SYLLABUS FOR

th
9 CLASS
(2021-2022)
 ENGLISH LANGUAGE AND LITERATURE
Code No. 184
(2021-22)

1. Background
Traditionally, language-learning materials beyond the initial stages have been sourced from
literature: prose, fiction and poetry. 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 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 functions through 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
• use appropriate English 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 English
• develop sensitivity to, and appreciation of, other varieties of English, like Indian English,
and the culture they reflect
• 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, 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

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, contrives 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:
• 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
• Borrowing situations from the world around the learners, from books 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

ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

SYLLABUS CLASS – IX (2021-22)
Sections
A Reading Skills (50periods)
B Writing Skills with Grammar (60 periods)
Literature Textbooks and Supplementary
C Reading Text (60 periods)

PART A

Reading:-

Unseen Passage 20 Marks

I. Multiple Choice Questions based on a Discursive passage of 400-450 words to test

inference, evaluation and vocabulary. Ten out of twelve questions to be answered.
(10x1=10)

II. Multiple Choice Questions based on a Case-based factual passage (with visual input-
statistical data, chart etc.) of 200-250 words to test analysis and interpretation. Ten out of
twelve questions to be answered. (10x1=10)

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

Literature Textbooks 10 Marks

III. Multiple Choice Questions based on an extract from drama/prose to test inference,
evaluation and vocabulary. Any 1 out of 2 extracts to be done. (5x1=5)

IV. Multiple Choice Questions based on an extract from poetry to test analysis and
interpretation. Any 1 out of 2 extracts to be done (5x1=5)

Grammar 10 Marks

V. Ten Multiple Choice Questions, out of twelve, to be answered (including gap filling/
editing/ dialogue writing). Questions shall be based on the following:

 Tenses
 Modals
 Subject – verb concord
 Reported speech
 Commands and requests
 Statements
 Questions
 Determiner
 Use of Passive Voice
 Clauses: Noun, Adverb Clauses of condition and time,
Relative Clauses
 Prepositions

PART B

Writing 10 marks

I. Writing an Informal Letter on a situation/ Descriptive Paragraph (person, place, event, diary
entry) based on visual or verbal cue/s. (word limit 100-120 words)
One out of two questions is to be answered. (5 marks)

II. Writing a story based on a given outline or cue/s. (word limit 100-120 words)

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

Literature 30 Marks

III. Four out of six Short Answer Type Questions to be answered in 20-30 words each from
BEEHIVE and MOMENTS (two out of three from BEEHIVE and two out of three from
MOMENTS). (2x4=8)

IV. Four out of six Short Answer Type Questions to be answered in 40-50 words each from
BEEHIVE and MOMENTS (two out of three from BEEHIVE and two out of three from
MOMENTS). (3x4=12)

V. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-
120 words each to assess creativity, imagination and extrapolation beyond the text and
across the texts. This can be a passage-based question taken from a situation/plot from the
texts. (5 marks)
VI. 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. (5 marks)

Prescribed Books: Published by NCERT, New Delhi

 BEEHIVE – Textbook for class IX

 MOMENTS – Supplementary Reader for Class IX
 Words and Expressions-I, Workbook

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.

1. Reading Section: Reading for comprehension, critical evaluation, inference and

analysis are to be tested.
2. Writing Section: All types of short and extended writing tasks will be dealt with.
3. Grammar: Grammar items mentioned in the syllabus will be taught and assessed.

INTERNAL ASSESSMENT

Listening and Speaking Competencies 50 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.pdffor details.

Guidelines for Assessment in Listening and Speaking Skills

i. Activities:

 Activities for listening and speaking available at www.cbseacademic.in can be

used for developing listening and speaking skills of students.
 Subject teachers should also refer to books prescribed in the syllabus.
 In addition to the above, teachers may plan their own activities and create their
own material for assessing the listening and speaking skills.
ii. Parameters for Assessment:

The listening and speaking skills are to be assessed on the following parameters:

i. Interactive competence (Initiation & turn taking, relevance to the topic).

ii. Fluency (cohesion, coherence and speed of delivery).
iii. Pronunciation
iv. Language (accuracy and vocabulary).
iii. Schedule:

 The practice of listening and speaking skills should be done throughout the
academic year.
 The final assessment of the skills is to be done as per the convenience and
schedule of the school.

iv. Record keeping:

The record of the activities done and the marks given must be kept for three months
after the declaration of result, for any random checking by the Board.

No recording of speaking skills is to be sent to the Board.

 ENGLISH LANGUAGE AND LITERATURE

(Code No. 184) CLASS – IX (2021 – 22) Marks-80

Sections Competencies Total % Weightage

marks

Reading Comprehension Conceptual understanding, decoding,

analyzing, inferring, interpreting and 20 25%
vocabulary
Writing Skill and Grammar Creative expression of an opinion,
reasoning, justifying, illustrating,
appropriacy of style and tone, using
20 25%
appropriate format and fluency. Applying
conventions, using integrated structures
with accuracy and fluency
Literature Textbook and Recalling, reasoning, appreciating,
Supplementary Reading applying literary conventions illustrating 50%
Text and justifying etc. Extract relevant
information, identifying the central theme 40
and sub-theme, understanding the
writers’ message and writing fluently.

Total 80
 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

CLASS – X(2021-22)
SECTION - WISE WEIGHTAGE

Sections

A Reading Skills (50 periods)

B Writing Skills with Grammar (60 periods)
Literature Textbooks and Supplementary Reading
C Text (60 periods)
TOTAL

PART A

Reading 20Marks

I. Multiple Choice Questions based on a Discursive passage of 400-450 words to test

inference, evaluation and vocabulary. Ten out of twelve questions to be answered.
(10x1=10)

II. Multiple Choice Questions based on a Case-based factual passage (with visual input-
statistical data, chart etc.) of 300-350 words to test analysis and interpretation. Ten out of
twelve questions to be answered. (10x1=10)

(Total length of two passages to be 700-750 words).

Literature Textbooks 10 Marks

III. Multiple Choice Questions based on an extract from drama/prose to test inference,
evaluation and vocabulary. Any 1 out of 2 extracts to be done. (5x1=5)

IV. Multiple Choice Questions based on an extract from poetry to test analysis and
interpretation. Any 1 out of 2 extracts to be done (5x1=5)

Grammar 10 Marks

V. Ten Multiple Choice Questions, out of twelve, to be answered (including gap filling/
editing/ dialogue writing). Questions shall be based on the following:
  Tenses
 Modals
 Subject – verb concord
 Reported speech
 Commands and requests
 Statements
 Questions
 Determiner
 Use of Passive Voice
 Clauses: Noun, Adverb Clauses of condition and time,
Relative Clauses
 Prepositions

PART B

Writing 10 Marks

I. Formal letter based on a given situation (word limit 100-120 words). One out of two
questions is to be answered. (5 marks)

II. Writing an analytical paragraph based on the given map/ Chart/ report/ line graph/ Cue/s
(word limit 100-120 words). One out of two questions is to be answered. (5 marks)

Literature 30 Marks

III. Four out of six Short Answer Type Questions to be answered in 20-30 words each from
FIRST FLIGHT and FOOTPRINTS WITHOUT FEET (two out of three from FIRST FLIGHT
and two out of three from FOOTPRINTS WITHOUT FEET). (2x4=8)

IV. Four out of six Short Answer Type Questions to be answered in 40-50 words each from
FIRST FLIGHT and FOOTPRINTS WITHOUT FEET (two out of three from FIRST FLIGHT
and two out of three from FOOTPRINTS WITHOUT FEET). (3x4=12)

V. 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 texts. This can be a passage-based question taken from a situation/plot
from the texts. (5 marks)
VI. 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. (5 marks)

Prescribed Books: Published by NCERT, New Delhi

1. FIRST FLIGHT – Text for Class X

2. FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X

3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X)

Note: Teachers are advised to:

(i) encourage interaction among peers, students and teachers through activities such as role
play, discussions, group work etc.

(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 skill is to be assessed through a judicious mixture of different types of questions.

1. Reading Section: Reading for comprehension, critical evaluation, inference and

analysis are to be tested.
2. Writing Section: All types of short and extended writing tasks will be dealt with.
3. Grammar: Grammar items mentioned in the syllabus will be taught and assessed over
a period of time.

INTERNAL ASSESSMENT

Listening and Speaking Competencies 50 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 Assessment in Listening and Speaking Skills

i. Activities

 Activities for listening and speaking available at www.cbseacademic.in can be

used for developing listening and speaking skills of students.
 Subject teachers should also refer to books prescribed in the syllabus.
 In addition to the above, teachers may plan their own activities and create their
own material for assessing the listening and speaking skills.

ii. Parameters for Assessment:

The listening and speaking skills are to be assessed on the following parameters:

i. Interactive competence (Initiation & turn taking, relevance to the topic).

ii. Fluency (cohesion, coherence and speed of delivery).
iii. Pronunciation
iv. Language (accuracy and vocabulary).

iii. Schedule:
  The practice of listening and speaking skills should be done throughout the
academic year.
 The final assessment of the skills is to be done as per the convenience and
schedule of the school.

iv. Record keeping:

The record of the activities done and the marks given must be kept for three months
after the declaration of result, for any random checking by the Board.

No recording of speaking skills is to be sent to the Board.

 ENGLISH LANGUAGE AND LITERATURE
Code no. (184)
CLASS - X (2021-22)
Marks 80

Sections Competencies Total % Weightage

marks
Reading Comprehension Conceptual understanding, decoding,
analyzing, inferring, interpreting and 20 25%
vocabulary
Writing Skill and Grammar Creative expression of an opinion,
reasoning, justifying, illustrating,
appropriacy of style and tone, using
20 25%
appropriate format and fluency. Applying
conventions, using integrated structures
with accuracy and fluency
Literature Textbook and Recalling, reasoning, appreciating,
Supplementary Reading applying literary conventions illustrating 50%
Text and justifying etc. Extract relevant
information, identifying the central theme 40
and sub-theme, understanding the
writers’ message and writing fluently.

Total 80
 िहंदी मातृभाषा (कोड 002)

क ा 9वी ं–10वी ं (2021-22)

मा िमक र तक आते-आते िव ाथ िकशोर हो चुका होता है और उसम सुनने, बोलने, पढ़ने, िलखने के साथ-साथ
आलोचना क ि िवकिसत होने लगती है । भाषा के सौंदया क प , कथा कता/गीता कता, अखबारी समझ,
श श यों कीसमझ, राजनैितक एवं सामािजक चेतना का िवकास, यं की अ ता का संदभ और आव कता
के अनुसार उपयु भाषा- योग, श ों का सुिचंितत योग, भाषा की िनयमब कृित आिद से िव ाथ प रिचत हो
जाता है । इतना ही नहीं वह िविवध िवधाओं और अिभ की अनेक शैिलयों से भी प रिचत हो चुका होता है । अब
िव ाथ की ि आस-पड़ोस, रा -दे श की सीमा को लां घते ए वैि क ि ितज तक फैल जाती है । इन ब ों की
दु िनया म समाचार, खेल, िफ तथा अ कलाओं के साथ-साथ प -पि काएँ और अलग-अलग तरह की िकताब भी

वेश पा चुकी होती ह।

इस र पर मातृभाषा िहं दी का अ यन सािह क, सां ृ ितक और ावहा रक भाषा के प म कुछ इस तरह से
हो िक उ तर मा िमक र पर प ँ चते-प ँ चते यह िव ािथयों की पहचान, आ िव ास और िवमश की भाषा बन
सके। यास यह भी होगा िक िव ाथ भाषा के िल खत योग के साथ-साथ सहज और ाभािवक मौ खक अिभ
म भी स म हो सके।

इस पा म के अ यन से -
(क) िव ाथ अगले रों पर अपनी िच और आव कता के अनु प िहंदी की पढ़ाई कर सकगे
तथा िहं दीम बोलने और िलखने म स म हो सकगे ।
(ख) अपनी भाषा द ता के चलते उ तर मा िमक र पर िव ान, समाज िव ान और अ
पा मों के साथ सहज संब ता (अं तसबं ध) थािपत कर सकगे ।
(ग) दै िनक जीवन वहार के िविवध े ों म िह ी के औपचा रक/अनौपचा रक उपयोग की द ता हािसल

कर सकगे।
(घ) भाषा योग के परं परागत तौर-तरीकों एवं िवधाओं की जानकारी एवं उनके समसामियक संदभ की समझ
िवकिसत कर सकगे।

(ड.) िहंदी भाषा म द ता का इ े माल वे अ भाषा-संरचनाओं की समझ िवकिसत करने के िलए

करसकगे ।

क ा 9वी ं व 10वी ं म मातृभाषा के प म िहंदी-िश ण के उ े :

 क ा आठवीं तक अिजत भािषक कौशलों (सुनना, बोलना, पढ़ना और िलखना) का उ रो र िवकास।

 सृजना क सािह के आलोचना क आ ाद की मता का िवकास।
  तं और मौ खक प से अपने िवचारों की अिभ का िवकास।

 ान के िविभ अनुशासनों के िवमश की भाषा के प म िहंदी की िविश कृित एवं मता का बोध
कराना।
 सािह की भावकारी मता का उपयोग करते ए सभी कार की िविवधताओं (रा ीयता, धम, िलंग एवं
भाषा) के ित सकारा क और संवेदनशील रवैये का िवकास।
 जाित, धम, िलंग, रा ीयता, े आिद से संबंिधत पूवा हों के चलते बनी िढ़यों की भािषक अिभ यों

के ित सजगता।
 भारतीय भाषाओं एवं िवदे शी भाषाओं की सं ृ ितकिविवधता से प रचय।
 ावहा रक और दै िनक जीवन म िविवध अिभ यों की मौ खक व िल खत मता का िवकास।
 संचार मा मों (ि ं ट और इले ॉिनक) म यु िहं दी की कृित से अवगतकराना और नवीन भाषा योग

करने की मता से प रचय।

 िव े षण और तक मता का िवकास।
 भाविभ मताओं का उ रो र िवकास।
 मतभेद, िवरोध और टकराव की प र थितयों म भी भाषा को संवेदनशील और तकपू ण इ े माल से
शां ितपू ण संवाद की मता का िवकास।
 भाषा की समावेशी और ब भािषक कृित की समझ का िवकासकरना।

िश ण यु याँ
मा िमक क ाओं म अ ापक की भूिमका उिचत वातावरण के िनमाण म सहायकहोनी चािहए। भाषा और सािह
की पढ़ाई म इस बात पर ान दे ने की ज रत होगी िक -
 िव ाथ ारा की जा रही गलितयों को भाषा के िवकास के अिनवाय चरण के पम ीकार िकया जाना
चािहए िजससे िव ाथ अबाध प से िबना िझझक के िल खत और मौ खक अिभ करने म उ ाह का
अनुभव कर। िव ािथयों पर शु का ऐसा दबाव नहीं होना चािहए िक वे तनाव माहौल म पड़ जाएँ । उ
भाषा के सहज, कारगर और रचना क पों से इस तरह प रिचत कराना उिचत है िक वे यं सहज प से
भाषा का सृजन कर सक।

 िव ाथ तं और अबाध प से िल खत और मौ खक अिभ करे । अिधगम बािधत होने पर अ ापक,

अ ापन शैली म प रवतन कर।

 ऐसे िश ण-िबंदुओं की पहचान की जाए िजससे क ा म िव ाथ िनरं तर सि य भागीदारी कर और अ ापक

भी इस िकया म उनका साथी बने।
  हर भाषा का अपना ाकरण होता है । भाषा की इस कृित की पहचान कराने म प रवेशगत और पाठगत

संदभ का ही योग करना चािहए। यह पू री ि या ऐसी होनी चािहए िक िव ाथ यं को शोधकता समझे

तथा अ ापक इसम केवल िनदशन कर।
 िहं दी म े ीय योगों, अ भाषाओं के योगों के उदाहरण से यह बात की जा सकती है िक भाषा
अलगाव म नहीं बनती और उसका प रवेश अिनवाय प से ब भािषक होता है ।
 िभ मता वाले िव ािथयों के िलए उपयु िश ण-साम ी का इ े माल िकया जाए तथा िकसी भी कार

से उ अ िव ािथयों से कमतर या अलग न समझा जाए।

 क ा म अ ापक को हर कार की िविवधताओं (िलंग, जाित, वग, धम आिद) के ित सकारा क और

संवेदनशील वातावरण िनिमत करना चािहए।

 का भाषा के मम से िव ाथ का प रचय कराने के िलए ज री होगा िक िकताबों म आए का ां शों की
लयब ु ितयों के ऑिडयो-वीिडयो कैसेट तैयार िकए जाएँ । अगर आसानी से कोई गायक/गाियका िमले
तो क ा म म कालीन सािह के अ ापन-िश ण म उससे मदद ली जानी चािहए।

 रा.शै.अ. और . प.,(एन.सी.ई.आर.टी.) ारा उपल कराए गए अिधगम ितफल /सीखने-िसखाने की

ि या जो इस पा चया के साथ संल क के प म उपल है , को िश क ारा मता आधा रत िश ा
का ल ा करने के िलये अिनवाय प से इ े माल करने की आव कता है ।
 मानव संसाधन िवकास मं ालय के िविभ संगठनों तथा तं िनमाताओं ारा उपल कराए गए कराए गए
अ काय म/ ई-साम ी वृ िच ों और फीचर िफ ों को िश ण-साम ी के तौर पर इ े माल करने की
ज रत है । इनके दशन के म म इन पर लगातार बातचीत के ज रए िसनेमा के मा म से भाषा के योग
िक िविश ता की पहचान कराई जा सकती है और िहं दी की अलग-अलग छटा िदखाई जा सकती है ।
 क ा म िसफ पा पु क की उप थित से बेहतर होगा िक िश क के हाथ म तरह-तरह की पा साम ी
को िव ाथ दे ख और क ा म अलग-अलग मौकों पर िश क उनका इ ेमाल कर।
 भाषा लगातार हण करने की ि या म बनती है , इसे दिशत करने का एक तरीका यह भी है िक िश क
खुद यह िसखा सक िक वे भी श कोश, सािह कोश, संदभ ं थ की लगातार मदद ले रहे ह। इससे िव ािथयों
म इनके इ े माल करने को लेकर त रता बढ़े गी। अनुमान के आधार पर िनकटतम अथ तक प ँ चकर संतु
होने की जगह वे सटीक अथ की खोज करने के िलए े रत होंगे। इससे श ों की अलग-अलग रं गत का पता
चलेगा, वे श ों के सू अं तर के ित और सजग हो पाएँ गे।

वण व वाचन (मौ खक बोलना) सं बंधी यो ताएँ

वण (सु नना) कौशल

 विणत या पिठत साम ी, वाता, भाषण, प रचचा, वातालाप, वाद-िववाद, किवता-पाठ आिद का सुनकर अथ

हण करना, मू ां कन करना और अिभ के ढं ग को जानना।

  व के भाव, िवनोद व उसम िनिहत संदेश, ं आिद को समझना।

 वैचा रक मतभेद होने पर भी व ा की बात को ानपू वक, धैयपू वक व िश ाचारानुकूल कार से सुनना व
व ा के ि कोण को समझना।
 ानाजन मनोरं जन व े रणा हण करने हे तु सुनना।
 व का आलोचना क िव ेषण करना एवं सुनकर उसका सार हण करना।

वण (सु नना) वाचन (बोलना) का परी ण : कुल 5 अंक (2.5+2.5)

 परी क िकसी ासंिगक िवषय पर एक अनु े द का वाचन करे गा। अनु े द त ा क या सुझावा क
हो सकता है। अनु े द लगभग 100-150 श ों का होना चािहए।
या
परी क 1-2 िमनट का अं श (ऑिडयो प) सुनवाएगा। अं श रोचक होना चािहए। क /घटना पू ण एवं

होनी चािहए। वाचक का उ ारण शु , एवं िवराम िच ों के उिचत योग सिहत होना चािहए।
 परी ाथ ान पू वक परी ा/आिडयो प को सुनने के प ात परी क ारा पू छे गए ों का अपनी समझ
से मौ खक उ र दगे ।

कौशलों के मू ांकन का आधार

वण (सु नना) वाचन(बोलना)

1 िव ाथ म प रिचत संदभ म यु श ों और पदों को 1 िव ाथ केवल अलग -अलग श ों और पदों के

समझने की सामा यो ता है। योग की यो ता दिशत करता है ।

2 छोटे सुसंब कथनों को प रिचत संदभ म समझने की 2 प रिचत संदभ म केवल छोटे सुसंब कथनों
यो ता है । का सीिमत शुद्धता से योग करता है ।

3 प रिचत या अप रिचत दोनों संदभ म किथत सूचना को 3 अपे ि त दीघ भाषण म जिटल कथनों के योग

समझने की यो ता है । की यो ता दिशत करता है ।

4 दीघ कथनों की ृंखला को पया शु ता से समझता है 4 अप रिचत थितयों म िवचारों को तािकक ढं ग से

और िन ष िनकाल सकता है । संगिठत कर धारा वाह पम ु त कर सकता

है ।

5 जिटल कथनों के िवचार-िबं दुओं को समझने की यो ता 5 उ े और ोता के िलए उपयु शैली को

दिशत करता है। अपना सकता है ।

िट णी

 परी ण से पू व परी ाथ को तैयारी के िलए कुछ समय िदया जाए।

  िववरणा क भाषा म वतमान काल का योग अपे ि त है ।

 िनधा रत िवषय परी ाथ के अनुभव संसार के हों, जैसे - कोई चुटकुला या हा - संग सुनाना, हाल म पढ़ी
पु क या दे खे गए िसनेमा की कहानी सुनाना।
 जब परी ाथ बोलना ारं भ कर तो परी क कम से कम ह ेप कर।

पठन कौशल

 सरसरी ि से पढ़कर पाठ का क ीय िवचार हण करना।

 एका िचत हो एक अभी गित के साथ मौन पठन करना।
 पिठत साम ी पर अपनी िति या करना।

 भाषा, िवचार एवं शैली की सराहना करना।

 सािह के ित अिभ िच का िवकास करना।
 सािह की िविभ िवधाओं की कृित के अनुसार पठन कौशल का िवकास।
 संदभ के अनुसार श ों के अथ–भेदों की पहचान करना।
 सि य ( वहारोपयोगी) श भंडार की वृ करना।
 पिठत साम ी के िविभ अं शों का पर र संबंध समझना।
 पिठत अनु े दों के शीषक एवं उपशीषक दे ना।
 किवता के मुख उपादान यथा - तुक, लय, यित,गित, बलाघातआिद से प रिचत कराना।

लेखन कौशल
 िलिप के मा प का ही वहार करना।
 िवराम-िचह् नों का उपयु योग करना।
 भावपू ण भाषा तथा लेखन-शैली का ाभािवक प से योग करना।
 उपयु अनु े दों म बाँ टकर िलखना।

 ाथना प , िनमं ण प , बधाई प , संवेदना प ,ई-मेल,आदे श प , एस.एम.एस आिद िलखना और िविवध

प ों को भरना।

 िविवध ोतों से आव क साम ी एक कर अभी िवषय पर िनबं ध िलखना।

 दे खी ई घटनाओं का वणन करना और उन पर अपनी िति या दे ना।

 िह ी की एक िवधा से दू सरी िवधा म पां तरण का कौशल।

 समारोह और गोि यों की सूचना और ितवेदन तैयार करना।

 सार, सं ेपीकरण एवं भावाथ िलखना।

  ग एवं प अवतरणों की ा ा िलखना।

 ानुभूत िवचारों और भावनाओं को सहज और भावशाली ढं ग से अिभ करना।

 मब ता और करण की एकता बनाए रखना।
 िलखने म मौिलकता और सृजना कता लाना।
रचना क अिभ

अनु े द लेखन

 पू णता – संबंिधत िवषय के सभी प ों को अनु े द के सीिमत आकार म संयोिजत करना

 मब ता – िवचारों को मब एवं तकसंगत िविध से कट करना
 िवषय-के त – ारं भ से अं त तक अनु े द का एक सू म बं धा होना

 समािसकता – सीिमत श ों म यथासंभव पू री बात कहने का यास, अनाव क बात न करके केवल
िवषय संब वणन-िववेचन

प लेखन
 अनौपचा रक प िवचार-िवमश का ज रया िजनम मै ीपू ण भावना िनिहत, सरलता, संि और सादगी के
साथ लेखन शैली
 औपचा रक प ों ारा दै नंिदनी जीवन की िविभ न थितयों म काय, ापार, संवाद, परामश, अनुरोध तथा
सुझाव के िलए भावी एवं सं ेषण मता का िवकास
 सरल और बोलचाल की भाषाशैली, उपयु , सटीक श ों के योग, सीधे-सादे ढं ग से और
बात की ु ित
 ा प की आव क औपचा रकताओं के साथ सु , सुलझे और मब िवचार आव क त , सं ेप
और स ूणता के साथ भावा ित

िव ापन लेखन
िव ािपत व ु / िवषय को क म रखते ए

 िव ािपत व ु के िविश गु णों का उ ेख

 आकषक लेखन शैली
 तुित म नयापन, वतमान से जुड़ाव तथा दू सरों से िभ नता

 िव ापन म आव कतानुसार नारे ( ोगन) का उपयोग

 (िव ापन लेखन मे बॉ , िच अथवा रं ग का उपयोग अिनवाय नहीं)
सं वाद लेखन

दो या दो से अिधक लोगों के बीच होने वाले वातालाप/ बातचीत िवषय, का िनक या िकसी वाता को सुनकर यथाथ
पर आधा रत संवाद लेखन की रचना मक श का िवकास, कहानी, नाटक, िफ और टीवी सी रयल से ल।
 पा ों के अनुकूल भाषा शैली
 श सीमा के भीतर एक दू सरे से जुड़े साथक और उ े पूण संवाद
 व ा के हाव-भाव का संकेत

 संवाद लेखन के अं त तक िवषय/मु े पर वाता पू री

लघु-कथा लेखन (िदए गए थान िबंदु के आधार पर लघु कथा लेखन)

 िनरं तरता

 कथा मकता
 भावी संवाद/ पा ानुकुल संवाद
 रचना मकता/क पना श का उपयोग
 िज ासा/रोचकता
सं देश लेखन (शुभकामना, पव- यौहारोंएवं िवशेष अवसरों पर िदए जाने वाले सं देश)
 िवषय से संब ता
 संि त और सारगिभत
 भाषाई द ता एवं तुित
 रचना मकता/सृजना मकता
 िहंदी पा म – अ (कोड सं . - 002)

क ा 9वी ं िहंदी अ – परी ा हेतु पा म िविनदशन 2021-22

भारांक 80 िनधा रत समय 3 घंटे

परी ा भार िवभाजन

िवषयव ु उप भार कुल भार

1 अपिठत ग ां श (िचंतन मता एवं अिभ कौशल पर) अित लघू रा क

एवं लघू रा क पू छे जाएं गे ।

एक अपिठत ग ां श (100 से 150 श ों के) (1x2=2) (2x4=8) 10 10

2 ाकरण के िलए िनधा रत िवषयों पर िवषय-व ु का बोध, भािषक िबंदु

/संरचना आिद पर (1x16)

ाकरण

1 श िनमाण 8
उपसग – 2 अं क, य – 2 अं क, समास – 4 अं क 16

2 अथ की ि से वा भेद – 4 अंक 4

3 अलंकार – 4 अं क 4
(श ालंकार: अनु ास, यमक, े ष) (अथालंकार : उपमा, पक,
उ े ा, अितशयो , मानवीकरण)

3 पा पु क ि ितज भाग – 1 व पू रक पा पु क कृितका भाग -1

अ ग खंड 14

1 ि ितज से िनधा रत पाठों म से ग ां श के आधार पर िवषय-व ु 6

का ान बोध, अिभ य आिद पर तीन पू छे जाएं गे । (2x3)

2 ि ितज से िनधा रत ग पाठों के आधार पर िव ािथयों की उ 8

िचंतन मताओं एं व अिभ का आकलन करने हे तु चार

पू छे जाएं गे । (2x4) (िवक सिहत)

ब का खंड 14

1 ि ितज से िनधा रत किवताओं म से का ां श के आधार पर तीन 6

पू छे जाएं गे (2x3)
 2 ि ितज से िनधा रत किवताओं के आधार पर िव ािथयों का 8

का बोध परखने हे तु चार पू छे जाएं गे । (2x4) (िवक 34

सिहत)

स पू रक पा पु क कृितका भाग – 1 6

कृितका के िनधा रत पाठों पर आधा रत दो पू छे जाएँ गे (िवक 6

सिहत)। (3x2)

4 लेखन

अ िविभ िवषयों और संदभ पर िव ािथयों के तकसंगत िवचार कट करने 5

की मता को परखने के िलए संकेत िबंदुओं पर आधा रत समसामियक

एवं ावहा रक जीवन से जुड़े ए िवषयों म से िक ीं तीन िवषयों पर 80

से 100 श ों म िकसी एक िवषय पर अनु छे द (5x1)

ब अिभ की मता पर कि त औपचा रक अथवा अनौपचा रक 5

िवषयों म से िकसी एक िवषय पर प । (5x1) 20

स िकसी एक िवषय पर संवाद लेखन। (5x1) (िवक सिहत) 5

द लघु -कथा लेखन (िदए गए थान िबं दु के आधार पर 100-120 श दों 5

म) (िवक प सिहत)

कुल 80

िनधा रत पु क:
1. ि ितज, भाग–1, एन.सी.ई.आर.टी., नई िद ली ारा कािशत नवीनतम सं करण
2. कृितका, भाग–1, एन.सी.ई.आर.टी., नई िद ली ारा कािशत नवीनतम सं करण

नोट – पा म के िन िल खत पाठ हटा िदए गए ह

ि ितज, भाग – 1 का खंड  कबीर – सा खयाँ व सबद पाठ से सबद-2

संतो भाई आई..
 सुिम ानंदन पंत – ाम ी
ग खंड  ामाचरण दू बे – उपभो ावाद की सं ृ ित
 हज़ारी साद ि वेदी – एक कु ा और एक मै ना
कृितका, भाग – 1  फणी रनाथ रे णु – इस जल लय म
 शमशेर बहादु र िसंह – िकस तरह आ खरकार म िहं दी म आया
 िहंदी पा म -अ (कोड सं . 002)

क ा 10वी ं िहंदी - अ परी ा हेतु पा म िविनदशन 2021-22

 -प दो ख ों - खंड 'अ' और 'ब' का होगा|

 खंड 'अ' म 53 व ु परक पूछे जाएँ गे िजनम से केवल 40 ों के ही उ र दे ने होग |

 खंड 'ब' म वणना क पूछे जाएँ गे| ों म उिचत आं त रक िवक िदए जाएँ गे |

भारांक 80 िनधा रत समय 3 घंटे

परी ा भार िवभाजन

खंड – अ (ब िवक ी )

िवषयव ु उप भार कुलभार

1 अपिठत ग ां श व का ांश पर िचंतन मता एवं अिभ कौशल पर आधा रत

ब िवक ी ।

अ एक अपिठत ग ां श 150 से 200 श ों का |(1x5=5) िवक सिहत 5 10

ब एक अपिठत का ां श 150 से 200 श ों का |(1x5=5)िवक सिहत 5

2 ाकरण के िलए िनधा रत िवषयों पर िवषय-व ु का बोध, भािषक िबं दु/ संरचना
आिद पर ब िवक ी | (1x16)
कुल 20 पू छे जाएँ गे िजसम से केवल 16 ों के उ र दे ने होंगे |

ाकरण
16
1 रचना के आधार पर वा भेद (4 अं क) 4

2 वा (4 अंक) 4

3 पद प रचय (4 अं क) 4

4 रस (4 अंक) 4

3 पा पु क ि ितज भाग – 2

अ ग खंड 7

1 ि ितज से िनधा रत पाठों म से ग ां श के आधार पर िवषय-व ु का ान 5

बोध, अिभ आिद पर पां च ब िवक ी पू छे जाएँ गे । (1x5)

2 ि ितज से िनधा रत ग पाठों के आधार पर िव ािथयों की उ िचंतन 2

मताओं एवं अिभ य का आकलन करने हे तु दो ब िवक ी पू छे
जाएँ गे । (1x2)

ब का खंड 7
 1 ि ितज से िनधा रत किवताओं म से का ां श के आधार पर पाँ च 5 14

ब िवक ी पू छे जाएँ गे (1x5)

2 ि ितज से िनधा रत किवताओं के आधार पर िव ािथयों का का बोध 2

परखने हे तु दो ब िवक ी पू छे जाएँ गे । (1x2)

खंड – ब (वणना क )

पा पु क ि ितज भाग – 2 व पू रक पा पु क कृितका भाग – 2

1 अ ग खंड

ि ितज से िनधा रत पाठों म से िवषय-व ु का ान बोध, अिभ आिद पर 8

चार पू छे जाएँ गे । (2x4)

ब का खंड

ि ितज से िनधा रत किवताओं के आधार पर िव ािथयों का का बोध परखने 6

हे तु तीन पू छे जाएँ गे । (2x3)

20
स पू रक पा पु क कृितका भाग – 2

कृितका के िनधा रत पाठों पर आधा रत दो पू छे जाएँ गे । (3x2) (िवक 6

सिहत)

2 लेखन

अ िविभ िवषयों और संदभ पर िव ािथयों के तकसंगत िवचार कट करने की 5

मता को परखने के िलए संकेत िबंदुओं पर आधा रत समसामियक एवं
ावहा रक जीवन से जुड़े ए तीन िवषयों म से िकसी एक िवषय पर 80 से

100 श ों म अनु छे द लेखन । (5x1)

20
ब अिभ की मता पर के त औपचा रक अथवा अनौपचा रक िवषयों म 5

से िकसी एक िवषय पर प । (5x1)

स िवषय से संबंिधत 25-50 श ों के अं तगत िव ापन लेखन । (5x1) (िवक 5

सिहत)

द संदेश लेखन (शुभकामना, पव- योहारों एवं िवशेष अवसरों पर िदए जाने वाले 5

संदेश) (30-40 श ों म) (5x1) (िवक सिहत)

कुल 80

िनधा रत पु क:
1. ि ितज, भाग–2, एन.सी.ई.आर.टी., नई िद ली ारा कािशत नवीनतम सं करण
2. कृितका, भाग–2, एन.सी.ई.आर.टी., नई िद ली ारा कािशत नवीनतम सं करण

नोट – पा म के िन िल खत पाठ हटा िदए गए ह –

ि ितज, भाग – 2 का खंड  दे व

 जयशंकर साद – आ क

ग खंड  महावीर साद ि वेदी – ी-िश ा के िवरोधी कुतक का खंडन

 भदं त आनंद कौस ायन –सं ृ ित

कृितका, भाग – 2  एही ठै याँ झु लनी हे रानी हो रामा!

 म ों िलखता ँ ?

क ा दसवीं हे तु प का िव ृत ा प जानने के िलये कृपया बोड ारा जारी आदश प दे ख।

 ि तीय भाषा के प म िहं दी (कोड सं .–085) क ा 9वी ं – 10वी ं (2021-22)

भारत एक ब भाषी दे श है िजसम ब त सी े ीय भाषाएँ रची बसी ह। भािषक और सां ृ ितक ि से िभ

होने के बावजू द भारतीय परं परा म ब त कुछ ऐसा है जो एक दू सरे को जोड़ता है । यही कारण है िक

मातृ भाषा के प म अलग भाषा को पढ़ने वाला िव ाथ जब दू सरी भाषा के प म िहं दी का चु नाव करता है
तो उसके पास अिभ का एक ढ़ आधार पहली भाषा के प म पहले से ही मौजू द होता है । इसिलए

छठी से आठवी ं क ा म सीखी ई िहं दी का िवकास भी वह ते जी से करने लगता है । आठवी ं क ा तक वह

िहं दी भाषा म सु नने , पढ़ने , िलखने और कुछ-कुछ बोलने का अ ास कर चु का होता है । िहं दी की बाल

पि काएँ और िछटपु ट रचनाएँ पढ़ना भी अब उसे आ गया है । इसिलए जब वह नवी ं एवं दसवी ं क ा म िहं दी
पढ़े गा तो जहाँ एक ओर िहं दी भाषा के मा म से सारे दे श से जु ड़ेगा वही ं दू सरी ओर अपने े और प रवे श

को िहं दी भाषा के मा म से जानने की कोिशश भी करे गा, ोंिक िकशोरवय के इन ब ों के मानिसक

धरातल का िवकास िव र तक प ँ च चु का होता है ।

िश ण उ े

 दै िनक जीवन म िहं दी म समझने -बोलने के साथ-साथ िलखने की मता का िवकास करना।

 िहं दी के िकशोर-सािह , अखबार व पि काओं को पढ़कर समझ पाना और उसका आनं द उठाने की
मता का िवकास करना।

 औपचा रक िवषयों और सं दभ म बातचीत म भाग ले पाने की मता का िवकास करना।

 िहं दी के ज रए अपने अनु भव संसार को िलख कर सहज अिभ कर पाने म स म बनाना।

 सं चार के िविभ मा मों (ि ंट और इले ॉिनक) म यु िहं दी के िविभ पों को समझने की यो ता

का िवकास करना।

 क ा म ब भािषक, ब सां ृ ितक संदभ के ित सं वेदनशील सकारा क सोच बनाना।

 अपनी मातृ भाषा और प रवेशगत भाषा को साथ रखकर िहं दी की सं रचनाओं की समझ बनाना।

 सामािजक मु ों पर समझ बनाना| (जाित, िलंग तथा आिथक िवषमता)

 किवता, कहानी तथा घटनाओं को रोचक ढं ग से िलखना ।

 जाित, धम, रीित- रवाज तथा िलंग के िवषय को समझने की मता का िवकास ।
 भाषा एवं सािह को समझने एवं आत् मसात करने की द ता का िवकास।
िश ण यु याँ

· ि तीय भाषा के प म पढ़ाई जा रही िहं दी भाषा का र पढ़ने और पढ़ाने दोनों ही ि यों से मातृ भाषा

सीखने की तु लना म कुछ मंथर गित से चलेगा। वह गित धीरे -धीरे बढ़ सके, इसके िलए िहं दी अ ापकों
को बड़े धीरज से अपने अ ापन काय मों को िनयोिजत करना होगा। िकसी भी ि तीय भाषा म

िनपु णता ा करने -कराने का एक ही उपाय है -उस भाषा का लगातार रोचक अ ास करना-कराना।
ये अ ास िजतने अिधक रोचक, सि य एवं ासं िगक होंगे िव ािथयों की भािषक उपल भी उतनी ही

ते जी से हो सकेगी। मुखर भािषक अ ास के िलए वातालाप, रोचक कहानी सु नना-सु नाना, घटना-वणन,
िच -वणन, सं वाद, वाद-िववाद, अिभनय, भाषण ितयोिगताएँ , किवता पाठ और अं ा री जै सी

गितिविधयों का सहारा िलया जा सकता है ।

· का भाषा के मम से िव ाथ का प रचय कराने के िलए ज री होगा िक िकताबों म आए का ां शों की

लयब ु ितयों के ऑिडयो-वीिडयो कैसे ट तै यार िकए जाएँ । अगर आसानी से कोई गायक/गाियका
िमले तो क ा म म कालीन सािह के अ ापन-िश ण म उससे मदद ली जानी चािहए।

 रा.प .और .अ.शै.,(एनिसखाने की -सीखने/ ारा उपल कराए गए अिधगम ितफल (.टी.आर.ई.सी.
ि या जो इस पा चया के साथ संल क के प म उपल है , को िश क ारा मता आधा रत

िश ा का ल ा करने के िलये अिनवाय प से इ ेमाल करने की आव कता है ।

· मानव सं साधन िवकास मं ालय के िविभ सं गठनों तथा तं िनमाताओं ारा उपल कराए गए अ

काय म/ई साम ी/ वृ िच ों और िसने मा को िश ण-साम ी के तौर पर इ े माल करने की ज रत है ।

इनके दशन के म म इन पर लगातार बातचीत के ज रए िसने मा के मा म से भाषा के योग की

िविश ता की पहचान कराई जा सकती है और िहं दी की अलग-अलग छटा िदखाई जा सकती है ।

· क ा म िसफ एक पा पु क की उप थित से बेहतर होगा िक िश क के हाथ म तरह-तरह की

पा साम ी को िव ाथ दे ख और क ा म अलग-अलग मौकों पर िश क उनका इ े माल कर सक।

· भाषा लगातार हण करने की ि या म बनती है , इसे दिशत करने का एक तरीका यह भी है िक िश क

खु द यह िसखा सक िक वे भी श कोश, सािह कोश, सं दभ ंथ की लगातार मदद ले रहे ह। इससे

िव ािथयों म इनके इ ेमाल करने को लेकर त रता बढ़े गी। अनु मान के आधार पर िनकटतम अथ तक

प ँ चकर सं तु होने की जगह वे सटीक अथ की खोज करने के िलए े रत होंगे। इससे श ों की अलग-
अलग रं गत का पता चलेगा, वे श ों के बारीक अं तर के ित और सजग हो पाएँ गे।
· िभ मता वाले िव ािथयों के िलए उपयु िश ण-साम ी का इ े माल िकया जाए तथा िकसी भी कार

से उ अ िव ािथयों से कमतर या अलग न समझा जाए।

· क ाम अ ापन को हर कार की िविवधताओं (िलंग, धम, जाित, वग आिद) के ित सकारा क और

सं वेदनशील वातावरण िनिमत करना चािहए।

वण (सु नने) और वाचन (बोलने) की यो ताएँ

· वाह के साथ बोली जाती ई िहं दी को अथबोध के साथ समझना।

· िहं दी श ों का ठीक उ ारण करना तथा िहं दी के ाभािवक अनुतान का योग करना।
· सामा िवषयों पर बातचीत करना और प रचचा म भाग लेना।

· िहं दी किवताओं को उिचत लय, आरोह-अवरोह और भाव के साथ पढ़ना।

· सरल िवषयों पर कुछ तै यारी के साथ दो-चार िमनट का भाषण दे ना।

· िहं दी म ागत करना, प रचय और ध वाद दे ना।

· िहं दी अिभनय म भाग लेना।

वण तथा वाचन परी ा हेतु िदशा-िनदश

 वण (सु नना) (2.5 अं क): विणत या पिठत साम ी को सुनकर अथ हण करना, वातालाप करना,

वाद-िववाद, भाषण, किवतापाठ आिद को सु नकर समझना, मू ां कन करना और अिभ के ढं ग

को समझना।

 वाचन (बोलना) (2.5 अंक): भाषण, स र किवता-पाठ, वातालाप और उसकी औपचा रकता,
काय म- ु ित, कथा-कहानी अथवा घटना सु नाना, प रचय दे ना, भावानु कूल सं वाद-वाचन।

वण (सु नना) एवं वाचन (बोलना) कौशल का मू ां कन:

· परी क िकसी ासंिगक िवषय पर एक अनु े द का वाचन करे गा। अनु े द त ा क या

सु झावा क हो सकता है । अनु े द लगभग 80-100 श ों का होना चािहए।

या

· परी क 1 -1.5 िमनट का अं श (ऑिडयो प) सु नवाएगा। अं श रोचक होना चािहए।

क / घटना पू ण एवं होनी चािहए। वाचक का उ ारण शु , एवं िवराम िच ों के उिचत

योग सिहत होना चािहए।

 · परी ाथ ानपू वक परी क/ऑिडयो प को सु नने के प ात परी क ारा पू छे गए ों का

अपनी समझ से मौ खक उ र दगे।

कौशलों के अं तरण का मू ांकन

(इस बात का िन य करना िक ा िव ाथ म वण और वाचन की िन िल खत यो ताएँ ह)

वण (सुनना) वाचन (बोलना)

1 प रिचत सं दभ म यु श ों और पदों को 1 केवल अलग-अलग श ों और पदों के योग

समझने की सामा यो ता है । की यो ता दिशत करता है ।

2 छोटे सु संब कथनों को प रिचत सं दभ म 2 प रिचत सं दभ म केवल छोटे सं ब कथनों का

समझने की यो ता है । सीिमत शु ता से योग करता है ।

3 प रिचत या अप रिचत दोनों सं दभ म किथत 3 अपे ाकृत दीघ भाषण म जिटल कथनों के

सू चना को समझने की यो ता है । योग की यो ता दिशत करता है ।

4 दीघ कथनों की ं खला को पया शु ता से 4 अप रिचत थितयों म िवचारों को तािकक ढं ग से

समझने के ढं ग और िन ष िनकाल सकने की सं गिठत कर धारा- वाह प म ु त करता

यो ता है । है ।

5 जिटल कथनों के िवचार-िबंदुओं को समझने की 5 उ े और ोता के िलए उपयु शै ली को

यो ता दिशत करने की मता है । अपना सकता है ।

वाचन - वण कौशल एवं प रयोजना काय का मू ां कन िव ालय र पर आं त रक परी क ारा ही

िकया जाएगा।
पठन कौशल

पढ़ने की यो ताएँ

· िहं दी म कहानी, िनबंध, या ा-वणन, जीवनी, प , डायरी आिद को अथबोध के साथ पढ़ना।

· पाठयव ु के संबंध म िवचार करना और अपना मत करना।

· सं दभ सािह को पढ़कर अपने काम के लायक सू चना एक करना।
 · पिठत साम ी के िविभ अं शों का पर र सं बंध समझना।

· पिठत व ु का सारां श तैयार करना।

· भाषा, िवचार एवं शैली की सराहना करना।

· सािह के ित अिभ िच का िवकास करना।

िलखने की यो ताएँ

· िलखते ए ाकरण-स त भाषा का योग करना।

· िहं दी के प रिचत और अप रिचत श ों की सही वतनी िलखना।

· िवराम िच ों का समुिचत योग करना।

· लेखन के िलए सि य ( वहारोपयोगी) श भं डार की वृ करना।

· भावपू ण भाषा तथा लेखन-शै ली का ाभािवक प से योग करना।

· उपयु अनु े दों म बां टकर िलखना।

· ाथना प , िनमं ण प , बधाई प , सं वेदना प , आदे श प , ई मेल, एस.एम.एस आिद िलखना

और िविवध प ों को भरना।
· िविवध ोतों से आव क साम ी एक कर एक अभी िवषय पर अनु छेद िलखना।

· दे खी ई घटनाओं का वणन करना और उन पर अपनी िति या कट करना।

· पढ़ी ई कहानी को सं वाद म तथा संवाद को कहानी म प रवितत करना।

· समारोह और गोि यों की सू चना और ितवे दन तैयार करना।

· िलखने म मौिलकता और सजना कता लाना।

रचना क अिभ

अनु े द ले खन

· पू णता – सं बंिधत िवषय के सभी प ों को अनु े द के सीिमत आकार म सं योिजत करना|

· मब ता – िवचारों को मब एवं तकसंगत िविध से कट करना|

· िवषय-के त – ारं भ से अं त तक अनु े द का एक सू म बंधा होना|

· समािसकता– सीिमत श ों म यथासं भव पू री बात कहने का यास, अनाव क बात न करके

केवल िवषय संब वणन-िववे चन|

प ले खन

· अनौपचा रक प िवचार-िवमश का ज रया िजनम मै ीपू ण भावना िनिहत, सरलता, सं ि और

सादगी के साथ लेखन शैली|

· औपचा रक प ों ारा दै नंिदनी जीवन की िविभ थितयों म काय, ापार, सं वाद, परामश,
अनु रोध तथा सु झाव के िलए भावी एवं सं ेषण मता का िवकास|

· सरल और बोलचाल की भाषा शैली, उपयु , सटीक श ों के योग, सीधे-सादे ढं ग से और

बात की ु ित|

· ा प की आव क औपचा रकताओं के साथ सु , सुलझे और मब िवचार आव क

त , सं े प और स ूणता के साथ भावा ित|

िव ापन ले खन
िव ािपत व ु / िवषय को क म रखते ए

· िव ािपत व ु के िविश गुणों का उ े ख|

· आकषक लेखन शैली|

· ु ित म नयापन, वतमान से जु ड़ाव तथा दू सरों से िभ ता|

· िव ापन म आव कतानु सार नारे ( ोगन) का उपयोग| (िव ापन लेखन म बॉ , िच अथवा रं ग

का उपयोग अिनवाय नही ं)

सं वाद ले खन

दो या दो से अिधक लोगों के बीच होने वाले वातालाप/ बातचीत िवषय, का िनक या िकसी वाता को सु नकर
यथाथ पर आधा रत सं वाद लेखन की रचनात्मक श का िवकास, कहानी, नाटक, िफ और टीवी

सी रयल से ल।
· पा ों के अनु कूल भाषा शैली|

· श सीमा के भीतर एक दू सरे से जु ड़े साथक और उ े पू ण सं वाद|

· व ा के हाव-भाव का सं केत|

· सं वाद लेखन के अंत तक िवषय/ मु े पर वाता पू री|

सू चना ले खन

िकसी िवशे ष सू चना को सावजिनक करना, कम श ों म औपचा रक शै ली म िलखी गई सं ि जानकारी

िजसम लेखन म

· उ े की ता|
· आम बोलचाल की भाषा और सरल वा ों का योग|

· शीषक, मु त / िवषय व ु , उपयोगी सं पक सू के साथ सं े षण मता|

सं देश ले खन (शु भकामना, पव- ोहारों एवं िवशे ष अवसरों पर िदए जाने वाले सं देश)

· िवषय से सं ब ता

· सं ि और सारगिभत
· भाषाई द ता एवं ु ित

· रचना कता/सृ जना कता

कहानी ले खन (दी गई पं यों के आधार से कहानी ले खन)

· िनरं तरता

· रचना कता/क ना श का उपयोग

· भावी सं वाद/ पा ानु कुल संवाद

· िज ासा/ रोचकता
· कथा कता

नारा ले खन (िदए गए िवषय पर आधा रत नारा लेखन)

· श ों का उपयु चयन एवं आपसी ताल-मेल

· िवषय से सं ब ता
· आकषण

· मौिलकता
· रचना कता
 क ा 9वी ं िहंदी ‘ब’–परी ाओं हे तु पा म िविनदशन 2021-22

भारां क 80 िनधा रत समय 3 घं टे

परी ा भार िवभाजन

िवषयव ु भार

1 अपिठत ग ां श (िचं तन मता एवं अिभ कौशल पर अित लघू रा क एवं लघू रा क 10
पू छे जाएं गे)

i अपिठत ग ां श (100 से 150 श ों के) (1 अं क x 2 =2 अं क) (2 अं क x4 =8 अं क) 10

2 ाकरण पा पु क म िदए गए भाषा-अ यन के आधार पर (1 अं क x16 ) 16

i श और पद(2 अं क) 02

ii अनु ार (1 अं क), अनुनािसक (1 अं क) 02

iii उपसग (2 अं क), य (2 अंक) 04

iv श -िवचार 06

ु ितसम िभ नाथक श –2
पयायवाची – 2

िवलोम – 2

v अथ की ि से वा भे द (2 अं क) 02

3 पा पु क श भाग – 1 तथा पू रक पा पु क सं चयन भाग 1 28

अ ग खं ड 11

i पा पु क श के ग पाठों के आधार पर लघु ।(2 अं क x3 ) 06

ii पा पु क श के िनधा रत पाठों (ग ) पर एक िनबंधा क (5 अं क x 1 ) 05

(िवक सिहत)
 ब का खं ड 11

i पा पु क श के का खं ड के आधार पर लघु (2 अं क x 3 ) 06

ii किवता की समझ पर आधा रत एक िनबंधा क (5 अं क x 1 ) (िवक सिहत) 05

स पू रक पा पु क संचयन भाग – 1 06

‘सं चयन’ के िनधा रत पाठों पर आधा रत दो पू छे जाएँ गे (3 अं क x 2 ) (िवक सिहत) 06

4 ले खन 26

अ सं केत िबंदुओं पर आधा रत समसामियक/ ावहा रक जीवन से जु ड़े ए िवषयों म से िकसी एक 06

िवषय पर 80 से 100 श ों म अनु े द (6 अंक x 1 ) (िवक सिहत)

ब अनौपचा रक िवषय से सं बंिधत प (5 अंक x 1 ) (िवक सिहत) 05

स सं देश लेखन (शु भकामना, पव- ोहारों एवं िवशेष अवसरों पर िदए जाने वाले सं देश) (30-40 श ों 05

म) (5 अं क x 1 ) (िवक सिहत)

द िकसी एक थित पर 50-60 श ों के अं तगत सं वाद लेखन (5 अं क x 1 ) (िवक सिहत) 05

इ नारा–लेखन ( ोगन लेखन) 20-30 श ों म िवषय से सं बंिधत लेखन (5 अं क x 1 ) (िवक 05

सिहत)

कुल 80

िनधा रत पु क:
1. श, भाग–1, एन.सी.ई.आर.टी., नई िद ी ारा कािशत नवीनतम सं रण

2. सं चयन, भाग–1, एन.सी.ई. आर.टी., नई िद ी ारा कािशत नवीनतम सं रण

 नोट: िन िल खत पाठ हटा िदये गये ह ।

 श (भाग – 1) धीरं जन मालवे -वै ािनक चेतना के वाहक चं शे खर वकट रामन

रामधारी िसं ह िदनकर- गीत–अगीत

सं चयन (भाग – 1) क ू कु ार की उनाकोटी

मेरा छोटा-सा िनजी पु कालय

 क ा 10वी ं िहं दी‘ब’ परी ा हे तु पा म िविनदशन 2021-2022

 -प दो ख ों - खंड 'अ' और 'ब' का होगा|

 खं ड 'अ' म 53 व ुपरक पूछे जाएँ गे िजनम से केवल 40 ों के ही उ र दे ने होग |

 खं ड 'ब' म वणना क पूछे जाएँ गे| ों म उिचत आं त रक िवक िदए जाएँ गे |

भारां क 80 िनधा रत समय 3 घं टे

परी ा भार िवभाजन

िवषयव ु भार

खं ड अ (व ुपरक ) 40

अपिठत ग ां श (िचं तन मता एवं अिभ कौशल पर ब िवक ा क पू छे जाएं गे) 10

1
अ चार अपिठत ग ां शों म से कोई दो ग ां श करने होंगे| (200-250 श ों के) 2 ग ां श x( 5 10
)

ाकरण: पा पु क म िदए गए भाषा-अ यन के आधार पर ब िवक ा क (1

2 16
अं क x16 )

1 पद बंध (3 म से िक ी ं 2 के उ र) 02

2 रचना के आधार पर वा पां तरण (4 म से िक ी ं 3 के उ र) 03

3 समास (5 म से िक ी ं 4 के उ र) 04

4 मुहावरे (4 ) 04

5 अलंकार (अनु ास, यमक, उपमा, पक, अितयोश , मानवीकरण) (3 ) 03

3 पा पु क श भाग – 2 14
 का खं ड 04

पिठत प ां श पर चार ब िवक ी । (4 )

ग खं ड 10

दो पिठत ग ां शों पर पाँ च-पाँ च ब िवक ी । 2 ग ां श x ( 5 )

खंड (वणना क )ब– 40

4 पा पु क श भाग – 2 08

श से िनधा रत पाठों के आधार पर िवषय-व ु का ान, बोध, अिभ आिद पर 25 - 04

1 30 श ों वाले तीन म दो पूछे जाएं गे। (2 अं क x 2 )

2 श से िनधा रत पाठों के आधार पर िव ािथयों की उ िचं तन मताओं एवं अिभ का 04

आकलन करने हे तु 60-70 श ों वाला (4 अं क x 1 )

पू रक पा पु क संचयन भाग – 2 06

पू रक पा पु क सं चयन के िनधा रत पाठों से तीन म से दो पू छे जाएग िजनका उ र 40-50 06

श ों म दे ना होगा| (3 अंक x 2 )

ले खन 26
5
अ सं केत िबंदुओं पर आधा रत समसामियक एवं ावहा रक जीवन से जु ड़े ए िक ी ं तीन 6

िवषयों म से िकसी एक िवषय पर 80 से 100 श ों म अनु े द| (6 अं क x1 ) (िवक

सिहत)

ब औपचा रक िवषय से संबिधत प । (5 अं क x1 ) (िवक सिहत) 5

स ावहा रक जीवन से सं बंिधत िवषयों पर आधा रत 30-40 श ों म सू चना लेखन| (5 अं क x1 5

) (िवक सिहत)
 द िवषय से सं बंिधत 25-50 श ों के अं तगत िव ापन ले खन। (5 अं क x1 ) (िवक सिहत) 5

इ लघु कथा लेखन – िदए गए स् थान िबंदु के आधार पर 100-120 श ों म लघु कथा लेखन| 5
(5 अं क x1 ) (िवक सिहत)

कुल 80

िनधा रत पु क:
1. श, भाग–2, एन.सी.ई.आर.टी., नई िद ी ारा कािशत नवीनतम सं रण

2. सं चयन, भाग–2, एन.सी.ई.आर.टी., नई िद ी ारा कािशत नवीनतम सं रण

 नोट: िन िल खत पाठ हटा िदये गये ह ।

प खं ड

1. महादे वी वमा-मधुर-मधुर मेरे दीपक जल

ग खं ड

2. अं तोन चे खव-िगरिगट

क ा दसवी ं हे तु प का िव ृत ा प जानने के िलये कृपया बोड ारा जारी आदश प दे ख।

 MATHEMATICS (IX-X)
(CODE NO. 041)
Session 2021-22
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.
 COURSE STRUCTURE CLASS –IX
Units Unit Name Marks

I NUMBER SYSTEMS 08
II ALGEBRA 17
III COORDINATE GEOMETRY 04
IV GEOMETRY 28
V MENSURATION 13
VI STATISTICS & PROBABILITY 10
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (16 Periods)

1. Review of representation of natural numbers, integers, and rational numbers on the number
line. Representation of terminating / non-terminating recurring decimals onthe number line
through successive magnification. Rational numbers as recurring/ terminating decimals.
Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers

(irrational numbers) such as , and their representation on the number line. Explaining
that every real number is represented by a unique point on the number line and conversely,
viz. every point on the number line represents a unique real number.
3. Definition of nth root of a real number.

4. 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 (23) Periods

Definition of a polynomial in one variable, with examples and counter examples. Coefficients
of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant,
linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and
multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples.
Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and
c are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities :
+

and their use in factorization of polynomials.

 2. LINEAR EQUATIONS IN TWO VARIABLES (14) Periods
Recall of linear equations in one variable. Introduction to the equation in two variables.
Focus on linear equations of the type ax+by+c=0. 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. Graph of linear equations in two
variables. Examples, problems from real life, including problems on Ratio and Proportion
and with algebraic and graphical solutions being done simultaneously.

UNIT III: COORDINATE GEOMETRY

COORDINATE GEOMETRY (6) Periods

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

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID'S GEOMETRY (Not for assessment) (6) Periods

History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed
phenomenon into rigorous Mathematics with definitions, common/obvious notions,
axioms/postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth
postulate. Showing the relationship between axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.

2. LINES AND ANGLES (13) Periods

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180 O
and the converse.
2. (Prove) If two lines intersect, vertically opposite angles are equal.
3. (Motivate) Results on corresponding angles, alternate angles, interior angles when a
transversal intersects two parallel lines.
4. (Motivate) Lines which are parallel to a given line are parallel.
5. (Prove) The sum of the angles of a triangle is 180O.
6. (Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to the sum
of the two interior opposite angles.

3. TRIANGLES (20) Periods

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle
is equal to any two sides and the included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is
equal to any two angles and the included side of the other triangle (ASA Congruence).
 3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three
sides of the other triangle (SSS Congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are
equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.
7. (Motivate) Triangle inequalities and relation between ‘angle and facing side' inequalities in
triangles.

4. QUADRILATERALS (10) Periods

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite angles are equal, and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to
the third side and in half of it and (motivate) its converse.

5. AREA (7) Periods

Review concept of area, recall area of a rectangle.

1. (Prove) Parallelograms on the same base and between the same parallels have equal area.
2. (Motivate) Triangles on the same base (or equal bases) and between the same parallels are
equal in area.

6. CIRCLES (15) Periods

Through examples, arrive at definition of circle and related concepts-radius, circumference,
diameter, chord, arc, secant, sector, segment, subtended angle.
1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its
converse.
2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and
conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to
the chord.
3. (Motivate) There is one and only one circle passing through three given non-collinear points.
4. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or
their respective centers) and conversely.
5. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any
point on the remaining part of the circle.
6. (Motivate) Angles in the same segment of a circle are equal.
7. (Motivate) If a line segment joining two points subtends equal angle at two other points lying
on the same side of the line containing the segment, the four points lie on a circle.
8. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180°
and its converse.
7. CONSTRUCTIONS (10) Periods

1. Construction of bisectors of line segments and angles of measure 60o, 90o, 45o etc., equilateral
triangles.
2. Construction of a triangle given its base, sum/difference of the other two sides and one base
angle.
3. Construction of a triangle of given perimeter and base angles.

UNIT V: MENSURATION

1. AREAS (4) Periods

Area of a triangle using Heron's formula (without proof) and its application in finding the area
of a quadrilateral.

2. SURFACE AREAS AND VOLUMES (12) Periods

Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right
circular cylinders/cones.

UNIT VI: STATISTICS & PROBABILITY

1. STATISTICS (13) Periods

Introduction to Statistics: Collection of data, presentation of data — tabular form, ungrouped /

grouped, bar graphs, histograms (with varying base lengths), frequency polygons. Mean,
median and mode of ungrouped data.

2. PROBABILITY (9) Periods

History, Repeated experiments and observed frequency approach to probability.

Focus is on empirical probability. (A large amount of time to be devoted to groupand to
individual activities to motivate the concept; the experiments to be drawn from real - life
situations, and from examples used in the chapter on statistics).
 MATHEMATICS
QUESTION PAPER DESIGN
CLASS – IX (2021-22)

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:
18 22
3 Present and defend opinions by making judgments about
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
 COURSE STRUCTURE CLASS –X

Units Unit Name Marks

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

UNIT I: NUMBER SYSTEMS

1. REAL NUMBER (15) Periods

Euclid’s division lemma, Fundamental Theorem of Arithmetic - statements after
reviewing work done earlier and after illustrating and motivating through examples,
Proofs of irrationality of Decimal representation of rational numbers interms
of terminating/non-terminating recurring decimals.

UNIT II: ALGEBRA

1. POLYNOMIALS (7) Periods

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

polynomials. Statement and simple problems on division algorithm for polynomials with
real coefficients.

2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES (15) Periods

Pair of linear equations in two variables and graphical method of their

solution, consistency/inconsistency.
Algebraic conditions for number of solutions. Solution of a pair of linear equations in two
variables algebraically - by substitution, by elimination and by cross multiplication
method. Simple situational problems. Simple problems on equations reducible to linear
equations.

3. QUADRATIC EQUATIONS (15) Periods

Standard form of a quadratic equation ax2 + bx + c = 0, (a ≠ 0). Solutions of quadratic

equations (only real roots) by factorization, and by using quadratic formula. Relationship
between discriminant and nature of roots.

Situational problems based on quadratic equations related to day to day activities to be

incorporated.
4. ARITHMETIC PROGRESSIONS (8) Periods

Motivation for studying Arithmetic Progression Derivation of the n th term and sum of the
first n terms of A.P. and their application in solving daily life problems.

UNIT III: COORDINATE GEOMETRY

1. LINES (In two-dimensions) (14) Periods

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

UNIT IV: GEOMETRY

1. TRIANGLES (15) Periods

Definitions, examples, counter examples of similar triangles.

1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two
sides in distinct points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel
to the third side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding
sides are proportional and the triangles are similar.
4. (Motivate) If the corresponding sides of two triangles are proportional, their
corresponding angles are equal and the two triangles are similar.
5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the
sides including these angles are proportional, the two triangles are similar.
6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right
triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to
the whole triangle and to each other.
7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares
of their corresponding sides.
8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the
squares on the other two sides.
9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the
other two sides, the angles opposite to the first side is a right angle.

2. CIRCLES (8) Periods

Tangent to a circle at, point of contact

1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the
point of contact.

2. (Prove) The lengths of tangents drawn from an external point to a circle are equal.

3. (Motivate) Alternative Segment theorem: If a chord is drawn through the point of

contact of a tangent to a circle, then the angles made by the chord with the tangent are
respectively equal to the angles subtended by the chord in the alternate segments.
3. CONSTRUCTIONS (8) Periods

1. Division of a line segment in a given ratio (internally).

2. Tangents to a circle from a point outside it.
3. Construction of a triangle similar to a given triangle.

UNIT V: TRIGONOMETRY
1. INTRODUCTION TO TRIGONOMETRY (10) Periods

Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their

existence (well defined); motivate the ratios whichever are defined at 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.Trigonometric ratios of complementary angles.

3. HEIGHTS AND DISTANCES: Angle of elevation, Angle of Depression. (8) Periods

Simple problems on heights and distances. Problems should not involve more than two
right triangles. Angles of elevation / depression should be only 30°, 45°, and 60°.

UNIT VI: MENSURATION

1. AREAS RELATED TO CIRCLES (12) Periods
Motivate the area of a circle; area of sectors and segments of a circle. Problems based
on areas and perimeter / circumference of the above said plane figures. (In calculating
area of segment of a circle, problems should be restricted to central angle of 60°, 90°
and 120° only. Plane figures involving triangles, simple quadrilaterals and circle should
be taken.)

2. SURFACE AREAS AND VOLUMES (12) Periods

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

2. Problems involving converting one type of metallic solid into another and other mixed
problems. (Problems with combination of not more than two different solids be taken).

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS (18) Periods

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

2. PROBABILITY (10) Periods

Classical definition of probability. Simple problems on finding the probability of an
event.
 MATHEMATICS-Standard
QUESTION PAPER DESIGN
CLASS – X (2021-22)
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
 MATHEMATICS-Basic
QUESTION PAPER DESIGN
CLASS – X (2021-22)
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.
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:
8 10
3 Present and defend opinions by making judgments about 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
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.
Guidelines for
Mathematics Laboratory in Schools

Class IX

Central Board of Secondary Education

Preet Vihar, Delhi – 110092.

1
1. Introduction
1.1 Rationale
Mathematics is erroneously regarded as a difficult subject to understand, meant only
for persons of ‘higher’ mental ability. It arouses fear among any students, which in turn
creates resistance to learning at and results in an adverse effect on their attainment.
But actually, school mathematics is within the reach of any average student. What is
needed is to create the right ambience of learning mathematics in every school.
Mathematics needs to be learnt with a sense of joy and delight. It needs to be related,
where possible, to life-oriented activities, to create interest in the subject. Mathematical
faculty and intuition develop not only through theory and problems given in mathematics
textbooks but also through a variety of activities involving concrete objects. Activities
can be engaging as well as instructive.
With this in mind, CBSE has endeavoured to introduce the idea of mathematics
laboratory in schools.
Some of the ways in which activities in a mathematics laboratory could contribute to
learning of the subject are:

· It provides an opportunity to students to understand and internalise the basic

mathematical concepts through concrete situations. It lays down a sound base
for more abstract thinking.
· The laboratory gives greater scope for individual participation. It encourages
students to become autonomous learners and allows an individual student to
learn at his or her own pace.
· It helps build interest and confidence among the students in learning the subject.
· It provides opportunity to students to repeat an activity several times. They can
revisit and rethink a problem and its solution. This helps them develop
metacognitive abilities.
· It allows and encourages students to discuss, think and assimilate the concepts
in a better manner through group learning.
· It provides opportunity to students to understand and appreciate the applications
of mathematics in their surroundings and real life situations.
· It widens the experimental base and prepares the ground for better learning of
new areas in the subject.
· An activity involves both the mind and hands of the student working together,
which facilitates cognition.

1.2 National Curriculum Framework and Board’s Initiatives.

The National Curriculum Framework for school education (NCFSE) developed by
NCERT emphasizes that mathematics learning should be facilitated through activities
from the very beginning of school education. These activities may involve the use of
concrete materials, models, patterns, charts, pictures, posters, games, puzzles and
experiments. The Framework strongly recommends setting up of a mathematics

2
laboratory in every school in order to help exploration of mathematical facts through
activities and experimentation.
With the objective of meeting these national requirements, aspirations and expectations,
the Central Board of Secondary Education immediately issued directions to its affiliated
schools to take necessary action in this regard. Simultaneously, a document on
‘Mathematics Laboratory in schools – towards joyful learning’ was brought out by the
Board and made available to all the schools. This document primarily aimed at
sensitizing the schools and teachers to the philosophy of a mathematics laboratory,
creating awareness among schools as to how mathematics laboratory will help in
improving teaching and learning of the subject and providing general guidelines to
school on setting up and using a mathematics laboratory. Besides, it also included a
number of suggested hands-on activities related to concepts in mathematics for Class
III to Class X. Teachers were advised to design more activities of similar nature to suit
the requirements of the classes and students under their charge.
There has been a very encouraging response to this initiative from the schools and a
large number of them have already established reasonably functioning mathematics
laboratories. However, the Board has been receiving queries and observations from
many quarters with the request to provide more detailed guidelines to set up such a
laboratory, particularly with regard to its size and design, physical infrastructure,
materials required and human resources. In addition to including specific activities
and project work for Class IX, the present document aims at clarifying these various
matters.

1.3. About the present document

The present document has three clear objectives. Firstly, it aims at providing detailed
guidelines to schools with regard to the general layout, physical infrastructure, materials
and human resources for a mathematics laboratory. This would, it is expected, clear
doubts about the minimum requirements for setting up of such a laboratory. Secondly,
it includes details of all Class IX syllabus related activities to be done by the students
during the academic year. Thirdly, it gives a few specific examples of projects. This is
intended to help the schools to have an idea of the nature of project work to be undertaken
by the students. Since the schools have already been given directions in relation to
setting up of a mathematics laboratory by 31 st March, 2005 through circular
No…………..dated………….., it is expected that necessary initiatives have been taken
and the desired facilities are available in schools. The schools are now expected to
extend and expand these facilities to carry out Class IX syllabus activities from the
academic session starting April 2005. Another circular No………dated………has also
been issued in relation to the introduction of 20% internal assessment scheme in the
subject in Class IX from the ensuing academic session beginning April 2005. The said
circular clarifies that the internal assessment is to be given on the basis of performance
of an individual in the practical work. The details of assessment in practical work are
given in the later sections of this document.

3
2. Mathematics Laboratory
2.1 What is a Mathematics Laboratory ?
Mathematics laboratory is a room wherein we find collection of different kinds of
materials and teaching/learning aids, needed to help the students understand the
concepts through relevant, meaningful and concrete activities. These activities may
be carried out by the teacher or the students to explore the world of mathematics, to
learn, to discover and to develop an interest in the subject.

2.2 Design and general layout.

A suggested design and general layout of laboratory which can accommodate about
30 students at a time is given on page……..The design is only a suggestion. The
schools may change the design and general layout to suit their own requirements.

2.3 Physical Infrastructure and Materials

It is envisaged that every school will have a Mathematics Laboratory with a general
design and layout as indicated on page………with suitable change, if desired, to meet
its own requirements. The minimum materials required to be kept in the laboratory
may include all essential equipment, raw materials and other essential things to carry
out the activities included in the document effectively. The quantity of different materials
may vary from one school to another depending upon the size of the group. Some of
the essential materials required are given on page 11.

2.4 Human Resources

It is desirable that a person with minimum qualification of graduation (with mathematics
as one of the subjects) and professional qualification of Bachelor in Education be
made incharge of the Mathematics Laboratory. He/she is expected to have special
skills and interest to carry out practical work in the subject. It will be an additional
advantage if the incharge possesses related experience in the profession. The
concerned mathematics teacher will accompany the class to the laboratory and the
two will jointly conduct the desired activities. A laboratory attendant or laboratory assistant
with suitable qualification and desired knowledge in the subject can be an added
advantage.

2.5 Time Allocation for activities.

It is desirable that about 15% - 20% of the total available time for mathematics be
devoted to activities. Proper allocation of periods for laboratory activities may be made
in the time table.

Scheme of Evaluation
As an extension of the Board’s intention to make learning of mathematics a more
meaningful exercise, it has been decided to introduce the scheme of internal
assessment in the subject. The objective is not merely to evaluate the learner in a
public examination and award marks but to promote and encourage continuous

4
self-actualised learning in the classroom and in the extended hours of schooling.
This internal assessment will have a weightage of 20 marks as per the following
break up :
Year-end Evaluation of activities : 10 marks
Evaluation of project work : 05 marks
Continuous assessment : 05 marks

The year-end assessment of practical skills will be done during an organized session
of an hour and a half in small groups as per the admission ……………. convenience
of the schools with intimation to the Board. The break up of 10 marks could be as
under :

Complete statement of the objective of activity : 1 mark

Design or approach to the activity : 2 marks
Actual conduct of the activity : 3 marks
Description /explanation of the procedure followed : 2 marks
Result and conclusion : 2 marks
Out of all the activities given in the document, every student may be asked to complete
a minimum of 15 marked activities during the academic year and be examined in one
of these activities. He/she should be asked to maintain a proper activity record for this
work done during the year.
The schools would keep a record of the conduct of this examination for verification by
the Board, whenever necessary, for a period of six months. This assessment will be
internal and done preferably by a team of two teachers.

Evaluation of project work

Every student will be asked to do one project based on the concepts learnt in the
classroom but as an extension of learning to real life situations. This project work
should not be repetition or extension of laboratory activities but should infuse new
elements and could be open ended and carried out beyond the school working hours.

Five marks weightage could be further split up as under :

Identification and statement of the project: 01 mark

Design of the project 01 mark
Procedure /processes adopted 02 marks
Interpretation of results 01 mark

5
Continuous Assessment
Continuous assessment could be awarded on the basis of performance of students in
their first and second terminal examinations. The strategy given below may be used
for awarding internal assessment in Class IX :

(a) Reduce the marks of the first terminal examination to be out of ten.
(b) Reduce the marks of the second terminal examination to be out of ten.
(c) Add the marks of (a) and (b) above and get the achievement of the learner out
of twenty marks.
(d) Reduce the total in (c) above to the achievement out of five marks.
(e) This score may be added to score of year-end evaluation of activities and to
score in project work to get the total score out of 20 marks.

It is expected that the marks obtained by a student in theory examination (80) and
laboratory work (20) be indicated separately in the achievement card.

6
List of activities
1A. To carry out the following paper folding activities:
Finding –
1. the mid point of a line segment,
2. the perpendicular bisector of a line segment,
3. the bisector of an angle,
4. the perpendicular to a line from a point given outside it,
5. the perpendicular to a line at a point given on the line,
6. the median of a triangle.

1B. To carry out the following activities using a geoboard:

1. Find the area of any triangle.
2. Find the area of any polygon by completing the rectangles.
3. Obtain a square on a given line segment.
4. Given an area, obtain different polygons of the same area.

2. To obtain a parallelogram by paper–folding.

3. To show that the area of a parallelogram is product of its base and height,
using paper cutting and pasting. (Ordinary parallelogram and slanted
parallelogram)

4. To show that the area of a triangle is half the product of its base and height
using paper cutting and pasting. (Acute, right and obtuse angled triangles)

5. To show that the area of a rhombus is half the product of its diagonals using
paper cutting and pasting.

6. To show that the area of a trapezium is equal to half the product of its
altitude and the sum of its parallel sides and its height, using paper cutting
and pasting.

7. To verify the mid point theorem for a triangle, using paper cutting and
pasting.

8. To divide a given strip of paper into a specified number of equal parts using
a ruled graph paper.

9. To illustrate that the perpendicular bisectors of the sides of a triangle

concur at a point (called the circumcentre) and that it falls
a. inside for an acute-angled triangle.
b. on the hypotenuse of a right-angled triangle.
c. outside for an obtuse-angled triangle.
7
 10. To illustrate that the internal bisectors of angles of a triangle concur at a
point (called the incentre), which always lies inside the triangle.

11. To illustrate that the altitudes of a triangle concur at a point (called the
orthocentre) and that it falls
a. inside for an acute angled triangle.
b. at the right angle vertex for a right angled triangle.
c. outside for an obtuse angled triangle.

12. To illustrate that the medians of a triangle concur at a point (called the
centroid), which always lies inside the triangle.

13A. To give a suggestive demonstration of the formula that the area of a circle is
half the product of its circumference and radius. (Using formula for the area
of triangle)

13B. To give a suggestive demonstration of the formula that the area of a circle is
half the product of its circumference and radius. (Using formula for the area
of rectangle)

14. 1) To verify that sum of any two sides of a triangle is always greater than
the third side.
2) To verify that the difference of any two sides of a triangle is always less
than the third side.

15. To explore criteria of congruency of triangles using a set of triangle cut outs.

16. To explore the similarities and differences in the properties with respect to
diagonals of the following quadrilaterals – a parallelogram, a square, a
rectangle and a rhombus.

17. To explore the similarities and differences in the properties with respect to
diagonals of the following quadrilaterals – a parallelogram, a square, a
rectangle and a rhombus.

18. To show that the figure obtained by joining the mid points of the consecutive
sides of any quadrilateral is a parallelogram.

19. To make nets for a right triangular prism and a right triangular pyramid
(regular tetrahedron) and obtain the formula for the total surface area.

20. To verify Euler’s formula for different polyhedra: prism, pyramids and
octahedron.

8
 21. Obtain length segments corresponding to square roots of natural numbers
using graduated wooden sticks.

22. To verify the identity a3 – b3 = (a – b) (a2 + ab + b2), for simple cases using a
set of unit cubes.

23. To verify the identity a3 + b3 = (a + b) (a2 – ab + b2), for simple cases using
a set of unit cubes.

24. To verify the identity (a + b)3 = a3 + b3 + 3ab (a + b), for simple cases using
a set of unit cubes.

25. To verify the identity (a – b)3 = a3 – b3 – 3ab (a – b), for simple cases using
a set of unit cubes.

26. To interpret geometrically the factors of a quadratic expression of the type

x2 + bx + c, using square grids, strips and paper slips.

27. To obtain mirror images of figures with respect to a given line on a graph
paper.

Group Activities
1. To find the percentage of students in a group of students who write faster with
their left hand / right hand.

2. To help the students establish interesting mathematical relationships by

measuring some parts of the body.

List of projects given as examples in the booklet

1. Observing interesting patterns in cricket match.
Comparison of the performance of two teams in a one–day international
cricket match.

2. Design a crossword puzzle with mathematical terms

To review mathematics vocabulary, to give the opportunity for creative
expressions in designing puzzles, to act as a means of monitoring the study of
a given unit and to give recreation.

3. A measuring task
To investigate your local athletics track to see whether it is marked fairly for
runners who start on different lines.

9
 4. Project in history of mathematics
i. Study various aspects of Pythagoras theorem.
ii. Investigation of various historical aspects of number π.

Suggested list Of Projects

P1 Cricket
Collect data on runs scored in each over for a one–day international (ODI) cricket
match and obtain frequency distribution between runs and overs. Do this for both the
teams and also for the first 25 and the remaining overs of the match. Observe any
interesting features of the match. Compare it with similar analysis for a few other
ODI’s.

P2 Age profile in your neighbourhood

Survey any 30 households in your locality and collect data on the age of the persons.
Determine the age profile (number of persons Vs age) for men and women. Report
any significant observation from the data.

P3 Educational Background in your neighbourhood

Survey any 30 households in your locality and collect data on the educational background
of the persons. Obtain significant observations from your data.

P4 Number of Children in a family in your neighbourhood

Survey any 50 households in your locality and collect data on the number of children
(male and female) in each family. Report any significant observation.

P5 Making of Platonic solids

Obtain and construct the nets of five platonic solids. Make these solids and observe
the properties (number of faces, edges and vertices) of the solids. Try to find out, why
there are only five platonic solid. (Try taking regular hexagon)

P6 History of Mathematics
Refer history of mathematics sources from your library or Internet and prepare a poster
or a document on any topic of your interest. The students can choose several topics
from history of mathematics, for doing a project. For instance the topic can be about
an Indian mathematician or the concept of zero in various ancient civilizations.

P7 Mathematics line designs

Using strings obtain interesting designs and patterns. Use threads and shapes made
by cardboard, try to make designs on it by making slits on the cardboard. Observe
different patterns on it.

P8 Computer project
Using a spreadsheet programme on a PC obtain the graph of the equation ax + bx + c
= 0 for a different values of a, b and c and note the interesting features and patterns.
Interested students can also try for quadratic equations.

10
List of methods and materials used in the
mathematics laboratory

i. Paper folding
ii. Collage (Paper cutting & pasting)
iii. Unit Cubes (wooden or any material)
iv. Geo–board, rubber band
v. Transparency sheets, cello tape
vi. Graph paper
vii. Pins & threads
viii. Broom sticks
ix. Chart papers, glazed papers, sketch pens.
x. Stationery

11
Activity 1A
Basic paper folding activity
Objectives
To carry out the following paper folding activities:
Finding -
1. the mid point of a line segment,
2. the perpendicular bisector of a line segment,
3. the bisector of an angle,
4. the perpendicular to a line from a point given outside it,
5. the perpendicular to a line at a point given on the line,
6. the median of a triangle.

Pre-requisite knowledge
Meaning of the basic geometrical terms such as perpendicular bisector, angle
bisector and median.

Materials required
Rectangular sheets of coloured paper, a pair of scissors.

Procedure
1. Make a line segment on the paper, by folding the paper in any way. Call it AB.
Fold the line segment AB in such a way that A falls on B, halving the length of
AB. Mark the point of intersection of line segment AB and the crease formed
by folding the paper. This gives the mid-point E of segment AB. [Fig 1A (a)]
2. Fold AB in such a way that A falls on B, thereby creating a crease EF. This
crease is the perpendicular bisector of AB. [Fig 1A (b)]
3. Cut a triangle from a coloured paper and name it PQR. Fold along the vertex
P of the triangle in such a way that the sides PQ and PR coincide with each
other. The crease PF formed is the angle bisector of the angle P. [Fig 1A (c)]
4. Draw a line segment AB and take a point P outside it. Move B along BA till the
fold passes through P and crease it along that line. The crease formed is the
perpendicular to AB from point P. [Fig 1A (d)]
5. Draw a line AB and take a point C on it. Move B along the line BA till the fold
passes through C and crease it at along that line. The crease so formed is
the perpendicular to AB at the point C on it. [Fig 1A (e)]
6. Cut out a triangle ABC. Find the mid-points of the sides by the method given
in step 1. Join A, B, C to the respective mid-points of opposite sides, BC, CA
and AB by paper folding. The creases formed are the medians of the triangle.
[Fig 1A (f)]

Observations
In some cases the students may like to verify the results obtained in this activity by
actual measurement.

12
Learning Outcomes
Students are exposed to the basic features of paper folding. They will appreciate
that several geometrical constructions can be carried out very simply by paper
folding.

Remark
The teacher should ensure that students get enough practice in this activity, since
this is basic for many of the subsequent laboratory activities given in the booklet.

A B

A B

A E
A E
Fig 1A (a) Fig 1A (b)

P Q A B
F P

P Q A B
Fig 1A (c) Fig 1A (d)

A C B

A C B
B C
Fig 1A (e) Fig 1A (f)

13
Activity 1B
Basic activities using Geoboard
Objectives
To carry out the following activities using a geoboard:
1. Find the area of any triangle.
2. Find the area of any polygon by completing the rectangles.
3. Obtain a square on a given line segment.
4. Given an area, obtain different polygons of the same area.

Pre-requisite knowledge
Basic understanding about names and properties of the shapes.

Materials required
Square wooden board of 10” × 10”, nails with small heads, hammer, rubber bands,
marking pen.

Procedure
Making Geoboard
Take a wooden square base. Mark an array of 10 × 10 dots on this wooden
base. Fix nails on these equidistant dots.
Activities on Geoboard
1. Practice making various geometric figures using rubber bands on the
geoboard.
2. Find area of regular quadrilaterals by counting number of unit squares in it.
3. Find the area of triangles by completing triangles into rectangles and halving
them. Verify the result using formula for area of triangles.
4. Make any irregular polygon, complete the rectangles at the non-horizontal/
vertical sides of the polygon, and find the area of various polygons. [Fig 1B
(a)]
5. Given any line segment on the geoboard, ask students to form a square, with
this line segment as the base.
6. If the area of any polygon is given, find the different possibilities of shapes with
same area. In Fig 1B b) the area of all the shapes is same and is 12 sq.units.

Observations
1. Students observe that the area of any shape is equal to the number of unit
squares in the space occupied by that shape.
2. Students find it interesting to find the area of any irregular polygon by the
method of completing rectangles.

Learning outcomes
1. Students learn the concept of area as number of unit squares in the space
occupied by the shape.

14
 2. They learn the relation between area and the formula for the area of any
shape.
3. The activities like constructing a square on a given line and making various
polygons of a given area, enable students to think logically. It also helps them
to develop spatial understanding about the objects.

Remark
Many theorems can be verified on the geoboard, for e.g. the area of any triangle on
the same base and between the same parallel lines is half that of the parallelogram.

Fig 1B (a)

Fig 1B (b)

15
Activity 2
Parallelogram
Objective
To obtain a parallelogram by paper folding.

Pre-requisite knowledge
1. Familiarity with activity 1A.
2. To know that, a parallelogram is a quadrilateral in which the pair of opposite
sides are parallel.

Material required
Rectangular sheet of paper.

Procedure
1. Take a rectangular sheet of paper.
2. Fold it parallel to its breadth at a convenient distance and make a crease (1).
3. Obtain a crease perpendicular to the crease (1) at any point on it and call it
crease (2).
4. Obtain a third crease perpendicular to crease (2) at any point on crease (2)
and call it as crease (3).
5. Mark crease (1) and (3) with pencil. This represents a pair of parallel lines.
6. Make a fold, cutting the creases (1) and (3), call it crease (4). Adopting the
method used for getting a pair of parallel lines as explained in steps 1 to 5, get
a fold parallel to crease (4), call this as crease (5). [Fig 2 (a)]

Observations
1. Crease (1) and (3) are parallel.
2. Crease (4) and (5) are parallel.
3. The enclosed figure is parallelogram.

Learning outcomes
1. The students learn to make a line parallel to a given line and a parallelogram
by paper folding.
2. They internalise the simple properties of a parallelogram.

16
1 2 3

4 5 6

7 8 9

4
2
5

Fig 2 (a)

17
Activity 3
Area of a parallelogram
Objective
To show that the area of a parallelogram is product of its base and height using
paper cutting and pasting.

Pre-requisite knowledge
1. Familiarity with Activity 1A and 2.
2. Formula for the area of a rectangle

Material Required
Glazed paper, pencil, a pair of scissors, gum.

Procedure
1. Make a parallelogram by paper folding. Call it ABCD.
2. Cut out the parallelogram with the help of a pair of scissors.
3. Obtain a perpendicular from D to AB meeting AB at E. [Fig 3 (a)]
4. Cut and remove the triangle AED and align AD with BC. Call the displaced
segment AE as AE/. [Fig 3 (b)]
5. Verify using a scale that EBE/ are collinear.
6. Verify that CE/ is perpendicular to EBE/ and EE/ = CD
7. Observe that the figure obtained is a rectangle. [Fig 3 (b)]

Observations
1. Area of parallelogram ABCD = area of rectangle EE/CD = (length × breadth)
= EE/ × CE/.
2. Area of parallelogram = base × height.

Learning Outcomes
1. The students will be able to infer that the area of parallelograms with the same
base and the same height are identical. This leads to the well-known theorem:
“Parallelograms between the same parallel lines and with the same base are
equal in area.”
2. The students will understand geometrically how the formula for the area of
parallelogram (base × height) works.

Remarks
1. Teacher can ask the students to draw perpendiculars from different vertices
on opposite sides and verify that the area of parallelogram is product of base
and height, independent of which side is taken as the base.

18
2. Teacher can discuss various cases of parallelograms for verification of the
formula where the perpendicular falls outside the base. [Fig 3 (c)]

D C

A E B
Fig 3 (a)

D C

E B E
|

Fig 3 (b)

D C

A B
Fig 3 (c)

19
Activity 4
Area of triangle
Objective
To show that the area of a triangle is half the product of the base and the height
using paper cutting and pasting.

Pre-requisite knowledge
1. Familiarity with activity 1A.
2. Formula for the area of a rectangle.
3. A diagonal of a parallelogram divides it into two congruent triangles.

Material Required
Chart paper, pencil, compass, scale, a pair of scissors, cello tape.

Procedure
For Right angle triangle
1. Cut a right angle triangle. [Fig 4 (a)]
2. Cut a triangle congruent to the right angle triangle.
3. Align the hypotenuse of the two triangles to obtain a rectangle. [Fig 4 (b)]

Observations
The students observe that two congruent triangles aligned on hypotenuse forms a
rectangle.
They can see that area of rectangle = area of two congruent triangles.
Area of rectangle = base × height.
Therefore, Area of triangle = ½ × Area of rectangle = ½ × base × height.

Procedure
For Acute Angle Triangle
1. Cut an acute angle triangle and draw the perpendicular from the vertex to the
opposite side. [Fig 4 (c)]
2. Cut a triangle congruent to it and cut this triangle along the perpendicular.
[Fig 4 (d)]
3. Align the hypotenuse of these cut outs to the given triangle in order to obtain a
rectangle. [Fig 4 (e)]

Observations
The students observe that two congruent triangles aligned in a specific way forms a
rectangle.
They can see that area of rectangle = area of two congruent triangles.
Area of rectangle = base × height.
Therefore, Area of triangle = ½ × Area of rectangle = ½ × base × height.

20
Procedure
For Obtuse Angle Triangle
1. Cut an obtuse angle triangle. [Fig 4 (f)]
2. Cut a triangle congruent to this obtuse angle triangle.
3. Align the greatest side of the two triangles in order to obtain parallelogram.
[Fig 4 (g)]

Observations
The students observe that aligning these two congruent triangles forms a
parallelogram.
They can see that area of the parallelogram = area of two congruent triangles.
Area of parallelogram = base × height.
Area of triangle = ½ × area of parallelogram = ½ × base × height.

Learning Outcome
The students may infer that area of each triangle is half the product of its base and
height irrespective of the sides and angles of triangle.

Fig 4 (a) Fig 4 (b)

Fig 4 (c) Fig 4 (d) Fig 4 (e)

Fig 4 (f) Fig 4 (g)

21
Activity 5
Area of a rhombus
Objective
To show that the area of a rhombus is half the product of its diagonals using paper
cutting and pasting.

Pre-requisite knowledge
1. Properties of a rectangle and a rhombus.
2. Formula for area of a triangle and a rectangle.
3. Concept of congruency.

Material Required
Colored papers, sketch pens, geometry box, a pair of scissors, fevicol and eraser.

Procedure
1. Draw a rectangle ABCD with length d2 and breadth d1 units on a coloured
paper.
2. Mark points E, F, G and H as mid points of the sides AD, DC, CB and BA
respectively of sides of the rectangle ABCD drawn in step 1. [Fig 5 (a)]
3. Join HF and EG. Mark their intersection as point O. Fold the rectangle ABCD
along EG and HF dividing the rectangle ABCD into four congruent rectangles,
namely OEAH, OEDF, OFCG and OGBH.
4. Divide each of the four rectangles into two congruent triangles by drawing their
respective diagonals. [Fig 5 (a)]

Observations
1. As the smaller rectangles are congruent, their diagonals EH, HG, GF, FE are
equal. Thus EHGF is a rhombus.
2. In the rectangle AHOE, triangles AHE and EHO are congruent and hence equal
in area.
3. Thus area of the right triangle EOH is half the area of the rectangle AEOH and
similarly, the area of right triangles HOG, GOF, FOE are half the area of the
rectangles HBGO, OGCF and FOED respectively.
4. Thus the area of rhombus = ½ × area of rectangle
= ½ × d1 × d2
= ½ × product of diagonals

Learning Outcomes
1. This activity shows construction of the rhombus by paper folding.
2. Students understand geometrically, that the area of rhombus is half the
product of its diagonals.

22
Remark
This activity may be extended to the case of a Kite and the same formula may be
verified.

A H B

d1
2
O
d1 E d2 G
2

D F C

d2
Fig 5 (a)

23
Activity 6
Area of a trapezium
Objective
To show that the area of a trapezium is equal to half the product of its altitude and
the sum of its parallel sides, using paper cutting and pasting.

Pre-requisite knowledge
1. A trapezium is a quadrilateral with one pair of opposite sides parallel.
2. A quadrilateral is a parallelogram if a pair of its opposite sides are parallel and
equal to each other.

Material Required
Coloured paper, a pair of scissors, gum.

Procedure
1. Take two sheets of coloured paper.
2. Cut two identical trapeziums ABCD and PQRS. [Fig 6 (a)]
3. Paste them together as shown in Fig 6(b) to obtain a quadrilateral RBCQ.

Observations
The two trapezia add up to form a parallelogram whose base RB is the sum of the
two parallel sides of the trapezium AB and CD.
Area of trapezium ABCD = ½ area of parallelogram RQCB [Fig 6 (b)]
= ½ × (AB + CD) × height
= ½ × (a + b) × h

Learning Outcomes
The students learn to obtain a parallelogram by appropriately juxtaposing two
identical trapezia and obtain a simple insight into the formula for the area of a
trapezium.

Remark
The teacher may encourage students to provide a proof that RBCQ is a
parallelogram.

24
 a a
D C S R

A b B P b Q

Fig 6(a)

b (P) D a
Q C

R a (S) A b B

Fig 6(b)

25
Activity 7
Mid Point Theorem
Objective
To verify the mid point theorem for a triangle, using paper cutting and pasting.

Pre-requisite knowledge
Two lines are parallel if for a transversal cutting them, the corresponding angles are
equal.

Material Required
Coloured paper, a pair of scissors, gum.

Procedure
From a sheet of paper, cut a triangle ABC. Find the mid points P and Q of AB and
AC respectively by paper folding. Join P and Q by folding and making a crease PQ.
[Fig 7 (a)] Cut APQ. Superimpose AQ over QC so that QP falls along CB as shown
in Fig 7 (b).

Observations
1. Angle APQ is now renamed as (A)(P)(Q). A falls on Q since Q is the mid point
of AC.
2. Triangle AQP is superimposed on triangle QCB and the two angles are seen
to be equal. They are the corresponding angles made on PQ and BC by AC.
3. Therefore, PQ is parallel to BC.
4. Also (P) is seen to be the mid point of BC by paper folding method already
described.

Learning Outcome
Line segment joining the mid points of any two sides of a triangle is parallel to the
third side and is equal to half of it.

Remark
The exercise can be tried for any two sides of the given triangle, and for different
types of triangles (acute, obtuse and right angle triangles).

26
 A

P Q

B C
Fig 7(a)

P Q (A)

B C
(Q)
(P)

Fig 7(b)

27
Activity 8
Intercepts of equidistant parallel lines
Objective
To divide a given strip of paper into a specified number of equal parts using a ruled
graph paper.

Pre-requisite knowledge
1. Measuring length.
2. Intercepts of equidistant parallel lines are equal.

Material Required
Coloured paper, a pair of scissors, gum, ruled/graph paper.

Procedure
1. Take a strip of paper say 25 cm.
2. Practice making two, three and four equal parts of the strip by the method of
paper folding.
3. To make 7 equal parts
a) Take a ruled paper.
b) Give numbers ( 0, 1, 2, ... ) to the equidistant parallel lines. [Fig 8 (a)]
c) Keep the starting point of the strip on zero and place the end point of the
strip on a line numbered 7 or multiple of 7. [Fig 8 (b)]
d) As shown in Fig 8 (a), the strip is arranged between 0 and 14, parallel
equidistant lines.
e) Marking a point on every second line which intersects the strip divides the
strip into seven equal parts.
4. To make any number of equal parts, repeat the procedure and place the end
point of the strip on the equidistant parallel line equal to the number of parts
required or a multiple of that number.

Observations
1. The students observe that making 2, 3, 4, 5, 6 equal parts is easy by paper
folding method.
2. To make 7, 11, 13 … equal parts it is difficult by measuring length and dividing
it to given equal parts.
3. Students find this activity as an interesting application of the property they have
learned in the class.

Learning Outcomes
1. Students learn how to divide a strip of paper in any number of equal parts.
2. They learn to apply the property of equidistant parallel lines.

28
Remark
This activity can be extended as follows
1. Take 15 equal strips of equal length and breadth.
2. Make 2, 3, 4, … 15 equal parts of these strips by methods explained above.
3. Stick them on any cardboard. [Fig 8 (b)]
4. This is called as fraction chart.
5. Ask students to observe this chart and write their observations.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Fig 8 (a)

Fig 8 (b)

29
Activity 9
Circumcentre of a triangle
Objective
To illustrate that the perpendicular bisectors of the sides of a triangle concur at a
point (called the circumcentre) and that it falls
a. inside for an acute-angled triangle.
b. on the hypotenuse of a right-angled triangle.
c. outside for an obtuse-angled triangle.

Pre-requisite knowledge
Familiarity with Activity 1A.

Material Required
Coloured paper, pencil, a pair of scissors, gum.

Procedure
1. Cut an acute angled triangle from a coloured paper and name it as ABC.
2. Form the perpendicular bisector EF of AB using paper-folding method.
3. Similarly get the perpendicular bisectors GH and IJ of the sides AC and BC
respectively.
4. Repeat the activity for right and obtuse angled triangles.

Observations
1. The students see that the three perpendicular bisectors (the three creases
obtained) are concurrent.
2. For the acute angled triangle, the circumcentre lies inside the triangle as
shown in Fig 9 (a).
3. For the right angled triangle, the circumcentre is the mid point of the
hypotenuse as shown in Fig 9 (b)
4. For the obtuse angled triangle, the circumcentre lies outside the triangle as
shown in Fig 9 (c).

Learning Outcomes
1. The circumcentre is equidistant from the three vertices of the triangle. Hence
a circle can be drawn passing through the three vertices with circumcentre as
the center. This circle is called circumcircle.
2. The perpendicular bisectors of the sides of a triangle can never form a triangle
since they pass through a point.

Remark
The teacher may encourage the students to provide a proof of concurrence and of
the observation about the location of the circumcentre.

30
 A
J

E H

B G I F C

Fig 9 (a)

B C

Fig 9 (b)

C A

Fig 9 (c)

31
Activity 10
Incentre of a triangle
Objective
To illustrate that the internal bisectors of the angles of a triangle concur at a point
(called the incentre), which always lies inside the triangle

Pre-requisite knowledge
Familiarity with Activity 1A.

Material Required
Coloured papers, fevicol and a pair of scissors.

Procedure
1. Cut an acute angled triangle from a colored paper and name it as PQR.
2. Fold along the vertex P of the triangle in such a way that the side PQ lies along
PR.
3. The crease thus formed is the angle bisector of angle P. Similarly get the
angle bisectors of angle Q and R. [Fig 10 (a)]
4. Repeat the same activity for a right angled triangle and obtuse angled triangle.
[Fig 10 (b) and Fig 10 (c)]

Observations
1. We see that the three angle bisectors are concurrent and the point is called
the incentre (I).
2. We observe that the incentre of an acute, an obtuse and right angled triangle
always lies inside the triangle.

Learning Outcomes
1. The incentre I is equidistant from three sides of the triangle. Hence, a circle
can be drawn touching all the sides, with I as its center. This circle is called
In-circle.
2. The angle bisectors of a triangle can never form a triangle since they pass
through a point.

Remark
The teacher may encourage the students to provide a proof of concurrence and of
the observation of the location of the incentre.

32
 I

Fig 10(a)

Fig 10(b)

Fig 10(c)

33
Activity 11
Orthocentre of a triangle
Objective
To illustrate that the altitudes of triangle concur at a point (called the orthocentre) and
that it falls
a. inside for an acute angled triangle.
b. at the right angle vertex for a right angled triangle.
c. outside for an obtuse angled triangle.

Pre-requisite knowledge
Familiarity with Activity 1A.

Material Required
Coloured papers, pencil, a pair of scissors, gum.

Procedure
1. Take three rectangular sheets of paper and draw three types of triangles on
each of the sheet: acute angled, right angled and obtuse angled.
2. For the acute angled triangle, fold the perpendicular through the vertex to the
opposite side. This is one of the altitudes.
3. Make similar folds to get the other two altitudes. Locate the point of
intersection of the altitudes.
4. Repeat the same activity for right and obtuse angled triangles.

Observations
1. The students observe that the three altitudes of a triangle are concurrent. This
point is called the orthocentre (O).
2. For the acute angled triangle, the orthocentre lies inside the triangle as shown
in Fig 11 (a).
3. For the right angled triangle, the orthocentre is the vertex of the right angle as
shown in Fig 11 (b).
4. For the obtuse angled triangle, the orthocentre lies outside the triangle as
shown in Fig 11 (c).

Learning Outcomes
Students learn that the altitudes of the sides of a triangle can never form a triangle
since they pass through a point.

Remark
The teacher may encourage the students to provide a proof of the concurrence of
altitudes and of the observation of the location of the orthocentre.

34
 Q

P R
Fig 11 (a)

Fig 11 (b)

Fig 11 (c)

35
Activity 12
Centroid of a triangle
Objectives
To illustrate that the medians of a triangle concur at a point (called the centroid),
which always lies inside the triangle.

Pre-requisite knowledge
Familiarity with Activity 1A.

Materials required
Coloured paper, pencil, a pair of scissors, gum.

Procedure
1. From a sheet of paper, cut out three types of triangle: acute-angled triangle,
right- angled triangle and obtuse-angle triangle.
2. For an acute-angled triangle, find the mid-points of the sides by bringing the
corresponding two vertices together. Make three folds such that each joins a
vertex to the mid-point of the opposite side. [Fig 12 (a)]
3. Repeat the same activity for a right-angled triangle and an obtuse-angled
triangle. [Fig 12 (b) and Fig 12 (c)]

Observations
The students observe that the three medians of a triangle concur. They also
observe that the centroid of an acute, obtuse or right angled triangle always lies
inside the triangle.

Learning Outcomes
1. The students learn that the medians of a triangle are concurrent and cannot
form a triangle.
2. The students will learn that the centroid is the point of the trisection of the
median of a triangle.

Remark
The teacher may encourage the student to provide a proof of concurrence and of
the observation about the location of the centroid.

36
 C

Fig 12 (a)

Fig 12 (b)

Fig 12 (c)

37
Activity 13A
Area of a circle
Objective
To give suggestive demonstration of the formula that the area of the circle is half the
product of its circumference and radius.

Pre-requisite knowledge
Formula for the circumference of a circle.
Formula for the area of a triangle.

Material Required
Coloured thread, a pair of scissors.

Procedure
1. Draw a circle of a certain radius say r.
2. Fill up the circle with concentric circles made of different coloured threads as
shown in Fig 13A (a) so that there is no gap left in between. Obviously, the
smallest circle will be a point circle.
3. Cut off the circle formed by threads along the radius of the circle starting from
a point ‘O’.
4. Open all the threads, arrange them from the smallest to the longest forming a
triangle.

Observations
1. Area of the circle is same as the area of triangle.
2. The triangle so formed has the base equal to the circumference of the
outermost circle, which is 2π r. Height of the triangle is equal to the radius of
the circle. Thus the area of the circle is 2π r × r/2 = π r2

Learning Outcomes
The students express the area of a circle in terms of the area of a more elementary
figure, namely a triangle, and thus build a geometrical intuition of the formula π r2 for
the area of circle.

Remark
The teacher may point out the fact that this is not a rigorous mathematical proof for
the formula for area of a circle.

38
 Fig 13A (a)

39
Activity 13B
Area of a circle
Objective
To give a suggestive demonstration of the formula that the area of circle is half the
product of its circumference and radius.

Pre-requisite knowledge
1. Formula for the circumference of a circle.
2. Formula for the area of a rectangle.

Material Required
Coloured paper, compass, scale, a pair of scissors, gum, colours.

Procedure
1. Draw a circle of radius r = 4 cm (say) on the paper.
2. Divide the circle into 16 equal parts. [Fig 13B (a)]
3. Cut all the 16 parts and arrange them to get the Fig 13B (b).
4. Take any part from any side and further divide it into 2 parts. [Fig 13B (c)]
5. To complete the shape of rectangle arrange these two smaller parts at the
corners of the shape obtained in Fig 13B (b).
6. Find the length and the breadth of the rectangle so formed [Fig 13B (d)].
7. Find the area of the rectangle.

Observations
1. The students will observe that the area of rectangle [(2π r/2) × r] = π r2
2. The students will observe that the rectangle is obtained from parts of circle.
Hence area of circle = π r2

Learning Outcomes
1. The students will learn the skill of transforming one geometrical shape into
another.
2. They will also learn the elementary idea of approximation by transforming a
circle into a rectangle like figure.
3. They will also learn that approximation becomes better and better as the
number of parts increases.
4. The students express the area of a circle in terms of the area of a more
elementary figure, namely a rectangle, and thus build a geometrical intuition of
the formula π r2 for the area of circle.

40
Remark
1. Teacher may ask the students to cut the circle into greater number of equal
parts. Eg. 32, 64, … So as to convert the circle into a figure which appears
more and more like a rectangle.
2. The teacher may point out the fact that this is not a rigorous mathematical
proof for the formula for area of a circle.

Fig 13B (a)

Fig 13B (b)

Fig 13B (c)

Fig 13B (d)

41
Activity 14
Triangle inequality
Objectives
1. To verify that the sum of any two sides of a triangle is always greater than the
third side.
2. To verify that the difference of any two sides of a triangle is always less than
the third side.

Pre-requisite knowledge
Measurements and comparison of line segments.

Material Required
Chart paper, pencil, ruler and broom sticks.

Procedure
Get sticks of different lengths. Take three at a time. For example:
Set I (4cm, 5cm, 10cm)
(3cm, 5cm, 9cm)
(5cm, 6cm, 14cm)

Set II (5cm, 5cm, 10cm)

(6cm, 6cm, 12cm)
(4cm, 4cm, 8cm)

Set III (5cm, 6cm, 10cm)

(7cm, 8cm, 10cm)
(8cm, 9cm, 14cm)
For each triplet of numbers in a given set above, try to form triangle.

Observations
Observe the lengths that form the triangles. See Figs 14 (a), 14 (b) and 14 (c).
The students will notice that a triangle is possible only if the sum of any two sides of
a triangle is greater than the third side. In each possible case, they will notice that
the difference of any two sides is less than the third.

Learning Outcomes
The students learn that with any three line segments, you cannot always construct a
triangle. The given lengths must satisfy the condition that (a) the sum of any two
sides of a triangle is always greater than the third side and (b) the difference of any
two sides is less than the third side.

Remark
The conditions have to be satisfied for every pair of sides of a triangle. Also if
condition (a) is satisfied (b) is automatically satisfied and vice-versa.

42
43
Activity 15
Congruent triangles
Objectives
To explore criteria for congruency of triangles, using a set of triangular cut-outs.

Pre-requisite knowledge
Idea of congruent triangles.

Materials required
Different sets of triangular cut-out.

Procedure
1. Measure the sides and angles of the given sets of triangles.
2. Using the various criteria of congruency, take out the pairs of triangle which
are congruent.
3. Record the observations.
4. Take the set of triangles in which all the three pairs of corresponding angles
are equal and check whether they are congruent.
5. Record the observations.
6. Take the set of triangles in which two pairs of sides are equal and a pair of
corresponding angles (not the included angle) are equal. Check whether they
are congruent.
7. Record the observations.

Observations
1. The students will list the sets of triangles which are congruent and the criteria
of congruency used for this purpose.
2. The students will observe that there is no AAA congruency criteria for the
triangles.
3. The students will also observe that there is no SSA congruency criteria for the
triangles.

Learning outcome
The students will learn that only certain sets of criteria involving the equality of sides
and angles of triangles lead to their congruency.

Remarks
1. Teacher may ask the students to find more examples in which AAA, SSA are
not the criterion of congruency in triangles.
2. The teacher may emphasize the fact that AAA is a necessary condition for
congruency of triangles but not the sufficient condition to prove the
congruency of triangles.
3. Fig 15 (a) provides a sample of triangles of various dimensions.

44
Fig 15 (a)

45
Activity 16 &17
Properties of parallelogram
Objective
To explore similarities and differences in the properties with respect to diagonals of
the following quadrilaterals – a parallelogram, a square, a rectangle and a rhombus.

Pre-requisite knowledge
1. Construction of the diagram of parallelogram, rhombus, square and rectangle.
2. Knowledge of properties of sides and angles of the above mentioned figures.

Material Required
Chart papers, pencil, compass, scale and a pair of scissors.

Property 1: A diagonal of a parallelogram divides it into two congruent triangles.

Procedure
1. Make a parallelogram on a chart paper and cut it.
2. Draw diagonal of the parallelogram [Fig 16&17(a)].
3. Cut along the diagonal and obtain two triangles.
4. Superimpose one triangle onto the other [Fig 16&17(b)].

Observation
Two triangles are congruent to each other.

Learning Outcome
Students would be able to infer that diagonal always divides the parallelogram into
two triangles of equal areas.

Remark
Repeat the same activity with the other diagonal of the parallelogram.

Property 2 : Diagonals of a parallelogram bisect each other.

Procedure
1. Draw the parallelogram and its both diagonals.
2. Cut the four triangles formed. Name them 1, 2, 3 and 4 [Fig 16%17(c)].
3. Observe that triangle 2 is congruent to triangle 4 and triangle 1 is congruent to
triangle 3 by superimposing them on each other.

Observations
1. Base of triangle 2 = Base of triangle 4
2. Base of triangle 1 = Base of triangle 3
3. Thus the diagonals bisect each other.

46
Learning Outcome
Students can also infer that vertically opposite angles are equal.

Remark
1. Teacher can ask the students to check the congruency of the triangle 1 and
triangle 4. Why these triangles are not congruent?
2. Teacher can ask the students to repeat the same activities with rhombus,
square and rectangle to find the properties of diagonals.
3. The students can explore when diagonals bisect each other at right angles
and other properties (using elementary methods of paper folding described in
activity 1A).
4. Students should summarize the results in the following format.
-
Sr. No. Properties Parallelogram Square Rectangle Rhombus
Diagonals bisect each
1 yes yes yes yes
other
Diagonals are
2 perpendicular to each
other
Diagonals have equal
3
length
4 Diagonal divides the
given quadrilateral into
two congruent triangles

47
Activity 18
The quadrilateral formed by the
mid points of a quadrilateral
Objective
To show that the figure obtained by joining the mid-points of consecutive sides of the
quadrilateral is a parallelogram.

Pre-requisite knowledge
1. Finding mid-points of the line segments by paper folding. (Familiarity with
Activity 1A)
2. If in a quadrilateral a pair of opposite sides are equal and parallel, then it is a
parallelogram.

Material required
Coloured paper, a pair of scissors, gum.

Procedure
Cut off a quadrilateral ABCD of paper with prescribed dimensions. Mark the mid-
points P, Q, R and S of the sides AB, BC, CD and DA respectively by folding the
sides appropriately. Cut off the quadrilateral PQRS. [Fig 18 (a)]

Observations
By considering triangle ABC, it follows that PQ the line joining the mid-points of AB
and BC is parallel to AC and PQ = ½ AC (Mid-point theorem). Similarly from triangle
ADC, RS = ½ AC and RS is parallel to AC.

PQ is parallel to SR and PQ = SR, so PQRS is a parallelogram.

Learning outcome
The students learn that a parallelogram can be obtained from any quadrilateral by
joining the mid-points of its sides.

Remark
The students can compare the areas of the parallelogram PQRS and the
quadrilateral ABCD.

48
49
Activity 19
Area of a right triangular prism
and a pyramid
Objective
To make the net for a right triangular prism and a right triangular pyramid (regular
tetrahedron) and obtain the formulae for the total surface area.

Pre-requisite knowledge
1. Construction of a right triangular prism and a right triangular pyramid in terms
of their faces.
2. Understanding of the terms lateral surface area and total surface area.
3. Formulae for the area of a rectangle and a triangle.

Material Required
Chart paper, scale, pencil, a pair of scissors and gum.

Procedure
A) Right triangular Prism
1. Draw the nets with given dimensions on a chart paper.
2. Cut out these nets.
3. Fold along the lines to form a prism. Join the edges with gum.
4. Obtain the two prisms.

Observations
1. Observe that prism obtained from the net in Fig 19 (a) has three congruent
squares as lateral surfaces and two congruent equilateral triangles as base.
2. The lateral surface area in this case = 3 × the area of square.
3. The total surface area = lateral surface area + 2 × the area of the equilateral
triangle
4. Observe that the prism obtained from the net in Fig 19 (b) has three congruent
rectangles as lateral surface and two equilateral triangles as base.
5. So, the lateral surface area in this case = 3 × the area of rectangle.
The total surface area = lateral surface area + 2 × the area of equilateral triangle.

B) Right triangular pyramid (Regular tetrahedron)

1. Draw the net with given dimensions on a chart paper.
2. Cut out this net.
3. Fold along the lines to form a pyramid. Join the edges with gum.
4. Obtain the right triangular pyramid.

50
Observations
Observe that the pyramid obtained from net in Fig 19 (c) has four congruent
equilateral triangles, where three congruent equilateral triangles form lateral surface
of pyramid and one triangle forms the base.
So the lateral surface area of pyramid = 3 × the area of equilateral triangle.
Total surface area of pyramid = lateral surface area + area of base triangle
= 4 × the area of equilateral triangle.

Learning Outcome
The students learn to make prisms and pyramids from nets. Further they are able
to obtain lateral and total surface area in terms of the area of triangles and
rectangles.

Remark
Teachers should help the students to observe, that
3 × the area of rectangle = perimeter of base × height

51
Activity 20
Euler’s formula
Objective
To verify Euler’s formula for different polyhedra : Prism, Pyramid and Octahedron.

Pre-requisite knowledge
1. Shape of a triangular prism, pentagonal prism, pyramid on a quadrilateral
base, pyramid on a pentagonal base, pyramid on a hexagonal base and
octahedron.
2. Identification of vertices, edges and faces of polyhedra.

Material Required
Chart paper, pencil, compass, scale, a pair of scissors, cello tape.

Procedure
1. Take a chart paper and draw the nets shown.
2. Fold the above nets along the lines and join with adhesive tape.
3. Obtain prism, pentagonal prism, pyramid on a quadrilateral base, pentagonal
pyramid, hexagonal pyramid and octahedron.

Observation
Draw the following observation table and complete it with the help of polyhedra
obtained.

Name of No. of face No. of vertices No. of edges

F–E+V
polyhedra F V E
(1) Prism
(2)Pentagonal
prism
.
.
.
.

Learning Outcome
The students will verify Euler’s formula. They will appreciate that different polyhedra
have a common relation between F, E and V.

Remark
Euler’s formula is an important result in the branch of mathematics called topology.

52
53
Activity 21
The square roots of natural numbers
Objective
Obtain a line segment corresponding to the square roots of natural numbers using
graduated strips.

Pre-requisite knowledge
1. Knowledge of Pythagoras theorem, i.e., in any right angled triangle the square
of the hypotenuse side is equal to the sum of the squares of the base and the
perpendicular.
2. Expressing a given number as the sum of the squares of the two numbers.

Material Required
Two wooden strips, nails, thread.

Procedure
1. Take a wooden strip and make a scale on it (call this strip as A).
2. Make a hole on each mark as shown in Fig 21 (a).
3. Put a thread attached at the zeroth position on scale A.
4. Take another wooden strip and make a scale on it. Fix nails on it as shown in
Fig 21 (b) (call this strip as B).
5. Now fix the scale B on horizontal scale A as shown in Fig 21 (c) i.e., scale A is
fixed on scale B at point O.
6. For determining the line corresponding to :
Insert scale B, in the hole 1 on scale A. Tie the thread to number one on scale
B. This forms a triangle with base and height as one unit. Using Pythagoras
theorem, the length of the thread is . Measure the length of the thread on
scale A.

Observations
1. The students observe that the length corresponding to , is approximately
1.41 cm.
2. They also understand that, to determine the corresponding length for 13 , they
should insert scale B into scale A at 3 and tie the thread to 2 on scale B.
3. By using Pythagoras theorem, the length of the thread is (32 + 22) = 13 .

They can measure it on scale A; which is 3.6 cm.

Learning Outcomes
1. The students learn to find corresponding line segment for square roots of
natural numbers.
2. They can see these irrational numbers represented geometrically.

54
Remark
Teachers can take any irrational number and perform such activity for determining
the line segment corresponding to the number.

55
Activity 22
Algebraic Identity
Objective
To verify the identity a3 – b3 = (a – b) (a2 + ab + b2), for simple cases using a set of
unit cubes.

Pre–requisite knowledge
1. Express the volume of an object as the number of unit cubes in it.
2. Knowledge of the identity
(a – b) (a2 + ab + b2) = (a – b) a2 + (a – b) (ab) + (a – b) b2

Material Required
27 unit cubes made of wood (dimension is 1 unit × 1 unit × 1 unit).

Procedure
For representing a3 – b3
1. Take a = 3 and make a cube of dimension 3 × 3 × 3 using 27 unit cubes.
[Fig 22 (a)]
2. Take b = 1 and remove a cube of dimension 1 × 1 × 1 from a3.
[Fig 22 (b) and Fig 22 (c)]

For representing (a – b) (a2 + ab + b2)

1. We will use the identity (a – b) (a2 + ab + b2) = (a – b) a2 + (a – b) (ab) + (a –
b) b2. For the given values of a and b, the dimensions of cuboids formed in
right hand side of the identity are as follows
(a – b) a2 = 2 × 3 × 3 cubic units
(a – b) (ab) = 2 × 3 × 1 cubic units
(a – b) b2 = 2 × 1 × 1 cubic units
2. Take the shape obtained by removing b3 from a3 and show that it splits into
three cuboids of dimensions obtained in the above step. [Fig 22 (d)]

Observations
1. No. of unit cubes in a3 = 27
2. No. of unit cubes in b3 = 1
3. No. of unit cubes in a3 – b3 = 26
4. No. of unit cubes in (a – b) a2 = 18
5. No. of unit cubes in (a – b) (ab) = 6
6. No. of unit cubes in (a – b) b2 = 2
7. No. of unit cubes in (a – b) a2 + (a – b) (ab) + (a – b) b2 = 18 + 6 + 2 = 26

56
 8. It is verified that, a3 – b3 = (a – b) a2 + (a – b) ab + (a – b) b2
= (a – b) (a2 + ab + b2)

Learning Outcomes
1. The students obtain the skill of making cuboids of various dimensions using
unit cubes.
2. The students obtain the skill of adding and subtracting the volume of cuboids.
3. Showing the volume of a cube as the sum of cuboids helps them to get a
geometric feeling of volume.

Remark
1. Teachers can choose any value of a and b and verify the result.
2. Teachers should ensure that the students calculate the dimensions of cuboids
formed on the right hand side for representing (a – b) (a2 + ab + b2).
3. The colour difference of the cubes is to suggest transformations (for activity
22-25).

)
Fig 22 (c
b)
Fig 22 (
)
Fig 22 (a

)
Fig 22 (d

57
Activity 23
Algebraic identity (case I)
Objective
To verify the identity a3 + b3 = (a + b)( a2 – ab + b2), for simple cases using a set of
unit cubes.

Pre–requisite knowledge
1. Express the volume of an object as the number of unit cubes in it.
2. Knowledge of the identity (a + b)( a2 – ab + b2) = a2(a + b) – ab(a + b) + b2 (a +
b).

Material Required
36 unit cubes made of wood (dimension is 1 unit × 1 unit × 1 unit).

Procedure
For representing a2(a + b)
1. Take a = 3 and b = 1. Make a cube of dimension a2(a + b) i.e. 3 × 3 × 4 using
unit cubes as shown in Fig 23 (a).

For representing a3 + b3 as difference between a2(a + b) and ab(a + b) + b2(a + b)

1. Remove a cuboid of dimension ab(a + b) i.e. 3 × 1 × 4 [Fig 23 (b)] from Fig 23
(a) as shown in Fig 23 (c).
2. Add a cuboid of dimensions b2 (a + b) i.e. 1 × 1 × 4 [Fig 23 (d)] in Fig 23 (c) as
shown in Fig 23 (e).
3. Number of cubes remaining is 28.
4. These 28 unit cubes can be rearranged as 27 + 1 = 33 + 13 i.e. a3 + b3 as
shown in Fig 23 (h).

Observations
Number of unit cubes in a2(a + b) = 36
Number of unit cubes in ab(a + b) = 12
Number of unit cubes in b2 (a + b) = 4
Remaining cubes = 36 – 12 + 4
= 28
= 27 + 1
=33 + 13
Students verify that
a3 + b3 = (a + b)( a2 – ab + b2)

Learning Outcomes
1. The students obtain the skill of making cuboids using unit cubes.
2. The students will obtain the skill of adding and subtracting the volume of
cuboids.

58
 3. Showing the volume of a cube as the sum of cuboids helps them to get a
geometric feeling of volume.

Remark
1. Teacher can take any value of a and b and verify the result.
2. This activity can be done by taking the formula a3 + b3 = (a + b)3 – 3ab (a + b)
also.
3. The dimensions of cuboid added and removed should be calculated by
students..

Fig 23 (b)

Fig 23 (a)

Fig 23 (d)
Fig 23 (c)

Fig 23 (e)

59
Algebraic identity (case II)
Objective
To verify the identity a3 + b3 = (a + b)3 – 3ab(a + b) using cuboids and unit cubes.

Pre–requisite knowledge
Express the volume of an object as the number of unit cubes in it.

Material Required
64 unit cubes made of wood (dimension is 1 unit × 1 unit × 1 unit).

Procedure
For representing (a + b)3
1. Take a = 3 and b = 1. Make a cube of dimension 4 × 4 × 4 using 64 unit cubes
as shown in Fig 23 (f).

For representing (a + b)3 – 3ab(a + b)

1. Remove a cuboid of dimensions ab(a + b) i.e. 3 × 1 × 4 [Fig 23 (g)] three
times from Fig 23 (f) as shown in Fig 23 (h).
2. Number of remaining cubes are 64 - 3 × (3 × 1 × 4) = 64 - 36 = 28.
3. These 28 unit cubes can be arranged as 27 + 1 = 33 + 13 i.e. a3 + b3 as shown
in Fig 23 (h).

Observations
1. Number of unit cubes in (a + b)3 = 64
2. Number of unit cubes in 3ab(a + b) = 3 × 4 × 3 = 36
3. Number of cubes remaining = 64 – 36 = 28
4. Number of cubes represented = 33 + 13
5. It is verified that a3 + b3 = (a + b)3 – 3ab(a + b)

Learning Outcomes
1. The students obtain the skill of making cuboids using unit cubes.
2. The students obtain the skill of adding and subtracting the volume of cuboids.
3. Showing the volume of a cube as the sum of cuboids helps them to get a
geometric feeling of volume.

Remark
1. Teachers can take any value of a and b and verify the result.
2. Students should find the volume of cuboid by measuring the length, breadth
and height.

60
 Fig 23 (f)

Fig 23 (g)

Fig 23 (h)

61
Activity 24
Algebraic identity
Objective
To verify the identity (a + b)3 = a3 + 3a2b + 3ab2 + b3 using cuboids and unit cubes.

Pre–requisite knowledge
1. Express the volume of an object as the number of unit cubes in it.
2. Knowledge of the identity (a + b)3 = a3 + a2b + a2b + a2b + ab2 + ab2 + ab2 + b3

Material Required
64 unit cubes made of wood (dimension is 1 unit × 1 unit × 1 unit).

Procedure
1. Take a = 3 and make a cube of dimensions a3 i.e. 3 × 3 × 3 using 27 unit
cubes as shown in Fig 24 (a).
2. Take b = 1 and make a cuboid of dimensions a2b i.e. 3 × 3 × 1. [Fig 24 (b)]
Add this three times in Fig 24 (a) as shown in Fig 24 (c).
3. Make a cuboid of dimensions ab2 i.e. 3 × 1 × 1. [Fig 24 (d)] Add this cuboid
three times in Fig 24 (c) as shown in Fig 24 (e).
4. Make a cuboid of dimensions b3 i.e. 1 × 1 × 1. [Fig 24 (f)] Add this cube in Fig
24 (e) as shown in Fig 24 (g).
5. The total number of cubes will be 64 = 43 i.e. (a + b)3 as shown in Fig 24 (g).

Observations
1. Number of unit cube in a3= 33= 27
2. Number of unit cube in a2b= 9
3. Number of unit cube in a2b = 9
4. Number of unit cube in a2b = 9
5. Number of unit cube in ab2= 3
6. Number of unit cube in ab2= 3
7. Number of unit cube in ab2= 3
8. Number of unit cube in b3= 1
9. Total cubes = 64
10. 64 = 43
11. It is verified that
(a + b)3 = a3 + a2b + a2b + a2b + ab2 + ab2 + ab2 + b3
= a3 + 3a2b + 3ab2 + b3

62
Learning Outcomes
1. The students obtain the skill of making cuboids using unit cubes.
2. The students obtain the skill of adding and subtracting the volume of cuboids.
3. Showing the volume of a cube as the sum of cuboids helps them to get a
geometric feeling of volume.

Remark
1. Teachers can take any value of a and b and verify the result.
2. The dimensions of cuboid added and removed should be calculated by
students.

Fig 24 (a) Fig 24 (b) Fig 24 (c)

Fig 24 (d) Fig 24 (f)

Fig 24 (e)

Fig 24 (g)

63
Activity 25
Algebraic identity
Objective
To verify the identity (a – b)3 = a3 – 3a2b + 3ab2 – b3, for simple cases using a set of
unit cubes.

Pre–requisite knowledge
1. Express the volume of an object as the number of unit cubes in it.
2. Knowledge of the identity a3 – a2b – a2b – a2b + ab2 + ab2 + ab2 – b3
= (a – b)3.

Material Required
64 unit cubes made of wood (dimension is 1 unit × 1 unit × 1 unit).

Procedure
For representing a3
1. Take a = 4 and b = 1. Make a cube of dimensions 4 × 4 × 4 using 64 unit
cubes as shown in Fig 25 (a).
2. Remove a cuboid of dimensions a2b i.e. 4 × 4 × 1 [Fig 25 (b)] three times
from Fig 25 (a) as shown in Fig 25 (c).
3. Add a cuboid of dimensions ab2 i.e. 4 × 1 × 1 [Fig 25 (d)] three times to Fig 25
(c) as shown in Fig 25 (e).
4. Remove a cube b3 of dimensions 1 × 1 × 1 [Fig 25 (f)] from Fig 25 (e) as
shown in Fig 25 (g).
5. The total number of remaining cubes will be 27 = 33 i.e. a3 as shown in
Fig 25 (g).

Observations
1. Number of unit cubes in a3 = 43 = 64
2. Number of unit cubes in cuboid a2b = 4 × 4 × 1 = 16 is removed
Number of cubes left = 64 – 16 = 48
3. Number of unit cubes in cuboid ab2= 4×1×1 is added
Number of cubes left = 48 + 4 = 52
4. Number of unit cubes in cuboid a2b = 4×4×1=16 is removed
Number of cubes left = 52 – 16 = 36
5. Number of unit cubes in cuboid ab2 = 4 × 1 × 1 = 4 is added
Number of cubes left = 36 + 4 = 40
6. Number of unit cubes in cuboid a2b = 4× 4 × 1 = 16 is removed
Number of cubes left = 40 – 16 = 24

64
 7. Number of unit cubes in cuboid ab2 = 4 × 1 × 1 is added
Number of cubes left = 24 + 4 = 28
8. Number of unit cube b3 = 1 × 1 × 1 is removed
Number of cubes left = 28 – 1 = 27
9. 27 = 33
10. It is verified that
a3 – a2b + ab2 – a2b + ab2 – a2b + ab2 – b3 = (a – b)3
a3 – 3a2b + 3ab2 – b3 = (a – b)3

Learning Outcomes
1. The students obtain the skill of making cuboids using unit cubes.
2. The students obtain the skill of adding and subtracting the volume of cuboids.
3. Showing the volume of a cube as the sum of cuboids helps them to get a
geometric feeling of volume.

Remark
Teachers can take any value of a and b and verify the result.

Fig 25 (b)

Fig 25 (c)
Fig 25 (a)

Fig 25 (f)

Fig 25 (d) Fig 25 (e)

Fig 25 (g)

65
Activity 26
Factorisation of polynomials
Objective
To interpret geometrically the factors of a quadratic expression of the type x2 + bx +
c using square grids, strips and paper slips.

Pre–requisite knowledge
1. Splitting the middle term of a quadratic polynomial.
2. Area of a rectangle

Material Required
Square grids, strips and paper slips.

Procedure
Case I
Take b = 5, c = 6
Polynomial is x2 + 5x + 6
Now find two numbers whose sum is 5 and product is 6 i.e. 3 and 2.
therefore, x2 + 5x + 6 = x2 + 3x + 2x + 6

1. Take a square grid of dimension (10 × 10). It represents x2 as shown in

Fig 26 (a).
2. Add 3 strips of each dimensions x ×1 as shown in Fig 26 (b).
3. The area of rectangle formed in Fig 26 (b) represents x2 + 3x.
4. Add 2 strips of dimensions 2 × x as shown in Fig 26 (c). Now the total area =
x2 + 3x + 2x.
5. Add 6 slips of dimensions (1 × 1) i.e. 6 × 1 to complete the rectangle as
shown in Fig 26 (d).

Observations
The students will observe that
Area of new rectangle = x2 + 3x + 2x + 6
(x + 3)(x + 2) = x2 + 3x + 2x + 6
therefore, x2 + 5x + 6 = (x + 3)(x + 2)

Case II
Take b = 1, c = – 6
Polynomial is x2 + x – 6 = x2 + 3x – 2x – 6

1. Take a square grid of dimension (10 × 10). It represents x2 as shown in Fig 26

(e).
2. Add 3 strips of dimensions 1 × x as shown in Fig 26 (f).
3. The area of rectangle formed in Fig 26 (f) represents x2 + 3x.

66
 4. Shade 2 strips of dimensions 1 × x as shown in Fig 26 (g).
5. Remove 6 slips of dimensions 1 × 1 so as to complete the rectangle. We
have new rectangle of dimensions (x – 2) × (x + 3) as shown in Fig 26 (h).

Observations
The students will observe that
Area of new rectangle = x2 + 3x – 2x – 6 = (x + 3)(x – 2)
therefore, x2 + x – 6 = (x + 3)(x – 2)

Learning Outcomes
The students learn the geometrical meaning of the process of factorization of a
quadratic expression. The three terms in the polynomial x2 + bx + c correspond to a
square and two rectangles. The polynomial is factorisable if the three figures can be
arranged to form a single rectangle whose sides are the factors of the given
polynomial.

Remark
1. Teacher may choose polynomial of the type x2 + bx + c taking other suitable
values of b and c for the activity (where b or c is negative).
2. 10 slips = 1 strip, 10 strips = 1 grid.

67
68
69
 X

Activity 27 |
Y

Quadrants and co–ordinates

Objective
To obtain the mirror image of a given geometrical figure with respect to the x–axis
and the y–axis.

Pre–requisite knowledge
Plotting of points on the graph paper, idea of mirror image points about a given line.

Material Required
Graph paper, pencil, ruler.

Procedure
1. Write the co–ordinates of the labeled points (A, B, C, D…) in the given
Fig 27 (a).
2. Plot the mirror images of the points (A, B, C, D…) with respect to the x–axis
and label the co–ordinates obtained.
3. Join the co–ordinates obtained in step 2 in order to get the mirror image of the
given figure with respect to the x–axis.
4. Repeat the process to get the mirror image of the given figure with respect to
the y–axis.

Observations
The students will observe the following
1. When the mirror image of a figure is obtained with respect to the y–axis, the
y–coordinate remains the same.
2. When the mirror image of a figure is obtained with respect to the x–axis, the
x–coordinate remains the same.

Learning Outcomes
1. The students will get practice of plotting points with given co–ordinates.
2. The students will develop a geometrical intuition for reflection symmetry.
3. The students will get an idea of developing symmetrical designs.

Remark
1. The teacher may suggest any figure other than Fig 27 (a) for doing this activity
in the mathematics laboratory.
2. The teacher may ask the children to find the mirror image of a figure with
respect to any other line e.g. x = y. (Here we have taken the x and y axis to get
the reflections of points).

70
 Y
G

H
E
F

C D

A B

|
X O X

Y
|

Fig 27 (a)

71
Group Activity I
Graph and Percentage
Objective
To find the percentage of the students in a group of students who write faster with
their left / right hand.

Pre–requisite knowledge
1. Knowledge of plotting the points on graph paper.
2. Knowledge of calculating percentage.

Procedure
1. Ask the students to take a paper and a pen.
2. Ask each student to write a letter (say ‘a’) or a digit (say ‘2’) for 25 seconds
with his/her right hand. Ask them to count the total number of digits/letters
written by them.
3. Repeat the same experiment with left hand for same duration.
4. Each student will record this data in a table shown below.
No. of digits written by No. of digits written
Name of the
No. student with right hand by student with left
student
hand
1
2
3

5. Take the number of digits written by their right hand as ‘x’ and the number of
digits written by their left hand as ‘y’.
6. Plot the co–ordinate (x, y) for every student on the graph paper.
7. Draw the line x = y on the graph paper.
8. From the graph count the number of points which are below the line x = y and
the number of points which are above the line x = y.

Observations
The students will observe that
1. When the value of x is greater than y it means that student writes faster with
his/her right hand.
2. When the value of y is greater than x it means that student writes faster with
his/her left hand.
3. They will also determine percentages for each group.

72
Learning outcomes
1. Through this activity students are gaining the experience of collecting data,
calculating percentage and plotting graph within a realistic content.
2. They will also apply simple mathematical ideas to a practical situation.

Remark
Teachers can give any other realistic situation which can be graphically analysed.

Group Activity 2
Measure-up
Objective
To help the students establish interesting mathematical relationships by measuring
some parts of the body.

Background
In a class, teacher wants to know the personal mathematics (measurement of
some parts of the body) of her students. She makes a group of two students. The
class consists of 40 students. So, randomly 20 groups are made. Every member
of the group has to perform the activity.

Using the situation given above, some queries can be asked as follows -
1. What is the average height of the students in class IX ?
2. What is the average weight of these students ?
3. What percent of squared students is there in the class ?
4. What is the average shoe size of these students ?
5. What is the average neck size of these students ?
6. What is the average wrist size of the students ?

Procedure
Measurement is taken by both the members of the students in the group using
measuring tapes in the following format
Height =
Out stretched arm length =
Ratio = height / our stretched arm length.

Foot =
Palm =
Ratio =

73
 Wrist =
Neck =
Ratio =

Elbow to finger =
Head span =
Ratio =

Weight is taken
Weight =
Height =
Ratio =
Weight of the students is only taken on school weighing machine.

Observations
A
Number of squared students in the class ________
Number of rectangled students in the class _______

B
Average height = ______
Average weight = ______
Average foot size = ______
Average neck size = ______
Average wrist size = ______

C
Students will make a chart for their class as follows

Height Foot Size Weight Neck Size Wrist Size

Below Above Below Above Below Above Below Above Below Above
averag averag averag averag averag averag averag averag averag averag
e e e e e e e e e e

% % % % % % % % % %

D
Students will plot the graph of the following
1) height vs weight
2) foot vs palm
3) neck vs wrist

74
E
Students will find the average ratios of the following
1) Height : Weight
2) Height : Out stretched arm length
3) Foot : Palm

Every student will write his/her observation of the data they have collected and
analysed.
They should also conclude some results from the graphs they have obtained.

Learning Outcomes
1. The students will gain the experience of obtaining the data of their personal
physical structure.
2. This would encourage them to see what are standard measurements and how
much deviated they are from it.
3. They will also apply all the mathematical concepts that they are learning in
their school statistics.
4. This helps them to learn mathematics in a realistic way. (how much they are
closer to the standard measurement)

Remark
Squared person Squared person is a person whose measurement of stretched
arm length and height is same.
Rectangled person Rectangled person is a person whose measurement of
stretched arm length and height is not same.

75
Project 1
Observing interesting patterns
in cricket match
Objective
Comparison of the performance of two teams in a one-day international cricket
match.

Project Details
Data of scores can be collected to study various aspects such as
1. Performance of both the teams according to run rates per over, wicket rates
per over.
2. Investigate if run rates are uniform for both the teams.
3. Investigate the run rates for various bowling techniques used by bowlers.
(Fast, slow, spin bowlers)

Methods
1. All the details and the data can be collected while watching the game, listening
the commentary and while reading the reports in the newspaper about the
match.
2. Collected data can be tabulated in the form of grouped data, represented by
the histogram, bar graphs, frequency polygon, pie chart etc.

Result
Inferences can be drawn from the above presentation of data about the batting
pattern, bowling pattern, etc.

Acknowledgements
T.V. channel / Radio channel, commentators, guide.

Reference
Students should describe all the sources he/she used to collect and compile the
data.

Project 2
Design a crossword puzzle with
mathematical terms
Objective
To review mathematics vocabulary, to give the opportunity for creative expression in
designing puzzles, to act as a means of motivating the study of a given unit and to
give recreation.

76
Description
Take a square grid (9 × 9) where a few words are connected horizontally and
vertically. First compile a list of the terms. Then decide on the dimensions for the
finished puzzle, preferably on squared paper with blocks measuring at least a half–
inch on each side. A design may or may not be blocked out before inserting the
terms. The words showed be connected but may stand alone if they fit into the pre–
determined spaces allowed for the puzzle. [Fig P2 (a)]

1 2 4

3 7

6 5

8 10

9 11 13

12

14

Fig P2 (a)

1 2 4
A A N G L E
3 7
L O C U S C
6 5
T U P D I E

I B O
8 10
T E M I D E A N

U N U
9 11 13
D I A M E T E R M

E E A B
12
A R C W E
14
V E N N R

Fig P2 (b)

77
The puzzle, which is given [Fig P2 (b)] may be used as guideline for framing of
puzzles based on
1. Mathematical operations.
2. Terms based on geometrical shapes.

ACROSS
2. Another word for inclination
3. The way a path moves
5. A cube numbered 1, 2, 3, 4, 5, and 6 on the faces
8. Average finding by using statistical data
9. The longest chord of a circle
12. Part of a circle is called
14. In set theory, the name of the diagram is called

DOWN
1. Height of a triangle
4. Abbreviation of greatest common denominator
6. A dot on a piece of paper
7. A solid figure has six faces
10. Counting objects are called
11. Another measure of central tendency
13. Information can be used in statistics as

Project 3
A measuring task
Objective
To investigate your local athletics track to see whether it is worked fairly for runners
who start on different lines.

Pre–requisite knowledge
1. When athletes run around a 400 m track, the competitors in the outside line
start ahead of those in an inside line because they have further to run.
2. Distance between the starting positions is called a stagger.
3. Shape of the track can be considered to be rectangular with a semi circle at
each end.

78
Method
Student uses a measuring tape (non stretchable).
1. Measure the length of the two straight parts of the track.
2. Measure the distance between two straight parts of the track.
3. Explain how these measurements help in finding out the radius ‘r’ of each
semi circle.
4. Calculate the distances for the two round parts of the track.
5. Distance around the track for runner in the innermost line.
6. Now measure the width ‘w’ of a line. What will be the radius of the next line in
terms of ‘r’ and ‘w’.
7. Calculate the circumferences for the next line.
8. Compare the two distances, the 2 runners in line 1 and line 2. How to make
and find the stagger ?
9. Investigate to see whether the stagger is the same for each successive line.

Based on all collected and calculated data students will conclude whether it is
worked fairly for runners who start on different lines on the athletics tracks.

Project 4
Project in History of Mathematics
The students can choose several topics from history of mathematics, for doing a
project. For instance the topic can be about an Indian mathematician or the concept
of zero in various ancient civilizations. In what follows we give two illustrative
examples.

Example 1
Pythagoras theorem
Objective
Study of various aspects of Pythagoras theorem

Description
Study some or all the following aspects of the theorem:
1. Biography of Pythagoras.
2. Statement of the theorem.
3. Proofs of the theorem that can be given by cutting and pasting paper/ paper
folding.
4. Everyday illustrations/ applications of the theorem.
5. Pythagorean triplets of integers.

79
Methodology is primarily literature survey/ library work, besides using paper folding
techniques.

Results and findings

The student organises the information. They gather it in a systematic way and
group it under different chapters of a project report.

Acknowledgements
The students should mention honestly the names of individuals who have helped
them.

References
Students should describe all the sources they used to collect and compile the data.

Example 2

History of the number π

Objective
Investigation of various historical aspects of the number π.

Description
1. Knowledge about π in various ancient civilizations.
2. Approximations for π.
3. Circle and π.
4. Famous mathematical problems featuring π.

Methodology is primarily study of material on the history of mathematics.

Results and findings are organized under various chapters resulting in a project
report.

Acknowledgements are listed by the student to thank the individuals/ institutions for
the help he/she received.

References
Students should describe all the sources they used to collect and compile the data.

80
81
 SOCIAL SCIENCE
CLASS IX-X (2021-22)
(CODE NO. 087)

Rationale

Social Science is a compulsory subject up to secondary stage of school education. It is

an integral component of general education because it helps the learners to understand
the environment in its totality and developing a broader perspective and an empirical,
reasonable and humane outlook. This is of crucial importance because it helps them grow
into well-informed and responsible citizens with necessary attributes and skills for being
able to participate and contribute effectively in the process of development and nation-
building.

The Social Science curriculum draws its content mainly from History, Geography, Political
Science and Economics. Some elements of Sociology and Commerce are also included.
Together they provide a comprehensive view of society over space and time, and in
relation to each other. Each subject’s distinct methods of enquiry help the learners to
understand society from different angles and form a holistic view.

Objectives

The main objectives of this syllabus are to:

 develop an understanding of the processes of change and development-both in

terms of time and space, through which human societies have evolved
 make learners realise that the process of change is continuous and any event or
phenomenon or issue cannot be viewed in isolation but in a wider context of time
and space
 develop an understanding of contemporary India with its historical perspective, of
the basic framework of the goals and policies of national development in
independent India, and of the process of change with appropriate connections to
world development
 deepen knowledge about and understanding of India’s freedom struggle and of the
values and ideals that it represented, and to develop an appreciation of the
contributions made by people of all sections and regions of the country
 help learners understand and cherish the values enshrined in the Indian
Constitution and to prepare them for their roles and responsibilities as effective
citizens of a democratic society

1
  deepen the knowledge and understanding of India’s environment in its totality, their
interactive processes and effects on the future quality of people’s lives
 facilitate the learners to understand and appreciate the diversity in the land and
people of the country with its underlying unity
 develop an appreciation of the richness and variety of India’s heritage-both natural
and cultural and the need for its preservation
 promote an understanding of the issues and challenges of contemporary India-
environmental, economic and social, as part of the development process
 help pupils acquire knowledge, skills and understanding to face the challenges of
contemporary society as individuals and groups and learn the art of living a
confident and stress-free life as well as participating effectively in the community
 develop scientific temperament by promoting the spirit of enquiry and following a
rational and objective approach in analysing and evaluating data and information
as well as views and interpretations
 develop academic and social skills such as critical thinking, communicating
effectively both in visual and verbal forms - cooperating with others, taking
initiatives and providing leadership in solving others’ problems
 develop qualities clustered around the personal, social, moral, national and
spiritual values that make a person humane and socially effective.

COURSE STRUCTURE
CLASS IX (2021-22)

Theory Paper

Time: 3 Hrs. Max. Marks: 80

No. Units No. of Periods Marks
I India and the Contemporary World – I 60 20
II Contemporary India – I 55 20
III Democratic Politics - I 50 20
IV Economics 50 20
Total 215 80

COURSE CONTENT

Unit 1: India and the Contemporary World – I 60 Periods

Themes Learning Objectives
Section 1: Events and Processes: (All the In each of the themes in this unit
three themes are compulsory) students would get familiarized with
distinct ideologies, extracts of

2
 speeches, political declarations, as
well as the politics of caricatures,
posters and engravings. Students
would learn how to interpret these
kinds of historical evidences.

I. The French Revolution  Familiarize with the names of

 French Society During the Late people involved, the different types
Eighteenth Century of ideas that inspired the
 The Outbreak of the Revolution revolution, the wider forces that
 France Abolishes Monarchy and shaped it.
Becomes a Republic  Know the use of written, oral and
 Did Women have a Revolution? visual material to recover the
 The Abolition of Slavery history of revolutions.
 The Revolution and Everyday Life

II. Socialism in Europe and the Russian  Explore the history of socialism
Revolution through the study of Russian
Revolution.
 The Age of Social Change
 Familiarize with the different types
 The Russian Revolution
of ideas that inspired the
 The February Revolution in Petrograd
revolution.
 What Changed after October?
 The Global Influence of the Russian
Revolution and the USSR

III. Nazism and the Rise of Hitler  Discuss the critical significance of
 Birth of the Weimar Republic Nazism in shaping the politics of
 Hitler’s Rise to Power modern world.
 The Nazi Worldview  Get familiarized with the speeches
and writings of Nazi Leaders.
 Youth in Nazi Germany
 Ordinary People and the Crimes
Against Humanity

Section 2: Livelihoods, Economies and

Societies
Any one theme of the following
 Discuss the social and cultural
IV. Forest Society and Colonialism world of forest communities
 Why Deforestation?
 The Rise of Commercial Forestry

3
  Rebellion in the Forest through the study of specific
 Forest Transformations in Java revolts.
 Understand how oral traditions can
be used to explore tribal revolts.

V. Pastoralists in the Modern World  Highlight varying patterns of

 Pastoral Nomads and their Movements developments within pastoral
 Colonial Rule and Pastoral Life societies in different places.
 Pastoralism in Africa  Analyse the impact of colonialism
on forest societies, and the
implication of scientific forestry.
 Show the different processes
through which agrarian
transformation may occur in the
modern world.
 Analyse the impact of modern
states, marking of boundaries,
processes of sedentarization,
contraction of pastures, and
expansion of markets on
pastoralism in the modern world.

Unit 2: Contemporary India – I 55 Periods

Themes Learning Objectives
1. India  Identify the location of India in the
 Size and Location Indian subcontinent.
 India and the World
 India’s Neighbours

2. Physical Features of India  Understand the major landform

 Major Physiographic Divisions features and the underlying
geological structure; their
association with various rocks and
minerals as well as nature of soil
types.

3. Drainage  Identify the river systems of the

 Major rivers and tributaries country and explain the role of
 Lakes rivers in the human society.
 Role of rivers in the economy

4
  Pollution of rivers

 Identify various factors influencing

4. Climate
the climate and explain the
 Concept
climatic variation of our country
 Climatic Controls
and its impact on the life of
 Factors influencing India’s climate
people.
 The Indian Monsoon
 Explain the importance and
 Distribution of Rainfall unifying role of monsoons.
 Monsoon as a unifying bond

5. Natural Vegetation and Wild Life  Explain the nature of diverse flora
 Factors affecting Vegetation and fauna as well as their
distribution.
 Vegetation types
 Develop concern about the need
 Wild Life
to protect the biodiversity of our
 Conservation
country.

 Analyse the uneven nature of

6. Population
population distribution and show
 Size
concern about the large size of
 Distribution
our population.
 Population Growth and Process of
 Identify the different occupations
Population Change
of people and explain various
factors of population change.
 Explain various dimensions of
National Population Policy and
understand the needs of
adolescents as underserved
group.

Unit 3: Democratic Politics – I 50 Periods

Themes Learning Objectives
1. What is Democracy? Why Democracy?  Develop conceptual skills of
defining democracy.
 What is Democracy?  Understand how different
 Features of Democracy historical processes and forces
 Why Democracy? have promoted democracy.
 Broader Meaning of Democracy

5
  Develop a sophisticated defense
of democracy against common
prejudices.
 Develop a historical sense of the
choice and nature of democracy
in India.

 Understand the process of

2. Constitutional Design
Constitution making.
 Democratic Constitution in South Africa  Develop respect for the
Constitution and appreciation for
 Why do we need a Constitution?
Constitutional values.
 Making of the Indian Constitution
 Recognize Constitution as a
 Guiding Values of the Indian Constitution
dynamic and living document.

 Understand representative
3. Electoral Politics
democracy via competitive party
politics.
 Why Elections?
 Familiarize with Indian electoral
 What is our System of Elections?
system.
 What makes elections in India
 Reason out for the adoption of
democratic?
present Indian Electoral System.
 Develop an appreciation of
citizen’s increased participation in
electoral politics.
 Recognize the significance of the
Election Commission.

 Get an overview of central

4. Working of Institutions governmental structures.
 Identify the role of Parliament and
 How is the major policy decision taken?
its procedures.
 Parliament
 Distinguish between political and
 Political Executive
permanent executive authorities
 Judiciary
and functions.
 Understand the parliamentary
system of executive’s
accountability to the legislature.

6
  Understand the working of Indian
Judiciary.

5. Democratic Rights  Recognize the need for rights in

one’s life.
 Life without rights  Understand the availability
 Rights in a Democracy /access of rights in a democratic
 Rights in the Indian Constitution system/government.
 Expanding the scope of rights  Identify and be able to
comprehend the Fundamental
Rights given by the Indian

Constitution to its citizens.
 Create awareness regarding the
process of safeguarding rights.

Unit 4: Economics 50 Periods

Themes Objectives
1. The Story of Village Palampur  Familiarize with basic economic
 Overview concepts through an imaginary
story of a village.
 Organization of production
 Farming in Palampur
 Non-farm activities of Palampur

2. People as Resource  Understand the demographic

 Overview concepts.
 Economic activities by men and women  Understand how population can
 Quality of Population be an asset or a liability for a
 Unemployment nation.

3. Poverty as a Challenge  Understand poverty as a

 Two typical cases of poverty challenge.
 Poverty as seen by Social Scientists  Identify vulnerable group and
 Poverty Estimates interstate disparities
 Vulnerable Groups  Appreciate the initiatives of the
 Interstate disparities government to alleviate poverty.
 Global Poverty Scenario
 Causes of Poverty
 Anti-poverty measures
 The Challenges Ahead

7
4. Food Security in India  Understand the concept of food
 Overview security.
 What is Food Security?  Appreciate and analyse the role of
 Why Food Security? government in ensuring food
 Who are food insecure? supply.
 Food Security in India
 What is Buffer Stock?
 What is the Public Distribution System?
 Current Status of Public Distribution
System
PROJECT WORK
CLASS IX (2021-22)

05 Periods 05 Marks
1. Every student has to compulsorily undertake one project on Disaster
Management.

2. Objectives: The main objectives of giving project work on Disaster Management to

the students are to:
a. create awareness in them about different disasters, their consequences
and management
b. prepare them in advance to face such situations
c. ensure their participation in disaster mitigation plans
d. enable them to create awareness and preparedness among the
community.
3. The project work should also help in enhancing the Life Skills of the students.

4. If possible, different forms of art may be integrated in the project work.

5. In order to realize the expected objectives completely, it would be required of the

Principals / teachers to muster support from various local authorities and organizations
like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster
Management Departments of the States, Office of the District Magistrate/ Deputy
Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools
are located.

6. The distribution of marks over different aspects relating to Project Work is as

follows:

8
 S. No. Aspects Marks
a Content accuracy, originality and analysis 2
b Presentation and creativity 2
c Viva Voce 1

7. The project carried out by the students should subsequently be shared among
themselves through interactive sessions such as exhibitions, panel discussions, etc.

8. All documents pertaining to assessment under this activity should be meticulously

maintained by the schools.

9. A Summary Report should be prepared highlighting:

a. objectives realized through individual work and group interactions;

b. calendar of activities;
c. innovative ideas generated in the process ;
d. list of questions asked in viva voce.

10. 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.

11. The Project Report should be handwritten by the students themselves.

12. The record of the project work (internal assessment) should be kept for a period of
three months for verification, if any.

PRESCRIBED BOOKS:

1. India and the Contemporary World - I (History) - Published by NCERT

2. Contemporary India - I (Geography) - Published by NCERT
3. Democratic Politics - I Published by NCERT
4. Economics - Published by NCERT
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for
Class IX - Published by CBSE
6. Learning outcomes at Secondary stage Published by NCERT

Note: Please procure latest reprinted edition of prescribed NCERT textbooks.

9
 SOCIAL SCIENCE (CODE NO. 087)
QUESTION PAPER DESIGN
CLASS IX (2021-22)
Time: 3 Hours Maximum Marks: 80
Sr. Competencies Total Marks %
No. Weightage
1 Remembering and Understanding: Exhibiting 28 35%
memory of previously learned material by recalling
facts, terms, basic concepts, and answers;
Demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas
2 Applying: Solving problems to new situations by 14 17.5%
applying acquired knowledge, facts, techniques and
rules in a different way.
3 Formulating, Analysing, Evaluating and Creating: 32 40%
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 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 6* 7.5%
80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,
Assessment Framework and Questions.
* 02 Items from History Map List and 04 from Geography Map List

Internal Assessment: 20 Marks

10
 INTERNAL ASSESSMENT
Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 5 marks
multiple strategies
For example, Quiz,
Debate, Role Play, Viva,
Group Discussion, Visual
Expression, Interactive
Bulletin Boards, Gallery
Walks, Exit Cards,
Concept Maps, Peer
Assessment, Self-
Assessment, etc.

Portfolio 5 Marks  Classwork and Assignments

 Any exemplary work done by the student
 Reflections, Narrations, Journals, etc.
 Achievements of the student in the
subject throughout the year
 Participation of the student in different
activities like Heritage India Quiz
Subject Enrichment 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS IX (2021-22)

SUBJECT - HISTORY
Chapter-1: The French Revolution
Outline Political Map of France (For locating and labeling / Identification)
 Bordeaux
 Nantes
 Paris
 Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution
Outline Political Map of World (For locating and labeling / Identification)

11
  Major countries of First World War
(Central Powers and Allied Powers)
Central Powers - Germany, Austria-Hungary, Turkey (Ottoman Empire)
Allied Powers - France, England, Russia, U.S.A.

Chapter-3: Nazism and Rise of Hitler

Outline Political Map of World (For locating and labeling / Identification)
 Major countries of Second World War
Axis Powers – Germany, Italy, Japan
Allied Powers – UK, France, Former USSR, USA
 Territories under German expansion (Nazi Power)
Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark,
Lithuania, France, Belgium

SUBJECT – GEOGRAPHY (Outline Political Map of India)

Chapter -1: India-Size and Location

 India-States with Capitals, Tropic of Cancer, Standard Meridian (Location

and Labelling)

Chapter -2: Physical Features of India

 Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The
Vindhya, The Satpura, Western & Eastern Ghats
 Mountain Peaks – K2, Kanchan Junga, Anai Mudi
 Plateau - Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau
 Coastal Plains - Konkan, Malabar, Coromandal & Northern Circar (Location and
Labelling)

Chapter -3: Drainage

 Rivers: (Identification only)

o The Himalayan River Systems-The Indus, The Ganges, and The Satluj
o The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna,
The Godavari, The Mahanadi
 Lakes: Wular, Pulicat, Sambhar, Chilika

Chapter - 4: Climate

 Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)

12
Chapter - 5: Natural Vegetation and Wild Life

 Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn

Forest, Montane Forests and Mangrove- For identification only
 National Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal &
Manas
 Bird Sanctuaries: Bharatpur and Ranganthitto
 Wild Life Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and
Labelling)

Chapter - 6: Population (Location and Labelling)

 The state having highest and lowest density of population

 The state having highest and lowest sex ratio
 Largest and smallest state according to area

13
 COURSE STRUCTURE
CLASS X (2021-22)

Theory Paper

Time: 3 Hrs. Max. Marks: 80

No. Units No. of Periods Marks
I India and the Contemporary World – II 60 20
II Contemporary India – II 55 20
III Democratic Politics - II 50 20
IV Understanding Economic Development 50 20
Total 215 80

COURSE CONTENT

Unit 1: India and the Contemporary World – II 60 Periods

Themes Learning Objectives
Section 1: Events and Processes  Enable the learners to identify and
comprehend the forms in which
1. The Rise of Nationalism in Europe nationalism developed along with
 The French Revolution and the Idea of the formation of nation states in
the Nation Europe in the post-1830 period.
 The Making of Nationalism in Europe  Establish the relationship and
 The Age of Revolutions: 1830-1848 bring out the difference between
 The Making of Germany and Italy European nationalism and anti-
 Visualizing the Nation colonial nationalisms.
 Nationalism and Imperialism  Understand the way the idea of
nationalism emerged and led to the
formation of nation states in
Europe and elsewhere.

2. Nationalism in India  Recognize the characteristics of

 The First World War, Khilafat and Non - Indian nationalism through a case
Cooperation study of Non-Cooperation and Civil
 Differing Strands within the Movement Disobedience Movement.
 Towards Civil Disobedience  Analyze the nature of the diverse
 The Sense of Collective Belonging social movements of the time.
 Familiarize with the writings and
ideals of different political groups
and individuals.

14
  Appreciate the ideas promoting
Pan Indian belongingness.
Section 2: Livelihoods, Economies and
Societies: Any one theme of the following:

3. The Making of a Global World  Show that globalization has a long

 The Pre-modern world history and point to the shifts within
 The Nineteenth Century (1815-1914) the process.
 The Inter war Economy  Analyze the implication of
 Rebuilding a World Economy: The globalization for local economies.
Post-War Era  Discuss how globalization is
experienced differently by different
social groups.

4. The Age of Industrialization  Familiarize with the Pro- to-

Industrial phase and Early –
 Before the Industrial Revolution factory system.
 Hand Labour and Steam Power  Familiarize with the process of
 Industrialization in the colonies industrialization and its impact on
 Factories Come Up labour class.
 The Peculiarities of Industrial Growth  Enable them to understand
 Market for Goods industrialization in the colonies
with reference to Textile industries.

Section 3: Everyday Life, Culture and  Identify the link between print
Politics culture and the circulation of ideas.
5. Print Culture and the Modern World  Familiarize with pictures, cartoons,
extracts from propaganda
 The First Printed Books literature and newspaper debates
 Print Comes to Europe on important events and issues in
 The Print Revolution and its Impact the past.
 The Reading Mania  Understand that forms of writing
 The Nineteenth Century have a specific history, and that
 India and the World of Print they reflect historical changes
 Religious Reform and Public Debates within society and shape the forces
 New Forms of Publication of change.
 Print and Censorship

15
Unit 2: Contemporary India – II 55 Periods
Themes Learning Objectives
1. Resources and Development  Understand the value of
 Types of Resources resources and the need for their
 Development of Resources judicious utilization and
 Resource Planning in India conservation.
 Land Resources
 Land Utilization
 Land Use Pattern in India
 Land Degradation and Conservation
Measures
 Soil as a Resource
 Classification of Soils
 Soil Erosion and Soil Conservation

2. Forest and Wildlife  Understand the importance of

 Biodiversity or Biological Diversity biodiversity with regard to flora
 Flora and Fauna in India and fauna in India.
 Vanishing Forests  Analyse the importance of
 Asiatic Cheetah: Where did they go? conservation of forests and
 The Himalayan Yew in trouble wildlife.
 Conservation of forest and wildlife in
India
 Project Tiger
 Types and distribution of forests and
wildlife resources
 Community and Conservation
Note: The chapter ‘Forest and Wildlife’ to
be assessed in the Periodic Tests only and
will not be evaluated in Board Examination.

3. Water Resources
 Water Scarcity and The Need for Water  Comprehend the importance of
Conservation and Management water as a resource as well as
 Multi-Purpose River Projects and develop awareness towards its
Integrated Water Resources judicious use and conservation.
Management
 Rainwater Harvesting

16
Note: The theoretical aspect of chapter
‘Water Resources’ to be assessed in the
Periodic Tests only and will not be
evaluated in Board Examination. However,
the map items of this chapter as given in
the Map List will be evaluated in Board
Examination.

4. Agriculture  Explain the importance of

 Types of farming agriculture in national economy.
 Cropping Pattern  Identify various types of farming
 Major Crops and discuss the various farming
 Technological and Institutional Reforms methods; describe the spatial
 Impact of Globalization on Agriculture distribution of major crops as well
as understand the relationship
between rainfall regimes and
cropping pattern.
 Explain various government
policies for institutional as well as
technological reforms since
independence.

5. Minerals and Energy Resources  Identify different types of minerals

 What is a mineral? and energy resources and places
 Mode of occurrence of Minerals of their availability
 Ferrons and Non-Ferrons Minerals  Feel the need for their judicious
 Non-Metallic Minerals utilization
 Rock Minerals
 Conservation of Minerals
 Energy Resources
o Conventional and Non-Conventional
o Conservation of Energy Resources

6. Manufacturing Industries  Bring out the importance of

 Importance of manufacturing industries in the national economy
 Contribution of Industry to National as well as understand the regional
Economy disparities which resulted due to
 Industrial Location concentration of industries in
 Classification of Industries some areas.

17
  Spatial distribution  Discuss the need for a planned
 Industrial pollution and environmental industrial development and
degradation debate over the role of
 Control of Environmental Degradation government towards sustainable
development.

7. Life Lines of National Economy  Explain the importance of

 Transport – Roadways, Railways, transport and communication in
Pipelines, Waterways, Airways the ever-shrinking world.
 Communication  Understand the role of trade and
 International Trade tourism in the economic
 Tourism as a Trade development of a country.

Unit 3: Democratic Politics – II 50 Periods

Themes Learning Objectives
1. Power Sharing  Familiarize with the centrality of
 Case Studies of Belgium and Sri Lanka power sharing in a democracy.
 Why power sharing is desirable?  Understand the working of spatial
 Forms of Power Sharing and social power sharing
mechanisms.

2. Federalism  Analyse federal provisions and

 What is Federalism? institutions.
 What make India a Federal Country?  Explain decentralization in rural
 How is Federalism practiced? and urban areas.
 Decentralization in India

3. Democracy and Diversity  Analyse the relationship between

 Case Studies of Mexico social cleavages and political
 Differences, similarities and divisions competition with reference to
 Politics of social divisions Indian situation.

Note: The chapter ‘Democracy and

Diversity’ to be assessed in the Periodic
Tests only and will not be evaluated in
Board Examination.

4. Gender, Religion and Caste  Identify and analyse the

 Gender and Politics challenges posed by
 Religion, Communalism and Politics

18
  Caste and Politics communalism to Indian
democracy.
 Recognise the enabling and
disabling effects of caste and
ethnicity in politics.
 Develop a gender perspective on
politics.

5. Popular Struggles and Movements  Understand the vital role of

 Popular Struggles in Nepal and Bolivia people’s struggle in the expansion
 Mobilization and Organization of democracy.
 Pressure Groups and Movements

Note: The chapter ‘Popular Struggles and

Movements’ to be assessed in the Periodic
Tests only and will not be evaluated in
Board Examination.

6. Political Parties  Analyse party systems in

 Why do we need Political Parties? democracies.
 How many Parties should we have?  Introduction to major political
 National Political Parties parties, challenges faced by them
 State Parties and reforms in the country.
 Challenges to Political Parties
 How can Parties be reformed?

7. Outcomes of Democracy  Evaluate the functioning of

 How do we assess democracy’s democracies in comparison to
outcomes? alternative forms of governments.
 Accountable, responsive and  Understand the causes for
legitimate government continuation of democracy in India.
 Economic growth and development  Distinguish between sources of
 Reduction of inequality and poverty strengths and weaknesses of
 Accommodation of social diversity Indian democracy.
 Dignity and freedom of the citizens

8. Challenges to Democracy  Reflect on the different kinds of

 Thinking about challenges measures possible to deepen
 Thinking about Political Reforms democracy.

19
  Redefining democracy  Promote an active and
participatory citizenship.
Note: The chapter ‘Challenges to
Democracy’ to be assessed in the Periodic
Tests only and will not be evaluated in
Board Examination.
Unit 4: Understanding Economic Development 50 Periods
Themes Objectives
1. Development  Familiarize with concepts of
 What Development Promises - Different macroeconomics.
people different goals  Understand the rationale for
 Income and other goals overall human development in our
 National Development country, which includes the rise of
 How to compare different countries or income, improvements in health
states? and education rather than income.
 Income and other criteria  Understand the importance of
 Public Facilities quality of life and sustainable
 Sustainability of development development.

2. Sectors of the Indian Economy  Identify major employment

 Sectors of Economic Activities generating sectors.
 Comparing the three sectors  Reason out the government
 Primary, Secondary and Tertiary investment in different sectors of
Sectors in India economy.
 Division of sectors as organized and
unorganized
 Sectors in terms of ownership: Public
and Private Sectors

3. Money and Credit  Understand money as an

 Money as a medium of exchange economic concept.
 Modern forms of money  Understand the role of financial
 Loan activities of Banks institutions from the point of view of
 Two different credit situations day-to- day life.
 Terms of credit
 Formal sector credit in India
 Self Help Groups for the Poor

4. Globalization and the Indian Economy

20
  Production across countries  Explain the working of the Global
 Interlinking production across countries Economic phenomenon.
 Foreign Trade and integration of
markets
 What is globalization?
 Factors that have enabled
Globalisation
 World Trade Organisation
 Impact of Globalization on India
 The Struggle for a fair Globalisation

5. Consumer Rights
Note: Chapter 5 ‘Consumer Rights’ to be  Gets familiarized with the rights
done as Project Work. and duties as a consumer; and
legal measures available to protect
from being exploited in markets.

PROJECT WORK
CLASS X (2021-22)
05 Periods 05 Marks
1. Every student has to compulsorily undertake any one project on the following
topics:

Consumer Awareness
OR
Social Issues
OR
Sustainable Development

2. Objective: The overall objective of the project work is to help students gain an insight
and pragmatic understanding of the theme and see all the Social Science disciplines
from interdisciplinary perspective. It should also help in enhancing the Life Skills of the
students.

Students are expected to apply the Social Science concepts that they have learnt over
the years in order to prepare the project report.

21
If required, students may go out for collecting data and use different primary and
secondary resources to prepare the project. If possible, different forms of art may be
integrated in the project work.

3. The distribution of marks over different aspects relating to Project Work is as follows:

S. No. Aspects Marks

a. Content accuracy, originality and analysis 2
b. Presentation and creativity 2
c. Viva Voce 1

4. The projects carried out by the students in different topics should subsequently be
shared among themselves through interactive sessions such as exhibitions, panel
discussions, etc.

5. All documents pertaining to assessment under this activity should be meticulously

maintained by concerned schools.

6. 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.

7. 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.

8. The Project Report should be handwritten by the students themselves.

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. Subjudiced cases, if any or those involving RTI
/ Grievances may however be retained beyond three months.

PRESCRIBED BOOKS:

1. India and the Contemporary World-II (History) - Published by NCERT

2. Contemporary India II (Geography) - Published by NCERT
3. Democratic Politics II (Political Science) - Published by NCERT
4. Understanding Economic Development - Published by NCERT

22
 5. Together Towards a Safer India - Part III, a textbook on Disaster Management -
Published by CBSE
6. Learning Outcomes at the Secondary Stage – Published by NCERT

Note: Please procure latest reprinted edition of prescribed NCERT textbooks.

SOCIAL SCIENCE (CODE NO. 087)

QUESTION PAPER DESIGN
CLASS X (2021-22)

Time: 3 Hours Maximum Marks : 80

Sr. Competencies Total Marks %
No. Weightage
1 Remembering and Understanding: Exhibiting 28 35%
memory of previously learned material by recalling
facts, terms, basic concepts, and answers;
Demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting,
giving descriptions and stating main ideas
2 Applying: Solving problems to new situations by 14 17.5%
applying acquired knowledge, facts, techniques and
rules in a different way.
3 Formulating, Analysing, Evaluating and 32 40%
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 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 6* 7.5%
80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,
Assessment Framework and Questions.
*02 Items from History Map List and 04 from Geography Map List

Internal Assessment: 20 Marks

23
 INTERNAL ASSESSMENT

Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 5 marks
multiple strategies
For example, Quiz,
Debate, Role Play, Viva,
Group Discussion, Visual
Expression, Interactive
Bulletin Boards, Gallery
Walks, Exit Cards,
Concept Maps, Peer
Assessment, Self-
Assessment, etc.

Portfolio 5 Marks  Classwork and Assignments

 Any exemplary work done by the student
 Reflections, Narrations, Journals, etc.
 Achievements of the student in the
subject throughout the year
 Participation of the student in different
activities like Heritage India Quiz
Subject Enrichment 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS X (2021-22)
A. HISTORY (Outline Political Map of India)
Chapter - 3 Nationalism in India – (1918 – 1930) for Locating and Labelling /
Identification
1. Indian National Congress Sessions:
a. Calcutta (Sep. 1920)
b. Nagpur (Dec. 1920)
c. Madras (1927)
2. Important Centres of Indian National Movement
a. Champaran (Bihar) - Movement of Indigo Planters
b. Kheda (Gujarat) - Peasant Satyagrah

24
 c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
d. Amritsar (Punjab) - Jallianwala Bagh Incident
e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement
f. Dandi (Gujarat) - Civil Disobedience Movement
B. GEOGRAPHY (Outline Political Map of India)
Chapter 1: Resources and Development (Identification only)
a. Major soil Types
Chapter 3: Water Resources (Locating and Labelling)
Dams:
a. Salal e. Sardar Sarovar
b. Bhakra Nangal f. Hirakud
c. Tehri g. Nagarjuna Sagar
d. Rana Pratap Sagar h. Tungabhadra
Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the
Periodic Tests only and will not be evaluated in Board Examination. However, the
map items of this chapter as listed above will be evaluated in Board Examination.

Chapter 4: Agriculture (Identification only)

a. Major areas of Rice and Wheat
b. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and
Jute
Chapter 5: Minerals and Energy Resources
Minerals (Identification only)
a. Iron Ore mines
 Mayurbhanj  Bellary
 Durg  Kudremukh
 Bailadila
b. Coal Mines
 Raniganj  Talcher
 Bokaro  Neyveli
c. Oil Fields
 Digboi  Bassien
 Naharkatia  Kalol
 Mumbai High  Ankaleshwar

25
Power Plants
(Locating and Labelling only)
a. Thermal
 Namrup  Ramagundam
 Singrauli
b. Nuclear
 Narora  Tarapur
 Kakrapara  Kalpakkam
Chapter 6: Manufacturing Industries (Locating and Labelling Only)
Cotton Textile Industries:
a. Mumbai d. Kanpur
b. Indore e. Coimbatore
c. Surat
Iron and Steel Plants:
a. Durgapur d. Bhilai
b. Bokaro e. Vijaynagar
c. Jamshedpur f. Salem
Software Technology Parks:
a. Noida e. Hyderabad
b. Gandhinagar f. Bengaluru
c. Mumbai g. Chennai
d. Pune h. Thiruvananthapuram
Chapter 7: Lifelines of National Economy
Major Ports: (Locating and Labelling)
a. Kandla f. Tuticorin
b. Mumbai g. Chennai
c. Marmagao h. Vishakhapatnam
d. New Mangalore i. Paradip
e. Kochi j. Haldia
International Airports:
a. Amritsar (Raja Sansi) e. Kolkata (Netaji Subhash Chandra
b. Delhi (Indira Gandhi International) Bose)
c. Mumbai (Chhatrapati Shivaji) f. Hyderabad (Rajiv Gandhi)
d. Chennai (Meenam Bakkam)
Note: Items of Locating and Labelling may also be given for Identification.

26
 Learning Outcomes by NCERT

Introduction

The domain of Social Science forms an important part of general education. At the
secondary stage, social science includes diverse concerns of society and encompasses
a wide range of contents drawn from the disciplines of history, geography, economics,
and political science. The contents of the subject area include a broad understanding of
human interactions with natural and social environment across time, space, and
institutions. It is necessary to recognise that Social Science lead students to methods of
scientific enquiry, which are distinct from the natural and physical sciences. Social
Science curriculum promotes human values namely, freedom, trust and respect for
diversity. Social Science education provides opportunities for children to critically reflect
on social issues having a bearing on individual and social well-being. This subject also
inculcates other values such as, empathy, equality, liberty, justice, fraternity, dignity, and
harmony.

Every discipline in Social Science has its own method of investigation for arriving at
conclusions through understanding, analysing, evaluating, and applying a logical and
rational approach to understand the cause and effect relationship of events, processes,
and phenomena.

For an enabling curriculum in Social Science, certain themes which facilitate inter-
disciplinary thinking are included. Social Science provides ample scope of enquiry by
raising questions like what, where, when, how, etc., that help learners acquire an
integrated perspective within as well as across subjects, thereby strengthening the inter-
disciplinary approaches. To take an example, themes like agriculture, development,
disaster, etc., can be studied from the perspective of History, Geography, Economics,
and Political Science.

Social Science sensitizes learners to appreciate the rich and diverse cultural heritage of
the country. Learners take pride in valuing the contributions made by known and less
known individuals and events in India’s struggle for independence. Social Science helps
learners to recognise the importance of sustainable development with an emphasis on
preservation and conservation of our natural resources and to meet challenges related to
social problems and natural calamities. Social Science helps in understanding the
importance of resources, their equitable distribution and utilisation to achieve economic
growth. Social Science inculcates democratic principles, citizenship values, rights, and
duties from local, national, and global perspectives. Building conflict resolution skills and
strengthening peace building processes are other focus areas. These help to promote

27
sensitivity and empathy towards gender, marginalised sections such as, SCs, STs, and
persons with special needs.

Curricular Expectations

At this stage learners are expected to:

 recognise the relevance of the domain of knowledge in establishing interlinkages with
natural and social environment;
 classify and compare the cause and effect relationship in the context of occurrence of
events, natural and social processes and their impact on different sections of the society;
 explain concepts like unity in diversity, democracy, development, diverse factors and forces
that enrich our cultural heritage;
 discuss the need to evolve plurality of approaches in understanding natural and social
phenomena;
 demonstrate a variety of approaches on integration and interrelation within and across
disciplines;
 identify spatial variability of events, processes, and phenomena in the contemporary world;
 identify democratic ethos, equity, mutual respect, equality, justice, and harmony;
 demonstrate skills of observation, enquiry, reflection, empathy, communication, and critical
thinking;
 create awareness and sensitivity towards environmental issues, sustainable development,
gender disparities, marginalised section of the society and persons with special needs; and
 illustrate concepts related to different subjects with the help of technology.
The Social Science learning outcomes for Classes IX and X each are broadly grouped into 12
broader areas. Each area (given in bold letters) deals with a similar set of competencies and
includes a few learning outcomes linking the contents on the basis of the nature of Social Science.
Some learning outcomes appear commonly in both Classes IX and X. Teachers can work with
these using different examples. These are developed keeping in view their importance and
contents in different social sciences. The concepts, historical events, places, names, and dates
are used to exemplify the learning outcomes. They can be changed by the states depending on
their Social Science syllabus.
Class IX

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner—

opportunities individually or in groups and
encouraged to—
 recognises and retrieves facts,
 observe political map of India or on School
figures and narrate processes, for
Bhuvan portal NCERT, mark with
example,
reference to location, extent, shape, size,
etc., of States and UTs.

28
 discuss and verify the information about o locates places, states, union
the States and UTs from other sources, territories, and other physical
like the website of other states, textbooks, features on the map of India.
atlas, models, etc. o recognises and describes different
 engage in projects to collect information physical features, types of forests,
about States and UTs in terms of seasons, etc.
languages, food, dress, cultural traditions, o describes important terms in
etc. Geography such as, standard
 select the works of eminent thinkers like meridian, drainage basin, water
Jean-Paul Marat, Jean Jacques divide, monsoon, weather, climate,
Rousseau, etc., and study the influence of flora, fauna, population density, etc.
their works on the outbreak of the French o estimates annual growth rate.
Revolution. o defines simple economic terms such
 take part in discussion of the important as, poverty, literacy, unemployment,
political terms and concepts, such as, head-count ratio, food security,
martial law, coup, veto, and referendum to exports and imports, etc.
recognise democracy as well as o lists various factors of production.
dictatorship. o recalls names, places, years of
 discuss the details of: (a) the time when some important socio-political and
universal adult franchise was first provided economic events that changed India
to the citizens and (b) how the end of and the world, such as, the
colonialism took place. American Revolution, French
 collect information and discuss the Revolution, Russian Revolution, and
process of the making of the Indian the Freedom Struggle of India.
Constitution. o locates places of historical
 collect the details of different factors of importance on maps.
production like land, capital, and human o describes economies and
resources from their surroundings. livelihoods of a few social groups.
o describes political terms and
 visit a nearby ration shop, collect and
concepts associated with
compare the prices of items available with
democracy and dictatorship, such
the local market and discuss the reasons
as, free and fair election, freedom of
for the differences.
expression, independent judiciary,
 analyse the role of cooperatives in food
accountability, rule of law, etc.
security.
 explore various resources including the e-
content on poverty, food security, human
resource development, etc.
 discuss how poverty line is estimated  classifies and compares events,
especially from the view point of social facts, data, and figures, for example,
scientists. o classifies physical features in the
 gather information about physical, features surroundings and compare them
in their surroundings and discuss about with physical features of other
these features with peers; visuals related places;

29
 to other physiographic divisions may be o compares different data, such as,
shown and their features may be population and rainfall;
explained to them. o compares the course of events
 show different physiographic divisions and leading to important revolutions in
data to look out for the similarities and the world such as, French and
differences. Russian Revolutions;
 use tactile maps and models to classify o distinguishes different types of
physical features of India. governments operating across the
 collate the views from different secondary world;
sources of Desmoulins and Robespierre to o compares levels of poverty and
know how each one of them understands unemployment across Indian
the use of state force. What does states;
Robespierre mean by ‘the war of liberty o compares different monarchies of
against tyranny?’ How does Desmoulins contemporary times like United
perceive liberty? Kingdom, Saudi Arabia, and
 gather information about Constitutional Bhutan.
Monarchy of France from different
sources.
 discuss different monarchies of
contemporary times like United Kingdom,
Saudi Arabia, and Bhutan.
 develop timeline on significant events
related to the outbreak of the French and
Russian Revolutions. In connection with
France, some events that can be
displayed in the timeline are—
Constitutional Monarchy, Declaration of
Rights of Man, on becoming a Republic
and the Reign of Terror. The students can
add more information in this timeline on
the French Revolution.
 study features of different types of
government and discuss.
 design a group project on social exclusion
as well as poverty.
 interview vendors selling vegetables,
newspaper; milkman, laundress (atleast
10 people). They may be guided to
develop simple questions and draw
inference from information collected in
the survey.
 explore various rivers, find details of their  explains cause and effect
origin, course of river, major cities, relationship between phenomena,

30
 industries on the banks of a river; discuss events, and their occurrence, for
how river affects the lives of people in example,
cities leading to pollution of rivers. o examines factors causing pollution
 work on group projects in which they can and their impact on people’s lives;
collect information from various sources, o explains factors affecting course of a
such as, books, magazines, newspapers, river, climate, population distribution,
internet, elders, and plot the river and flora and fauna of a region.
associated findings on a map and prepare o explains the causes and effects of
a report. various revolutions.
 work with tactile maps particularly by the o illustrates how different social groups
children with special needs (CWSN). coped with changes in the
 identify social, economic, and political contemporary world and describe
causes that led to the Russian Revolution these changes.
in 1905; use a variety of teaching aids like o explains the difference between
a flow chart, powerpoint presentation, revolution and social change.
newspaper clippings, etc., belonging to o outlines the formation of democratic
that period (1905). governance in different countries of
 locate the places of French and Russian the world.
Revolutions on an outline map of the o explains the process of change in
world. democracies.
 participate in a discussion on the fall of o identifies democratic rights of Indian
Monarchy in February 1917, workers, citizens and constitutional values
strike, refusal of peasants to pay rent and such as, democracy, justice, liberty,
activities of different political parties such equality, etc.
as, Liberals, Social Democrats, and Social o explains causes and impacts of
Revolutionaries. economic issues such as, poverty,
 discussion may be initiated on the landlessness, and food insecurity.
concepts of revolution and social change. o analyses the impact of social
 elucidate the idea that some revolutions exclusion and vulnerability.
like the French and Russian were results
of bloodshed.
 discuss peaceful revolutions, such as,
industrial revolution; Green, White and
Blue revolutions in India.
 collect current statements from media and
from other sources and discuss the
measure of success of democracy.
 collect and discuss information about
democratic countries of the world and their
history of establishment, conditions under
which those governments got established.
 discuss democracy as a government of the
people, by the people, and for the people

31
 by engaging with some examples.
discussion may be held on the newspaper
clipping or the teacher may provide data
from government report on poverty, food
security, etc.
 familiarise with major climatic controls-  analyses and evaluates information,
latitude, altitude, pressure and wind for example,
systems, and distance from the sea and o analyses different types of climate
discuss how they affect the climate of found in different regions of India and
various geographical regions. the world.
 discuss how the climate of hilly regions is o examines factors leading to
significantly different from the plains. deforestation.
 look for and use a variety of primary and o outlines or assesses the working of
Indian Parliament and the judiciary.
secondary sources, such as, written o analyses historical trends in
records, oral accounts to investigate important developmental indicators,
themes like factors responsible for such as, literacy and poverty.
deforestation in the past in different o assesses the impact of important
regions of the world including India during government welfare programmes
the colonial rule. which aimed at (a) poverty
alleviation;(b) ensure food security;
 discuss different Forest Acts in India —
(c) generate self-employment; and
Forest Act of 1865, its amendment in1878 (d) provide health care facilities.
and 1927 and its impact on forest dwellers
and the village community.
 collect visuals, newspaper clippings,
posters, leaflets, videos, memorabilia,
writings, albums, and speeches of Hitler
on the rise of Nazism and discus show
Nazism led to the genocidal war that
resulted in the killing of innocent civilians
like the Jews, Gypsies, and Polish.
 organise mock Parliaments and court
proceedings in which various democratic
rights can be the subject.
 show visuals associated with famines and
present OMT (one minute talk).
 correlate different maps, for example,  interprets, for example,
physical features and drainage, physical o maps of river systems in India,
features and population. physiograph, and population
 opportunities may be provided to explore distribution
and overlay various maps on School o maps of movement of goods and
Bhuvan NCERT portal. people from India to the rest of the
 use atlas maps for understanding various world
concepts.

32
 demonstrate skills of locating places o texts and symbols which stand for
associated with different revolutions like liberty, equality, and fraternity
French and Russian. o cartoons
 explain the changes of geographical o photographs
boundaries of places in the past and o posters
present and the reasons that have led to it. o newspaper clippings related to socio-
You may link this with the theme in the political issues
syllabus or textbooks. o pie and bar diagrams of data related
 study various symbols that depict roads, to agricultural production, literacy,
railways, buildings, monuments, rivers, poverty, and population
etc., on an outline map of India and the
world. This may be used as per the theme
under study.
 interpret information from an
orthophotomap and compare it with reality.
 use India’s political map to demarcate
states and parliamentary constituencies.
 use India’s map of the states to identify
and colour the following: (i) high and low
poverty (ii) levels of literacy(iii) production
of food grains and interpret in terms of
reasons for the above differences amongst
the states.
 choose photographs of persons engaged
in different occupations in rural and urban
areas and categorise into three sectors of
the economy.
 compile data from their surroundings and
Government reports on (i) unemployment
existing in urban and rural areas (ii)
poverty existing indifferent states.
 use tables to represent data on literacy
rates, production of food grains and food in
security with respect to population and
interpret them in terms of well-being of the
masses.
 construct and convert tables into bar and
pie diagrams.
 explain from the newspaper clippings or
the teacher may provide data from
Government report on poverty, food
security, social exclusion and vulnerability,
their causes and impact on the society.

33
 develop bar/pie diagrams and also be able
to plot the data in the diagram, e.g.,
population data, natural vegetation, etc.
 correlate topics with other disciplines ,for  draws inter linkages within Social
example, how various passes in the north Science, for example,
and seaports in the south have provided o explains inter-relationship between
passages to the travellers and how these various passes and sea ports in India
passages have contributed in the for trade and communication since
exchange of ideas and commodities since historical times.
ancient times. o examines the geographical
 discuss on deforestation in the colonial importance of electoral
period and their impact on lives of forest constituencies.
dwellers; link deforestation with o analyses food security as a
geographical aspects, such as, the extent component of agriculture.
of land covered under forest in the colonial o analyses the linkages between
and contemporary times. population distribution and food
 discuss how the Forest Acts in the past security.
and in the present influence various tribal o explains inter-relationships among
communities including women. livelihood patterns of various social
 study a few political developments and groups including forest dwellers,
government decisions and look at them economic development, and
from the point of view of geographical environmental conservation.
importance and electoral constituencies.
 read the history of democratic movements
in various countries by underlining the
geopolitical importance of countries.
 study historical events of 1940s and the
making of the Constitution of India during
1946–49.
 focus on the issues of land and agriculture
as part of the resources in geography with
topics such as, factors of production and
food security as a component of
agriculture.
 see linkages with political dimensions to
highlight citizens, rights in a democracy
and human beings as an asset for the
economy.
 show movies and documentaries such as,
3 Shades, Mirch Masala, Manthan and link
them with low income and poverty which
can then be followed by discussion in
classroom on conflict between economic

34
 development and environmental
conservation. [

 read the National Population Policy 2000,

 identifies assumptions, biases,
and discuss its content related to
prejudices, and stereotypes about
adolescence.
various aspects, for example,
 use historical sources to comprehend the
 texts
difference between fact and fiction when
 news items
they read the literary works of different
 visuals
authors.
 political analysis
 assess novels, biography, and poems
 people in different geographical
composed at different points of our
regions of India
historical past.
 important government welfare
 use pictures, cartoons, and newspaper
programmes
clippings to find out and discuss
assumptions, biases, and prejudices of
various people. Teachers may guide
learners to recognise the difference
between facts and opinions using
illustrative examples from socio, political,
and economic aspects.
 explore and construct the holistic picture of
the period under study using other sources
such as, archaeological remains, official
records, and oral accounts. Discussion
may be initiated on the following
questions:
o What is the source about?
o Who is the author?
o What message can be extracted?
o Is it relevant/useful?
o Does it explain the event in
totality?
 develop understanding that historical
recorders are not free from subjectivity.
 dramatise from the examples of the
French revolution on Olympede Gouges
on her protest against excluding women
from the Declaration of Rights of Man and
Citizen, highlighting the bias that existed in
this historic document.
 watch and note down the statements of
politicians appearing regularly on TV or the
newspaper articles on various issues and
incidents. Teachers may also provide

35
 examples, and may also take students’
own views on an issue to point out
assumptions, biases, prejudices, and
stereotypes.
 list the details of wages paid to the males
and females engaged in their area and
discuss whether differences exist, if any,
reasons may be provided.
 analyse different government schemes to
ensure food security, employment
generation, promotion of health, and
education in their area.
 ask questions to understand the  demonstrates inquisitiveness,
mechanism of monsoon for example, how enquiry, i.e., pose questions related
do the effect of differential heating of land to—
and water, shifting of Inter Tropical o geographical events such as, the
Convergence Zone (ITCZ),El Nino and jet mechanism of monsoon and
streams influence monsoon? causes of natural disasters.
 use enquiry skills to collect a variety of o impact of green revolution in India
primary and secondary sources; recognise and their own area.
the difference between fact and fiction. o legacy of French Revolution in India
Gather information from archaeological and the world.
remains—official and oral records, print
and multimedia materials, to show how the
ideals of freedom, equality, liberty, and
fraternity motivated political movements in
France, in the rest of Europe, and in
various anti-colonial struggles; projects,
posters, and models can be prepared on
themes drawn from them in groups and in
pairs.
 collect the details on various topical,
political, social, or any other local issues
from different newspapers, magazines and
books. Compare different views about the
same issues.
 explain a particular economic problem
showing vulnerability faced by the  constructs views, arguments, and
disadvantaged groups. ideas on the basis of collected or
 analyse materials on green revolution. given information, for example,
o people and their adaptation with
 find out the details from data and
different climatic conditions.
experiences for example, (a) how does the
o oral and written accounts of living
relief of a place affect the population
historical legends.
distribution?; (b) how do climatic

36
 conditions of a region affect the natural o people as a resource.
vegetation of a place?
 get engaged in a role play on topics such
as, Project Tiger and protection of rivers
and discuss the relevance of tiger
protection in India.
 record or gather (from the internet) the
interviews of living legends who have
experienced trials and tribulations of
Nazism.
 show e-content and analyse case studies  extrapolates and predicts events and
related to the quality of population. phenomena, for example,
 gather information related to weather and o weather
population, from different sources such as, o pollution and diseases
daily newspapers and analyse recorded o famine and poverty
data and information.
 design a role play on the French
Revolution and play the role of clergy,
nobility, merchants, peasants and
artisans; concluding remarks, drawing
assumptions of the feelings of each class
can be given by facilitators of each group.
 collect information on the famines in India,
explore the causes behind the famines in
the colonial period.
 discuss what would have happened if such
famines reoccur in post-independent India.
Also discuss the preventive measures.
 identify the factors causing a problem and
 illustrates decision-making and
decide creatively and critically to arrive at
problem-solving skills, for example,
solution(s) relating to river pollution,
o mitigating the impact of water
population growth, protection of flora and
pollution
fauna, etc.
o conservation of resources
 engage in a class debate on the topic—
o problem of food shortage
whether the use of violence for addressing
o avoid hunger and famines in India
different forms of human rights violation is
o deciding on the appropriateness of
the appropriate approach or not.
resources in historical events and
 plan and participate in extra-curricular
developments
activities, daily chores in the school,
sports, cultural programmes which require
problem-solving and decision-making
skills.

37
 collect newspapers and magazines to
show the impact of the concentration of
resources in the hands of few.
 illustrate the cause and impact of
inequality in terms of distribution of
resources between the rich and the poor.  shows sensitivity and appreciation
 participate in group projects to recognize skills, for example,
the values of flora and fauna, disaster o empathises with differently abled
preparedness and waste management and other marginalised sections of
projects. the society, such as, Scheduled
 participate in activities that require Tribes
conservation of environment (plants, water o appreciates political diversity
bodies, etc.), water disputes—interstate o appreciates cultural diversity
and across the border and promote o appreciates religious diversity
nature-human sustainable relationship. o recognises language diversity
 raise questions to secure healthcare, o recognises social diversity
education and job security for its citizens; o emphathises with the people who
people from different communities be were affected by wars, holocaust,
invited to make presentation on improving natural and human-made disasters
these issues. o recognises how physical and mental
 collect and compile a variety of resources violence leads to immense suffering
such as, films, audio visuals, and of human beings
photocopy of records, private papers, and o demonstrates or exhibits sense of
press clippings from the archives including citizenship such as, observing
original speeches of leaders associated hygiene and cleanliness,
with different historical events. punctuality, follow rules, etc.
 construct projects on themes like Nazism
and tribal uprisings.
 discuss the strategy of satyagraha and
non-violence adopted by Gandhiji in
achieving Independence of India; discuss
different movements in the freedom
struggle where satyagraha was adopted
by the leaders to recognize the immense
strength and courage it requires to
internalise characteristics of satyagraha
and non-violence to resolve conflicts.
 explore and examine the published
records of the lived experiences of the
survivors of Holocaust.
 study the Constitutional provisions
available to improve conditions of
disadvantaged groups, minorities;

38
 promotion of patriotism, unity of the
country, equality of people, respect for all
human beings, and doing one’s duties, etc.
 engage in role play/short drama to
highlight the problem faced by poor as well
as food insecure people followed by
discussion
 identify the chain of ration shops
established in your nearby area to ensure
the supply of essential commodities for the
targeted population
 compose a short speech on gender
equality and dignity for all (marginalized as
well as Group with Special Needs)

Class X

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner—
opportunities individually or in groups
and encouraged to—
 collect different soil samples from the  recognises and retrieves facts, figures,
surroundings; recognise them with the and narrate, processes, for example,
help of their colour, texture, and o identifies different types of soil, minerals,
composition; relate them with the renewable and non-renewable energy
geographical areas of India shown on resources, etc.
the map; study the process of formation o locates areas or regions known for
of these soils. production of coal, iron ore, petroleum,
 locate them on different types of maps rice, wheat, tea, coffee, rubber, and
of India such as, political, physical and cotton textile on the map of India.
outline map, wall map, and atlas; list o defines important terms in Geography
and label places or areas where such as, resource, renewable and non-
different agricultural crops, minerals, renewable resources, subsistence
etc., are produced. agriculture, plantation, shifting
 use tactile maps for students with visual agriculture, environmental protection,
impairments. and environmental sustainability.
 find the meaning of resources, o defines basic Economic terms
subsistence agriculture, plantation, associated with economic development
etc., from any dictionary of Geography. such as, human capital, sustainable
 read different sources and discover the development, gross domestic product,
course of the Indian national movement gross value added, per capita income,
till India’s independence. human development index, multinational

39
 get familiarised with the concepts of company, foreign trade, liberalisation
nation and nationalism. and foreign investment.
 acquaint with the writings and ideals of o lists different forms of money and
different social, political groups and sources of credit, rights of consumers.
individuals. o recalls names, places, dates, and
 collect the details of social groups people associated with some important
which joined the Non-Cooperation historical events and developments
Movement of 1921. such as the French Revolution,
 draw a timeline on significant events of nationalism, industrialisation,
India’s national movement. globalisation, and urbanisation.
 collect the details of major languages of o defines terms and concepts such as,
India and the number of persons who nationalism, colonialism, orientalism,
speak those languages from the latest democracy, satyagraha, and liberty.
reports of Census of India and discuss. o defines important terms such as,
 read the Indian Constitution and federalism, diversity, religion, and
discuss various parts in it. political party
 collect a variety of resources, for
example, forests, water, minerals, etc.,  classifies and compares events, facts,
and use a variety of criteria to group data and figures, for example,
and display in the class. o classifies types of resources, minerals,
 relate different cropping patterns in farming, for example, subsistence and
India and their impact on economic commercial farming.
development and discuss in the class. o compares areas growing rice and
wheat on the map of India.
 use internet to study interactive
o compares visuals such as, the image of
thematic maps, for example,
Bharatmata with the image of
agriculture, minerals, energy, industry,
Germania.
etc., on School Bhuvan NCERT portal.
o compares European nationalism with
 discuss the relationship or difference
anti-colonial nationalism in countries
between European nationalism and
such as, India, South America, Kenya,
anti-colonial nationalisms.
Indo-China.
 discuss industrialisation in the imperial
o compares per capita income of some
country and in a colony.
important countries.
 study globalisation in different contexts.
o differentiates consumer rights.
 find out about the anti-colonial
o classifies occupations and economic
movement in any one country in South
activities into sectors using different
America and compare with India’s
criteria.
national movement based on certain
o compares the powers and functions of
parameters.
state and central government in India.
 collect the details of how globalisation o classifies national and regional political
is experienced differently by different parties in India.
social groups using goods and services o explains the terms used in political
used by people in their daily lives such discussions and their meaning, for
example, Gandhian, communist,

40
 as, television, mobile phones, home secularist, feminist, casteist,
appliances, etc., and discuss. communalist, etc.
 study different types of governments in
the world—democratic, communist,
theocratic, military dictatorships, etc.
Within democracies, various forms of
governments, such as, federal and
unitary, republican and monarchy, etc.,
can also be studied.
 read the functioning of state
governments ruled by different parties
or coalitions; examine their specific
features such as, slogans, agenda,
symbols, and characteristics of their
leaders.
 study the distinctive features of different
political parties.
 collect the economic details of states
and countries. For example, based on
the human development index, they
can classify a few countries. They can
also group or categorise countries on
the basis of Gross Domestic Product
(states on the basis of state domestic
product), life expectancy, and infant
mortality rates, etc.
 collect the details of economic
activities, jobs, and occupations in their
neighbourhood and group them using a
few criteria, for example, organised and
unorganised, formal and informal,
primary-secondary-tertiary, etc.
 collect data on sources of credit from
their neighbourhood—from where
people borrow and group them into
formal and informal.
 overlay thematic layers of maps on  explains cause and effect relationship
School Bhuvan NCERT portal, for between phenomena, events, and their
example, distribution of rice in India and occurrence, for example,
overlay layers of soils, annual rainfall, o explains factors responsible for
relief features and swipe these layers to production of different crops in India.
establish cause and effect relationship. o explains industries and their impact on
 classify different types of industries environment.
based on raw materials, locate them on

41
 the map and relate them with pollution o explains the cause and effect between
in nearby areas. different historical events and
 find out about the changes in print developments such as, the impact of
technology in the last 100 years. print culture on the growth of
Discuss the changes, why they have nationalism in India.
taken place and their consequences. o examines the impact of technology on
 read various provisions of the Indian food availability.
Constitution as causes, and the o assesses the impact of the global
resulting political scenario as its effects. transfer of disease in the pre-modern
For example, the independent status of world in different regions of the world,
the judiciary effected in smooth for example, in the colonisation of
functioning of federalism. America.
 discuss (a) why a large section of o analyses the impact of overuse of
India’s population depend on primary natural resources such as, ground
sector; (b) what contributed to rapid water and crude oil.
increase in service sector output. o analyses the change in sectoral
 conduct a survey among composition of gross domestic product.
neighbourhood, households and collect o analyses the consequences of
the reasons for their dependence on dependence on different sources of
formal or informal sources of credit. credit.
Teachers can then organise debate on o explains the policies and programmes
whether or not banks contribute to of different political parties in the states
needy borrowers living in rural areas in of India.
the class.
 collect stories of communities involved  analyses and evaluates information, for
in environmental conservation from example,
different parts of India and study them o assesses the impact of conservation of
from geographical perspective. natural resources on the life of people in
any area in view of sustainable
 collect and discuss the details of development.
people’s participation in environmental o analyses indigenous or modern methods
conservation movements and their of conservation of water, forests, wildlife,
impact on socio-cultural life of the and soil.
region for example, Chipko and Appiko o explains victories and defeats of political
Movements. parties in general elections.
o evaluates various suggestions to reform
 collect data from Economic Survey of
democracy in India.
India, newspaper, magazines related to o analyses texts and visuals such as, how
gross domestic product, per capita symbols of nationalism in countries
income, availability of credit for various outside Europe are different from
households, land use, cropping pattern European symbols.
and distribution of minerals in India, o assesses the impact of MNREGA, role of
banks as a source of credit.
production of cereals for different years
o assesses the impact of globalisation in
and convert them into pie or bar graphs their area, region, and local economy.
and study the pattern and display in the o analyses the contribution of different
class. sectors to output and employment.

42
 familiarise with pictures, photographs,
cartoons, extracts from a variety of
original sources—eye witness
accounts, travel literature, newspapers
or journals, statements of leaders,
official reports, terms of treaties,
declarations by parties, and in some
cases contemporary stories,
autobiographies, diaries, popular
literature, oral traditions, etc., to
understand and reconstruct histories of
important historical events and issues
of India and contemporary world.
 observe and read different types of
historical sources; think of what they
communicate, and why a thing is
represented in a particular way. Raise
questions on different aspects of
pictures and extracts to allow a critical
engagement with these, i.e., visuals of
cloth labels from Manchester and India;
carefully observe these and answer
questions like: What do they see in
these pictures? What information do
they get from these labels? Why are
images of gods and goddesses or
important figures shown in these
labels? Did British and Indian
industrialists use these figures for the
same purpose? What are the
similarities or differences between
these two labels?
 study and discuss different
perspectives on diversification of print
and printing techniques; visit to a
printing press to understand the
changes in printing technology.
 critically examine the implementation of
government schemes based on
learners or their family’s experiences
such as, Mid-day meal scheme, loan
waiver schemes for farmers;
scholarships through cash transfer to
students; schemes to provide liquid

43
 petroleum gas to low income families:
life insurance scheme for low income
families/scheme of financial support for
house construction, MUDRA, etc. They
may be guided to supplement with
data/news clippings as evidences.
 overlay maps showing distribution of  interprets, for example,
resources for example, minerals, and o maps
industries on the map of India and o texts
relate it with physical features of India o symbols
and climate by overlaying the layers on o cartoons
School Bhuvan NCERT portal and o photographs
analyse the maps. o posters
 elaborate relationship between o newspaper clippings
different thematic maps using atlas. o climatic regions
 locate places, people, regions (affected o changes in maps brought out by various
by various treaties such as, Treaty of treaties in Europe
Versailles, economic activities, etc). o sea and land links of the trade from India
 find and draw interconnections among to West Asia, South East Asia and other
various regions and the difference in parts of the world
nomenclatures of places used for o pie and bar diagrams related to gross
various regions and places during this domestic product, production in different
period and present day, i.e., learner can sectors and industries, employment and
be asked to find and draw the sea and population in India
land links of the textile trade from India
to Central Asia, West Asia and
Southeast Asia on a map of Asia.
 study the political maps of the world
and India to recognise a country’s
importance and role in world politics.
 examine political maps of states,
consider their size and location and
discuss their importance in national
politics.
 locate the places in which important
multinational corporations set up their
offices and factories on the map of India
and discuss the reasons behind the
choice of location and its implication on
people’s livelihood.
 read cartoons, messages conveyed in
sketches, photographs associated with
political events and participate in
discussions.

44
 read demographic data, data related to
political party preferences and social
diversity.
 collect news clippings/texts from
popular magazines and journals
pertaining to developmental issues,
globalisation and sustainable
development and synthesise the details
and present in the class.
 convert tables relating to GDP, and
employment, in primary, secondary and
tertiary sectors into pie, bar and line
diagrams.
 interpret charts using a few parameters
and describe the patterns and
differences. They can refer to books,
Economic Survey of India for the latest
year and newspapers.  draws interlinkages within Social
 locate production of raw materials on Science
the map of India and relate them with o analyses changes in cropping pattern,
economic activities and development of trade and culture
that area for example, coal, iron ore, o explains why only some regions of India
cotton, sugarcane, etc. are developed
 collect information about the o analyses the impact of trade on culture
development of different areas of India shows the linkages between economic
since Independence. development and democracy
 find out the linkages among various
subjects through examples and do
group projects on some topics; for
example, group project on
‘Globalisation’. Teachers may raise
questions like, is it a new phenomenon
or does it have a long history? When did
this process start and why? What are
the impacts of globalisation on primary,
secondary and tertiary activities? Does
it lead to inequality in the world? What
is the importance of global institutions?
Do these institutions play a major role
in globalisation? How do they influence
the developed countries? What do you
mean by global economy? Is economic
globalisation a new phenomenon? Are
environmental issues global problems

45
 or local problems? How can
globalisation potentially contribute to
better environment?
 study the rate and features of economic
growth in democracies and those under
dictatorship.
 examine time series data on GDP and
other economic aspects since 1950s.
 debate on (a) How India’s freedom
struggle was related to India’s
economy? (b) Why India did not go for
privatisation of manufacturing activities
after 1947? (c) Why have developed
nations started to depend on countries
such as, India for leather and textile
goods more now? (d) Why multinational
corporations from developed nations
set up their production and assembly
units in developing countries and not in
their own countries and what are its
impacts on employment in their own
countries?
 discuss on why manufacturing sector
multinational companies (Gurugram in
Haryana) and service sector
multinational companies (Bengaluru in
Karnataka) are located at specific
places—the relevance of geographic
factors.
 collect information regarding religion,  identifies assumptions, biases,
food habits, dress, colour complexion, prejudices or stereotypes about various
hair, language, pronunciation, etc., of aspects, for example,
people living in different geographical o region
regions of India. o rural and urban areas
 list biases/prejudices, stereotypes o food habits
against people living in different o gender
geographical regions and discuss o language
about these in the classroom. o idea of development
 raise questions on developments that o voting behaviour
are seen as symbolising modernity, i.e., o caste
globalisation, industrialisation and see o religion
the many sides of the history of these o democracy
developments, i.e., learner can be o political parties
asked: Give two examples where

46
 modern development associated with o marginalised and differently abled
progress, has led to problems. Think of groups
areas related to environmental issues, o globalisation and industrialisation
nuclear weapons or disease o the notion of progress and modernity
 read the statements of leaders or
political parties in newspapers and
television narratives to examine the
truth, bias and prejudices. Similarly,
various demands of political parties
from time to time may also be analysed.
 reflect on why popular prejudices/
stereotypes prevail about low income
families, illiterates and persons with low
literacy levels, disabled, persons
belonging to certain socio-religious and
biological categories. Teachers may
facilitate learners to discuss their origin
and review.
 discuss the probable assumptions
behind the (a) promotion of sustainable
development practices; (b) enactment
of few national level acts such as,
Consumer Protection Act 1986; Right to
Information Act 2005; Mahatma Gandhi
National Rural Employment Guarantee
Act 2005 and The Right of Children to
Free and Compulsory Education Act
2009. Students may need to get the
details of situation in the years when
these laws were enacted from elderly
persons, parents and teachers.
 show industrial regions on map and  demonstrates inquisitiveness, enquiry,
relate it with infrastructural for example, pose questions related to
development of that region. Why are the—
industries located nearby rivers, o Concentration of industries in certain
railways, highways, raw material areas.
producing areas, market, etc.? o Scarcity of potable water.
 show water scarcity in visuals such as, o role of women in the nationalist
snow covered areas of Kashmir, dry struggles of different countries.
regions of Gujarat and flood prone o various aspects of financial literacy.
areas of West Bengal; learners may be o working of democracy from local to
asked to investigate reasons of water national levels.
scarcity of each region located in

47
 different climatic areas and prepare a
report or chart.
 answer questions like ‘Why did various
classes and groups of Indians
participate in the Civil Disobedience
Movement?’ or ‘How did the Indian
National Congress respond to the
Partition of Bengal and why? and point
out to them the need to look for
supplementary literature on issues,
events, and personalities in which they
may express an interest to know more.
 participate in teacher-guided debates
on the advantages and drawbacks of
democracy.
 choose one example from economics
related with developmental issues and
collect economic information and come
out with solutions, for example, (a)
employment (is India generating
employment opportunities sufficiently?)
(b) GDP (why only service sector is
able to increase its share much more
than other sectors?), (c) financial
issues (how to improve credit access to
low income families?).
 challenge assumptions and be
motivated to come out with creative
solutions to specific social, economic or
political issues in their area, region or
state.
 examine maps of India—(physical and  constructs views, arguments and ideas
political), latitudinal and longitudinal on the basis of collected or given
extent of India, relief features, etc., and information, for example,
come out with ideas about the impact of o natural resources and their impact on
these on cultural diversity of the cultural diversity of any region
regions. o historical events and personalities
 display different themes of history o economic issues, such as, economic
through creatively designed activities development and globalisation
and role play on any event or o definitions commonly available in
personality of their liking. textbooks for various economic
 engage in debates on interpreting concepts
different events both from historical and
contemporary viewpoint.

48
 help them prepare digital, print as well o methodology used to estimate gross
as audio-visual materials which can be domestic product, poverty and size of
converted into Braille. the organised/unorganised sector
 participate in group discussions on
changes within rural economy in the
contemporary/modern times.
 find information from elders,  extrapolates and predicts events and
newspapers/TV reports about pollution phenomena, for example,
in water bodies such as, rivers/lakes/ o predicts the impact of pollution of water,
wells/ground water, etc., and foresee air, land and noise on human health.
health issues in their neighbourhood. o predicts natural disasters due to
For example, the effect of arsenic in the deforestation.
groundwater in West Bengal. o infers and extrapolates from situations,
 discuss the impact of deforestation on such as, how artists and writers nurture
soil erosion in hilly areas of North East nationalist sensibilities through art,
Region and relate them with floods and literature, songs and tales.
landslides. o come out with answers creatively on the
 imagine a conversation between two issue: (a) if India stops importing
persons participating in freedom petroleum crude oil; (b) if multinational
struggle in India. Learners answer companies are closed; (c) the nature of
questions, such as, what kind of employment in India in 2050; (d) what
images, fiction, folklore and songs, would happen if all schools and
popular prints and symbols would they hospitals in India are privatised?
want to highlight with which people can
identify the nation and what do all these
mean to them.
 gather information with the help of
teacher/parents/peers on exports and
imports, current employment situation,
details of schools and hospitals to see
the trend.
 collect problems related to agriculture  illustrates decision making/
in one’s own area and come out with problem solving skills, for
remedial measures. example,
 imagine a conversation between a comes out with solutions to issues in
British industrialist and an Indian one’s own area such as,: (a) problems
industrialist, who is being persuaded to related to agriculture and transport, (b)
set up a new industry. Learners in such generate employment opportunities,
a role play answer questions, such as, improve access to credit for low income
(a) what reasons would the British families and (c) assesses how certain
industrialist give to persuade the Indian developments in colonial India were
industrialist? and (b) what opportunities useful for both colonisers as well as
and benefits the Indian industrialist is
looking for?

49
 conduct extra-curricular activities, daily nationalists in different fields such as,
chores in the school, sports, cultural literature, transportation and industries.
programmes by students to help
decision making and develop problem
solving skills.
 describe their goals in life and how they
are going to achieve them.
 review sources of credit and their
impact. They can be encouraged to
discuss various solutions for easy
access to credit with low interest rates.
 come out with new ways of generating
employment or creating new jobs.
 submit group projects suggesting the
steps to be followed in their daily life
promoting sustainable development
practices.
 discuss the work done by peer or  shows sensitivity and appreciation
differently abled persons and the need skills, for example,
to cooperate with each other. o empathises with differently abled and
 provide illustrative, examples, of other marginalised sections of the
conflicts on several issues, such as, society, such as, forest dwellers,
river water/dam/land, industry/ refugees and unorganised sector
forestland and forest dwellers, etc., workers appreciates political diversity
through textbooks, newspapers, etc. o appreciates cultural diversity
They may be guided to debate these o appreciates religious diversity
issues in groups and come out with o recognises social diversity
creative solutions. o empathises with the people who were
 read stories of real life experiences of affected by displacement, extremism
individuals and communities of the and natural as well as human-made
period, i.e., learner can imagine oneself disasters; Indian indentured labourers
as an indentured Indian labourer working in different countries such as,
working in the Caribbean. Based on Caribbean and Fiji.
details collected from the library or
through internet, learners can be
encouraged to write a letter to family
describing their life and feelings.
 prepare posters with drawings and
pictures and make oral and written
presentation on the significance of the
non-violent struggle for swaraj.
 discuss the life around their place of
living and the school locality. Select

50
 available local examples apart from the
relevant lessons in the textbook, to
teach sensitivity and peaceful
resolution of contentious issues.
 participate in role play on (a) challenges
faced by low income families,
disabled/elderly persons, people
suffering from pollution; (b) different
ways through which consumers are
denied their rights and challenges
faced by them to get their grievances
addressed.
 discuss the impact of wars and conflicts
on daily lives of people including
schooling in different Indian states.
 collect details of countries in which
wars and conflicts took place recently
and organise discussion on the
impacts.

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum in a classroom is same for everyone. This means all students can actively
participate in the classroom. There may be some students who have learning difficulties
including language, visual-spatial or mixed processing problems. They may require
additional teaching support and some adaptation in the curriculum. By considering the
specific requirements of children with special needs, few pedagogical processes for the
teachers are suggested below:

 Use detailed verbal descriptions of graphical representations and pictures like maps.
These can also be made tactile with proper contrasts.
 Use models and block paintings.
 Use examples from everyday life for explaining various facts/concepts.
 Use audio visual materials like films and videos to explain abstract concepts; for
example, discrimination, stereotyping, etc.
 Develop embossed timeline for memorising; for example, different historical periods.
 Organise group work involving debates, quizzes, map reading activities, etc.
 Organise excursions, trips and visits to historical places (educational tour).
 Involve students in exploring the environment using other senses like smell and touch.
 Give a brief overview at the beginning of each lesson.
 Provide photocopies of the relevant key information from the lesson.

51
 Highlight or underline the key points and words.
 Use visual or graphic organisers like timelines (especially for explaining chronology of
events), flow charts, posters, etc.
 Organise group work involving activities like cut and paste, and make use of pictorial
displays, models, pictures, posters, flash cards or any visual items to illustrate the
facts and concepts.
 Plan occasions with real life experiences.
 Use films or documentaries and videos.
 Use magazines, scrapbooks and newspapers, etc., to help learners understand the
textual material.
 Draw links with what has been taught earlier.
 Make use of multisensory inputs.
 All examples given with pictures in the textbook can be narrated (using flash cards, if
required).
 While teaching the chapters, use graphic organisers, timelines and tables as this will
make the task simpler.
 Maps should be enlarged and colour coded.
 The text, along with pictures, can be enlarged, made into picture cards and presented
sequentially as a story. Sequencing makes it easier to connect information.
 Asking relevant questions frequently to check how much the learner has learnt as it
helps in assimilating information.
 Teach and evaluate in different ways, for example, through dramatisation, field trips,
real life examples, project work, etc.
 Highlight all the important phrases and information.
 Pictures may be labelled and captioned.

52
 SCIENCE
(Code No. 086)
Classes: IX and X (2021-22)

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.

Curricular Expectations
At this stage learners are expected to:
 develop understanding of concepts, principles, theories, and laws governing the physical world,
consistent with the stage of cognitive development.
 develop ability to acquire and use the methods and processes of science, such as observing,
questioning, planning investigations, hypothesising, collecting, analyzing and interpreting data,
communicating explanations with evidences, justifying explanations, thinking critically to
consider and evaluate alternative explanation, etc.
 conduct experiments, also involving quantitative measurements.
 appreciate how concepts of science evolve with time giving importance to its historical
prospective.
 develop scientific temper (objectivity, critical thinking, freedom from fear and prejudice, etc.).
 nurture natural curiosity, aesthetic sense, and creativity.
 imbibe the values of honesty, integrity, cooperation, concern for life and preservation of
environment.
 develop respect for human dignity and rights, equity and equality.
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 Periods

I Matter - Its Nature and Behaviour 23 50
II Organization in the Living World 20 45
III Motion, Force and Work 27 60
IV Our Environment 06 15
V Food; Food Production 04 10
Total 80
Internal assessment 20
Grand Total 100
Theme: Materials (50 Periods)
Unit I: Matter-Nature and Behaviour
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-
melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation,
sublimation.
Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous mixtures,
colloids and suspensions.
Particle nature and their basic units: Atoms and molecules, Law of constant proportions, Atomic
and molecular masses. Mole concept: Relationship of mole to mass of the particles and numbers.
Structure of atoms: Electrons, protons and neutrons, valency, chemical formula of common
compounds. Isotopes and Isobars.

Theme: The World of the Living (45 Periods)

Unit II: Organization in the Living World
Cell - Basic Unit of life :
Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell membrane
and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria, vacuoles, endoplasmic
reticulum, Golgi apparatus; nucleus, chromosomes - basic structure, number.
Tissues, Organs, Organ System, Organism:
Structure and functions of animal and plant tissues (only four types of tissues in animals; Meristematic
and Permanent tissues in plants).
Biological Diversity:
Diversity of plants and animals-basic issues in scientific naming, basis of classification. Hierarchy of
categories / groups, Major groups of plants (salient features) (Bacteria, Thallophyta, Bryophyta,
Pteridophyta, Gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-
chordates upto phyla and chordates upto classes).
Health and Diseases:
Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation. Diseases
caused by microbes (Virus, Bacteria and Protozoans) and their prevention; Principles of treatment and
prevention. Pulse Polio programmes.

Theme: Moving Things, People and Ideas (60 Periods)

Unit III: Motion, Force and Work
Motion:
Distance and displacement, velocity; uniform and non-uniform motion along a straight line;
acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated
motion, derivation of equations of motion by graphical method; elementary idea of uniform circular
motion.
Force and Newton’s laws :
Force and Motion, Newton’s Laws of Motion, Action and Reaction forces, Inertia of a body, Inertia
and mass, Momentum, Force and Acceleration. Elementary idea of conservation of Momentum.
Gravitation:
Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity), Acceleration due
to Gravity; Mass and Weight; Free fall.
Floatation:
Thrust and Pressure. Archimedes’ Principle; Buoyancy; Elementary idea of Relative Density.
Work, energy and power:
Work done by a Force, Energy, power; Kinetic and Potential energy; Law of conservation of energy.
Sound:
Nature of sound and its propagation in various media, speed of sound, range of hearing in humans;
ultrasound; reflection of sound; echo and SONAR. Structure of the Human Ear (Auditory aspect only).

Theme: Natural Resources: Balance in nature (15 Periods)

Unit IV: Our Environment
Physical resources:
Air, Water, Soil. Air for respiration, for combustion, for moderating temperatures; movements of air
and its role in bringing rains across India. Air, water and soil pollution (brief introduction). Holes in
ozone layer and the probable damages.
Bio-geo chemical cycles in nature: Water, Oxygen, Carbon and Nitrogen.
Theme: Food (10 Periods)
Unit V: Food Production
Plant and animal breeding and selection for quality improvement and management; Use of fertilizers
and manures; Protection from pests and diseases; Organic farming.
 PRACTICALS (30 Periods)
Practicals should be conducted alongside the concepts tough 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. Separation of the components of a mixture of sand, common salt and ammonium chloride
(or camphor). Unit-I
4. 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

5. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record
observations and draw their labeled diagrams. Unit-II
6. Identification of Parenchyma, collenchyma and Sclerenchyma tissues in plants, striped,
smooth and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw
their labeled diagrams. Unit-II
7. Determination of the melting point of ice and the boiling point of water. Unit-I
8. Verification of the Laws of reflection of sound. Unit-III
9. Determination of the density of solid (denser than water) by using a spring balance and a
measuring cylinder. Unit-III
10. Establishing the relation between the loss in weight of a solid when fully immersed in
a) Tap water Unit-III
b) Strongly salty water with the weight of water displaced by it by taking at least two
different solids.
11. Determination of the speed of a pulse propagated through a stretched string/slinky (helical
spring). Unit-III
12. Study of the characteristics of Spirogyra, Agaricus, Moss, Fern, Pinus (either with male or
female cone) and an Angiospermic plant. Draw and give two identifying features of the
groups they belong to. Unit-II
13. Observe the given pictures/charts/models of earthworm, cockroach, bony fish and bird. For
each organism, draw their picture and record: Unit-II
a) one specific feature of its phylum.
b) one adaptive feature with reference to its habitat.
14. Verification of the law of conservation of mass in a chemical reaction. Unit-III
15. Study of the external features of root, stem, leaf and flower of monocot and dicot plants.
Unit-III
 COURSE STRUCTUR CLASS X
(Annual Examination)
Marks: 80

Unit Unit Marks Periods

No.
I Chemical Substances-Nature and Behaviour 25 55
II World of Living 23 50
III Natural Phenomena 12 23
IV Effects of Current 13 32
V Natural Resources 07 20
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials (55 Periods)

Unit I: Chemical Substances - Nature and Behaviour
Chemical reactions:
Chemical equation, Balanced chemical equation, implications of a balanced chemical equation, types
of chemical reactions: combination, decomposition, displacement, double displacement, precipitation,
neutralization, oxidation and reduction.
Acids, bases and salts:
Their definitions in terms of furnishing of H+ and OH– ions, General properties, examples and uses,
concept of pH scale (Definition relating to logarithm not required), importance of pH in everyday
life; preparation and uses of Sodium Hydroxide, Bleaching powder, Baking soda, Washing soda and
Plaster of Paris.
Metals and nonmetals:
Properties of metals and non-metals; Reactivity series; Formation and properties of ionic compounds;
Basic metallurgical processes; Corrosion and its prevention.
Carbon compounds:
Covalent bonding in carbon compounds. Versatile nature of carbon. Homologous series.
Nomenclature of carbon compounds containing functional groups (halogens, alcohol, ketones,
aldehydes, alkanes and alkynes), difference between saturated 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.
Periodic classification of elements:
Need for classification, early attempts at classification of elements (Dobereiner’s Triads, Newland’s
Law of Octaves, Mendeleev’s Periodic Table), Modern periodic table, gradation in properties,
valency, atomic number, metallic and non-metallic properties.
Theme: The World of the Living (50 Periods)
Unit II: World of Living
Life processes:
‘Living Being’. Basic concept of nutrition, respiration, transport and excretion in plants and animals.

Control and co-ordination in animals and plants:

Tropic movements in plants; Introduction of plant hormones; Control and co-ordination in animals:
Nervous system; Voluntary, involuntary and reflex action; Chemical co-ordination: animal hormones.

Reproduction:
Reproduction in animals and plants (asexual and sexual) reproductive health-need and methods of
family planning. Safe sex vs HIV/AIDS. Child bearing and women’s health.

Heredity and Evolution:

Heredity; Mendel’s contribution- Laws for inheritance of traits: Sex determination: brief introduction;
Basic concepts of evolution.

Theme: Natural Phenomena (23 Periods)

Unit III: Natural Phenomena
Reflection of light by curved surfaces; Images formed by spherical mirrors, centre of curvature,
principal axis, principal focus, focal length, mirror formula (Derivation not required), magnification.
Refraction; Laws of refraction, refractive index.
Refraction of light by spherical lens; Image formed by spherical lenses; Lens formula (Derivation not
required); Magnification. Power of a lens.
Functioning of a lens in human eye, defects of vision and their corrections, applications of spherical
mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications in daily life.

Theme: How Things Work (32 Periods)

Unit IV: Effects of Current
Electric current, potential difference and electric current. Ohm’s law; Resistance, Resistivity, Factors
on which the resistance of a conductor depends. Series combination of resistors, parallel combination
of resistors and its applications in daily life. Heating effect of electric current and its applications in
daily life. Electric power, Interrelation between P, V, I and R.
Magnetic effects of current :
Magnetic field, field lines, field due to a current carrying conductor, field due to current carrying coil
or solenoid; Force on current carrying conductor, Fleming’s Left Hand Rule, Electric Motor,
Electromagnetic induction. Induced potential difference, Induced current. Fleming’s Right Hand
Rule, Electric Generator, Direct current. Alternating current: frequency of AC. Advantage of AC over
DC. Domestic electric circuits.
Theme: Natural Resources (20 Periods)
Unit V: Natural Resources
Sources of energy:
Different forms of energy, conventional and non-conventional sources of energy: Fossil fuels, solar
energy; biogas; wind, water and tidal energy; Nuclear energy. Renewable versus non-renewable
sources of Energy.

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

Management of natural resources:

Conservation and judicious use of natural resources. Forest and wild life; Coal and Petroleum
conservation. Examples of people’s participation for conservation of natural resources. Big dams:
advantages and limitations; alternatives, if any. Water harvesting. Sustainability of natural resources.
 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. Finding the image distance for varying object distances in case of a convex lens and drawing
corresponding ray diagrams to show the nature of image formed. Unit-III
15. 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
 Assessment Areas (Theory) 2021-22
(Class X)
Science (086)
Time: 3 hrs. Maximum Marks: 80 Marks

Competencies

Demonstrate Knowledge and 46 %

Understanding

Application of Knowledge/Concepts 22 %

Analyze, Evaluate and Create 32 %

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
State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Analyze, Evaluate and Create
Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.
 Annexure
Class IX

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner—

opportunities individually or in groups and
encouraged to —
 observe, group or classify materials, such as  differentiates materials, objects, organisms,
mixtures, based on their properties, viz. phenomena, and processes, based on
solubility, passage of light, etc., by properties or characteristics, such as,
performing various activities. Based on the prokaryotes and eukaryotes, plant cell and
observations, a discussion may be facilitated to animal cell, diffusion and osmosis, simple
help arrive at the appropriate conclusions. and complex tissues, distance and
Students with visual impairment or low vision displacement, speed and velocity, balanced and
may be motivated to observe solubility of the unbalanced forces, elements, compound and
materials by touching (caution should be taken mixture, solution, suspension and colloid,
while using the materials). isobars and isotopes, etc.

 design and carry out activities. For example, ‘  classifies materials, objects, organisms,
Tug of war� to understand balanced and phenomena, and processes, based on
unbalanced forces. They may be encouraged to properties or characteristics, such as,
experiment by applying forces (equal and classification of plants and animals under
unequal) on an object in same and opposite various hierarchical sub-groups, natural
directions, followed by peer groupdiscussion to resources, classification of matter based on
generalise. their states (solid/liquid/gas) and composition
(element/compound/mixture), etc.
 study the daily life experiences, using
interdisciplinary approach such as the cause  plans and conducts investigations or
behind cooling of water in earthen pots. experiments to arrive at and verify the facts,
They may be encouraged to measure and principles, phenomena or to seek answers to
compare the temperatures of water both in queries on their own, such as, how does speed
earthen pot and metal containers, thereby of an object change? How do objects float/ sink
helping them to relate process of evaporation when placed on the surface of a liquid? Is there
with cooling effect. Students with visual any change in mass when chemical reaction
impairment or low vision may be encouraged to takes place? What is the effect of heat on the
feel the difference in temperature by touching state of substances? What is the effect of
the surface of the containers. compression on different states of matter?
Where are stomata present in different types of
conduct survey to understand the process of leaves? Where are growing tissues present in
spreading of diseases. They may be encouraged to plants?
collect data from doctors and nurses about various
diseases. They can prepare a report onspread,  relates processes and phenomena with
causes, prevention, and cure ofdiseases. They may causes and effects, such as, symptoms with
share their findingswith the community through role diseases and causal agents, tissues with their
plays,skits and also campaign for prevention. functions,production with use of fertilisers,
 present their observations/ ideas/ learning process of evaporation with cooling effect,
through flow charts/ concept maps/ graphs and various processes of separation with the
ICT tools. physical and chemicalproperties of the
substances, productionof sound with vibrations
 gather data for calculating different physical
of source, etc.
quantities, such as distance, displacement,
velocity, which can be shared and discussed in  explains processes and phenomena, such as,
groups or with peers. Rubrics can be used to functions of different organelles, spread of
assess the conversion of units and reporting diseases and their prevention, effect of force on
results. the state of motion of objects, action and
reaction, rotation and revolution of planets and
 collect and analyse wide variety of graphs from
satellites, conservation laws, principle of
newspapers, magazines orthe internet. They may
separation of different gases from air, melting,
be encouraged to draw, analyse and interpret the
boiling, freezing, how bats use ultrasonic waves
graphs (for example, distance-time, speed- time,
to catch prey, etc.
or acceleration-time graphs of motion of a
vehicle on a straight road)  calculates using the data given, such as,
distance, velocity, speed, frequency, work done,
 write chemical formulae of simple compounds,
number of moles in a given mass of substance,
chemical equations, etc., using playway
concentration of solution in terms of mass by
methods such as a gameof cards.
mass percentage of substances, conversion of
 select and use appropriate devices for Celsius scale to Kelvin scale and vice versa,
measuring physical quantities. They may be number of neutrons in an atom from atomic
encouraged to find the minimum and maximum number and mass number, speed of sound,
value that can be measured by an instrument kinetic and potential energies of an object,
andnote down the readings correctly. boiling points of liquids to predict the order of
 collect information from books, e-books, their separation from the mixture, etc.
magazines, internet, etc., to appreciate the  draws labelled diagrams, flow charts,concept
efforts of scientists made over time, for maps, graphs, such as, biogeochemical cycles,
example, various models of atoms, discovery cell organelles and tissues, human ear,
of microscope, etc., andshowcase it in the form distance-time and speed-time graphs,
of a project or role play. distribution of electrons in different orbits in an
 observe various technological devices and atom, process of distillation and sublimation,
innovative exhibits such as waste management etc.
kits, water filtration system, using low-cost or analyses and interprets graphsand figures
no-cost eco- friendly materials, develop them such as, distance-time and velocity-time
and showcase it in science exhibitions, clubs graphs, computing distance, speed, acceleration
and parent-teacher meets. of objects in motion, properties of components
 share and discuss their beliefs and viewsregarding of a mixture to identify the appropriate method
myths, taboos, superstitions, etc., by initiating an of separation, crop yield after use of fertilisers,
open ended debate, etc.
leading to the alignment of their beliefs to the  uses scientific conventions, symbols, and
scientifically proven facts. They may also be equations to represent various quantities,
involved in awareness campaigns in the elements, and units, such as, SI units,
community. symbols of elements, formulae of simple
compounds, chemical equations, etc.
 measures physical quantities using
appropriate apparatus, instruments, and
devices, such as, weight and mass of an object
using spring balance, mass using a physical
balance, time period of a simple pendulum,
volume of liquid using measuring cylinder,
temperatureusing thermometer, etc.
 applies learning to hypothetical situations,
such as, weight of an object at moon, weight of
an object at equator and poles, possibility of life
on other planets, etc.
 applies scientific concepts in daily life and
solving problems, such as, separation of
mixtures, uses safety belts in automobiles,
covers walls of large rooms with sound
absorbent material, follows intercropping and
crop rotation, takes preventive measures to
control disease causing agents, etc.
 derives formulae, equations, and laws,
such as, mathematical expressions for
Newton’s second law of motion, law of
conservation of momentum, expression for
force of gravity, equations of motion from
velocity-time graphs, etc.
 draws conclusion, such as, classification of
life forms is related to evolution, deficiency of
nutrients affects physiological processes in
plants, matter is made up of particles, elements
combine chemically in a fixed ratio to form
compounds, effect of action and reaction on
two different bodies, etc.
 describes scientific discoveries and
inventions, such as, discovery of various
atomic models, discovery of cell with
invention of microscope, experiments of
Lavoisier and Priestley, beliefs regarding
motion, discovery of real cause for peptic ulcers,
Archimedes principle, classification of living
things, etc.
 designs models using eco-friendly resources,
such as, 3D model of a cell, water
purification system, stethoscope, etc.
 exhibits values of honesty, objectivity,
rational thinking, freedom from myths,
superstitious beliefs while taking decisions,
respect for life, etc., such as, records and
reports experimental data exactly, myth that
sexually transmitted diseases are spread by
casual physical contact, belief that vaccination
is not importantfor prevention of diseases, etc.
 communicates the findings and conclusions
effectively, such as, those derived from
experiments, activities, and projects both in
oral and written form using appropriate figures,
tables, graphs, and digital forms, etc.
applies the interdependency and
interrelationship in the biotic and abiotic
factors of environment to promote
conservation of environment, such as,
organic farming, waste management, etc.
Class X

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner—

opportunities individually or in groups and
encouraged to —
 recognise the difference between reactions,  differentiates materials, objects, organisms,
such as, exothermic and endothermic, phenomena, and processes, based on,
oxidation and reduction, etc. properties and characteristics, such as,
autotrophic and heterotrophic nutrition,
 observe to understand the difference in the biodegradable and non-biodegradable
temperatures in both the reactions using substances, various types of reactions, strong
laboratory thermometer. and weak acids and bases, acidic, basic, and
 investigate the ways of segregation of waste neutral salts using different indicators, real and
material on the basis of their degradation virtual images, etc.
property. They may be encouraged to practice  classifies materials, objects, organisms,
the segregation of waste before disposal at phenomena, and processes, based on
home, school, and public places. properties and characteristics, such as,
 explore the relationship between two physical metals and non-metals, acid and bases on the
quantities, such as, between potential basis of their physical and chemicalproperties.
difference across a conductor and electric  plans and conducts investigations and
current flowing through it; design, conduct, and experiments to arrive at and verify the facts,
share the findingsof an activity principles, phenomena, or to seek answers
 find out ‘why’ and ‘how’ of processes or to queries on their own, such as, investigates
phenomena, such as, transportation in plants and conditions necessary for rusting, tests the
animals, extraction of metals from ores, with the conductivity of various solutions, compares the
help of activities, experiments, and foaming capacity of different types of soap
demonstration. The learners may be encouraged samples, verifies laws of reflection and
to discuss, relate, conclude and explain refraction of light, Ohm’s law, etc. Do
processes or phenomena to their peers using variegated leaves perform photosynthesis?
interdisciplinary approach. Which gas is evolved during fermentation?
Why does the shoot of a plant moves towards
 observe diagrams, such as that of digestive light?
system and the names given to various organs.
The learners may be motivated to make poster of  relates processes and phenomena with
the digestive system for displaying in school. causes and effects, such as, hormones with
They may also be provided opportunities to use their functions, tooth decay with pH of saliva,
ICT tools for drawing. growth of plants with pH of the soil, survival of
aquatic life with pH of water, blue colour of
 collect wide variety of graphs from sky with scattering of light, deflection of
newspapers, magazines, or the internet, with a compass needle due to magnetic effect of
view to understand the information contained electric current, etc.
therein. The learners may be facilitated to draw
a graph, such as V-I graph for analysing the  explains processes and phenomena, such as,
relationship between the potential difference nutrition in human beings and plants,
across a conductor and the current through it. transportation in plants
 study how chemical equations are balanced and animals, extraction of metals from ores,
using simple mathematical skills. Discussion placement of elements in modern periodic table,
may be conducted on the significance of displacement of metals from their salt
balancing of chemical equations. solutions on the basisof reactivity series,
working of electric motor and generator,
 get familiar with New Cartesian Sign
twinkling of stars,advanced sunrise and delayed
Convention using illustrated cards and may be
sunset, formation of rainbow, etc.
given ample opportunities to apply the sign
convention in various situations of reflection  draws labelled diagrams, flow charts,concept
by spherical mirrors. maps, and graphs, such as, digestive,
respiratory, circulatory, excretory, and
 perform a role-play on ecosystem in a
reproductive systems, electrolysis of water,
hypothetical situation, such as, what will
electron dot structure of atoms and molecules,
happen if all herbivores suddenly vanish from
flow chart for extraction of metals from ores, ray
earth. This may be followed by a discussion
diagrams, magnetic field lines, etc.
about how the loss of biodiversity disrupts the
food chain hereby adversely affecting the  analyses and interprets data, graphs, and
energy flow in an ecosystem. figures, such as, melting and boiling points of
substances to differentiate between covalent and
 derive equations, formulae, laws, etc. For
ionic compounds, pH of solutions to predict the
example, the derivation for formula of the
nature of substances, V-I graphs, ray diagrams,
equivalent resistance of resistors in series (or
etc.
parallel). They should be encouraged to
practice the derivation till they are confident.  calculates using the data given, such as,
number of atoms in reactants and products to
 study the features inherited through genes, such
balance a chemical equation, resistance of a
as, attached or free earlobes. They may be
system of resistors, power of a lens, electric
encouraged to observe and compare the
power, etc.
earlobes of their friends with the earlobes of
their parents and grandparents to arrive at the  uses scientific conventions to represent units
conclusion that characters or traits are inherited of various quantities, symbols, formulae, and
in offsprings from their parents. equations, such as, balanced chemical equation
by using symbols and physical states of
 collect print and non-print materials by
substances, sign convention in optics, SI units,
exploring the library and the internet about
etc.
scientists and their findings to appreciate how
concepts evolved with time. They may be  handles tools and laboratory apparatus
motivated to share their findings by preparing properly; measures physical quantities using
posters andperforming role plays or skits. appropriate apparatus, instruments, and
devices, such as, pH of substances using pH
 encourage learners to visit science museums,
paper, electric current and potential difference
biodiversity parks, aviaries, zoological parks,
using ammeter andvoltmeter, etc.
botanical gardens, fisheries, poultry farms,
factories, etc.
 collect eco-friendly, commonly available  applies learning to hypothetical situations,
materials to design and develop technological such as, what will happen if all herbivores are
devices and innovative exibits, such as, electric removed from an ecosystem? What will happen
motor, soda acid fire extinguisher, respiratory if all non-renewable sources of energy are
system, etc. They may be motivated to exhausted?
display their exhibits or models in science
 applies scientific concepts in daily life and
exhibitions, science club, classrooms, during
solving problems, such as, suggest precautions
parent-teacher meet and to respond to the
to prevent sexually transmitted infections, uses
queriesraised during interaction.
appropriateelectrical plugs (5/15A) for different
 visit classrooms, laboratories, library, toilets, electrical devices, uses vegetative propagation
playground, etc., to identify places where to develop saplings in gardens, performs
wastage of electricity and water may be exercise to keep in good health, avoids using
occurring. Discussion may be held on appliances responsible for ozone layer
importance of natural resources and their depletion, applies concept of decomposition
conservation, leading to the conviction for reaction of baking soda to make spongy cakes,
adoption of good habits in their day-to-day etc.
life. The learners may also organise a
 derives formulae, equations, and laws, such
sensitisation programme on such issues.
as, equivalent resistance of resistors in series
and parallel, etc.

 share their findings of the activities, projects,  draws conclusion, such as, traits or features
and experiments, such as, extraction of metals are inherited through genes present on
from ores, working of electric motor and chromosomes, a new species originates through
generator, formation of rainbow, etc., in oral evolutionary processes, water is made up of
and written forms. Report writing may be hydrogen and oxygen, properties of elements
facilitated to share their findings by using vary periodically along the groups and periods
appropriate technical terms, figures, tables, in periodic table, potential difference across a
graphs, etc. They may be encouraged to draw metal conductor is proportional to the electric
conclusions on the basis of their observations. current flowing through it, etc.

 takes initiative to know about scientific

discoveries and inventions, such as, Mendel’s
contribution in understanding the concept of
inheritance, Dobereiner for discovering triads of
elements, Mendeleev for the development of the
periodic table of elements, Oersted’s discovery
that electricity and magnetism are related,
discovery of relation between potential difference
across a metal conductor and the electric current
flowing through it by
Ohm, etc.

 exhibits creativity in designing models using

eco-friendly resources,such as, working model
of respiratory,
 digestive, and excretory systems,soda acid
fire extinguisher,periodic table, micelles
formation, formation of diamond, graphite, and
Buckminsterfullerene, human eye,electric
motor and generator, etc.
 exhibits values of honesty, objectivity,
rational thinking, and freedom from myth
and superstitious beliefs while taking
decisions, respect for life, etc., such as,
reports and records experimental data
accurately, says no to consumption of alcohol
and drugs, sensitises others about its effect on
physical and mental health, sensitises for
blood and organ donations, understands the
consequences of pre-natal sex determination,
etc.
 communicates the findings and conclusions
effectively, such as, those derived from
experiments, activities, and projects orally and
in written form using appropriate figures, tables,
graphs, and digital forms, etc.
 makes efforts to conserve environment
realising the inter- dependency and inter-
relationship in the biotic and abiotic factors
of environment, such as, appreciates and
promotes segregation of biodegradable and
non-biodegradable wastes, minimises the use of
plastics, takes appropriate steps to promote
sustainable management of resources in day-to-
day life, advocates use of fuels which produce
less pollutants, uses energy efficient electric
devices, uses fossil fuels judiciously, etc.
 CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2021-2022
MULTI SKILL FOUNDATION COURSE (CODE NO- 416)
JOB ROLE: MULTI SKILL ASSISTANT TECHNICIAN
CLASS – IX & X
INTRODUCTION:
Multi Skill Foundation Course (MSFC) - The Multi-Skill Foundation Course curriculum is broken
down into coherent parts known as Units. Each unit is further broken down into knowledge and skills
on the basis of which evidence is to be provided by the learner and the evaluation is to be done by
the teacher or trainer. “Multi-Skill Foundation Course” (MSFC) is revised version of pre-vocational
program V-1 “Introduction to Basic Technology”, being implemented in Maharashtra since 1987.
Nature of the course: The course is divided into four modules: Workshop & Engineering
Techniques, Energy & Environment, Gardening, Nursery and Agriculture Techniques, Food
Processing Techniques (9th class) / Personal Health & Hygiene (10th class)
The Engineering (material-joining, shaping and otherwise fabricating into usable articles, including
housing) and Energy-Environment (application of electricity, non-conventional energy and systems,
processes, and tools- computers, management techniques). It also covers basics of engineering and
project management. Home-Health (related to human life), and Agriculture (Plant and animal
kingdom) give the skills related to clothing food and health of human beings. Agriculture covers the
skill needed for production and preservation of food of both plant and animal origin, including care of
plants/crops.
BENEFITS:
1. Multi-skill nature of the program helps students to select choice of his/her future specialization.
He/she is a jack of all skills and will be enabled to select one for his/her future.
2. Most importantly, the variety of experiences students gets during “Multi-Skill Foundation’ training
will stimulate their intellect. Multidisciplinary knowledge will help him to appreciate underlying
principles and processes and apply that knowledge in new areas.
3. All ground level work activities need multi skills. For e.g. farmer need to have basic knowledge of
electricity, food processing, agriculture and even construction. This helps him to become self-
reliant under adverse conditions. A fabricator, who gets orders for construction of poultry, will be
in better position to serve his client if he knows basics of poultry. This helps to develop such kinds
of interdisciplinary approaches with appreciation for other fields.
COURSE OBJECTIVES:
On completion of the course, student should be able to:
Apply effective oral and written communication skills to interact with people and customers;
Demonstrate the knowledge of constructional details and working of soak pit, and why wet and
dry garbage needs to be separated.
Demonstrate knowledge of land preparation / pot filling for cultivating a crop either on a plot of
land / terrace garden / in a pot
 Select healthy seeds for sowing; demonstrate the knowledge of basic seeds treatment.
Demonstrate growing of one vegetable crop on a small plot / kitchen garden / terrace garden.
Understand different breeds of animals – indigenous and breed variety.
Determine age of the animal and their feed requirements.
Demonstrate ability to estimate feed requirement, yield of the animal and its well-being (for any
common animal/pet in the local area e.g. sheep, goat, poultry bird, cow/buffalo)
Demonstrate soldering of basic electronics components using soldering iron.
Maintenance of lead acid batteries, measuring its specific gravity.
To demonstrate understanding of electricity consumption of various household electric fittings and
kitchen equipment’s and calculate monthly electricity unit's usage by a family.
Demonstrate knowledge of electricity saving measures
Demonstrate measurement capability using different measuring instruments such as meter tape,
Vernier Calliper, and screw Gauge. Able to measure different jobs in the surrounding environment
viz. furniture, building dimensions etc.
Identify tools and equipment used in the Engineering workshop section.
Demonstrate safe use and application of workshop tools and equipment.
Install simple pipe line connection using PVC pipes, connectors and other plumbing accessories;
Identify various tools and equipment required in the section and their usage.
Demonstrate the understanding of safety measures required to be taken while using electrical and
electronic tools and equipment.
Perform various types of joints for joining electrical wires.
Demonstrate basic knowledge of cooking and baking using a recipe with basic kitchen equipment.
Demonstrate the knowledge of preserving foods using simple preservation techniques.
Demonstrate and maintain personal hygiene& hygiene of cooking area
Demonstrate safety measures to be observed in the kitchen.
Understand concept of calories, calories in the locally available food, calories requirement of an
adult and child.
To be able to use & maintain different stoves viz. wick / pressure stove / LPG / smokeless Chula

CURRICULUM:
This course is a planned sequence of instructions consisting of Units meant for developing
employability and Skills competencies of students of Class IX and X opting for Skills subject along
with other subjects.
The unit-wise distribution of hours and marks for Class 9 & 10 is as follows:
 MULTI SKILL FOUNDATION COURSE (CODE NO- 416)
CLASS – IX (SESSION 2021-2022)
Total Marks: 100 (Theory-50 + Practical-50)

MAX. MARKS
NO. OF HOURS
for Theory and
UNITS for Theory and Practical
Practical
200
100
TERM Employability Skills
Unit 1 : Communication Skills-I 10
Part A

Term 1 Unit 2 : Self-Management Skills-I 10 5

Unit 3 : ICT Skills-I 10
Unit 4 : Entrepreneurial Skills-I 15 5
Term 2
Unit 5 : Green Skills-I 05
Total 50 10

Theory Practical
Subject Specific Skills Marks
(In Hours) (In Hours)

Unit 1: Workshop and Engineering

Techniques 20 10 20
Term 1
Part B

Unit 2: Energy and Environment 17 10

Unit 2: Energy and Environment 18 10
20
Unit 3: Gardening, Nursery &
Term 2 15 15
Agriculture Techniques
Unit 4: Food Processing 15 10
Techniques
Total 95 55 40
Practical Work
Part C

Practical Examination 15
Project 15
Viva Voce 10
Total 40
Part D

Student Portfolio

Practical File/ Student Portfolio 10 10

Total 10

GRAND TOTAL 200 100

 MULTI SKILL FOUNDATION COURSE (CODE NO- 416)
CLASS – X (SESSION 2021-2022)
Total Marks: 100 (Theory-50 + Practical-50)

MAX. MARKS
NO. OF HOURS
TERM UNITS for Theory and Practical for Theory and
200 Practical
100
Employability Skills
Part A

Unit 1 : Communication Skills-II 10

Term 1 Unit 2 : Self-Management Skills-II 10 5

Unit 3 : ICT Skills-II 10
Unit 4 : Entrepreneurial Skills-II 15 5
Term 2
Unit 5 : Green Skills-II 05
Total 50 10
Theory Practical
Subject Specific Skills
(In Hours) (In Hours)
Unit 1: Workshop and
Term Engineering Techniques 35 15
1 20
Part B

Unit 2: Energy and Environment 15 8

Term Unit 2: Energy and Environment 15 7
2 Unit 3: Gardening, Nursery &
15 10 20
Agriculture Techniques
Unit 4: Personal Health and 15 10
Hygiene
Total 95 55 40
Practical Work
Part C

Practical Examination 15
Project 15
Viva Voce 10
Total 40
Part D

Student Portfolio

Practical File/ Student Portfolio 10 10

Total 10

GRAND TOTAL 200 100

 DETAILED CURRICULUM/TOPICS FOR CLASS IX:

Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-I 10
2. Unit 2: Self-management Skills-I 10
3. Unit 3: Basic Information and Communication Technology Skills-I 10
4. Unit 4: Entrepreneurial Skills-I 15
5. Unit 5: Green Skills-I 05
TOTAL 50

NOTE: For Detailed Curriculum/ Topics to be covered under Part A: Employability Skills
can be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

Unit 1: Workshop and Engineering Techniques

Unit 2: Energy and Environment
Unit 3: Gardening, Nursery & Agriculture Techniques
Unit 4: Food Processing Techniques

UNIT 1 – WORKSHOP & ENGINEERING SECTION

LEARNING OUTCOMES THEORY PRACTICAL

1. Carry out measurement 1. Describe the reason of 1. Selection of measuring instrument

using instruments such as selecting particular for given task.
meter tape, Vernier caliper, measuring instrument 2. To read the reading properly.
and screw gauge, spring for certain task.
balance.
2. Recognize basic workshop 1. Describe the main 1. Identification of workshop tools and
tools and equipment and features and purpose of equipment like screw driver,
demonstrate their safe use workshop tools and hammer, chisel, saw, spanners, etc.
equipment like screw 2. Demonstration of safety gadgets
driver, hammer, chisel, 3. Cleanliness of the work area before
saw, spanners, wrench, and after
etc.
2. Describe the safety
precautions to be
followed while using the
tools.
3. Prepare a simple wooden 1. Describe advantages 1. Demonstrate the Marking of job
object like pad for writing/ and disadvantages of 2. Demonstrate and perform the
newspaper holder, display Wood Sharpening of tools
LEARNING OUTCOMES THEORY PRACTICAL

board, stool, electric board 2. Describe methods to 3. Demonstrate and perform Drilling
etc. prevent pest attack on hole in wood/plywood
wood 4. Demonstrate and perform Fixing
sun mica on plywood surface
5. Demonstrate and perform Finishing
and polishing
4. Prepare a "Garbage Describe safety 1. Demonstrate and perform the article
Scoop" or “GI Sheet Box” precautions to be with given GI sheet according to
(or any other article of need followed while preparing given drawing/dimension using
viz funnel, electric meter the article soldering method and following the
box, rain gauge) with GI relevant safety precautions
sheet using soldering 2. Draw a flow chart of this activity.
method

5. Carry out drilling of MS flat, 1. Describe use of thread 1. Perform Filing of rod and flat
Threading and tapping on a 2. Describe safety 2. Demonstrate and perform Carry of
MS rod. precautions to be Marking for Drilling
followed while drilling. 3. Selection of appropriate tap, die
and drill
4. Perform threading and tapping
6. Make any one of the 1. Describe safety 1. Demonstrate and perform the
following objects: Shoe precautions for making design and drawing for the object
stand, Candle stand, object 2. Perform the necessary
Hanger, Garbage collector, 2. Describe the various measurement and marking as per
Tin box, Bangle stand types of material that the specifications
using T-fillet joint, Open can be used for making 3. Students will observe & describe
corner joint, Single V-butt objects the process of welding carried out
joint by the trainer for making the object
as per the design & specification.
(Students are not expected to
carry out the process of welding
but only observe by following due
safety precautions)
4. Perform and Follow safety
precautions
5. Demonstrate the use of personal
protective clothing and equipment
6. Perform cleaning the work area
before and after the task
7. Perform calculation of the cost of
the article prepared
7. Identify building materials 1. Describe various type of 1. Identification of various types of
and describe their uses. building materials and building materials
Also identify tools required its applications (like
in construction work iron, wood, aluminum,
cement, sand, concrete,
granite, marble, paint,
LEARNING OUTCOMES THEORY PRACTICAL

chemicals, stone,
cement composites,
glass, plastics etc.)
2. Identify various types of
construction tools and
equipment and their
purpose.
8. Identify the various types of 1. Describe the chief 1. Identification of different types of
walls characteristics of wall (building walls, exterior
various types of walls boundary walls and retaining walls)
(partition walls, exterior
boundary walls,
separation walls,
retaining walls, shared
walls, portable walls, dry
stone walls, etc.)
9. Arrange bricks in different 1. Describe different types 1. Demonstration to arrange bricks in
types of bond of bond and their different bonds (Stretcher bond,
application English bond, Flemish bond,
2. Describe safety Header bond, Stack bond). The
precautions while bricks are arranged in the required
handling and laying of formation uniformly for each of the
the brick bond up to 1 meter
2. Perform task of laying brick with
mortar
3. Demonstrate and perform the use
of spirit level, water tube and plumb
bomb.
10. Make a simple pipe line by 1. Describe safety 1. Demonstrate and perform the
using plumbing precautions while using process Cut PVC pipe with a hand
accessories. Make sure piping material saw
that there is at least one 2. Describe various 2. Perform the process to join PVC
joint. components of pipes with a connector & solution
plumbing accessories
such as elbow bend,
coupling, cock, primer,
connector, etc.

UNIT 2 – ENERGY & ENVIRONMENT SECTION

LEARNING OUTCOMES THEORY PRACTICAL

1. Identify electrical tools 1. Read the symbols and 1. Perform match the symbols and
and equipment, their describe their usage description
usage and the safety 2. Describe the purpose of 2. Identification of various types of
measures to be taken symbols. electrical tools and equipment.
 LEARNING OUTCOMES THEORY PRACTICAL

while using them 3. Describe health and safety 3. Follows the manufacture’s
risks and procedures instruction for use. Clean the work
involved in the use of area before and after the task
electrical tools, equipment
and materials

2. Identify the various 1. State the purpose of 1. Perform identification process to

types of wire, cable and different types of wire, different types of wire, cable and
switches cable and switches. switches.
3. Demonstrate the use of 1. Describe the use of 1. Demonstrate the use of wire gauge
Standard/ American wire Standard/ American wire for measuring the diameter of the
gauge Gauge wire
4. Perform various types of 1. Recognize the type of joints 1. Demonstrate the use of wire
joints used for joining 2. Describe the purpose of stripping hand tools for stripping
electrical wires using the following types of wire
joint: 2. Demonstrate knife stripping of wire
Simple Twist Joint 3. Demonstrate the following for
Straight Joint joining electrical wires:
Simple Twist Joint
Straight Joint
4. Demonstrate the use of plastic
electrical tape
5. Perform cleaning the work area
before and after the task
5. Prepare a simple 1. Explain the meaning of 1. Prepare the diagram of a simple
electrical circuit various terms used in electrical circuit
simple circuit such as 2. Prepare a simple electrical circuit
electrical potential for operating one lamp by one
difference/ voltage, switch and 2 lamps by two
conductive path, electrical switches.
resistance potential 3. Perform process to connect two or
difference, transistor, more lamps in a series (without live
conventional current, direct connection)
current, capacitor, 4. Demonstrate and perform the
attractive current, ohm’s process to connect two or more
law, ohm’s etc. lamps in parallel (without live
2. Describe the purpose of connection)
simple circuit

6. Demonstrate staircase 1. Describe the factors to be 1. Draw a diagram of the circuit for
wiring considered for planning staircase wiring method
and executing staircase 2. Demonstrate staircase wiring
wiring (without live connection)
2. Identify the tools and
materials to be used for
staircase wiring
 LEARNING OUTCOMES THEORY PRACTICAL

7. Demonstrate godown 1. Describe the factors to be 1. Draw a diagram of the circuit for
wiring considered for planning godown wiring method
and executing godown 2. Demonstrate godown wiring
wiring method
2. Identify the tools and 3. Use the resources economically,
materials to be used for safely and for intended purpose
staircase wiring only
8. Demonstrate earthing 1. Explain the purpose of 1. Identify the materials used in
earthing earthing
2. Describe the materials 2. Draw a diagram for earthing
used for earthing 3. Demonstrate earthing installation
3. Describe the precautions to by using appropriate materials and
be taken while earthing tools
4. Describe the meaning of
good earthing
9. Demonstrate fuse fitting 1. Determine principle of fuse 1. Demonstrate the use of different
tripping fuse wires
2. Describe different types of
fuse wires
10. Recognize the main Describe the purpose of MCB 1. Demonstrate with explanation on
features of Miniature 2. Describe the main features the structure and working of MCB
Circuit Breaker (MCB) of MCB
3. Describe safety factors
involved in MCB
11. Demonstrate soldering 1. Described purpose of Perform recognition of basic
of basic electronics soldering electronic component resistance,
components using 2. Describe safely factors diode, transistors, and capacitors.
soldering iron involved in soldering 1. Demonstrate soldering of basic
3. Describe qualities of good electronics components using
soldering joint soldering iron
12. Maintain lead acid 1. Describe various types of 1. Demonstrate maintenance of lead
batteries, Measuring its batteries and its battery and measuring of specific
specific gravity comparison gravity
2. Describe what is “specific
gravity” and why is it
important?
13. Calculate monthly 1. Describe the unit of 1. Perform calculation of electricity bill
electricity unit electricity and method to for a given the load
consumption of a family measure the consumption
using combination of
lighting and kitchen
equipment (blub, tubes,
mixer, water heater etc.)
14. Demonstrate knowledge
of electricity saving
measures.
 LEARNING OUTCOMES THEORY PRACTICAL

15. Describe the 1. Describe the different types 1. Perform reading wattage of bulb.
advantages of different of lights, their advantages 2. Select appropriate solution for
lighting solutions. and disadvantages. required light.
2. Describe the benefits of 3. Selecting appropriate
using LED bulb
3. Estimate the cost

16. Recognize the various 1. Explain the purpose and 1. Demonstrate and draw a diagram
features of and describe working principle of soak showing the various elements of
the working principle of pit soak pit
soak pit 2. Describe advantages and 2. Perform the preparation of a soak
disadvantages of soak pit pit
3. Describe the applications of
soak pit

17. Identify the various 1. Describe the various types 1. Demonstrate the knowledge of
types of garbage and of garbage and methods appropriate methods used for
explain the general used for their disposal disposal of different types of
procedures adopted for 2. Explain the purpose of garbage – biodegradable and non-
disposal of garbage in garbage separation and its biodegradable, toxic materials,
cities and rural areas processing infected materials, radioactive
3. State the various materials, etc.
precautions to be taken
when separating and
processing garbage for
Disposal

UNIT 3 – GARDENING, NURSERY & AGRICULTURE TECHNIQUES (PART A)

LEARNING OUTCOMES THEORY PRACTICAL

1. To learn to prepare land, or 1. To describe steps taken 1. Perform the growing one crop and
filling of pot in taking one crop. do all tasks given below to achieve
2. To learn to take one crop 2. To describe principles agriculture produce.
using agriculture tools and behind the basic
standard agri. practices. agricultural procedures.
3. Calculate the amount of 1. Describe the procedure 1. Demonstrate the knowledge of
seed/plants for the area for calculating the calculating the amount of seed
amount of seed/plant required for an area
material for an area
4. Demonstrate to treating of 1. Describe precautions to 1. Perform the selection of seed
seeds with traditional be taken when selecting treatment method for selected crop
method/ biological agents/ seeds using krishi Diary. Perform seed
chemicals/ fertilizers 2. Describe advantages of surface treatment
seed treatment. 2. Demonstrate to treat seeds with
recommended method.
 LEARNING OUTCOMES THEORY PRACTICAL

5. Perform planting of seeds 1. Describe the uses of 1. Demonstrate the use of various
and intercultural operations various tools and tools and equipment in intercultural
(weeding, fertilizer equipment in operations (weeding, fertilizer
application, mulching etc.) intercultural operations application, mulching etc.)
(weeding, fertilizer
application, mulching
etc.)

6. Prepare vermin composting 1. Describe use & 1. Demonstrate preparing of bed for
and vermin wash advantages of vermin Vermin composting.
compost and vermin 2. Perform process to prepare bed for
wash. preparing vermin wash.
3. Perform the use of vermin compost
and vermin wash in the plot.
7. Prepare organic pesticide 1. Describe procedure to 1. Demonstrate organic preparing
formulation. make organic pesticide pesticide formulation.
formulation. 2. Perform the process to apply them if
2. Advantages of using there is a problem.
organic pesticide.

UNIT 3 – GARDENING, NURSERY & AGRICULTURE TECHNIQUES (PART B)

LEARNING OUTCOMES THEORY PRACTICAL

1. Determine the age of 1. Describe the methods 1. Process to determine the age of
animals of determining age of farming and milking animals
animals
2. Describe advantages of
knowing age of the
animal.
2. Determine the weight of 1. Perform and describe 1. Process to determine weight of
animals to estimate feed the method of animals by taking due precautions
requirement determining weight of 2. Perform the calculation of fodder
animals and estimating requirement of animal from TDN in
feed requirement different folder.

3. Understand different 1 .Describe the different 1. Process to identify different types of

diseases of domesticized types of diseases diseases.
animals observed in 2. Demonstrate methods of
domesticized animals identification of different
2.Methods of identification domesticated animals
of diseases
4. Determine ability to 1. Describe the method of 1. Perform the calculation to estimate
estimate feed requirement determining the feed requirement of an animal by
for animals quantity of feed their age.
requirement of different 2. Perform the calculation to estimate
types of animals. of feed requirement of an animal by
 LEARNING OUTCOMES THEORY PRACTICAL
2. Describe the different their weight.
types of feeds 3. Perform the calculation to estimate
feed requirement of a milk giving
Animal
5. Determine yield of animal 1. Describe the yield of 1. Demonstrate method of determining
and its well-being animal according to yield of domesticized animal
geographical area
2. Describe different types
of domesticized
animals and their
importance.
3. Describe how to ensure
wellbeing of
domesticized animals
6. Determine costing of Milk 1. Describe the process of 1. Perform the calculation for cost of
and milk products in a costing of milk and milk milk
household business products 2. Perform the calculation for the cost
2. Describe the difference of different types of milk products
between household which can be produced in a
business and household
commercial
establishment
7. Learn window / balcony 1. Describe the process of 1. Describe the process of
gardening window/balcony window/balcony gardening
gardening

UNIT 4 – FOOD PROCESSING TECHNIQUES

LEARNING OUTCOMES THEORY PRACTICAL

1. Able to prepare food items 1. Describe various A) Demonstrate making of following
using safe and appropriate methods of food food items as per the standard
procedure. preservation (salting, procedures given in following rows
pickling, drying, 1. Chikki
smoking, preserving in 2. Sauce
brine water, etc.) 3. Jam and Jelly
2. Describe principles 4. Dried product, roasted product viz.
behind basic Papad, dried vegetables
preservation technique 5. Pickle
viz. use of high or low 6. Biscuits
temperature, exclusion 7. Popcorn
of air, removal of B) Perform the calculation for the
moisture, use of costing of these food items.
preservatives, etc.
3. Describe importance of
maintaining hygiene in
cooking area.
 LEARNING OUTCOMES THEORY PRACTICAL
2. Identify the basic 1. Describe the basic 1. Perform and apply the basic
characteristics of raw food characteristics of raw principles and practices of cleaning
materials and apply food materials and sanitation of food while
cleaning and sanitation 2. Describe the basic preparing all above food product.
method principles and practices 2. Demonstrate the use of personal
involved in cleaning clothing for working in food
and sanitation in food processing area such a headgear,
processing operations apron, gloves, etc.
3. Identify and handle utensils 1. Describe the safety 1. Demonstrate the use of
and equipment used in precautions to be taken knife/mixer/oven/ stove / gas.
cooking and baking for using utensils and 2. Identify various flavors and uses of
equipment (measuring various spices, herbs, grains and
cups, spoons, knife, greens
cutting board, frying 3. Perform the cleaning of the utensils
pan, grate, etc.) and work area after cooking

4. Apply appropriate cooking 1. Describe various 1. Demonstrate and adapt small

methods for preparation of methods of wet, dry recipes and cooking methods to
various culinary and combination prepare dishes
cooking methods 2. Perform and apply fuel conservation
2. Read the names of methods
vegetables, grains, 3. Perform the cleaning of the utensils
spices, herbs, etc. used and work area after cooking
in preparation of
culinary

5. Identify food requirements 1. Describe daily food 1. Prepare a diet chart to meet the
of adolescent male and requirement (nutrient) nutrient requirements of adolescent
female of adolescent male and male and female from locally
female available food

6. To demonstrate 1. Describe food label. 1. Demonstrate on how to interpret

understanding of 2. Describe advantages of food label
information on the different food 2. Perform process to take weight and
packaging label & packaging types. packaging of food product using
packaging of food products. 3. Describe shelf life and sealing method.
factors affecting shelf 3. Identify various different food
life of food items. packets

7. Demonstrate the 1. Describe the methods 1. Demonstrate detection of

knowledge of methods of of assessing adulteration in milk& its product with
identifying adulteration. adulteration. the use of lactometer and other
appropriate technique
2. Demonstrate other method of
detecting adulteration in other food
products.
 MULTI SKILL FOUNDATION COURSE (CODE NO- 416)
CLASS – X (SESSION 2021-2022)
Total Marks: 100 (Theory-50 + Practical-50)

NO. OF HOURS MAX. MARKS

for Theory and for Theory and
TERM UNITS
Practical Practical
200 100

Employability Skills
Part A

Unit 1 : Communication Skills-II 10

Term 1 Unit 2 : Self-Management Skills-II 10 5

Unit 3 : ICT Skills-II 10
Unit 4 : Entrepreneurial Skills-II 15 5
Term 2
Unit 5 : Green Skills-II 05
Total 50 10
Theory Practical
Subject Specific Skills
(In Hours) (In Hours)
Unit 1: Workshop and
Engineering 35 15
Term 1 20
Techniques
Part B

Unit 2: Energy and Environment 15 8

Unit 2: Energy and Environment 15 7
Unit 3: Gardening, Nursery &
15 10 20
Term 2 Agriculture Techniques
Unit 4: Personal Health and 15 10
Hygiene
Total 95 55 40
Practical Work
Part C

Practical Examination 15
Project 15
Viva Voce 10
Total 40
Part D

Student Portfolio

Practical File/ Student Portfolio 10 10

Total 10

GRAND TOTAL 200 100

 DETAILED CURRICULUM/TOPICS FOR CLASS X:

Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II 10
2. Unit 2: Self-management Skills-II 10
3. Unit 3: Basic Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II 05
TOTAL 50

NOTE: For Detailed Curriculum/ Topics to be covered under Part A: Employability Skills
can be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

Unit 1: Workshop and Engineering Techniques

Unit 2: Energy and Environment
Unit 3: Gardening, Nursery & Agriculture Techniques
Unit 4: Personal Health and Hygiene

Unit 1 – Workshop & Engineering Section

LEARNING
THEORY PRACTICAL
OUTCOMES
1. Make any one of 1. Describe safety precautions for 1. Demonstrate and prepare the
the following making objects design and drawing for the object
objects: Shoe 2. Describe the various types of 2. Demonstrate and made
stand, Candle material that can be used for necessary measurement and
stand, Hanger, making objects marking as per the specifications
Garbage collector, 3. Students will observe & describe
Tin box, Bangle the process of welding carried out
stand using T-fillet by the trainer for making the
joint, Open corner object as per the design &
joint, Single V-butt specification. ( Students are not
joint expected to carry out the process
of welding but only observe by
following due safety precautions)
4. Follow safety precautions
5. Demonstrate the use of personal
protective clothing and equipment
6. Perform cleaning of the work
area before and after the task
7. Process to calculate the cost of
the article prepared
 LEARNING
THEORY PRACTICAL
OUTCOMES
2. Carry out GI piping 1. Describe use of different piping 1. Perform installation die in pipe
by carrying out fitting used in GI piping. wrench
treading, coupling 2. Perform and adjusting pipe
two or more pipes wrench for threading
using different 3. Perform and carry out threading
fittings. 4. Perform process to connect pipes
using appropriate coupling.
3. Draw plan, 1. Identify orthographic and isometric 1. Demonstrate and draw plan,
elevation of simple view. elevation and side view of an
objects (Cone, 2. Read and understand orthographic object.
cylinder, cube) drawing and its dimension. 2.Perform selection of scale
3. Able to interpret scale on the 3. Demonstrate and draw drawing
drawing. using proper Line, lettering and
system of giving dimensions in
drawing.
4. Prepare a Ferro 1. Describe what is Ferro cement 1. Demonstrate and perform the
cement object and state its applications process to Construct a Ferro
(Sheet / tank) as 2. Describe advantages of Ferro cement job, following relevant
per given cement. safety precautions
specifications 3. Describe the safety precautions to 2. Demonstrate and perform the
be followed when preparing a process to prepare mortar
Ferro cement structure 3. Perform curing of job
4. Demonstrate and draw
orthographic sketch of job with
dimension.
5. Demonstrate and perform the
process to do calculation for
costing of job.
5. Prepare 1. Describe what is an RCC work 1. Identify various materials used in
Reinforced and its applications. Reinforced Cement Concrete
Cement Concrete 2. Describe function of Torsion bar. (RCC)work
(RCC)column 3. Describe safety precautions while 2. Perform Reinforced Cement
constructing Reinforced Cement Concrete (RCC)work to prepare
Concrete (RCC) work column as per given
specifications and following
necessary safety precautions
3. Make wooden mold from plywood
sheets
4. Cutting of torsion bar and bending
of 6mm bar
6. Plaster & painting 1. Describe safety precautions while 1. Demonstrate the use of personal
of the brick work of plastering with mortar protective clothing and equipment
min 1 sq. meter. 2. Describe the benefits of plastering 2. Plaster an area of 1 sq. meter
3. Describe the benefits of painting 3. Painting of wall
4. Function of cement, sand and
water
 LEARNING
THEORY PRACTICAL
OUTCOMES
7. Prepare bill for the 1. Describe difference between bills , 1. Calculate costing of job
job. estimate and quotation 2. Raise bill to customer
2. Describe component of costing
and basis for calculating sales
price.
UNIT 2 – ENERGY & ENVIRONMENT
LEARNING
THEORY PRACTICAL
OUTCOMES
1. Prepare a simple 1. Explain the meaning of various 1. Perform and prepare the diagram of
electrical circuit terms used in simple circuit a simple electrical circuit
such as electrical potential 2. Demonstrate to prepare a simple
difference/ voltage, conductive electrical circuit for operating one
path, electrical resistance lamp by one switch and 2 lamps by
potential difference, transistor, two switches.
conventional current, direct 3. Demonstrate process to connect
current, capacitor, attractive two or more lamps in a series
current, ohm’s law, ohm’s etc. 4. Demonstrate process to connect
2. Describe the purpose of simple two or more lamps in parallel
circuit
2. Demonstrate the 1. Describe the working principle 1. Identify various parts of an inverter
knowledge of the of Inverter and state the 2. Determine invertor capacity for
basic features and various components of an various combinations of electrical
capacity of Inverter inverter and electronic gadgets (e.g. two
and its maintenance 2. Describe various maintenance tube light and one fan)
needs and procedure to 3. Perform the maintenance of an
perform the maintenance Inverter
3. Demonstrate 1. Describe purpose of 1. Process to open DOL Starter
installation of DOL/Starter and how it works 2. Perform process to connect DOL
DOL/starter to motor starter with the given motor
3. Perform a proper cable joint.
4. Demonstrate the 1. Describe various parts of 1. Demonstrate and carry out priming
understanding of motor/pump. of motor.
motor / pump and its 2. Demonstrate understanding of 2. Process to start the pump/motor.
operation viz. specification written on pump.
Priming, foot valve Viz. Head/flow/HP
etc. 3. Describe the need of priming ,
foot valve, starter etc.
5. Demonstrate the 1. Explain the working principle of 1. Identify the various components of
knowledge of solar panel and solar devices solar devices and gadgets (any one
functioning of solar (any one of solar cooker, solar of solar cooker, solar heater, solar
lights and devices heater, solar lamp, etc.) lamp, etc.)
2. Describe the advantages and 2. Demonstrate the knowledge of
limitations of the use of solar functioning and maintenance of
energy solar devices and gadgets (any one
of solar cooker, solar heater, solar
lamp, etc.)
 LEARNING
THEORY PRACTICAL
OUTCOMES
6. Describe the 1. Describe the design and 1. Draw a diagram demonstrating the
functioning and working principle of petrol or working of petrol or diesel engine.
operation of a Petrol diesel engine 2. Perform the process to start & stop
or diesel Engine 2. Describe the operation of diesel/petrol engine.
petrol or diesel engine.
3. Describe the functioning of
important parts like piston,
spark plug, and cylinder.
7. Demonstrate the 1. Describe the various 1. Identify the various components of
knowledge of components of Floating Dome a biogas plant
biogas. Type and Fixed Dome Type 2. Identify different types of feeds for
Biogas Plants biogas plant viz. cow dung, poultry
2. Describe the basic principle litter, starchy biomass kitchen
involved in biogas production waste etc.
3. Describe the working principle 3. Draw and demonstrate a diagram
of biogas plant of a biogas unit

8. Demonstrate making 1. Describe what is a biomass 1. Demonstrate and perform the

of charcoal using and examples of bio mass process to make charcoal out of
biomass material locally available biomass material
2. Describe the purpose of
making charcoal from biomass
3. Describe steps to make
charcoal from biomass
9. Select site for rain 1. Describe what is rainwater 1. Demonstrate and perform the
Water harvesting harvesting and why it is process to make “A” frame out of
necessary 2. Describe what is the local available wooden material
a contour lines and what are 2. Find points on the ground which are
they used for at the same level and draw contour.
3. Describe application of 3. Perform the use plaint table/dumpy
different survey instruments. level to mark contours.
10. To make rain gauge 1. Describe why do we need to 1. Demonstrate and perform the
& measure rainfall measure rainfall process to make a rain gauge using
and understand 2. Describe what are the different a plastic bottle and funnel
weather parameters weather parameters 2. Perform the process to record the
rainfall
3. Analyze the results
4. Analyze other weather parameters
measurement from a secondary
source (e.g. newspaper, TV)
UNIT 3 – GARDENING, NURSERY & AGRICULTURE TECHNIQUE (PART B)

LEARNING OUTCOMES THEORY PRACTICAL

1. Apply nursery 1. Describe the various 1. Identify various plants suitable for
techniques components of a plant growing in nursery
nursery 2. Perform the preparation of seed
2. Describe the procedure of bed/raised bed
potting and repotting of 3. Demonstrate and perform the
plants process to sow seeds in
3. Describe the precautions to propagation trays and seed bed
be taken when sowing 4. Perform the preparation of pots for
seed/planting plant growing plants
materials. 5. Perform potting
6. Perform De-potting
7. Demonstrate and perform the
process to maintaining records of
plant growth
2. Demonstrate the 1. Describe the advantages 1. Identify various irrigation methods
knowledge and and limitations of various 2. Demonstrate and perform the
application of different irrigation methods (surface, process to installation and
irrigation and water sprinkler, drip, basin, furrow, maintenance of drip/sprinkler
conservation methods etc.) and water conservation irrigation system
methods (bund, rainwater 2. Demonstrate and perform the
harvesting, trenching etc.) process to various water
conservation methods (bund,
rainwater harvesting, trenching
etc.)
3. Demonstrate the 1. Describe the importance and 1. Demonstrate the use of soil auger
knowledge of purpose of soil testing 2. Demonstrate the procedure for
interpreting results of 2. Describe how to collect soil collecting soil sample for testing
soil testing sample 3. Interpret the results of soil test for
3. List the methods used for fertilizer application
testing nitrogen, phosphorus
and potash in soil

4. Assist in artificial 1. Explain artificial 1. Identify breeds used for artificial

insemination insemination and its benefits insemination
2. Describe the AI process
5. Prepare fodder for 1. Describe different fodder 1. Perform a process to select best
animals making techniques. fodder for animal in the
2. Advantages of giving surrounding.
particular type of fodder to 2. Carry out the procedure for
cattle. preparing fodder.
3. Perform a process to maintain
record and costing of fodder
preparation and its effect.
UNIT 4 – PERSONAL HEALTH & HYGIENE
LEARNING
THEORY PRACTICAL
OUTCOMES
1. Identify the 1. Describe the importance of 1. Identification of the symptoms of
symptoms of balanced diet in health and nutrient deficiencies
nutrient deficiencies wellness 2. Identification on how families can
2. Describe the advantages of influence personal health
being healthy (mental, physical
and social wellness)
2. Identify the 1. Describe the importance of a 1. Demonstrate and perform the
personal health healthy and safe environment. process to Identify the personal
behaviors and 2.Define the terms communicable health behaviors and factors
factors affecting (infectious) and non- affecting personal health
personal health communicable (noninfectious) 2. Demonstrate and perform the
diseases and identify ways that process to hand washing as per
help to prevent diseases the standard procedure
3. List personal health behaviors 3.Identify and practice ways to
(e.g. hand washing, teeth prevent disease and other health
brushing, use of tissues, problems
explaining feelings, making 4. Demonstrate and perform the
healthy food choices, daily process to maintain a wellness log
physical activity) including exercise and food intake
4. Describe how families and peers for a particular period of time
can influence the health of
adolescents
5. Describe Importance of
vaccination & essential vaccines
for a child.

3. Demonstrate the 1. Describe dehydration and its 1. Demonstrate and perform the
knowledge of effect process to identify symptoms of
identifying causes 2. Recognize physiological dehydration and take remedial
and treating indicators (e.g., heart rate, body measures.
dehydration temperature, perspiration, thirst) 2. Demonstrate and perform the
of health and physical activity process to prepare Oral
Rehydration Salt (ORS) solution.
4. Demonstrate 1. Describe the importance of blood 1. Determine blood pressure using
knowledge and pressure blood pressure machine, measure
measurement of 2. Describe the precautions to be hemoglobin count and identify
blood pressure, taken while measuring blood blood group
hemoglobin count pressure, hemoglobin count or 2. Analyze the results
and identify blood identifying blood group
group using self- Students will observe & describe the
administered kits process of blood group testing
carried out by the trainer. ( Students
are not expected to carry out the
process of blood group testing but
only observe by following due safety
precautions)
 LEARNING
THEORY PRACTICAL
OUTCOMES
5. Test quality of 1. Describe harmful ingredients in a 1. Perform water quality test using
water using H2O contaminated water H2O strip testing kit
strip test 2. Describe how to analyze results 2. Analyze the results
of water quality test
6. Identify various 1. Describe the needs of 1. Calculate medical / health
community services disadvantaged people, people expenses of a family in previous
and programs with special needs, travelers, year.
people affected with natural and 2. Learn to use first aid kits in
manmade disasters, aged emergency.
people, etc.
2. Describe need of preventive
health care for maintaining
personal health by calculating
health expenses of family.
3. Describe emergency first aid
help to needy.
7. Identify measures 1. Explain different sources of 1. Identify the sources of pollution
for pollution control pollution 2. Identify the effects of pollution on
and take 2. Describe the effects of pollution environment and on living beings
appropriate action on environment and on living 3. Demonstrate the measures to
beings control pollution
3. Describe different measures for
prevention and control of
pollution
8. Identify food related 1. Differentiate between fresh and 1. Identify the hygienic
issues and stale food practices/methods adopted for
problems and take 2. Describe the advantages and handling of food
appropriate action disadvantages of loose and 2. Demonstrate the knowledge of
packed food safe transportation of food
3. Describe how to handle and
serve food for maintaining
personal hygiene and health

TEACHING/TRAINING ACTIVITIES:

The teaching and training activities have to be conducted in classroom, laboratory/ workshops and
field visits. Students should be taken to field visits for interaction with experts and to expose them to
the various tools, equipment, materials, procedures and operations in the workplace. Special
emphasis should be laid on the occupational safety, health and hygiene during the training and field
visits.

CLASSROOM ACTIVITIES - Classroom activities are an integral part of this course and interactive
lecture sessions, followed by discussions should be conducted by trained vocational teachers.
Vocational teachers should make effective use of a variety of instructional aids, such as audio-video
materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching materials, etc.
to transmit knowledge and impart training to the students.

PRACTICAL WORK IN LABORATORY/WORKSHOP - Practical work may include but not limited to
hands-on-training, simulated training, role play, case based studies, exercises, etc. Equipment and
supplies should be provided to enhance hands-on learning experience of students. Only trained
personnel should teach specialized techniques. A training plan that reflects tools, equipment,
materials, skills and activities to be performed by the students should be submitted by the vocational
teacher to the Head of the Institution.

FIELD VISITS/ EDUCATIONAL TOUR - In field visits, children will go outside the classroom to obtain
specific information from experts or to make observations of the activities. A checklist of observations
to be made by the students during the field visits should be developed by the Vocational Teachers for
systematic collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school and
make necessary arrangements for the visits. At least three field visits should be conducted in a year.

SKILL ASSESSMENT (PRACTICAL) - Assessment of skills by the students should be done by the
assessors/examiners on practical demonstration of skills by the candidate. The assessors assessing
the skills of the students should possess a current experience in the industry and should have
undergone an effective training in assessment principles and practices.

Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam, viva voce and student
portfolio (File/journal).

Project Work (individual or group project) is a great way to assess the practical skills on a certain
time period or timeline. Project work should be given on the basis of the capability of the individual to
perform the tasks or activities involved in the project. Projects should be discussed in the class and
the teacher should periodically monitor the progress of the project and provide feedback for
improvement and innovation. Field visits should be organised as part of the project work. Field visits
can be followed by a small-group work/project work. When the class returns from the field visit, each
group might be asked to use the information that they have gathered to prepare presentations or
reports of their observations. Project work should be assessed on the basis of practical file or student
portfolio.

Student Portfolio is a compilation of documents that supports the candidate’s claim of competence.
Documents may include reports, articles, and photos of products prepared by students in relation to
the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio or
video recording can be done at the time of viva voce. The number of external examiners would be
decided as per the existing norms of the Board and these norms should be suitably adopted/adapted
as per the specific requirements of the vocational subject. Viva voce should also be conducted to
obtain feedback on the student’s experiences and learning during the project work/field visits.

ORGANISATION OF FIELD VISITS:

In a year, at least 3 field visits/educational tours should be organised for the students to expose them
to the activities in the workplace.
1) Visit a nursery available near their home or school. Instruct students to observe following points in
the nursery.

Observation – Instruct students to classify and note down various plants available in the nursery in
the table below:

Flowering
Fruit Plants Vegetables Medicinal Plants Ornamental Plants
Plants

Seedlings cultivated Seedlings

Seedlings Seedlings Seedlings Seedlings
by sowing seeds cultivated
cultivated cultivated in cultivated cultivated in
(Seedlings cultivated from
by grafting pots on ground greenhouse
in seedling trays) branches

Instruct students to find answers for questions mentioned below, during field visit –
- Which sections were available in the nursery?
- What precaution is taken while planting seedlings in pots?
- What precaution is taken to prevent pests on seedlings?
- Which method is used in nursery to cultivate good quality seedlings on large scale?
- What is the approximate expense required to raise a seedling in a nursery?
- Which methods are used in a nursery for seeding or cultivating seedling?

2) Visit a nearby fuel station. Instruct them to inquire about the rate of petrol and diesel to a fuel
station attendant. Instruct students to gather information about questions mentioned below -
- Which fuel is costlier? What is the reason behind it?
- Why diesel is used in some vehicles instead of petrol?
- How do few vehicles run on both fuels: petrol as well as diesel? Which fuel is environment-friendly?
LIST OF EQUIPMENT AND MATERIALS

The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic
tools, equipment and accessories should be procured by the Institution so that the routine tasks can be
performed by the students regularly for practice and acquiring adequate practical experience.

Multi Skill Foundation Course (MSFC)

Job Role - Multi Skill Assistant Technician
List of Tools and Equipment – Grade 9th & 10th
Unit : Workshop and Engineering Technique
Notes:
1. 12 to 15 students in one group and the group will be further divided in a group 4 to 5 students
who will perform the same practical simultaneously.
2. Sequencing of the project / practical activities among the small groups of students will be
necessary to facilitate the use of set of tools available.
3. The list below is arranged section wise / type wise to facilitate procurement of tools as well as
stock taking / inventory.
4. Appropriate storage, foundation, as necessary, and display boards will have to be procured for
proper storage, upkeep, and security of the tools and equipment. All the tools required for Grade
9th & 10th are listed below.

Name of Tool,
Sr. No Picture Specification
Equipment

Measuring Equipments

150 mm,
1 Steel Ruler
300mm,1 meter

2 Measuring Tape 3 and 5 Meter

3 Spirit Level Bottle 0.01 - 0.05mm/meter

150mm (LC/0.02mm)
4 Vernier Calliper &
200mm (LC/0.05mm)

Page 26 of 52
 Spring Calliper 6" or 150 mm Length
5
Inside /Outside /Divider Inside /Outside /Divider

6 Out - Side Micrometre 0-25mm (LC/0.01mm)

Threading Gauge
7 Metric
( Engineering)

Threading Gauge
8 British
( Plumbing)

9 Radius Gauge Metric

10 Tri Square 75mmx100mm

Tri-square
11 Blade size 150mm
(Welding)

Tri-Square (Casting base)

12 (construction and Blade Size 600mm
Carpentry)

Carpentry Hand Tools/ Cutting Tools / Equipment

150 to 200 mm length with
double ended - 1 Straight and
13 Scriber
1 bend end.

Page 27 of 52
 400 gm
Chrome Plated Claw Hammer
14 Claw Hammer
Tubular Steel
Handle: With Handle
Small
15 Mallet Wooden

16 Mallet Plastic Medium

17 Tenon Saw 10''

18 Saw 18"

19 Saw small size 12"

20 Saw teeth setting plier

21 Hacksaw Frame 12", fix metal frame.

Half Round Wood rasp

22 10"
File

23 Flat file Rasp 10"

Page 28 of 52
24 Flat file Rough 12"

C-Clamps (for carpentry

25 4"
use)

26 Iron Plane 5" & 9"

Flat, Width 1" & 1/2",Length -

27 Firmer Chisel
8" with Plastic Handle

Width 1/4" & 1/2"

28 Mortise Chisel
Length -8" with Plastic handle

Width 1"
29 Pairing Chisel
Length -8" with Plastic handle

30 Hand Drill Machine

31 Butt Hinges Width-50mm, Length -100 mm

32 Rising Butt Hinges Width-50mm, Length -100 mm

33 T' hinges Width-50mm, Length -100 mm

Page 29 of 52
34 Parliament hinge Width-50mm, Length -100 mm

35 Piano Hinges Width-50mm, Length -100 mm

36 Sun mica Cutter

Carboundum Stone
37 6" x 2.5" x 2"
(Emery)

38 Auger Bit 1/4" & 1/2"

Sheet-Metal Work Hand Tools/ Cutting Tools /Equipment

Tin Cutter
39 Small size 12"
(Tin cutter with spring)

40 Tin Cutter -Scissor 12"

41 Blow Lamp

42 Soldering Iron Copper

Page 30 of 52
 Drilling, Tapping, Threading Hand Tools/ Cutting Tools /Equipment

Bench Drill Machine

Capacity: 13mm 230V 50Hz ,
43 (With belt safety guard &
single phase
on/off switch facility)

44 HSS Drill set 4 Mm To 13 Mm

45 Centre Drill 2.5 - 6.5 mm 90 डिग्री

46 Tap Wrench 200 mm

47 Oil Can 250 ml

48 Machine vice 100 mm Jaw opening

Hammers B.P (Hammers

49 500 Grams
ball pain)

Hammer C.P (hammer

50 cross pain) with handle 500 Grams
forged steel

51 Flat Chisel 6"

Page 31 of 52
 File Handle Wooden
52

53 Flat Basted File 10",12"

54 Flat Smooth File 12"

55 Triangular files 10''

56 Round Basted File 8"

Wheel Diameter 150 Mm,

57 Bench Grinder single phase, 1/2 HP, 230v-50
Hz,

Electrical hand drill 13 mm, Fiber Body Drill

58
machine Machine, KPT

Bench Vice
59 Jaw lenght-100mm,
(Code-U -301)

6mm-18mm(Sizes mm: 6X7,

Open End Wrench/
60 8X9, 10X11, 12X13, 14X15,
Spanner SET
16X17, )

61 Ring Spanner Set 6-7 To 20-22 Mm

Page 32 of 52
62 Tap & Die Set 6 mm To 12 mm

63 Die wrench Length 300mm, ID 38mm

Welding Hand Tools/ Cutting Tools /Equipment

Arc Welding Machine 250Amp / single phase

64
(Transformer) (portable machine)

5 Meter (welding cable for 250

Cable & Lugs (Welding
65 amp)10 sq. mm.{ 3 Meter for
cable)
Holder & 2 Meter for Earthing

Welding / Electrode
66 Plastic Handle
Holder

67 Wire Brush

Adjustable Wrench
68 10"
(Adjustable Spanner )

69 Grip-on-pliers 100mm

70 Vise Grip 7''

Page 33 of 52
 Building & Construction Hand/ Cutting Tools /Equipment

71 Trowel Set Full set with different sizes

72 Trowel -Plane Plane sheet for finishing

73 Plumb Bob Metal

74 Line Rope 15 meter/1 bundle

75 Sand Sieve 1.5ft dimeter

Masonry Drill (Concrete

76 5 mm To 12 mm(5 No)
Drill )

Bucket
77 Iron 10 liter G.I Bucket
( MS steel bucket )

Ghamela (MS Steel) (for MS steel / plastic for

78
construction work) construction work

79
Spade with wooden
handle

Page 34 of 52
 Plumbing Hand Tools/ Cutting Tools /Equipment

Pipe Die Set - with D/E

80 1/2'' , 3/4'' , 1"
Handle(pipe wrench)

81 Pipe Vice 3" Cap

82 Pipe Wrench 12"

83 Water Pump Plier 10"

84 Hack Saw Blade 12" (300mm)

Safety Equipment

85 Safety Helmet Medium size PVC

86 Safety Goggle Medium

87 Welding Goggle

Welding Screen with Head

88
Band

Page 35 of 52
 Overcoat (Apron-Blue small and Medium size (Blue
89
colour) colour)

Hand Gloves (Welding

90 small Size (leather)
leather hand gloves)

Cotton Hand Gloves

91 Small Size (Cloth)
(sheet metal work)

Hand gloves pairs

92
(constriction)

93 Welding Apron

Medium Size (14-16 age )

94 Rubber Chappals
Small and Medium

Cotton, Adhesive Bandage,

Gauze roll bandage, Scissor,
95 First Aid Box
Dettol, Antiseptic cream-
Soframycin.

Storage and Working Table

Sr.No Particular Dimensions' with details Specification

Steel file cabinet with 4

adjustable shelves with lock
Cupboard for Storage of and key facility,
1 6ft- Steel Cupboard
tools 20 Gauge with
78" x 34 " 19 " (6'6" x 2'10" x
1'7")
Water Proof ISI Mark
Display board for tools plywood with 18mm
4ftX2ft Plywood with 18mm
2 display and easy access thickness, For screw drivers,
thickness
to students testers to display and easy
access
Page 36 of 52
 Length : 5ft, Steel MS Angle frame with
Breadth : 3 ft wooden Top ; L shape 35/5
Working Table is needed Height : 30 Inch with grey paint
3 to perform practical's for Top : 18 Mm commercial ply
15 students with 1, Lamination, bottom
should be rubber leveller

Length : 4 ft.
Breadth : 3ft
Height : 30 Inch 4FtX3ftX2.5ft Steel frame with
Table for installation of
4 Top : 18 Mm commercial ply wooden top / Power coating
Machine
with 1, Lamination, bottom grey paint
should be rubber leveller

Multi Skill Foundation Course (MSFC)

Job Role - Multi Skill Assistant Technician
List of Tools and Equipment - Grade 9th & 10th
Unit : Energy and Environment
Notes:
1. 12 to 15 students in one group batch and the group will be further divided in a group 4 to 5
students who will perform their same practical simultaneously.
2. Sequencing of project/ practical activities among the small group of students will be
necessary to facilitate the use of set of tools available.
3. The list below is arranged section wise / type wise to facilitate procurement of tools as well as
stock taking / inventory.
4. Appropriate storage, foundation, as necessary, and display boards will have to be procured
for proper storage, upkeep, and security of the tools and equipment.

Sr. Name of the Tool /

Picture Specification
No. Equipment

Measuring Devices

1 Voltmeter 10 to 500 V

2 Ammeter 0 to 50 amp

3 Wattmeter 0 to 1500 W

Page 37 of 52
4 Frequency Meter 05 to 65 Hz

Voltmeter / DIGITAL
5
MULTIMETER

Non-contact Voltage
6
Detector

7 Wire Gauge

to check gravity for Acid

8 Hydro Meter
battery

9 Fish Tape up to 15ft

Linesman Pliers
10 8"
(Combination Pliers)

11 Long Nose Pliers 6"

12 Side Cutting Player 6"

13 Screw Driver Set 100, 150, 200, 250, 300 mm

Screw Driver Set /

14
Electrician-Wiremen Set

15 Poker

Page 38 of 52
16 Tester

17 Wire Stripper

Razor Blade Knife (Utility

18
Knife)

19 Hack Saw

3 Core Flexible Cable ( For

20 Drilling , Grinding , 1.5 Sq mm
Welding M/c connecting )

21 Sockets (Assorted) 2 Pin 2 Pin

22 Sockets (Assorted) 3 Pin 3 Pin

23 Plugs (Assorted) Top 2 Pin 2 Pin

24 Plugs (Assorted) Top 3 Pin 3 Pin

25 Switches

Switches (Assorted) One

26
way

Page 39 of 52
 Switches (Assorted) Two
27
way

28 Bell Push Switch

Lamp Holders (Assorted)

29
Angle

30 Lamp Holders

31 Light Emission Diode

32 Pull-Push Switch

33 Fluorescent Tube Light Set 40 watt

1000uF 25V ±20%

34 Capacitor Tolerance +105°C Max
Temperature.

35 Relay

36 Earthing Plate 1 ft. X 1ft.

37 Earthing Rod

38 Earthing Pipe

Page 40 of 52
39 Different Type of Fuse

40 Miniature Circuit Breaker

41 Electric Soldering Iron 35 watt

42 Valve Spanner

43 Nozzle/Nipple spanner

44 Wick Stove

45 Pressure Stove

46 DOL STARTER Single Phase, 230 Volt

47 WATER PUMP 1 PHASE Single Phase , 0.5 HP

MOTER ELECTRIC 1
48 Single Phase , 230 volt
PHASE

49 Rotary Switch

50 Earthing Wire 11 Gauge

 51 Electric Wires 1 sq. mm

Safety Tools and equipment

52 Electrical Hand Gloves 11 KVA

53 Rubber Matting 3' x 2'

54 Sand Bucket 10 Litre

55 Fire Extinguisher CO2 2kg, ABC Types

Storage and Working Table for students

Sr.No. Particular Dimensions with details Specification
Cupboard for Storage of
1 with lock and key facility 6ft- Steel Cupboard
tools
For screw drivers etc. for
tools display and easy 4ftX2ft Plywood with 18mm
2 Display Board
access, Water Proof ISI thickness
Mark plywood
Working Table is needed
Steel frame with wooden
3 to perform practical's for Wooden working table
Top
15 students
Length : 12 Inch
Breadth : 12 inch
Height : 20 Inch
Top : Perforated sheet with
12"x12x20"
gauge, Steel Frame : 20
4 Stools for sitting Top : Perforated sheet with
mm x 20 mm x 18 Gauge
18 gauge
square tube with powder
coating in grey paint,
bottom should be rubber
leveller
 Multi Skill Foundation Course (MSFC)
Job Role - Multi Skill Assistant Technician
List of Tools and Equipment – Grade 9th & 10th
Unit : Food Processing Techniques & Personal Health and Hygiene
Notes:
1. 12 to 15 students in one group batch and the group will be further divided in a group 4 to 5
students who will perform their same practical simultaneously.
2. Sequencing of project/ practical activities among the small group of students will be necessary
to facilitate the use of set of tools available.
3. The list below is arranged section wise / type wise to facilitate procurement of tools as well as
stock taking / inventory.
4. Appropriate storage, foundation, as necessary, and display boards will have to be procured for
proper storage, upkeep, and security of the tools and equipment.
Name of the
Sr.
Tool / Picture
No.
Equipment
General Tools

Stainless steel
1
Plates

2 Sieves

Set of cooking
3
spoon

Stainless steel
4 Containers with
Cover (Pot)

5 Steel Bowls

Frying Pan
6
(medium)
 Grater/
7
Shredder

Hand Operated
8 Chikki Slicer
(Roller), cutter

9 Knives

10 Roller

11 Gas lighter

Measuring Mug
12
/ Cup

Measuring
13
Spoons

Mixer (Mixture-
14
Grinder)

Pressure
15
Cooker

Page 44 of 52
16 Scissors

17 Table Spoons

Single Burner
18
Stove

19 Tong

Vegetable
20
Peeler

Water
21
Container (Jug)

Hindalium
22 container with
lid - 3 lit

23 Dust Pan

24 Sieves

Page 45 of 52
 Plastic
25
Container

26 Glass container

Kitchen
27
Balance

28 Plastic Bucket

29 Plastic Dustbin

Blood Pressure
Measuring
30 Equipment
(Sphygmomano
meter)

31 Stethoscope

32 Thermometer

Weighing
33
machine

Page 46 of 52
34 First -aid Box

35 Beaker

Digital BP
36
machine

37 Digital timer

Candy
Thermometer
38
(for taking food
temperature

39 Wall clock

Fire
40 Extinguisher
CO2

41 Apron (Cloth)

42 Dish towels

Page 47 of 52
43 Hand Gloves

Hand Gloves
44
(Plastic)

Head Caps
45
(Cloth)

46 Candles

47 Aluminium foil

CHARTS

48 Food Pyramid

49 Nutrition Chart

Page 48 of 52
 50 Diseases Chart

Storage and Working Tables for students

Sr.No. Particular Dimensions with details Specification

Steel file cabinet with 4 adjustable shelves with

Cupboard for 6ft- Steel
1 lock and key facility,
Storage of tools Cupboard
20 Gauge with 78" x 34" 19" (6'6" x 2'10" x 1'7")

Length : 5ft
Breadth : 3ft
Height : 30 Inch
Steel Frame : 20 mm x 20mm Square tube with
Kitchen Table
18 gauge , legs rubber bush, colour grey with
with Drawer 5ftx3ftx2.5 steel
powder coating.
2 and Storage frame with steel
Top: GI Top with sink frame with sink _ keep
cupboard / top
empty space below sink. One drawer with lock
Working table
and key facility and two shelves with two door
and half closed from all side.
Frame: Steel MS Angle; L shape 35/5 with grey
paint.
Length : 12 Inch
Breadth : 12 inch
12"x12x20"
Height : 20 Inch
Top : Perforated
3 Stools for sitting Top : Perforated sheet with 18 gauge, Steel
sheet with 18
Frame : 20 mm x 20 mm x 18 Gauge square tube
gauge
with powder coating in grey paint , bottom should
be rubber leveller (Nylon )

Display 4ftX2ft Plywood

for tools display and easy access,
4 Board/Notice with 18mm
Water Proof ISI Mark plywood
Board thickness

Consumables

Consumables will be required to be procured as per the need of the Practical.

Page 49 of 52
 Multi Skill Foundation Course (MSFC)
Job Role - Multi Skill Assistant Technician
List of Tools and Equipment – Grade 9th & 10th
Unit : Basics of Agriculture & Animal Husbandry Techniques

Notes:
1. 12 to 15 students in one group batch and the group will be further divided in a group 4 to 5
students who will perform their same practical simultaneously.
2. Sequencing of project/ practical activities among the small group of students will be necessary to
facilitate the use of set of tools available.
3. The list below is arranged section wise / type wise to facilitate procurement of tools as well as stock
taking / inventory.
4. Appropriate storage, foundation, as necessary, and display boards will have to be procured for
proper storage, upkeep, and security of the tools and equipment. At the end of the list, additional
tools for urban schools are prescribed.
5. Green Highlighted tools indicate as a consumable.

Sr.
Name of the Tool, Equipment Picture
No.

General Tools

1 Budding Knife

2 Garden Knife

3 Grafting Knife

4 Hori Knife (Soil Knife)

5 Tree Cutting Shears

Page 50 of 52
6 Pruning Sheared / C Cutter

7 Pruning Knife

8 Trowels

9 Spade with wooden Handle

10 Axe with wooden handle

11 Pickaxe with wooden handle

12 Hand Digging Trowel

13 Sickle

14 Leaf Rake

Page 51 of 52
15 Scissor

16 Watering Can, 8 to 10 Litre.

17 Plastic Ghamela

18 Crate

Plastic Jar - 500 ml

19
(Mug)

20 Plastic Buckets , 10 Litre

21 Spraying Pump

22 Measuring Tape

23 Weighing Balance

Page 52 of 52
24 Animal Digital Thermometer

25 Magnifying lens(bi-concave lens)

Seeding Trays for Nursery ?( 70

26
Cavity / holes )

Sprinkler Irrigation Unit ( Lateral

27 pipe 16mm x 20ft , Micro sprinkler
& micro jet 05 no’s each )

Drip Irrigation Unit ( Lateral pipe

16mm x 20 ft. , Elbow , coupler , T-
28
joint , mini valve, end cap , drip
punch 5nos each

29 Grafting transplanting bags

30 Lactometer

31 Measuring Cylinder

Page 53 of 52
 32 Beaker

33 Hand Gloves (Long)

34 Mask ( Canvas Mask )

CHARTS

35 Irrigation method charts

36 Artificial insemination Chart

37 Breed charts Cow, Goat ,Bullock

Storage and Working Tables for students

Sr.No Name of the Tool / Equipment Dimensions with details

Page 54 of 52
 Steel file cabinet with 4 adjustable shelves with lock and
Cupboard for Storage of key facility,
1
tools 20 Gauge with
78" x 34 " 19 " (6'6" x 2'10" x 1'7" )

Display board for tools display Water Proof ISI Mark plywood with 18mm thickness, For
2 and easy access to students
screw drivers, testers to display and easy access

Working Table is needed to

3 perform practical’s for 15 students Wooden working table with Stools for 12/15 students

Consumables

Consumables will be required to be procured as per the need of the practical.

Page 55 of 55
 CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2021-2022

INFORMATION TECHNOLOGY (CODE – 402)

JOB ROLE: DOMESTIC DATA ENTRY OPERATOR

CLASS – IX

COURSE OVERVIEW:

A Data Entry Operator/Analyst is a person who is responsible for entering data into different
applications and computer databases manage and maintain effective record keeping. In addition,
they are responsible for organizing files, collecting and managing data to be entered into the
computer. They are also responsible for security of data and safeguard the computer network.

With every office and organization seeking to become computerized, the demand for data entry
operators/analysts is on a rise. Data entry operators/analysts usually work in an indoor, office
setting using a computer and other electronic machines. To be in the profession of data
entry/analysis, one has to have computer literacy, high typing speed, organization skills,
concentration skills, communication skills and an ability to sit for long periods of time entering and
computing data.

OBJECTIVES OF THE COURSE:

In this course, the students will be introduced to the fundamental concepts of digital
documentation, digital spreadsheet, digital presentation, database management and internet
security.

The following are the main objectives of this course:

• To familiarize the students with the world of IT and IT enabled services.

• To provide an in-depth training in use of data entry, internet and internet tools.
• To develop practical knowledge of digital documentation, spreadsheets and presentation.

• To enable the students to understand database management system and have updated
knowledge about digital record keeping.

Page 1 of 15
 • To make the students capable of getting employment in Private Sector, Public Sector, Ministries,
Courts, House of Parliament and State Legislative Assemblies.

• To develop the following skills:

o Data Entry and Keyboarding skills
o The concept of Digital Documentation
o The concept of Digital Presentation
o The concept of Electronic Spreadsheet
o The concept of Databases
o Internet Technologies

SALIENT FEATURES

To be a data entry operator/analyst, one requires a lot of hard work and practical hands-on experience.
One should have an intensive knowledge of Office applications, computer operations, and knowledge
of clerical, administrative techniques and data analysis. Along with this, as a data entry
operator/analyst, you will be expected to have fast typing speed, accuracy, and efficiency to perform
tasks.

As a data entry operator/analyst, one should improve their computer skills, numerical and literacy skills.
These skills can help one expand into a new career path in the future.

SCHEME OF UNITS

This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students of Class IX opting for skill subject along
with other education subjects. The unit-wise distribution of hours and marks for class IX is as
follows:

402 – Information Technology Class IX - 2021-2022 Page 2 of 15

 INFORMATION TECHNOLOGY (SUBJECT CODE - 402)
CLASS – IX (Session 2021-2022)
Total Marks: 100 (Theory-50 + Practical-50)

MAX.
NO. OF HOURS
for Theory
MARKS
TERM UNITS and Practical
for Theory
and Practical
200
100
Employability Skills
Unit 1 : Communication Skills-I 10
Part A

TERM I Unit 2 : Self-Management Skills-I 10 5

Unit 3 : ICT Skills-I 10
Unit 4 : Entrepreneurial Skills-I 15
TERM II 5
Unit 5 : Green Skills-I 05
Total 50 10
Theory Practical
Subject Specific Skills Marks
(In Hours) (In Hours)
TERM I Unit 1: Introduction to IT- ITeS industry 2 4 4
Unit 2: Data Entry & Keyboarding Skills 4 10 6
Unit 3: Digital Documentation 10 26 10
TERM II Unit 4:Electronic Spreadsheet 18 35 10
Unit 5: Digital Presentation 10 31 10
Total 44 106 40
Practical Work
Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Project Work/Field Visit
Practical File/ Student Portfolio 10
Viva Voce 05
Total 15
GRAND TOTAL 200 100

402 – Information Technology Class IX - 2021-2022 Page 3 of 15

 DETAILED CURRICULUM/TOPICS:

Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-I 10
2. Unit 2: Self-Management Skills-I 10
3. Unit 3: Basic Information and Communication Technology Skills-I 10
4. Unit 4: Entrepreneurial Skills-I 15
5. Unit 5: Green Skills-I 05
TOTAL 50
NOTE: For Detailed Curriculum/ Topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

UNIT 1: INTRODUCTION TO IT–ITeS INDUSTRY

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1 Appreciate the • Introduction to IT and ITeS, BPO - Identify and list the
applications of IT services, various IT enabled
• BPM industry in India, services, Observe
• Structure of the IT-BPM industry, the application of IT
• Applications of IT in home in various areas.
computing, everyday life, library,
workplace, education,
entertainment, communication,
business, science and engineering,
banking, insurance, marketing,
health care, IT in the government
and public service,

402 – Information Technology Class IX - 2021-2022 Page 4 of 15

 UNIT 2: DATA ENTRY AND KEYBOARDING SKILLS

S. LEARNING
No. OUTCOMES THEORY PRACTICAL

1. Use keyboard and • Keyboarding Skills, • Identify the keys and its use on
mouse for data entry • Types of keys on keyboard, the keyboard,
Numeric keypad, • Demonstrate to use various keys
• Home keys, Guide keys, on the keyboard,
• Typing and deleting text, • Demonstrate to type the text,
• Typing ergonomics, numbers, special character
• Positioning of fingers on the using appropriate keys on the
keyboard, Allocation of keys keyboard,
to fingers on four different • Practice the correct typing
rows, ergonomics,
• Pointing device – Mouse, • Practice to place fingers on
Mouse operations. correct key in four different row
of keyboard,
• Practice various mouse
operations.

2. Use typing software • Introduction to Rapid Typing • Identify the user interface of
Tutor, • typing tutor,
• Touch typing technique, • Practice to type text in typing
• User interface of Typing tutor software and interpret the
Tutor, results,
• Typing text and interpret • Practice to work in lesson editor,
results, • Calculate the typing speed,
• Working with lesson editor, Practice to improve typing
• Calculating typing speed, • Using typing tutor software.
• Typing rhythm.

402 – Information Technology Class IX - 2021-2022 Page 5 of 15

 UNIT 3: DIGITAL DOCUMENTATION

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Create a document • Introduction to word • List the available word processing
using a word processing, applications.
processor • Word processing applications, • Introduce with the parts of the
• Introduction to Word main window.
Processing tool • Change document views.
• Creating a document, Parts of • Start a new document.
a Word Processor Window, • Open an existing document.
• Cursor and mouse pointer. • Save a document.
• Close a document.
• Use the Navigator.

2. Apply Editing features • Text editing – Undo and Redo, • Type some text in the document
• Moving and copying text, and edit it,
• Copy and Paste, • Demonstrate to use undo and
• Selecting text, redo option,
• Selection criteria, • Use the keyboard and mouse
• Selecting non-consecutive text options to select, cut, copy, paste,
items, and move text.
• Selecting a vertical block of • Demonstrate to select
• text, nonconsecutive text items, vertical
• Find and replace option, block of text,
• Jumping to the page number, • Search the word from the text and
• Non-printing characters, replace it with another word.
• Checking spelling and • Jump to the given page number in
grammar, a document,
• Using Synonyms and • Insert non-printing characters in a
Thesaurus. document,
• Check spelling and grammar and
apply the changes to the
document.
• Demonstrate to use Synonyms
and Thesaurus.

402 – Information Technology Class IX - 2021-2022 Page 6 of 15

S.NO. LEARNING
THEORY PRACTICAL
OUTCOMES
3. Apply formatting • Page style dialog, • Apply various text formatting
features • Formatting text – Removing options for the text,
manual formatting, • Demonstrate to format
• Common text formatting, paragraphs – indent/align
• Changing text case, paragraphs, assign font
colour, highlighting, and
• Superscript and Subscript, background colour,
• Formatting paragraph – • Assign number or bullets to
Indenting paragraphs, the lists items,
• Aligning paragraphs, Font colour, • Demonstrate to assign colour,
highlighting, and background border and background to
colour, paragraph,
• Using bullets and numbering, • Demonstrate the page
• Assigning colour, border and formatting – set up basic page
background to paragraph layout using styles,
• Page formatting – setting up • Insert page break, Create
basic page layout using styles, header/footer and page
Inserting page break, numbers,
• Creating header/footer and page • Define borders and
numbers, backgrounds
• Defining borders and • Insert images, shapes,
backgrounds, special characters in a
• Inserting images shapes, special document, Divide page into
characters in a columns,
document, • Format the shape or image.
• Dividing page into columns,
• Formatting the shape or image.

4. Create and work • Creating table in Word • Demonstrate and do the

with tables Processor, following in Word Processor:
• Inserting row and column in a • Create table,
table, • Insert and delete rows and
• Deleting rows and columns, column in a table,
• Splitting and merging tables, • Split and merge tables,
• Deleting a table, Copying a • Delete a table,
table, • Copy or move from one
• Moving a table. location to another location of
document.
5. Use Print Options • Printing options in Word • Demonstrate to print the
Processor. document, selected pages in
• Print preview, the document
• Controlling printing, • Print the document with
• Printing all pages, single and various options,
multiple pages. • Preview pages before
printing.

402 – Information Technology Class IX - 2021-2022 Page 7 of 15

S. LEARNING
No. OUTCOMES THEORY PRACTICAL

6. Understand and • Concept of mail merge in • Demonstrate to print the

apply mail merge word processing, letters using mail merge,
• Creating a main document, Do the following to achieve
• Creating the data source, • Create a main document,
• Entering data in the fields,
• Create the data source,
Merging the data source with
• Enter data in the fields,
main document,
• Merge the data source with
• Editing individual document,
main document,
Printing the merged letter, Saving
the merged letter. • Edit individual document,
Print the merged letter,
• Save the merged letter.

UNIT 4: ELECTRONIC SPREADSHEET

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Create a • Introduction to spreadsheet • Start the spreadsheet,
Spreadsheet application, • Identify the parts of Calc,
• Starting a spreadsheet, • Identify the rows number,
• Parts of a spreadsheet column number, cell address,
• Worksheet – Rows and • Define the range of cell,
columns, Cell and cell • Identify row range, column
address, range, row & column range
• Range of cell – column range,
row range, row and column
range.

402 – Information Technology Class IX - 2021-2022 Page 8 of 15

 2. Apply formula and • Different types of data, • Demonstrate to enter the
functions in • Entering data – Label, Values, text, numeric data in a cell,
spreadsheet Formula • Identify the label, values and
• Formula, how to enter formula, formula in the cell,
• Mathematical operators used • Demonstrate to enter formula in
in formulae, a cell,
• Simple calculations using • Construct the formula using
values and operators, mathematical operators,
• Formulae with cell addresses • Identify formulae with cell
and operators, addresses and operators,
• Commonly used basic • Identify the correct syntax of
functions in a spreadsheet – formula,
SUM, AVERAGE, MAX, MIN, • Use the basic functions to
Count perform calculations on data.
• Use of functions to do
calculations.
3. Format data in the • Formatting tool, • Identify the formatting tool,
spreadsheet • Use of dialog boxes to format • Demonstrate to use of dialog
values, boxes to format values,
• Formatting a range of cells with • Demonstrate to format range of
decimal places, cells with decimal places,
• Formatting a range of cells to • Demonstrate to format a range of
be seen as labels, cells to labels,
• Formatting of a cell range as • Demonstrate to format of a cell
scientific, range as scientific,
• Formatting a range of cells to • Demonstrate to format a range of
display times, cells to display time,
• Formatting alignment of a cell • Demonstrate to align cell data
range, range,
• Speeding up data entry using • Demonstrate to create
the fill handle, • number series using fill handle,
• Uses of fill handle to copy • Copy formula by dragging the
formulae. formula using fill handle.
4. Understand and • Concept of referencing, • Demonstrate to use Relative
apply Referencing • Relative referencing, referencing in spreadsheet,
Mixed referencing, • Demonstrate to use Mixed
• Absolute referencing. referencing in spreadsheet,
• Demonstrate to use Absolute
referencing in spreadsheet.
5. Create and insert • Importance of chart in • Create different types of chart
different types of spreadsheet, supported by a spreadsheet,
charts in a • Types of chart, Example of • Illustrate the example of chart in a
spreadsheet chart. spreadsheet.

402 – Information Technology Class IX - 2021-2022 Page 9 of 15

 UNIT 5: DIGITAL PRESENTATION

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Understand • Concept of presentation, • Identify and list the elements of
features of an • Elements of presentation, presentation,
effective • Characteristics of an effective • List the characteristics of an
presentation presentation effective presentation.

2. Create a • Introduction to presentation • Start the presentation application

presentation software, • various components of main
• Starting a presentation tool, Impress window
• Parts of a presentation tool • Observe the different workspace
window, views.
• Closing the presentation tool, • Create a new presentation using
• Creating a presentation using wizard.
template, • Run the presentation,
• Selecting slide layout, • Save the presentation,
• Saving a presentation, • Close the presentation,
• Running a slide show, • Demonstrate to use Help in
• Save a presentation in PDF, presentation.
Closing a presentation,
Using Help.

3. Work with slides • Inserting a duplicate slide, • Demonstrate to insert a new slide
• Inserting new slides, and duplicate slide in a
• Slide layout, Copying and presentation,
moving slides, • Change the slide layout,
• Deleting and renaming slides • Demonstrate to copy and move
in presentation, slides in the presentation,
• Copying, moving and deleting • Demonstrate to copy, move and
contents of slide, delete contents of the slide,
• View a presentation, • Demonstrate to view a
• Controlling the size of the presentation in different views.
view,
• Workspace views – Normal,
Outline, Notes, Slide sorter
view.

402 – Information Technology Class IX - 2021-2022 Page 10 of 15

 S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
4. Format text and • Formatting toolbar, • Identify and list the various options
apply animations • Various formatting in formatting toolbar,
features, • Apply the appropriate formatting
• Text alignment, option
• Bullets and numbering. • Align the text in presentation,
• Custom Animation • Apply bullets and numbering to the
list items in presentation. Apply
Animation
5. Create and use • Inserting tables in Demonstrate the following:
tables presentation, • Insert table in presentation,
• Entering and editing data in a • Enter and edit data in a table,
table, • Select a cell, row, column, table,
• Selecting a cell, row, column, • Adjust column width and row
table, height,
• Adjusting column width and • Assign table borders and
row height, background.
• Table borders and
background
6. Insert and format • Inserting an image from a • Demonstrate to insert an image
image in file, from file, gallery in presentation,
presentation • Inserting an image from the • Apply formatting options to image
gallery, in presentation,
• Formatting images, • Demonstrate to move, resize and
• Moving images, rotate images,
• Resizing images, • Apply formatting options of Image
• Rotating images, toolbar,
• Formatting using the Image • Drawing line, shapes using graphic
toolbar, objects,
• Drawing graphic objects – • Demonstrate to group and ungroup
line, shapes, objects.
• Grouping and un-grouping
objects
7. Work with slide • Slide masters, • Create the slide masters,
master • Creating the slide masters, • Apply the slide masters to the
• Applying the slide masters to • presentation,
all slide, • Add transitions to presentation.
• Adding transitions.

402 – Information Technology Class IX - 2021-2022 Page 11 of 15

LIST OF EQUIPMENT/ MATERIALS:

The list given below is suggestive and an exhaustive list should be compiled by the teacher(s)
teaching the subject. Only basic tools, equipment and accessories should be procured by the
Institution so that the routine tasks can be performed by the students regularly for practice and
acquiring adequate practical experience.

S. No. ITEM NAME, DESCRIPTION & SPECIFICATION QUANTITY

A HARDWARE

Computer with latest configuration or minimum Pentium Processor

1. with minimum 2GB RAM, 512 GB HDD, 17” LED Monitor, NIC Card, 3 15
button Mouse, 105 keys key board and built-in speakers and mic.
2. Laser Printer - Black 01
3. Inkjet Printers (Colour & Black) 01
4. Scanner 01
5. Online UPS 5 KVA 01
6. 16 Port Switches 01
7. Air Conditioner 1.5 tonne 02
8. Telephone line (For Internet) 01
9. Fire extinguisher 01
B SOFTWARE
1. Operating System Linux and Windows
2. Anti-Virus Latest version
3. Productivity Suite, Example – Open Office, Google Suite etc.
C FURNITURE
1. Class room chairs and desks 25
2. Computer Tables 15
3. Straight back revolving & adjustable chairs (Computer Chairs) 15
4. Printer Tables 02
5. Trainers Table 01
6. Trainers Chair 01
7. Steel cupboards drawer type 02
8. Cabinet with drawer 01
9. Steel Almira - big size 01
10. Steel Almira- small size 01

402 – Information Technology Class IX - 2021-2022 Page 12 of 15

TEACHER’S/ TRAINER’S QUALIFICATIONS:

Qualification and other requirements for appointment of teachers/trainers for teaching this subject,
on contractual basis should be decided by the State/ UT. The suggestive qualifications and
minimum competencies for the teacher should be as follows:

Qualification Minimum Competencies Age Limit

Diploma in Computer Science/ Information • The candidate should • 18-37 years (as on
Technology have a minimum of 1 Jan.
OR year of work experience 01 (year))
Bachelor Degree in Computer Application/ in the same job role.
Science/ Information Technology (BCA, B. • Age
Sc. Computer Science/ Information • S/He should be able to relaxation to be
Technology) communicate in English provided as per
OR and local language. Govt.
Graduate with PGDCA OR rules
DOEACC A Level Certificate. • S/He should have
knowledge of equipment,
The suggested qualification is the minimum tools, material, Safety,
criteria. However higher qualifications will Health & Hygiene.
also be acceptable.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an

integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in
teaching of Skill (vocational) subjects and also serve as a link between the industry and the
schools for arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging
quality Teachers/Trainers in the schools. Various parameters that need to be looked into while
engaging the Vocational Teachers/Trainers are mode and procedure of selection of Teachers/
Trainers, Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of scheme
of Vocationalisation of Secondary and Higher Secondary Education under RMSA in following
ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill
Council (SSC).
OR
(ii) Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF
Level 2 or higher.

402 – Information Technology Class IX - 2021-2022 Page 13 of 15

 * The National Quality Assurance Framework (NQAF) provides the benchmarks
or quality criteria which the different organizations involved in education and
training must meet in order to be accredited by competent bodies to provide
government- funded education and training/skills activities. This is applicable to
all organizations offering NSQF-compliant qualifications.

The educational qualifications required for being a Teacher/Trainer for a particular job role are
clearly mentioned in the curriculum for the particular NSQF compliant job role. The State should
ensure that teachers/ trainers deployed in the schools have relevant technical competencies for
the NSQF qualification being delivered. Teachers/Trainers preferably should be certified by the
concerned Sector Skill Council for the particular Qualification Pack/Job role which he will be
teaching. Copies of relevant certificates and/or record of experience of the teacher/trainer in the
industry should be kept as record.
To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized
procedure for selection of (Vocational) Teachers/Trainers is followed. The selection procedure
should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and (iii) Practical test/mock test in
classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above procedure
by a committee having representatives of both the State Government and the VTP.
The State should ensure that the Teachers/ Trainers who are recruited should undergo induction
training of 20 days for understanding the scheme, NSQF framework and Vocational Pedagogy
before being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector and
understand the latest trends and policy reforms in vocational education.

The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the (Vocational) Teachers/Trainers:
• Prepare session plans and deliver sessions which have a clear and relevant purpose and
which engage the students;
• Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
• Make effective use of learning aids and ICT tools during the classroom sessions;
• Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;

402 – Information Technology Class IX - 2021-2022 Page 14 of 15

 • Work with the institution’s management to organise skill demonstrations, site visits, on
job trainings, and presentations for students in cooperation with industry, enterprises and
other workplaces;
• Identify the weaknesses of students and assist them in up-gradation of competency;
• Cater to different learning styles and level of ability of students;
• Assess the learning needs and abilities, when working with students with different abilities
• Identify any additional support the student may need and help to make special
arrangements for that support;
• Provide placement assistance

Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making them
aware of their performance and for suggesting corrective actions. The States/UTs should ensure
that the performance of the (Vocational) Teachers/Trainers is appraised annually. Performance
based appraisal in relation to certain pre-established criteria and objectives should be done
periodically to ensure the quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
• Participation in guidance and counseling activities conducted at Institutional, District and
State level;
• Adoption of innovative teaching and training methods;
• Improvement in result of vocational students of Class X or Class XII;
• Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
• Membership of professional society at District, State, Regional, National and
International level;
• Development of teaching-learning materials in the subject area;
• Efforts made in developing linkages with the Industry/Establishments;
• Efforts made towards involving the local community in Vocational Education
• Publication of papers in National and International Journals;
• Organization of activities for promotion of vocational subjects;
• Involvement in placement of students/student support services.

402 – Information Technology Class IX - 2021-2022 Page 15 of 15

 CBSE | Department of Skill Education
‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, New Delhi -110002

ARTIFICIAL INTELLIGENCE (CODE 417)

CURRICULUM FOR CLASS IX (INSPIRE AND ACQUIRE MODULE)

OBJECTIVE
The objective of this module/curriculum - which combines both Inspire and Acquire modules is to
develop a readiness for understanding and appreciating Artificial Intelligence and its application in our
lives. This module/curriculum focuses on:
1. Helping learners understand the world of Artificial Intelligence and its applications through
games, activities and multi-sensorial learning to become AI-Ready.
2. Introducing the learners to three domains of AI in an age appropriate manner.
3. Allowing the learners to construct meaning of AI through interactive participation and engaging
hands-on activities.
4. Introducing the learners to AI Project Cycle.
5. Introducing the learners to programming skills - Basic python coding language.

LEARNING OUTCOMES
Learners will be able to
1. Identify and appreciate Artificial Intelligence and describe its applications in daily life.
2. Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the
three domains of AI: Data, Computer Vision and Natural Language Processing and Undergo
assessment for analysing their progress towards acquired AI-Readiness skills.
3. Imagine, examine and reflect on the skills required for futuristic job opportunities.
4. Unleash their imagination towards smart homes and build an interactive story around it.
5. Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop
responsible citizenship.
6. Research and develop awareness of skills required for jobs of the future.
7. Gain awareness about AI bias and AI access and describe the potential ethical considerations of
AI.
8. Develop effective communication and collaborative work skills.
9. Get familiar and motivated towards Artificial Intelligence and Identify the AI Project Cycle
framework.

Page 1 of 7
 10. Learn problem scoping and ways to set goals for an AI project and understand the iterative nature
of problem scoping in the AI project cycle.
11. Brainstorm on the ethical issues involved around the problem selected.
12. Foresee the kind of data required and the kind of analysis to be done, identify data requirements
and find reliable sources to obtain relevant data.
13. Use various types of graphs to visualise acquired data.
14. Understand, create and implement the concept of Decision Trees.
15. Understand and visualise computer’s ability to identify alphabets and handwritings.
16. Understand and appreciate the concept of Neural Network through gamification and learn basic
programming skills through gamified platforms.
17. Acquire introductory Python programming skills in a very user-friendly format.

UNIT WISE DISTRIBUTION

UNIT NAME OF THE UNIT SUB-UNIT DURATION PERIODS

Excite 2 Hours 40 Mins. 4 Periods

Relate 02 Hours 3 Periods

3 Periods
1 INTRODUCTION TO AI Purpose 02 Hours

3 Periods
Possibilities 02 Hours

AI Ethics 3 Hours 20 Mins. 5 Periods

Problem Scoping 14 Hours 21 Periods

Data Acquisition 02 Hours 3 Periods

2 AI PROJECT CYCLE
Data Exploration 04 Hours 6 Periods

Modelling 06 Hours 9 Periods

3 NEURAL NETWORK 04 Hours 6 Periods

INTRODUCTION TO
4 70 Hours 105 Periods
PYTHON
TOTAL 112 Hours 168 Periods

CBSE | Department of Skill Education Page 2 of 7

COURSE OUTLINE

UNIT SUB-UNIT SESSION / ACTIVITY / PRACTICAL LEARNING OUTCOMES

Session: Introduction to AI and setting up the To identify and appreciate

context of the curriculum Artificial Intelligence and
describe its applications in
Ice Breaker Activity: Dream Smart Home daily life.
idea
Learners to design a rough layout of floor
plan of their dream smart home.

Recommended Activity: The AI Game

Learners to participate in three games based To relate, apply and reflect
on different AI domains. on the Human-Machine
Interactions.
 Game 1: Rock, Paper and Scissors To identify and interact with
(based on data) the three domains of AI:
 Game 2: Mystery Animal (based on Data, Computer Vision and
Excite Natural Language Processing - NLP)
Natural Language
 Game 3: Emoji Scavenger Hunt (based
Processing.
on Computer Vision - CV)
INTRODUCTION TO AI

To undergo an assessment
Recommended Activity: AI Quiz (Paper for analysing progress
Pen/Online Quiz) towards acquired AI-
Readiness skills.

Recommended Activity: To write a letter

To imagine, examine and
Writing a Letter to one’s future self
reflect on the skills required
 Learners to write a letter to self-keeping
for futuristic job
the future in context. They will describe
what they have learnt so far or what they opportunities.
would like to learn someday

Learners to relate to
Video Session: To watch a video application of Artificial
Relate Introducing the concept of Smart Cities, Intelligence in their daily
Smart Schools and Smart Homes lives.

To unleash their
Recommended Activity: Write an imagination towards smart
Interactive Story homes and build an
Learners to draw a floor plan of a interactive story around it.
Home/School/City and write an interactive
To relate, apply and reflect
story around it using Story Speaker
on the Human-Machine
extension in Google docs.
Interactions.

CBSE | Department of Skill Education Page 3 of 7

 UNIT SUB-UNIT SESSION / ACTIVITY / PRACTICAL LEARNING OUTCOMES

Session: Introduction to sustainable

development goals To understand the impact of
Artificial Intelligence on
Purpose Recommended Activity: Go Goals Board Sustainable Development
Game Goals to develop
Learners to answer questions on Sustainable responsible citizenship.
Development Goals

Session: Theme-based research and Case

Studies
 Learners will listen to various case- To research and develop
studies of inspiring start-ups, companies awareness of skills required
or communities where AI has been for jobs of the future.
involved in real-life.
 Learners will be allotted a theme around
which they need to search for present AI
To imagine, examine and
trends and have to visualise the future of
reflect on the skills required
Possibilities AI in and around their respective theme.
for the futuristic
Recommended Activity: Job Ad Creating opportunities.
activity
Learners to create a job advertisement for a
firm describing the nature of job available To develop effective
and the skill-set required for it 10 years down communication and
the line. They need to figure out how AI is collaborative work skills.
going to transform the nature of jobs and
create the Ad accordingly.

Video Session: Discussing about AI Ethics

To understand and reflect
Recommended Activity: Ethics Awareness
on the ethical issues around
Students play the role of major stakeholders
AI.
and they have to decide what is ethical and
what is not for a given scenario.

Session: AI Bias and AI Access

 Discussing about the possible bias in data To gain awareness around
collection AI bias and AI access.
AI Ethics
 Discussing about the implications of AI
technology

Recommended Activity: Balloon Debate

 Students divide in teams of 3 and 2 teams
To let the students analyse
are given same theme. One team goes in
the advantages and
affirmation to AI for their section while
the other one goes against it. disadvantages of Artificial
 They have to come up with their points as Intelligence.
to why AI is beneficial/harmful for the
society.

CBSE | Department of Skill Education Page 4 of 7

 UNIT SUB-UNIT SESSION / ACTIVITY / PRACTICAL LEARNING OUTCOMES

Session: Introduction to AI Project Cycle

 Problem Scoping
 Data Acquisition Identify the AI Project Cycle
 Data Exploration framework.
 Modelling
 Evaluation

Activity: Brainstorm around the theme

provided and set a goal for the AI project.
 Discuss various topics within the given Learn problem scoping and
theme and select one. ways to set goals for an AI
 List down/ Draw a mindmap of problems project.
related to the selected topic and choose
one problem to be the goal for the project.

Activity: To set actions around the goal. Identify stakeholders

 List down the stakeholders involved in involved in the problem
Problem the problem. scoped.
Scoping  Search on the current actions taken to
AI PROJECT CYCLE

Brainstorm on the ethical

solve this problem.
issues involved around the
 Think around the ethics involved in the
problem selected.
goal of your project.

Activity: Data and Analysis

 What are the data features needed?
Understand the iterative
 Where can you get the data?
nature of problem scoping
 How frequent do you have to collect the
for in the AI project cycle.
data?
 What happens if you don’t have enough Foresee the kind of data
data? required and the kind of
 What kind of analysis needs to be done? analysis to be done.
 How will it be validated?
 How does the analysis inform the action?

Presentation: Presenting the goal, actions Share what the students

and data. have discussed so far.

Data Activity: Introduction to data and its types. Identify data requirements
and find reliable sources to
Acquisition Students work around the scenarios given to obtain relevant data.
them and think of ways to acquire data.

Session: Data Visualisation

Data  Need of visualising data To understand the purpose
Exploration  Ways to visualise data using various types of Data Visualisation
of graphical tools.

CBSE | Department of Skill Education Page 5 of 7

 UNIT SUB-UNIT SESSION / ACTIVITY / PRACTICAL LEARNING OUTCOMES

Recommended Activity: Let’s use

Graphical Tools
 To decide what kind of data is required Use various types of graphs
for a given scenario and acquire the same. to visualise acquired data.
 To select an appropriate graphical format
to represent the data acquired.
 Presenting the graph sketched.

Session: Decision Tree

To introduce basic structure of Decision
Trees to students. Understand, create and
implement the concept of
Recommended Activity: Decision Tree Decision Trees.
To design a Decision Tree based on the data
given.

Modelling Recommended Activity: Pixel It

 To create an “AI Model” to classify
handwritten letters. Understand and visualise
 Students develop a model to classify computer’s ability to
handwritten letters by diving the identify alphabets and
alphabets into pixels. handwritings.
 Pixels are then joined together to analyse
a pattern amongst same alphabets and to
differentiate the different ones.

Session: Introduction to neural network

 Relation between the neural network and
nervous system in human body
 Describing the function of neural
network.
NEURAL NETWORK

Recommended Activity: Creating a Human

Neural Network Understand and appreciate
 Students split in four teams each the concept of Neural
representing input layer (X students), Network through
hidden layer 1 (Y students), hidden layer gamification.
2 (Z students) and output layer (1
student) respectively.
 Input layer gets data which is passed on
to hidden layers after some processing.
The output layer finally gets all
information and gives meaningful
information as output.

CBSE | Department of Skill Education Page 6 of 7

 UNIT SUB-UNIT SESSION / ACTIVITY / PRACTICAL LEARNING OUTCOMES

Recommended Activity: Introduction to Learn basic programming

programming using Online Gaming portals skills through gamified
like Code Combat. platforms.

Session: Introduction to Python language

Introducing python programming and its
INTRODUCTION TO PYTHON

applications

Practical: Python Basics

 Students go through lessons on Python
Basics
(Variables, Arithmetic Operators,
Acquire introductory
Expressions, Data Types - integer, float,
Python programming skills
strings, using print() and input()
functions) in a very user-friendly
format.
 Students will try some simple problem
solving exercises on Python Compiler.
Practical: Python Lists
 Students go through lessons on Python
Lists (Simple operations using list)
 Students will try some basic problem
solving exercises using lists on Python
Compiler.

SKILLS TO BE DEVELOPED

CBSE | Department of Skill Education Page 7 of 7

CBSE | DEPARTMENT OF SKILL EDUCATION
DATA SCIENCE (SUBJECT CODE – 419)
CLASS – IX (SESSION 2021-2022)
Total Marks: 100 (Theory – 50 + Practical – 50)
MAXIMUM MARKS FOR
TERM UNITS
THEORY AND PRACTICAL
EMPLOYABILITY SKILLS

Unit 1 : Communication Skills-I

TERM I Unit 2 : Self-Management Skills-I 5

PART A

Unit 3 : ICT Skills-I

Unit 4 : Entrepreneurial Skills-I

TERM II 5
Unit 5 : Green Skills-I

TOTAL 10

SUBJECT SPECIFIC SKILLS

Introduction 8
TERM I
Arranging And Collecting Data 8
PART B

Data Visualizations – Part 1 4

Data Visualizations – Part 1 16

TERM II
Ethics in Data Science 4

TOTAL 40

PRACTICAL WORK / PROJECT WORK/ FIELD VISIT

Practical File/ Student Portfolio 10

PART C

Practical Examination 20

Written Test 10

Viva Voce 10

TOTAL 50

GRAND TOTAL 100

Page 1 of 1
CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2021-2022
PHYSICAL ACTIVITY TRAINER (SUB. CODE-418)
JOB ROLE: EARLY YEARS PHYSICAL ACTIVITY FACILITATOR
CLASS – IX & X

COURSE OVERVIEW

Early Years Physical Activity Facilitator works in play schools, day care centers, apartments and
clubs to teach age appropriate physical activities to build fundamental skills and fitness in children
up to the age of 8 years. Early Years Physical Activity Facilitator looks after the smooth functioning
of the physical activities and sports events of the school, organization, institute, etc. He/ She should
possess the knowledge and skills of safety and management of play field, equipment and tools,
conduction of sports events, assessment of student’s physical activity and report preparation.

COURSE OUTCOMES:

On completion of the course, students should be able to:

1. Apply effective oral and written communication skills to interact with people and
customers;
2. Identify the principal components of a computer system;
3. Demonstrate the basic skills of using computer;
4. Demonstrate self-management skills;
5. Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
6. Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
7. Demonstrate the knowledge of the importance of physical activity in child development;
8. Plan age appropriate physical activity;
9. Execute age appropriate exercise;
10. Demonstrate the knowledge of children health and safety;
11. Assess and evaluate the students;
12. Conduct recreational activities; and
13. Demonstrate the knowledge of maintaining records.

Page 1 of 14
 COURSE REQUIREMENTS:

The learner should have the basic knowledge of science.

COURSE DURATION:

Class IX 200 hrs.

Class X 200 hrs.

TOTAL 400 hrs.
.

SCHEME OF UNITS

CLASS THEORY PRACTICAL TOTAL

Class IX 50 marks 50 marks 100 marks
Class X 50 marks 50 marks 100 marks

This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students of Class IX opting for skill subject along with
other education subjects.

The unit-wise distribution of hours and marks for Class IX is as follows:

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 2 of 14

 PHYSICAL ACTIVITY TRAINER (SUBJECT CODE - 418)
CLASS – IX (SESSION 2021-2022)
Total Marks: 100 (Theory-50 + Practical-50)

NO. OF HOURS MAX. MARKS

TERM UNITS for Theory and for Theory
Practical and Practical
Employability Skills
Unit 1: Communication Skills-I 13
Unit 2: Self-management Skills-I
Part A

TERM I 7 5
Unit 3: Information and Communication
13
Technology Skills-I
Unit 4: Entrepreneurial Skills-I 10
TERM II 5
Unit 5: Green Skills-I 7

Total 50 10
Subject Specific Skills Theory Practical
Unit 1: Role of Physical education in Child
Development 24 15
TERM I 20
Part B

Unit 2: Planning Age Appropriate Physical

Activity 15 24
Unit 3: Organizing Age Appropriate
Physical Activities 16 32
TERM II 20
Unit 3 :Children Health and Safety 8 16
Total 63 87 40
Practical Work
Part C

Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Project Work/Field Visit
Part D

Practical File/Student Portfolio 10

Viva Voce 05
Total 15

Grand Total 200 100

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 3 of 14

 DETAILED CURRICULUM/TOPICS FOR CLASS IX:
PART-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-I 13

2. Unit 2: Self-management Skills-I 7

3. Unit 3: Information and Communication Technology Skills-I 13
4. Unit 4: Entrepreneurial Skills-I 10

5. Unit 5: Green Skills-I 7

TOTAL DURATION 50

NOTE: For Detailed Curriculum/ Topics to be covered under Part A: Employability

Skills can be downloaded from CBSE website.

PART-B – SUBJECT SPECIFIC SKILLS

• Unit 1: Role of Physical Education in Child Development

• Unit 2: Planning Age Appropriate Physical Activity
• Unit 3: Organising Age Appropriate Physical Activities
• Unit 4: Children Health and Safety

UNIT-1: ROLE OF PHYSICAL EDUCATION IN CHILD DEVELOPMENT

LEARNING
THEORY PRACTICAL
OUTCOME
1. Identify the 1. Domains for Early Childhood 1. Prepare chart on
physical and Development - Physical, Emotional, domain for early
emotional needs Social, Communicative, Adaptive, childhood development
of the children etc. 2. Prepare slide
2. Development of fundamental motor presentation on
skills – gross and fine motor skills cognitive and
3. Cognitive development psychological wellbeing
4. Psychosocial wellbeing
5. School readiness
6. Understanding child activity

2. Identify factors 1. Demographic factors (socio- 1. Group activity on

influencing economic status) demonstration of factors
physical activities 2. Biological factors (age, weight influencing physical
status) activities
3. Psychological factors 2. Write a paragraph on
4. Behavioural factors how Environmental
5. Social-cultural factors factors influence
6. Environmental factors physical activity

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 4 of 14

 LEARNING
THEORY PRACTICAL
OUTCOME
3. Plan physical 1. Identifying physical activity sessions 1. Prepare flow chart on
activities (everyday activities, recreational sequence of planning
activities, sport) cycle.
2. Structuring physical activity sessions 2. Write a lesson plan
3. Macro-planning
4. Meso-planning
5. Micro-planning
6. Weekly Planning
7. Lesson plan

4. Conduct physical 1. Arranging play spaces 1. Write down brief note on

activities 2. Props and equipment required for the importance of
physical activity sessions equipment for
3. Conducting physical activity conducting physical
sessions activities
2. Group discussion on
conducting Physical
Activity sessions

UNIT 2: PLANNING AGE APPROPRIATE PHYSICAL ACTIVITY

LEARNING OUTCOME THEORY PRACTICAL

1. Plan activities for 1. Resources required for 1. List down the activities to be
increasing activities planned for everyday physical
physical strength 2. Planning everyday activities strength session
and coordination 3. Planning recreational 2. Draw the diagram of area
activities required for free play games
4. Planning sport activities and list down
the equipment needed

2. Plan activities for 1. Cognitive skills – Reading, 1. Prepare poster for the dancing
developing cognitive Writing, Numeracy, etc. and singing activity
skills 2. Activities to be 2. Discuss the various activities to
organized – Games, Singing, cognitive skills
Dancing

3. Manage class 1. Designing time table 1. Prepare a time table for the
2. Understanding Duration of physical activity class
activities as per learning 2. Discussion on setting time
outcomes duration for different
activities

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UNIT 3: ORGANIZING AGE APPROPRIATE PHYSICAL ACTIVITIES

LEARNING
THEORY PRACTICAL
OUTCOMES
1. Identify games for 1. Fitness Activities 1. Identification of games appropriate
everyday 2. Specific sports training for different classes and list them
activities 3. Sports periods down
4. Games 2. Discussion on selection of games
for school

2. Organize sport 1. Sports days 1. Prepare a poster for the invitation

activities 2. Summer camp of sports day and explain about
3. Winter camp the sequence of games
4. Tournaments 2. Prepare list of activities that can
5. Mass drills and display be conducted for the parents and
6. Programs for staff and discuss in the class
parents and staff

UNIT 4: CHILDREN HEALTH AND SAFETY

LEARNING OUTCOMES THEORY PRACTICAL

1. Demonstrate the 1. Child health 1. Prepare a chart on Macro

knowledge of child health 2. Factors influencing and Micro nutrition
care and habits child health and 2. Prepare poster on
hygiene development of mental
3. General Nutrition health
3. Group discussion on factors
influencing child health

2. Describe the various 1. Storage facility for the 1. Draw the diagram of storage
aspects of safety equipment are of equipment
management and 2. Safe acts and safety 2. List down the safety aspects
emergency response measures in for the use of equipment
playground 3. Prepare a chart on PRICE-R
3. Safety aspects related with relative pictures
to use of equipment
4. Basic First Aid and
response to emergency
5. Exit protocol

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 6 of 14

PHYSICAL ACTIVITY TRAINER (SUBJECT CODE - 418)
CLASS – X (SESSION 2021-2022)
Total Marks: 100 (Theory-50 + Practical-50)

NO. OF HOURS MAX. MARKS

TERM UNITS for Theory and for Theory and
Practical Practical
Employability Skills

Unit 1: Communication Skills-II 13

Unit 2: Self-management Skills-II 7

Part A

TERM I 5
Unit 3: Information and Communication
Technology Skills-II 13

Unit 4: Entrepreneurial Skills-II 10

TERM II 5
Unit 5: Green Skills-II 7

Total 50 10

Subject Specific Skills Theory Practical

Unit 1: Roles and Responsibilities of
16 16
Early Years Physical Activity Facilitator
TERM I
Part B

Unit 2: Assessment and Evaluation of 20

11 21
Students
Unit 3: Free-play 15 24
TERM II Unit 4: Monitoring and Inventory 20
15 32
Management
Total 58 92 40
Practical Work
Part C

Practical Examination 15

Written Test 10

Viva Voce 10
Total 35
Project Work/Field Visit
Part D

Practical File/Student Portfolio 10

Viva Voce 05

Total 15

Grand Total 200 100

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 7 of 14

 DETAILED CURRICULUM/TOPICS FOR CLASS X
Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II 13
2. Unit 2: Self-management Skills-II 7
3. Unit 3: Information and Communication Technology Skills-II 13
4. Unit 4: Entrepreneurial Skills-II 10
5. Unit 5: Green Skills-II 7
TOTAL DURATION 50

NOTE: For Detailed Curriculum/ Topics to be covered under Part A: Employability

Skills can be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

• Unit 1: Role and Functions of Early Years Physical Activity Facilitator

• Unit 2: Assessment and Evaluation of Students
• Unit 3: Free-play
• Unit 4: Monitoring and Inventory Management

UNIT 1: ROLES AND RESPONSIBILITIES OF EARLY YEARS PHYSICAL ACTIVITY

FACILITATOR

LEARNING
THEORY PRACTICAL
OUTCOME
1. Identify roles and 1. Job description of an early 1. Discussion on the methods of
responsibilities of a years physical activity discipline inculcation in
physical activity facilitator students
facilitator 2. Qualities of a good 2. Group discussion on pros and
teacher cons of mass drill
3. Discussion on the importance
of talent identification in
sports
2. Describe the 1. Conducting basketball and
various activities to volleyball skill development
be conducted by sessions
2. Altering the programs to meet
the physical activity
the participant turn out and skill
facilitator level.
3. Arranging facilities and
equipment for performing risk
management checks on the
facility.
4. Dealing with customers and
answering questions.

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 8 of 14

 LEARNING
THEORY PRACTICAL
OUTCOME
5. Established rules and
regulations and etiquette
guidelines
6. Ensuring the completion of all
administrative paperwork
activity plans, and participant
feedback.
7. Responding to situations
requiring conflict resolution
and emergency incidents,
including first aid or
CPR.

UNIT 2: ASSESSMENT AND EVALUATION OF STUDENTS

LEARNING
THEORY PRACTICAL
OUTCOME
1. Describe the various 1. Meaning of assessment and 1. Prepare a chart on
types and tools of evaluation difference between
assessment 2. Diagnostic assessment assessment and evaluation
3. Skill assessment 2. Classroom discussion on
4. Assessment tools and processes which of the assessment is
better formative or
summative

2. Prepare 1. Preparation of report 1. Slide presentation on steps

assessment • Information identification of report preparation and
report and • Analysis of report feedback
provide feedback • Conclusion and
recommendation
• Revise your report
• Providing feedback
2. Steps of documenting feedback
• Objectives of feedback

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UNIT 3: FREE-PLAY

LEARNING
THEORY PRACTICAL
OUTCOME
1. Describe the 1. Free play 1. Write a paragraph on
importance and 2. Components of free play importance of free play
purpose of free- 3. Importance of free play in students life
play student’s life 2. Make a chart of factors
4. Factors influencing recreational influencing
activities free play

2. Organize 1. Objective of activity 1. Group discussion on

Free-play 2. Selection of suitable free play importance of
activities activity categorization and
3. Categorization and deviation of grouping in recreational
groups activities
4. Area selection 2. Prepare a speech on
5. Equipment selection equipment selection in free
6. Organization of free play activities play activity

3. Demonstrate the 1. Role of free-play in rehabilitation 1. Prepare a pie chart on

knowledge of 2. Heterogeneous to homogeneous rehabilitation through free
rehabilitation group play
through free-play 3. Selection of suitable free play
activity
4. Session timing and time table
5. Recording data of
each session

UNIT 4: MONITORING AND INVENTORY MANAGEMENT

LEARNING
THEORY PRACTICAL
OUTCOME
1. Describe the 1. Importance of periodic inventory 1. Write a paragraph about
process of inventory check importance of listing the
management 2. Process of maintaining inventory equipment
2. Prepare a flowchart on the
steps of Listing the
equipment

2. Manage props 1. Report of listed equipment 1. Prepare a report of

and equipment 2. Estimation of fund for new equipment in school
equipment sports store room
3. Estimation of money for repairing 2. Prepare a report of
of equipment sports equipment
4. Monetary report of equipment
purchased and repaired

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 10 of 14

LIST OF EQUIPMENT AND SUPPORT MATERIAL:

The tools, equipment and materials required for training are quite expensive, therefore; only basic
tools, equipment and accessories should be procured by the Institution so that the routine tasks
can be performed by the students regularly for practice and acquiring adequate practical
experience. A set of weight plates, bars and other weights with one cable machine may be
procured for training and regular field visits should be organized to provide opportunities to the
students/trainees for observation and hands-on practice.

TEACHER’S/TRAINER’S QUALIFICATION AND GUIDELINES:

Qualification and other requirements for appointment of vocational teachers/trainers on contractual

basis should be decided by the State/UT. The suggestive qualifications and minimum
competencies for the vocational teacher should be as follows:

QUALIFICATION MINIMUM COMPETENCIES AGE LIMIT

Post-graduation in Physical
Effective communication skills 18-37 years (as on Jan. 01
Education from a recognized
(oral and written) (year).
Institute /University, with at least
Basic computing skills. Age relaxation to be
1 year work/ teaching
provided as per Govt. rules.
experience

Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an

integral part of Samagra Shiksha. They are directly involved in teaching of vocational subjects and
also serve as a link between the industry and the schools for arranging industry visits, On-the- Job
Training (OJT) and placement. These guidelines have been prepared with an aim to help and
guide the States in engaging quality Vocational Teachers/Trainers in the schools. Various
parameters that need to be looked into while engaging the Vocational Teachers/Trainers are mode
and procedure of selection of Vocational Teachers/Trainers, Educational Qualifications, Industry
Experience, and Certification/Accreditation. The State may engage Vocational Teachers/Trainers in
schools approved under the component of Vocationalisation of Secondary and Higher Secondary
Education under RMSA in the following ways:

(i) directly as per the prescribed qualifications and industry experience suggested by the PSSCentral
Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector Skill Council (SSC)
OR (ii) through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational Training
Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level 2 or higher.

* The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteria
which the different organizations involved in education and training must meet in order to be
accredited by competent bodies to provide government-funded education and training/skills
activities. This is applicable to all organizations offering NSQF-compliant qualifications.

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 11 of 14

The educational qualifications required for being a Vocational Teacher/Trainer for a particular job
role are clearly mentioned in the curriculum for the particular NSQF compliant job role. The State
should ensure that teachers / trainers deployed in the schools have relevant technical competencies
for the NSQF qualification being delivered. The Vocational Teachers/Trainers preferably should be
certified by the concerned Sector Skill Council for the particular Qualification Pack/Job role which he
will be teaching. Copies of relevant certificates and/or record of experience of the teacher/trainer in
the industry should be kept as record.

To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The selection
procedure should consist of the following:

(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory. In case of appointment through
VTPs, the selection may be done based on the above procedure by a committee having
representatives of both the State Government and the VTP. The State should ensure that
the Vocational Teachers/Trainers who are recruited should undergo induction training of
20 days for understanding the scheme, NSQF framework and Vocational Pedagogy before
being deployed in the schools. The State should ensure that the existing trainers undergo
in-service training of 5 days every year to make them aware of the relevant and new
techniques/approaches in their sector and understand the latest trends and policy reforms
in vocational education. The Head Master/Principal of the school where the scheme is
being implemented should facilitate and ensure that the Vocational Teachers/Trainers:

a) Prepare session plans and deliver sessions which have a clear and relevant
purpose and which engage the students;
b) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
c) Make effective use of learning aids and ICT tools during the classroom sessions;
d) Engage students in learning activities, which include a mix of different
methodologies, such as project based work, team work, practical and simulation
based learning experiences;
e) Work with the institution’s management to organize skill demonstrations, site visits,
on- job trainings, and presentations for students in cooperation with industry,
enterprises and other workplaces;
f) Identify the weaknesses of students and assist them in upgradation of competency;
g) Cater to different learning styles and level of ability of students;
h) Assess the learning needs and abilities, when working with students with different
abilities
i) Identify any additional support the student may need and help to make special
arrangements for that support;
j) Provide placement assistance

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Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the Vocational Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically to
ensure the quality of the Vocational Teachers/Trainers. Following parameters may be considered
during the appraisal process:

1. Participation in guidance and counselling activities conducted at Institutional, District and

State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous up gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and International
level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education;
9. Publication of papers in National and International Journals;
10. Organization of activities for promotion of vocational subjects;
11. Involvement in placement of students /student support services.

CAREER OPPORTUNITIES
Students who successfully complete their Vocational Training in Physical Education and Sports
would be skilled to work as:

• Assistant to a Physical Education Teacher teaching age-appropriate physical activity in

school
• Assistant to any coach teaching children age appropriate sports in a sports academy
• Member of a sports management team
• Assistant to venue operation manager in stadiums – groundmen, equipment manager, etc.
• As a referee, umpire at the district level tournaments
• Yoga Instructor, Fitness trainer in gyms by doing a short additional certification course

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 13 of 14

CAREER PROGRESSION AND HIGHER EDUCATION VERTICAL INTEGRATION OF
THE COURSE:

SKILL COURSE
- (Early Years) Physical Activity Trainer (Instructor)
- NSQF Level 2 (CLASS IX - X)

SKILL COURSE
- (Primary Years) Physical Activity Trainer (Instructor)
- NSQF Level 4 (CLASS XI - XII)

• PGT/TGT - School
BPED, MPED offered by UGC
• HOD Sports - School

MPED with NET • Lecturer / Reader in college

MPED/MPHIL, PHD with NET • Professor / Associate professor

PHD, SPORTS SCIENCE • Exercise Scientist

418 – Physical Activity Trainer Class IX & X - 2021-2022 Page 14 of 14