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

March 23, 2018 by D L

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

Reading Comprehension

12 Marks

30 Pds

Section

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

VSA

1/2

MCQ

SAQ

LAQ

-1-

Prose

Kannada Language (CODE:015) (2018-19) Class. IX

SECTIONWISE DESIGN OF QUESTION PAPER

Poetry

MCQ

Prose : (Question)

SAQ

(Reference to Context)

SAQ

Poetry : (Question)

SAQ

(Reference to Context)

SAQ

Prose

LAQ

Poetry

LAQ

Nondetail
(Pathya Poshaka adhyayana)

Total

-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

-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

(Unseen Passage, Prose)

SAQ

(Unseen Poem)

SAQ

B (Writing Comprehension)

LAQ

Essay

Official Letter/Job application

LAQ

Report Writing

LAQ

C (Grammar)

VSA

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

Total

-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

-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

Hakki haarutide nodidiraa

Halagali bedaru

Kouravendrana konde neenu

Hasuru

Chalamane Merevem

Veera lava

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-

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

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

March 23, 2018 by D L

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、

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

あります、います。ＮやＮやなど

ALL QUESTION WORDS lesson 1-13

Counters/ quantifiers、numbers, types of counting

Nouns , adjectives, verbs, adverbs, – ALL TENSES

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。

けいようしーくて/で、Vてから

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。

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

March 23, 2018 by D L

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

Ul l – 9 J°d

l (010)

J°d

ш к

છ પા

અખો

યાં યાં વસે એક જુ રાતી

ઊિમ ગીત

ખબરદાર

ું તારા દલનો દ વો

ઊિમ કા ય

ભોગીલાલ ગાધં ી

નવસ નની વાટ

ગીત

બાલ ુ ુ દ દવે

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

хк

પરોપકાર મ ુ યો

હા યિનબધં

િવ ાબહન નીલકંઠ

િસ હ ું ૃ ુ

નવલકથા શ

વુ ભ

ભાષા ય તો સ ં ૃિત ય

િનબધં

ફાધર વાલેસ

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

хк

એટલામાં રા

ૃિત કા ય

રમણીક સોમે ર

અ ભનય સ ાટ: ઉપે િ વદે

ચ ર િનબધં

કનૈયાલાલ ભ

ઉપમ ુ

કથાવાતા

નાનાભાઇ ભ

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

Chappa

Akho

Jya Jya Vase Ek Gujarati

Urmi Geet

Khabardar

Tu Tara Dilano Divo Tha

Urmi Kavya

Bhogilal Gandhi

Navasarjan Ni Vate

Geet

Balmukund Dave

Abhaar

Sonnet

Ushanas

Ae Loko

Achandasya Kavya

Priyakant Maniyar

To Janu

Urmi Geet

Suresh Dalal

Maru Taru

Gazhal

Rajendra Shukla

Gokul Maa Avo To

Urmi Geet

Madhav Ramanuj

Dikri Ni Vidaay

Geet

Anil Chavada

Hari Avo Ne

Lok Geet

Sankalit

Laghu Kavyo

Duha Muktak Haiku

Hasamukh Pathak, Ravji Patel,

Prose No.

Prose Name

Type

Author

Paropakari Manushyo

Hasya Nibandh

Vidyaben Nilakanth

Sinha Nu Mrutyu

Naval Katha Ansh

Dhruv Bhatt

Bhasha Jaay To Sanskruti Jaay

Nibandh

Father Vales

Parakhu

Ekanki

Jayanti Dalal

Varasaagat

Laghu Katha

Durgesh Ojha

Ghadavaeya

Rekha Chitra

Nanabhai Jebaliya

Sau Tacha Nu Sonu

Tunki Varta

Sudha Murti

Chabi Bhitar Ni

Sansmaran

Ashvin Mehta

Pankhi Lok

Lalit Nibandh

Maniyar H. Patel

Praniyo Nu Gokul

Atma Katha Ansh

Prakash Amate

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

Atlama Raji

Prakruti Kavya

Ramnik Someshwar

Abhinay Samrat:Upendra Trivedi

Charitra Nibandh

Kanaiyalal Bhatt

Upmanyu

Katha Varta

Nanabhai Bhatt

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.

5×1=5

Question from unseen prose passage

M.C.Q.

5×1=5

Question from unseen poetry

M.C.Q.

5×1=5

Section-B Writing (25 marks)

Essay of at least 200 words on contemporary issues. Choice will be provided

L.A.

1×8=8

Story building from given points

L.A.

1×6=6

Letter (official- personal) Choice will be provided

L.A.

1×6=6

Advertisement/ article

L.A.

1×5=5

Section-C Grammar (15 marks)

Noun/Pronoun

VSA

1×1=1

Punctuations – Explanatory, Coma, Semi Colon

VSA

1×1=1

Conjunction (only 4)
(Sayonjak-તો, અને, એટલે, °!>યાર’-6યાર’)

VSA

1×1=1

Verb

VSA

1×1=1

Antonyms from the textbook

VSA

2×1=2

Idioms from the textbook

VSA

2×1=2

Proverbs

VSA

1×1=1

Adverbs

VSA

1×1=1

Gender

VSA

1×1=1
1×1=1
3×1=3

Singular, plural.

VSA

Correct the sentences

VSA

Section-D Literature (15 + 10
marks)

Prose:

Question from seen prose passage

VSA

3×1=3

Give reason (2 out of 3)

2×2=4

Answer in short (2 out of 3)

2×2=4

Answer in detail (1 out of 2)

4×1=4

Poetry:

Poetry comprehension textual

2×1=2

Interpret the poem (from the text)

2×1=2

Answer in two/three sentences (1 out of 2)

2×1=2

Answer in one sentence (4 out of 5)

VSA

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

મોરલી

પદ

મીરાબં ાઇ

વન જ લ થાજો

(ગીત) ાથ ના

કરસનદાસ માણેક

વમાં વ આ યો

સૉનેટ

હ ર ૃ ણ પાઠક

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 ુ

хк

શરણાઇના રૂ

ંકૂ વાતા

નુ ીલાલ મ ડયા

યાણ

નવલકથાખડં

રમણભાઇ નીલકંઠ

ેત ાિં તના ણતે ાઓ

ર ખા ચ

સકં લત

સામ ી તો સમાજની છે ને ?

સગં કથા

િવકાસ શમા

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

хк

ભારતીય સ ં ૃિતના યોિતધ ર

ર ખા ચ

ુમારપાળ દ સાઇ

અનો ું મૈ ીપવ

ાણીકથા

હમાશં ી શેલત

સ ય ત

વાતા

ઉમાશકં ર જોશી

બહન સૌની લાડક

સગં કથા

સાઇં રામ દવે

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

Morali

Pad

Mirabai

Jivan Anjali Thajo

Prarthana Geet

Karsan Das Manek

Jivama Jiv Avyo

Urmi Geet

Harikrishna Pathak

Hath Melaviye

Urmi Kavya

Niranjan Bhagat

Divan Khanama

Achhandas

Panna Nayak

Kya Re Vagi

Lok Geet

–

Te Bese Ahi

Gazhal

Snehi Parmar

Laghu Kavya

Duha, Muktak, Haiku

–

Prose No.

CBSE Prose Title

Type

Author

Sharanai Na Sur

Tunki Varta

Chunilal Madiya

Prayan

Naval Katha Khand

Ramanbhai Nilakanth

Shwet Kranti Na Pranetao

Rekha Chitra

Sankalit

Samagri To Samaj Ni Che Ne?

Prasang Katha

Vikas Sharma

Suraj To Badhej Sarakho

Hasya Nibandh

Vinod Bhatt

Nathi

Tunki Varta

Mohammad Makand

Jhabak Jyot

Ekanki

Krushnalal Shridharani

Jethibai

Lok Katha

Dulerai Karani

Praan No Mitro

Anuvadit Varta

Ravindranath Tagore

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

Bharatiya Sanskruti Na Jyotirdhar

Rekha Chitra

Kumarpal Desai

Anokhu Maitri Parva

Prani Katha

Himanshi Shelat

Satyavrat

Varta

Umashankar Joshi

Bahen Sauni Ladki

Prasang Katha

Sairam Dave

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

5×1=5

Question from unseen prose passage

VSA

5×1=5

Question from unseen poetry

VSA

5×1=5

Section-B Writing (25 marks)

Essay of at least 200 words on contemporary issues. 3 choices will be provided

L.A.

1×8=8

Story building from given points

L.A.

1×6=6

Letter (official- personal) Choice will be there in the topics

L.A.

1×6=6

Advertisement/ article

L.A.

1×5=5

Section-C Grammar (15 marks)

Idioms(from text)

V.S.A.

3×1=3

Sandhi

V.S.A.

2×1=2

Positive-negative

V.S.A.

2×1=2

Exclamatory -interrogative

V.S.A.

2×1=2

Correct the sentence

V.S.A.

2×1=2

Proverbs(from based on text)

V.S.A.

2×1=2

Prepositional suffix (અa1ગુ નામયોગી)

V.S.A.

2×1=2

Section-D Literature (15 + 10
marks)

Prose:

Question from seen prose passage

V.S.A.

3×1=3

Give reason (2 out of 3)

S.A.

2×2=4

Answer in short (2 out of 3)

S.A.

2×2=4

Answer in details (1 out of 2)

L.A.

1×4=4

Poetry:

Poetry comprehension textual

S.A.

1×2=2

Interpret the poem (from the text)

S.A.

1×2=2

Answer in two/three sentences (1 out of 2)

S.A.

1×2=2

Answer in one sentence (4 out of 5)

V.S.A.

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.

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

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

March 23, 2018 by D L

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

Quiz on famous personalities (e.g. playing 20 questions in the class

• Vocabulary
• Syntax

Group discussion on Sun Signs and their characteristics.

• Understanding of topic
• Conversational skills
• Confidence
• Presentation

Dumb Charade(in groups).
One Member of each group to enact
• Situations
• Characters

• Acting skill
• Creativity
• Understanding of theme
• Recognition of character

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

Listening comprehensions
(in the text book and others from internet or other sources)

• Understanding of text
• Correct response to questions
• Analytical ability

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

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

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

Project work : Outline the waste management system in the school and suggest improvements.

• Vocabulary
• Creativity
• Presentation skills

Power point presentation on waste management system and ecological awareness in Germany

• Understanding of topic
• Creativity
• Confidence
• Presentation skills

Dumb Charade (in groups).
One Member of each group to enact
• Situations
• Characters

• Acting skill
• Creativity
• Understanding of theme
• Recognition of character

Writing articles (in German) for the school magazine.

• Creativity
• Knowledge of language
• Vocabulary
• Expression

Listening comprehensions
(in the text book and others from internet or other sources)

• Understanding of text
• Correct response to questions
• Analytical ability

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

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

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)

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

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

March 23, 2018 by D L

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

Section – B

1 Long composition

Creative long answers

(Creating)

(informal

letter – 80 words)

Any 2 short

compositions

Creative short answers

(30-35 words):

Message/Describing a

person/Recipe/Post

card

Section – C (Applications)

Grammar

Articles

Adjectifs possessifs

Adjectifs démonstratifs

Prépositions

Verbes (Présent, future, simple, impératif, future, proche, passé composé, imparfait, impératif, passé recént, conditionnel présent ), verbes, pronominaux

Trouvez la question

Négatifs

Pronoms (COD, COID, toniques, y, en)

Interrogatifs (adjectifs et pronoms)

Pronos relatifs

Section – D

Culture and Civilization

Short answers

(Remembering

and analyzing)

Lessons 1 – 12

MCQ (True or False)

4 x ½

Find the odd one

4 x ½

Match the following Fill in the blanks

6 x ½
6 x ½

03
03

Total marks

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 :

Short answer questions

5 x 2

10 marks

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

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)

Subjonctif

Pronom relatif composé

Démonstratifs (adjectifs et pronoms)

Pronoms personnels

Trouvez la question

Discours direct et indirect

Négatifs

Possessifs (adjectifs et pronoms)

Prépositions

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

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

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

March 23, 2018 by D L

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)

15X1=15

Section-B Writing Composition
25 (Marks)

¼d½ vkjt fcykb fyjuk; (Application writing)/ Ykkbtke fyjuk; (Letter Writing)

L.A.(6)

1×6=6

¼[k½ fjiVZ fyjuk; (Report writing)/
lqan^;S fyjuk; (Precis writing)

L.A.(5)

1×5=5

¼x½ ckFkzk iQko[kkS cs[ksouk fyjuk;
(Explanation)

L.A.(4)

1×4=4

¼?k½ julkb fyjuk; (Essay Writing) 500 words

L A

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

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&

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)

15X1=15

Section-B Writing Composition
25 (Marks)

1- lksyks fyjuk;

L.A.

1×6 = 6

2- nkbfj fyjuk;

L.A.

1×6 = 6

3- fefFklkj fcykbZ fyjuk;

L.A.

1×5 = 5

4- nkock;uk;fu lkseksUnS fyjuk;

L.A.

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

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&

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

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

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

March 23, 2018 by D L

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
D Literature 25 (Marks)	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

March 22, 2018 by D L

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

March 22, 2018 by D L

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	(LA) (1) (SA) (2)	4 2	4X1 = 4 2X2 = 4
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	SA VSA	2 3	2X1 = 2 3X1 = 3
	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
Section – A Reading	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

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

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

March 22, 2018 by D L

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

March 22, 2018 by D L

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

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

India and the Contemporary World – I

Contemporary India – I

III

Democratic Politics – I

Economics

Total

215

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.

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

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.

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

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

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.

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.

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

Content accuracy and originality

Presentation and creativity

Process of Project Completion : Initiative, cooperativeness, participation and punctuality

Viva or written test for content assimilation

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.

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

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

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

—

20%

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

20%

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

26%

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)

20%

Creating, Evaluation and Multi- Disciplinary (Generating new ideas, product or ways of viewing things, appraise, judge, and/or justify)

—

08%

Map Skill

–

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.

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

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

SOCIAL SCIENCE (087)

COURSE STRUCTURE CLASS – X (Session 2018-19)

Time: 3 Hrs. Marks: 80

Units

Marks

India and the Contemporary World – II

Contemporary India – II

III

Democratic Politics II

Understanding Economic Development

Total

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.

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.

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.

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.

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.

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.

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.

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).

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

Content accuracy and originality

Presentation and creativity

Process of Project Completion : Initiative, cooperativeness, participation and punctuality

Viva or written test for content assimilation

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

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

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

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

—

20%

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

20%

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

26%

20%

Creating, Evaluation and Multi- Disciplinary (Generating new ideas, product or ways of viewing things, appraise, judge, and/or justify)

—

08%

Map Skill

—

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.

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

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

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

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.

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

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

March 22, 2018 by D L

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

Matter – Its Nature and Behaviour

Organisation in the Living World

III

Motion, Force and Work

Our Environment

Food; Food Production

Total

Internal assessment

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

Chemical Substances-Nature and Behaviour

World of Living

III

Natural Phenomena

Effects of Current

Natural Resources

Total

Internal assessment

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

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

–

15%

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

–

35%

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

–

26%

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)

–

12%

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

–

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.

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

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

March 22, 2018 by D L

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

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

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

March 22, 2018 by D L

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.

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.

(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

210

(ii)

Specialised Subjects

Total

105

300

Junior Division Wing

(a)

Common Subjects

–NA–

170

(b)

Specialised Subject

Total

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

The NCC

National Integration and Awareness

Civil Affairs

Drill

Weapon Training

Adventure Training and Obstacle

Personality Development and Leadership

Social Awareness and Community Development

Health and Hygiene

Environment Awareness and Conservation

Total

Part 2 A: Special Subjects (Army)

Marks

Periods

Armed Forces

Military History

Map Reading

Field Craft and Battle Craft

Communication

Total

Part 2 B: Special Subjects (Navy)

Marks

Periods

Naval Orientation

Naval communication

Seamanship

Ship and Boat Modelling

Total

Part 2 C: Special Subjects (Air Force)

Marks

Periods

General Service Knowledge

Air Campaigns

Aero Modelling

Principle of Flight

Parts of Aircarft

Aircraft Particulars

Air Field Layout

RT Procedure

Total

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

The NCC

National Integration and Awareness

Disaster Management

Drill

Weapon Training

Adventure Training and Obstacle

Personality Development and Leadership

Social Awareness and Community Development

Health and Hygiene

Environment Awareness and Conservation

Total

Part 2 A: Special Subjects (Army)

Marks

Periods

Armed Forces

Military History

Map Reading

Field Craft and Battle Craft

Communication

Total

Part 2 B: Special Subjects (Navy)

Marks

Periods

Naval Orientation

Naval Communication

Seamanship

Navigation

Ship and Boat Modelling

Total

Part 2 C: Special Subjects (Air Force)

Marks

Periods

Air Campaigns

Aircraft Recognition

Aeromodeling

Atmosphere

Maps

Total

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.

• 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

Physical Training, Games and Obstacle Training

Drill

WT and Firing

Map Reading

FC and BC

Military History

Personality Development

National Integration, Civil Affairs, Environment, Social Awareness and Community development, Health and hygiene

Total

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

Physical Training, Games and Obstacle Training

Drill

Wt and Firing

Naval Orientation

Naval Communication

Navigation

Seamanship

Ship and Boat Modelling

Military History

10.

Personality Development

11.

National Integration, Civil Affairs, Environment, Social Awareness and Community Development, Health and Hygiene

12.

TEST

TOTAL

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).

(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.

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

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

March 22, 2018 by D L

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

NUMBER SYSTEMS

ALGEBRA

III

COORDINATE GEOMETRY

GEOMETRY

MENSURATION

STATISTICS & PROBABILITY

Total

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.)

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

25%

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

29%

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)

24%

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 )

–

17%

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

–

Total

6×1=6

6×2=12

10×3=30

8×4=32

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

NUMBER SYSTEMS

ALGEBRA

III

COORDINATE GEOMETRY

GEOMETRY

TRIGONOMETRY

MENSURATION

VII

STATISTICS & PROBABILTY

Total

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

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.)

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

25%

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

29%

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)

24%

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 )

–

17%

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

–

Total

6×1=6

6×2=12

10×3=30

8×4=32

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.

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

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

March 22, 2018 by D L

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
Unit	Name of the Unit	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.

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

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

March 22, 2018 by D L

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.

Concept and scope of Home Science Education and recent trends

Human growth & Development – I

Family and Values

Food, Nutrition and Health

Fiber and Fabric

Resource Management

Measures of Safety and Management of Emergencies

Total

180

Practical

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.

Human Growth & Development – II

Management of Resources

Food and Personal Hygiene

Meal Planning

Food Safety and Consumer Education

Care and Maintenance of Fabrics and Apparel

Total

180

Practical

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

Concept and scope of Home Science Education and recent trends

Human growth & Development – I

Family and Values

Food, Nutrition and Health

Fiber and Fabric

Resource Management

Measures of Safety and Management of Emergencies

Total

Practical

Grand Total

100

B. Weightage of Content-Unit-Class : X (2018-19)

Time: 3 Hrs. Theory : 75 M

Practical : 25 Marks

No.

Units Mar

Human Growth & Development – II 13

Management of Resources 13

Food and Personal Hygiene 08

Meal Planning 15

Food Safety and Consumer Education 13

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

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

–

Understanding (Com- prehension – to be fa- miliar with meaning and to understand con- ceptually, interpret, compare, contrast, explain, paraphrase information)

–

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.

–

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)

–

Creating, Evaluation

and Multi- Creating,

Evaluation and Multi-

Disciplinary-(Gen-

erating new ideas,

product or ways of

viewing things Ap-

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) =

100

Estimated Time

= 7

= 6

Note: No Chapter wise weightage, care should be taken to cover all chapters.

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

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

March 22, 2018 by D L

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

March 22, 2018 by D L

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.

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

March 22, 2018 by D L

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.

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