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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
& 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.

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1.3 Curriculum Areas at Secondary Level

CBSE envisions the all-round development of students in consonance with the holistic approach to
education and, therefore, has done away with artificial boundaries between the co-curricular and the
curricular domains.

Secondary Curriculum provides students with a broad and balanced understanding of subjects
including languages, Mathematics, Science, and Social Science to enable students to communicate
effectively, analyse and interpret information meaningfully, make informed decisions, construct their
worldview in alignment with constitutional values, and progress smoothly to be productive future
citizens. The recent focus of CBSE is on developing 21st-century skills in settings where each student
feels independent, safe, and comfortable with learning. The Board hopes that schools will try to align
the curriculum in a way children feel more connected to it and employ their learning in real-life
contexts. To achieve this aim, it is essential that children acquire adequate knowledge and skills in
other core areas like Health and Physical Education, Life Skills, Values Education, Art Education,
Financial Literacy, Digital Literacy, and Work Education.

In an operational sense, the secondary curriculum is learner-centered with school being a place where
students would be acquiring various skills; building self-concept, a sense of enterprise, aesthetic
sensibilities, and sportsmanship. Therefore, for the purpose of fostering core competencies in
learners, this curriculum encompasses major learning areas as under:

S. No. Subject Nature

1 Languages 1
2 Languages 2
3 Social Science Compulsory
4 Mathematics
5 Science
6 Skill based Subject/ Elective Subject Optional
7 Language 3 Optional
8 Health and Physical Education
Compulsory Subjects having only
9 Work Experience
school based internal assessment
10 Art Education

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 i. Languages
Languages include Hindi, English and 38 other languages. The curricula in languages focus on
listening, speaking, reading and writing skills and, hence, develop effective proficiencies in all
these areas. Learners use language to comprehend, acquire and communicate ideas in an
effective manner. CBSE also encourage schools to provide a multilingual and multicultural
experiences to promote national integration.
ii. Social Science
Social Science (Geography, History, Economics and Political Science) intends to make learners
understand how people behave, interact and influence the world within their cultural,
geographical and historical milieus and gain in-depth knowledge, attitude, skills and values
necessary to bring about transformation for a better world. It aims to develop the ability to
analyse complex social, political, historical, economic and environmental issues, think
critically, assess different solutions, understand different perspectives, and effectively
communicate information. Social Science includes the learning of history and culture,
geographical environment, global institutions, constitutional values and norms, politics,
economy, interpersonal and societal interactions, civic responsibilities and the incorporation
of the above-mentioned learning. Learners appreciate and value everyone’s right to feel
respected and safe, and, also understand their Fundamental Rights and Duties and behave
responsibly in the society.
iii. Science
Science: (Biology, Chemistry and Physics) seeks to explain the rules that govern the natural
phenomenon through scientific methods. The focus is on knowledge and skills to develop a
scientific temper and to use and apply scientific 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 knowledge in the context of real-
life situations and gain competencies that enable them to participate effectively and
productively in life.
iv. Mathematics
Mathematics is the abstract science of number, quantity, and space, either as abstract
concepts, or as applied to other disciplines such as sciences, technology and engineering.
Mathematics includes acquiring the concepts related to number sense, operation sense,
computation, measurement, geometry, probability and statistics, the skill to calculate and

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 organize, the ability to apply this Knowledge and acquired skills in their daily life and the skills
to think mathematically. It also includes understanding of the principles of reasoning and
problem solving. Children learn to rationalize and reason about pre-defined arrangements,
norms and relationships in order to comprehend, decode, validate and develop relevant
patterns Mathematics is offered at two different levels i.e. Mathematics (Basic) &
Mathematics Standard to suit needs of different learners.
v. Skill Electives
According to the National Education Policy 2020 aims to overcome the social status hierarchy
associated with vocational education and integration of vocational education into mainstream
education in all educational institutions in a phased manner. Beginning with vocational
exposure at early ages in middle and secondary school, CBSE has started quality vocational
education through 12-hour modules for classes VI-VIII. In secondary classes Board offers
variety of competency-based subjects under NSQF like Retail, Information Technology,
Marketing & Sales, Banking, Finance, AI etc. Choosing any one Skill subject at secondary level
can helps the child to pursue what truly interests or pleases him or her. This liberty promotes
a sense of self-esteem in accepting one’s own talents and strengths.
CBSE is actively facilitating the Skill Hubs initiatives in its schools and also looking forward to
operationalise National Credit Framework (NCrF) to enable the integration of academic and
vocational domains to ensure flexibility and mobility between the two.
The curriculum and the study material for the Skill Electives is available on the CBSE academic
website under the tab ‘Skill Education’ and can be accessed through the link:
http://cbseacademic.nic.in/skilleducation. html.
vi. Art Education
It entails instruction in various art forms (visual as well as performing) with an aim to help
children develop an interest for arts and encourage them to enthusiastically participate in
related activities, thus, promoting abilities such as imagination, creativity, valuing arts and
cultural heritage. In addition, Arts should be integrated with other subjects to promote
creative thinking and expression
vii. Health and Physical Education
It focuses on holistic development, both mental and physical, understanding the importance
of physical fitness, health, wellbeing and the factors that contribute to them. Focus of this
area is on helping children develop a positive attitude and commitment to lifelong, healthy
active living and the capacity to live satisfying, productive lives with the help of health
management, indigenous sports, Yoga, NCC, self-defence, fitness and life style choices.3

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viii. Work Experience
The Work Experience has been subsumed in the Health and Physical Education; however, it is
an integral part of the curriculum and is given as much as focus as Health and Physical
Education.

1.4 Integrating All Areas of Learning:

All these eight areas are to be integrated with each other in terms of knowledge, skills (life and
livelihood), comprehension, values and attitudes. Children should get opportunities to think laterally,
critically, identify opportunities, challenge their potential and be open to new ideas. Children should
be engaged in practices that promote physical, cognitive, emotional and social development and
wellbeing, 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
while transacting the curriculum to make them good citizens who can contribute in making the world
a happy place.

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 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 NEP-2020. Issues of gender, social,
cultural and regional disparities must be taken care of in the curriculum transaction.

2.2 Pedagogical Leadership

All Principals have a crucial role to play in the evolution of the teaching learning ecosystem as the
Head and pedagogical leader of their schools. In the role of school pedagogical leader, the principal is
expected to undertake the following:

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 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 optimal 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 educational 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 all areas.
iv. Promote innovative pedagogy, with special focus on integrating art, sports and ICT
(Information and Communication Technology) with education, and use of 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.

The Board has not laid down the structure or format of the annual pedagogical plan as the Board
respects educational autonomy of every school and expects each school to prepare its own unique
and innovative annual plan. This plan must be an implementable one 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. Teachers are expected to ensure such an
atmosphere for students where they 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.

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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

Challenges of 21st Century necessitate education to be competency focussed to enable continuous

watch on achievement of learning objectives and plan interventions. Competency focussed learning
underscores the student’s demonstration of desired learning outcomes as central to the learning
process. Learning outcomes are statements of expected outcomes that the student will be able to do
to know, understand and/or be able to demonstrate after completion of a process of learning as a
result of learning the activity. Therefore, the focus is on measuring learning through attainment of
prescribed learning outcomes.

Experiential and active learning are the preferred pedagogies for Competency focussed Learning as
they promote critical thinking, creativity and effective study skills among students. Learning Outcomes
developed by NCERT for classes I-X that is enclosed with each subject should be adopted by all the
schools and teaching-learning process may be accordingly aligned. The schools are expected to have
well-defined Learning objectives 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 by each learner and ensure that no child is left behind.

CBSE has also come out with suggestive mapping of learning outcomes with NCERT curriculum which
can be adopted/ adapted by schools. CBSE has also developed many resources to map learning
outcomes with pedagogy and assessment to enable tracking of learning progress and these resources
are available at the website of CBSE. Schools are advised to attempt this mapping and use of innovative
pedagogies to achieve learning objectives.

The Board has developed Learning standard frameworks for all major subjects i.e., Hindi, English,
Science, Social Science and Mathematics. The learning standard framework (LSF) offers a structured
conceptual map for integrating the discrete elements such as learning outcomes, content, pedagogies
and assessments, into a coherent continuum. Its goal is to demystify the 'evidence of learning' and
engender a common understanding of it in teachers and examiners by cataloguing competencies in
clear, measurable, and contextualized achievement standards. Combining theory and practice,

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different LSFs detail how the learning and assessment need to be conducted in classrooms, these
frameworks contain detailed guidelines for preparing reliable and valid items along with sample
questions and marking scheme for assessment. Model question paper designs have also been laid out
our helping teachers prepare the question paper.

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 to holistic development of the students of varying

backgrounds. As part of their policy schools should adopt practices which will promote mental health
by following the guidelines issued by the Board on making the school a No-Anger Zone or Anger Free
Zone. The Board has also developed school health manuals which are available on
www.cbseacademic.nic.in. The time table in the school should take care of proper rest 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.

As the surroundings and daily life activities and situations are the best experiential teachers for the
students, teachers need to 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.

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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
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-

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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:

i. Art education continues to be an integral part of the curriculum. The schools may also
promote and offer Visual and Performing Arts based subjects at the Secondary and Senior
Secondary level.
ii. Art is also 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.

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 21stcentury skills;

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There are three major 21st century skills i.e. Learning Skills, Literacy Skills and Life Skills.

The need of the hour is that 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.

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 which is available at its website.

3. SCHEME OF STUDIES
3.1 Subjects to be offered:
Class IX and X is a composite course. Students therefore should take only those subjects in class IX
which they intend to continue in Class-X. Subjects can be offered as under:

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 Subject Detail of the subject Group
Language I (Hindi – Course A or Course B or English
1 Group-L
Language and Literature or English Communicative)
2 Language II (Anyone from the Group of Languages) Group-L
Compulsory
3 Mathematics – Basic or Mathematics Standard Group-A1
4 Science Group-A1
5 Social Science Group-A1
6 Skill Subject/another subject from A2 Group-S/A2
Optional
7 Language III / Any subject from A2 Group-L/A2
Internal 8 Art Education
Assessment
9 Health & Physical Education and Work Experience
(Compulsory)

i. The Board Examination in Mathematics is held at two levels in Class X. However, it is not be
applicable to the internal assessment done in Mathematics at the school level in class X. For
details, please refer Circular No. Acad. 03/2019. It may be noted that the students who are
opting Mathematics - Basic will have the option of taking Applied Mathematics (241) as an
Elective at Class XI/Sr. Secondary though they may not be permitted to take Mathematics
(041) at Sr. Secondary level. However, a student who has opted Mathematics - standard can
offer any one of the two available Mathematics at Sr. Secondary level.
ii. If a student fails in any one of the three compulsory subjects (i.e., Science, Mathematics and
Social Science) and passes in the Skill subject (offered as sixth optional subject), then that
subject will be replaced by the Skill subject and the result of Class X Board examination will be
computed accordingly.
iii. If a student fails in any language subject, out of first five subjects, the same will be replaced
by the language taken as sixth subject (in case of no skills subjects offered) or as seventh
subject (optional), provided that he or she has passed this language and after replacement
either Hindi or English remains as a passed language in the first five subjects.
iv. It is expected that all the students should have studied three languages up to class VIII. Those
students who could not clear the third language in class VIII and have been promoted to class
IX, shall be examined by the concerned schools at the end of Class IX in the same syllabus and
textbooks as prescribed for class VIII. Those who are still unable to clear the third language at
the end of class IX may be given another opportunity in class X. No student shall be eligible to
appear in the Secondary School Examination of the Board at the end of class X unless she/he

16
 has passed in the third language. However, CWSN are exempted from the study of third
language.
v. Either Hindi or English must be one of the two languages to be studied in class IX and X. Hindi
and English can also be offered simultaneously. In Hindi, two courses have been provided for
class IX and X keeping in view the varying backgrounds of the students and a student may
either opt for Hindi A (Code 002) or Hindi B (Code 085). Similarly English can also be offered
at two levels English Language & Literature (184) and Communication English (101). However,
a language cannot be offered simultaneously at the two levels such as Hindi Course A and
Hindi Course B or English Language and Literature and English Communicative etc.
vi. Students offering additional sixth skill subject may also offer an additional language III/ any
subject as seventh subject.
vii. Out of the three subjects - Computer Application (Code 165), Information Technology (Code
402) and Artificial Intelligence (code 417) - only one can be offered. A combination of any of
these subjects is not permitted.
viii. 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 Class X & XII Examinations conducted\ by
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.
ix. For Regional Languages, the Board prescribes the textbooks being followed in classes IX and
X in the respective State Boards where the language is taught. Schools are also advised to
bring to the notice of CBSE the changes, if any, brought out at the commencement of the
session by the respective State Boards, in the textbooks of the language of their State. Schools
are directed to strictly follow the textbooks prescribed by CBSE in its curriculum. Changes, if
any, can be adopted only after CBSE notifies it.
x. Scheme of Studies for Children with Special Needs
Candidates with disabilities as defined in The Rights of Persons with Disabilities Act 2016 have
the option of studying one compulsory language instead two.

Subjects Names of the subjects Group

Language I (Hindi – Course A or Course B or English
Compulsory 1 Group-L
Language and Literature or English Communicative)

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 Group- L/A1/ A2
A language from Group L or any one subject from
2 and S (Except
Group-A1, A2 and Group-S (Except Automotive)
Automotive)
Any one subject from Group-A1, A2 and Group-S
3
(Except Automotive) Group-A1, A2 and
Any one subject from Group-A1, A2 and Group-S S (Except
4
(Except Automotive) Automotive)
Any one subject from Group-A1, A2 and Group-S
5
(Except Automotive)
Group-A1/A2 and
Any one subject from Group-A1, A2 and Group-S
6 S (Except
(Except Automotive)
Automotive)
Optional
Group-L/ A1/ A2
Language III (Other than L1 and L2) / Any subject other
7 and S (Except
than opted above
Automotive)
Internal 8 Art Education
Assessment
(Compulsory) 9 Health & Physical Education and Work Experience

3.2 List of subjects offered at Secondary Level:

LANGUAGE (GROUP-L)
Theory Time Internal Total
S. No. CODE Name
Marks (h) Marks Marks
002 Hindi Course-A 80 03 020 100
1 (ANY ONE)
085 Hindi Course-B 80 03 020 100
184 English Lang & Lit. 80 03 020 100
2 (ANY ONE)
101 English Communicative 80 03 020 100
003 Urdu Course-A 80 03 020 100
3 (ANY ONE)
004 Urdu Course-B 80 03 020 100
4 004 Punjabi 80 03 020 100
5 005 Bengali 80 03 020 100
6 006 Tamil 80 03 020 100
7 007 Telugu (ANY ONE) 80 03 020 100

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 089 Telugu Telangana 80 03 020 100
8 008 Sindhi 80 03 020 100
9 009 Marathi 80 03 020 100
10 010 Gujarati 80 03 020 100
11 011 Manipuri 80 03 020 100
12 012 Malayalam 80 03 020 100
13 013 Odia 80 03 020 100
14 014 Assamese 80 03 020 100
15 015 Kannada 80 03 020 100
16 016 Arabic 80 03 020 100
17 017 Tibetan 80 03 020 100
18 018 French 80 03 020 100
19 020 German 80 03 020 100
20 021 Russian 80 03 020 100
21 023 Persian 80 03 020 100
22 024 Nepali 80 03 020 100
23 025 Limboo 80 03 020 100
24 026 Lepcha 80 03 020 100
25 088 Bhoti 80 03 020 100
26 092 Bodo 80 03 020 100
27 091 Kok Borok 80 03 020 100
28 093 Tangkhul 80 03 020 100
29 094 Japanese 80 03 020 100
30 095 Bhutia 80 03 020 100
31 096 Spanish 80 03 020 100
32 097 Kashmiri 80 03 020 100
33 098 Mizo 80 03 020 100
34 099 Bahasa Melayu 80 03 020 100
122 Sanskrit 80 03 020 100
35 (ANY ONE)
119 Sanskrit Communicative 80 03 020 100
36 131 Rai 80 03 020 100
37 132 Gurung 80 03 020 100
38 133 Tamang 80 03 020 100

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 39 134 Sherpa 80 03 020 100
40 136 Thai 80 03 020 100

COMPULSORY SUBJECTS (GROUP-A1)

Theory Time Internal Total
S. No. CODE Name
Marks (h) Marks Marks
041 Mathematics Standard (ANY ONE) 80 03 020 100
1
241 Mathematics-Basic 80 03 020 100
2 086 Science 80 03 020 100
3 087 Social Science 80 03 020 100

OTHER SUBJECTS (GROUP-A2)

Theory Time Internal Total
S. No. CODE Name Practical Project
Marks (h) Marks Marks
Carnatic Music
031 30 02 020 50 -- 100
(Vocal)
Carnatic Music
032 (Melodic 30 02 020 50 -- 100
Instruments)
Carnatic Music
033 (Percussion 30 02 020 50 -- 100
Instruments)
Hindustani
1
034 Music (Any 30 02 020 50 -- 100
(Vocal) One)
Hindustani
Music
035 30 02 020 50 -- 100
(Melodic
Instruments)
Hindustani
Music
036 30 02 020 50 -- 100
(Percussion
Instruments)

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 2 049 Painting 30 03 020 50 -- 100
3 064 Home Science 70 03 -- 30 -- 100
National Cadet Corps
4 076 70 03 30 -- -- 100
(NCC)
5 165* Computer Applications 50 02 -- 50 -- 100
Elements of
6 154 70 03 -- 30 -- 100
Business
Elements of (Any
Book Keeping One)
254 70 03 -- -- 30 100
&
Accountancy

SKILL SUBJECTS (GROUP-S)

S. Marks Distribution
Code Name Job Roles
No. Theory Practical
1 401 Retail Store Operations Assistant 50 50
2 402* Information Technology Domestic IT Executive/Operator 50 50
3 403 Security Unarmed Security Guard 50 50
4 404 Automotive Automotive Service Technician 50 50
Introduction to Financial
5 405 Business Correspondent 50 50
Markets
6 406 Introduction to Tourism Assistant Tour Guide 50 50
7 407 Beauty & Wellness Assistant Beauty Therapist 50 50
8 408 Agriculture Solanaceous Crop Cultivator 50 50
9 409 Food Production Assistant Chef (reg.) 50 50
10 410 Front Office Operations Front Office Executive 50 50
11 411 Banking & Insurance Field Executive 50 50
12 412 Marketing & Sales Marketing Assistant 50 50
13 413 Health Care General Duty Assistant 50 50
14 414 Apparel Hand Embroider 50 50
15 415 Multi Media Texture Artist 50 50
Multi Skill Foundation
16 416 Multi Skill Assistant 50 50
Course

21
 17 417* Artificial Intelligence 50 50
Physical Activity Trainer Early Years Physical Activity
18 418 50 50
(New) Trainer
19 419 Data Science 50 50
Electronics and Hardware Field Technician-Other Home
20 420 50 50
(New) Appliances
Foundation Skills for
21 421 Sciences (Pharmaceutical 50 50
and Biotechnology) (New)
Design Thinking and
22 422 50 50
Innovation (New)
*Out of the three subjects with codes - 165, 402 and 417 - only one subject can be offered. The
curriculum and the study material for the Skill Electives is 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.

LIST OF SKILL COURSES OFFERED AT MIDDLE LEVEL (FOR CLASSES VI/VII/VIII)

Marks Distribution
S. No. Course Name Duration in Hours
Theory Practical
1 Artificial Intelligence 12 15 35
2 Beauty & Wellness 12 15 35
3 Design Thinking 12 15 35
4 Financial Literacy 12 15 35
5 Handicrafts 12 15 35
6 Information Technology 12 15 35
Marketing/Commercial
7 12 15 35
Application
8 Mass Media 12 15 35
9 Travel & Tourism 12 15 35
10 Coding 12 15 35
11 Data Science (Class VIII only) 12 15 35
Augmented Reality / Virtual
12 12 15 35
Reality (Level-1/Class 6)

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 Digital Citizenship (Level-
13 12 15 35
1/Class 6)
Life Cycle of Medicine and
14 12 15 35
Vaccine
Things You should know
15 about keeping Medicines at 12 15 35
home
What to do when Doctor is
16 12 15 35
not around
17 Humanity and Covid-19 12 15 35
18 Blue Pottery 12 15 35
19 Pottery 12 15 35
20 Block Printing 12 15 35
21 Food 12 15 35
22 Food Preservation 12 15 35
23 Culinary and Baking 12 15 35
24 Herbal Heritage 12 15 35
25 Khadi 12 15 35
26 Mask making 12 15 35
27 Mass Media 12 15 35
How to make a Graphic
28 12 15 35
Novel
29 Kashmiri Embroidery 12 15 35
30 Embroidery 12 15 35
31 Rockets 12 15 35
32 Satellites 12 15 35
33 Application of Satellites 12 15 35

3.3 Instructional Time

Instructional time shall be as per the subjects selected. Schools must ensure that minimum number of
hours are spent for each subject as specified in the curriculum. The time duration for the subjects has
been clearly indicated in the syllabus of each subject. However, it is expected that schools will create
innovative Timetables (such as, teaching-learning only 2 or 3 subjects per day etc.) to ensure that the
burden of the bag and homework are substantially reduced and the classroom transaction are based

23
on experiential processes. Schools may also think of introducing bag-less day and same may be
incorporated in the time tables. The time table must also include the mandatory periods for
compulsory areas including Health and Physical Education.

3.4 Medium of Instruction

The medium of instruction in general in all the schools affiliated with the Board shall either be Hindi
or English for classes IX – X.

4. STRUCTURE OF ASSESSMENT SCHEME

The Assessment scheme will have an 80 marks component for Board examination (class X) and Annual
Examination (class IX) in all subjects except compulsory subjects to be assessed internally along with
a 20 marks component of Internal Assessment. Students have to secure 33 percent in total in each of
these components.

This condition has been relaxed vide Notification No. CBSE/Coord/DS/EC dated11/10/2018 available
at: https://www.cbse.gov.in/cbsenew/Examination_Circular/2018/15_CIRCULAR.pdf

As the Board is progressively allowing more space to 'learning outcome based' assessment in place of
textbook driven assessment, question papers of Board examinations 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 Board Examination for (Class X) and Annual Examination (class IX) for 80 marks For Class X:

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

Grade Octile
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

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 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: -

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 need 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 total number of candidates passing a subject is less than 500, the
grading would be adopted on the pattern of grading and distribution in other similar subjects.

For Class IX:

The assessment scheme will be similar to class X Board examination. However, the grading in class IX
will be as follows:

Grading Scale for Scholastic Areas (Class-IX)

(School will award grades as per the following grading scale)
MARKS RANGE GRADE
91-100 A1
81-90 A2
71-80 B1
61-70 B2
51-60 C1
45-50 C2
33-40 D

 Absolute grading in class IX is used keeping in view the number of students appearing from
any particular school as against positional grading used for class X.
4.2 Internal Assessment (20 Marks):

25
One-time year-end examination is complimented and supplemented with Internal Assessment (IA)
that assesses students in diverse manner, at different times and also examines a broad range of
curriculum objectives. IA, in effect school-based assessment, plays the dual role of providing a
complete picture of students’ abilities or progress towards fulfilling the aims of education and
informing teachers of students’ progress and therefore supporting classroom learning. It also informs
the individual learner about his/ her progress over a period of time enabling them to develop
strategies to improve learning.

4.2.1 Periodic Assessment (05 Marks)

The main purpose of Periodic Assessment is to assess the learning progress of students. Such
Assessment done at regular intervals provides feedback and insight to teachers regarding learners’
needs and helps them to improve instruction, do remedial teaching and set curricular targets for a
student or a group of students. The feedback also helps students to know their errors as well as
strengths and weaknesses. The students, thus, are enabled for better learning and setting up realistic
goals. In essence, this is assessment for, of and as learning. Periodic Assessment is further divided into
the following:

Periodic Tests (05 marks): As earlier, these would be restricted to 3 in each subject in a year and the
average of best 2 would to be taken for final submission of marks. These tests tend to follow a pattern,
which is quite similar to the final end of course examination, and have a gradually increasing portion
of content. Hence, they also tend to prepare students for final summative exams in a more confident
manner.

4.2.2 Multiple Assessment (05 marks):

Over the course of the curriculum transaction, multiple assessment strategies are advised. Subject
teachers would determine the type and frequency. Schools/teachers would be able to use multiple
and diverse assessment techniques to assess learners, i.e., observation, oral tests, individual or group
work, class discussion, field-work, concept maps, graphic organizers, visual representation etc. Hence,
the schools are given autonomy to use alternate modes of assessment as per the demand of the
subject and the context towards addressing the goal of assessment for and as learning, such as quizzes,
project-work, Self and peer assessment, collaborative projects, experiments, classroom
demonstrations, etc.

Caution must be exercised to ensure that recording such assessment is not cumbersome and can be
easily translated into individual student scores. When choosing a particular technique, developing
simple scoring criteria and rubrics becomes equally important. The purpose of periodic assessment is

26
to provide feedback to improve teaching and learning, so it is equally important to use follow-up
measures when students are found to be lacking proficiency.

4.2.3 Portfolio (05 marks):

A portfolio is a collection of chosen work by a student representing a selection of performances. It is

a tool for assessing a variety of skills not usually testable in a single setting of the traditional written
paper and pencil tests. Portfolio helps students gain an awareness of their own learning. Peer
Assessment is a great support that facilitates a clear understanding and evaluation of personal goals.
The active role that students plays in self-assessment not only motivates them but also help to develop
metacognitive skills which enable them to make adjustments. The creation of portfolios is suggested
to broaden the scope of learning and achieve diverse curriculum outcomes by examining a range of
evidence of student performances being assessed.

The portfolio may take the form of a journal or notebook that would include students’ artifacts
selected along with their reflections. Learner here is an active participant involved in constructing his
or her journey through the portfolio building process of selecting, organizing and reflecting. It is
suggested that the portfolios would include classwork and homework assignments that would help
evaluate learner's progress. The attention should be to promote techniques such as annotation,
identification of key words / topics/ themes, summarization and organization of ideas and content,
photos, presentations, assignments, art integrated learning, etc. Developing them should not be a
burden on students- both in terms of cost and time.

Assessing Portfolios

Students’ portfolio can be effectively evaluated using a simple scoring rubric. The criteria – to be used
in determining the quality of a particular student’s portfolio needs to be carefully developed and
shared with students. They key elements of the particular criteria need to be specified as well.
Suggested below are some elements to judge student’s portfolio:

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4.2.4 Subject Enrichment Activities (05 marks):

Subject enrichment activities aim at enrichment of the understanding and skill development of
students. They provide in-depth learning that motivates students to dig deeper into the discipline.
These enrichment activities need to challenge students and permit them to apply knowledge to the
next level. They ought to provide opportunity to students to explore their own interests as well as an
understanding of the nature of particular discipline. Some suggestions for conducting these activities
are as follows:

Languages provide ample space and the autonomy to subject teachers to develop relevant listening
and speaking skills. Teachers need to use this opportunity to full advantage and use excerpts from
relevant suitable literature to develop vocabulary and heighten students’ awareness and sensitivity.

The specified activities in practical work in Science and Mathematics need to be conducted in
congruence to the objectives of the subject. The focus must shift from confirmatory nature of lab
experiments to explorations that focus on development of science processes. Students need to be
encouraged to raise questions, generate hypotheses, experiment, innovate and find solutions to
questions/ problems encountered.

Social science being the subject relevant to social context, activities and projects in this area should
be related to, society, socio-economic and environmental problems, political theory and art and
culture. I may also include development of Life Skills.

4.3 Art Education

Art Education constitutes curricular activities for the development of the wholesome personality of
the children, aesthetic sensibilities and respect for social values and cultural heritage. It encourages
learners to develop creative expression, sharpens keen observation and develops a sense of
organization and order. Exploring into ideas and meanings through the works of artists/experts/
writers/poets, the students would develop imagination and critical awareness. Students may select
one form each from Visual Arts (drawing, painting, murals, collages, crafts, sculpture, etc.) and
Performing Arts (dance, music, drama, puppetry and Folk Art forms etc.). Children’s participation in
activities/competitions form the basis of assessing the student.

4.4 Health and Physical Education (Sports/Self-Defence/Yoga/NCC etc.)

Focus of this area of curriculum is on health, hygiene and sanitation, work experience, indigenous
sports, yoga, NCC, self-defence, fitness and lifestyle choices. Health and Physical Activities, preferably
sports must be given one regular period per day. Students should be provided opportunities to get

28
professionally trained in the area of their interest. Indigenous sports, yoga and NCC must be
encouraged in the schools. Similarly, Self-defence may be actively taught to students, especially girl
students, as it instils confidence and empowers them.

The teachers should ensure that the students get opportunities to participate in activities of their
choice and help them in identifying and nurturing their talents and gain confidence. The Physical
Education teacher will maintain the record of all the Health and Physical Education
activities/competitions that each of the children participate in. The Comprehensive School Health
Manuals (four volumes) brought out by CBSE could be referred to for detailed information and the
graded activities could be taken up as part of the curriculum in school.

Qualified doctors should examine children annually along with a follow-up session during the year to
address the health aspect of HPE. School should also bring any noticeable disability in a student to the
notice of the school counsellor and parents. Cases of special needs of students with medical history
must be carefully noted and handled accordingly. Detailed information on the Comprehensive Physical
and Health Education Curriculum is enclosed with this document.

4.5 Assessment of Art Education and Health and Physical Education

Assessment of Art Education and Health and Physical Education 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 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 5- point grading scale (A to
E) for classes IX-X and will have no descriptive indicators. The students shall be assessed on two areas
i.e., Art Education, Health and Physical Education. Work Experience is subsumed in the Physical and
Health 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 a year and finally assign grades.

4.5.1 Parameters of Assessment

While the students are engaged in the core areas like Health and Physical Education and Art Education,
the process is as important as the product. Hence, the assessment in these areas should take account
of both aspects.

The basis of assessment has been suggested below:

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 Area Product Process
Health and Physical
Participation, team-spirit, commitment and
Education including Overall fitness
honest effort.
Work Experience
Participation, Creative process, material
Expression, creativity and
Art Education use, appreciation, reflection, effort,
Aesthetic appeal
craftsmanship and completion

4.5.2 Details of Five-point Grading for Art Education (Class IX and X)

Grade Connotation
A Exemplary
B Proficient
C Developing
D Emerging
E Beginner

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

Strand Periods (approx.) Grades*

1. GAMES
Athletics/Swimming Team While filling online data, following grades
Games 90 periods may be filled against HPE:
Individual Games / Activities Class IX-X: Grade (A-E) on 5-point scale (A, B,
Adventure Sports C, D, E)
2. Health and Fitness 50 periods
Grades of SEWA is considered against Work
3. SEWA 50 periods Experience Class IX-X: Grade (A-E) on 5-
point scale (A, B, C, D, E)
4. Health and Activity Card
*Refer the detailed HPE guidelines available on www.cbseacademic.nic.in, including the above
amendment.

30
4.6 Development of Competencies Through Student Enrichment Activities:

In the recent past the 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.

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

1. Story Telling Competition
Reading Week, Budding Thinking Skills: Creative, Analytical, Evaluative
2.
Authors Communication Skills, Linguistic Skills
3. Fastest Reading Contest
Reasoning Abilities, Problem Solving Skills, Critical
thinking, Analytical thinking, Ability to manipulate
4. Aryabhata Ganit Challenge
precise and intricate ideas, Ability to construct logical
arguments
Values of respect for diversity and tolerance,
Awareness about preserving Indian heritage and
5. CBSE Heritage India Quiz
monuments, Critical thinking skills, Appreciation for
rich heritage and diversity of the country
6. Science Exhibition Critical and Creative Thinking Skills, Problem Solving
Science Literacy Promotion Skills, Scientific Temperament, Connecting Science to
7.
Test day-to-day life
8. Expression Series Creative Thinking Skills Communication Skills
9. Eco-Club Activities Awareness about Environmental Conservation and
10. Swacchata Abhiyan Protection
11. Ek Bharat Shrestha Bharat
12. Rashtriya Ekta Diwas Spirit of Patriotism and Unity Creative Skills
13. Inter School and Competition
14. Fit India School week
CBSE Inter-School Sports &
15. Healthy lifestyle
Games Competitions
16. International Day of Yoga
Awareness of Linguistic and Cultural traditions, Values
17 Matri Bhasha Diwas
of Tolerance and Dialogue, Communication Skills

31
 Importance of Constitution, its history, structure and
implications to citizens, orientation to composite
18 The Constitution Day culture and diversity of our nation awareness of
Fundamental Rights and Duties as enshrined in the
Indian Constitution.
Application of art-based enquiry, investigation and
exploration, critical thinking and creativity for a deeper
understanding of the concepts/ topics, promotes
19. Art Integrated Project experiential learning as it enables to derive meaning
and understanding directly from the learning, enables
students to see the multi-disciplinary linkages between
subjects, topics, and real life.

Schools are encouraged to ensure that their students participate in these activities of the Board for
making the students future-ready and also for becoming a holistic learner.

4.7 Suggestions for Teachers

A teacher is expected to achieve at least all the stipulated class level learning outcomes in her
students. Teachers feel accountable for the progress of her students and act with utmost honesty and
integrity. They must constantly do self-assessment of their subject knowledge and skills and strive
hard to keep them up-to-date in this area. Teachers may regularly visit CBSE’s website for latest
updates and must participate in a minimum of 50 hours of annual capacity building programmes at
different levels. Teachers are required to work with other teachers and parents in the best interests
of their students and need to:

i. set high expectations to motivate and challenge students and help students to reflect on
their progress;
ii. carefully go through the curricular aims, and learning outcomes as stipulated in the
National Curriculum Framework for foundational stage 2022 and National Curriculum
Framework for Secondary classes;
iii. analyse the need of her students and innovate or improvise to address this need in the
best possible manner and facilitate the inculcation of 21st-century skills in her students;
iv. ensure a safe and conducive environment for students as per the statutory provisions
mentioned in the affiliation bye-laws of CBSE;
v. follow inclusive practices for students of varying backgrounds;

32
 vi. lead by example by demonstrating constitutional values, positive attitudes, and
behaviour;
vii. help the principal in formulating an annual pedagogic plan and prepare and teach by using
well-structured lesson plans. Also, follow the statuary provision of instructional time and
directions of CBSE regarding Experiential and joyful Pedagogy and Art-integrated
education;
viii. set homework as per the directions of CBSE and plan other activities to consolidate and
extend the knowledge and understanding students have acquired;
ix. study Assessment Frameworks and other resources to make accurate and productive use
of competency focussed formative and summative assessments. Regularly conduct a
formative assessment to assess the effectiveness of her teaching and use relevant data
to monitor progress, set targets, and plan subsequent lessons;
x. provide students regular feedback and encourage them and their parents to respond to
the feedback;
xi. use effective classroom management skills to ensure a conducive learning environment;
xii. treat students with dignity, and use proper discretion in line with statutory provisions like
RTE-Act, POCSO, CBSE affiliation bye-laws guidelines of NCPCR, etc.;
xiii. maintain high standards in their own attendance and punctuality; and
xiv. perform duties assigned by CBSE from time to time.

4.8 Values Education and Life Skills

Constitutional and universal values should also be encouraged amongst students. Hygiene, sanitation,
dedication, honesty, truthfulness, kindness, empathy respect for the environment, elders and all living
things etc. are the values that our students must actively practice. Parents may also support schools
in cultivating disciplined behaviour in their wards. Class teacher will grade the students on a Five- point
scale (A to E) keeping in view the overall attendance, sincerity, values and behaviour of the students.
Values Education Resource Book and Kit developed by CBSE may be used for inculcating values in
students.

Similarly, schools endeavour to inculcate Life Skills and 21st Century Skills as per the directions and
material developed by CBSE.

4.9 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.

33
For the Foundational Stage, it would be appropriate to develop activity books and other handbooks
for Teachers, that would guide them through the sequence planned in the syllabus. The syllabus
should include broad guidelines for assessments that check for the achievement of Learning
Outcomes.

ii. Organisation of Content

The selected content should be empirically engaging (e.g., engaging the child's senses) and/or relevant
to their experience. It should be based on the child's experiences and reflect the child's socio-cultural
and geographical context. Furthermore, content should introduce natural and human environments,
the social and physical world, people, places, and living and non-living things. To accommodate the
varied interests of individual children, the content should be diverse and inclusive. Special care should
be taken to preclude the promotion of stereotypes.

Textbooks might be inappropriate for children of ages 3 to 6, activity books can guide Teachers to
sequence activities and learning experiences. Textbooks can be introduced in class 1 and they must
allow for the children's active participation. Workbooks and textbooks ought to be complementary to
one another. Audio-visual materials including flashcards, cardboard-and-sandpaper, shapes of
alphabets, games, and puzzles should adequately supplement textbooks.

When foundational stage children actively engage their hands and employ various senses, they learn
more effectively. It is, thus, important to go beyond textbooks and use a range of Teaching Learning
Material (TLM) at this Stage, from basic playthings to specific manipulatives for counting and
numeracy. The majority of the TLM needed for the Foundational Stage can be constructed with readily
available low-cost materials. For example, cardboards, straws, packaging material, old clothing, bottle
caps, seeds, and pebbles (for counting), match sticks (without chemicals), discarded paper, coconut
shells, and egg cartons (for sorting). Teachers can bring leftover fabric to create puppets, soft cloth
balls, and other playthings. Young children can find making basic toys, puzzles, and board games to be
particularly engaging activities that allow them to use all of their developmental domains.

The language content should contain a fair mixture of narratives, poetry, and information on local,
natural and social contexts. Content on both flora and fauna as well as social and cultural issues allows
youngsters to grasp the world around them while stories and poems develop young children's
linguistic and imaginative abilities. Schools will aim to ensure the availability of teachers so that at
least two or preferably three languages are taught to children on a regular basis.

Reading and writing should be initially developed through R1 (language in which a child first learns the
concept of reading and writing) which is preferably L1 (mother tongue/ home language / familiar

35
language) whenever possible, via early exposure to oral language development, meaning-making
activities, and print materials. Understanding of phonemes and graphemes and the correspondence
between them (decoding) will be developed through games and interactive exercises. The aim should
be to achieve literacy skills in R1 by Grade 3.

Mathematical content can represent engagement with the surrounding environment, much like
language can. Counting and other mathematical tasks can be combined with interactions with the
natural and social settings.

The content of art learning experiences should be derived from the school's local environment and
designed as activities centred on specific learning outcomes.

Schools may also make use of the Jadui Pitara (Collection of teaching-learning material) prepared by
NCERT for the teaching-learning process for the Foundational Years. Jadui Pitara is available at DIKSHA
portal. Further, it is recommended that all related Teaching-Learning material for Foundational Stage
being released by NCERT be used for teaching-learning purposes.

iii. Pedagogical Practices

CBSE advocates experiential, activity based and joyful learning. As part of its conceptual, operational,
and transactional approach to curriculum structure, pedagogy, time and content organisation, and the
overall experience of the child, NCF-FS2022 emphasises the significance of "play" as the cornerstone
of these concepts. Play, in addition to sports and games, also includes singing songs, conversations,
toys, stories, music, puzzles, rhymes, art and craft, painting, clay moulding, dancing, etc. Different
children learn at different paces, and in different ways. So, it's crucial to avoid pressurising students
to adopt a certain learning style. Children should be allowed to play with anything that engages them,
is safe and easily available. In early education, experiential learning is essential. Projects give kids the
chance to hone a variety of abilities, especially those that require peer collaboration.

Stories stimulate learning in children, and helps them build their own vocabulary. Stories not only
introduce children to the world outside of their immediate experience but also to a wealth of
resources for language learning and developing, helping youngsters acquire much more than just
words. Stories help develop curiosity, imagination and intellect, promote emotional and social growth,
making them an effective tool for children's overall development.

Schools may use thematic approach at this stage as a variety of curriculum areas are connected and
integrated within a theme. Children are assisted in making meaningful connections through a theme
and exploring different themes or elements within the theme as opposed to learning different skills
at different times or learning distinct subjects.

36
Each of the aforementioned strategies has unique merits. A single, particular strategy for teaching and
learning is not recommended. Depending on their environment and needs, teachers and schools are
left to choose the best method for creating learning content and transaction of teaching learning.

iv. Assessment

Overall approach in these years as in all higher classes is also competency focussed assessment using
a variety of techniques. However, assessment should not contribute to any additional burden for the
child, should not overtly burden the teacher and care must be taken not to label the child. Teachers
should try to provide each child individual care and attention and keep observing what they are doing.

The stipulated learning outcomes may not be achieved in a linear fashion for all students. Children
take their time and have their own ups and downs during their journey towards achieving these
learning objectives. Teachers, thus, need to be very patient provide adequate space and time to each
child as per her/ his need and not be overbearing. Some of the strategies that can be employed to
assess progress of children may be guided observation, storytelling etc. Tools of assessment may
include anecdotal records, checklists, event sampling and analysis of artefacts and workbooks.
Teachers should analyse evidence from multiple sources taken over a period of time to assess the
extent to which children have demonstrated understanding and acquisition of skills.

There should be no ranking of students at this stage as each child is unique. A teacher can sometimes
accomplish a range of distinct curricular objectives and competences just by telling a story, having a
conversation, or playing a game. Therefore, the teacher should have the freedom to conduct activities
as she / he seems fit in the context of their classrooms.

More details can be found in the format of Holistic Progress Card for foundational stage developed by
CBSE.

v. Identification of Developmental Delays

In order to ensure holistic and inclusive education, it is important to ascertain provisional cases of
developmental delay in children significantly lagging in achieving developmental milestones in
physical, cognitive, communication, social-emotional, behavioural, - or a combination of domains.
NCFFS-2022 emphasizes the importance of early identification and intervention to ensure individual
children receive timely and appropriate help. Though schools and Teachers are not supposed to
confirm developmental delay or disability and should refer the perceptible cases to authorized medical
professionals for diagnose, however, they can take the following steps to identify provisional cases for
referring to clinical diagnosis:

37
Screening: Schools often conduct universal developmental screening to identify children who may be
at risk for developmental delays. These screenings can be done by teachers, school psychologists, or
other professionals using standardized assessment tools.

Teacher observations: Teachers spend a significant amount of time with their students and are well-
positioned to observe developmental delays. Teachers can use checklists or rating scales developed
by World Health Organisation to track their students' developmental progress and identify areas
where children may need additional support. NCERT’s PRASHAST is a checklist that enables the
identification of children at risk. It comprises two parts - for use by regular teachers for first-level
screening, and for use by special educators and others for second-level screening. It is a safeguard
against unscientific diagnosis and needless labelling of children. It is aligned with the Rights of Persons
with Disabilities Act (RPWD) Act 2016.

Parental concerns: Parents are often the first to notice developmental delays in their children. School
staff should listen to parents' concerns and take appropriate action to assess and address any
developmental concerns.

Standardized testing: Schools may administer standardized tests to assess academic skills, cognitive
abilities, or social-emotional development. If a student performs significantly below their peers on
these assessments, it may indicate a developmental delay.

The framework also encourages teachers to work closely with parents and caregivers to support
children's learning and development. It emphasizes the importance of building strong partnerships
between schools and families to create a supportive and collaborative learning environment for
children.

Schools may make use of practical ideas and Sample Individual Education Programmes given in the
framework to identify and support children with developmental delays.

vi. Use of Technology

Technology can be used to enable equitable access to a diverse range of content and material in
diverse forms, spaces, and formats that is contextual for children of varying backgrounds including
Divyang (CWSN) children.

Technology can enhance the learning experience and create new opportunities. It empowers students
to be more creative, connected and collaborative with their peers and teachers. Using technology
gives the opportunity to develop student’s digital citizenship skills. As use of digital devices is bound
to increase with passage of time, it is important for children to learn from their initial years to use

38
digital devices with responsibility. Technology should also provide an enjoyable experience for the
learner and feed the child’s innate curiosity.

Schools must also use technology in Capacity Building of Teachers, parents, and the community.

vii. The Learning Environment

A welcoming, compassionate environment where collaboration, inquiry, dialogue, and reflection are
commonplace is a prerequisite for effective teaching and learning. Teachers require surroundings that
are resource-rich, inspiring, and that offer ongoing chances for professional development and
connection.

Access to safe infrastructure viz., potable water, clean and well-maintained restrooms with running
water, arts and crafts supplies, furniture to set up learning corners, and a variety of children's books
and learning resources must be available to enable a conducive learning environment.

viii. Organisation of Time in the School

The National Curriculum Framework for Foundational Stage 2022 highlights the importance of careful
planning and organisation of time by allotting adequate and equitable time to all domains to achieve
holistic education of children. Each activity may be planned to keep in mind the attention span of the
child. There may be a balance between child-initiated and Teacher-guided activities, group (whole
group or small group) and individual or pair activities, and alternating activities (e.g., quieter activity
after physical activity, group activity after individual activity, indoor activity after outdoor activity). Art
and Craft, Outdoor Play, and Free Play must have adequate time and focus during the day. Frequent
breaks and transitions may also be provided to allow children to regain their energy and interest.

To achieve this, the curriculum framework recommends a balanced distribution of time across
different areas of learning, such as language, mathematics, environmental studies, arts, and physical
education. Illustrative examples are provided for schools to help in formulating their own schedules.

Similarly, the NCFFS advocates the need for the preparation of an annual calendar detailing all
important school events prior to the commencement of the school academic year. Events of the school
e.g., duration of the school term, vacations, annual day, sports day, other school celebrations,
exhibitions/field trips, parent-teacher meetings, teacher professional development programs, and
school meetings may be a part of this calendar.

ix. Culture of the Institution

Fundamentally, if children are loved and cared for, they will learn. Teachers should be kind and
compassionate. The school should be a safe space for all children. Children learn from their parents

39
(the mother being the first teacher), the teacher in the classroom and the environment around.
Therefore, it is vital that the school works seamlessly with the parents and the community to provide
maximum learning opportunities for all children.

x. Teacher Orientation and Continuous Capacity Building

Through a variety of channels, teachers must consistently engage in their professional growth. The
content must address the difficulties teachers confront, be thorough and complete, relevant to the
classroom. It is necessary to provide platforms for peer learning with mentoring and assistance to
teachers. Schools are required to fulfil the mandate given by CBSE regarding annual minimum teacher
training hours.

*********

40
Guidelines on National Curriculum Framework for School Education -2023

The National Curriculum Framework for School Education (NCF-SE) serves as the guiding framework for
the 5+3+3+4 schooling model proposed in the National Education Policy 2020 (NEP 2020). The
framework is organized into five parts, covering broad aims, cross-cutting themes, subject-specific
guidelines, school culture, and requirements for an effective schooling ecosystem. It was developed
with a comprehensive approach covering all four stages of schooling, namely the Foundational Stage,
Preparatory Stage, Middle Stage, and Secondary Stage. Schools are advised to follow the following
guidelines for implementing NCF-SE-2023:

1. Ensure Comprehensive Coverage: Implement the framework to address learning standards,

content selection, pedagogy, and assessments for each stage of schooling.

2. Facilitate Practical Implementation: Provide guidance that is understandable and applicable to

teachers and parents to facilitate practical changes in educational practices.

3. Ensure Clear Learning Standards: Follow the specific learning standards for each subject to
provide a clear direction for educators and stakeholders, emphasizing competency
development as provided for different stages in the NCF-SE-2023.

4. Focus on Holistic Development: Foster not only knowledge but also fundamental capacities
such as critical thinking, creativity, and values essential for holistic growth.

5. Empower Teachers and Schools: Design the curriculum to empower teachers and institutions,
fostering creativity and engagement in the teaching-learning process.

6. Encourage Diverse Pedagogical Approaches: Encourage a variety of pedagogical methods

tailored to different age groups and contexts, including experiential, play-based, and inquiry-
based approaches.

7. Integrate Cultural Values: Root the curriculum in Indian knowledge and values, integrating
contributions from ancient to contemporary times across various subjects.

8. Promote Multidisciplinary Education: Foster multidisciplinary learning to cultivate an

integrated perspective and holistic understanding among students.

9. Ensure Equity and Inclusion: Guided by principles of equity and inclusion, ensure access to
quality education for all learners.

10. Emphasize Art, Physical Education, and Well-being: Renew emphasis on Art Education and
Physical Education, incorporating specific learning standards and recommended time
allocations.

11. Prioritize Environmental Education: Recognize environmental challenges by emphasizing

environmental education across all stages of schooling.

12. Integrate Vocational Education: Integrate vocational education with specific standards,
content, pedagogy, and assessments.

13. Foster Multilingualism: Emphasize multilingualism, expecting proficiency in at least three

languages, including Indian languages. Refer to CBSE advisory No: Acad-84/2023 dated July 21,
2023, for detailed guidelines.

14. Enhance Mathematical and Scientific Literacy: Emphasize conceptual understanding and
procedural fluency in Mathematics, alongside the development of scientific inquiry skills.
 15. Adopt Interdisciplinary Learning: Encourage an interdisciplinary approach in Social Science
education, exploring themes across human societies and natural environments.

16. Provide Flexibility in Secondary Stage: Offer flexibility and choice in the Secondary Stage,
allowing students to select subjects aligned with their interests and aspirations.

17. Introduce Interdisciplinary Areas of Study: Introduce separate interdisciplinary areas of study
in the Secondary Stage to address contemporary challenges using knowledge from multiple
disciplines.

Further, in line with the NCF-SE 2023, it is imperative for schools to reassess and transform their
approach to assessments. Here are some guidelines to facilitate this transformation across different
stages of schooling:

Foundational Stage:

 Ensure assessment methods are aligned with children's natural learning experiences, avoiding
undue pressure.

 Assessment tools should seamlessly integrate with learning experiences, avoiding the use of
traditional tests and exams.

 Recognize and accommodate the diversity in children's learning styles and expressions,
allowing teachers the flexibility to design various assessment methods effectively.

 Facilitate systematic recording and documentation of children's progress through evidence

collection.

 While teachers should have autonomy in selecting assessment tools, systematic record-
keeping is crucial for professional responsibilities.

 Prioritize observation of children and analysis of their created artifacts as primary assessment
methods.

Preparatory Stage:

 Establish a robust system of formative assessment to track individual student progress as

formal learning commences across various subjects.

 Help students understand the competencies they are expected to achieve, facilitating their
understanding.

 Introduce formative oral and written assessments, alongside observation and artifact analysis,
to assess conceptual understanding and creativity.

 Conduct comprehensive summative assessments at the end of each year to ensure readiness
for the next grade, providing support options during breaks between grades.

Middle Stage:

 Maintain a competency-based assessment approach, covering all dimensions of learning,

particularly with the introduction of complex concepts.

 Shift emphasis towards conceptual understanding and higher-order capacities, utilizing various
assessment techniques like projects, debates, and presentations.
  Focus regular assessments on testing conceptual understanding and higher-order capacities,
encouraging creativity through appropriate questions.

 Conduct yearly comprehensive summative assessments, offering support options to ensure

readiness for the next grade.

Secondary Stage:

 Emphasize regular formative assessments to facilitate meaningful learning and constructive

feedback, especially considering the greater subject depth.

 Continue utilizing classroom assessments, with self-assessment playing a significant role in

student learning.

 Design assessments to evaluate competencies using diverse methods such as case-based

questions, simulations, and essay-type questions, fostering creativity.

 Utilize a variety of assessment methods, including written tests, practical tests, projects, and
open-book tests, with comprehensive summative assessments conducted at the end of each
year or term, often in the form of board examinations.

Additionally, implement Holistic Progress Cards (HPCs) as formal communication tools between
schools and families, providing comprehensive reporting of students' progress based on
competencies and learning outcomes achieved. HPCs should focus on individual progress and
interests, providing disaggregated reporting to avoid comparisons with peers. Detailed guidelines
and prototypes of HPC have been provided by CBSE for foundational classes.
 ENGLISH LANGUAGE AND LITERATURE
Code No. 184
2024-25
1. Background
At the secondary stage of English language learning the textual materials and other
resources should represent a wide range of learning experience. Literature has always
played a significant role in learning language. However, it is felt that pupils should be
apprised with contemporary issues, read authentic literature and experiences of people to
reflect and build their personality traits.

While there is a trend for inclusion of a wider range of contemporary and authentic texts,
accessible and culturally appropriate pieces of literature should play a pivotal role at the
secondary stage of education. The English class is meant for reading literature from
different perspectives and to engage in activities for developing communicative
competence, creativity and enrichment of language skills It should not be seen as a place
merely to read poems and stories in, but an area of activities to develop the learner’s
imagination as a major aim of language study, and to equip the learner with communicative
skills to perform various language functionsthrough speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection
and inquiry
• make appropriate usage of English language
• to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of
view
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of
English and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• integrate listening and speaking skills in the curriculum.
• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements,

Page 1 of 14
 simple advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom
situations
• narrate a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the
stand taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes
• write an assessment of different points of views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a
dialogue, short story or report
• Develop appreciation for Indian languages(multilingualism), translations and Indian
Literature.

3. Language Items
In addition to consolidating the grammatical items practised earlier, the courses at the
secondary level seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)

4. Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological)
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents
language items, create situations which motivates the child to use English for the purposes of
communication and expression. Aural-oral teaching and testing is an integral feature of the
teaching-learning process. The electronic and print media could be used extensively. A few
suggested activities are:
Page 2 of 14
• Role play
• Simulating real life situations
• Dramatising and miming
• Problem solving and decision making
• Interpreting information given in tabular form and schedule
• Using newspaper clippings as a resource for comprehending and analysing issues.
• Borrowing situations and registers from the world around the learners,
frombooks and from other disciplines
• Using language games, riddles, puzzles and jokes
• Interpreting pictures / sketches / cartoons
• Debating and discussing
• Narrating and discussing stories, anecdotes, etc.
• Reciting poems
• Working in pairs and groups
• Using media inputs - computer, television, video cassettes, tapes, software packages

Page 3 of 14
 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
SYLLABUS CLASS – IX
2024-25

Sections Weightage

A Reading Skills (40 periods)* 20 Marks

B Writing Skills and Grammar (40 periods)* 20 Marks
C Language through Literature (50 periods)* 40 Marks
*This is a suggestive number.

Section A Reading Skills

I. Reading Comprehension through Unseen Passage 20 Marks

1. Discursive passage of 400-450 words. (10 marks)

2. Case-based factual passage (with visual input- statistical data/chart etc.) of 200-250 words.
(10 marks)
(Total length of two passages to be 600-700 words)

Multiple Choice Questions / Objective Type Questions/Very Short Answer Questions will be
asked to assess comprehension, interpretation, analysis, inference, evaluation and
vocabulary.
Section B
Writing Skills and Grammar
II Grammar 10 Marks

 Determiners
 Tenses
 Modals
 Subject – verb concord
 Reported speech
o Commands and requests
o Statements
o Questions

3. The courses at the secondary level seek to cement high professional grasp of grammatical
items and levels of accuracy. Accurate use of spelling, punctuation and grammar will be
assessed through Gap Filling/ Editing/Transformation exercises. Ten out of twelve questions
will be attempted.

Page 4 of 14
 III Writing Skills 10 marks

4. Writing a Descriptive Paragraph (word limit 100-120 words), describing a person / event
/ situation, based on visual or verbal cue/s. One out of two questions to be answered.
5 marks

5. Writing a Story (on a given cue/title)/Diary Entry, in 100-120 words. One out of two
questions is to be answered. 5 marks
Section C
Language through Literature 40 Marks

IV Reference to the Context (5+5 = 10 Marks)

6. One extract out of two, from Drama / Prose.

7. One extract out of two, from poetry.

Multiple Choice Questions / Objective Type Questions will be asked to assess interpretation,
analysis, inference, evaluation, appreciation and vocabulary.

IV. Short & Long Answer Questions

8. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the
book BEEHIVE to assess interpretation, analysis, inference and evaluation.
4x3=12 marks
9. Two out of Three Short Answer Type Questions to be answered in 40-50 words from the
book MOMENTS to assess interpretation, analysis, inference and evaluation.
3x2=6 marks
10. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-
120 words to assess creativity, imagination and extrapolation beyond the text and across
the text. This can also be a passage-based question taken from a situation/plot from the
text. 6 marks
11. One out of two Long Answer Type Questions from MOMENTS, on theme or plot involving
interpretation, extrapolation beyond the text and inference or character sketch to be
answered in about 100-120 words. 6 marks

Prescribed Books: Published by NCERT, New Delhi

Beehive

Prose

a. The Fun They Had d. A Truly Beautiful Mind

b. The Sound of Music e. The Snake and the Mirror
c. The Little Girl f. My Childhood
g. Reach For The Top
Page 5 of 14
 h. Kathmandu i. If I were You
Poems-

1. The Road Not taken 5. A Legend of the Northland

2. Wind 6. No Men Are Foreign
3. Rain on The Roof 7. On killing a tree
4. The Lake Isle of Innisfree 8. A Slumber Did My Spirit Seal

Moments

1. The Lost Child 5. The Happy Prince

2. The adventures of Toto 6. The Last Leaf
3. Iswaran the Storyteller 7. A House is not a Home
4. In the kingdom of fools 8. The Beggar

3. WORDS AND EXPRESSIONS – I (WORKBOOK FOR CLASS IX) – Units 1 to 6 and Units
8,10 & 11
NOTE: Teachers are advised to:

(i) encourage classroom interaction among peers, students and teachers through
activities such as role play, group work etc.
(ii) reduce teacher-talk time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal
their ideas and express and defend their views.

Besides measuring learning outcome, texts serve the dual purpose of diagnosing mistakes
and areas of non-learning. To make evaluation a true index of learners’ knowledge, each
language skill is to be assessed through a judicious mixture of different types of questions.

INTERNAL ASSESSMENT
30 Periods
Listening and Speaking Competencies

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced.

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details.

Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.

Page 6 of 14
 ENGLISH LANGUAGE AND LITERATURE
(Code No. 184)
2024-25
CLASS – IX
Marks-80

Sections Competencies Total

marks

Conceptual understanding, decoding,

Reading
Comprehension analyzing, inferring, interpreting and 20
vocabulary
Creative expression of an opinion,
Writing Skillsand
Grammar reasoning, justifying, illustrating, appropriacy
of style and tone, using appropriate format 20
and fluency.
Applying conventions, using integrated
structures with accuracy and fluency
Recalling, reasoning, appreciating, applying
Language through literary conventions, illustrating and
Literature justifying. Extract relevant information, 40
identifying the central theme and sub-theme,
understanding the writers’ message and
writing fluently.

Total 80

For the details of Internal Assessment of 20 marks, please refer to the

circular no.

Acad-11/2019, dated March 06, 2019.

Page 7 of 14
 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CLASS – X
2024-25

SECTION - WISE WEIGHTAGE

Sections Weightage

A Reading Skills (40 periods)* 20 Marks

B Writing Skills with Grammar (40 periods)* 20 Marks
C Language through Literature (50 periods)* 40 Marks

*This is a suggestive number.

Section A

Reading Skills

I. Reading Comprehension through Unseen Passage 20 Marks

1. Discursive passage of 400-450 words. (10 marks)

2. Case-based factual passage (with visual input- statistical data, chart etc.) of 200-250 words.
(10 marks)

(Total length of two passages to be 600-700 words)

Multiple Choice Questions / Objective Type Questions, and Short Answer Questions (to be
answered in 30-40 words) will be asked to assess comprehension, interpretation, analysis,
inference, evaluation and vocabulary.

Section B
Writing Skills and Grammar
II Grammar 10 Marks

 Determiners
 Tenses
 Modals
 Subject – verb concord
 Reported speech
o Commands and
requests
o Statements
o Questions

Page 8 of 14
 3. The courses at the secondary level seek to cement high professional grasp of grammatical
items and levels of accuracy. Accurate use of spelling, punctuation and grammar in context will
be assessed through Gap Filling/ Editing/Transformation exercises. Ten out of 12 questions
will have to be attempted.

III Writing Skills 10 marks

4. Writing a Formal Letter based on a given situation, in 100-120 words. One out of two
questions is to be answered. 5 marks

5. Writing an Analytical Paragraph in 100-120 words on a given Map/ Chart/ Graph/Cue/s.

One out of two questions is to be answered. 5 marks

Section C 40 Marks
Language through Literature
IV. Reference to the Context (5+5 = 10 Marks)

6. One extract out of two from Drama / Prose.

7. One extract out of two from poetry.

Multiple Choice Questions / Objective Type Questions Very Short Answer Questions (one
word/ One sentence), Short Answer Questions (to be answered in 30-40 words) will be
asked to assess inference, analysis, interpretation, evaluation and vocabulary.

V. Short & Very Long Answer Questions 30 Marks

8. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the
bookFIRST FLIGHT to assess interpretation, analysis, inference and evaluation.
4x3=12 marks
9. Two out of Three Short Answer Type Questions to be answered in 40-50 words each from
FOOTPRINTS WITHOUT FEET to assess interpretation, analysis, inference and
evaluation. 2x3=6 marks
10. One out of two Long Answer Type Questions from FIRST FLIGHT to be answered in about
100-120 words each to assess creativity, imagination and extrapolation beyond the text and
across the text. This can be a passage-based question taken from a situation/plot from the
text. 6 marks
11. One out of two Long Answer Type Questions from FOOTPRINTS WITHOUT FEET, on
theme or plot involving interpretation, extrapolation beyond the text and inference or
character sketch to be answered in about 100-120 words. 6 marks

Page 9 of 14
 Prescribed Books: Published by NCERT, New Delhi
1. FIRST FLIGHT

A. Prose

1. A Letter to God
2. Nelson Mandela - Long Walk to Freedom
3. Stories About Flying
4. From the Diary of Anne Frank
5. Glimpses of India
6. Mijbil the Otter
7. Madam Rides the Bus
8. The Sermon at Benares
9. The Proposal (Play)

B. Poems
1. Dust of Snow
2. Fire and Ice
3. A Tiger in the Zoo
4. How to Tell Wild Animals
5. The Ball Poem
6. Amanda!
7. The Trees
8. Fog
9. The Tale of Custard the Dragon
10. For Anne Gregory

2. FOOTPRINTS WITHOUT FEET

1. A Triumph of Surgery
2. The Thief's Story
3. The Midnight Visitor
4. A Question of Trust
5. Footprints Without Feet
6. The Making of a Scientist
7. The Necklace
8. Bholi
9. The Book that Saved the Earth

3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X) – Units 1 to 4 andUnits 7

to 11

Note: Teachers are advised to:

(i) encourage interaction among peers, students and teachers through activities such as
role play, discussions, group work etc.
Page 10 of 14
 (ii) reduce teacher-talking time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal their
ideas and express and defend their views, and

(iv) follow the Speaking and Listening activities given in the NCERT books.
Besides measuring learning outcome, texts serve the dual purpose of diagnosing
mistakes and areas of non-learning. To make evaluation a true index of learners’
knowledge, each language skills to be assessed through a judicious mixture of different
types of questions.

INTERNAL ASSESSMENT

Listening and Speaking Competencies 30 Periods

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced .

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details

Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.

Page 11 of 14
 ENGLISH LANGUAGE AND LITERATURE
Code no. (184)
CLASS – X
2024-25

Marks 80

Sections Competencies Total marks

Conceptual understanding, decoding,
Reading
Comprehension analyzing, inferring, interpreting and 20
vocabulary

Creative expression of an opinion,

Writing Skillsand
Grammar reasoning, justifying, illustrating,
appropriacy of style and tone, using 20
appropriate format and fluency. Applying
conventions, using integrated structures
with accuracy and fluency
Recalling, reasoning, appreciating, applying
Language through literary conventions illustrating and justifying
Literature etc. Extract relevant information, identifying 40
the central theme and sub-theme,
understanding the writers’ message and
writing fluently.

Total 80

For the details of Internal Assessment of 20 marks, please refer to thecircular no.
Acad-11/2019, dated March 06, 2019.

Page 12 of 14
 Annexure I

Guidelines for Assessment of Listening and Speaking Skills (ALS)

ALS is a component of the Subject Enrichment Activity under Internal Assessment. ALS must be seen as an integrated
component of all four language skills rather than a compartment of two. Suggested activities, therefore, take into
consideration an integration of the four language skills but during assessment, emphasis will be given to speaking and
listening, since reading and writing are already being assessed in the written exam.
Assessment of Listening and Speaking Skills: (5 Marks)
i. Activities:
● Subject teachers must refer to books prescribed in the syllabus.
● In addition to the above, teachers may plan their own activities and create theirown material for
assessing the listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessedon the following
parameters:
a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

A suggestive rubric is given below:

1. 2. 3. 4. 5.
Interaction
 Contributions are  Contributions are  Develops interaction  Interaction is  Initiates & logically
mainlyunrelated to oftenunrelated to adequately, makes adequately initiated develops simple
those of other those of the other however minimal effortto and developed conversation on
speakers speaker initiate conversation  Takes turn butneeds familiar topics
 Shows hardly any  Generally passive in  Needs constant some prompting  Takes turns
initiative in the the development of prompting to take turns appropriately
development of conversation
conversation
 Very limited interaction
  Noticeably/ long  Usually fluent;  Is willing tospeak at  Speaks without  Speaks fluently
Fluency & pauses; rate of produces simple length, however noticeable effort, with almost with no
Coherence speech is slow speech fluently, but repetition isnoticeable a little repetition repetition & minimal
 Frequent repetition loses coherence in  Hesitates and/or self  Demonstrates hesitation Develops
and/or self- complex corrects; occasionally hesitation to find topicfully &
correction this is all communication loses coherence words or use correct coherently
right in informal  Often hesitates and/or  Topics developed, but grammatical
conversation resorts toslow speech usually not logically structures and/or
 Links only basic  Topics partly concluded self- correction
sentences; developed; notalways  Topics not fully
breakdown of concluded logically developed to merit.
coherence evident.

 Frequent  Frequently  Largely correct  Mostly correct  Pronouncescorrectly
Pronunciation inaccurate unintelligible pronunciation & clear pronunciation&clear & articulates clearly
pronunciation articulation articulation except articulation  Is always
 Communication is  Frequent occasional errors  Is clearly comprehensible
severely affected phonological errors understood most of  uses appropriate
 Major communication the time; very few intonation
problems phonological errors

Vocabulary &  Demonstrates  Is able to  Is able to communicate  Is able to  Is able to

Grammar almost no communicate on on most of the topics, communicate on communicate on most
flexibility, and some of the topics, with limited vocabulary. most of the topics of the topics using a
mostly strugglesfor with limited A few grammaticalerrors with appropriate wide range of
appropriate words vocabulary. vocabulary appropriate
 Many Grammatical  Frequent errors,but  Minor errors that do vocabulary, using
errors impacting self-corrects not hamper new words and
communication communication expressions
 No grammatical
errors

iii. Schedule:
 The practice of listening and speaking skills should be done throughout the academicyear.
 The final assessment of the skills is to be done as per the convenience and schedule of the school.
 MATHEMATICS (IX-X)
(CODE NO. 041)
Session 2024-25
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
software's.
 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.

1
 COURSE STRUCTURE CLASS –IX
Units Unit Name Marks

I NUMBER SYSTEMS 10
II ALGEBRA 20
III COORDINATE GEOMETRY 04
IV GEOMETRY 27
V MENSURATION 13
VI STATISTICS 06
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18) Periods

1. Review of representation of natural numbers, integers, and rational numbers on the number
line. 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. 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.
5. 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 (26) 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
 2. LINEAR EQUATIONS IN TWO VARIABLES (16) 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.Explain 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.

UNIT III: COORDINATE GEOMETRY

COORDINATE GEOMETRY (7) Periods

The Cartesian plane, coordinates of a point, names and terms associated with the
coordinate plane, notations.

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID'S GEOMETRY (7) 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. 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 (15) 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) Lines which are parallel to a given line are parallel.

3. TRIANGLES (22) 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
 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.

4. QUADRILATERALS (13) 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. CIRCLES (17) Periods

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) Equal chords of a circle (or of congruent circles) are equidistant from the center
(or their respective centers) and conversely.
4.(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.
5.(Motivate) Angles in the same segment of a circle are equal.
6.(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.
7.(Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180°
and its converse.

UNIT V: MENSURATION

1. AREAS (5) Periods

Area of a triangle using Heron's formula (without proof)

2. SURFACE AREAS AND VOLUMES (17) Periods

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

4
UNIT VI: STATISTICS
STATISTICS (15) Periods

Bar graphs, histograms (with varying base lengths), and frequency polygons.

MATHEMATICS
QUESTION PAPER DESIGN
CLASS – IX (2024-25)

Time: 3 Hrs. Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
1 Understanding: Demonstrate understanding of facts and ideas by 43 54
organizing, comparing, translating, interpreting, giving descriptions,
and stating main ideas

Applying: Solve problems to new situations by applying acquired 19 24

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support
generalizations

Evaluating:
3 Present and defend opinions by making judgments about 18 22
information, validity of ideas, or quality of work based on a set of
criteria.

Creating:
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions
Total 80 100

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

5
 COURSE STRUCTURE CLASS –X

Units Unit Name Marks

I NUMBER SYSTEMS 06
II ALGEBRA 20
III COORDINATE GEOMETRY 06
IV GEOMETRY 15
V TRIGONOMETRY 12
VI MENSURATION 10
VII STATISTICS & PROBABILTY 11
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBER (15) Periods

Fundamental Theorem of Arithmetic - statements after reviewing work done earlier and
after illustrating and motivating through examples, Proofs of irrationality of

UNIT II: ALGEBRA

1. POLYNOMIALS (8) Periods

Zeros of a polynomial. Relationship between zeros and coefficients of quadratic

polynomials.
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. Simple situational problems.

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, 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.

6
4. ARITHMETIC PROGRESSIONS (10) 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

Coordinate Geometry (15) Periods

Review: Concepts of coordinate geometry, graphs of linear equations. Distance formula.
Section formula (internal division).

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.

2. CIRCLES (10) 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.

7
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 0 and 90 . Values
o o

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.

3. HEIGHTS AND DISTANCES: Angle of elevation, Angle of Depression. (10)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°, and 60°.

UNIT VI: MENSURATION

1. AREAS RELATED TO CIRCLES (12) Periods
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.

2. SURFACE AREAS AND VOLUMES (12) Periods

Surface areas and volumes of combinations of any two of the following: cubes, cuboids,
spheres, hemispheres and right circular cylinders/cones.

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS (18) Periods

Mean, median and mode of grouped data (bimodal situation to be avoided).

2. PROBABILITY (10) Periods

Classical definition of probability. Simple problems on finding the probability of an
event.

8
 MATHEMATICS-Standard
QUESTION PAPER DESIGN
CLASS – X (2024-25)
Time: 3 Hours Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
43 54
1
Understanding: Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions, and
stating main ideas

Applying: Solve problems to new situations by applying acquired 19 24

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations

Evaluating:
Present and defend opinions by making judgments about information, 18 22
3
validity of ideas, or quality of work based on a set of criteria.

Creating:
Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

9
 MATHEMATICS-Basic
QUESTION PAPER DESIGN
CLASS – X (2024-25)
Time: 3Hours Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
1 60 75
Understanding: Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions, and
stating main ideas

Applying: Solve problems to new situations by applying acquired 12 15

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations
Evaluating:
Present and defend opinions by making judgments about information, 8 10
3
validity of ideas, or quality of work based on a set of criteria.
Creating:
Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions
80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 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.

10
 ODIA
CLASS-IX, 2024-25
(CODE: 013)
Time: 3 Hrs Total Periods :192
Max Marks: 80
The question paper will be divided into four sections.

SECTION –A Unseen Prose Passage 10 Marks 20 Periods

SECTION –B Writing 12 Marks 30 Periods

SECTION –C Grammar 10Marks 40 Periods

SECTION –D Literature 48 Marks 102 Periods

(Prose, Poetry, Non-Detailed)

Prescribed Books:
Sahitya Dhara (Class-IX)-2023 (Revised Edition) Published by- Board of Secondary
Education, Odisha.
Madhyamika Byakarana (Class IX) – 2023 (Revised Edition) Published by – Board of
Secondary Education, Odisha.

BLUE PRINT

S.L Section Very Short Short Answer-I Long

Long Answer- I Total
No Answer (2Marks) Answer-II
(4/5Marks) Marks
(1Mark) (6Marks)
1. A. Reading ----- Q.1 ( 5x2)
----- ----- 10
2. B. Writing ----- ------ Q.2 (1x6)
----- 12
Q.3 (1x6)
3. C. Grammar Q.4 (3x1)
Q.5 (3x1) ------
-------- -------- 10
Q.6 (2x1)
Q.7 (2x1)
4. D. Literature Q.10 (10x1) Q.9 (3x2)
Q.8 (1x5)
Q.13 (10x1) Q.12 (3x2) ------ 48
Q.11 (1x5)
Q.14 (3x2)
Total Marks/Qs 30 /6 Qs 28 /4Qs 10 /2Qs 12 /2Qs 80/14Qs
 Design of Question Paper

SECTION DETAILS Question No Details Of QS. Total Marks

Section –A Comprehension from Unseen Q.No-1 5 Out of 5 5x2=10
Reading Prose Passage (130 to 150
Words)
Section – B Essay (Contemporary Issues) Q.No-2 1 Out of 3 1x6=6
Writing
Official Letter Q.No-3 1 Out of 2 1x6=6
Section – C Sandhi(Swara,Byanjana , Q.No-4 3 Out of 4 3x1=3
Grammar Bisarga)
Samasa (Tatpurusa, Q.No-5 3 Out of 4 3x1=3
Dwandwa, Dwigu,
Karmadharaya, Bahubrihi,
Abyaibhaba)
Taddhita Q.No-6 2 Out of 3 2x1=2

Krudanta Q.No-7 2 Out of 3 2x1=2

Section – D Explanation From Prose Q.No-8 1 Out of 2 1x5=5

Literature
Short Answer Type Questions Q. No-9 3 Out of 5 3x2=6
From Prose
MCQ From Prose Q.No-10 10 Out of 10 10x1=10
Explanation From Poetry Q.No-11 1 Out of 2 1x5=5

Short Answer Type Questions Q.No-12 3 Out of 5 3x2=6

From Poetry

MCQ From Poetry Q.No-13 10 Out of 10 10x1=10

Short Answer Type Questions Q.No-14 3 Out of 5 3x2=6

From Non- Detailed

80 Marks
 Detailed Syllabus- 2024-25
1. Reading Comprehension from an Unseen Prose Passage (130 to 150
words)
2. Writing Essay(Contemporary Issues)
Official Letter
3 Grammar 1. Sandhi(Swara,Byanjana, Bisarga)
2. Samasa (Tatpurusa,Dwandwa, Dwigu, Karmadharaya,
Bahubrihi, Abyaibhaba)
3. Taddhita
4. Krudanta
4. Literature
Poetry Prose Short Story
1.Bande Utkala Janani 9. Jatiya Jibana 16.Budha Sankhari
2. Kaha Mukha Anai 10. Bhasa O Jatiyata 17..Pataka Uttolana
11. Bamanara Hata O Akasara Chandra 18.Laxmira Abhisara
Banchibi
12. Prakruta Bandhu
3.Padma One-Act-Play
13. Samuha Drusti 19.Dalabehera
4.He Mora Kalama 14. Sakti O Gyana 20.Durapahada
5. Manisha Bhai
6.Gopa Prayana
7. Paikabadhura
Udbodhana
8. Matira Manisha

Activities/Guidelines for Internal Assessment

Marks : 20

Periodic Tests (5 Marks)- 3 Periodic Tests:- Average marks of best 2 Tests will be
taken for final submission of marks.
Portfolio (5 Marks):
 Organization – Neatness and visual appeal
 Completion of guided work focused on specific curricular objectives
 Evidences of student’s growth
 Inclusion of all relevant contents.
Subject Enrichment Activities (5 Marks) (Any One)
 Quiz
 Books & Authors Chart
 Art Integrated Activities
Multiple Assessments-(5 Marks) (Any One)
 Listening and Speaking skills
 Individual or Group work
 Class Room Activity, Field work
 Audio Visual Representation
***
 ODIA
CLASS-X, 2024-25
(CODE: 013)
Time: 3 Hrs Total Periods :192
Max Marks: 80
The question paper will be divided into four sections.

SECTION –A Unseen Prose Passage 10 Marks 20 Periods

SECTION –B Writing 12 Marks 30 Periods

SECTION –C Grammar 10Marks 40 Periods

SECTION –D Literature 48 Marks 102 Periods

(Prose, Poetry, Non-Detailed)

Prescribed Books:
Sahitya Sindhu (Class-X)-2024 (Revised Edition) Published by Board of Secondary
Education, Odisha.
Madhyamika Byakarana (Class X) – 2024 (Revised Edition) Published by – Board of
Secondary Education, Odisha.

BLUE PRINT

S.L Section Very Short Short Answer-I Long

Long Answer- I Total
No Answer (2Marks) Answer-II
(4/5Marks) Marks
(1Mark) (6Marks)
1. A. Reading ------ Q.1 ( 5x2)
------ ------- 10
2. B. Writing ------ ------- Q.2 (1x6)
------- 12
Q.3 (1x6)
3. C. Grammar Q.5 (2x1)
Q.6 (2x1) ------ Q.4 (1x4) ----- 10
Q.7 (2x1)
4. D. Literature Q.10 (10x1) Q.9 (3x2)
Q.8 (1x5)
Q.13 (10x1) Q.12 (3x2) ------- 48
Q.11 (1x5)
Q.14 (6x1)
Total Marks/Qs 32 /6 Qs 22 /3Qs 14 /3Qs 12 /2Qs 80/14Qs
 Design of Question Paper

SECTION DETAILS Question No Details Of Q. Total

Marks
Section –A Comprehension from Unseen Q.No-1 5 Out of 5 5x2=10
Reading Prose Passage (130 to 150
Words)
Section – B Essay (Contemporary Issues) Q.No-2 1 Out of 3 1x6=6
Writing
Letter to the Editor of a Q.No-3 1 Out of 2 1x6=6
Newspaper
Section – C Chhanda (Bhagabatabani, Q.No-4 1 Out of 2 1x4=4
Grammar Natabani, Bangalashree,
Ramakeri)
Transformation of Sentences Q.No-5 2 Out of 3 2x1=2
(simple, compound, complex)
Idioms Q.No-6 2 Out of 3 2x1=2

Correction of Common Errors Q.No-7 2 Out of 3 2x1=2

in Words
Section – D Explanation From Prose Q.No-8 1 Out of 2 1x5=5
Literature
Short Answer Type Questions Q. No-9 3 Out of 5 3x2=6
From Prose
MCQ From Prose Q.No-10 10 Out of 10 10x1=10
Explanation From Poetry Q.No-11 1 Out of 2 1x5=5

Short Answer Type Questions Q.No-12 3 Out of 5 3x2=6

From Poetry

MCQ From Poetry Q.No-13 10 Out of 10 10x1=10

Short Answer Type Questions Q.No-14 6 Out of 8 6x1=6

From Non-Detailed

80 Marks
 Detailed Syllabus-2024-25
1. Reading Comprehension From an Unseen Prose Passage.(130 to 150
words)
2. Writing Essay(Contemporary Issues)
Letter to the Editor of a Newspaper
3. Grammar 1.Chhanda (Bhagabatabani, Natabani, Bangalashree,Ramakeri)
2. Transformation of Sentences (Simple, Compound, Complex)
3. Idioms
4. Correction of Common Errors in Words
4. Literature
Poetry Prose Short Story
9. Janmabhumi
1.Bande Utkala Janani 10. Sabhyata O Bigyana 14..Katha
2. Bhimanka Singhanada 11. Matrubhasha O Lokashikshya 15..Kalara Kapola Tale
Radi 12. Narenru Vivekananda 16.Bela, Aswattha O
Batabrukshya
3. Raghabanka Lanka
Jatranukula One-Act-Play
4. Chilikare Sayantana
Drushya 17.Falgu
5. Mangale Aila Usha
18.Konarka
6. Jaga Bandhanahara
7..Sarbamsaha Mati

Activities/Guidelines for Internal Assessment

Marks : 20

Periodic Tests (5 Marks)- 3 Periodic Tests:- Average marks of best 2 Tests will be
taken for final submission of marks.

Portfolio (5 Marks):
 Organization – Neatness and visual appeal
 Completion of guided work focused on specific curricular objectives
 Evidences of student’s growth
 Inclusion of all relevant works(completeness)
Subject Enrichment Activities (5 Marks) (Any One)
 Quiz
 Book Review.
 Art Integrated Activities
Multiple Assessments-(5 Marks) (Any One)
 Listening and Speaking skills
 Individual or Group Work
 Class Room Activity, Field Work
 Audio Visual Representation

***
 SCIENCE
(Code No. 086)
Classes: IX and X (2024-25)

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 the entire syllabus.
2. The Annual Examination will be of 80 marks and 20 marks weightage shall be for Internal
Assessment.
3. For Internal Assessment:
a. There will be Periodic Assessment that would include:
 For 5 marks- Three periodic tests conducted by the school. Average of the best two tests
to be taken that will have a weightage of 05 marks towards the final result.
 For 5 marks- Diverse methods of assessment as per the need of the class dynamics and
curriculum transaction. These may include - short tests, oral test, quiz, concept maps,
projects, posters, presentations and enquiry based scientific investigations etc. and use
rubrics for arguing them objectively. This will also have a weightage of 05 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. Portfolio to be prepared by the student- This would include classwork and other sample of
student work and will carry a weightage of 5 marks towards the final results.
 COURSE STRUCTURE
CLASS IX
(Annual Examination) Marks: 80

Unit No. Unit Marks

I Matter - Its Nature and Behaviour 25
II Organization in the Living World 22
III Motion, Force and Work 27
IV Food; Food Production 06
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials
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. Physical and chemical changes (excluding separating the components of
a mixture).

Particle nature and their basic units: Atoms and molecules, Law of Chemical Combination,
Chemical formula of common compounds, Atomic and molecular masses.

Structure of atoms: Electrons, protons and neutrons, Valency, Atomic Number and Mass Number,
Isotopes and Isobars.

Theme: The World of the Living

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).

Theme: Moving Things, People and Ideas

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, 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.

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.

Work, Energy and Power: Work done by a Force, Energy, power; Kinetic and Potential energy; Law
of conservation of energy (excluding commercial unit of Energy).

Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing in
humans; ultrasound; reflection of sound; echo.

Theme: Food
Unit IV: 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.

Note for the Teachers:

1. The chapter Natural Resources (NCERT Chapter 14) will not be assessed in the year-end
examination. However, learners may be assigned to read this chapter and encouraged to
prepare a brief write up on any concept of this chapter in their Portfolio. This may be for
Internal Assessment and credit may be given for Periodic Assessment/Portfolio.

2. The NCERT text books present information in boxes across the book. These help students
to get conceptual clarity. However, the information in these boxes would not be assessed
in the year-end examination.
 PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.

(LIST OF EXPERIMENTS)
1. Preparation of: Unit-I
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 Unit-I
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. Perform the following reactions and classify them as physical or chemical changes: Unit-I
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

4. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record
observations and draw their labeled diagrams. Unit-II

5. 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. Unit-II

6. Determination of the melting point of ice and the boiling point of water. Unit-I
7. Verification of the Laws of reflection of sound. Unit-III

8. Determination of the density of solid (denser than water) by using a spring balance and a
measuring cylinder. Unit-III
9. Establishing the relation between the loss in weight of a solid when fully immersed in Unit-III

a) Tap water

b) Strongly salty water with the weight of water displaced by it by taking at least two
differentsolids.
10. Determination of the speed of a pulse propagated through a stretched string/slinky (helical
spring). Unit-III

11. Verification of the law of conservation of mass in a chemical reaction. Unit-III

COURSE STRUCTURE
CLASS X
(Annual Examination)

Marks: 80

Unit
Unit Marks
No.

I Chemical Substances-Nature and Behaviour 25

II World of Living 25
III Natural Phenomena 12
IV Effects of Current 13

V Natural Resources 05
Total 80

Internal assessment 20
Grand Total 100

Theme: Materials

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, endothermic exothermic reactions, oxidation and reduction.
Acids, bases and salts: Their definitions in terms of furnishing of H+ and OH– ions, General
properties, examples and uses, neutralization, 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 hydro carbons 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.

Theme: The World of the Living

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: (topics excluded - evolution; evolution and classification and
evolution should not be equated with progress).

Theme: Natural Phenomena

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 dailylife
(excluding colour of the sun at sunrise and sunset).

Theme: How Things Work

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, Direct current. Alternating current: frequency of AC. Advantage of AC over DC.
Domestic electric circuits.

Theme: Natural Resources

Unit V: Natural Resources

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

Note for the Teachers:

1. The chapter Management of Natural Resources (NCERT Chapter 16) will not be assessed
in the year-end examination. However, learners may be assigned to read this chapter and
encouraged to prepare a brief write up to any concept of this chapter in their Portfolio. This
may be for Internal Assessment and credit may be given Periodic Assessment/Portfolio).

2. The NCERT text books present information in boxes across the book. These help students
to get conceptual clarity. However, the information in these boxes would not be assessed
in the year-end examination.
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: Unit-I
(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:
Unit-I
a) Litmus solution (Blue/Red)
b) Zinc metal
c) Solid sodium carbonate
2. Performing and observing the following reactions and classifying them into: Unit-I
A. Combination reaction
B. Decomposition reaction
C. Displacement reaction
D. Double displacement reaction
(i) Action of water on quicklime
(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: Unit-I
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. Unit-IV
5. Determination of the equivalent resistance of two resistors when connected in series and
parallel. Unit-IV
6. Preparing a temporary mount of a leaf peel to show stomata. Unit- II

7. Experimentally show that carbon dioxide is given out during respiration. Unit-II

8. Study of the following properties of acetic acid (ethanoic acid): Unit- I

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. Unit- I
10. Determination of the focal length of: Unit-III
 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. Unit - III
12. Studying (a) binary fission in Amoeba, and (b) budding in yeast and Hydra with the help of
prepared slides. Unit-II
13. Tracing the path of the rays of light through a glass prism. Unit-III

14. Identification of the different parts of an embryo of a dicot seed (Pea, gram or red kidney bean).

Unit-II

PRESCRIBED BOOKS:
 Science-Textbook for class IX-NCERT Publication
 Science-Text book for class X- NCERT Publication
 Assessment of Practical Skills in Science-Class IX - CBSE Publication
 Assessment of Practical Skills in Science- Class X- CBSE Publication
 Laboratory Manual-Science-Class IX, NCERT Publication
 Laboratory Manual-Science-Class X, NCERT Publication
 Exemplar Problems Class IX – NCERT Publication
 Exemplar Problems Class X – NCERT Publication
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 Theory (80 marks) Question Paper Design
(Class X)
Subject: Science

Competencies Total

Demonstrate Knowledge and Understanding 46 %

Application of Knowledge/Concepts 22 %

Formulate, Analyze, Evaluate and Create 32 %

100%

Note:
 Typology of Questions: VSA including objective type questions, Assertion – Reasoning type
questions; SA; LA; Source-based/ Case-based/ Passage-based/ Integrated assessment
questions.
 An internal choice of approximately 33% would be provided.

Internal Assessment (20 Marks)

 Periodic Assessment - 05 marks + 05 marks
 Subject Enrichment (Practical Work) - 05 marks
 Portfolio - 05 marks

Suggestive verbs for various competencies

 Demonstrate Knowledge and Understanding
o State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
o Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Formulate, Analyze, Evaluate and Create
o Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.
 CBSE
SOCIAL SCIENCE
SYLLABUS 2024-25
(Code No. 087)
CLASS - IX & X

Page 1 of 65 Social Science Syllabus IX-X 2024-25

 TABLE OF CONTENT PAGE NO.

1. Rationale 3

2. Learning Objectives 4

CLASS IX PAGE NO. S. NO. CLASS X PAGE NO.

5
3. Course Structure 8. Course Structure 24
8
4. Course Content 9. Course Content 27
21
5. List of map items 10. List of map items 43
22
6. Guidelines for internal assessments 11. Question Paper Design 46
23
7. Prescribed Textbooks 12. Guidelines for internal assessments 49

13. Prescribed Textbooks 50

ANNEXURES

Annexure I (project work Class IX) 51 Annexure IV (Interdisciplinary project 58

Class X)

Annexure II (Inter disciplinary project Class IX) 53 Annexure V (Presentation template 64

for IDP)

Annexure III (Project work Class X) 54 Annexure VI Rubrics of IDP 65

Page 2 of 65 Social Science Syllabus IX-X 2024-25

 RATIONALE

The purpose of the education system is to develop good human beings capable of rational thought and action, possessing
compassion and empathy, courage and resilience, scientific temper, and creative imagination, with sound ethical moorings and
values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society
as envisaged by our Constitution. [NEP 2020, pages 4-5]

Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education.
Social Science can play a unique role within the school curriculum to enable the Knowledge, Capacities, and Values and Dispositions that
underpin this purpose of education as committed to in NEP.

Social Science plays an important role in developing an integrated understanding of the human world and its functioning, including its
deep interrelationships with nature and the environment in the quest to continuously improve as a society. In the study of this subject,
students learn methods of observing and interpreting the human world, which helps them lead their own lives and also contribute as
members of a society.

Social Science also helps in developing some of the Values and Dispositions that are essential for democratic participation — building
and sustaining cooperation among communities that strive for peace, harmony, equity, and justice for all. It encourages them to understand
and appreciate the feeling of Indianness ‘Bhartiyata’ by valuing the rich cultural heritage and tradition of the country.

Social Science plays an important role in developing in an individual student a comprehensive sense of the human world and its
functioning. In an increasingly globalizing and interdependent world, this understanding is critical to help students see how things around
them are changing, what are the causes of these changes, and how the change impacts human societies.

It also helps them realize the need for interdependence, collaboration, and an appreciation for the diversity of human culture and societies.
The subject also teaches students the method of observing and interpreting the world wearing the hat of a social scientist. It does so by
building core skills such as observing what is going on around them, analysing causes of various phenomena (historical, geographical,
socio-political, or economic) using evidence, asking questions, making connections, forming viewpoints based on conceptual
understanding and evidence, recognizing patterns and generalizations, and arriving at logical conclusions.
These skills prepare the students in contributing to the nation as a responsible citizen of society.

Page 3 of 65 Social Science Syllabus IX-X 2024-25

 AIMS & OBJECTIVE
The aims of Social Science in school education can be summarised as follows: as per NCF-2023

a. Develop the disciplinary knowledge and understanding of how society functions through an interplay of historical,
geographical, social, economic, and political factors.
This can be enabled through:
i. an understanding of continuity and change in human civilisation, its causation and effect, and its impact on modern life,
ii. an understanding of the interaction between nature and human beings, the spatial patterns arising out of this interaction, and its effect
on human life,
iii. awareness and understanding of the diversity of people and their practices in different societies, regions, and cultures within societies,
iv.an awareness of various social, political, and economic institutions, their origin, functioning and transformations over time.

b. Develop an understanding and appreciation for the methods of enquiry relevant to Social Science and deepen students’ skills
to engage with the key questions and issues confronting society.

These could be specifically seen as:

i. Skills in sourcing evidence, interpreting them, confirming through multiple sources and evidence, and constructing a coherent narrative,
ii. Skills in recognizing spatial patterns, map-reading, interpretation and analysis of various interconnected concepts and processes,
iii. Skills of creative and analytical thinking to form informed opinions, demonstrate logical decision-making, and incline towards a problem-
solving attitude,
iv. Skills to collect, organize, analyse, represent, and present data and information on various historical, geographical, and socio-political
issues,
v. Skills to question unsubstantiated ideas, biases, stereotypes, and assumptions to foster scientific temper and propose meaningful
responses to contemporary concerns of society.

c. Foster ethical, human, and Constitutional values:

As the DNEP 2019 emphasises, to foster a “democratic outlook and commitment to liberty and freedom; equality, justice, and fairness;
embracing diversity, plurality, and inclusion; humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of integrity
and honesty; scientific temper and commitment to rational and public dialogue; peace; social action through Constitutional means; unity
and integrity of the nation, and a true rootedness and pride in India with a forward-looking spirit to continuously improve as a nation.

Page 4 of 65 Social Science Syllabus IX-X 2024-25

 CLASS IX
COURSE STRUCTURE
Suggestive no. of 20 inclusive of
History (India and the Contemporary World - I)
periods = 60 Map pointing

Section Chapter No Chapter Name No. of Periods Marks allocated

I I The French Revolution 15

Events and
Process II Socialism in Europe and the Russian Revolution
15 18+2 map pointing

III Nazism and the Rise of Hitler 15

II IV Forest, Society and Colonialism
Interdisciplinary project as part of multiple
Livelihoods, assessments 5
Economies
and Societies (Internally assessed for 5 marks)
V Pastoralists in the Modern World
10
(To be assessed as part of Periodic Assessment
only)
Suggestive no. of 20 inclusive of Map
Geography (Contemporary India - I)
periods = 55 pointing

Chapter No Chapter Name No. of periods Marks allocated

1 India – Size and Location 17
2 Physical Features of India

3 Drainage 10

Page 5 of 65 Social Science Syllabus IX-X 2024-25

 4 Climate 12
17+3 map pointing*
Natural Vegetation and Wildlife
(Only map pointing to be evaluated in the annual examination.) 3
Interdisciplinary project as part of multiple assessments
5
(Internally assessed for 5 marks) 5
6 Population 8 * Marks as
mentioned above
Suggestive no. of
Political Science (Democratic Politics - I) 20 Marks
periods = 50

Chapter No. Chapter name No. of Periods Marks allocated

What is Democracy?
1 10
Why Democracy?

2 Constitutional Design 10
20
3 Electoral Politics 8

4 Working of Institutions 12

5 Democratic Rights 10

Suggestive no. of
Economics 20 Marks
periods = 50

Chapter No. Name of the Chapter No. of Periods Marks allocated

1 The Story of Village Palampur 10
(To be assessed as part of Periodic Assessment only)

Page 6 of 65 Social Science Syllabus IX-X 2024-25

 2 People as Resource 10

3 Poverty as a Challenge 15 20

4 Food Security in India 15

Page 7 of 65 Social Science Syllabus IX-X 2024-25

 CLASS IX
COURSE CONTENT
HISTORY: India and the Contemporary World - I
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
CG-2 Analyses the C-2.1 Explains historical  The students will be  Conduct Classroom
Section I: Events important phases in world events and processes with able to Infer how the discussions to compare
and Processes history and draws insight different types of sources French Revolution the conditions that
to understand the with specific examples had an impact on the prevailed in France that
Chapter-1 The present-day world from India and world European countries led to revolution and the
French Revolution history. in the making of conditions that led to the
nation states in first war of Indian
C-2.4 Explains the growth Europe and Independence. (1857).
of new ideas and practices elsewhere.  Use Graphic Organisers
across the world and how  Will be able to (concept map/story map
they affected the course of Illustrate that, the etc) to examine the
world history. quest for imperialism situations.
triggered the First  Suggest solutions to
C-2.5 Recognises the World War. address such imbalances
various practices that  Will Examine various and discriminations that
arose, such as those in C- sources to address lead to revolutions.
2.4, and came to be imbalances that may  Appraise the impact of
condemned later on (such lead to revolutions. the French revolution on
as racism, slavery, colonial the world with a group
invasions, conquests, and presentation.
plunder, genocides,
exclusion of women from
democratic and other
institutions), all of which
have also impacted the
course of world history and

Page 8 of 65 Social Science Syllabus IX-X 2024-25

 have left unhealed
wounds.
Chapter 2- CG-2 Analyses important C-2.1 Explains historical  To compare the  Flipped learning through
Socialism in phases of world history events and processes with situations that led to making of concept
Europe and the and draws insight to different types of sources the rise of Russian maps/role plays etc
Russian understand the present- with specific examples and French reflecting the situations
Revolution day world from India and world Revolutions. which led to both
history.  Examine the revolutions.
situations that led to  Flow chart reflecting how
C-2.4 Explains the growth the establishment of Lenin’s communism
of new ideas in Europe and Lenin’s communism /Stalin’s collectivization was
Asia and how it affected and Stalin’s established.
the course of human collectivization.  Socratic method to
history  Analyse the role discuss the role played
played by the varied by the varied
philosophers and philosophers and leaders
leaders that shaped that shaped the
the revolution. revolution
Chapter 3-Nazism CG-2 Analyses important C-2.1 Explains historical  Analyse the role of  Audio-visual aids like a
and the Rise of phases of world history events and processes with “Treaty of Versailles” film or animations can be
Hitler. and draws insight to different types of sources in the rise of Hitler to shown followed by a
understand the present- with specific examples power. discussion on the reasons
day world from India and world  Analyse the for the rise and fall of
history. genocidal war waged Hitler.
C-2.4 Explains the growth against the  Jig saw strategy to
of new ideas in Europe and “undesirables” by critique the genocidal
Asia and how it affected Hitler. war waged against the
the course of human  Compare and “undesirable” by the
history. contrast the Nazis.
characteristics of
Hitler and Gandhi

Page 9 of 65 Social Science Syllabus IX-X 2024-25

 C-2.5 Recognises the  Role play/Dramatize
various practices that the Characters-Hitler
arose, such as those in and Gandhi. Cartoon
C-2.4, and came to be interpretations on
condemned later on these leaders.
(such as racism,
slavery, colonial
invasions, conquests,
and plunder, genocides,
exclusion of women
from democratic and
other institutions), all of
which have also
impacted the course of
world history and have
left unhealed wounds.
Section II: Livelihoods, Inter Disciplinary Refer Annexure II Refer Annexure II Refer Annexure II
Economies and Project with Chapter 5
Societies of Geography “Natural
Chapter 4 Forest Vegetation and
Society and Wildlife”
Colonialism
Chapter 5 CG-4 Develops an C-4.3 Draws inter-  Examine the situations  Locate the various
Pastoralists in the understanding of the linkages between that have created pastoral communities
Modern World inter-relationship various components of nomadic societies on an outline map of
between human beings the physical highlighting the key India and explain
and their physical environment, such as factor played by the cyclical movements of
environment and how climate and relief, climatic conditions and these according to
that influences the climate and vegetation, topography. climatic conditions.
livelihoods, cultural vegetation, and wildlife.  Analyse varying  Audio Visual aids like
diversity, and C-4.4 Analyses and patterns of documentaries on the
biodiversity of the evaluates the inter- developments within various pastoral
region relationship between pastoral societies in

Page 10 of 65 Social Science Syllabus IX-X 2024-25

 the natural environment different places in communities can be
and human beings and India. shown.
their cultures across  Comprehend the  Presentations
regions and, in the case impact of colonialism comparing the lives of
of India, the special on Pastoralists in India pastoralists and the
environmental ethos and Africa. colonial impact on
that resulted in pastoralists in India and
practices of nature Africa.
conservation.  T charts and similar
C-4.5 Critically graphic organizers to
evaluates the impact of compare the lives of
human interventions on pastoralists in pre- and
the environment, post-colonial periods.
including climate  Think-pair and share
change, pollution, can be practised to
shortages of natural discuss various
resources (particularly methods of colonial
water), and loss of policies of exploitation
biodiversity; identifies and their impact on
practices that have led pastoralists of Africa
to these environmental and India.
crises and the
measures that must be
taken to reverse them
Political Science: Democratic Politics - I
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
CG-5 Understands the C-5.4 Analyses the  Examine the concept  Brainstorming on
1. What is Democracy? Indian Constitution and basic features of a structural introduction of concepts
Why Democracy? explores the essence democracy and components of of Democracy & features
of Indian democracy democratic government Democracy and its of Democracy
and the characteristics – and its history in India forms/ features.

Page 11 of 65 Social Science Syllabus IX-X 2024-25

 of a democratic and across the world –  Compare and  4 corners strategy to
government and compares this form Contrast working of discuss “What & why of
of government with democracies of India democracy?
other forms of and North Korea and  students create
government infer on their democratic governance
differences and model in the class.
significance in each  Cartoon interpretation to
country. summarize the benefits
 Analyse and infer on of democracy
the different historical
processes and forces
that have contributed
for the promotion of
democracy
2. Constitutional Design CG-5 Understands the C-5.1 Understands that  Group discussion and  Group Discussion to
Indian Constitution and the Indian Constitution describe the situation comprehend the
explores the essence draws from the great that led to creation of purpose of constitution.
of Indian democracy cultural heritage and Indian Constitution  Poster making/ wall
and the characteristics common aspirations of  Enumerate the magazine for
of a democratic the Indian nation, and essential features that Comparing and
government recalls India’s early need to be kept in contrasting between
experiments with mind while drafting Preamble of South
democracy (assemblies any constitution. African constitution with
in Mahajanapadas, Examine the guiding the preamble of Indian
kingdoms and empires values that created constitution.
at several levels of the the Indian constitution  Declamation strategy
society, guilds sanghas  Comprehend the roles for discussing the roles
and ganas, village and responsibilities as and responsibilities of
councils and citizens of India. citizens.
committees,
Uthiramerur
inscriptions)

Page 12 of 65 Social Science Syllabus IX-X 2024-25

3. Electoral Politics CG-5 Understands the C-5.3 Explains that  Analyse the  Role play on performing
Indian Constitution and fundamental rights are implications of power fundamental duties.
explores the essence the most basic human of vote and power of  Perform school council
of Indian democracy rights, and they flourish recall. elections for practical
and the characteristics when people also  Summarize the learning of the system.
of a democratic perform their essential features of  Design and present
government fundamental duties the Indian Electoral election manifesto.
system.  Create multiple parties
 Examine the rationale and create symbols for
for adopting the elections.
present Indian  Use street play to
Electoral System. create awareness about
the right to vote and
fundamental duties.
4. Working of CG-5 Understands the C-5.5 Analyses the  Examine the roles,  Watch videos of
Institutions Indian Constitution and critical role of non-state responsibilities, and Parliament and discuss
explores the essence and non-market interdependency of all the importance of
of Indian democracy participants in the the 3 organs of the question hour.
and the characteristics functioning of a Government.  Present Moot court to
of a democratic democratic government  Appreciate the evaluate the rule of
government and society, such as the parliamentary system Law. Examine the
media, civil society, of executive’s relevant case studies to
socio-religious accountability to the evaluate the rule of law
institutions, and legislature. conduct Mock
community institutions  Summarize and Parliament session.
evaluate the rule of law  Collect information on
in India. the performance of the
functioning of a
democratic government
and society from social
media and other
institutions and present.

Page 13 of 65 Social Science Syllabus IX-X 2024-25

5. Democratic Rights CG-5 Understands the C-5.2 Appreciates  Analyse the role of  Debate the need to have
Indian Constitution and fundamental the responsible rights in the light of
explores the essence Constitutional values citizens. study of Saudi Arabia.
of Indian democracy and identifies their  Case study to analyse
and the characteristics significance for the  Summarize the the role of citizens when
of a democratic prosperity of the Indian importance of the rights are exercised
government nation. fundamental rights or otherwise.
and duties in the light  Organize a moot court to
of the nation’s glory. discuss the violation of
individual rights.
 Recognize the role of  Graphic organizer to
a responsible citizen summarize the
while performing their coexistence of rights vs
prescribed duties duties.
versus claiming
rights.
Geography: Contemporary India - I
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
1. India – Size and CG-4 Develops an C-4.1 Locates  Examine how the  On map of India Locate
Location understanding of the physiographic regions location of an area physiographic regions of
inter-relationship of India and the impacts its climate and India and the climatic
between human beings climatic zones of the time with reference to zones of the world on a
and their physical world on a globe/map. longitude and latitude. globe/map.
environment and how  Explore and analyses  Use GeoGebra, Google
that influences the the trading and cultural earth to represent and
livelihoods, culture, relationships of India justify the reasons for
and the biodiversity of with its neighbouring the differences in
the region. countries. climatic conditions, local
 Evaluate the situation & and standard time.
reasons that made  Brainstorming strategy
for inferring conditions

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 82.5E* longitude as and relationships of the
Time meridian of India. people living in states
 Examine how location that are sharing border
of India enables its with the neighbouring
position as a strategic countries impact trade
partner in the and culture.
subcontinent.  Make a PPT
 Justify the reasons for presentation on the
the differences in inter-relationship
climatic conditions, between human beings
local and standard time. and their physical
environment and how
that influences the
livelihoods, culture, and
the biodiversity of the
region.
2. Physical Features of CG-4 Develops an C-4.2 Explains  Justify how the Physical  Use Art integrated
India understanding of the important geographical Features of India strategies like gallery
inter-relationship concepts, influences the walk/Model making to
between human beings characteristics of key livelihoods, culture, and demonstrate how
and their physical landforms, their origin, the biodiversity of the physical features make
environment and how and other physical region. India a sub-continent.
that influences the factors of a region  Examine the geological  Group work to discuss
livelihoods, culture, process that played a the lives and
and the biodiversity of crucial role in the relationships amongst
the region. formation of diverse physiographic areas.
physical features in  Brainstorming and make
India. a comparison of India’s
 Analyse the conditions Physical features with
and relationships of the another country.
people living in different  presentation using
physiographic areas. different modes such as

Page 15 of 65 Social Science Syllabus IX-X 2024-25

  Examine various Journals, Collage and
environmental issues. other references.
3.Drainage CG-4 Develops an C-4.5 Critically  Examine the  Choice Board strategy
understanding of the evaluates the impact of information about where each group to
inter-relationship human interventions different lakes and infer take up one river and
between human beings on the environment, on their contribution to focus on the areas they
and their physical including climate Indian ecology. serve and the impact on
environment and how change, pollution,  Present creative Economy of that area.
that influences the shortages of natural solutions to overcome  Students will prepare a
livelihoods, culture, resources (particularly the water pollution also chart on lakes.
and the biodiversity of water), and loss of to increase the  Slogan writing, poster
the region biodiversity; identifies contribution of water making/ save River
practices that have led bodies to Indian songs/ to bring
to these environmental economy. awareness on water
crises and the  Identify the river pollution and suggest
measures that must be systems of the country solutions
taken to reverse them and explain the role of
rivers in human society
4. Climate CG-4 Develops an C-4.3 Draws inter-  Analyse and infer the  Use Mind map/ graphic
understanding of the linkages between effect of monsoon organizers to enumerate
inter-relationship various components of winds on rainfall of the and summarize the
between human beings the physical Indian subcontinent. reasons for the wide
and their physical environment, such as  Analyse the difference between the
environment and how climate and relief, temperatures between day and night
that influences the climate and vegetation plateau region, temperatures at different
livelihoods, culture, and wildlife Himalayan region, geographical locations
and the biodiversity of desert region and of India.
the region coastal region.  Collect Newspaper
 Enumerate and reports for knowing the
summarize the reasons weather status.
for the wide difference  Prepare and present
between temperatures mock drills on climate
at different change and protocols as

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 geographical locations preventive action for
of India various disasters

5. Natural Vegetation Inter disciplinary Inter disciplinary Refer annexure II Refer annexure II
and Wildlife. project project with chapter no
IV of History “Forest,
Society and
Colonialism
6. Population CG-4 Develops an C-4.6 Develops  Analyse and infer the  Use a Pie -diagram to
understanding of the sensitivity towards the reasons behind the depict the population
inter-relationship judicious use of natural uneven distribution of distribution in India.
between human beings resources (by population in India with  Group discussion and
and their physical individuals, societies, specific reference presentation on reasons
environment and how and nations) and  to UP & Rajasthan and behind the uneven
that influences the suggests measures for Mizoram and Karnataka distribution of Population
livelihoods, culture, their conservation  Enlist the factors that
and the biodiversity of affect the population
the region density
ECONOMICS
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
Chapter 1: The Story of CG-7 Develops an C-7.1 Defines key  Enlist the requirements  Visit to a nearby village
Village Palampur understanding of the features of the of production and or local markets and
economy of a nation- economy such as comprehend the interview different
state, with specific production, distribution, interdependence of classes of farmers to
reference to India. demand, supply, trade, these requirements. know about their
and commerce, and  Corelate farming and lifestyles and thereafter
factors that influence non-farming activities present in the class.
these aspects to economic growth.  Concept map/Poster
(including technology).  Comprehend how the making/ gallery walk to
significance of enlist the factors of
conditions of farming production and

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 C-7.2 Evaluates the and the factors of evaluate their
importance of the three production impact interdependence.
sectors of production economic  Discussion/PPT
(primary, secondary, development. presentation on how to
and tertiary) in any  Find solutions to foster eradicate poverty
country’s economy, an equitable society. among farmers and
especially India. trying to suggest
innovative strategies to
improve the farmers
lifestyles.
Chapter -2 CG-7 Develops an C-7.2 Evaluates the  Evaluate the reasons  Classroom
People as Resource understanding of the importance of the three that contribute to the discussions/debates on
economy of a nation, sectors of production quality of population. various factors that
with specific reference (primary, secondary,  Observe the different affect the quality of
to India. and tertiary) in any government schemes population. For e.g.
country’s economy, in some states and significance of
especially India. see its effect on the Education/Health in
quality of people there Human Resource
by. Development.
 Propose innovative  Make a newsletter
strategies to resolve collecting articles from
unemployment newspapers/magazines
problems. etc on illiteracy and
unemployment status in
India and government
initiative in solving the
issues.
 Audio-Visual aids
showing initiatives
undertaken by the
government in
promoting education

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 and employment in
various states of India.
Chapter 3 Poverty as a CG-8 Evaluates the C-8.1 Gathers,  Comprehend the  PPT presentation using
challenge economic development comprehends, and reasons of poverty in case study given in
of a country in terms of analyses data related the rural and urban NCERT text on the
its impact on the lives to poverty and areas. reasons of rural and
of its people and unemployment in one’s  Evaluate the efficacy urban poverty.
nature. locality and at the of government to  Declamation with data
national level. eradicate poverty. to evaluate the efficacy
C-8.2 Understands and  Compare how poverty of government to
analyses the concepts estimates have eradicate poverty and
and practice of the transformed from suggest measures/
range of economic 1993-94 to 2011-12. ways which can be
systems – from free  Corelate the link used to minimise the
market to entirely state between education same.
controlled markets. and poverty.  Debate on the topic-
C-8.4 Describes India’s ‘Can education remove
recent path towards poverty?’
again becoming one of
the three largest
economies of the
world, and how
individuals can
contribute to this
economic progress

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Chapter 4 Food CG-8 Evaluates the C-8.2 Understands and  Comprehend various  Case study and group
Security in India economic development analyses the concepts aspects of food discussion to connect
of a country in terms of and practice of the security that will the link between a well-
its impact on the lives range of economic ensure continuity of structured food security
of its people and systems – from free supply to the masses. system and continuity
nature. market to entirely state  Enumerate the of supply to masses.
controlled markets. different features of  Guest Speaker
C-8.4 Describes India’s PDS that directly programmes where
recent path towards address FSI. govt. officials can be
again becoming one of  Analyse and infer the called to talk on FSI
the three largest impact of Green and PDS (Public
economies of the Revolution. Distribution System)
world, and how  Analyse the causes  Panel Discussion
and impact of /seminar on the impact
individuals can
famines/disasters in of the green revolution
contribute to this
food security during and PDS.
economic progress. pre and post  Concept maps
C-8.5 Appreciates the independent India. explaining the causes
connections between behind the famines in
economic development the colonial period and
and the environment, the causes and impact
and the broader of recurring disasters
indicators of societal on food security in post
wellbeing beyond GDP independent India
growth and income. through examples.

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 CLASS IX
LIST OF MAPS
S. No. Subject Name of the Chapter List of Areas to be located /labeled/identified on the map
I History French Revolution Outline political map of France. Locate/label/identify.
 Bordeaux, Nantes, Paris and Marseille
Outline political map of the World. Locate/label/identify Major countries
Socialism in Europe and the of First World War: Central Powers: Germany, Austria-Hungary, Turkey
Russian Revolution (Ottoman Empire).
Allied Powers – France, England, Russia and USA
Outline Political Map of World. Locate/label/identify Major countries of
Nazism and the Rise of Hitler Second World War Axis: Powers – Germany, Italy, Japan Allied Powers
– UK, France, Former USSR, USA
II Geography India : size and location  India – States and Capitals
 Tropic of Cancer, Standard Meridian (Location and Labeling)
 Neighbouring Countries
India physical features  Mountain Ranges : The Karakoram, The Zanskar, The Shivalik,
The Aravali, The Vindhya, The Satpura, Western and Eastern
Ghats
 Mountain Peaks – K2, Kanchan Junga, Anai Mudi
 Plateau – Deccan Plateau, Chota Nagpur Plateau, Malwa Plateau
 Coastal Plains – Konkan, Malabar, Coromandel & Northen Circar
(Location and Labelling)
Drainage system Rivers (Identification only)
 The Himalayan River Systems – The Indus, The Ganges and The
Sutlej
 The Peninsular Rivers – The Narmada, The Tapti, The Kaveri,
The Krishna, The Godavari, The Mahanadi
 Lakes – Wular, Pulicat, Sambar, Chilika
Climate  Annual rainfall in India, Monsoon wind direction
Population  Population density of all states
 The state having highest and lowest density of population

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 CLASS IX
INTERNAL ASSESSMENT: 20 MARKS
Type of Assessment Description Marks Allocated

Periodic Assessment Pen Paper Test 5

Multiple Assessment Quiz, debate, role play, viva, group discussion, visual expression, interactive 5
bulletin boards, gallery walks, exit cards, concept maps, peer assessment, self-
assessment etc. through inter disciplinary project

Subject Enrichment Activity Project work on Disaster Management 5

Portfolio Classroom, work done (activities/assignments) reflections, narrations, journals etc. 5

Achievements of the student in the subject throughout the year
Participation of the student in different activities like Heritage India quiz etc.

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 CLASS IX
PRSECRIBED TEXT BOOKS

S. No. Subject Name of the Book Publisher

1 History India and the Contemporary World-I NCERT

2 Political Science Democratic Politics-I NCERT

3 Geography Contemporary India-I NCERT

4 Economics Economics NCERT

5 Disaster Management Together, towards a safer India- Part II CBSE

Note: Please procure latest reprinted edition (2024-05) of prescribed NCERT textbooks.

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 CLASS
COURSE STRUCTURE
History (India and the Contemporary World-II) Suggestive no. of 20 inclusive map pointing
periods = 60
Section Chapter No. Chapter name No. of periods Marks allocated
I I The Rise of Nationalism in Europe 17
Events and II Nationalism in India 17
processes 18+2 map pointing
II III The making of a Global World 6
Livelihoods, (To be evaluated in the Board Examination
Economies and Subtopics: 1 to 1.3 Pre Modern World to
Societies Conquest, Disease and trade)
Interdisciplinary project as part of multiple 4
assessments
(internally assessed for 5 marks)
Subtopics 2 to 4.4 -The nineteenth century
(1815-1914) to end of Bretton Woods & the
beginning of “Globalization”
IV The Age of Industrialization 6
(To be assessed as part of Periodic
Assessment only)
III V Print Culture and the Modern world 10
Everyday Life,
Culture and
politics
Geography (Contemporary India-II) Suggestive no. 20 inclusive map pointing
of periods = 55
Chapter No. Chapter name No. of periods Marks allocated

1 Resources and Development 7

2 Forest and Wildlife Resources 7

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 3 Water resources 7
17+3 map pointing
4 Agriculture 10

5 Minerals and energy Resources 10

6 Manufacturing Industries 10

7 Lifelines of National Economy 2

Only map pointing to be evaluated in the Board Examination

Interdisciplinary project as part of multiple assessments 2

(Internally assessed for 5 marks)
Political Science (Democratic Politics-II) Suggestive no. 20
of periods = 50
Unit No. Chapter No. Chapter name No. of periods Marks allocated

I 1 Power-sharing 15

2 Federalism 20

II 3 Gender, Religion and Caste 12

III 4 Political Parties 12

IV 5 Outcomes of Democracy 11
Economics (Understanding Economic Development) Suggestive no. 20
of periods = 50
Chapter No. Chapter name No. of periods Marks allocated

Page 25 of 65 Social Science Syllabus IX-X 2024-25

 1 Development 12

2 Sectors of the Indian Economy 12 20

3 Money and Credit 12

4 Globalization and the Indian Economy 8

To be evaluated in the Board Examination
 What is Globalization?
 Factors that have enabled Globalization
Interdisciplinary project as part of multiple assessment 6
(Internally assessed for 5 marks)
 Production across the countries
 Chinese toys in India
 World Trade Organization
 The Struggle for a Fair Globalization
5 Consumer Rights (Project Work)

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 CLASS X
COURSE CONTENT
HISTORY: India and the Contemporary World - II
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
I The Rise of CG-2 Analyses important C-2.4 Explains the  Infer how the French  Presentation and discussion
Nationalism in phases in world history growth of new ideas in Revolution had an on the French Revolution
Europe and draws insight to Europe and Asia impact on the after watching
understand the present - (humanism, European countries animations/films/reading
day world. mercantilism, in the making of stories or novels related to
industrialisation, nation state. French revolution.
CG-3 Understands the colonialism, scientific  Comprehend the  Use of graphic organizers to
idea of a nation and the developments and nature of the diverse explain unification of states
emergence of the modern explorations, social movements of to form one nation.
Indian Nation imperialism, and the rise the time.  Map activity familiarising the
of new nation-states  Analyse and infer the location of various places
across the world) and evolution of the idea studying the map of Europe
how it affected the of nationalism which after the Congress of
course of human led to the formation of Vienna 1815 and locating
history. nation states in important places on the
C-2.5 Recognises the Europe and political outline map of
various practices that elsewhere. Europe.
arose, such as those in  Evaluate the reasons  World Café on changes
C-2.4, and came to be which led to the First after 1815 in Europe.
condemned later on World War.  Role play on the social
(such as racism, revolutions of Europe
slavery, colonial
invasions, conquests,
and plunder, genocides,
exclusion of women
from democratic and
other institutions), all of

Page 27 of 65 Social Science Syllabus IX-X 2024-25

 which have also
impacted the course of
world history and have
left unhealed wounds.
II Nationalism in CG-3 Understands the C-3.2 Identifies and  Illustrate various facets  Sequence chart/ story
India idea of a nation and the analyses important of Nationalistic Board/ Story telling
emergence of the modern phases of the Indian movements that pedagogy to Illustrate
Indian Nation. national freedom ushered in the sense various facets of
struggle against British of Collective Nationalistic movements
colonial rule, with Belonging. that ushered in the sense of
special reference to the  Evaluate the Collective Belonging
movement led by effectiveness of the  Students will examine
Mahatma Gandhi and strategies applied by textual content and other
other important figures Gandhiji and other references and Present
as well as those that led leaders in the through PPT.
to independence, and movements organised  Viewing the relevant
understands the specific by him. Snippets from the movies/
Indian concepts, values,  Summarise the effects video clippings depicting
and methods (such as of the First World War various events involving
Swaraj, Swadeshi, that triggered the two Gandhiji and other leaders
passive resistance, fight defining movements and present findings
for dharma self- (Khilafat &Non
sacrifice, ahimsa) that Cooperation
played a part in Movement) in India
achieving
Independence.
III. The Making CG-7 Develops an C-2.3 Traces aspects of  Summarize the  Initiate an Inquiry based
of a Global understanding of the continuity and change in changes that learning using world café’
World economy of a nation, with different phases of transformed the world strategy and present your
specific reference to world history (including in terms of economy, findings through café
Subtopic 1 India. cultural political, cultural and conversation strategy of each
The premodern trends, social and technological areas. area (transformed the world
world religious reforms, and in terms of economy, political,

Page 28 of 65 Social Science Syllabus IX-X 2024-25

 economic and political  Depict the global cultural and technological
Subtopic 2 transformations) interconnectedness aspects.)
19th century from the Premodern to  Art integration and gallery
1815 -1914 C-7.4 Traces the the present day. walk to depict the
Subtopic 3 beginning and  Enumerate the interconnectedness.
The inter- war importance of large- destructive impact of  Students examine the
economy scale trade and colonialism on the photographic display/ new
Subtopic 4 commerce (including e- livelihoods of colonised paper cutting that depict the
Rebuilding of commerce) between people. destructive impact of
world economy: one country and another  Refer Annexure IV colonialism on the livelihoods
the post war era. – the key items of trade of colonised people and
in the beginning, and present their understandings
the changes from time in the form of Newsletter/
to time. cartoon strips/ Inter
Inter Disciplinary Project
disciplinary
Project with Refer Annexure IV
chapter 7 of
Geography:
Lifelines of
National
Economy and
chapter 4 of
Economics:
Globalization
and the Indian
Economy
IV CG-2 Analyses the C-2.4 Explains the  Watch relevant Videos/  Enumerate economic,
important phases in world growth of new ideas and Visuals/ political, social features of
The Age of history and draws insights practices across the documentaries/ the Pre and Post
Industrialisation to understand the world (including movie clippings on Industrialization.
present-day world humanism, features of Pre & Post  Analyse and infer how the
mercantilism, economic, political, industrialization impacted

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 industrialisation, social features of Pre colonies with specific focus
scientific developments and Post on India
and explorations, Industrialization
imperialism, colonialism,
the rise of
new nation-states
across the world, and
various technologies
including the most
current) and how they
affected the course of
world history
V CG-2 Analyses the C-2.4 Explains the  Enumerate the  Flow chart to depict the
important phases in world growth of new ideas and development of Print development of Print.
Print culture history and draws insights practices across the from its beginnings in  Declamation on the
and the Modern to understand the world (including East Asia to its profound transformation of
World present-day world. humanism, expansion in Europe people due to the print
mercantilism, and India. revolution.
CG-9 Understands and industrialisation,  Comment on the  Use of Venn diagram to
appreciates the scientific developments statement that the print compare the advantages of
contribution of India and explorations, revolution was not just handwritten books and the
through history and imperialism, colonialism, a way of producing printed books
present times, to the the rise of book but profound  Interpret and infer from
overall field of Social new nation-states transformation of pictures, cartoons, extracts
Science, and the across the world, and people. from propaganda literature
disciplines that constitute various technologies  Compare and contrast on important events and
it including the most the old tradition of issues with focus on print
current) and how they handwritten culture.
affected the course of manuscripts versus the
world history. print technology.
 Summarise the role of
Print revolution and its
impact

Page 30 of 65 Social Science Syllabus IX-X 2024-25

 Political Science: Democratic Politics - II
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
1.Power - sharing CG-5 Understands the C-5.4 Analyses the basic  Enumerate the need  Read relevant Newspaper
Indian Constitution and features of a democracy for power sharing in articles/ clippings on Power
explores the essence of and democratic democracy. sharing and present the
Indian democracy and government – and its  Analyse the findings in the form of flow
the characteristics of a history in India and Challenges faced by chart.
democratic government across the world – and countries like Belgium  Discuss various forms of
compares this form of and Sri Lanka power-sharing.
government with other ensuring effective  Classroom discussion on
forms of power sharing. challenges faced by Belgium&
government  Compare and Sri Lanka in ensuring effective
contrast the power power sharing.
sharing of India with  Socratic discussion on Power
Sri Lanka and Sharing Techniques used by
Belgium. India, Sri Lanka and Belgium.
 Summarize the 
purpose of power
sharing in preserving
the unity and stability
of a country
2 Federalism CG-5 Understands the C-5.2 Appreciates  Infer and appreciate  Group discussion on the
Indian Constitution and fundamental how federalism is distribution of powers between
explores the essence of Constitutional values and being practised in Union and state Government
Indian democracy and identifies India. and present the outcomes
the characteristics of a their significance for the  Analyse and infer through presentations.
democratic government prosperity of the Indian how the policies and  Debate on policies and politics
nation politics that has that strengthens Federalism in

Page 31 of 65 Social Science Syllabus IX-X 2024-25

 strengthens practice and present through
federalism in practice. mind map
3.Gender, C-6.2 Understands that,  Examines the role  Skit/ street play to enumerate
Religion and CG-6 Understands and despite C-6.1, forms of and differences of how the differences in gender,
Caste analyses social, inequality, injustice, and Gender, religion and religion and caste impact the
cultural, and political life discrimination have Caste in practicing practicing healthy or otherwise
in India over time – as occurred in different Democracy in India. in a Democracy.
well as the underlying sections of society at  Analyses the different  Graphic method to analyse and
historical Indian ethos different times (due to expressions based on infer how different expressions
and philosophy of unity internal as well as these. based on differences in
in diversity – and outside forces such as  differences are Gender, Religion and Caste
recognises challenges colonisation), leading to healthy or otherwise are healthy or unhealthy in a
faced in these areas in political, social, and in a democracy democracy
the past and present cultural efforts, struggles,
and the efforts (being) movements, and
made to address them mechanisms at various
levels towards equity,
inclusion, justice, and
harmony, with varying
outcomes and degrees
of success.
4.Political Parties CG-5 Understands the C-5.3 Explains that  Understand the  Mock election to learn the
Indian Constitution and fundamental rights are process of parties process.
explores the essence of the most basic human getting elected.  Role play and create
Indian democracy and rights, and they flourish  Know the awareness of fundamental
the characteristics of a when people also significance of right duties.
democratic government perform their to vote and exercise  Use flow chart to bring out the
fundamental duties the duties as citizen role, purpose and no. of
of nation. Political Parties.
 Examine the role,  Read newspapers, watches
purpose and no. of video clippings to justify the
Political Parties in contributions /non
Democracy. contributions made by

Page 32 of 65 Social Science Syllabus IX-X 2024-25

  Justifies the national and regional political
contributions /non parties in successful
contributions made functioning of Indian
by national and democracy.
regional political
parties in successful
functioning of Indian
democracy.
5.Outcomes of CG-5 Understands the C-5.5 Analyses the  Enumerates how a  Graphic organizer to
Democracy Indian Constitution and critical role of non-state success of enumerates how a success of
explores the essence of and non-market democracy depends democracy depends on quality
Indian democracy and participants in the on quality of of government, economic
the characteristics of a functioning of a government, wellbeing, in equality, social
democratic government democratic government economic wellbeing, differences, conflict, freedom
and society, such as the in equality, social and dignity.
media, civil society, differences, conflict,
socio-religious freedom and dignity.
institutions, and
community institutions.
Geography: Contemporary India - II
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
1.Resources CG-4 Develops an C-4.4 Analyses and  Enumerates how the  Brainstorming on how the
and understanding of the evaluates the inter- resources are resources are interdependent
Development inter-relationship relationship between the interdependent, in nature and the need to
between human beings natural environment and justify how planning develop them in India and
and their physical human beings and their is essential in present in the form of a Venn
environment and how cultures across regions judicious utilization diagram.
that influences the and, in the case of India, of resources and the  Use of maps, charts, and
livelihoods, culture, and the special need to develop other tools to identify patterns
the biodiversity of the environmental ethos them in India. and trends of land utilization.
region

Page 33 of 65 Social Science Syllabus IX-X 2024-25

 that resulted in practices  Infers the rationale  Case study and debate on the
of nature conservation for development of topic “Is the development
resources. acting as an adversary for
 Analyse and conservation”.
evaluate data and  Present a report in the form of
information related PPT.
to non-optimal land,
utilization in India
Appraise and infer
the need to conserve
all resources
available in India.
 suggest remedial
measures for optimal
utilization of
underutilized
resources
2. Forest and CG-4 Develops an C-4.6 Develops  Examine the  Read newspaper articles/
Wildlife understanding of the sensitivity towards the importance of watch videos on deforestation
Resources inter-relationship judicious use of natural conserving forests and need for conservation and
between human beings resources (by and wildlife and their through world café strategy
and their physical individuals, societies, interdependency in present your findings.
environment and how and nations) and maintaining the  Discuss how developmental
that influences the suggests measures for ecology for the works, grazing wood cutting
livelihoods, culture, and their conservation sustainable have impacted on the survival
the biodiversity of the development of forests
region India.  Use art integration strategy to
 Analyse the role of summarize and present the
grazing and wood reasons for conservation of
cutting in the biodiversity in India under
development and sustainable development.
degradation

Page 34 of 65 Social Science Syllabus IX-X 2024-25

  Summarizes the
reasons for
conservation of
biodiversity in India
under sustainable
development.
3.Water CG-4 Develops an C-4.2 Explains important  Examine the  Brainstorming session to
Resources understanding of the geographical concepts, reasons for discuss the scarcity of water
inter-relationship characteristics of key conservation of and present through graphic
between human beings landforms, their origin, water resource in organizers.
and their physical and other physical India.  Prepare a PPT to Summarize
environment and how factors of a region.  Analyse and infer the roles of Multipurpose
that influences the how the projects in supporting the
livelihoods, culture, and Multipurpose water requirement of India
the biodiversity of the projects are
region. supporting the
requirement of water
in India.
4. Agriculture CG-4 Develops an C-4.3 Draws inter-  Examine the crucial  Group Discussion on the
understanding of the linkages between various role played by challenges faced by farmers,
inter-relationship components of the agriculture in our such as low productivity, lack
between human beings physical environment, economy and of modern technology,
and their physical such as climate and society. inadequate irrigation facilities,
environment and how relief, climate and  Analyses the and post-harvest losses and
that influences the vegetation, vegetation, challenges faced by present the findings through
livelihoods, culture, and and wildlife the farming PPT/chart.
the biodiversity of the community in India.  Collect Newspaper and have
region  Identifies and a panel discussion on the
summarizes various challenges faced by the
aspects of farming community in India
agriculture, including  Use of graphic organizers to
crop production, distinguish the traditional and
modern farming methods

Page 35 of 65 Social Science Syllabus IX-X 2024-25

 types of farming,
modern
 agricultural
practices, and the
impact of agriculture
on the environment.
 Analyses the
challenges faced by
the farming
community in India
5. Minerals and CG-4 Develops an C-4.6 Develops  Differentiates  Use graphic organizers to
Energy understanding of the sensitivity towards the between the infer the resource distribution
Resources inter-relationship judicious use of natural conventional and to real-world situations and
between human beings resources (by nonconventional lists the strategies for
and their physical individuals, societies, sources of energy. sustainable use of natural
environment and how and nations) and  Analyses the resources.
that influences the suggests measures for importance of  Use of flow chart to
livelihoods, culture, and their conservation. minerals and natural Differentiate between the
the biodiversity of the resources for conventional and non-
region economic conventional sources of
development of the energy
country.
 Suggests strategies
for sustainable use
of natural resources
6.Manufactur-ing CG-4 Develops an C-4.5 Critically evaluates  Enumerates the  Use of flow chart to
Industries understanding of the the impact of human impact of differentiate between various
inter-relationship interventions on the manufacturing types of manufacturing
between human beings environment, including industries on the industries based on their input
and their physical climate change, environment and materials, processes, and end
environment and how pollution, shortages of develop strategies products.
that influences the natural resources for sustainable  Utilizes the textual information
(particularly water), and development of the (data given through various

Page 36 of 65 Social Science Syllabus IX-X 2024-25

 livelihoods, culture, and loss of biodiversity; manufacturing maps/ graphs) to enumerate
the biodiversity of the identifies practices that sector. the impact of manufacturing
region have led to these  Differentiates industries on the environment
environmental crises and between various and develop strategies for
the measures that must types of sustainable development of
be taken to reverse them manufacturing the manufacturing sector.
industries based on  Uses case studies to Infer the
their input materials, relation between availability of
processes, and end raw material and location of
products, and the industry.
analyse their
significance in the
Indian economy.
 Analyses the relation
between the
availability of raw
material and location
of the industry
7.Life Lines of Inter disciplinary project Refer Annexure IV Refer Annexure IV
National with chapter 3 of History:
Economy The making of a Global
world and chapter 4 of
Economics:
Globalization and the
Indian Economy
Economics: Understanding Economic Development
Curricular goals Competency Learning outcome Suggestive Pedagogical process
Content
CG-8 Evaluates the C-8.1 Gathers,  Enumerate and  Hot seat strategy to
1
economic development comprehends, and examine the different enumerate different
Development of a country in terms of analyses data related to processes involved developmental Goals that
income, capital, poverty, in setting helps in nation building.

Page 37 of 65 Social Science Syllabus IX-X 2024-25

 its impact on the lives of and employment in one’s developmental  Case study to analyse and
its people and nature. locality, region and at the Goals that helps in infer how the per capita
national level. nation building. income depicts the economic
C-8.4 Describes India’s  Analyse and infer condition of the nation.
recent path towards how the per capita  Graphic organizer to compare
again becoming one of income depicts the the t relation between HDI
the three largest economic condition (Human Development Index)
economies of the world, of the nation. and PCI (Per Capita National
and how individuals can  Evaluate the Income)
contribute to this development goals  Declamation to Analyse the
economic progress. that have been set multiple perspectives on the
C-8.5 Appreciates the for the nation by the need of development.
connections between Planning  Debate on ‘Health and
economic development commission of India Education are the true
and the environment, -with specific indicators of development.’
and the broader reference to their
indicators of societal efficacy, implemental
wellbeing beyond GDP strategies, relevance
growth and income. to current
requirements of the
nation.
 Compare and
contrast the per
capita income of
some countries and
infer reasons for the
variance.
 Analyses the
multiple perspectives
on the need of
development.
CG-7 Develops an C-7.1 Defines key  Analyses and infer  Data analysis of various
2
understanding of the features of the economy how the economic sectors and their contribution

Page 38 of 65 Social Science Syllabus IX-X 2024-25

 economy of a nation, such as production, activities in different in GDP (Gross domestic
with specific reference distribution, demand, sectors contribute to Product) and NDP (Net
Sectors of the
to India. supply, trade, and the overall growth Domestic Product).
Indian
commerce, and factors and development of  Research based strategy to
Economy
that influence these the Indian economy. propose solutions to identified
aspects (including  Propose solutions to problems in different sectors
technology) C-7.2 identified problems based on their understanding.
Evaluates the in different sectors  Read Newspaper articles and
importance of the three based on their group discuss to Summarize
sectors of production understanding. how the organised and
(primary, secondary, and  Summarize how the unorganised sectors are
tertiary) in any country’s organised and providing employment and the
economy, especially unorganised sectors challenges faced by them.
India C-7.3 Distinguishes are providing  Role plays of case studies
between ‘unorganised’ employment and the explaining
and ‘organised’ sectors challenges faced by underemployment/disguised
of the economy and their them. unemployment.
role in production for the  Enumerates the role  Class conversation/group
local market in small, of unorganised discussion on how to create
medium, and large-scale sector in impacting more employment.
production centres PCI (Per Capita
(industries), and Income) currently
recognises the special and proposes
importance of the so- suggestive steps to
called ‘unorganised’ reduce the
sector in Indian economy unorganised sector
and its connections with for more productive
the self-organising contributions to
features of Indian GDP.
society.  Enumerates and
infer the essential
role of the Public
and Private sectors

Page 39 of 65 Social Science Syllabus IX-X 2024-25

 the present trends of
PPP and efficacy of
the initiative.
3 CG-8 Evaluates the C-8.1 Gathers,  Enumerate how  Group discussion to
economic development comprehends, and money plays as a Enumerate how money plays
Money and Credit of a country in terms of analyses data related to medium exchange in as a medium exchange in all
its impact on the lives income, capital, poverty, all transactions of transactions of goods and
of its people and and employment in one’s goods and services services since ancient times
nature. locality, region and at the since ancient times to the present times.
national level. to the present times.  Case based study to Analyse
Markets.  Analyse and infer and infer various sources of
C-8.3 Understands these various sources of Credit.
features in the context of Credit.  Guest Speaker Programme
ancient India, with its  Summarizes the (bank manager/ a self-help
thriving trade, both significance and role group member) who will
internal and external, and of self-help groups in summarize the significance
its well-established trade the betterment of the and role of self-help groups in
practices and networks, economic condition the betterment of the
business conventions, of rural people/ economic condition of rural
and diverse industries, all women. people/ women.
of which made India one
of the world’s leading
economies up to the
colonial period
CG-7 Develops an society C-7.4 Traces the  Enumerate the  Watch videos on globalisation
4
understanding of the beginning and importance concept of followed by an interactive
Globalization economy of a nation, of large-scale trade and globalization and its group discussion to
and the Indian with specific reference commerce (including e- definition, evolution, enumerate the concept of
Economy to India. commerce) between one and impact on the globalization and its definition,
CG-8 Evaluates the country and another – the global economy. evolution, and impact on the
economic development key items of trade in the  Evaluate the key role global economy.
Subtopics: of a country in terms of beginning, and the of the key major  Read Textual and other
its impact on the lives drivers of resources to analyse and infer

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What is of its people and changes from time to globalization and the key drivers of globalization
Globalization? nature time. their role in shaping and their role in shaping the
C-8.3 Understands these the global economic global economic landscape.
Factors that
features in the context of landscape in various  Discussions /Debates on the
have enabled
ancient India, with its countries. positive impact of
Globalisation.
thriving trade, both  Comprehends the Globalization on the lives of
internal and external, and significance of role people.
its well-established trade of G20 and its
practices and networks, significance in the
business conventions, light of India's
and diverse industries, all present role.
of which made India one
of the world’s leading
economies up to the
colonial period.

Inter
disciplinary
Project with Refer Annexure IV
chapter 3 of
History: “The
making of a
Global
World”.and
chapter 7 of
Geography:
“Lifelines of
National
Economy”
Subtopics:
Production across
the countries

Page 41 of 65 Social Science Syllabus IX-X 2024-25

Chinese toys in
India
World Trade
Organization
The Struggle for
A Fair
Globalisation
Project work
5 Refer Annexure III Refer Annexure III
Consumer
Rights
OR
Social Issues
OR
Sustainable
Development

Page 42 of 65 Social Science Syllabus IX-X 2024-25

 CLASS X
LIST OF MAP ITEMS
Subject Name of the Chapter List of areas to be located/labeled/identified on the map
History Nationalism in India I. Congress sessions:
 1920 Calcutta
 1920 Nagpur
 1927 Madras session
II. 3 Satyagraha movements:
 Kheda
 Champaran
 Ahmedabad mill workers
III. Jallianwala Bagh
IV. Dandi March
Geography Resources and Development Identify Major Soil Types
Water Resources Locating and Labeling:
 Salal
 Bhakra Nangal
 Tehri
 Rana Pratap Sagar
 Sardar Sarovar
 Hirakund
 Nagarjun Sagar
 Tuhgabhadra
Agriculture Identify:
 Major areas of Rice and Wheat
 Largest/Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and
Jute
Minerals and Energy Identify:
Resources a. Iron Ore mines
 Mayurbhanj
 Durg

Page 43 of 65 Social Science Syllabus IX-X 2024-25

  Bailadila
 Bellary
 Kudremukh

b. Coal Mines
 Raniganj
 Bokaro
 Talcher
 Neyveli
c. Oil Fields
 Digboi
 Naharkatia
 Mumbai High
 Bassien
 Kalol
 Ankaleshwar
Locate and label: Power Plants
a. Thermal
 Namrup
 Singrauli
 Ramagundam
b. Nuclear
 Narora
 Kakrapara
 Tarapur
 Kalpakkam
Manufacturing Industries I. Manufacturing Industries
(Locating and labeling only)
 Cotton textile Industries: a. Mumbai, b. Indore, c. Surat, d. Kanpur, e.
Coimbatore

Page 44 of 65 Social Science Syllabus IX-X 2024-25

  Iron and Steel Plants: a. Durgapur, b. Bokaro, c. Jamshedpur, d. Bhilai, e.
Vijayanagar, f. Salem
 Software technology Parks: a. Noida, b. Gandhinagar, c. Mumbai, d. Pune,
e. Hyderabad, f. Bengaluru, g. Chennai, h. Thiruvananthapuram
Lifelines of National Economy Locating and Labeling:
a. Major Sea Ports
 Kandla
 Mumbai
 Marmagao
 New Mangalore
 Kochi
 Tuticorin
 Chennai
 Visakhapatnam
 Paradip
 Haldia
b. International Airports
 Amritsar (Raja Sansi-Sri Guru Ram Dasjee)
 Delhi (Indira Gandhi)
 Mumbai (Chhatrapati Shivaji)
 Chennai (Meenam Bakkam)
 Kolkata (Netaji Subhash Chandra Bose)
 Hyderabad (Rajiv Gandhi)

Note: Items of Locating and Labelling may also be given for Identification.

Page 45 of 65 Social Science Syllabus IX-X 2024-25

 CLASS X
QUESTION PAPER DESIGN
Subject Wise Weightage
Subject Syllabus Marks (80) Percentage

History  The Rise of Nationalism in Europe.

 Nationalism in India:
 The Making of a Global World Sub topics1 to 1.3 18+2 25%
 Print Culture and the Modern World
 Map pointing
Political Science  Power – sharing
 Federalism
 Gender, Religion and Caste 20 25%
 Political Parties
 Outcomes of Democracy

Geography  Resources and Development

 Forest and Wildlife Resources
 Water Resources
 Agriculture 17+3 25%
 Mineral& Energy resources
 Manufacturing industries.
 Lifelines of National Economy (map pointing)
 Map pointing

Economics  Development
 Sectors of the Indian Economy
 Money and Credit
 Globalization and The Indian Economy 20 25%
Sub topics:
 What is Globalization?
 Factors that have enabled Globalisation

Page 46 of 65 Social Science Syllabus IX-X 2024-25

 Weightage to Type of Questions

Type of Questions Marks (80) Percentage

25%
1 Mark MCQs (20x1) 20
(Inclusive Of Assertion, Reason, Differentiation &Stem)

10%
2 Marks Narrative Questions (4x2) 8
(Knowledge,Understanding,Application,Analysis,Evaluation,S
ynthesis & Create)

18.75%
3 Marks Narrative Questions (5x3) 15
(Knowledge,Understanding,Application,Analysis,Evalu
ation,Synthesis & Create)

15%
4 MARKS Case Study Questions (3x4) 12
(Knowledge,Understanding,Application,Analysis,Evaluation,S
ynthesis & Create)

25%
5 Mark Narrative Questions (4x5) 20
(Knowledge,Understanding,Application,Analysis,Evaluation,S
ynthesis & Create)

6.25%
Map Map Pointing 5

Page 47 of 65 Social Science Syllabus IX-X 2024-25

 Weightage to Competency Levels
Sr. No. Competencies Marks (80) Percentage

1 Remembering and Understanding: Exhibiting memory of previously learned

material by recalling facts, terms, basic concepts, and answers; Demonstrating
24 30%
understanding of facts and ideas by organizing, translating, interpreting, giving
descriptions and stating main ideas.

2 Applying: Solving problems to new situations by applying acquired knowledge,

11 13.25%
facts, techniques and rules in a different way.

3 Formulating, Analysing, Evaluating and Creating:

Examining and breaking information into parts by identifying motives or causes;
Making inferences and finding evidence to support generalizations; Presenting and
defending opinions by making judgments about information, validity of ideas, or 40 50%
quality of work based on a set of criteria;
Compiling information together in a different way by combining elements in a new
pattern or proposing alternative solutions.

4 Map Skill 5 6.25%

Total 80 100%

Page 48 of 65 Social Science Syllabus IX-X 2024-25

 CLASS X
GUIDELINES FOR INTERNAL ASSESSMENT: 20 MARKS

Type of Assessment Description Marks Allocated

Periodic Assessment Pen Paper Test. 5

Multiple Assessment Quiz, debate, role play, viva, group discussion, visual
expression, interactive bulletin boards, gallery walks, exit 5
cards, concept maps, peer assessment, Self-assessment
etc. through Inter disciplinary project

Subject Enrichment Project Work on Consumer Rights OR Social Issues 5

Activity OR Sustainable Development

Portfolio Classwork, Work done (activities/ assignments) reflections, 5

narrations, journals, etc. Achievements of the student in the
subject throughout the year
Participation of the student in different activities like heritage
India quiz

Page 49 of 65 Social Science Syllabus IX-X 2024-25

 CLASS X
PRESCRIBED TEXT BOOKS

S.No. Subject Name of the Book Publisher

1 History India and the Contemporary World-II NCERT

2 Political Science Democratic Politics-II NCERT

3 Geography Contemporary India-II NCERT

4 Economics Understanding Economic Development NCERT

5 Disaster Management Together, towards a safer India- Part III CBSE

Note: Please procure latest reprinted edition (2024-05) of prescribed NCERT textbooks.

Page 50 of 65 Social Science Syllabus IX-X 2024-25

 ANNEXURE I
Project Work: Class IX

Project work 10 periods

Every student must undertake one project on Disaster Management The students will develop the following competencies:
Objectives: The main objectives of giving project work on Disaster  Collaboration
Management to the students are to:
 Use analytical skills.
● To create awareness in them about different disasters, their
consequences and management  Evaluate the situations during disasters.

● To prepare them in advance to face such situations  Synthesize the information.

●To ensure their participation in disaster risk reduction plans  Find creative solutions.
● To enable them to create awareness and preparedness among the  Strategies the order of solutions.
community.
 Use right communication skills.
● The project work helps in enhancing the Life Skills of the students.
● Various forms of art must be integrated in the project work.

Guidelines:
To realize the expected objectives, 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 Defence etc. in the area where the schools are located.
The project carried out by the students should subsequently be shared among themselves through interactive sessions such as
exhibitions, panel discussions, etc.

Page 51 of 65 Social Science Syllabus IX-X 2024-25

The distribution of marks over different rubrics relating to Project Work is as follows:
S.no Aspects Marks
a Content accuracy, originality and collaborative 2
skills
b Competencies exhibited and Presentation 2
c Viva 1

 All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
 A Summary Report should be prepared highlighting:
 objectives realized through individual work and group interactions.
 calendar of activities.
 innovative ideas generated in the process.
 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 can be handwritten or digital.
 The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners. It will include self-assessment and
peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments,
models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
 The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture
show /story telling/debate/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.)
 The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.

Page 52 of 65 Social Science Syllabus IX-X 2024-25

 ANNEXURE II
Interdisciplinary Project: Class-IX
Subject and Chapter No Name of the Chapter Suggested Teaching Learning Outcomes with Time Schedule For
Learning Process Specific Competencies Completion
History Forest Society and Interdisciplinary project  Compare the forest The schools to do IDP
Chapter IV Colonialism  Teachers can make use of situations prevailed at between the months of
the pedagogies in April and September at the
pre- colonial, colonial and
facilitating the students in post- colonial era. School under the guidance
completion of Inter of teacher. (Carryover of
Disciplinary Project  Evaluate the growth &role project to home must be
of commercial forestry in strictly avoided)
 Constructivism different types of
 Inquiry based learning Vegetation.
 Cooperative learning
 Research based learning. Analyse the reasons for
 Experiential learning. rebellions at forest areas
Art integration of south East-Asia with
specification to JAVA.
Multiple Assessment: 
Ex. Surveys / Interviews /
 To defend the role of
Research work/ government and the local
Observation/ Story based communities in protecting
Presentation/ Art the forest cover.
integration/ Quiz/ Debate/
role play/ viva, /group
discussion, /visual
expression/ interactive
bulletin boards/ gallery
walks/ exit cards/ concept
maps/ peer assessment/
art integration /Self-

Page 53 of 65 Social Science Syllabus IX-X 2024-25

 assessment/integration of
technology etc.
Geography Natural Vegetation To devise ways to
Chapter 5 and Wildlife protect the forest
vegetation and wildlife
in India.

Guidelines for Inter Disciplinary Project:

 It involves combining 2 or more disciplines into one activity-more coherent and integrated. The generally recognized disciplines
are economics, History, Geography, Political Science, A sample plan has been enclosed. Kindly access the link given below-
https://docs.google.com/document/d/1668TKkRt80r4-kbjJ_Y7zg4mF3Vq1Y9k/edit.

Plan of the project:

A suggestive 10 days’ plan given below which you may follow, or you can create on your own, based on the templates provided below.

Process:
 Initial collaboration among students to arrange their roles, areas of integration, area of investigation and analysis, roles of
students.

Team leader: Main collaborator

Team members:

Note: Teacher to allocate the roles as per the abilities of the students.
 Final submission based on course deliverables as given in the template below the 10-day plan.
 Assessment Plan: to be done by the teacher clearly mentioning the Rubrics.
 Report, poster and video acknowledgements: reflections & expression of gratitude as given in the template given below

Page 54 of 65 Social Science Syllabus IX-X 2024-25

Class IX Interdisciplinary project 10 days suggestive plan 10 periods
Day 1-2: "Colonialism and Forest Society"
Discuss the impact of colonialism on forest societies and explore the concept of forest as a resource in colonialism.
Group project: Research and present a PPT on the colonial forest policy and its impact on forest societies.
Day 3-4: "Rebellion in the Forest"
Analyse the causes and effects of forest-based rebellions in history
Watch the following film Group discuss about forest tribes of your state and the exploitations they face. Refer Annexure VI for Rubrics.
https://www.youtube.com/watch?v=N6SR0REa_YA
Day 5-6: Forest Transformations in Java, Tropical Evergreen Forests
Examine the impact of human activity on forests in Java.
Explore how changes in land use, agriculture, and industry have impacted the forests. Students can research the history of forest
transformations in Java and their impact on the environment.
Study the transformation of forests in Java, from pre-colonial to post-colonial times.
Compare and contrast the conversion of forest into agricultural land and the need.
Through group discussions find solutions. Present an art integrated project.
Discuss the characteristics of tropical evergreen forests, including their climate, soil, and flora/fauna. Students can research specific
examples of tropical evergreen forests and the challenges they face, such as deforestation and climate change.
Group project: watch the video through the link https://www.youtube.com/watch?v=Ml0xvHsBigI
Analyse and present the impact of forest transformations on society, economy and environment in Java. Compare and contrast it with
India.
Present a PPT of your learnings. Refer Annexure VI for rubrics
Day 7-8: Discuss how colonialism has affected the forest's biodiversity and the survival of indigenous communities living in and
around the forest
Group activity: Divide the group into smaller teams and assign them tasks related to identifying the impact of colonialism on different
types of forests. For example, one team can research the impact of colonialism on forest fires, while another team can research the
impact of colonialism on the survival of indigenous plants and animals. Make the students use cartoon strips to present their findings.
Day 9-10: Make the students to compile all the findings of 8 days’ work and present in PPT and through the template given in
Annexure V.

Page 55 of 65 Social Science Syllabus IX-X 2024-25

 ANNEXURE III

Class X - Project Work 10 periods 5 marks

Every student must undertake one project on … The students will develop the following competencies:
Consumer Awareness OR Social Issues OR Sustainable
Development  Collaboration
Objectives:
 The overall objective of the project work is to help students gain an  Use analytical skills.
insight and pragmatic understanding of the theme and see all the  Evaluate the situations during disasters.
Social Science disciplines from an interdisciplinary perspective.
 Synthesize the information.
 It should also help in enhancing the Life Skills of the students.  Find creative solutions.

 Students are expected to apply the Social Science concepts that  Strategies the order of solutions
they have learnt over the years in order to prepare the project report.  Use right communication skills

 If required, students may go out for collecting data and use different
primary and secondary resources to prepare the project.

 If possible, various forms of art may be integrated in the project

work.

Guidelines:
The distribution of marks over different rubrics relating to Project Work is as follows:
S.no Rubrics Marks
a Content accuracy, originality and collaborative skills 2
b Competencies exhibited and Presentation 2
c Viva 1

Page 56 of 65 Social Science Syllabus IX-X 2024-25

1. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as
exhibitions, panel discussions, etc.
2. All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
3. A Summary Report should be prepared highlighting:
● objectives realized through individual work and group interactions;
● calendar of activities;
● innovative ideas generated in the process
● list of questions asked in viva voce.
4. 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.
5. The Project Report can be handwritten or digital.
6. The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners. It will include self-assessment and peer
assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments, models, quizzes,
role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
7. Must be done at school only as specific periods are allocated for project work.
8. The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture show
/story telling/debate/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.
9. Records pertaining to projects (internal 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. Sub judice cases, if any or those involving RTI / Grievances may however
be retained beyond three months.

Page 57 of 65 Social Science Syllabus IX-X 2024-25

 ANNEXURE IV
Interdisciplinary Project: Class X
Subject and Name of the Suggested Teaching Learning Learning Outcomes with Specific Time Schedule For
Chapter No Chapter Process Competencies Completion
History Making of a The teachers may use the  Analyse the implication of
Chapter III Global World following pedagogies in facilitating globalization for local economies. The schools to do IDP
the students in completion of  Discuss how globalization is between the months of
Interdisciplinary Project. experienced differently by different April and September at
1) Constructivism social groups. Enumerates how the the School under the
2) Inquiry based learning transportation works as a lifeline of guidance of teacher.
3) Cooperative learning economy. (Carryover of project to
4) Learning station  Analyse and infer the impact of home must be strictly
5) Collaborative learning roadways and railways on the avoided)
6) Videos/ Visuals/ documentaries/ national economy.
movie clippings  Analyses and infers the challenges
Geography Lifelines of 7) Carousel technique faced by the roadways and railway
Chapter 7 National 8) Art integrated learning sector in India
Economy 9) Group Discussions
Multiple Assessment:
Ex. Surveys/ Interviews/ Research
work/ Observation/ Story based
Economics Globalization Presentation/ Art integration/ Quiz/  Integrate various dimensions of
Chapter 4 and the Debate/ role play/ viva, /group globalisation in terms of cultural /
Indian discussion, /visual expression/ political/ social /economical
Economy interactive bulletin boards/ gallery aspects)
walks/ exit cards/ concept maps/  Appraise the evolution of
peer assessment/ art integration Globalisation and the global trends
/Self-assessment/integration of  Investigate the factors that
technology etc. facilitated the growth on MNC ‘s

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Guidelines:
 It involves combining 2 or more disciplines into one activity-more coherent and integrated. The generally recognized disciplines are
economics, History, Geography, Political Science, a sample plan has been enclosed) Kindly access the link given below
 Methodology (A sample interdisciplinary project plan Link has been provided to get an insight about IDP.
 Topic: The Making of a Global World, Globalisation and Life lines of Economy

https://docs.google.com/document/d/1dIwwFeaSrExJHMtkzcEuoq3ehh-7FtHM/edit
Plan of the project:
A suggestive 10 days’ plan given below which you may follow or you can create on your own, based on the templates provided below

Process:
Initial collaboration among students to arrange their roles, areas of integration, area of investigation and analysis, roles of students

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 Class X: 10-day Suggestive plan for Interdisciplinary Project

Day 1: Introduction to the Interdisciplinary Project and Setting the Context:

Brief overview of the project and its objectives to be given by the teachers.
History teacher to Introduce the historical context of the World War II and its aftermath through inquiry method.
Make the students to Group discuss the impact of World War II on the global economy. Teacher to refer annexure III for rubrics)
Day 2: The Great Depression:
Students to watch a video from the link, https://www.youtube.com/watch?v=62DxELjuRec and
https://www.youtube.com/watch?v=gqx2E5qIV9s
and discuss the causes and consequences of the Great Depression and the role of mass production and consumption in the Great
Depression. Present a group PPT /report on consequences of the Great Depression on the global economy.
Day 3: India and the Great Depression:
Students to collect material related to India’s economic condition during the Great Depression and relate it to the present economic
condition of India and US. Students may collect information through a visit to the library.
As a group activity they need to present a collage of their findings. (Refer Annexure VI for Rubrics)
Day 4: Rebuilding the World Economy and Interlinking Production across countries
 Teachers to use Jigsaw method to make the students to sit in groups and to give each group a part of the handout with information
about process taken to rebuild economy and how the production across countries got interlinked. Make the groups to compile the
information by moving from group to group.
 Make them discuss the post-war recovery efforts and their impact on the global economy
 Study the role of the Bretton Woods Institutions in rebuilding the world economy and present their learnings through Art Integrated
Project. Refer Annexure VI for rubrics.
Day 5: The Early Post-War Years: The role of roadways, railways, waterways and airways in building the national economy

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 The teacher distributes the Handout 1 given below to the groups and asks them to find answers to the questions posed at the end of
Hand out and present it in groups using Café conversations mode. Refer Annexure III for rubrics.
 Study the challenges faced by the world in the early post-war years
 Discuss the efforts made towards decolonization and independence of nations
Day 6: Post war settlement and Bretton Woods institutions
 Make the students read the material given in https://en.wikipedia.org/wiki/Bretton_Woods_system and debate the impact of Bretton
Woods institutions in the post war economy. Refer Annexure VI for Rubrics.
Day 7: Decolonization and Independence - The Role of World Trade Organization:
 The students will read the handout 2 given below and present a role play of the support rendered by the World Trade Organisation
in building new nations. Refer Annexure VI for rubrics
 Introduction to the World Trade Organization
 Study the role of the WTO in promoting fair trade practices
Day 8: End of Bretton Woods and the Beginning of Globalization:
 The students will read material given in the link
https://www.imf.org/external/about/histend.htm#:~:text=End%20of%20Bretton%20Woods%20system,-
The%20system%20dissolved&text=In%20August%201971%2C%20U.S.%20President,the%20breakdown%20of%20the%20syste
m.
 Organise an interview with a financial expert/economist/ lecturer/professor. Based on the information they gathered, the students can
submit a report on the findings.
 Discuss the reasons for the end of the Bretton Woods system
Day 9: Impact of Globalization in India and role of waterways and airways
https://www.jagranjosh.com/general-knowledge/new-economic-policy-of-1991-objectives-features-and-impacts-1448348633-1
● The students will read the material given in the above link, and design a report on what would have happened to India if this stand
wasn’t taken and present it as a radio talk show. They will link the role of waterways and airways in the achievement of India in
globalisation.
● Study the impact of globalization on the Indian economy
● Discuss the challenges faced by India in the process of globalization
Day 10. Final presentation
● Conclude the interdisciplinary project and summarize the key takeaways.

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 Handout 1 for Day 4 of Inter Disciplinary Project of Class X

Handout Title: The Role of Waterways and Airways in Post-World War II- World and India
Introduction: After the end of World War II, the world faced significant economic, social, and political changes. The role of waterways and
airways in shaping the post-war world and India is crucial to understand. In this handout, we will discuss the impact of waterways and
airways on the global economy and how it helped India in its development.
Waterways: In the post-World War II era, waterways played a crucial role in the movement of goods and people. The improvement of
ports and waterways allowed for more efficient transportation of goods and helped to spur economic growth.
The increased demand for goods and services, combined with the development of shipping technologies, allowed for the expansion of
international trade. This helped to boost the world economy and allowed for the growth of industries in many countries, including India.
In India, the development of waterways and ports helped to improve the country's economy. The country's long coastline and several
rivers made it an ideal location for the transportation of goods. The growth of ports and waterways in India allowed for the movement of
goods from one part of the country to another, helping to spur economic growth and development.
Airways: After World War II, the development of air transportation revolutionized the world's economy. The expansion of air travel allowed
for faster and more efficient transportation of goods and people, which helped to boost the world economy.
In India, the growth of airways helped to connect different parts of the country and made it easier for people and goods to move from one
place to another. This helped to spur economic growth and development in India.
The growth of air transportation in India also allowed for the expansion of international trade. Indian businesses could now easily access
foreign markets, which helped to boost the country's economy.
Conclusion:
The role of waterways and airways in the post-World War II world and India was crucial in shaping the economic and social landscape of
these countries. The development of these transportation modes helped to spur economic growth and allowed for the expansion of
international trade. Understanding the impact of waterways and airways on the world and India is crucial in understanding the economic
and social changes that took place after World War II.
Questions:
1. Mention the role of major ports in imports and exports.
2. Emergence of Deccan airways changed the entire functionalities of domestic airways> Substantiate the statement
3. The waterways and airways contribute to the economic growth of India. Substantiate your answer.

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 Handout 2 for day 7 of Inter Disciplinary Project of Class X
Handout Title: The Role of the World Trade Organization (WTO) in Building New Nations Post-Colonialization
Introduction: After the end of colonialism, many countries faced significant economic and political challenges as they worked to establish
themselves as independent nations. The World Trade Organization (WTO) played a crucial role in helping these countries to rebuild their
economies and participate in the global economy. In this handout, we will discuss the role of the WTO in building new nations post-
colonialization.
What is the WTO?
The WTO is an international organization that was established in 1995 to promote international trade and help countries participate in the
global economy.
The WTO provides a forum for countries to negotiate and enforce international trade agreements, and helps to ensure that trade is
conducted in a fair and predictable manner. The organization also provides technical assistance and advice to help countries improve
their trade policies and participate in the global economy.
How has the WTO helped new nations post-colonialization?
After colonial rule ended, many countries faced significant economic challenges as they worked to establish themselves as independent
nations. The WTO helped these countries to participate in the global economy by providing a forum for trade negotiations and by helping
to enforce international trade agreements.
The WTO also provided technical assistance and advice to help these countries improve their trade policies and participate in the global
economy. This helped to spur economic growth and development in these countries, and allowed them to become more integrated into
the global economy.
By participating in the global economy, new nations post-colonialization were able to expand their markets, attract foreign investment, and
improve their economic performance. The WTO played a crucial role in helping these countries to build their economies and establish
themselves as stable, independent nations.
Conclusion:
The WTO played a crucial role in building new nations post-colonialization by helping these countries to participate in the global economy.
The organization's trade negotiations, enforcement of international trade agreements, and technical assistance helped to spur economic
growth and development in these countries. Understanding the role of the WTO in building new nations post-colonialization is important
in understanding the economic and political changes that took place after the end of colonial rule.

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 ANNEXURE V
Presentation Template by the students - Class IX & X

Name of the Student:

Members of Team:

Class : Section: Date of Submission:

Topics of IDP:

Title of the Project:

Objectives:

Multiple Assessment:
Ex. Surveys / Interviews / Research work/ Observation/ Story based Presentation/ Art integration/ Quiz/ Debate/ role play/ viva,
/group discussion, /visual expression/ interactive bulletin boards/ gallery walks/ exit cards/ concept maps/ peer assessment/
art integration /Self-assessment/integration of technology etc.

Evidences: Photos, Excerpts from Interviews, observations, Videos, Research References, etc.

Overall presentation: Link of PPT, shared documents, can be digital/handwritten, as per the convenience of the school.

Acknowledgement:

References (websites, books, newspaper etc)

Reflections:

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 ANNEXURE VI
Rubrics for IDP

Rubrics Marks allocated

Research Work 1

Collaboration & Communication 1

Presentation & Content relevance 1

Competencies
● Creativity
● Analytical skills 2
● Evaluation
● Synthesizing

Total 5

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