Senior Secondary School Curriculum 2023-24

Class XI-XII

PRICE: Unpriced e-Publication

March 2023, CBSE, Delhi

“This book or any part thereof may not be reproduced by

any person or agency in any manner”

Published by : Central Board of Secondary Education,

Academic Unit, Shiksha Sadan, 17, Rouse Avenue,
New Delhi-110002

2
3
4
1. PRINCIPLES OF THE CBSE CURRICULUM

1.1 CBSE Curriculum

The curriculum in broad term reflects nation’s shared vision of education encompassing local, national
and global needs and expectations. Empirically, it may be regarded as the sum total of a planned set
of educational experiences provided to a learner by a school to attain stipulated competencies using
specified content, pedagogical practices and assessment guidelines etc. CBSE’s curriculum strives to
provide opportunities for students to achieve excellence in learning as envisioned in the National
Education Policy-2020.

1.2 Salient Features of the CBSE Secondary School Curriculum

The Curriculum prescribed by CBSE strives to:

i. provide ample scope for holistic i.e., physical, intellectual and social development of students;
ii. emphasize constructivist rather than rote learning by highlighting the importance of hands-
on experience;
iii. enlist general and specific teaching and assessment objectives to make learning competency-
based and attain mastery over laid down competencies;
iv. encourage the application of knowledge and skills in real-life problem-solving scenarios;
v. uphold the ‘Constitutional Values’ by encouraging values-based learning activities;
vi. promote 21st Century Skills, Life Skills, Financial Literacy, Digital Literacy, Health and Wellness,
Road Safety, Citizenship Education, Disaster Management and multilingualism;
vii. integrate innovations in pedagogy such as experiential, activity centered, joyful learning, Sport
and Art-Integrated Learning, toy-based pedagogy, storytelling, gamification etc. with
technological innovations (ICT integration) to keep pace with the global trends in various
disciplines;
viii. promote inclusive practices as an overriding consideration in all educational activities;
ix. enhance and support learning by different types of assessments; and
x. strengthen knowledge and attitude related to livelihood skills;
xi. foster multilingual and multicultural learning and national understanding in an
interdependent society;
xii. integrate environmental education in various disciplines from classes I- XII.

5
 1.3 Curriculum Areas at Senior Secondary Level

For the purpose of fostering competences in learners, the curriculum encompasses seven major
learning areas, which are: Languages, Humanities, Mathematics, Sciences, Skill Subjects, General
Studies and Health and Physical Education. These areas are broadly divided into electives and
compulsory areas as detailed below: -

Language 1 Hindi Elective or Hindi Core or English Elective or English Core

Language 2/Subject 2 Any one Language OR Any one Academic Elective
Subject 3
Any three compulsory Electives from a pool of Academic and
Subject 4
Skill subjects
Subject 5
Any optional Elective from a pool of Languages, Academic
Language 3/Subject 6
and Skill subjects
Health and Physical Education
Work Experience Compulsory subjects having only internal assessment
General Studies

1.3.1 Elective Areas:

i. Languages include Hindi, English and other 34 languages. The curricula in languages focus on
listening, speaking, reading and writing skills for developing effective communicative proficiency
as learners use language to comprehend, acquire and communicate ideas.
ii. Humanities and Social Sciences- Geography, History, Economics, Home Science, Sociology, Fine
Arts, Political Science, and related subjects promote the learning of history and culture,
geographical environment, global institutions, constitutional values and norms, politics, economy,
interpersonal and societal interactions, civic responsibilities and the interplay of all these. Learners
appreciate and value every human’s right to feel respected and safe, and, in this regard, also
understand their Fundamental Rights and Duties and behave responsibly. Learners learn to be
tolerant and empathetic towards others through the study of these subjects.
iii. Sciences: Biology, Chemistry, Physics, Computer Science, and Informatics Practices help in making
students perceptive about matter and energy, nature, the environment, technological
breakthroughs in science. The focus is on knowledge and skills to develop a scientific attitude and
to use and apply such knowledge for improving the quality of life. The Curriculum promotes the
ability to engage with science related issues, and with the ideas of science, as a reflective citizen
by being able to explain phenomena scientifically, evaluate and design scientific enquiry, and
interpret data and evidence scientifically. Students understand the importance of to apply scientific

6
 knowledge in the context of real-life situations and gain competencies that enable them to
participate effectively and productively in life.
iv. Mathematics includes acquiring the concepts related to numbers, operations, computation,
measurement, geometry, probability and statistics, the skill to calculate and organize and the
ability to apply this knowledge and acquired skills in their daily life. It also includes understanding
of the principles of reasoning and problem solving. Learners identify, integrate and apply numerical
and spatial concepts and techniques. They have clarity of concepts and are able to connect them
to the real world. Learners rationalize and reason about pre-defined arrangements, norms and
relationships in order to comprehend, decode, validate and develop relevant patterns.
v. Business and commerce-based electives- Business Studies, Accountancy, Entrepreneurship,
Economics and related subjects help in gaining understanding about core business disciplines. They
understand the concept like, the exchange of items of value or products between persons or
companies and the meaning / relevance/ significance of any such exchange of money for a product,
service, or information.
vi. Visual; Performing and Creative Arts- Subjects like Dance, Drama, Music, Heritage Crafts, Fine Arts,
Sculpture and related subjects aim to help learners cultivate an interest and appreciation for arts
and encourage them to enthusiastically participate in related activities, thus, promoting abilities
such as imagination, creativity, value arts, and the cultural heritage.
vii. Skill Electives help in development of professional competencies, which are analytical, applied and
outcome based. Undergoing skills training in schools can help students learn about a trade
progressively to create a product and also to become a problem solver in real life. At present many
Skill electives are being offered by the Board in the fields of Hospitality and Tourism, emerging
technology like Artificial Intelligence, Geospatial Technology, Finance, Business, and Retail and
Insurance etc. Students can also choose subject from diverse areas such as Fashion Design,
Agriculture, Banking, Mass-Media Healthcare and many more students.
viii. Health and Physical Education focuses on holistic development, both mental and physical,
understanding the importance of physical fitness, health, well-being and the factors that contribute
to them. Focus of this area is on helping learners develop a positive attitude and commitment to
lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of
health management, indigenous sports, yoga, NCC, self-defense, fitness and lifestyle choices.

These learning areas are to be integrated with each other in terms of knowledge, skills (life and
livelihood), comprehension, values and attitudes. Learners should get opportunities to think
laterally, critically, identify opportunity, challenge their potential and be open to challenges.
Learner value and engage in practices that promote physical, cognitive, emotional and social

7
 development and wellbeing. This enables learners to connect different areas of knowledge,
application and values with their own lives and the world around them. The holistic nature of
human learning and knowledge should be brought forth throughout.
ix. General Studies: The purpose of orienting students to General Studies is to develop in them an
appreciation for the holistic nature of knowledge. In contemporary times, familiarity with General
Studies is indispensable because at the senior school stage there is an element of specialization
due to which the students do not get exposed to some vital disciplines/areas of study that are not
covered in their specialized field. The documents with details of Health and Physical Education and
General Studies are available on www.cbseacademic.nic.in

2. IMPLEMENTATION OF CURRICULUM

2.1 School Curriculum Committee

The Board mandates that all schools must setup a School Curriculum Committee comprising teachers
from each curricular area. The School Curriculum Committee would define activities for pedagogical
practices, evolve a plan of assessment and mechanism of feedback and reflection and ensure its
implementation. The committee would also ensure that the textbooks/ reference materials are age
appropriate, incorporate inclusive principles, gender sensitive, have valid content and do not contain
any material which may hurt the sentiments of any community. The committee will then send the list
of books to the principal to take action as per para 2.4.7 (b) of the Affiliation Byelaws, 2018.The
committee would also ensure that the reference materials reflect conformity with the underlying
principles of the Constitution of India and are compliant with NCF-2005. Issues of gender, social,
cultural and regional disparities must be taken care of in the curriculum transaction.

2.2 Pedagogical Leadership

Principals have a crucial role in the evolution of the teaching- learning ecosystem as pedagogical leader
of their schools. As pedagogical leaders, they are expected to undertake the following:

i. Lead, Guide and Support the teaching and learning processes in the school by focusing on
classroom specific requirements for transacting the curriculum, so that both teachers and
students perform at their best.
ii. Direct the entire focus of all school activities towards the students’ learning and acquiring of
necessary competencies. Every activity taken up by the school, therefore, should be mapped for
the competencies, and for life skills, values, etc., being acquired by the students.
iii. Prepare Annual Pedagogical Plan of the school by designing and developing annual plan for the
school by giving equal importance to elective and compulsory areas.

8
 iv. Promote innovative pedagogy, with special focus on integrating art, sports and ICT (Information
and Communication Technology) with education, and use active and experiential learning
methods in the classrooms.
v. Ensure joyful learning at all levels through use of such innovative pedagogy.
vi. Develop school specific resources for teaching and learning, in the form of lesson plans, e-
content, use of mathematics and science kits developed by NCERT, etc.
vii. Ensure proper in-house training of teachers in the school to enable them to unleash their own
unique capabilities and creativity in their classrooms.
viii. To be up to date with all new ideas and tools, etc. being used in education at the global level and
constantly innovate the pedagogy of the school.
ix. To make efforts to learn from the best practices of other schools, by arranging for discussions
with Principals of such schools, or through observation visits of teachers to other schools.

Respecting the autonomy of every school, the Board has not laid down the structure or format of the
annual pedagogical plan. A school needs to prepare its unique, implementable and innovative annual
plan. This plan must be with realistic timelines that should include administrative inputs and detailed
pedagogical aspects.

2.3 Pedagogical Practices by Teachers

The pedagogical practices should be learner centric. It is expected of a teacher to ensure an

atmosphere for students to feel free to ask questions. They would promote active learning among
students with a focus on reflections, connecting with the world around them, creating and
constructing knowledge. The role of a teacher should be that of a facilitator who would encourage
collaborative learning and development of multiple skills through the generous use of resources via
diverse approaches for transacting the curriculum.

Teachers should follow inclusive principles and not label children as ‘slow learners’ or ‘bright students’,
or ‘problem children’. They should instead attend to the individual difference of students by
diagnosing and modifying their pedagogic planning. As far as possible, Arts should be integrated in
teaching, especially while teaching the concept which students find difficult to understand.

2.4 Competency based Learning:

To face the challenges of 21st Century, education should be competency based and Principals as
Pedagogical Leaders must create conducive environment for development of competencies among
the students. Competency based Learning focuses on the student’s demonstration of desired learning
outcomes as central to the learning process. Learning outcomes are statements of abilities that are
expected students will gain as a result of learning the activity. Learning outcomes are, thus, statements

9
of what a learner is expected to know, understand and/or be able to demonstrate after completion of
a process of learning. Therefore, the focus is on measuring learning through attainment of prescribed
learning outcomes, rather than on measuring time. Experiential and active learning are the
recommend pedagogies for Competency Based Learning. Experiential Learning promotes critical
thinking, creativity and effective study skills among students. Learning Outcomes suggested by NCERT
must be adopted by all the schools and teaching-learning process may be changed in the light of these
outcomes. The schools are expected to have well-defined Learning objectives mapped with the
stipulated learning outcomes for every grade that are observable and measurable, and empower
learners to focus on mastery of valuable skills and knowledge. It is expected that teachers will provide
meaningful and joyful learning experiences to the students by adopting variety of innovative
pedagogies or instructional activities and go beyond textbooks. Schools are expected to track the
attainment of Learning Outcomes in each learner and ensure that no child is left behind.

2.5 Lesson/ Unit Plan

Specific Lesson Plans for the topics are to be prepared by the teachers.

These plans may have the following parts:

2.6 Classroom and School Environment

School environment should be conducive for holistic development of the students. The school should
focus on health and hygiene by adopting inclusive practices. As part of the policy the school should
adopt practices which will promote mental health. In this direction, the schools may follow the
guidelines issued by the Board on making the school a No-Anger Zone or Anger Free Zone. The board
has developed school health manuals which are available on www.cbseacademic.nic.in. The time table

10
in the school should take care of proper rest and intake of healthy foods and the children learn subjects
with relaxation. School must also ensure that Children avoid the intake of junk food and should ban it
around school premises. Intake of the healthy foods should be encouraged with activities described
in circular issued by CBSE.

The surroundings and daily life activities and situations are the best experiential teachers for the
students. Teachers must make efforts to draw examples and group activities from daily life
observations within the classroom/within the school and surroundings, and encourage presentations
and reflection by the students once the activity is completed, to develop the skills of critical thinking
and communication.

Children learn a lot through peer learning. To promote peer learning, flexible seating arrangements
may be made available during the classroom transactions. The seating should also take care of the
needs of the students with disabilities as well. Learning should focus on individual differences and
promote collaborative learning. The classroom activities must be connected to the immediate
environment of children. The school should maintain connection with the parents and the progress of
children should be communicated to the parents, and, if needed remedial measures be taken up for
improving the learning outcomes.

2.7 Creating Cross-Curricular Linkages

Creating cross-curricular linkages are vital to learning as they help to connect prior knowledge with
new information. For example, Mathematical data handling and interpretation can be effectively
applied in geography and science. Children can write better-framed answers in history, geography and
science when they have learnt how to write explanations/ short descriptions in a language. Similarly,
Life Skills like empathy, problem solving and interpersonal communications can be easily integrated
with the study of literature and other areas. Universal Values, Life Skills and Constitutional Values with
emphasis on realization of Fundamental Duties may be incorporated depending upon context in
almost all the subjects.

2.8 Special emphasis on Integrating Arts in education:

All disciplines being pursued by students at all stages require creative thinking and problem-solving
abilities. Therefore, when Art is integrated with education, it helps the child apply art-based enquiry,
investigation and exploration, critical thinking and creativity for a deeper understanding of the
concepts/topics. Secondly, Art Integrated learning is a strong contender for experiential learning, as it
enables the student to derive meaning and understanding, directly from the learning experience.
Thirdly, this kind of integration not only makes the teaching and learning process joyful, it also has a
positive impact on the development of certain life skills, such as, communication skills, reflection and

11
enquiry skills, un-conditioning of the mind leading to higher confidence levels and self-esteem,
appreciation for aesthetics and creativity, etc. Fourthly, this kind of integration broadens the mind of
the student, and enables him/her to see the multi-disciplinary links between subjects, topics, and real
life. Schools are, thus, required to take up the integration of Art with the teaching learning process.

It must be understood that Art Education and Art Integrated Education may be mutually exclusive, but
they build upon each other and strengthen each other. Art Education is not only relevant for
developing creativity and appreciation of art among students, but is also necessary for inculcating art
based enquiry skills in the students. Art Education is a necessary precursor for the adoption of Art
Integrated learning.

2.8.1 Art Education and Art Integration:

The following two-pronged approach is followed during a session:

i. Art education continues to be an integral part of the curriculum, as a compulsory area at

Secondary level. The schools may also promote and offer Visual and Performing Arts based
subjects at the Secondary and Senior Secondary level.
ii. Art needs to be integrated with the teaching and learning process of all subjects from classes 1
to 12, to promote active and experiential learning for “connecting knowledge to life outside the
school, ensuring that learning shifts away from rote methods and for enriching the curriculum, so
that it goes beyond textbooks.”

2.8.2 Art Integrated Pedagogy:

While preparing its annual pedagogical plan under the leadership of the principal of the school, the
school must plan out in detail the Art Education to be imparted at various levels, and how that Art can
be integrated with classroom learning of various subjects. The focus must be on mutually reinforcing
Art as a subject and Art as a tool for learning, with efforts towards seamless integration. Team teaching
(combination of subject teachers and Art teachers) would also strengthen the integration.

For implementing this in classrooms, the subject teacher picks the topic/ concept/idea that she wants
to teach by integrating art. The teacher can do this jointly with the Art teacher too. Then, the subject
teacher collaborates with the Art teacher to align the pedagogy. Next, the teacher teaches the
topic/concept/idea ensuring active learning and ensuring that both the subject and Art are integrated
well and there is learning in both areas. Finally, the teacher prepares a rubric to assess the student in
both the areas – that is, the topic taught and the Art used.

12
2.9 21st Century Skills:

There is an increased awareness among the educators of the need to integrate what are called as 21st
Century skills in educational systems. There are three key 21st century skills i.e. Learning Skills, Literacy
Skills and Life Skills.

Learning skills include:

Literacy skills include:

Life skills include:

Schools must focus on enhancing the skills required for a successful adult life in 21st Century. It is
important that the students are able to think scientifically, mathematically or artistically to face the
real-life challenges in an information and technology driven world and enhance their inherent
potential. CBSE has published a handbook on 21st century skills available at its website. Schools may
further refer to it.

13
2.10 Inclusive Education:
Inclusive approach in education is a prerequisite for ensuring full participation of all students with
equal opportunity in all areas without any discrimination. Inclusive attitude in all staff and faculty
members is crucial for successful inclusive education. Therefore, all the members of teaching and non-
teaching staff should be sensitized on the issues of inclusive education. Students without disabilities
should also be sensitized.

Schools must organize these sensitization programmes with the support of experts from respective
field of disabilities. Capacity Building Programmes on Inclusive Education may be organized in
collaboration with the CBSE Centres of Excellence. Board has made the appointment of special
educator mandatory to all the schools affiliated to the CBSE. Special Educators must possess the
qualification as prescribed by the Rehabilitation Council of India. (CBSE Circular No. 31/2015). CBSE
has published a handbook on Inclusive Education available at its website.

3. SCHEME OF STUDIES

Class XI and XII is a composite course. Students need to take only those subjects in class XI which
he/she intends to continue in class-XII. Students can offer a minimum of 5 or more subjects in class XI.
They need to continue the same subjects in class XII.

3.1 Combination of Subjects: Subjects can be offered as under:

Subject Name of Subjects

Hindi Elective or Hindi Core or English Elective
Subject 1
or English Core
Any one Language from Group – L not opted as
Subject 1
Subject 2
OR
Compulsory Any one Elective from the Group – A
Any three electives either from Group – A Or
Subject 3 Group-S
Subject 4, and OR
Subject 5 Any three from Combination of Group – A and
Group – S
Additional Any one elective or Language from any subject
Subject 6
Subject Optional group

14
 Subjects of Subject 7 to 9 (to be
Health and Physical Education, Work
Internal taken by all Regular
Experience, General Studies
Assessment Candidates)

Explanation

i. Hindi or English must be one of the two languages to be studied in class XI and XII. Hindi and
English can also be offered simultaneously. In Hindi and English, two courses have been
provided for class XI and XII keeping in view the varying backgrounds of the students and a
student may either opt Hindi Elective (Code 002) or Hindi Core (Code 302) or English Elective
(Code-001) or English Core (Code-301). The same language cannot be offered both at Core
and Elective levels. In addition to above, the following combinations cannot be taken together;
a) Business Studies (Code 054) and Business Administration (Code 833)
b) Out of three Computer Science/IT related subjects i.e., Informatics Practices (065),
Computer Science (Code 083), Information Technology (Code 802), a candidate can
opt only for one subject.
c) Mathematics (Code 041) and Applied Mathematics (Code 241)
ii. The first 5 subjects in the chronological order of filling the subjects in the online registration
system/ Mark Sheet are considered as Main subjects.
iii. A candidate can also offer an additional elective which may either be a language at elective
level or, any other elective subject.
iv. While transacting the Curriculum, due emphasis should be laid on National Identity, 21st
Century Skills and Values Education. Schools are expected to draw their own programmes in
this area in accordance with the guidelines given from time to time by the Board. Likewise,
programmes in General Studies and Health and Physical Education be planned in accordance
with the guidelines brought out by the Board.
Board issues mark sheet cum certificate indicating marks obtained in each subject separately.
No aggregate score/percentage is mentioned by the Board. Candidates who take 6/7 subjects
and pass in all 6/7 subjects, the percentage is to be calculated according to the norms of
college/institution in which the candidate is seeking admission.
v. If a student has taken 6th subjects, and if he/she fails in any one of first five subjects, the same
will be replaced by the 6th subject provided the candidate satisfies the scheme of studies i.e.,
after replacement either Hindi or English remains as one of the main five subjects.
vi. Skill electives can be offered along with any subject, as per the scheme of studies.

15
vii. Board is extending several exemptions/concessions to candidates with disabilities as defined
in the “THE RIGHTS OF PERSONS WITH DISABILITIES ACT 2016”. Exemptions/Concessions
extended to Persons with Benchmark Disabilities for Classes XI and XII Examinations
conducted by schools and the Board and the Standard Operating Procedure for availing these
concessions are available on:
https://www.cbse.gov.in/cbsenew/Examination_Circular/2019/5_ CIRCULAR.pdf Schools
and candidates may also refer to the circulars issued by the Board from time to time on this
matter.
viii. For Regional Languages, the Board prescribes the textbooks being followed in classes XI and
XII in the respective State Boards where the language is taught. Schools are also advised to
bring to the notice of CBSE the changes in the textbooks, if any, brought out by the respective
State Boards at the commencement of the session. Schools are also directed to strictly follow
the textbooks prescribed by CBSE in its curriculum. Changes, if any, can be adopted only when
CBSE notifies them. School will be responsible for any issue arising out of School not following
Boards’ directives.

LIST OF SUBJECTS
Languages (Group – L)
Sl no. CODE Name Theory Practical IA
001 English Elective 080 ---- 020
1 Any One
301 English Core 080 ---- 020
002 Hindi Elective 080 ---- 020
2 Any One
302 Hindi Core 080 ---- 020
003 Urdu Elective 080 ---- 020
3 Any One
303 Urdu Core 080 ---- 020
022 Sanskrit Elective 080 ---- 020
4 Any One
322 Sanskrit Core 080 ---- 020
5 104 Punjabi 080 ---- 020
6 105 Bengali 080 ---- 020
7 106 Tamil 080 ---- 020
107 Telugu 080 ---- 020
8 Any One
189 Telugu Telangana 080 ---- 020
9 108 Sindhi 080 ---- 020
10 109 Marathi 080 ---- 020

16
11 110 Gujarati 080 ---- 020
12 111 Manipuri 080 ---- 020
13 112 Malayalam 080 ---- 020
14 113 Odia 080 ---- 020
15 114 Assamese 080 ---- 020
16 115 Kannada 080 ---- 020
17 116 Arabic 080 ---- 020
18 117 Tibetan 080 ---- 020
19 118 French 080 ---- 020
20 120 German 080 ---- 020
21 121 Russian 080 ---- 020
22 123 Persian 080 ---- 020
23 124 Nepali 080 ---- 020
24 125 Limboo 080 ---- 020
25 126 Lepcha 080 ---- 020
26 188 Bhoti 080 ---- 020
27 191 Kokborok 080 ---- 020
28 192 Bodo 080 ---- 020
29 193 Tanghkhul 080 ---- 020
30 194 Japanese 080 ---- 020
31 195 Bhutia 080 ---- 020
32 196 Spanish 080 ---- 020
33 197 Kashmiri 080 ---- 020
34 198 Mizo 080 ---- 020
Academics Electives (Group-A)
S.NO. Code Name Theory Practical IA
1 027 History 080 -- 020
2 028 Political Science 080 -- 020
3 029 Geography 070 030 --
4 030 Economics 080 -- 020
031 Carnatic Music Vocal 030 050 020
5 032 Carnatic Per. Mer. Ins. Any One 030 050 020
033 Carnatic Per. Ins. Mridangam 030 050 020

17
 034 Hindustani Music Vocal 030 050 020
035 Hindustani Music Mel. Ins. 030 050 020
036 Hindustani Per. Ins. 030 050 020
6 037 Psychology 070 030 ---
7 039 Sociology 080 -- 020
8 041 Mathematics 080 -- 020
Any One
214* Applied Mathematics 080 -- 020
9 042 Physics 070 030 --
10 043 Chemistry 070 030 --
11 044 Biology 070 030 --
12 045 Biotechnology 070 030 --
13 046 Engineering Graphics 070 030 --
14 048 Physical Education 070 030 --
15 049 Painting 030 070 --
050 Graphics 030 070 --
Any One
051 Sculpture 030 070 --
052 Applied/Commercial Art 030 070 --
16 054 Business Studies 080 -- 020
17 055 Accountancy 080 -- 020
056 Kathak-Dance 030 070 --
057 Bharatnatyam Dance 030 070 --
058 Kuchipudi-Dance 030 070 --
18 Any One
059 Odissi – Dance 030 070 --
060 Manipuri – Dance 030 070 --
061 Kathakali – Dance 030 070 --
19 064 Home Science 070 030 --
065 Informatics Practices 070 030 --
20 Any One
083 Computer Science 070 030 --
21 066 Entrepreneurship 070 -- 030
22 073 Knowledge Tradition and Practices of India 070 -- 030
23 074 Legal Studies 080 -- 020
24 076 National Cadet Corps (NCC) 070 030 --

Skills Elective (Group – S)

18
 S Sub. Marks Distribution
Course Name Job Roles
No. Code Theory Practical
1 801 Retail Sales Associate 60 40
2 802 Information Technology IT Help Desk Assistant 60 40
3 803 Web Application Web Developer 60 40
Automotive Service
4 804 Automotive 60 40
Technician
Financial Markets Equity Dealer/Mutual Fund
5 805 60 40
Management Agent
6 806 Tourism Tour Guide 60 40
7 807 Beauty and Wellness Beauty Therapist 60 40
Agriculture Extension
8 808 Agriculture 60 40
Worker
9 809 Food Production Trainee Commie 60 40
10 810 Front Office operations Counter Sales Executive 60 40
Sales Executive (Banking
11 811 Banking 60 40
Product)
12 812 Marketing Marketing Executive 60 40
13 813 Health Care General Duty Assistant 60 40
14 814 Insurance Sales Executive (Insurance) 60 40
Floriculturist
15 816 Horticulture 60 40
(Protected)/Entrepreneur
Typography and
16 817 Executive Assistant 60 40
Computer Application
17 818 Geospatial Technology GIS Operator 60 40
Field Technician – Other
18 819 Electrical Technology 60 40
Home
19 820 Electronic Technology Installation Technician 60 40
20 821 Multi-media Animator 50 50
Assistant Tax
21 822 Taxation Consultant/GST Accounts 60 40
Assistant
22 823 Cost Accounting JR. Accountant 60 40

19
 Office Procedures and
23 824 Executive Assistant 60 40
Practices
24 825 Shorthand (English) Stenographer 60 40
25 826 Shorthand (Hindi) Stenographer 60 40
Air-Conditioning and
26 827 Services Technician 60 40
Refrigeration
27 828 Medical Diagnostics Medical Lab Technician 60 40
Design Assistant (Apparel /
28 829 Textile Design 60 40
Textile)
29 830 Design Assistant Designer 50 50
30 831 Salesmanship Sales Executive 60 40
Business
31 833 Business Executive 60 40
Administration
Food Nutrition and
32 834 Assistant Dietician 60 40
Dietetics
33 835 Mass Media Studies Media Assistant 60 40
Library and Information
34 836 Library Assistant 60 40
Science
35 837 Fashion Studies Assistant Fashion Designer 60 40
36 841 Yoga Yoga Instructor 50 50
Early Childhood Care
37 842 Early Childhood Educator 50 50
and Education
Artificial Intelligence
38 843 50 50
(New)
39 844 Data Science 50 50
Physical Activity Trainer Primary Years Physical
40 845 50 50
(NEW) Activity Facilitator
Land Transportation Land Transportation
41 846 50 50
Associate (NEW) Associate
Electronics and Installation Technician –
42 847 60 40
Hardware (NEW) Computing and Peripherals
Design Thinking and
43 848 50 50
Innovation (NEW)

20
The curriculum and the study material for the Skill Electives are available on the CBSE academic
website under the tab ‘Skill Education’ and can be accessed through the link:
http://cbseacademic.nic.in/skill-education.html.

3.2 Medium of Instruction

The medium of instruction in general in all the schools affiliated with the Board shall either be Hindi
or English.

4. STRUCTURE OF ASSESSMENT SCHEME

The Assessment scheme will have theory, internal assessment, or practical components as per syllabus
given for each subject. Board shall conduct Annual examinations for class XII

As the Board is progressively allowing more space to 'learning outcome based' assessment in place of
textbook driven assessment, question papers of Board examinations will have more questions based
on real-life situations requiring students to apply, analyse, evaluate and synthesize information as per
the stipulated outcomes. The core-competencies to be assessed in all questions, however, will be from
the prescribed syllabus and textbooks recommended therein. This will eliminate predictability and
rote learning to a large extent.

4.1 Annual Examination:

For Class XII

The Board Examination will cover the entire syllabus of Class-XII as per syllabus for each subject.
Grades shall be awarded on the basis of 9-point grading system in each elective subject. For awarding
the grades, the Board will put all the passed students in a rank order and will award the grades as
follows:

A-1 Top 1/8th of the passed candidates

A-2 Next 1/8th of the passed candidates
B-1 Next 1/8th of the passed candidates
B-2 Next 1/8th of the passed candidates
C-1 Next 1/8th of the passed candidates
C-2 Next 1/8th of the passed candidates
D-1 Next 1/8th of the passed candidates
D-2 Next 1/8th of the passed candidates
E* *Essential Repeat

Notes: -

21
 i. Minor variations in proportion of candidates to adjust ties will be made.
ii. In case of a tie, all the students getting the same score will get the same grade. If the number
of students at a score point needs to be divided into two segments, the smaller segment will
go with the larger.
iii. Method of grading will be used in subjects where the number of candidates who have passed
is more than 500.
iv. In respect of subjects where the total number of candidates passing as subject is less than 500,
the grading would be adopted on the pattern of grading and distribution in other similar
subjects.

For Class XI:

The assessment scheme will be similar to class XII Board examination and shall be carried out at school
level. However, the grading in class XI will be as follows:

Grading Scale for Elective Areas (Class-XI)

(School will award grades as per the following grading scale)
MARK RANGE GRADE
91-100 A1
81-90 A2
71-80 B1
61-70 B2
51-60 C1
41-50 C2
33-40 D
32 and below *Essential Repeat

Absolute grading is suggested for class XI keeping in view the number of students appearing from any
particular school as against positional grading used for class XII.

4.2 Internal Assessment:

Internal Assessment in different subjects will be as per details given in the syllabus for each subject.

4.3 Assessment of Compulsory Areas

Assessment of compulsory Areas may be continuously done by collecting information, reflecting on

and using that information to review children’s progress and to plan future learning experiences. The

22
documented data, after interpretation, should be reflected in the Report Card of the children in the
form of grades.

In the existing scheme of assessment, these activities will be graded on a 8-point grading scale (A1 to
E) for classes XI –XII and will have no descriptive indicators. The students shall be assessed on three
areas i.e., Health and Physical Education with Work Experience and General Studies. Work Experience
is subsumed in the Health and Physical Education. No up scaling of grades will be done.

The concerned teacher would make an objective assessment of the level of performance/
participation demonstrated by a student throughout the academic year and finally assign grades.

4.3.1 Parameters of Assessment -

Marks and grades on the basis of 9-point grading system may be awarded in each compulsory area
(General Studies, Health and Physical Education) for classes XI and XII as detailed below:

Grading for General Studies:

Grade Octile
A1 Top1/8th of the passed candidates
A2 Next 1/8th of the passed candidates
B1 Next 1/8th of the passed candidates
B2 Next 1/8th of the passed candidates
C1 Next 1/8th of the passed candidates
C2 Next 1/8th of the passed candidates
D1 Next 1/8th of the passed candidates
D2 Next 1/8th of the passed candidates
E

Distribution of Periods/ Grades for Internal Assessment in Health and Physical Education (with Work
Experience subsumed in it)

Stand Period (Approx.) Grades*

1. GAMES While filling online data, following
a) Athletics/ Swimming grades may be filled against HPE
b) Team Games 90 Periods
c) Individual Games/ Activity Class XI-XII: Grade (A-E) on 9-point
d) d) Adventure Sports scale

23
 (A1,A2,B1,B2,C1,C2,D1,D2,E)
2. Health and Fitness 50 Periods
While filling online data, following
grades of SEWA shall be filled against
Work Education
/ Work Experience:
3. SEWA 50 Periods
Class XI-XII: Grade (A-E) on 9-point
scale

(A1, A2, B1,B2,C1,C2,D1,D2,E)

4. Health and Activity Card 10 Periods - Enclosed Separately
200 Periods
Total -
(Approx.)

* Refer the detailed HPE guidelines available on www.cbseacademic.nic.in with the amendment given
above.

4.4 Design of the Question Paper for Board examination:

To ensure flexibility in the assessment at Board examination, the detailed design of the paper is not
included in the curriculum document. The details of design of the Q.P shall be subsequently notified
with the sample question paper. However, the Board examination shall test as per weightage allocated
to each area or unit given in the respective subject.

4.5 Development of competencies through Student Enrichment activities:

In the recent pas board has been organizing various activities for promoting various 21st century skills.
Following are some such activities introduced with the intention of enhancement of the skills and
values.

Sl. No. Student Enrichment Activity Skills/Values to be Enhanced

1 Story Telling Competition • Thinking Skills: Creative, Analytical,
2 Reading Week Evaluative
• Communication Skills
3 Fastest Reading Contest
• Linguistic Skills

24
 • Reasoning Abilities
• Problem Solving Skills
• Critical thinking
4 Aryabhata Ganit Challenge • Analytical thinking
• Ability to manipulate precise and intricate
ideas
• Ability to construct logical arguments
• Values of respect for diversity and
tolerance
• Awareness about preserving Indian
5 CBSE Heritage India Quiz heritage and monuments
• Critical thinking skills
• Appreciation for rich heritage and diversity
of the country
6 Science Exhibition • Critical and Creative Thinking Skills
• Problem Solving Skills
7 Science Literacy Promotion Test • Scientific Temperament
• Connecting Science to day to day life
• Creative Thinking Skills
8 Expression Series
• Communication Skills
9 Eco-Club Activities • Awareness about Environmental
Conservation and Protection
10 Swachhta Abhiyan
• Cleanliness Habits
11 Ek Bharat Shrestha Bharat
• Spirit of Patriotism and Unity
12 Rashtriya Ekta Diwas
• Creative Skills
13 Inter School Band Competition
14 Fit India School Week • Healthy life style
CBSE Inter-School Sports and Games
15 • Attention and concentration powers
Competitions
16 International Day of Yoga
• Awareness of Linguistic and Cultural
17 Matri Bhasha Diwas traditions
• Values of Tolerance and Dialogue

25
 • Communication Skills
Addition in the last table in both the Senior secondary and Secondary Curriculum
• Importance of Constitution, its history,
structure and implications to citizens
orientation to composite culture and
18 The Constitution Day
diversity of our nation awareness of
Fundamental Rights and Duties as
enshrined in the Indian Constitution.

Schools are encouraged to participate in these activities of the Board for making students future ready.

4.5.1 Rules regarding Admission and Examination

Regarding eligibility for Admission, Eligibility for Examination, Scheme of Examination and related
information, please see the Examination Bye-Laws of CBSE available on www.cbse.nic.in

*********

26