparation and uses of Sodium Hydroxide, Bleaching powder, Baking soda, Washing soda and Plaster of Paris.
Metals and nonmetals: Properties of metals and non-metals; Reactivity series; Formation and properties of ionic compounds; Basic metallurgical processes; Corrosion and its prevention.
Carbon compounds: Covalent bonding in carbon compounds.  Versatile nature of
carbon. Homologous series. Nomenclature of carbon compounds containing functional groups (halogens, alcohol, ketones, aldehydes, alkanes and alkynes), difference between saturated hydrocarbons and unsaturated hydrocarbons. Chemical properties of carbon compounds (combustion, oxidation, addition and substitution reaction). Ethanol and Ethanoic acid (only properties and uses), soaps and detergents.
Periodic  classification  of  elements:  Need  for  classification,  Early  attempts  at
classification   of   elements   (Dobereiner’s   Triads,   Newland’s   Law   of   Octaves,
Mendeleev’s Periodic Table), Modern periodic table, gradation in properties, valency,
atomic number, metallic and non-metallic properties.
Theme: The World of the Living                                                                 (50 Periods)
Unit II: World of Living
Life processes: ‘Living Being’. Basic concept of nutrition, respiration, transport and excretion in plants and animals.
Control and co-ordination in  animals and plants: Tropic movements in plants; Introduction of plant hormones; Control and co-ordination in animals: Nervous system; Voluntary, involuntary and reflex action; Chemical co-ordination: animal hormones.
Reproduction: Reproduction in animals and plants (asexual and sexual) reproductive
health-need and methods of family planning. Safe sex vs HIV/AIDS. Child bearing and women’s health.
Heredity and Evolution: Heredity; Mendel’s contribution- Laws for inheritance of traits: Sex determination: brief introduction; Basic concepts of evolution.
Theme: Natural Phenomena                                                                       (23 Periods)
Unit III: Natural Phenomena
Reflection of light by curved surfaces; Images formed by spherical mirrors, centre of curvature, principal axis, principal focus, focal length, mirror formula (Derivation not required), magnification.
Refraction; Laws of refraction, refractive index.
Refraction of light by spherical lens; Image formed by spherical lenses; Lens formula (Derivation not required); Magnification. Power of a lens.
Functioning of a lens in human eye, defects of vision and their corrections, applications of spherical mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications in daily life.
Theme: How Things Work                                                                          (32 Periods)
Unit IV: Effects of Current
Electric current, potential difference and electric current. Ohm’s law; Resistance, Resistivity, Factors on which the resistance of a conductor depends. Series combination of resistors, parallel combination of resistors and its applications in daily life. Heating effect of electric current and its applications in daily life. Electric power, Interrelation between P, V, I and R.
Magnetic effects of current : Magnetic field, field lines, field due to a current
carrying conductor, field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming’s Left Hand Rule, Electric Motor, Electromagnetic induction. Induced potential difference, Induced current. Fleming’s Right Hand Rule, Electric Generator, Direct current. Alternating current : frequency of AC. Advantage of AC over DC. Domestic electric circuits.
Theme: Natural Resources                                                                         (20 Periods)
Unit V: Natural Resources
Sources of energy: Different forms of energy, conventional and non-conventional sources of energy: Fossil fuels, solar energy; biogas; wind, water and tidal energy; Nuclear energy. Renewable versus non-renewable sources of Energy.
Our environment: Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable substances.
Management of natural resources: Conservation and judicious use of natural resources. Forest and wild life; Coal and Petroleum conservation. Examples of people’s participation for conservation of natural resources. Big dams: advantages and limitations; alternatives, if any. Water harvesting. Sustainability of natural resources.
CBSE PRACTICALS
Practical should be conducted alongside the concepts taught in theory classes LIST OF EXPERIMENTS
1.     A.      Finding the pH of the following samples by using pH paper/universal indicator:
(i)       Dilute Hydrochloric Acid
(ii)      Dilute NaOH solution
(iii)     Dilute Ethanoic Acid solution
(iv)     Lemon juice
(v)      Water
(vi)     Dilute Hydrogen Carbonate solution
B.       Studying the properties of acids and bases (HCl & NaOH) on the basis of their reaction with:
a)      Litmus solution (Blue/Red)
b)      Zinc metal
c)       Solid sodium carbonate
2.     Performing and observing the following reactions and classifying them into:
A.         Combination reaction
B.         Decomposition reaction
C.         Displacement reaction
D.         Double displacement reaction
(i)       Action of water on quick lime
(ii)      Action of heat on ferrous sulphate crystals
(iii)     Iron nails kept in copper sulphate solution
(iv)     Reaction between sodium sulphate and barium chloride solutions
3.      Observing the action of Zn, Fe, Cu and Al metals on the following salt solutions:
i)       ZnSO4 (aq)
ii)      FeSO4 (aq)
iii)     CuSO4 (aq)
iv)      Al2 (SO4)3 (aq)
Arranging Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity based on the above result.
4.     Studying the dependence of potential difference (V) across a resistor on the current (I) passing through it and determine its resistance. Also plotting a graph between V and I.
5.     Determination of the equivalent resistance of two resistors when connected in series and parallel.
6.      Preparing a temporary mount of a leaf peel to show stomata.
7      Experimentally show that carbon dioxide is given out during respiration.
8      Study of the following properties of acetic acid (ethanoic acid):
i)        odour
ii)        solubility in water
iii)       effect on litmus
iv)       reaction with Sodium Hydrogen Carbonate
9      Study of the comparative cleaning capacity of a sample of soap in soft and hard water.
10     Determination of the focal length of:
i)        Concave mirror
ii)       Convex lens
by obtaining the image of a distant object.
11 Tracing the path of a ray of light passing through a rectangular glass slab for different angles of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result.
12     Studying (a) binary fission in Amoeba, and (b) budding in yeast and Hydra with the help of prepared slides.
13     Tracing the path of the rays of light through a glass prism.
14     Finding the image distance for varying object distances in case of a  convex lens
and drawing corresponding ray diagrams to show the nature of image formed.
15     Identification of the different parts of an embryo of a dicot seed (Pea, gram or red kidney bean).
PRESCRIBED BOOKS:
·   Science – Textbook for class IX – NCERT Publication
·   Science – Textbook for class X – NCERT Publication
·   Assessment of Practical Skills in Science – Class IX – CBSE Publication
·   Assessment of Practical Skills in Science – Class X – CBSE Publication
·   Laboratory Manual – Science – Class IX , NCERT Publication
·   Laboratory Manual – Science – Class X, NCERTPublication
·    Exemplar Problems Class IX – NCERT Publication
·    Exemplar Problems Class X – NCERT Publication
Class- IX & X (2018-19)
Time: 3 Hours                                                                                   Max. Marks: 80
S.
No.		 Typology of Questions Very
Short Answer (VSA)
1 Mark		 Short
Answer
-I (SAI)
2 Marks		 Short
Answer
-II (SAII)
3 Marks		 Long
Answer (LA)
5 Marks		 Total
Marks		 %
Weight age
1 Remembering (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories, Identify, define or recite, information) 2 – 1 1 10 15%
2 Understanding (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) – 1 4 2 24 35%
3 Application (Use abstract information in concrete situation, to apply knowledge to new situations, use given content to interpret a situation, provide an example, or solve a problem) – 1 2 2 18 26%
4 High Order Thinking Skills (Analysis & Synthesis – Classify, compare, contrast, or differentiate between different pieces
of information, Organize and/or integrate unique pieces of information from a variety of sources)		 – – 1 1 8 12%
5 Inferential and Evaluative (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) – 1 2 – 8 12%
Total (Theory Based Questions) 2×1=2 3×2=6 10×3=30 6×5=30 68(21) 100%
Practical Based Questions (PBQs) 6×2=12 – – 12(6)
Total 2×1=2 9×2=18 10×3=30 6×5=30 80(27)
1. Question paper will consist of 27 questions.
2. All questions would be compulsory. However, an internal choice will be provided in three questions of 3 marks each, two questions of 5 marks each and one question (for assessing the practical skills) of 2 marks.

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Secondary School Certificate Examination (IX-X) PAINTING 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) PAINTING 2018-19

PAINTING CBSE
Hours – 03
Marks – 100
§ Learning outcomes/ objectives:
Students opt painting as additional subject are able to:
–     Develop their aesthetic sense.
–     Appreciate the beauty in lines, forms and colours.
–     Understand the fundamentals of Visual Arts (Elements and Principles) ability to apply them to a specific aesthetic intent.
–     Get the knowledge and skills in the use of basic tools, medium and techniques required to works from concept to finished product.
–     Develop memory and observation power through the study/ exercise in still life and painting composition.
–     Develop their mental faculties for proper maintenance and arrangements of things in their
Painting practical’s as well as in their life.
i.           Still Life Study
Study of a group of two or three arranged object from a fixed point of view in colours.  Group may include vegetables, foliage and objects of daily use.
ii.          Simple composition based on any one form of folk ART/ Tribal Art such as Madhubani, Warli, Alpana, Rangoli, Mandana etc.
iii.         Sketches from Life and Nature in pencil and ink.
iv.         Submission of portfolio consisting of five selected works done during the year.
Marking Scheme
i. (a) Accurate drawing with proper composition of objects. 20 marks
(b) Compositional arrangement with due emphasis on the subject-matter. 20 marks
ii.          Treatment of media (colours) with an appropriate colour scheme in skill  life and painting
composition.                                                                                                                    10 marks
iii.         Originality, creativity and overall expression.                                                                   10 marks
iv.         Sketches from life and nature in pencil and ink.                                                               20 marks
v.          Submission of portfolio consisting of 10 selected works done during the year.               20 marks
(B) PAINTING
Code No.: 049 Class X
One Paper                                                                                                                                Periods – 270
Hours – 03
Marks – 100
§ Learning outcomes/ objectives:
Students opt painting as additional subject are able to:
–     Develop their aesthetic sense.
–     Appreciate the beauty in lines, forms and colours.
–     Understand the fundamentals of Visual Arts (Elements and Principles) ability to apply them to a specific aesthetic intent.
–     Get the knowledge and skills in the use of basic tools, medium and techniques required to works from concept to finished product.
–     Develop memory and observation power through the study/ exercise in still life and Painting composition.
–     Develop their mental faculties for proper maintenance and arrangements of things in their
Painting practical’s as well as in their life.
Painting from Memory
Simple composition in (water/paster/pastel) colours on given subjects based on sketching from life and nature. It may also be in abstract/ semi-abstract/ folk art forms.
(B) PAINTING
Code No.: 049 Class  X Marking Scheme
i. Compositional arrangement with due emphasis on the subject-matter. 40 marks
ii. Treatment of media (colours) with appropriate colour scheme. 30 marks
iii. Creativity, originality and overall impression. 30 marks

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Secondary School Certificate Examination (IX-X) NCC 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) NCC 2018-19

(G) NATIONAL CADET CORPS (Code No. 076) CBSE
CBSE SYLLABUS (2018–19)
1.     The training curriculum of the NCC is primarily focused on character building,
inculcating leadership qualities and skill enhancement through structured academic syllabi, practical training and opportunity for exposure/interaction beyond a cadets’ immediate environment, and thereby enabling them for a brighter and progressive future.
2.     The Aims of NCC:
(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.
(c)   To provide a suitable environment to motivate the youth to take up a career in the Armed Forces.
3.     Conduct of NCC Training Curriculum
(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 approximately 100 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: 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.
(c) Third Tier: The Junior Commissioned Officers (JCO) and Non–Commissioned Officers (NCO) from the three services and Girl Cadet Instructors (GCI) and Ship Model Instructors (SMI) conduct the specialized training of the cadets.
5.     Eligibility for Enrolment 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.
(c)    The cadet should be within the age as mentioned below:-
(i)    Junior Division – Not less than 13 years and below 18 years and 6 months.
(ii)    Senior Division – Should be below 26 years.
6. NCC Syllabus. The syllabus includes common subjects for all three wings and specialized subjects with respect to Army, Air Force and Navy. The common subjects comprise of approximately 70% and specialized service is 30% of the curriculum. Detailed syllabus is as follows:
S. No. Subject No of Periods
First Year Second Year Third Year Total
Senior Division Wing
(i) Common Subjects 66 72 72 210
(ii) Specialised Subjects 24 33 33 90
Total 90 105 105 300
Junior Division Wing
(a) Common Subjects 85 85 –NA– 170
(b) Specialised Subject 35 35 70
Total 120 120 240
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 Part C Certificate will have to attend the 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 evaluation for Part ‘A’ and ‘ B’ examinations are done by a board of officers at NCC Group Head Quarters headed by an officer of the rank of Brigadier and Part ‘C’ Examination at NCC state Directorate level headed by an officer of the rank of Major General.
10. Recommended evaluation pattern for NCC as an additional / elective subject in the schools affiliated to 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 the NCC unit. Marks to be included in the cadets’ report card by the concerned school.
(b)  Part ‘A’ examination paper to 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 the Board of Officers at the Group Headquarters. A copy of the result in respect of CBSE schools to be forwarded to CBSE Board as performance evaluation of class XII cadets. The result sheet in addition to the NCC cadet number will also have the CBSE roll number. The marks obtained to be included in the CBSE Board certificate and ‘C’ Certificate to be issued by the 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 the 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.
Rationale
JUNIOR DIVISION SYLLABUS FOR CLASS IX AND X
1.     The NCC training curriculum is structured in a manner to instil in the cadets
qualities like nationalism, patriotism, discipline, team spirit, esprit-de-corps, leadership, self confidence, national integration and improve their personality. The training is conducted with the following specific purpose:-
(a) To expose young cadets to a regimental way of life, which is essential to inculcate in them the values of discipline, duty, punctuality, orderliness, smartness, and respect for authority, correct work ethos and self-confidence.
(b) To generate interest in cadets by including and laying emphasis on those aspects of institutional training which attract youth and provide them an element of thrill and excitement.
(c) To inculcate Defence Services work ethos, which is characterized by hard work, sincerity of purpose, honesty, ideals of selfless service, dignity of labour, secular outlook, comradeship, spirit of adventure and sportsmanship.
Objectives
•      Motivate young dynamic youth to serve the nation.
•      Inculcate unity and discipline amongst citizens.
•     Promote leadership and make self-reliant citizens.
•     Prepare a volunteer force to participate during national disasters.
•      Raise awareness to live with principles and values.
•     Gain a glimpse and overview of armed forces.
•      Develop a scuse of national integration.
•      Create awareness about social causes and community development.
•      Inculcate sportsmanship and spirit of adventure.
•      Learn about road safety and traffic control
•      Learn about life saving and first aid.
CLASS – IX
Block Syllabus
Sl No. Unit Marks Periods
Part 1: Common Subjects
1 The NCC 08 03
2 National Integration and Awareness 07
3 Civil Affairs 04
4 Drill 25 19
5 Weapon Training 16
6 Adventure Training and Obstacle 8
7 Personality Development and Leadership 16 10
8 Social Awareness and Community Development 08
9 Health and Hygiene 06
10 Environment Awareness and Conservation 02
Total 49 83
Part 2 A: Special Subjects (Army) Marks Periods
1 Armed Forces 04 04
2 Military History 06
3 Map Reading 17 13
4 Field Craft and Battle Craft 09
5 Communication 03
Total 21 35
Part 2 B: Special Subjects (Navy) Marks Periods
1 Naval Orientation 11 17
2 Naval communication 04
3 Seamanship 10 12
4 Ship and Boat Modelling 02
Total 21 35
Part 2 C: Special Subjects (Air Force) Marks Periods
1 General Service Knowledge 12 05
2 Air Campaigns 02
3 Aero Modelling 08
4 Principle of Flight 09 09
5 Parts of Aircarft 02
6 Aircraft Particulars 01
7 Air Field Layout 01
8 RT Procedure 02
Total 21 30
COMMON SUBJECTS
(Detailed Syllabus)
Total Marks: 49                                                                                  Total Periods: 83
Unit 1: The NCC                                                                                        03 Periods
Aim: To acquaint cadets with the aims and objectives of NCC
Scope: Introduction, aims, organization and general information about NCC.
•      Aims and Objectives of NCC.
•      Organisation and Training and NCC Song
•      Incentives of Joining NCC
Unit 2: National Integration and Awareness                                              07 Periods
Aim: To inculcate sense of patriotism, secular values and motivate cadets to contribute towards nation building through national unity and social cohesion.
Scope: The concepts of National Interests, Objectives and Integration, Unity in diversity and cultural heritage of India.
•     Religions, Culture, Traditions and Customs of India
•      National Integration: Importance and Necessity
•      Freedom Struggle and Nationalist Movement in India.
•     Problems/ Challenges of National Integration.
•      Unity in Diversity.
•      Famous Leaders of India
•     Images/ Slogans for National Integration
•     Contribution of Youth to Nation Building
Unit 3: Civil Affairs                                                                                   04 Periods
Aim: To train Cadets to assist Civil Administration in performance of selective duties during disasters.
Scope: Basic information about civil defence organization and its duties, maintenance of essential services and providing assistance to civil administration in various types of emergencies during national disasters.
•      Civil Defence Organization and its duties/ NDMA
•      Types of emergencies/ Natural Hazards
•     Role of NCC during Natural Hazards/ Calamities
•      Civil Administrative Set up at District/Taluk/Village
•      Fire service and fire Fighting
•      Essential services and their maintenance
Unit 4: Drill                                                                                               19 Periods
Aim: To inculcate a sense of discipline, improve bearing, smartness, and turnout and to develop the quality of immediate and implicit obedience to orders.
Scope: All-important basic aspects of drill including ceremonial drill, drill with arms and words of command.
Drill without Arms
•      General and Words of Command
•      Attention, Stand at Ease and Stand Easy, turning and inclining at the halt
•      Sizing, forming up in three ranks and numbering, open and close order march and dressing
•      Saluting at the halt
•      Getting on parade, dismissing and falling out
•      Marching, length of pace and time of marching in quick time and halt, slow march and halt
•      Turning on the march and wheeling
•      Saluting on the March Individual word of command
Unit 5: Weapon Training                                                                            16 Periods
Aim: To give elementary knowledge about rifles. Scope: Basic Knowledge about rifle and firing.
•     Characteristics of a rifle/ rifle ammunition and its fire power
•      Stripping, assembling, care and cleaning and sight setting
•      Loading, cocking and unloading
•     The lying position and Holding
•      Aiming, range and figure target
•      Trigger control and firing a shot
•      Range precautions and safety precautions
•      Short range firing
Unit 6: Adventure Training                                                                        08 Periods
Aim: To inculcate a sense of adventure and develop confidence, courage and determination.
Scope: To expose cadets to various adventure activities.
•      Trekking including selection of route and administration planning
•      Cycle expedition including selection of route and administration planning
•      Rock climbing
Unit 7: Personality Development and Leadership                                     10 Periods
Aim: To develop an all-round dynamic personality with adequate leadership traits to deal / contribute effectively in all walks of life.
Scope: Basic subjects of leadership with emphasis on self-awareness, life/soft skills, time management and character building.
•     Introduction to Personality development
•     Factors influencing/shaping personality: Physical, Social, Psychological and philosophical
•      Self Awareness – know yourself
•      Critical and creative thinking
•     Communication skills: group discussions/lectures
•      Self confidence, courage & self conviction
•     Effects of leadership with historical examples
•     Problem solving skills
•      Interview skills
•      Importance of group and team work
•      Effective use of time
•     Coping with stress / emotions
•     Sociability: social skills
•     Characteristics of healthy personalities – ethics/values
Unit 8: Social Awareness Community Development                                   08 Periods
Aim: To teach cadets the values and skills involved in providing voluntary Social Service.
Scope: Understanding of social service and its needs, knowledge about the weaker sections of our society and their requirements, about NGOs and contribution of youth towards social welfare.
•     Basics of Social service, and its needs
•     Social/ Rural Development Projects: MNREGA, SGSY, NSAP etc.
•      Literacy enhancement and poverty alleviation
•     Contribution of youth towards social welfare
•      Civic responsibilities
•      Drug abuse and trafficking
•      Causes and prevention of HIV/AIDS, Role of Youth
•     Corruption
•     Social evils viz dowry/female foeticide/child abuse and trafficking etc
•     Traffic control organization and anti drunken driving
•     Provisions of child Act
Unit 9: Health and Hygiene                                                                       06 Periods
Aim: To instil respect and responsibility towards personal health and hygiene.
Scope: Basic information of the human body, maintenance of health, hygiene, sanitation, disease and an elementary knowledge of First Aid and Nursing.
•      Structure and functioning of the human body
•      Hygiene and sanitation (Personal and Food Hygiene)
•      Physical and mental health
•      Infectious and contagious diseases and its prevention
•     Basics of first aid in common medical emergencies
•      Wounds and fractures
•      Introduction to yoga and exercise
Unit 10: Environment Awareness and Conservation                                  02 Periods
Aim: To sensitise the cadets on natural resource conservation and protection of environment.
Scope: Basic understanding of environment in general and waste management in particular, energy conservation, pollution control and wildlife conservation in particular.
•     Natural resources – conservation and management
•     Water conservation and rain water harvesting
•      Waste management
•     Pollution control, water, air, noise, soil
•     Wildlife conservation: projects in India
SPECIALISED SUBJECTS (ARMY)
Total Marks: 21                                                                                  Total Periods: 35
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
•      Honours and Awards
•      Modes of entry into Army
•      Fighting Arms
•     Supporting Arms and Services
Unit 2: Military History                                                                             06 Periods
Aim: To provide knowledge of renowned Military Generals, PVCs and Indo-Pak Wars Scope: Introduction to biographies, famous Indian battles and gallantry awards
•     Biographies of renowned generals (Carriappa/ Manekshaw)
•      Indian Army War Heroes
•      Study of battles of Indo-Pak war 1965, 1971 and Kargil
•      War movies
Unit 3: Map Reading                                                                                  13 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
Unit 4: Field Craft and Battle Craft                                                           09 Periods
Aim: To teach cadets elementary field craft and battle craft Scope: Basic field craft and battle craft
•      Introduction
•      Judging distance
•     Description of ground
•      Recognition, description and indication of land marks and targets
•     Observation, camouflage and concealment
•      Field signals
•      Use of ground and movement
•      Selection of formations
•      Knots and Lashing
Unit 5: Communication                                                                             03 Periods
Aim: To introduce cadets to the latest trends in the field of communications Scope: Types of communications and future trends
•      Importance of communication
•      Means of communication
•      Modern methods of communication
SPECIALIZED SUBJECTS (NAVY)
Total Marks: 21 Total                                                                                  Periods: 35
Unit 1: Naval Orientation                                                                          17 Periods
Aim: To impart training on Naval Organization.
Scope: History of Indian Naval Organizations, Rank structure, Indo-Pak War- 1971 etc.
•     History of the Indian Navy (Gallantry Award Winners)
•      Organization of IN – NHQ, Commands and Ships
•      Main Parts of a Ship
•     Types of Warships and Role – A/C Carriers, Submarines, Destroyers, and Frigates
•      Organization on Board a Ship
•      Survival and Rescue – Life Safety Items on board Ship, Life Raft, Life Boats and Distress Signals
Unit 2: Naval Communication                                                                    04 Periods
Aim: To impart basic knowledge of Naval Communication. Scope: Introduction to visual communication.
•     Introduction to Naval Communication
•     Semaphore, use of semaphore, introduction of various letter position, Reading of semaphore message, Transmission of semaphore message
•      Phonetic Alphabet – Introduction and use
Unit 3: Seamanship                                                                                   12 Periods
Aim: To impart basic knowledge about Seamanship.
Scope: Introduction to rigging, anchor work, parts of boats and accessories etc.
•      Rigging
•  Bends and Hitches: Reef Knot, Half Hitch, Clove Hitch, Rolling Hitch, Timber Hitch, Bow line, Round Turn and Two Half Hitches and Bow Line on the Bight and its basic element
•      Anchor and Anchor Cable- Types of anchors and cable its use
Unit 4: Ship and Boat Modelling                                                                02 Periods
Aim: To provide knowledge about Ship Modelling Scope: Materials used in different types of models
•      Principles of Ship Modelling
•      Reading of a Ship Drawing of a Model
•      Views in blue print
•      Measurement of superstructure and hull
SPECIALIZED SUBJECTS (AIR FORCE)
Total Marks: 20 Total                                                                                  Periods: 30
Unit 1: General Service Knowledge                                                           05 Periods
Aim: To impart basic knowledge of IAF Scope: History and Organization of IAF
•      Development of Aviation.
•      History of IAF
Unit 2: Air Campaigns                                                                               02 Periods
Aim: To impart basic knowledge of Air Campaigns Scope: History and Motivation.
•      Indo-Pak War-1971
•      Operation Safed Sagar
•      Motivational Movies
Unit 3: Aero-modelling                                                                              08 Periods
Aim: To provide knowledge about Aero Modelling
Scope: History of aero modelling, materials used in different types of models
•     History of Aero-modelling
•     Materials used in Aero-modelling
•     Types of Aero-models
•     Building /Flying of Aero-models
Unit 4: Principles of Flight                                                                        09 Periods
Aim: To introduce principles of flight
Scope: To impart knowledge about basic principles on which aviation is based
•      Introduction
•      Laws of Motion
•      Glossary of Terms
Unit 5: Parts of Aircraft                                                                             02 Periods
Aim: To provide knowledge of Aircraft Parts
Scope: Knowledge about the parts of aircraft to be flown
•      Parts of Aircraft
Unit 6: Aircraft Particulars                                                                        01 Periods
Aim: To provide knowledge of Aircraft Instruments
Scope: Knowledge about the aircraft to be flown including checks and procedures
•      Aircraft Particular Type, Specific
Unit 7: Airfield Layout                                                                              01 Periods
Aim: To provide knowledge of Airfields
Scope: Knowledge about the airfields to be flown including checks and procedures Airfield Layout
Unit 8: RT Procedure                                                                                02 Periods
Aim: To provide knowledge of wireless communication.
Scope: Knowledge about the communication is required for flying aircraft
•      RT Procedure
Class – X (Block Syllabus)
Sl No. Unit Marks Periods
Part 1: Common Subjects
1 The NCC 07 01
2 National Integration and Awareness 08
3 Disaster Management 04
4 Drill 27 21
5 Weapon Training 14
6 Adventure Training and Obstacle 04
7 Personality Development and Leadership 15 14
8 Social Awareness and Community Development 07
9 Health and Hygiene 07
10 Environment Awareness and Conservation 03
Total 49 83
Part 2 A: Special Subjects (Army) Marks Periods
1 Armed Forces 04 05
2 Military History 05
3 Map Reading 17 11
4 Field Craft and Battle Craft 11
5 Communication 03
Total 21 35
Part 2 B: Special Subjects (Navy) Marks Periods
1. Naval Orientation 07 07
2. Naval Communication 04
3. Seamanship 14 12
4. Navigation 06
5. Ship and Boat Modelling 06
Total 21 35
Part 2 C: Special Subjects (Air Force) Marks Periods
1 Air Campaigns 13 06
2 Aircraft Recognition 03
3 Aeromodeling 24
4 Atmosphere 08 01
5 Maps 01
Total 21 35
COMMON SUBJECTS
(Detailed Syllabus)
Total Marks: 49 Total                                                                                  Periods: 83
Unit 1: The NCC                                                                                        01 Periods
Aim: To acquaint cadets with the aims and objectives of NCC
Scope: Introduction, aims, organization and general information about NCC.
•      Aims and Objectives of NCC.
•      Organization and Training and NCC Song
•      Incentives of Joining NCC
Unit 2: National Integration and Awareness                                              08 Periods
Aim: To inculcate sense of patriotism, secular values and motivate cadets to contribute towards nation building through national unity and social cohesion.
Scope: The concepts of National Interests, Objectives and Integration, Unity in diversity and cultural heritage of India.
•     Religions, Culture, Traditions and Customs of India
•      National Integration: Importance and Necessity
•      Freedom Struggle and Nationalist Movement in India.
•     Problems/ Challenges of National Integration.
•      Unity in Diversity.
•      Famous Leaders of India
•     Images/ Slogans for National Integration
•      Contribution of Youth in Nation Building
Unit 3: Disaster Management /Civil Affairs                                                04 Periods
Aim: To train Cadets to assist Civil Administration in performance of selective duties dur-ing 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 emer-gencies during national disasters
•      Civil Defence Organisation and its duties/ NDMA
•      Types of emergencies/ Natural Hazards
•     Role of NCC during Natural Hazards/ Calamities
•      Civil Administrative Set up at District/Taluk/Village
•      Fire service and fire fighting
•      Essential services and their maintenance
Unit 4: Drill                                                                                               21 Periods
Aim: To inculcate a sense of discipline, improve bearing, smartness, and turnout and to develop the quality of immediate and implicit obedience of orders.
Scope: All important basic aspects of drill including ceremonial drill, drill with arms and words of command.
Drill without Arms
•      General and Words of Command
•      Attention, Stand at Ease and Stand Easy, turning and inclining at the halt
•      Sizing, forming up in three ranks and numbering, open and close order march and dressing
•      Saluting at the halt,
•      Getting on parade, dismissing and falling out
•      Marching, Length of Pace and time of marching in quick time and halt, slow march and halt
•      Turning on the march and wheeling
•      Saluting on the March
•      Individual word of command
Unit 5: Weapon Training                                                                            14 Periods
Aim: To give elementary knowledge about rifles. Scope: Basic Knowledge about rifle and firing.
•     Characteristics of a rifle/ rifle ammunition and its fire power
•      Stripping, assembling, care and cleaning and sight setting
•      Loading, cocking and unloading
•     The lying position and Holding
•      Aiming, range and figure target
•      Trigger control and firing a shot
•      Range precautions and safety precautions
•      Short range firing
Unit 6: Adventure Training                                                                        04 Periods
Aim: To inculcate a sense of adventure and develop confidence, courage and determination.
Scope: To expose cadets to various adventure activities.
•      Trekking including selection of route and administration planning
•      Cycle expedition including selection of route and administration planning
•      Rock climbing
Unit 7: Personality Development and Leadership                                     14 Periods
Aim: To develop an all-round dynamic personality with adequate leadership traits to deal / contribute effectively in all walks of life.
Scope: Basic subjects of leadership with emphasis on self-awareness, life/soft skills, time management and character building.
•     Introduction to Personality development
•     Factors influencing/shaping personality: Physical, Social, Psychological and philo- sophical
•      Self Awareness – know yourself
•      Critical and creative thinking
•     Communication skills: group discussions/lectures
•     Self confidence, courage &self conviction
•     Effects of leadership with historical examples
•     Problem solving skills
•      Interview skills
•      Importance of group and team work
•      Effective use of time
•     Coping with stress / emotions
•     Sociability: social skills
•     Characteristics of healthy personalities – ethics/values
Unit 8: Social Awareness Community Development                                     7 Periods
Aim: To teach cadets the values and skills involved in providing voluntary Social Service.
Scope: Understanding of social service and its needs, knowledge about the weaker sections of our society and their requirements, about NGOs and contribution of youth towards social welfare.
•     Basics of Social service, and its needs
•     Social/ Rural Development Projects: MNREGA, SGSY, NSAP etc.
•      Literacy enhancement and poverty alleviation
•     Contribution of youth towards social welfare
•      Civic responsibilities
•      Drug abuse and trafficking
•      Causes and prevention of HIV/AIDS, Role of Youth
•     Corruption
•     Social evils viz. dowry/female foeticide/child abuse and trafficking etc.
•     Traffic control organization and anti drunken driving
•     Provisions of child act
Unit 9: Health and Hygiene                                                                       07 Periods
Aim: To instil respect and responsibility towards personal health and hygiene.
Scope: Basic information of the human body, maintenance of health, hygiene, sanitation, disease and an elementary knowledge of First Aid and Nursing.
•      Structure and functioning of the human body
•      Hygiene and sanitation (Personal and Food Hygiene)
•      Physical and mental health
•      Infectious and contagious diseases and its prevention
•     Basics of first aid in common medical emergencies
•      Wounds and fractures
•      Introduction to yoga and exercise
Unit 10: Environment Awareness and Conservation                                  03 Periods
Aim: To sensitise the cadets on natural resource conservation and protection of environment.
Scope: Basic understanding of environment in general and waste management in particular, energy conservation, pollution control and wildlife conservation in particular.
•     Natural resources – conservation and management
•     Water conservation and rain water harvesting
•      Waste management
•     Pollution control, water, air, noise, soil
•     Wildlife conservation: projects in India
SPECIALISED SUBJECTS (ARMY)
Total Marks: 21 Total                                                                                  Periods: 35
Unit 1: Armed Forces                                                                                05 Periods
Aim: To acquaint cadets with the Armed Forces
Scope: Introductory and general information about the Armed Forces
•     Basic organization of Armed Forces
•     Organization of the Army
•      Badges and Ranks
•      Honours and Awards
•      Modes of entry into Army
•      Fighting Arms
•     Supporting Arms and Services
Unit 2: 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
•     Biographies of renowned generals (Carriappa/ Manekshaw)
•      Indian Army War Heroes
•      Study of battles of indo Pak war 1965, 1971 and Kargil
•      War movies
Unit 3: Map Reading                                                                                  11 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
Unit 4: Field Craft and Battle Craft                                                           11 Periods
Aim: To teach cadets elementary field craft and battle craft Scope: Basic field craft and battle craft
•      Introduction
•      Judging distance
•     Description of ground
•      Recognition, description and indication of land marks and targets
•     Observation, camouflage and concealment
•      Field signals
•      Use of ground and movement
•      Selection of formations
•      Knots and Lashing
Unit 5: Communication                                                                             03 Periods
Aim: To introduce cadets to latest trends in the field of communications Scope: Types of communications and future trends
•      Importance of communication
•      Means of communication
SPECIALIZED SUBJECTS (NAVY)
Total Marks: 21                                                                                  Total Periods: 35
Unit 1: Naval Orientation                                                                          Periods 07
Aim: To impart training on Naval Organisation.
Scope: History of Indian Naval Organizations, Rank structure, Indo-Pak War- 1971 etc.
•      Indo Pak War -1971
•      Rank Structure and Badges – PBOR to MCPO and Equivalent
•      Rank Structure and Badges – Officers and equivalent
•      Mode of entry into IN
Unit 2: Naval Communication                                                                   Periods 04
Aim: To impart basic knowledge to Naval Communication. Scope: Introduction to visual communication.
•     Semaphore, Use of semaphore, introduction of various letter position, Reading of semaphore message, Transmission of semaphore message
•      Introduction to radio telephony procedure
Unit 3: Seamanship                                                                                   Periods 12
Aim: To impart basic knowledge about Seamanship.
Scope: Introduction to rigging, anchor work, parts of boats and accessories etc.
•     Fundamentals of Steering – Steering orders, reports and alteration of course
•      Parts of a Sail- types of sails
•     Parts of Whaler and Oar- Pulling orders
•      Parts of a Cadet Class Dingy- sailing terms
•     Throwing a Heaving Line- Use of Heaving line on board
•      Use of Boatswain Call (Piping)- Parts of Pipe
Unit 4: Navigation                                                                                     Periods 06
Aim: To impart basic knowledge to Naval Communication. Scope: Introduction to visual communication.
•      Uses of Maps and Charts and its purpose
•      Instruments required for chart work
•      Markings on Chart, Light houses, buoys
•      Introduction to Map reading and Navigation Aids to include GPS
Unit 5: Ship and Boat Modelling                                                                Periods 06
Aim: To impart basic knowledge about Ship Modelling to cadets.
Scope: Basic knowledge about reading of Diagrams and constriction of Ship Models.
•      Practical Training on Static Models
•     Preparation of hull construction
•     Preparation of super structure
•      Chemical work and finishing of model
•      Stability and Operation of model
SPECIALIZED SUBJECTS (AIR FORCE)
Total Marks: 21                                                                                  Total Periods: 35
Unit 1: Air Campaigns                                                                               06 Periods
Aim: To introduce Air Campaigns of Air Force Scope: An overview of important campaigns
•      Indo-Pak War-1971
•      Operation Safed Sagar
•      Motivational Movies
Unit 2: Aircraft Recognition                                                                      03 Periods
Aim: To introduce various aircrafts of the Air Force Scope: Types, roles, variants of aircraft of the IAF
•      Fighters
•      Transport
•      Helicopters.
Subject 3: Aero-modelling                                                                        24 Periods
Aim: To provide knowledge about Aero Modelling Scope: Materials used in different types of models
•     History of Aero-modelling
•     Materials used in Aero-modelling
•     Types of Aero-modelling
•     Flying/Building of Aero-models
Unit 4: Atmosphere                                                                                   01 Periods
Aim: To give basic knowledge of Atmosphere Scope: Use of basic knowledge of Atmosphere
•      Atmosphere
Subject 5: Maps                                                                                        01 Periods
Aim: To give basic knowledge of Air Navigation
Scope: Use of Maps and fundamentals of Map Reading from the air
•      Maps
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, chal- lenge, leadership, discipline, self confidence, widen horizon, develop ambition to do creative work, enhance personal and social development, learn how to overcome adversity, civil defence &self defence, other new and exciting experiences.
• The Training Camp will make the students become more aware that they are a part of a greater ecosystem and are not As bound by social customs and norms. In es¬sence, 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 among the youth of the country.
•  The Training 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 op-portunities for students to be independent and exercise self-discipline.
•     The Annual Training Camp is the culmination of NCC training instills and stimulates in youths an urge for excellence and inculcates a spirit of adventure and outdoor activities.
Objectives
•      Attendance of ATC is a mandatory requirement before the cadet is eligible for A and B Certificate in case JD/JW and SD/SW respectively.
•      ATC is conducted for duration of 10 days in the second year of JD/JW and SD/SW to provide outdoor practical trg.
•      General activities covered during the ATC are as under :-
Ø             Physical fitness to include PT, Yoga, Games, Obstacle trgDrill
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 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 schedule
CLASS – X
ANNUAL TRAINING CAMP: JUNIOR DIVISION (ARMY)
(Block Syllabus)
S. No. UNITS MARKS PERIODS
1 Physical Training, Games and Obstacle Training 4 12
2 Drill 8 16
3 WT and Firing 8 16
4 Map Reading 6 12
5 FC and BC 4 10
6 Military History 0 12
7 Personality Development 0 18
8 National Integration, Civil Affairs, Environment, Social Awareness and Community development, Health and hygiene 0 16
Total 30 112
ANNUAL TRAINING CAMP
Total Marks 30
Unit 1: Physical Training and Games
•      Physical Training
•      Yoga
•      Games
•      Obstacle Training		 04 Marks Periods 112
12 Periods
Unit 2: Drill
•      Words of Command
•      Drill Without Arms
•      Individual Drill
•      Squad Drill		 08 Marks 16 Periods
Unit 3: Weapon Training
•     Characteristics of 22 Rifle, Stripping, Assembling
•      Loading/Unloading And Bolt Manipulation
•      Lying position and Holding
•      Aiming, Range and Figure Target
•      Trigger Control and Firing a Shot
•      Range Procedure and Safety Precautions
•      Firing. 22 Rifle		 08 Marks 16 Periods
Unit 4: Map Reading
•     Introduction to Map and Conservational Signs
•     Prismatic Compass, use and introduction to GPS		 06 Marks 12 Periods
Unit 5: Field Craft and Battle Craft
•      Description of Ground
•      Judging Distance
•      Field Signal
•      Section Formation
•      Knots and Lashing
•     Observation, Camouflage and Concealment		 04 Marks 10 Periods
Unit 6: Military History 00 Marks 12 Periods
•     Biographies of Military Leaders
•      Indian Battles
•      Indian Army War Heroes
•      War Movies
Unit 7: Personality Development		 00 Marks 18 Periods
•     Factors   Influencing/Shaping  Personality-Physical,  Social,   Psychological   and
Philosophical
•     Self Awareness and Critical and Creative Thinking
•     Importance of Team Work, Communication Skills-Group Discussion
•      Character Building
•      Leadership Traits
•      Interview Skills
•      Time Management
Unit 8: National Integration and                                        00 Marks         16 Periods
Social Awareness National Integration
•      Unity in Diversity
•      National Integration and its Importance
•     Contribution of Youth to Nation Building
CIVIL AFFAIRS
DISASTER MANAGEMENT FIRE SERVICES AND FIRE FIGHTING VIGILANCEAWARENESS
•      Civil Defence Organization and Its Duties
•      Types of Emergencies/Natural Disasters
•      Role of NCC during Natural Hazards
•      Civil Administrative setup at District/Tehsil/Village
ENVIRONEMENT AWARNESS
•     Conservation of Environment and Ecology
•     Pollution and its Control
•     Wildlife Conservation
SOCIAL AWARNESS AND COMMUNITY DEVELOPMENT
•      Drug Abuse and Trafficking
•      HIV and AIDS-Causes and Prevention
•      Cancer awareness
•      Adult Education
•     Traffic Control Organization
•      Rural Development Programmes
•     Civic Responsibilities
•     Corruption
•     Social Evils
•      Child Abuse and Trafficking
•      Female foeticide
HEALTH AND HYGIENE
•      First Aid In Common Medical Emergencies
•      Hygiene And Sanitation-Personal and Food Hygiene
•      Preventable Diseases
•      Physical and Mental Health
CLASS – X
ANNUAL TRAING CAMP: JUNIOR DIVISION (NAVY
(Block Syllabus)
S. No. UNITS MARKS PERIODS
1. Physical Training, Games and Obstacle Training 4 16
2. Drill 9 20
3. Wt and Firing 4 8
4. Naval Orientation 2 4
5. Naval Communication 2 4
6. Navigation 1 1
7. Seamanship 6 11
8. Ship and Boat Modelling 2 4
9. Military History 0 8
10. Personality Development 0 10
11. National Integration, Civil Affairs, Environment, Social Awareness and Community Development, Health and Hygiene 0 16
12. TEST 30 10
TOTAL 30 112
ANNUAL TRAINING CAMP
(Detailed Syllabus)
Total Marks 30
Unit 1: Physical Training and Games
•      Physical Training
•      Yoga
•      Games		 04 Marks Periods 112
16 Periods
Unit 2: Drill
•      Words of Command
•      Drill With Arms
•      Individual Drill
•      Squad Drill
•      Ceremonial Drill		 09 Marks 20 Periods
Unit 3: Weapon Training
•      Characteristics of .22 Rifle
•      Loading/Unloading and Bolt Manipulation
•      Lying Posn and Hold
•      Aiming, Range and Figure Targets
•      Trigger Control and Firing a Shot
•      Range Procedure and Safety Precautions
•      Firing .22 Rifle		 04 Marks 08 Periods
Unit 4: Naval Orientation
•      Main Parts of a Ship
•      Survival and Rescue- Life Safety
•      Items on Board Ship, Life Raft
•      Life Boats and Distress signals		 02 Marks 04 Periods
Unit 5: Naval Communication
•      Semaphore, Use of Semaphore
•      Introduction of Various Letter
•      Position, Reading of Semaphore
•      Message, Transmission of Semaphore		 02 Marks 04 Periods
Unit 6: Navigation                                                             01 Marks          01 Periods
•      Uses of Maps and Charts and Its
•      Purpose, Introduction to Map
•      Reading and Navigation Aids to Include GPS
Unit 7: Seamansbship                                                        06 Marks          11 Periods
•      Rigging, Cordage and Wire Ropes, Rope
•     Work Terms, Preparation Ropes for use, Bends and Hitches, Anchor and Anchor cable
Unit 8: Ship and Boat Modeling                                         02 Marks          04 Periods
•      Reading of a Ship Drawing of a Model, Practical Training on Static Models viz Preparation of Hull
•      Construction of Super Structure, Chemical Work and Finishing of a Model and Stability and Operation of a Model
Unit 9: Military History                                                      00 Marks          08 Periods
•     Biographies of Military Leaders
•     Famous Battles
Unit 10: Personality Development                                    00 Marks         10 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 11: National Integration, Civil Affairs Environment,   00 Marks        16 Periods
Social Awareness & Community Development, health and Hygiene
•      Unity In Diversity
•      National Integration and Its Importance
•      Contribution of Youth In Nation Building
Civil Affairs
•      Disaster Management
•      Fire Fighting
•      Vigilance Awareness
•      Civil Defence Organization and Its Duties
•      Types Of Emergencies / Natural Disasters
•      Role Of NCC during Natural Hazards
Environment Awareness
•     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 Foeticide, Abuse, Dowry
Health and Hygiene
•     First Aid in Common Medical Emergencies
•      Hygiene and Sanitation
•      Preventable Diseases
•      Dressing of Wounds
•      Physical and Mental Health
ELIGIBILITY CONDITIONS FOR CERTIFICATE EXAMINATIONS
‘A’ CERTIFICATE
1. All NCC cadets in Junior Division, on successful completion of their two years training and having passed Part `A’ examination conducted by respective NCC units, are issued NCC `A’  Certificate. The certificate examination comprises of a written and practical test. Cadets to be eligible to appear in the certificate examination must fulfill the following conditions.
(a)   The cadet should be on the roll of NCC unit/sub unit.
(b) The cadet should have attended a minimum of 75% of total training periods laid down in the syllabus for the first and second years of Junior Division/ Wing, NCC (All Wings).
(c)   Attended one Annual Training Camp of JD/JW.
(d)   Break in the NCC training of the cadet prior to 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/she will need another 45 periods in the year he/she is appearing for the examination.
NOTICE
1. NCC as an additional Subject will be available to those schools where NCC already exists. It will be available as per existing strength.
2. Schools wishful of applying for allotment of NCC must apply to the nearest NCC Unit and not to CBSE. NCC will be allotted as per seniority as per provisions of NCC Act and Rules, 1948.

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Secondary School Certificate Examination (IX-X) Mathematics 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Mathematics 2018-19

MATHEMATICS (IX-X) CBSE
(CODE NO. 041)
Session 2018-19
The Syllabus  in  the  subject  of  Mathematics  has  undergone  changes  from  time  to  time  in
accordance with growth of the subject and emerging needs of the society. The present revised syllabus has been designed in accordance with National Curriculum Framework
2005 and as per guidelines given in the Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of students. For motivating the teacher to relate the topics to real life problems and other subject areas, greater emphasis has been laid on applications of various concepts.
The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It is expected that students should acquire the ability  to solve problems  using algebraic methods and apply the knowledge of simple trigonometry to solve problems of height and distances. Carrying out experiments with numbers and forms of geometry, framing hypothesis and verifying these with further observations form inherent part of Mathematics learning at this stage. The proposed curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration, statistics, graphs and coordinate geometry, etc.
The teaching of Mathematics should be imparted through activities which may involve the use of concrete materials, models, patterns, charts, pictures, posters, games, puzzles  and experiments.
Objectives
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
·         consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
·         acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills;
·         develop mastery of basic algebraic skills;
·         develop drawing skills;
·         feel the flow of reason while proving a result or solving a problem;
·         apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method;
·         to develop ability to think, analyze and articulate logically;
· to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of gender biases;
·         to develop necessary skills to work with modern technological devices and mathematical softwares.
·         to develop interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc.
·         to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics;
·         to develop interest in the subject by participating in related competitions;
·         to acquaint students with different aspects of Mathematics used in daily life;
·         to develop an interest in students to study Mathematics as a discipline.
CBSE COURSE STRUCTURE CLASS -IX
Units Unit Name Marks
I NUMBER SYSTEMS 08
II ALGEBRA 17
III COORDINATE GEOMETRY 04
IV GEOMETRY 28
V MENSURATION 13
VI STATISTICS & PROBABILITY 10
Total 80
CBSE UNIT I: NUMBER SYSTEMS
1.     REAL NUMBERS                                                                                 (18 Periods)
1. Review of representation of natural numbers, integers, rational numbers on the number line. Representation of terminating / non-terminating recurring decimals on the number line through successive magnification. Rational numbers as recurring/ terminating decimals.
Operations on real numbers.
2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers
(irrational  numbers)  such  as  √  ,  √     and  their  representation  on  the  number  line. Explaining that every real number is represented by a unique point on the number line
and conversely, viz. every point on the number line represents a unique real number.
3. Definition of nth root of a real number.
4. Existence of √     for a given positive real number x and its representation on the number line with geometric proof.
5. Rationalization (with precise meaning) of real numbers of the type
    √
and
√      √
(and their combinations) where x and y are natural number and a and
b are integers.
6. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.)
UNIT II: ALGEBRA
1.     POLYNOMIALS                                                                                   (23) Periods
Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities:
(                  )               +                            (          )                                       (          )
             (           ) (
                           (                  ) (                                                         )
and their use in factorization of polynomials.
2.  LINEAR EQUATIONS IN TWO VARIABLES                                               (14) Periods
Recall of linear equations in one variable. Introduction to the equation in two variables.
Focus on linear equations of the type ax+by+c=0. Prove that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they lie on a line. Graph of linear equations in two variables. Examples, problems from real life, including problems on Ratio and Proportion and with algebraic and graphical solutions being done simultaneously.
UNIT III: COORDINATE GEOMETRY
COORDINATE GEOMETRY                                                                 (6) Periods
The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane.
UNIT IV: GEOMETRY
1.  INTRODUCTION TO EUCLID’S GEOMETRY (6) Periods
History – Geometry in India and Euclid’s geometry. Euclid’s method of formalizing observed
phenomenon into rigorous Mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth postulate. Showing the relationship between axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.
2.     LINES AND ANGLES                                                                           (13) Periods
1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O and the converse.
2. (Prove) If two lines intersect, vertically opposite angles are equal.
3. (Motivate) Results on corresponding angles, alternate angles, interior angles when a transversal intersects two parallel lines.
4. (Motivate) Lines which are parallel to a given line are parallel.
5. (Prove) The sum of the angles of a triangle is 180O.
6. (Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to the sum of the two interior opposite angles.
3.      TRIANGLES                                                                                      (20) Periods
1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence).
3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.
7. (Motivate) Triangle inequalities and relation between ‘angle and facing side’ inequalities in triangles.
4.     QUADRILATERALS                                                                             (10) Periods
1. (Prove) The diagonal divides a parallelogram into two congruent triangles.
2. (Motivate) In a parallelogram opposite sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite angles are equal, and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and in half of it and (motivate) its converse.
5. AREA                                                                                                 (7) Periods
Review concept of area, recall area of a rectangle.
1. (Prove) Parallelograms on the same base and between the same parallels have the same area.
2. (Motivate) Triangles on the same (or equal base) base and between the same parallels are equal in area.
6.     CIRCLES                                                                                            (15) Periods
Through examples, arrive at definition of circle and related concepts-radius, circumference, diameter, chord, arc, secant, sector, segment, subtended angle.
1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.
2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to the chord.
3. (Motivate) There is one and only one circle passing through three given non-collinear points.
4. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and conversely.
5. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.
6. (Motivate) Angles in the same segment of a circle are equal.
7. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle.
8. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is
180° and its converse.
7.     CONSTRUCTIONS                                                                                (10) Periods
1. Construction of bisectors of line segments and angles of measure 60o, 90o, 45o   etc., equilateral triangles.
2. Construction of a triangle given its base, sum/difference of the other two sides and one base angle.
3. Construction of a triangle of given perimeter and base angles.
UNIT V: MENSURATION
1.      AREAS                                                                                                (4) Periods
Area of a triangle using Heron’s formula (without proof) and its application in finding the
area of a quadrilateral.
2.     SURFACE AREAS AND VOLUMES                                                          (12) Periods
Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right
circular cylinders/cones.
UNIT VI: STATISTICS & PROBABILITY
1.      STATISTICS                                                                                       (13) Periods
Introduction to Statistics: Collection of data, presentation of data — tabular form, ungrouped / grouped, bar graphs, histograms (with varying  base  lengths), frequency polygons. Mean, median and mode of ungrouped data.
2.    PROBABILITY                                                                                       (9) Periods
History, Repeated experiments and observed frequency approach to probability.
Focus is on empirical probability. (A large amount of time to be devoted to group and to individual activities to motivate the concept; the experiments to be drawn from real – life situations, and from examples used in the chapter on statistics).
QUESTIONS PAPER DESIGN 2018–19
CLASS–IX
Mathematics (Code No. 041)                                                                                             Marks: 80
S.
No.		 Typology of Questions Very Short Answer (VSA) (1
Mark)		 Short Answer-I (SA) (2
Marks)		 Short Answer- II (SA) (3
Marks)		 Long Answer (LA) (4
Marks)		 Total Marks %
Weightage (approx.)
1 Remembering-(Knowledge based- Simple recall questions, to know specific facts, terms, concepts, principles or theories; Identify, define, or recite, information) 2 2 2 2 20 25%
2 Understanding- (Comprehension- to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 2 1 1 4 23 29%
3 Application (Use abstract information in concrete situation, to apply knowledge to new situation; Use given content to interpret a situation, provide an example, or solve a problem) 2 2 3 1 19 24%
4 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 variety of sources ) – 1 4 – 14 17%
5 Evaluation ( Judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) – – – 1 4 5%
Total 6×1=6 6×2=12 10×3=30 8×4=32 80 100%
INTERNAL ASSESSMENT                                                                         20 Marks
·      Periodical Test                                                                                          10 Marks
·      Note Book Submission                                                                                05 Marks
·       Lab Practical (Lab activities to be done from the prescribed books)            05 Marks
COURSE STRUCTURE CLASS -X
Units Unit Name Marks
I NUMBER SYSTEMS 06
II ALGEBRA 20
III COORDINATE GEOMETRY 06
IV GEOMETRY 15
V TRIGONOMETRY 12
VI MENSURATION 10
VII STATISTICS & PROBABILTY 11
Total 80
UNIT I: NUMBER SYSTEMS
1. REAL NUMBER                                                                                      (15) Periods
Euclid’s division lemma, Fundamental Theorem of Arithmetic – statements after reviewing work  done  earlier  and  after  illustrating  and  motivating  through  examples,  Proofs  of
irrationality  of  √      √       √   Decimal  representation  of  rational  numbers  in  terms  of
terminating/non-terminating recurring decimals.
UNIT II: ALGEBRA
1.     POLYNOMIALS                                                                                     (7) Periods
Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.
2.     PAIR OF LINEAR EQUATIONS IN TWO VARIABLES                               (15) Periods Pair   of   linear   equations    in   two   variables    and   graphical    method    of   their solution, consistency/inconsistency.
Algebraic conditions for number of solutions. Solution of a pair of linear equations in two variables algebraically – by substitution, by elimination and by cross multiplication method. Simple situational problems. Simple problems on equations reducible to linear equations.
3.     QUADRATIC EQUATIONS                                                                     (15) Periods
Standard form of a quadratic equation ax2  + bx + c = 0, (a ≠ 0). Solutions of quadratic
equations (only real roots) by factorization, by completing the square and by using quadratic formula. Relationship between discriminant and nature of roots.
Situational problems based on quadratic equations related to day to day activities to be
incorporated.
4.     ARITHMETIC PROGRESSIONS                                                     (8) Periods Motivation for studying Arithmetic Progression Derivation of the nth term and sum of the first n terms of A.P. and their application in solving daily life problems.
UNIT III: COORDINATE GEOMETRY
1.     LINES (In two-dimensions)                                                                 (14) Periods
Review: Concepts of coordinate geometry, graphs of linear equations. Distance formula.
Section formula (internal division). Area of a triangle.
UNIT IV: GEOMETRY
1.     TRIANGLES                                                                                         (15) Periods
Definitions, examples, counter examples of similar triangles.
1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.
4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar.
5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar.
6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.
7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares of their corresponding sides.
8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.
9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right angle.
2.     CIRCLES                                                                                               (8) Periods
Tangent to a circle at, point of contact
1.  (Prove) The tangent at any point of a circle is perpendicular to the radius through the
point of contact.
2.  (Prove) The lengths of tangents drawn from an external point to a circle are equal.
3.     CONSTRUCTIONS                                                                                  (8) Periods
1.  Division of a line segment in a given ratio (internally).
2.  Tangents to a circle from a point outside it.
3.  Construction of a triangle similar to a given triangle.
UNIT V: TRIGONOMETRY
1.     INTRODUCTION TO TRIGONOMETRY                                                   (10) Periods Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios whichever are defined at 0o     and 90o. Values (with proofs) of the trigonometric ratios of 300, 450 and 600. Relationships between the ratios.
2.     TRIGONOMETRIC IDENTITIES                                                             (15) Periods Proof and applications of the identity sin2A + cos2A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.
3.     HEIGHTS AND DISTANCES: Angle of elevation, Angle of Depression.  (8) Periods Simple problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30°, 45°, 60°.
UNIT VI: MENSURATION
1.     AREAS RELATED TO CIRCLES                                                              (12) Periods Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60°, 90° and 120° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)
2.     SURFACE AREAS AND VOLUMES                                                          (12) Periods
1. Surface areas and volumes of combinations of any two of the following: cubes, cuboids,
spheres, hemispheres and right circular cylinders/cones. Frustum of a cone.
2. Problems involving converting one type of metallic solid into another and other mixed
problems. (Problems with combination of not more than two different solids be taken).
UNIT VII: STATISTICS AND PROBABILITY
1. STATISTICS (18) Periods
Mean, median and mode of grouped data (bimodal situation to be avoided).
Cumulative frequency graph.
2.     PROBABILITY                                                                                      (10) Periods
Classical definition of probability. Simple problems on single events (not using set
notation).
QUESTIONS PAPER DESIGN 2018–19
CLASS–X
Mathematics (Code No. 041)                                                                                             Marks: 80
S.
No.		 Typology of Questions Very Short Answer (VSA) (1
Mark)		 Short Answer-I (SA) (2
Marks)		 Short Answer- II (SA) (3
Marks)		 Long Answer (LA) (4
Marks)		 Total Marks %
Weightage (approx.)
1 Remembering-(Knowledge based- Simple recall questions, to know specific facts, terms, concepts, principles or theories; Identify, define, or recite, information) 2 2 2 2 20 25%
2 Understanding- (Comprehension- to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 2 1 1 4 23 29%
3 Application (Use abstract information in concrete situation, to apply knowledge to new situation; Use given content to interpret a situation, provide an example, or solve a problem) 2 2 3 1 19 24%
4 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 variety of sources )		 – 1 4 – 14 17%
5 Evaluation ( Judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) – – – 1 4 5%
Total 6×1=6 6×2=12 10×3=30 8×4=32 80 100%
INTERNAL ASSESSMENT                                                                         20 Marks
·      Periodical Test                                                                                          10 Marks
·      Note Book Submission                                                                                05 Marks
·       Lab Practical (Lab activities to be done from the prescribed books)            05 Marks
PRESCRIBED BOOKS:
1.      Mathematics – Textbook for class IX – NCERT Publication
2.      Mathematics – Textbook for class X – NCERT Publication
3.      Guidelines for Mathematics Laboratory in Schools, class IX – CBSE Publication
4.      Guidelines for Mathematics Laboratory in Schools, class X – CBSE Publication
5.      Laboratory Manual – Mathematics, secondary stage – NCERT Publication
6.      Mathematics exemplar problems for class IX, NCERT publication.
7.         Mathematics exemplar problems for class X, NCERT publication.

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Secondary School Certificate Examination (IX-X) ICT Curriculum (2018-19) for X only 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) ICT Curriculum (2018-19) for X only 2018-19

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) (CBSE)
(Code No. 166)
(For Session 2018-19 only)
Learning Outcomes:
1. Ability to develop a basic know how of one’s computer system.
2. Ability to use Internet and its services.
3. Ability to efficiently work on Image editing tools.
4. Ability to design a website using HTML.
5. Ability to design Online forms using HTML.
6. Ability to apply style sheets using CSS.
7. Ability to recognize security threats and take preventive measures.
CBSE COURSE STRUCTURE
Class X
Theory: 40 Marks                                                                Practical: 60 Marks
Unit Name of the Unit Marks
Theory Practical
Unit I Computer Components and Interconnection 5 –
Unit II Advance GIMP 10 20
Unit III Advanced HTML 20 40
Unit IV Network Security 5 –
Total 40 60
Class-X
CBSE Theory Paper
Duration : 2½ hours                                                                                                 Marks : 40
Unit I: Computer Components and Interconnection                                            Marks: 5
Computer System and its definition, Hardware, Basic components of a Computer System, Input Unit, Central processing Unit/CPU, Output unit and functions, Memory, types of memory, Primary Memory, RAM (Random Access Memory), ROM(Read Only Memory), SECONDARY MEMORY, Binary digit, concept of bit and bytes, Types of computers (Analog, Digital, Hybrid), characteristics of computers, types of software (System Software, Application Software, Utility Softwares, classification of Programming Languages Ports and Cables)
Unit II: Advance GIMP                                                                                           Marks: 10
Toolbox-Move tool, Alignment tool, Scale tool, Shear tool, Perspective tool, Flip tool, Blend tool, Blur/Sharpen tool, Smudge tool, Dodge / Burn tool Painting in GIMP-Pencil and paintbrush tool
Operations on Layers (Adding new layers, Renaming a Layer, Deleting a Layer, Merging a Layer, Scaling a layer, Duplicating a Layer)
Masking-Introduction and example, editing a mask
Unit III: Advanced HTML                                                                                      Marks: 20
Representing data in Tabular forms, Concept of Table
Attributes <table> ..</table> ,<TR>..</TR>, <TD>..</TD>TH, Attributes: Colspan, ROWSPAN Properties: Align, width, Border, Color, Bgcolor, background, <CAPTION> tag
Working with frames, frame attributes (<frameset..> ), Attributes of <frameset>; Rows, Cols,
Border, Frameborder, Framespacing.
Frameset element and its attribute (Src, Scrolling, Noresize), target attribute in anchor tag.
Working with HTML Forms
Introduction and explanation of forms, Tags and attributes used in Form, <Form>..</ Form> INPUT tag and its attributes (Name, Size, Maxlength, Type)
Fields displayed by type attribute, (Text Box Field, Radio Buttons, Check boxes, command Button, Drop down Box , TEXTAREA and SELECT)
DHTML & CSS
Introduction to DHTML, Features and uses of DHTML, Components of DHTML, Cascading style sheet, Advantages and Limitations of CSS,
Methods of applying CSS to an HTML document: In-line (the attribute style) and Internal (the tag style), External (link to style sheet), creating and saving cascading style sheets
Introduction and familiarization of Font: Font-Family, Style, Size, Variant, Weight; Text and Background properties; Colour properties – Text Indent, Align, Decorating, Spacing, Transform, Text alignment, decoration and transformation, Foreground and Background colour, Image and Repeat
Use of margin and margin properties, Concept of padding and Border ; Padding and Border Properties
Absolute and Relative Positioning
Unit IV: Network Security                                                                                      Marks: 5
Concepts: Cyber Law, Cyber Crime, Fire wall, Cookies, Hackers and Crackers
Open Source Software, Free ware, Shareware, Licensing scheme, Copywriting, GPL(General Public Licence), Licensed software, Copyright software, refrain from copyright violation and piracy etc.
Class X
CBSE PRACTICAL WORK
Duration: 4 hours                                                                                                       Marks : 60
Design of a Practical Question Paper
Instructions on the basis of syllabus, distribution of marks and conduction of practical examination have been provided.
The examiner is advised to set the question paper according to the prescribed curriculum and distribution of marks.
(A) HANDS ON EXPERIENCE                                                                             30 marks
GIMP                           10 marks
ADVANCED HTML    20 marks
(B) IT Application Report File                                                                                15 Marks
Students are supposed to make a IT Application Report File Containing Real life assignments/ presentations using GIMP and Advanced HTML.
• At least 5 Activities related to Advance GIMP
• At least 10 webpages covering the concepts covered such as Tables, Frames, Forms, DHTML and CSS.
(C) Project Work                                                                                                      10 Marks
Developing a website on a topic integrating all the concepts covered using advance GIMP and advanced HTML.
(D) Viva Voice                                                                                                           5 Marks
Suggested Activities
1. Find out and make a list of the types of memory available in the market and their storing capacity. Also find out, about the various utility and application software(s) used, and share this information through social networking sites. Create a document/ spreadsheet/form through Office Web Apps e.g. google docs/sky drive and share it with your friends.
2.       Create a collage from the pictures of any recent event held in school.
3.  Design a digital poster for any state of your choice in India depicting their tourist spots and thus promoting tourism.
4. Collect and import few pictures or images of important monuments (tourist spots). Add layers and place a picture in each layer. Merge layers and edit layers and use mask to selectively colour the images.
5.   Create a website for a Computer Hardware firm. The firm deals in various output units and various types of memory. Collect information about various brands of printers, scanners, memory etc. available in market. Show the various product details in tabular form on each web page.
6.       Create following online forms:
a)       Adhaar Card
b)       Railway Reservation form
7.       Using HTML design a web site for your school.
8. Using HTML design a web site providing information about Open source, free ware, licensed software(s).
9.       Collect information of Cyber Laws and create a web site.
Note: Activities mentioned above are only suggestive. Teachers should encourage children to
innovate.

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Secondary School Certificate Examination (IX-X) Home Science 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Home Science 2018-19

Home Science (Code No. 064) (CBSE)
Class – IX (2018-19)
CBSE Course Structure: Theory & Practical                                               Theory : 75 Marks
Time: 3 Hrs.                                                                                 Practical : 25 Marks
No. Units Marks No. of Pd.
1 Concept and scope of Home Science Education and recent trends 03 05
2 Human growth & Development – I 10 25
3 Family and Values 08 20
4 Food, Nutrition and Health 17 45
5 Fiber and Fabric 15 34
6 Resource Management 15 34
7 Measures of Safety and Management of Emergencies 07 17
Total 75 180
Practical 25 40
Grand Total 100 220
CBSE Unit I : Concept and scope of Home Science Education and recent trends       05 Pd
a)    Concept of Home science
b)    Fields of Home Science
c)    Relevance of study of Home Science and career options
d)    Recent trends
Unit II : Human Growth & Development – I                                                       25 Pd
a)    Concept of growth and development
b)    Principles of growth and development
c)    Factors affecting growth and development (environmental and heredity)
d)    Age specific milestones (Birth to adolescence)
Unit III : Family and Values                                                                              20 Pd
a)    Concept and types of family
b)    Role of family in Holistic development of an individual (Physical, Social, Psychological and spiritual)
c)    Ethical and value based society (need for happy family, respect and care for each member of family, Dignity of labour, work distribution within the family)
d)    Importance of Girl Child.
e)    Influence of various factors on a family : Globalisation, urbanisation, migration,
technology and media.
Unit IV : Food, Nutrition and Health                                                                45 Pd
a)    Definition of food, nutrition, nutrient, Health and nutritional status.
b)    Food and its functions (Physiological, social and psychological)
c)    Nutrients : sources and functions
d)    Relationship of food, health and diseases
e)    Malnutrition : concepts and components (over nutrition and under nutrition)
f)     Concept of Balanced Diet
g)    Methods of cooking and processing
•     Cooking methods : Dry methods, moist methods, combination methods
•     Processing methods : Germination, Fermentation, Mutual supplementation / Combination
•     Conservation of nutrients while cooking and processing
Unit V : Fibre and Fabric                                                                                 34 Pd
a)    Definition of Fiber and Yarn
b)    Classification of fiber on the basis of origin and length
c)    Characteristics of fibers : feel, appearance, colour fastness, length, strength, absorbency, shrinkage, elasticity, effect of heat and sunlight.
d)    Methods of construction of fabric – brief description of weaving, knitting and felting.
e)    Selection of fabric : Factors affecting selection of fabric (age, purpose, occupation, fashion, figure, climate, comfort and cost).
Unit VI : Resource Management                                                                       34 Pd
a)    Resources : Definition and characteristics
b)    Types of resources (Human : Time, Energy, Knowledge and attitude Non-Human : Money, materialistic goods and community resources)
c)    Waste Management – Need to refuse, reduce, reuse, repair and recycle waste.
d)    Proper disposal of kitchen waste (Biodegradable : Composting, Vermicomposting, biogas and bagass. Non Biodegradable : Inceneration, Land fills and recycle)
Unit VII : Measures of Safety and Management of Emergencies                        17 Pd
a)    Accident prone / Unsafe Zones at home
b)    Need of safety at home
c)     Measures of safety against burns, electric shocks, cuts, fractures, bites, poisoning
d)    First Aid : Concept and Importance
Practicals
40 Periods 25 Marks [Distribution of Marks : 3 Marks per unit (Unit No. 2 – 7)]
1)    Observation of motor skills in three year old child.
2)    Behavioural changes in an adolescent through observation method among peer group.
3)    Role of family members : collage / chart etc.
4)    Design educational games specific to functions / sources of nutrients.
5) Identification and use of kitchen tools and appliances : at least any five e.g. refrigerator, cooking gas, mixer-grinder, microwave, smokeless chulas, pressure cooker etc.
6)    Weights and measures : Equivalents / conversions of Ounce, gram, cup, teaspoon, tablespoon, how to use a kitchen weighing scale.
7)    Identification of fruits, vegetables, spices, oils, sugars, cereals, and lentils.
8)    Food processing method demonstration : Germination and Fermentation.
9)    Collection and Identification of fabrics, physical and burning tests.
10) Take a case study of a house for disposal of kitchen waste and encourage segregation of biodegradable and non biodegradable waste, through creating slogans / posters etc.
11)   Prepare a first aid kit and practice giving first aid for burns, cuts, bites, fractures, electric shocks. (group activity)
12) File work 4 Marks
13) Viva Voce 3 Marks
Home Science (Code No. 064)
Class – X (2018-19)
Course Structure: Theory & Practical                                            Theory : 75 Marks
Time: 3 Hrs.                                                                                 Practical : 25 Marks
No. Units Marks No. of Pd.
1 Human Growth & Development – II 13 30
2 Management of Resources 13 30
3 Food and Personal Hygiene 08 18
4 Meal Planning 15 42
5 Food Safety and Consumer Education 13 30
6 Care and Maintenance of Fabrics and Apparel 13 30
Total 75 180
Practical 25 40
Grand Total 100 220
Unit I : Human growth & development II  CBSE                                     (30 periods)
a) Play (0-5 years), role of play in growth & development of children. Types of play- active, passive, natural, serious and exploratory, selection of play material for children.
b)    Childhood. Adolescents and Adulthood : Special Features.
c)    Problems of Adolescents
d)    Old Age : Need of care
Unit II : Management of Resources : Time, Energy & Money                  (30 periods)
a)    Time Management – Definition & Importance
b)    Time plans – Factors affecting time plan
c)    Energy Management : Definition and Importance
d)    Fatigue and work Simplification
e)    Family Income & Types : Expenditure & Importance of Saving and Investment Schemes (Only Listing)
Unit III : Food & Personal Hygiene                                                        (18 periods)
a)    Principles of hygienic handling of food, including serving of food.
b)    Hygiene in kitchen
c)    Personal hygiene of food handler
d)    Hygiene during food storage
Unit IV : Meal Planning                                                                          (42 periods)
a)    Concept of Meal Planning
b) Factors affecting meal planning : age, sex, climate, occupation, cost of food items, number of family members, occassion, availability of food, family traditions, likes and dislikes
c)    Basic food groups
d)    Use of food groups in planning balanced diet, in context of self. RDA-ICMR (2010) and its uses in family diets
e)     Therapeutic adaptations of normal diet : Based on consistency and cooking methods
Unit V : Food Safety and Consumer Education                                      (30 periods)
a) Food Safety, mal-practices of traders, price variation, poor  quality,  Faulty weights and measures, non-availability of goods, misleading information, lack of standardized products
b)     Food adulteration : Concept, adulterants & harmful effects of adulteration, FSSAI
Standards (2006)
c)    Consumer Rights and problems faced by consumer, redressal and rights (Listing)
d)    Sources of Consumer Education – Govt & Non-Govt. Agencies (Only listing)
Unit VI : Care and Maintenance of Fabrics and Apparel                        (30 periods)
a)    Cleaning and finishing agents used in routine care of clothes.
b)    Stain Removal
c)    Storage of cotton, silk, wool and synthetics
d)    Ready made garments, selection, need and workmanship
Practicals
40 Periods
25 Marks
(Distribution of Marks : 3 Marks per Unit)
1.    Make suitable play material for children between 0-3 years (work in a pair)
2.    Plan a balanced diet to self (only one meal).
3.    Prepare a time plan to self for one day.
4.    Prepare a report on any five mal practices you have observed in the market.
5.    Undertake a market survey and collect five (5) food labels, analyze them and illustrate the labels.
6.    Remove common stains of curry, paint, ball pen ink, grease, lipstick, tea and coffee.
7.    List five areas of agreement and disagreement each with parents, siblings and friends, and present the solutions to class.
8.    Examine positive & negative qualities of one readymade and one tailor made garment.
9.    Prepare a care label for a readymade garment according to its fabric and design.
10. Practical File. 4 Marks
11. Viva Voce. 3 Marks
Home Science (Code No. 064)
Class – IX & X (2018-19)
Design of the Question Paper
The weightage of the distribution of marks over different dimensions of the question
paper for classes IX & X shall be as follows :
Time: 3 Hrs.                                                                                 Theory : 75 Marks
Practical : 25 Marks
A.    Weightage of Content-Unit-Class : IX (2018-19)
No. Units Marks
1 Concept and scope of Home Science Education and recent trends 03
2 Human growth & Development – I 10
3 Family and Values 08
4 Food, Nutrition and Health 17
5 Fiber and Fabric 15
6 Resource Management 15
7 Measures of Safety and Management of Emergencies 07
Total 75
Practical 25
Grand Total 100
B.    Weightage of Content-Unit-Class : X (2018-19)
Time: 3 Hrs.                                                                                 Theory : 75 M
Practical : 25 Marks
No. Units                                                  Mar ks
1 Human Growth & Development – II                                                     13
2 Management of Resources                                                                 13
3 Food and Personal Hygiene                                                                08
4 Meal Planning                                                                                   15
5 Food Safety and Consumer Education                                                 13
6 Care and Maintenance of Fabrics and Apparel                                    13
Total                                                     75
Practical                                                   25
Grand Total                                            100
arks
HOME SCIENCE (CODE NO. 064) QUESTION PAPER DESIGN CLASS–IX
(2018-19), CLASS-X (2018-19)
S.
No.		 Typology of Questions Learning Outcomes
& Testing Skills		 Very Short An- swer (1
Mark)		 Short An- swer- I (2
Marks)		 Short An- swer- II (4
Marks)		 Case Study and Picture based (3
marks)		 Long An- swer (LA) (5
marks)		 Marks %
1. Remembering  (Knowl- edge based Simple re- call questions, to know specific  facts,   terms concepts,    principles, or theories,   Identify, define, or recite, in- formation) Reasoning Analytical skills Critical Thinking 3 1 1 – – 09 12
2. Understanding    (Com- prehension – to be fa- miliar   with   meaning and to understand con- ceptually,     interpret, compare,       contrast, explain,      paraphrase information) 1 1 1 – 1 12 16
3. Application  (Use   ab- stract  information   in concrete   situation, to apply   knowledge    to new   situations.    Use given content to inter- pret a situation, pro- vide  an  example,   or solve a problem. 1 2 2 – 1 18 24
4. Higher  Order    Think- ing  Skills   (Analysis & Synthesis    –   Classify, compare, contrast, or differentiate  between different   pieces     of information,        Orga- nize  and/or  integrate unique pieces of infor- mation from a variety of sources) 1 2 2 – 1 18 24
Creating, Evaluation
and Multi- Creating,
Evaluation and Multi-
Disciplinary-(Gen-
erating new ideas,
product or ways of
5. viewing things Ap- 1 1 1 2 1 18 24
praise, judge, and/
or justify the value or
worth of a decision or
outcome, or to pre-
dict outcomes based
on values)
Total 1(7) 2(7) = 4(7) = 3(2) 5(4) = 75 100
Estimated Time = 7 14 28 = 6 20
Note: No Chapter wise weightage, care should be taken to cover all chapters.

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Secondary School Certificate Examination (IX-X) Hindustani Music Vocal 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Hindustani Music Vocal 2018-19

Theory
HINDUSTANI MUSIC VOCAL (Code – 034) (CBSE)
CBSE Examination Structure for Assessment Class IX
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.    Five questions to be set with internal choice covering the entire syllabus.
2.   Out of five questions, one question of composition in notation from the prescribed Ragas will be compulsory.
3.   All the questions will carry five marks each.
Practical                                                                                                                                                          50 Marks
Time: 15-20 Minutes for each candidate
1.   Examiners are requested to ask the questions directly related to the syllabus.
2.   Marks should be awarded in accordance with the marking scheme.
Distribution of Marks
Sr. No. Value Points Marks
1. Alankaras set to all prescribed Ragas and Talas 02
2. One Swarmalika and one Lakshan Geet 04
3. Aaroha, Avaroha, Pakad and Drut Khayal with few Aalaps and Tanas in each prescribed Raga 07X04=28
4. Identification of prescribed Ragas from the passages of Swaras rendered by the examiner 06
5. Any three of the following:
i.            National Anthem
ii.           National Song
iii.          Patriotic Song
iv.          Community Song
v.           Devotional Song
vi.          Folk or Tribal Song		 05
6. Recitation of the Thekas of the prescribed Talas with dugun 05
*    Teachers will refer to the distribution of marks while examining the candidate
for practical examination.
Theory
CBSE HINDUSTANI MUSIC VOCAL (Code – 034)
Examination Structure for Assessment Class X
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Five questions to be set with internal choice covering the entire syllabus.
2.   Out of five questions, one question of composition in notation from the prescribed Ragas will be compulsory.
3.   All the questions will carry five marks each.
Practical                                                                                                                                                          50 Marks
Time: 20-25 Minutes for each candidate
1.   Examiners are requested to ask the questions directly related to the syllabus.
2.   Marks should be awarded in accordance with the marking scheme.
Distribution of Marks
Sr. No. Value Points Marks
1. One Vilambit Khayal with simple elaborations in prescribed Raga 08
2. Aaroha, Avaroha, Pakad and Drut Khayal with simple elaborations and few Tanas in each prescribed Raga 07×04=28
3. i.            Devotional Song
ii.           Patriotic Song		 03
4. i.            Folk Song
ii.           Tribal Song		 03
5. Identification of prescribed Ragas from the passages of Swaras rendered by the examiner. 03
6. Recitation of the Thekas of the prescribed Talas with dugun 05
*    Teachers will refer to the distribution of marks while examining the candidate for practical
examination.
Theory
HINDUSTANI MUSIC VOCAL (Code – 034)
CBSE Class IX
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Describe the following:
Sangeet, Dhwani, Nada, Shruti, Swara, Saptak, Thaat, Jati.
2.   Define the following:
Raga, Aaroha, Avaroha, Pakad, Vadi, Samvadi, Anuvadi, Vivadi.
3.   Describe the following:
Bandish, Sthai, Antara, Swarmalika, Lakshan Geet, Khayal.
4.   Define the following:
Laya, Tala, Matra, Sam, Tali, Khali, Vibhag, Avartan.
5.   An outline history of Hindustani Music of Modern period with special reference to the works of
Pt. Vishnu Narayan Bhatkhande and Pt. Vishnu Digambar Paluskar.
6.   Notation system of Pt. V. D. Paluskar and Pt. V. N. Bhatkhande.
7.   Description of the following Ragas:
i.            Alhaiya Bilawal
ii.           Yaman
iii.          Bhairav
iv.          Kafi
8.   Ability to do notation of compositions in prescribed Ragas.
9.   Description and ability to do Tala-Notation of the following Talas:
Teentala, Ektala, Jhaptala, Keharwa, Dadra
Practical                                                                                                                                                          50 Marks
1.   Six Alankaras set to all prescribed Ragas and Talas.
2.   One Swarmalika and one Lakshan Geet in each prescribed Raga.
3.   Aaroha, Avroha, Pakad and Drut Khayal with few Alaps and Tanas in the following Ragas:
Alhaiya Bilawal, Yaman, Bhairav and Kafi.
4.   Identification of prescribed Ragas from the passages of swaras rendered by the examiner.
5.   i. National Anthem
ii. National Song
iii. Patriotic Song
iv. Community Song
v.  Devotional Song
vi. Folk or Tribal Song
6.   Recitation of the Thekas of the following Talas with Dugun, keeping Tala with hand-beats:
Teentala, Ektala, Jhaptala, Kehrwa, Dadra.
HINDUSTAN MUSIC VOCAL
(CODE-034) CLASS-IX
Periodic Assessment                                                                                               20 Marks
Project work
1.
a)   Musical compositions of Ragas prescribed in the syllabus. Identifying Artist, Labeling any one Instrument Melodic.                                                                      05
b)   Description and writing the notation of prescribed Talas with Layakaries (Thah Dugun , Ttigum, chaugan ). Identifying the Musical Compositions with which tala is accompanied. Identifying precssion artist, Labeling any one percussion
Instrument.                                                                                                                      05
2.   Periodic practical Test, restricted to three in music in an academic year. Average of best
two tests to be taken for final marks submission.                                                                  10
Each test will examine a candidate for one Raga from the syllabus, one Devotionalor folk song or Tribal
song and two talas.
Theory
HINDUSTANI MUSIC
VOCAL (Code – 034)Class X
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Define the following:
Aalap, Tana, Meend, Kan, Khatka, Murki
2.   Describe the following:
Dhamar, Tarana, Thumri, Lokgeet
3.   Origin and development of Dhrupad and Khayal.
4.   Basic knowledge of the structure and tuning of Tanpura.
5.   Detail study of the following Ragas:
i.            Bhupali
ii.           Khamaj
iii.          Durga
iv.          Des
6.   Ability to do notation of compositions in prescribed Ragas.
7.   Brief life sketch and contribution to music of Miyan Tansen, Sadarang and Ustad Faiyaz Khan.
8.   Description and Tala – Notation of the following Talas with dugun:
Tilwada, Chautala, Sultala, Rupak.
Practical                                                                                                                                                          50 Marks
1.   One Vilambit Khayal with simple elaborations in any one of the prescribed Ragas.
2.   Aaroha,  Avaroha,  Pakad  and  Drut  Khayal  with  simple  elaborations  and  few  Tanas  in  the
following Ragas:
i.            Bhupali
ii.           Khamaj
iii.          Durga
iv.          Des
3.   a. Devotional Song
b. Patriotic Song
4.   a. Folk song
b. Tribal Song
5.  Ability to recognize the prescribed Ragas from the passages of Swaras rendered by the examiner.
6.  Recitation of the Thekas of the following Talas with dugun, keeping Tala with hand-beats:
i. Tilwada
ii. Chautala
iii. Sultala
iv. Rupak
HINDUSTANI MUSIC
VOCAL (Code – 034)
Class X
Periodic Assessment                                                                                                     20 Marks
Project Work
1.
a)   Musical composition of Raga prescribed in the syllabus. Identifying Artists,
Labeling any one Instrument ( Melodic).                                                            05
b) Description and writing the notation of prescribed Talas with Layakaries ( Thah , Dugun, Tigem, Chavgan). Identifying the Musical composition with which tala is accompanied. Identifying percussion artist, Labeling any one percussion
Instrument.                                                                                                               05
2.   Periodic practical Test, restricted to three in an Academic year.                                 10
Average of best two tests to be taken for final marks submission.
Each test will examine a candidate for one Raga from the syllabus one Devotional or
Folk song or Tribal song and two talas.

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

 

Secondary School Certificate Examination (IX-X) Hindustani Music Percussion Instruments 2018-19

by

CBSE Curriculum for Secondary School Certificate Examination (IX-X) Hindustani Music Percussion Instruments 2018-19

HINDUSTANI MUSIC PERCUSSION INSTRUMENTS (Code – 036) (CBSE)
CBSE Examination Structure for Assessment Class IX
Theory
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.    Five questions to be set with internal choice covering the entire syllabus.
2.    Out of the five questions, one question of compositions in Notation from the prescribed Talas will be compulsory.
3.    All questions will carry five marks each.
Practical                                                                                                                                                          50 Marks
Time: 15-20 Minutes for each candidate
1.   Examiners are requested to ask the questions directly related to the syllabus.
2.   Marks should be awarded in accordance with the marking scheme.
Distribution of Marks
Sr. no. Value Points Marks
* Basic techniques and bols of Tabla or Pakhawaj. 05
* Kayadas or Relas, Tihai Sadharan Tukras or Parans Chakradar Tukras or Parans Mukharas and Damdar Tihais in Teentala or Aditala. 08
* Kayada or Rela, Paltas, Tihai Tukras or Parans in Jhaptala or Sultala 08
* Advance Kayadas, Paltas, Tihai Tukras or Parans, Damdar and Bedamdar Tihais in Teentala or Aditala. 08
* Thekas of Teentala or Aditala, Jhaptala or Sultala, Ektala or Chartala 05
* Thekas of Ektala, Keharwa and Dadra 03
* Variations of Thekas in prescribed Talas 03
* Solo Performance 10
*   Teachers will refer to the Distribution of Marks while examine the candidate for
CBSE Practical Examination.
HINDUSTANI MUSIC PERCUSSION INSTRUMENTS (Code – 036)
CBSE Examination Structure for Assessment Class X
Theory
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Five questions to be set with internal choice covering the entire syllabus.
2.   Out of the five questions one question of compositions in Notation from the prescribed Talas will be compulsory.
3.   All questions shall carry five marks each.
Practical                                                                                                                                                          50 Marks
Time: 15-20 Minutes for each candidate
1.   Examiners are requested to ask the questions directly related to the syllabus.
2.   Marks should be awarded in accordance with the marking scheme.
Distribution of Marks
Sr. no. Value Points Marks
1. Kayadas or Relas, Paltas, Tihai, Chakradar Tukras or Parans in Ektala or Chautala 10
2. Laggi in Keharwa and Dadra 05
3. Kayada or Rela, Chakradar Tukras or Parans in Jhaptala or Sultala 07
4. Adalaya Kayada or Rela, Farmaishi Chakradar, Gat, Stuti Parans in Teentala or Aditala 08
5. Thekas Teentala or Aditala, Jhaptala or Sultala Rupak or Tevra Ektala or Chautala 05
6. Kayadas , Paltas, Tihais, Relas, Tukras, Parans 05
7. Accompaniment with Bhajan and Geet 05
8. Solo Performance 10
*   Teachers will refer to the Distribution of Marks while examine the candidate for
Practical Examination.
PERCUSSION (Code – 036)
Periodic Assessment Class IX(Code-036)
20 Marks
1.
a)   Subject file – Compositions ( Kayada, Rela, Ttukra, Paran)                    10
b)  Project work related to any one eminent percussion artist.                  05
2.   Description and writing the notation of prescribed talas with layakaris( Thah, Duguns,
charugam)                                                                                                                                      05
Identifying the musical composition with which each tala is a composed. Identifying percussion artists. Labeling any one processional instruments.
Theory
HINDUSTANI MUSIC
PERCUSSION INSTRUMENTS (Code – 036)
CBSE Examination Structure for Assessment Class IX
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Definition of the following:
Tala, Laya, Matra, Vibhag, Sam, Tali, Khali, Avartan, Theka, Kayada or Rela, Palta, Tihai, Tukra
Chakradar, Mukhara and Paran.
2.   Basic knowledge of own instruments (Tabla or Pakhawaj) its structure and its various parts.
3.   Elementary knowledge of the origin of Tabla or Pakhawaj.
4.   Elementary knowledge of various Gharanas of Tabla or Pakhawaj.
5.   Notation system of Pt. V.N. Bhatkhande and Pt. V. D. Paluskar.
6.   Description and ability to do Tala Notation with Thah and Dugun Laya in Teentala or aditala,
Jhaptala, sultala, Ektala or chautala, Keharwa and Dadra or chantala.
7.   Notation of two Kayadas in Teentala with four Paltas and Tihai.
8.   Ability to write Rela, sadharan Tukra or Sadharan Paran,Chakradar tukra or Chakradar Paran and
Mukhara in Tala Notation system in Teental or Asi tala.
9.   An outline History of Hindustani Music of Modern Period with special reference to the works of
Pt. V.N. Bhathande and Pt. V. D. Paluskar.
Practical                                                                                                                                                          50 Marks
1.   Knowledge of basic techniques and bols of Tabla or Pakhawaj and ability to do combinations of
syllabus.
2.   Ability to play Four Kayadas or Rela with four paltas and Tihai.  Two sadharan Tukras or Parans,
Two Chakradar Tukras or Parans, Two Mukharas, Two Damdar Tihais in Teentala or Adi Tala.
3.   Ability to play One Kayada or Rela in Jhaptala or Sultala with four paltas and Tihai, One Tukra or
Paran and One Damdar Tihai.
4.   Ability to play Two Advance Kayadas or Relas, Two Advance Chakradar Tukras or Parans, One
Damdar and One Bedamdar Tihai in Teentala or Adi tala.
5.   Ability to play Thekas of Teentala or Aditala, Jhaptala or Sultala, Ektala or Chautala with Thah
and Dugun laya.
6.   Ability to play Ektala or chautala, Keharwa or Chantala and Dadra with two variations in Thah
and Dugun Layas.
7.   Ability to play variations of Thekas in prescribed Talas.
8.   Solo performance at least 8-10 minutes in Teentala or Adi tala.
HINDUSTANI MUSIC PERCUSSION INSTRUMENTS (Code – 036)
Examination Structure for Assessment Class X
Theory
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Define the following:
Farmaishi Chakradar, Tukra or Paran Gat and its varieties, Laggi & Laddi, Mukhara & Mohara.
2.   Short notes on Graha, Marg and Kriya.
3.   Origin and development of Tabla or Pakhawaj.
4.   Study of Tripuskar Vadya with special reference to Natyashastra.
5.   Salient feature of various Gharanas of Tabla or Pakhawaj.
6.   Detail study of Delhi and Ajrada Gharana of Tabla or Kudau Singh and Nana Panse Gharana of
Pakhawaj.
7.   Short notes on Farukhabad Gharana and Lucknow Gharana of Tabla or Nath Dwara Gharana of
Pakhawaj.
8.   Ability to write: Kayada or Rela, Tukra,or Paran, Farmaishi Chakradar and Gat or Nath Dwara in
Teentala or Adi Tala and Jhaptala or Sultala with Tala Notation system.
9.   Ability to write the Kayada or Rela in Ektala or Chautala with Tala notation system.
10. Ability to write the Thekas of Jhaptala or Sultala, Ektala or Chautala in Thah, Dugun and Chaugun
laya.
11. Write  one  Traditioal  Kayada  Traditional  of  anyone  Gharana  in  Teentala with Tala  Notation
system or Rela in Adi Tala.
Practical                                                                                                                                                          50 Marks
1.   Ability to play:
a.   Two Kayads or Relas in Ektala or Chautala with four Paltas and Tihai.
b.   Two Chakardar Tukras or Parans and one simple Tihai in Ektala or Chautala.
c.    Two Laggis in Keharwa and One in Dadra Tala.
2.   Ability to play two Kayadas or Rela, one Chakradar Tukra or Paran in Jhaptala or Sultala.
3.   One Adalaya Kayada or Rela, Four advance Kayadas or Relas, One Farmaishi Chakardar and one
Gat or Stuti Paran in Teentala or Aditala.
4.   Ability to play varieties of Thekas in Teentala or Adi Tala, Jhaptala or Sultala, Rupak or Teevra
and Ektala or Chautala.
5.   Ability to play Kayada, Paltas, Tihai, Relas, Tukra, Paran, Chakardar in Teentala or Adi Tala,
Jhaptala or Sultala, Ektala or Chautala.
6.   Ability to do accompaniment with Bhajan and Geet.
7.   Solo performance with lehara at least 08-10 minutes in Teentala or Adi Tala and 02-03 minutes
in Jhaptala or Sultala.
PERCUSSION (Code – 036)
Periodic Assessment Class IX(Code-036)
20 Marks
1.
a)   Subject file – Compositions ( Adalaya Kayada, Rala, Chakradar Tukra paran, Farmaishi)                                                                                                                         10
b)  Project work related to any one eminent percussion artist.                                   05
2.   Description and writing the notation of prescribed talas with layakaris( Thah,
Duguns, charugam)                                                                                                               05
Identifying the musical composition with which each tala is a composed. Identifying
percussion artists. Labeling any one processional instruments.

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

Secondary School Certificate Examination (IX-X) Hindustani Music – Melodic Instruments 2018-19

by

CBSE Curriculum for Secondary School Certificate Examination (IX-X) Hindustani Music – Melodic Instruments 2018-19

Theory
HINDUSTANI MUSIC (CBSE)
MELODIC INSTRUMENTS (Code – 035)
CBSE Examination Structure for Assessment Class IX
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Five questions to be set with internal choice covering the entire syllabus.
2.   Out of the five questions, one question of compositions in Notation from the prescribed Ragas will be compulsory.
3.   All questions will carry Five Marks each.
Practical                                                                                                                                                          50 Marks
Time: 15-20 Minutes for each candidate
1.   Examiners are requested to ask the questions directly related to the syllabus.
2.   Marks should be awarded in accordance with the marking scheme.
Distribution of Marks
Sr. no. Value Points Marks
* Chalan set to all Ragas 06
* Alankaras set to Ragas and Talas 04
* Aaroha, Avroha, pakad, Drut gat with few Toads in each prescribed Raga 25
* Identification of prescribed Ragas from the passages of swaras rendered by the examiners 04
* Dhun and Folk Dhun 06
* Recitation of Thekas of prescribed Talas with Dugun 01×05 =05
*   Teachers will refer to the Distribution of Marks while examine the candidate for
CBSE Practical Examination.
Theory
Examination Structure for Assessment
Class X
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Five questions to be set with internal choice covering the entire syllabus.
2.   Out of the five questions, one question of compositions in Notation from the prescribed Ragas will be compulsory.
3.   All questions will carry Five Marks each.
Practical                                                                                                                                                          50 Marks
Time: 20-25 Minutes for each candidate
1.   Examiners are requested to ask the questions directly related to the syllabus.
2.   Marks should be awarded in accordance with the marking scheme.
Distribution of Marks
Sr. no. Value Points Marks
1. One Maseet Khani Gat in Prescribed Raga 08
2. Aaroha, Avroha, Pakad, Drut Gat with few Todas and Jhala in each prescribed Raga 25
3. National Anthem on Instrument opted for 04
4. Dhun and Folk Dhun 04
5. Identification of prescribed Ragas from the passages of Swaras rendered by the examiners 04
6. Recitation of Thekas of prescribed Talas with Dugun 05
*   Teachers will refer to the Distribution of Marks while examine the candidate for
Practical Examination.
Theory
Class IX
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Describe the following:
Sangeet, Dhwani, Nada, Shruti, Swara, Saptak, Thaat, Jati.
2.   Define the following:
Raga, Aroha, Avroha, pakad, vadi, Samvadi, Anuvadi, Vivadi, Sthai, Autara
3.   Describe the following:
Gat, Swarmalika, Lakshan Geet and Khayal , Dhrupad
4.   Define the following:
Laya, Tala, Matra, Sam, Tali, Khali, Vibhag, Avartan.
5.   An outline history of Hindustani Music of modern period with special reference to the works of
Pt. Vishnu Narayan Bhatkhande and Pt. Vishnu Digambar Paluskar.
6.   Notation system of Pt. V.D. Paluskar and Pt. V. N. Bhatkhande
7.   Description of the following Ragas:
Alhaiya Bilawal, Yaman, Bhairav, Bhupali.
8.   Ability to do notation of compositions in prescribed Ragas.
9.   Description and ability to do Tala-Notation of the following Talas:
Teentala, Ektala, Jhaptala, Keharwa, Dadra
Practical                                                                                                                                                          50 Marks
1.   Six chalans set to all prescribed Ragas.
2.   Eight Tala-baddha Alankaras set to all prescribed Ragas and Talas.
3.   Aaroha, Avaroha, Pakad, Drut Gat with few Todas in the following Ragas:
Alhaiya Bilawal, Yaman, Bhairav, bhupali.
4.   Identification of prescribed ragas from the passages of swaras rendered by the examiner.
5.   a. Two Dhuns
b. Two Folk Dhuns
6.   Recitation of the Thekas of Teentala, Ektala, Keharwa, Dadra with Dugun, keeping Tala
with hand beats.
Theory
HINDUSTANI MUSIC MELODIC INSTRUMENTS (Code – 035)
Class X
TOTAL: 100 Marks
Time: 01 hours                                                                                                                                               30 Marks
1.   Define the following :
Aalap, Tana, Meend, Kan, Khatka, Murki. Alankar
2.   Describe the following:
Dhamar, Thumri, Masitkhani Gat, Razakhani Gat, lok Dhun.
3.   Origin and development of the instrument opted for.
4.   Basic knowledge of the structure and Tuning of any one of the following instruments:
i.            Sitar
ii.           Sarod
iii.          Violin
iv.          Dilruba or Esraj
v.           Flute
vi.          Mandolin
vii.         Guitar
5.   Detailed study of the following Ragas:
Kafi, Khamaj, Durga, Des, Brindabani Sarang
6.   Ability to do notation of compositions in prescribed ragas.
7.   Brief life sketch and contribution to music of Miyan Tansen, Ustad Allaudin Khan and Inayat
Khan.
8.   Description and Tala notation of the following Talas with Dugun.
Tilwada, Chautala, Jhaptala, Rupak.
Practical                                                                                                                                                          50 Marks
1.   One Maseetkhani Gat with simple Todas in any one prescribed ragas.
2.   Aaroha, Avroha, pakad and Drut Gat with Tana and Jhala in the following ragas:
kafi, Khamaj, Des, Brindabani Sarang
3.   Ability to play National Anthem on the instrument opted for.
4.     a.   Two Dhuns
a.   Two Folk Dhuns
5.   Ability to recognize the prescribed Ragas from the passages of swaras rendered by the examiner.
6.   Recitation of the Thekas of the following Talas with Dugun, keeping Tala with hand beats:
Tilwada, Chautala, Jhaptala, Rupak
Project Work
a.   Musical composition of Raga prescribed in the syllabus. Identifying Artists, Labeling any one Instrument ( Melodic).                                                                                         05
b.   Description and writing the notation of prescribed Talas with Layakaries ( Thah , Dugun, Tigem, Tigun, Chaugan). Identifying the Musical composition with which tala is accompanied. Identifying percussion artist, Labeling any one percussion
Instrument.
2.  Periodic practical Test, restricted to three in an Academic year.
Average of best two tests to be taken for final marks submission.
Each test will examine a candidate for one Raga from the syllabus one Devotional or
Folk song or Tribal song and two Talas.
Project Work
1.
a)   Musical composition of Raga prescribed in the syllabus. Identifying Artists, Labeling any one Instrument ( Melodic).                                                            05
b)  Description and writing the notation of prescribed Talas with Layakaries ( Thah , Dugun,Tigun, Chaugan). Identifying the Musical composition with which tala is accompanied. Identifying percussion artist, Labeling any one percussion Instrument.                                                                                                              05
2.   Periodic practical Test, restricted to three in an Academic year.                 10
Average of best two tests to be taken for final marks submission.
Each test will examine a candidate for one Raga from the syllabus one Devotional or
Folk song or Tribal song and two Talas.

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

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